Lesson Idea

9 Scientific Articles for the IB MYP Biology Curriculum

We’ve put together this collection of 9 scientific articles aligned with the International Baccalaureate (IB) Middle Years Programme (MYP) biology curriculum. These articles were adapted from original academic research papers published in peer-reviewed journals, re-written for middle school and lower high school students, and reviewed by the researchers. Each article contains an introductory video as well as questions to assess the students’ understanding.

Topic 1: Cells

*Can armadillos show us how to regrow a liver?*

Abstract: What if we could make our body’s old or sick cells act young again? Surprisingly, the bacteria that cause leprosy may show us how. Previously, we discovered that infecting cells with leprosy bacteria in a laboratory dish “reprogrammed” the cells back to an immature state. The cells may then be able to produce many different types of cells in the body – and maybe even regenerate an organ. To test this in an actual animal, we infected nine-banded armadillos with leprosy bacteria. We compared their livers to the livers of uninfected armadillos. The livers of armadillos infected with leprosy were larger than those of uninfected armadillos. Importantly, these larger livers were healthy, with no signs of damage. We performed genetic analyses on the liver cells to determine which genes were active. Our results show that leprosy infection “reprograms” adult liver cells to make them resemble immature liver cells. Maybe someday we can adapt this natural process to regrow aging and damaged livers in humans.

Key terms: biotechnology, genetics, infectious diseases, microbiology, molecular biology, stem cells
Scientific figures: bar graph, microscopy image
Scientific method: DNA sequencing, ELISA, experiment, fluroescence imaging, microscopy
Additional resources: An audio v ersion is available in English.

Topic 2: Organisms

*What are the benefits of growing multiple crops together?*

Abstract: Did you know there are different ways to grow food? One way is sole cropping, which occurs when a field only has one species of crop. Another method is intercropping, which is when many species are grown together in the same field. We wanted to compare sole cropping and intercropping. We found that intercropping produces less of each type of crop on a field than sole cropping. But intercropping produces more diverse food choices. It also can save land space and reduce the amount of nitrogen fertilizer needed to grow food. That is why intercropping is an important agricultural technique to consider for the future.

Available in 2 reading levels: use lower reading level for middle school students; use upper reading level for lower high school students.

Key terms: dual reading level, ecosystem services, farming, food security, pests, sustainability
Scientific figures: bar graph
Scientific method: agricultural yield data
Additional resources: An audio version is available in English.

Topic 3: Processes

*How do some algae make the Earth warmer?*

Abstract: If you have ever visited a lake, a pond, or even the ocean, then you know about algae – not only the big ones that wash up on the beach, but also the much smaller microalgae. Responsible for the green you see on the water, these tiny organisms are not only the foundation of the aquatic food web, but they also photosynthesize. That means they take carbon dioxide out of the atmosphere like plants. And we all know how important that is because of global warming! Interestingly, some algae also produce nitrous oxide – another greenhouse gas. We wanted to find out which type of algae produces it and how they create it. We tested different types of algae in both light and dark environments, which made us realize that only green algae make nitrous oxide from nitric oxide, and they have different ways of doing it based on the amount of light available. We also linked the nitric oxide production to fertilizers, implying that there may be a way to reduce the amount of nitrous oxide produced by algae in the future.

Available in 2 reading levels: use lower reading level for MYP students

Key terms: dual reading level, greenhouse gas emissions, seaweed
Scientific figures: bar graph
Scientific method: experiment, mass spectrometry
Additional resources: An audio version is available in English.

Topic 4: Metabolism

*How can we predict bone loss in astronauts?*

Abstract: Have you ever dreamed of being an astronaut? Exploring outer space sounds exciting, and astronauts get to do that. However, going into space can lead to health problems. The lack of gravity has a negative impact on bones, called bone loss. Astronauts try to compensate for bone loss with a lot of exercise – both in space and on Earth. But even exercising doesn’t prevent bone loss in some cases. We wanted to find out what factors affect bone loss. We also wanted to find a way to predict bone loss in astronauts before spaceflight. We analyzed the leg and arm bones of 17 astronauts before and after a space mission. We also looked for markers of bone change in their blood and urine. We found out that bone loss happens quickly in space. The longer the space mission, the bigger the problem. More exercise before spaceflight predicted greater bone loss! Elevated markers of bone metabolism before flight also predicted greater bone loss.

Key terms: gravity, metabolism, physics, space travel
Scientific figures: line graph
Scientific method: case study, CT, experiment, field study, representative sampling, risk analysis
Additional resources: An audio version is available in English. A written translation is available in Bulgarian. This article includes a Lesson Idea video.

