MYP unit planner

Unit title I am the Boss!!!!

Teacher(s) AD , MU

Subject and grade level SCIENCE MYP 10 A,B

Time frame and duration Sem - 1 1 to 10 weeks (2011 – 2012)

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus

Which area of interaction will be our focus?Why have we chosen this?

Significant concept(s)

What are the big ideas? What do we want our students to retain for years into the future?

Community and service

Students are encouraged to make connections between their intellectual

and social growth thereby refining their affective, creative and ethical as well as

cognitive development.

Our brain controls how we think, feel and behave.

MYP unit question

How emotion, communication and stress affect people?

Assessment

What task(s) will allow students the opportunity to respond to the unit question?

What will constitute acceptable evidence of understanding? How will students show what they have understood?

Summative Assessment

Performing the assigned practical experiments

Investigate and Research how stress management helps

Formative Assessment

Create a Cluster map to sort the emotions into positive ones and negative ones.

Answering the questions from the textbook and solving worksheets.

Which specific MYP objectives will be addressed during this unit?

Criteria A-One World

- describe and discuss ways in which science is applied and used to solve local and global problems- describe & evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society- discuss how science and technology are interdependent and assist each other in the development of knowledge and technological applications- discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors

Criteria B-Communication in Science

- communicate scientific information using a range of scientific language-communicate scientific information using appropriate modes of communication-present scientific information in a variety of formats, acknowledging sources as appropriate-demonstrate honesty when handling data and information ,acknowledging sources as appropriate-use where appropriate a range of information and communication technology applications to access, process & communicate scientific information.

Criteria C-Knowledge and Understanding in Science

recognize and recall scientific information-explain and apply scientific information to solve problems in familiar and unfamiliar situations.- analyse scientific information by identifying components, relationships and patterns, both in experimental data and ideas.-discuss and evaluate scientific information from different sources ( Internet , newspaper articles ,television, scientific texts and publications) and assess its credibility.

Criteria D-Scientific Inquiry

-define the problems and research question to be tested by a scientific investigation-formulate hypothesis and explain it using logical scientific reasoning-design scientific investigations that include variables and controls, material/equipment needed , a method to be followed, data to be collected and suggestion for its analysis-evaluate the method , commenting on its reliability and /or validity-suggest improvements to the method.

Criteria E-Processing data

collect and record data using appropriate units of measurement-organize and transform data into numerical and diagrammatic forms, including mathematical calculations(units of measurement)-analyse and interpret data by identifying trends ,patterns and relationships-draw conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.

Criteria F-Attitude in Science

carry out scientific investigations using materials and techniques safely and skillfully-work effectively as members of a team, collaborating acknowledging and supporting others as well as ensuring a safe working environment-show respect for themselves and others, and deal responsibly with the living and non-living environment.

Which MYP assessment criteria will be used?

Topic test (Criteria C)

Practical work assessment (Criteria D, E & F)

Research work (Criteria A & B)

Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit

question?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the

significant concept(s) for stage 1?

Understanding the systematic study of thoughts

Recognize the structure of the brain and understand characteristics of the living things and the nervous system

Discuss Gardner's theory of Multiple Intelligences

Communicate by using the ten basic emotions

identify the symptoms of sleepwalking, insomnia and nightmares

Distinguish between fears and phobias (Psychopathology)

Analyse leadership styles (Groups and social psychology)

Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Transfer – Making connections : including using knowledge, understanding and skills across subjects to create products or solutions, applying skills and knowledge in unfamiliar situations.

Thinking – Generating ideas, planning, inquiring and developing questions, applying knowledge and concepts including logical progression of arguements, identifying problems, considering a problem from multiple perspectives.

Learning experiences Teaching strategies

How will we use formative assessment to give students feedback

How will students know what is expected of them? Will they see examples, rubrics, templates?

How will students acquire the knowledge and practise the skills required? How will they practise applying these?

Do the students have enough prior knowledge? How will we know?

during the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?

Rubrics will be provided for each summative assessment task. These are task specific and based on the interim objectives.

Pre test students knowledge-brainstorm what they already know about feelings and behaviour.

Marking the test with the class is important in picking up general misunderstandings and reinforcing understanding.

Students will design an investigation to research the role of forensic scientists, including ballistics experts, forensic serologists and forensic entomologists.

Studying the structure of a cows brain practically and then applying the knowledge behind the systematic study of thoughts feelings and behaviour. This gives them an understanding of how the brain works.

There are a variety of teaching methodologies in this unit:

Independent learning and problem solving activities will be given. Students can work at their own pace either individually or in pairs. This allows differentiation and also support – there are times when students who are further ahead can be asked to support and help those who are struggling.The teacher becomes a resource – students have various check in points and are not allowed to progress until checked by the teacher. There are also quizzes, which students to independently to check knowledge and understanding.

A written summative test on their understanding of the topic.

Brain inquiry – brainstorm previous knowledge as a mind map, instruct students to experiment and study parts of the brain, direct students to internet or book research.

Students construct a PMI on the issue of measuring intelligence.

Research how stress management, aerobic exercise and relaxation can help to cope with stress.

Resources

What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?

materials “Science Alive Level 6” by D.Nardelli

Science room equipments

Library resources for research tasks and internet

The school posters, videos, DVD, model of the brain.