Teacher(s) Indu Dudeja, Kshama Sharma Subject group and discipline science

Unit title Classifying the living world MYP year 1 Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Patterns and forms Identities and relationships
Relationship

Statement of inquiry

Understanding relationship among the organisms based on their forms and patterns that can lead to create classifications based on identities.

Inquiry questions

Factual— What are the key features of living organisms?

How can we classify the living organism based on their characters?
Conceptual— How does the classification helps us to understand species?
How do we use dichotomous key to construct and scientifically name an organism?
Debatable—do you think that the current 6 kingdom classification system would change in the future? Explain your answer.

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Objectives Summative assessment
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:

A. Knowing and Understanding

A.1.i explain scientific knowledge
A.1. ii. apply scientific knowledge and
understanding to solve problems set in familiar
and unfamiliar situations

B. Inquiring and designing

B.1.i Explain a problem or question to be tested
through scientific investigation
B1. Design scientific investigation

C. Processing and evaluating

i. present collected and transformed data
ii. interpret data and outline results using
scientific reasoning

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Approaches to learning (ATL)

Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

Formative assessment

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 Differentiation

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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Teacher(s) Kshama Sharma, Indu Dudeja Subject group and discipline

Unit title Forces and safety MYP year 1 Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Balance and movement Identities and relationships

Statement of inquiry

Understanding the change in motion of an object due to various forces can improve safety in our lives.

Inquiry questions

Factual—
1. What type of forces exist?
2. What effect does friction have in our life?
3. How is speed calculated?

Conceptual—
1. How does knowledge of gravitational force help us understand sports?
2. How is knowledge of forces used when designing safety equipment for sports or our daily lives?
3. How do balanced and unbalanced forces relate to the movement of objects?

Debatable—
1. Should safety gear be compulsory when playing contact sports?
2. Why do many people think a force is needed to keep an object moving at constant speed?

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Objectives Summative assessment
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:

Approaches to learning (ATL)

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Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies

Formative assessment

Differentiation

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Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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Teacher(s) Indu Dudeja, Kshama Sharma Subject group and discipline Science (Biology)
Unit title Cell and diseases MYP year 1 Unit duration (hrs) 30
hrs

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Systems Form and consequences identities and relationships

Statement of inquiry

Understanding a system can prevent undesirable consequences and promote a healthy lifestyle.

Inquiry questions

Factual—

 What do cells look like?

 What are the different organelles of the cells and what are their functions?
 What are the different types of cells present in human body?
Conceptual—
 Importance of biologically important compounds like carbohydrates, fats, proteins etc.
 Understanding how unhealthy and unbalanced diet leads to deficiency diseases.

Debatable—

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  To what extent understanding the functions of a cell and role of healthy lifestyle can help in curing the deficiency diseases in cells.

Objectives Summative assessment

Relationship between summative
assessment task(s) and
Outline of summative assessment task(s) including assessment criteria:
statement of inquiry:
1. Understanding how the
systems in a unicellular Summative Task: The learner will be able to
or multicellular organism understand the role of nutrition for
work together to support 1. In the link mentioned below you are provided with a cell to stop or to deal with any
kind of deficiency disease which
the organism. WHO’s data of diseases in India. may happen in future due to
2. Knowing that cell and its inadequate uptake of nutrients
Open the following link: through diet or pollution….
functioning is dependent
on its environment,
nutrition or food it
receive. Choose one category of disease of your choice and collect WHO’s data
3. Explaining how major about that particular disease.
systems and processes Collect appropriate data related to the questions asked below:
work together in animals
and plants, including  Which disease is chosen by you?
relationships between  Find out major facts for the occurrence of that disease and
organelles, cells, tissues, suggest solutions to deal with that particular disease.
organs, organ systems,
and organisms.  How these diseases have affected the population size over
the years? Show your data in the form of bar graphs or line
graphs.
 Explain what role does nutrition plays in prevention/ cure of
4. knowing how health of a these diseases.
single cell is related to the  Reflect upon the role of WHO and Indian government in

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 healthy living. controlling the spread of diseases?
5. Reflecting on how
incomplete diet and
unhealthy eating leads to
the consequences for
deficiency diseases.

Approaches to learning (ATL)

Skill category: Thinking

Skill cluster: Critical thinking skills
In order to interpret information to make scientifically supported statements students must
 Practise observing carefully in order to recognize problems
 Gather and organize relevant information to formulate an argument

Skill category: communication, research

Skill cluster: communication skills, Information literacy skills
In order to discuss the validity of method the student must

 Negotiate ideas and knowledge with peers and teachers

 Collect, record and verify data

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  Process data and report results
Skill category: self-management and research.
Skill cluster: Reflection skills and information literacy skills
In order to Describe and summarize the various implications of the use of science and its application in solving a specific problem or issue
student must
 Evaluate and select information sources and digital tools based on their appropriateness to specific tasks
 Collect and analyse data to identify solutions and make informed decisions

Action: Teaching and learning through inquiry

Content Learning process

1. Know: Cell organelles and functions, the Learning experiences and teaching strategies
differences among plant, animal, and
bacterial cells, relationships between
cells, organelles, tissues, organs, organ
system, cell and its environment, what
does it mean to be alive.
2. Understand: relate cell organelles to
their functions, the process of diffusion
and osmosis, biologically important
compounds: carbohydrates, proteins, Formative assessment
fats, vitamins, mineral etc; healthy
eating; deficiency diseases; social,
1. Design a weekly chart to ensure that the child of age group (11-13) will get a
ethical and health consequences related proper/ complete nutrition during week through meals in coherence to energy
with food we eat. consumption and Compare it with your present diet and reflect if it is deficient of
3. Do: Experimental skills (Microscope any integral or important component of nutrition on regular basis which may lead
handling), designing, conducting and to deficiency disease.
communicating the results of a scientific

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 investigation, research skills
4. Labs:
Osmosis investigation Design a weekly diet chart for a child of age group (11-13) to ensure that he/she will
Diffusion
get a proper/ complete nutrition during a week in coherence with energy
consumption due to his/her physical and mental activities.
Observation of plant cell
Reflect upon present diet chart, if it is deficient of any integral or important
Observation of animal cell component of nutrition on regular basis which deficiency disease might be caused
Checking presence of food by it.
components like protein, fat,
carbohydrates etc.

Differentiation

Resources

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Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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 Kshama Sharma Subject group and Sciences
Teacher(s) discipline
Unit title 2 changes in matter? MYP year 1 Unit duration (hrs) 20
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Change Form Scientific and technical innovation
the visible shape or configuration of something. the impact of scientific and technological advances on communities and
Transformation a marked change in form, nature, environments; the impact of environments on human activity; how
or appearance. humans adapt environments to their needs.
Statement of
inquiry
Small changes in the forms of various matter brought out by advancement of science led to imbalance of environmental conditions

Inquiry questions
Factual –
What is matter?
What is particle nature of matter?
How do we classify matter?
How do physical changes happen?
Conceptual –
How might physical changes help us to manipulate matter?
How does temperature affect the state of a matter?
Debatable –
To what extent do scientific innovations be able to cut down on greenhouse gas emissions to limit global warming over the next century?

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Objectives Summative assessment
Outline of summative assessment task(s) including assessment criteria: Relationship between summative assessment
task(s) and statement of inquiry:
A: All strands EoUA : EoUA gives students the opportunity to relate the
D: All strands Students will attempt a question paper based on criteria A and D. current scientific advancement and development
Criteria A assessment is based on understanding, applying and interpreting to address the recent global environmental issues
the scientific knowledge. like Global warming as the impact of industrial
Criteria D is based on the reflection on the article published in Physics revolution and increasing amount of greenhouse
Today September 2018. gases.
‘Can carbon capture from air shift the climate change equation?

Approaches to learning (ATL)

Information literacy skills:
make connections between sources of information
access information to be informed and inform others

Critical-thinking skills:
practise observing carefully in order to recognize problems
gather and organize relevant information to formulate an argument
interpret data
draw reasonable conclusions and generalizations
analyse complex concepts and projects into their constituent parts and synthesize them to create new understanding

Creative-thinking skills:
make guesses, ask ‘what if’ questions and generate testable hypotheses
create novel solutions to authentic problems

Transfer skills:
apply skills and knowledge in unfamiliar situations

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Action: Teaching and learning through inquiry
Content Learning process
All students should know and Learning experiences and teaching strategies
understand The learner profile disposition for this unit is caring and the unit builds on the skills of question-
 Matter forming in Chapter 1 to formatively develop key science skills for hypothesizing, predicting, and
 Solid evaluating in the context of structured experiments. The main summative assessment is then an
 Liquid opportunity to put these skills to draw conclusion and reflect based on others scientific investigation
 Gas and research work.
 Plasma  Activity: Material words
 Particle Theory of Matter This starter activity aims to familiarize students with different material types and revise key
 Change of state of matter vocabulary. Many students may have done similar activities in the primary/elementary phase.
 Vaporization States of Matter
 Boiling
 Difference between Boiling http://www.collaborativelearning.org/statesofmatter.pdf
and Evaporation.
 Factors effecting evaporation  Activity: Three states of matter
 Melting Introduction of three states of matter and their properties.
 Freezing
 Diffusion  Particle Theory of matter
 Sublimation https://www.slideshare.net/OhMiss/particle-theory-of-matter-6425617
 What is meant by room https://www.abpischools.org.uk/topic/solids-liquids-gases/2
temperature? https://www.abpischools.org.uk/public/documents/legacy/solids-liquids-gases/propemat.pdf
 Water cycle
 Weather  Activity: Water cycle
 Global warming Student will observe a picture of water cycle and label it with different changes that occur on
 Acid rain different levels of water cycle.
 Heating and cooling curve In this activity students identify different form of matters and their interchange due to variation in
temperature and pressure.

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 This activity introduces the water (hydrological) cycle. It also encourages students to understand
Students should be able to reflect upon and use key vocabulary for state changes.
the impact of changes of state of matter
in nature and environment in form of  Stimulation
water cycle, acid rain, global warming. Students will be able to relate the effect of temperature and pressure on the intermolecular forces
and configuration.
https://phet.colorado.edu/sims/html/states-of-matter-basics/latest/states-of-matter-
basics_en.html
This activity allows students to identify change in state of water in water cycle and how it occurs
due to variation of temperature and pressure.

 Activity: Heating and cooling curve

Individually, and in pairs: The activity allows students to investigate factors affecting state of
matter. Independent/controlled variables could be time. The dependent variables might include
the temperature of matter.
Students will investigate the effect of heat/temperature on the state of matter w.r.t. They will plot
graph between time and temperature.
Based on particle theory, they will be able to interpret the graph and constant temperature during
the change in state.

 Activity: Diffusion (See–Think–Wonder)

Students will observe diffusion of ink drop in water at room temperature and will conclude the
movement of particle on the basis of particle theory.

 Activity: Avalanche breakdown (See–Think–Wonder)

https://www.youtube.com/watch?v=qNOBWC9FB1c
https://www.youtube.com/watch?v=sy2ItGtC5Wk
Student will watch the video of glacier melting /avalanche breakdown and understand it as an impact of
global warming.

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 Formative assessment 1.
Criterion A: Knowing and Understanding
Inquiry question: To compare amount of free space in solids, liquids and gases.
Work in group of three students each.
Take one syringe and fill it three quarters with water. Make sure there is no air inside the syringe, only
water.
In another syringe draw some air.
Place the sand in the other syringe. Close the outlet of each syringe.
Compress each syringe as hard as possible and make sure you keep the end sealed.
Formative assessment 2.
Criterion D: Reflecting on the impacts of science
Case study based on glaciers.

Differentiation
Students are supported in developing and organizing their understanding through the use of a variety
of graphic organizers, templates, modelled activities, and examples.
Opportunities for independent/partner extensions and explorations through online research allow
students to engage in the inquiry process according to their individualized learning needs and
interests.
The open-ended summative assessment and writing templates allow students to more independently
engage in the inquiry process according to their individualized learning needs and interests.
Resources link shared in content booklet
and along with topics.

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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit

Resource hodder..Change in form represents a transformation.

The transformation of form demonstrates change.
Transformation of form can identify the type of change.

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Teacher(s) Kshama Sharma, Indu Dudeja Subject group and MYP Science
discipline
Unit title What do scientists do. MYP year 1 Unit duration 3
(hrs) wks

Key concept Related concept(s) Global context

Relationship Patterns, evidence Identities and relationship

Statement of inquiry

To be a scientist means to gather evidence about similarity and difference in nature to understand how things are related.

Inquiry questions

Factual— 1) How do scientist behave? 2) How is a laboratory different? 3) What is an experiment?

Conceptual—How are scientific theories made?
Debatable—Can science tell us everything we need to know?

Objectives Summative assessment

How can we make a paper airplane Relationship between summative
travel farther? assessment task(s) and statement of
inquiry:
Lab Report
B. Inquiring and designing Students design a lab experiment, test
their hypothesis, collect and record data, Students will be able to demonstrate an

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All strands. produce a Lab report. Students may understanding of how they collect
C. Processing and evaluating compose a Lab Report as a poster, use accurate data in a scientific experiment.
photos over time, create a power point, or
All strands. generate a visual report in a manner the Students will learn- scientific inquiry can
student prefers. Lab report must include prove, disprove or be inconclusive about a
logical steps of the scientific method hypothesis.
(question/problem, hypothesis, materials,
gathered data in data table, and graphed Students learn the importance of accurate
results of experiment) plus student must data as data can influence what you think
identify the variables in the investigations. and foster new understanding.

Students will be able to site an example of

how knowledge gained from experiments
and/or technology can change a person’s
viewpoints as data can be a powerful
persuader.

Approaches to learning (ATL)

Critical thinking skills

 Organize relevant information to formulate an argument.
 Practise observing carefully in order to recognize problems.
 Evaluate evidence and arguments.
 Formulate questions

Media literacy
 Access information to be informed and inform others

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  Make connections between various sources of information

Communication
 Give and receive meaningful feedback
 Negotiate ideas and knowledge with peers and teachers
 Make inferences and draw conclusions

Collaborative skills
 Exercise leadership and take on a variety of roles within groups
 Give and receive meaningful feedback

Action: Teaching and learning through inquiry

Content Learning process

A. How do scientists behave? Learning experiences and teaching strategies
B. In the laboratory 1. Lab visit: Visiting the different laboratories of the school, observing the
C. What is an experiment? apparatus, code of conduct to be followed in the lab. Brainstorming ideas
and reasons to take safety measures to be taken before any experiment
2. Students will frame their own lab guidelines/precautions/rules keeping the
Al l St udent s s houl d risk in mind.
Know: Scientific Method, Extinction 3. Start the inquiry with the key words- analytical, rational and methodical
Level Event
4. Introducing scientific inquiry questions- See- Think- Wonder
Understand: How the Scientific Method
is used to answer the questions: Steps Student will comprehend their observation on the worksheet.
5. To introduce the process of experiment with the help of an experiment of

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included conditions necessary for photosynthesis- introducing the key terms
1. Make an observation/Frame an variable, independent, dependent and controlled variables.
inquiry question. 6. Identify Variables for the different experiments and unknown situation
2. Select the variable. (group activity)
3. Form a hypothesis, or testable 7. Practicing of hypothesis formulation in the specific format of ‘if’ and ‘then’.
explanation.
4. Make a prediction based on the 8. Worked for the science project in the science exhibition. To understand the
hypothesis. steps of experimentation.
5. Test the prediction. 9. Performed experiment to check ‘effect of temperature on solubility of
6. Iterate: use the results to make sugar in tap water’. Started with inquiry question followed the steps till
new hypotheses or predictions. result and conclusion.
Do: Lab Safety, Scientific
Method/Experimental Cycle, variables
and hypothesis formulation, Lab report
format.

Formative assessment
1. Students will understand cause and effect relationship amongst the physical
quantities that brings desirable changes during experiments.
They will be able to identify types of variables involved for the experiment
shown in video and will formulate the hypothesis based on cause and
effect relationship:
https://www.youtube.com/watch?v=wAASkJaDyzk

2. Students will perform an experiment to study the effect of salt on the ice

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 cubes after reading and following the procedure steps given in task.
And will collect, organize, transform and present data to conclude the
effect of salt on ice.
Differentiation
1. reinforcement provided to the students those are not able to attain the desired
objectives/outcome.
2. Hints for variables / some specific guidelines can be provided to support the
learning and understanding process according to the requirement of average
and below average students.
3. Peer tutoring adopted for slow learner.

Resources
https://www.wikihow.com/Think-Like-a-Scientist
https://www.khanacademy.org/science/high-school-biology/hs-biology-foundations/hs-biology-and-the-scientific-method/a/the-
science-of-biology
http://www.schoolofdragons.com/?lang=en :game
www.stevespanglerscience.com/lab/experiments/penny-drops/
www.youtube.com/watch?v=BleCJJAKKgw
www.telegraph.co.uk/news/science/space/10899919/Hubble-captures-star-explosion-over-four-years.html
www.youtube.com/watch?v=7MLWHGRnqfl
Sciences Hodder education: Paul Morris and Patricia Deo

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Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
For MYP 1 students designing an Few students understand variables and Identifying variables as an abstract
experiment with controlled and hypothesis for known situation only but concept is challenging for this age group
independent variables seems to be not able identify and apply unforeseen of students.
difficult. conditions. Variables in unfamiliar situations and
Students might need individual support to conditions is a difficult concept at this
explore and inquiry. early level it should either limits to familiar
situation or

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