Topic 5: Evolution

*How did mammals evolve to live in the sea?*

Abstract: Marine mammals are well adapted to living in the sea. For example, whales and dolphins are excellent divers, hold their breath for long periods, and can sleep underwater. However, this was not always the case. In fact, whales and dolphins (collectively known as cetaceans) evolved from mammals that once lived on land! How did cetaceans develop these abilities to live underwater? A group of chemicals called neuropeptides may hold the answer. These chemicals play important roles in numerous bodily processes including sleep, feeding and the maintenance of blood pressure. We compared the neuropeptides found in cetaceans with those found in land mammals. We wanted to see how they are different. We found that marine mammals have lost the ability to make many of the neuropeptides that land mammals still have. So, differences in neuropeptides may explain how cetaceans adapted to live in a marine environment.

Key terms: animal behavior, cetacean, evolution, genetics, mammals, natural selection, neuroscience, veterinary medicine, whales
Scientific figures: pictograph
Scientific method: DNA sequencing, scientific modeling
Additional resources: An audio version is available in English. A written translation is available in Spanish.

Topic 6: Interactions with the Environment

*Can shipwrecks help protect ocean creatures?*

Abstract: What do you think of when you think of shipwrecks? Pirates? Lost treasure? Cute decorations for an aquarium? For sea animals, a shipwreck can also be a safe hiding place! When a ship sinks, ocean life quickly takes over. Animals like corals and anemones look for hard surfaces to cling to. Fish find places to hide. So could shipwrecks also protect animals from fishing nets? Bottom-towed fishing pulls nets behind the boats. When those nets drag along the seafloor, they can damage habitat. Shipwrecks snag and damage nets, so fishing boats avoid them. We wondered whether shipwrecks act like miniature refuges for ocean animals. We studied five shipwrecks near the coast of Scotland and North East England. Some of these wrecks are in protected areas, and some are in places with a lot of fishing. We found that ocean life is more abundant near shipwrecks where there are lots of fishing boats!

Key terms: coral, fish, fisheries, marine protected area, overfishing, sustainability
Scientific figures: bar graph, pictograph
Scientific method: field study, observation, representative sampling
Additional resources: An audio version is available in English.

Topic 7: Interactions between Organisms

*How many legs does it take to escape a predator?*

Abstract: Why do animals have such different shapes and sizes? Many animals are hunted by predators. Prey animals have features that help them escape these predators. For example, some animals like frogs have two powerful back legs to jump away from predators. Other animals, like deer, have four legs that help them run away to safety. Some rodents use two legs, while many other rodents use four legs. But which ones are better at avoiding predators? We compared the bipedal kangaroo rat with the pocket mouse, woodrat, and ground squirrel. We created fake predator attacks and measured how each rodent responded. We found that pocket mice and kangaroo rats jumped away the fastest. This might be because both are small and have strong back legs. Woodrats and ground squirrels jumped lower and slower. So, rodents jumping with two legs were better at reacting to attacks. This means using two legs may be an advantage for rodents when avoiding predators.

Key terms: evolution, predator and prey relationship
Scientific figures: bar graph, pictograph
Scientific method: experiment, field study, observation, representative sampling
Additional resources: An audio version is available in English. A written translation is available in Spanish. This article includes an SJK Academy Research Recap video summarizing the content.

Topic 8: Human Interactions with the Environment

Abstract: Picture yourself diving into a tropical ocean. The sun is bright, and the water is clear and warm. What do you see? Colorful fish, playful dolphins, waving seaweed? Maybe you even see something that looks like a beautiful underwater garden – a coral reef! Coral reefs are important habitats for a huge diversity of animals. But sadly, warming oceans and pollution threaten most coral reefs. An example of this threat is actually sunscreen! Oxybenzone is a chemical found in many sunscreens that can harm corals and other animals. But scientists didn’t know exactly how oxybenzone harmed corals.
We set up an experiment to find out how corals and sea anemones (which are closely related to corals) reacted to oxybenzone in the water.

Key terms: climate change, coral, endocrine-disrupting chemicals
Scientific figures: line graph, pictograph
Scientific method: experiment
Additional resources: An audio version is available in English. A written translation is available in Bulgarian.

Topic 9: Biotechnology

*What can you do with a microscopic robot?*

Abstract: Can you imagine a robot so small that you can’t even see it without a microscope? No, it’s not science fiction! Microscopic robots, or microbots, are tiny machines that are about the same size as a red blood cell. That’s only a few millionths of a meter across, about a tenth of a hair’s diameter. Making a robot this small is hard. Controlling a microbot is especially challenging! We developed a new type of microbot that can be controlled remotely using an electromagnet. The basic shape of the robot is simple. They have two sides and bend in the middle like an inchworm. They are covered in special, super tiny magnets. By adjusting a magnetic field, we can make microbots walk, swim, and fold themselves up like origami! Their tiny size even lets them change how light bounces off a surface. We think these microbots have a lot of potential!

Key terms: engineering, robotics
Scientific figures: pictograph
Scientific method: experiment
Additional resources: An audio version is available in English. A written translation is available in Spanish. This article includes a Lesson Idea video to engage students in creating their own maze-navigating robots.

That’s Not All!

These 9 articles are just a sample of our publications. You can find many other free adapted scientific articles for each of the IB MYP Biology topics: