the ib curriculum - wikispaces · ib curriculum grades 9 ... (emphasis on biology and chemistry)...

draft materialsthese maps were created with funding from the United states department of education in order to increase

participation and success in the diploma Programme by strengthening the mYP-diploma Programme articulation in the traditional 9–12 high school model. schools and districts that offer all five years of the mYP are encouraged to

continue the process of mapping skills back to level one of the mYP.

Backward mappingthe

iB Curriculum

Backward mappingthe

iB CurriculumGrades 9–12

Group 4(emphasis on Biology and Chemistry)

Michelle dumaslincoln High school, Portland, Or

Jason MalonePoudre High school, fort Collins, CO

Group 4(emphasis on Biology and Chemistry)

© international Baccalaureate Organization 2009

Backward mapping tHe iB CUrriCUlUm:

diploma Programme Group 4

Co n t e n t s

introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

dP skills analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

9-12 skills map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

mYP map Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

mYP map Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

mYP Course Outline Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

mYP Unit Planner Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

mYP Course Outline Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

mYP Unit Planner Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Backward mapping the iB Curriculum: sCienCe 3


dP skills analysis

this document identifies the skills and concepts necessary

for success on the final dP assessments for the subject

area.

9-12 skills Map

this document maps over grades 9-12 the skills and

concepts necessary for success in the dP.

MYP Map (Grades 9 and 10)

this document takes the skills and concepts outlined for

grades 9 and 10 and places them in the framework of the

mYP, including assessment and scaffolding ideas.

mYP Course Outline and Unit Plans (Grades 9 and 10)

this document offers sample course outlines and unit

plans for mYP courses in grades 9 and 10.

as these materials were developed for U.s. public schools,

they reflect a common program of study in which students

take discrete courses in biology and chemistry in grades

9 and 10. these documents should not suggest that

physics should not be part of a student’s preparation for

the diploma Programme. these documents are written to

focus on the skills for grades 9 and 10, regardless of which

course, biology or chemistry, students take first.

MYP Course outlines and Unit Plans

(9th & 10th Grade)

these documents place these skills in the context of the

mYP, offering sample learning activities and scaffolding

ides, course outlines, and unit plans for grades 9 and

10 which can be used as a starting point for complete

development of a local course of study.

introduction exPerimental sCienCes (with emphasis on Biology & Chemistry)

this set of documents is designed to assist teachers in developing learning experiences for their students by backward

mapping the expectations for the diploma Programme in experimental sciences, particularly Biology and Chemistry. the

document was developed by the authors and do not reflect official iB expectations, but aim to serve as resources to help

schools to plan their own curriculum.



diploma Programme: experimental sciences Final assessment

exte

rnal

ass

essm

ent :

tim

ed e

xam

s

Paper I: (20%)Addresses objectives one and two. Hl: 40 multiple-choice questions covering both the core and aHl.

sl: 30 multiple-choice questions covering the core.

Calculators are not permittedsL: 45 minutes HL:1 hour

skills· define vocabulary precisely · sort and organize information· recognize and interpret diagrams and flow charts· recognize patterns as related to specific concepts

Paper II (36% HL or 32% sL)Addresses objectives one, two and three.

section a: One data-based question and several short answer questions on the core (and aHl for Hl)

section B: Hl:two extended-response questions on the core and the aHl (from a choice of four)

sl: One extended-response question on the core (from a choice of three)

Calculators are required2.25 hours for HL and 1.25 hours for sL

define vocabulary precisely sort and organize informationrecognize and interpret diagrams and flow chartsrecognize patterns as related to specific concepts Use scientific language make comparisonsUse command terms objectively (see objective 2 & 3)draw (body systems, cells, diagrams, etc)

Paper III (20% HL or 24% sL)Addresses objectives one, two and three.

several short-answer questions in each of the two options studied (all compulsory); Hl students will also answer an extended-response question.

Calculators are required1.25 hours for HL and 1 hour for sL

define vocabulary preciselysort and organize information recognize and interpret diagrams and flow chartsrecognize patterns as related to specific conceptsWrite scientific explanationsUse scientific language make comparisons Use command terms objectively (see objective 2 & 3)

diploma Programme skills analysis

this document identifies some of the skills necessary for success on the final dP assessments for Group 4, experimental sciences.”



diploma Programme: experimental sciences Final assessment

Inte

rnal

ass

essm

ent

Practical work (24%)Addresses objectives three, four and five.

an interdisciplinary project (described below) and a mixture of short and long term investigations that reflect the breadth and depth of the syllabus at each level.

Work should be assessed against the following criteria: design, data collection and processing, conclusions and evaluation, manipulative skills and personal skills.

Group 4 project an interdisciplinary activity in which all dP science students must participate. the intention is that students from different group 4 subjects will analyze a common topic or problem through a collaborative, process-focused examination

skillsfollowing directions

design: (student-generated)ask focused questions develop method for data collection (sufficient/relevant)explain rationale for designsetting parametersrecognize/control variablesidentify measurable variablesidentify/choose proper materials

data Collection/Processing:Organize raw data into tables/chartsmeasurement skillsrecognition of measurement uncertainty including impact on calculationsidentifying proper processing methods (data)Graphing (appropriate to question and data)application of appropriate statistical tools

Conclusion/evaluation:states valid conclusion including justification of conclusion based on data recognize relationship between processing errors, data, and conclusionidentify errors in procedure and data collectionUnderstand impact of errors on data and conclusionrecommend useful/realistic improvements

Personal skills:Collaboration while maintaining individual accountabilityapproaches work with authenticityUnderstand implications of research

Manipulative skills:safetyindependent use of lab equipmentskills of measurement involving a range of techniques and equipment

Hab

its

of M

ind seeks (and writes with) detail and thought

sees the “Bigger Picture”applies knowledge and understanding to unfamiliar situationsseeks out the ideas of othersreorganizes to synthesize new patterns



9–12 skILLs MaPGrade 9 Grade 10 Grade 11 Grade 12

aPPLICatIon and InteraCtIon oF sCIenCe and soCIetY : one WorLd CrIterIon a / aIM 8

Issue Identification

identifies local and global issues of interest. identifies and studies local and global issues of interest.

studies and presents information regarding local and global issues.

studies and presents information regarding local and global issues.

Issue Problem—Solving

explores a variety of possible solutions. explores a variety of possible realistic solutions.

explores a variety of possible solutions and blocks to action (i.e. social, economic, etc.)

explores a variety of possible solutions and blocks to action (i.e. social, economic, etc.)explores solutions worldwide.

Contributions of Science to Society

describes and discusses the benefits and limitations of scientific applications.

describes and evaluates the benefits and limitations of scientific applications

develops an appreciation of the possibilities and limitations of science and scientists.

develops an appreciation of the possibilities and limitations of science and scientists.

Implications of Action

explores how science interacts with social, economic, political, environmental, cultural and ethical factors.develops international-mindedness.

Understands and discusses how science interacts with social, economic, political, environmental, cultural and ethical factors. develops international-mindedness.

Understands and discusses how science interacts with social, economic, political, environmental, cultural and ethical factors as applied in Group 4 Project.develops international-mindedness thorough examination of actions.

Understands and discusses how science interacts with social, economic, political, environmental, cultural and ethical factors as applied in Group 4 Project.develops international-mindedness thorough examination of actions.

9–12 skills map: experimental sciences (emphasis on Biology & Chemistry)

this document maps the skills and concepts necessary for success in the diploma Programme over grades 9-12.

these are not official expectations, but an example of a course of study designed to help schools plan their own

curriculum.”




Communication in science Criterion B

Vocabulary / Scientific Language

defines terminology with clarity.Communicates concepts with a limited range of content terminology.

Understands the meaning of and the relationship between a wide range of science content vocabulary.Communicates concepts with range of content terminology.Begins to express connections between ideas.

Understands vocabulary on a conceptual level.Communicate concepts with a range of content terminology.expresses connections between ideas.

Understands vocabulary on a conceptual level.Communicates concepts with a wide range of content terminology. expresses connections between ideas.

Visual Representation

draws representations of biological systems with assistance from observation.Begins to represent graphically.

draws representations of biological systems from observation.Uses graphical representations.

Uses drawing skills to represent biological systems visualized by the use of electron microscope.(i.e. ultrastructures of organelles)Begins to show relationships graphically.

draws detailed representations of biological systems.shows relationships graphically.

Writing

formulates written answers that address the question as asked.Writes fully developed answers with coaching.sequences ideas in a logical manner with coaching.expresses simple ideas with clarity. Understands academic integrity and acknowledges sources in written work.

formulates written answers that fully address the question as asked.Writes fully developed extended answers with coaching.sequences ideas in a logical manner.expresses ideas clearly.acknowledges sources within text and bibliography of written work.

adequately uses command terms to guide writing.Writes full developed extended answers with little or no coaching.links relevant ideas to form a logical sequence.expresses ideas clearly enough to be understood with little or no rereading.acknowledges sources in written work according to specified citation method.

adequately uses command terms to guide writing.independently writes fully developed extended answers.links relevant ideas to form a logical sequence.expresses complex ideas clearly enough to be understood with little or no rereading.acknowledges sources in written work according to specified citation method.

knoWLedGe & UnderstandInG oF sCIenCe Criterion C

Explain and apply scientific knowledge to solve problems

develops capacity for remembering and connecting significant information.applies scientific knowledge to solve familiar problems.With guidance, understands patterns and relationships (data and ideas) and transfers knowledge.With guidance, applies scientific knowledge to unfamiliar situations.

Continues to develop and connect a significant body of scientific knowledge.With guidance, identifies patterns and relationships (data and ideas) and transfers knowledge.applies scientific knowledge, to solve familiar and unfamiliar problems.

Continues to develop and connect a significant body of scientific knowledge.independently identifies patterns and relationships (data and ideas) and transfers knowledge. employs scientific methods, techniques and knowledge to solve familiar and unfamiliar problems and explain conclusions.

employs scientific methods, techniques and knowledge to solve familiar and unfamiliar problems and explain and defend conclusions.




Analyze, evaluate, synthesize scientific knowledge

identifies and begins to evaluate scientific knowledge from different sources.With guidance, understands the value of different sources.

discusses and evaluates scientific information from a variety of sources.independently, draws conclusions about the value of different sources.

analyzes and synthesizes scientific information from a variety of sources.determines and explains the value of scientific sources.

analyzes, synthesizes, and evaluates familiar and unfamiliar scientific information.determines and explains the value of scientific sources.

Database Mining

no database mining necessary finds answers to simple questions using web-based databases.

finds answers to questions using web-based databases.evaluates validity of information provider.

finds answers to questions using web-based databases.evaluates validity of information provider.

Computer Modeling/Simulation

Participates in simple computer simulations (individual or group).

Participates in simple computer simulations (individual or group).

Participates in computer simulations (individual or group).

Participates in computer simulations (individual or group).

sCIentIFIC InqUIrY Criterion d

Questioning

recognizes the difference between well-written and poorly written questions. Begins to write self-generated questions for which an experiment can be carried out.

Writes open-ended questions that cannot be answered by yes/no. formulates a hypothesis that can be tested experimentally.

formulates a focused problem/research question for which an experiment can be designed independently. develops an attitude of inquiry.

formulates a focused problem/research question for which a complex experimental design can be developed independently.

Variables

recognizes variables for any experimental procedure.acknowledges variables and how they can be controlled.Understands the concept of independent, dependent, and controlled variables.

recognizes the variables for any experimental procedure.establishes control of at least one confounding variable.states controlled independent, and dependent variables.

recognizes the relevant variables for self-designed procedures.establishes controls.states independent/dependent variables.

recognizes the relevant variables for self-designed procedures.establishes controls.states independent/dependent variables.Procedures should indicate the handling of the variables.

Evaluation

lists weaknesses and limitations.Considers the concepts of reliability and validity especially when suggesting improvements to method used in lab.

lists relevant weaknesses and limitations.Comments on reliability and validity.suggests realistic improvements in respect of identified weaknesses and limitations.

evaluates weaknesses and limitations.discusses reliability and validity.suggests realistic improvements in respect of identified weaknesses and limitations.

evaluates weaknesses and limitations.discusses reliability and validity.suggests realistic improvements in respect of identified weaknesses and limitations.




Equipment Use (Exposure and Hands-on Experience)

learns to use scientific equipment, for example:•Measurementskillsincludinggraduated

cylinder, balance, and ruler•Microscopeobservations•Transect/QuadratTools•pH•Water/SoilTests•DissectionTools•DataLogging

in addition to all 9th grade skills:•Microscopemeasurements•Chooseappropriateequipmentwith

some assistance.

independently chooses and uses any of the appropriate equipment.adapts the use of equipment to unfamiliar circumstances.seeks information on new tools to implement experimental design.

independently chooses and uses any of the appropriate equipment.adapts the use of equipment to unfamiliar circumstances.seeks information on new tools to implement experimental design.

ProCessInG data Criterion e

Data Organization

Organizes data in data tables and charts with assistance or as part of collaborative group.evaluates data tables of others.

designs data tables for recording and organization of raw data.evaluates data tables of others.

Organizes raw data in appropriate data tables with title, units, and uncertainties.evaluates data tables of others.

Organizes raw data in appropriate data tables with title, units, and uncertainties that allows for easy interpretation of data.

Calculations

Uses the following calculations: •Mean,Median,Mode,Experiment-specific

calculations.

Uses the following calculations (in addition to 9th):• %Error,Rate.

Uses the following calculations with a calculator (in addition to 10th):•T-test,correlation,standarddeviationand

begins to explain the meaning.Uses significant figures.

Uses all calculations and can interpret the meaning of the tests independently.Uses significant figures.

Methods of Data Collection

designs a procedure that allows for the collection of data.Uses methods of data collection from a description.

designs a detailed procedure utilizing standard methods of data collection.

designs a detailed, realistic procedure which allows for the collection of sufficient, relevant data.

designs a detailed, realistic procedure which allows for the collection of sufficient, relevant data adapting standard methods of data collection in unfamiliar situations. (see data logging)




Measurement

Uses measurement tools to collect data with guidance.

selects and uses routine measurement tools independently to collect data and uses new instruments with guidance.recognizes the presence of uncertainty.

selects most appropriate measurement tools and independently uses them correctly.selects proper data to measure during experiment.indicates uncertainty.Uses significant figures.

selects most appropriate measurement tools and independently uses them correctly.adapts to unfamiliar tools through the use of appropriate resources.selects proper data to measure during experiment.Uses significant figures.

Data Logging

Uses data logging following directions (with default settings).

Uses data logging following directions (with default settings).

Uses data logging and sets parameters of data collection.

Uses data logging and sets parameters of data collection.selects data logging equipment for experimental design.

Graphing

Creates graphs of proper type (line, bar, or pie chart) and includes title, labels, units, and proper scale.Begins to evaluate graphs.Uses hand-generated graph as a template, may attempt the plotting of graphs using computer software. (not necessary for all students)

Creates multiple graphs of differing type (same as 9th grade) and includes title, labels, units, and proper scale. distinguishes between data sets from same experiment to decide how to express data clearly to show patterns.evaluates graphs.Uses hand-generated graph as a template, plots graphs using computer software.

Creates graphs of proper type (10th grade plus scatterplots, histograms) and includes title, labels, units, uncertainties (trend lines and error bars) and proper scale.distinguishes between data sets from same experiment to decide how to express data clearly to show patterns.evaluates graphs in relation to how it helps in interpretation.Plots meaningful graphs (with possible instruction) using computer software or spreadsheet programs including selection of scaling, trend lines and indication of uncertainties.

Creates graphs of proper type and includes title, labels, units, uncertainties (trend lines and error bars) and proper scale.distinguishes between data sets from same experiment to decide how to express data clearly to show patterns.evaluates graphs in relation to how they help in interpretation.Plots meaningful graphs using computer software or spreadsheet programs including selection of scaling, trend lines and indication of uncertainties.

Spreadsheets for data-processing

no spreadsheet processing necessary. Collects data into spreadsheets. Collects data into spreadsheets and processes it using calculations and/or graphs.

Collects data into spreadsheets and processes it using calculations and/or graphs.




Conclusion

recognizes how data relates to original question.Begins to use data to support conclusions.Begins to recognize the value and relevance of acquired information.

recognizes and discusses how data relates to original question and design.Use a range of data to support conclusions.Begins to recognize the presence of anomalies. discusses the value and relevance of acquired information.

fully uses data to support conclusions. discusses anomalies in data as part of conclusion.discusses the value and relevance of acquired information including limitations and uncertainties.

fully uses data to support conclusions.discusses anomalies in data as part of conclusion.discusses the value and relevance of acquired information including limitations and uncertainties.

Analysis of Errors

recognizes the concept of uncertainties. recognizes and begins to evaluate the impact of uncertainties.

discusses the impact of uncertainties.relates concept of uncertainties as compounded by calculations

discusses the impact of uncertainties.relates concept of uncertainties as compounded by calculations.Uses statistical tools to examine error.

attItUdes In sCIenCe Criterion F

Organization of Workspace

Organizes given equipment so that it can be easily used to accomplish a task.

Collects and organizes equipment so that it can be easily used to accomplish a task as a team.

Collects and organizes all equipment needed for an experimental procedure.

Collects and organizes all equipment needed for an experimental procedure facilitating a cooperative venture.

Lab Safety

Consistently follows safety protocols with guidance.Becomes aware of environmental impact of lab work.

Consistently follows safety protocols with some guidance.Begins to plans for safety issues.shows awareness of environmental impact of lab work.

Consistently follows safety protocols.Plans for safety issues.Pays attention to environmental impact of lab work.

Consistently follows safety protocols.initiates safety procedures.Pays attention to environmental impact of lab work.

Independence

Generates some work as an individual with some coaching.recognizes group and individual accountability.Understands and practices academic honesty.

Generates some work as an individual with some coaching.recognizes group and individual accountability.Begins to write for assessment individually.Understands and practices academic honesty.

Produces some work with complete autonomy acknowledging the contributions of others to their work.Understands and practices academic honesty.

Produces most work with complete autonomy acknowledging the contributions of others to their work.Understands and practices academic honesty.



this document organizes the skills identified for the in the previous table by the mYP science assessment criteria in order

to make connections between the demands of the dP and the framework of the mYP. this table provides suggestions for

assessment and scaffolding ideas for these specific skills. this document does not provide an exhaustive list of the skills to

be developed in an mYP science course, details of the content and concepts as well as additional skills can be found in the

mYP science subject Guide.

note: summative assessment should be assessed against more than one criterion. in addition, the learning activities listed

below could be assessed against a variety of criteria, depending on the teacher’s goals for students.

mYP maps science / Biology (Offered in Grade 9 or 10)

MYP sCIenCe MaP: BIoLoGY

skills Learning activities (Formative and Summative Assessment Tasks)

additional support/scaffolding

Criterion a: one World: students should understand the interdependence of science and society. students are expected to discuss how science is applied and used to solve specific problems in life and society. students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political, environmental, cultural and ethical factors.


Grade 9: identifies local and global issues of interest.

Grade 10: identifies and studies local and global issues of interest.

students find and bring to class 3 articles from a newspaper or magazine that present an issue.

students write a summary of one article.

(Also can be assessed on Criterion B)

Provide newspapers and magazines and time for reading (to help students become aware and interested in global and local issues).



MYP sCIenCe MaP: BIoLoGY



Issue Problem-Solving

Grade 9: • Exploresavarietyofpossiblesolutions.

Grade 10: • Exploresavarietyofpossiblerealisticsolutions.

• EnvironmentalIssuesEssay

after discussion of biomes in general, students select a specific biome and research and apply a specific environmental issue to their given biome, including effects on the biome as well as human solutions.

(Also can be assessed on Criterion B/C)

Brainstorms specific scientific/environmental issues

discussions of how problems are associated with specific classroom content (including diagrams if appropriate).


Grade 9: •Exploresthebenefitsandlimitationsofscientific

applications.

Grade 10: •Understandsthebenefitsandlimitationsofscientific

applications.

• GeneticsIssuesEssay

as a class, students choose an issue to examine. they each read articles brought by students related to the issue. each student participates contributing at least one idea to answer the questions:• Whathassciencecontributedtotheissue?• Whatarethelimitsoftheirfindings?• Howhasthedatabeenusedtosolvetheproblem?• Whatotherdatacouldscientistscollect?


students will explore the potential hiring of a man diagnosed with Huntington’s disease, discussing the ethical implications of genetic testing.

model a hiring committee sample discussion using a researched role-play with improvisation encouraged.

discuss criteria for choice of an issue to study.


Grade 9: •Exploreshowscienceinteractswithsocial,economic,

political, environmental, cultural and ethical factors.•Developsinternational-mindedness.

Grade 10: •Understandsanddiscusseshowscienceinteractswith

social, economic, political, environmental, cultural and ethical factors.

develops international-mindedness.

•EnvironmentalIssuesEssay•GeneticsTestingEssay

students write an essay arguing two sides of a specific chosen issue using 3 lenses (economic, cultural, etc.) to demonstrate understanding of issue before taking a stand for one side. students must show understanding of both sides before justifying own opinion.


students participate in a jigsaw division of study on an issue where each group specializes in one of the following components of the issue: political, economic, environmental, cultural, and ethical. each team presents their findings in articles, writing, and oral presentation. each student reads the findings of other groups and raises questions during oral presentations.



MYP BIoLoGY MaP



Criterion B: Communication in science: students should be able to demonstrate understanding when communicating scientific information. students should use appropriate scientific language, a range of communication modes and the most appropriate communication format.

Expression of Concepts

Grade 9: •Definesterminologywithclarity.•Communicateconceptswithalimitedrangeofcontent

terminology.

Grade 10: •Understandsthemeaningofandtherelationship

between a wide range of science content vocabulary•Communicateconceptswithrangeofcontent

terminology.•Beginstoexpressconnectionsbetweenideas.

•QuestionsonmajorExams(Evolution,Ecology,Genetics,Biochemistry, etc.)

example:define the following terms: symbiosis, Commensalism, autotroph. Please include examples as part of your answers.

explain how root Beer Brewing and Cellular respiration are connected.

(Also can be assessed on Criterion C)

review focused on terminology and connections.

discussions focusing on connecting numerous ideas from unit.(UseofUnitQuestion)


Grade 9: •Drawsrepresentationsofbiologicalsystemswith

assistance from observation.•Beginstorepresentgraphically.

Grade 10: •Drawsrepresentationsofbiologicalsystemsfrom

observation.•Usesgraphicalrepresentations.

•GarbageAudit/Graphing

students construct graphs representing the mass and volume of student-collected garbage after analysis and sorting.

•MicroscopeLab•CellDiagrams

students use microscopes to observe and draw animal and plant cells, labeling any appropriate, observable organelles.

(Also can be assessed on Criterion E)

learn names of standard equipment.

study the 11 cell parts (including major organelles) that make up and differentiate animal and plant cells.

Prior experience constructing graphs (selection of coordinates, plotting of points, labeling, writing titles) and choosing best style of graph for given data.



MYP BIoLoGY MaP



Writing

Grade 9: •Formulateswrittenanswersthataddressthequestionas

asked.•Writesfullydevelopedanswerswithcoaching.•Sequencesideasinalogicalmannerwithcoaching.•Expressessimpleideaswithclarity.

Grade 10: •Formulateswrittenanswersthatfullyaddressthe

question as asked.•Writesfullydevelopedextendedanswerswithcoaching.•Sequencesideasinalogicalmanner.•Expressesideasclearly.

•ShortanswerquestionsonmajorExams(Evolution,ecology, Genetics, Biochemistry, etc.)

example: explain how interspecies relationships, such as mutualism and predator-prey relationships, play important roles in the overall functioning of an ecosystem.

(Also can be assessed on Criterion C)

•MajorLabReports(Photosynthesis,GarbageAudit,trophic transect lab, Bacteria lab, etc.)

examples:after completing a self-designed experiment, student writes evaluation procedure and possible errors including effect of errors and what could be fixed in order to remedy for future experimentation.evaluates another student’s writing by using the description to determine how well the directions work.

(Also can be assessed on Criterion D/E)

note-taking during a demonstrated procedure.

making bullet points to outline a procedure.

Comparing their writing.

model-making.



MYP BIoLoGY MaP



Criterion C: knowledge and Understanding of science: students should show their understanding of the main scientific ideas and concepts of science, by applying these to solve problems in familiar and unfamiliar situations. students should develop critical-thinking skills to analyze and evaluate scientific information.


Grade 9: •Definesterminologywithclarity.•Cancommunicateconceptswithalimitedrangeof

content terminology.

Grade 10: •Understandtherelationshipbetweenvocabulary.•Cancommunicateconceptswithalimitedrangeof

content terminology.•Beginstoexpressconnectionsbetweenideas.

•MajorExams(Evolution,Ecology,Genetics,Biochemistry,etc.)

focus on using appropriate terminology corresponding with each lab.

example: Using terms such as entropy, symbiosis, decomposition, nitrogen-fixation, and photosynthesis when discussing and writing about ecosystem functioning.


Previous teacher-made vocabulary activities (models).flashcards of vocabulary words.

Explain and Apply Scientific Knowledge to Solve Problems

Grade 9: •Drawsrepresentationsofbiologicalsystemswith

assistance from observation.•Beginstorepresentgraphically.

Grade 10: •Drawsrepresentationsofbiologicalsystemsfrom

observation.•Usesgraphicalrepresentations.

• GarbageAudit/Graphingstudents construct graphs representing the mass and volume of student-collected garbage after analysis and sorting.

•MicroscopeLab

•CellDiagramsstudents use microscopes to observe and draw animal and plant cells, labeling any appropriate, observable organelles.

(Also can be assessed on Criterion E)

these kinds of questions can be used at the ends of units of study during quizzes and tests to determine the degree of understanding gained by students and to provide practice at test-taking.

ask students more directed questions to practice explaining and applying information, like:

•Distinguishbetweenionicbondsandcovalentbonds.

•ExplainthethreemajorstepsinvolvedinCellularrespiration including all major inputs and outputs

Analyze, Evaluate, and Synthesize Scientific Information

Grade 9: •Identifiesandbeginstoevaluatescientificknowledge

from different sources.-With guidance, understand the value of different sources

Grade 10: •Discussandevaluatescientificinformationfromavariety

of sources•Independently,drawsconclusionsaboutthevalueof

different sources

• Literaturereview students select a topic of interest, collect relevant articles from science periodicals (at least 3 different sources), and write abstracts, a critical overview and comparison of information they have found.


discuss scientific writing/journals/magazine articles with emphasis on evaluating knowledge claims and recognition of source bias.



MYP BIoLoGY MaP



Criterion d: scientific Inquiry: students are expected to design and carry out scientific investigations independently. students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable hypothesis; (iii) identify and manipulate variables; (iv) plan an appropriate investigation including the method and materials; (v) evaluate the method.

Questioning

Grade 9: •Recognizesthedifferencebetweenwell-writtenand

poorly written questions. Begins to write self-generated questions for which an experiment can be carried out.

Grade 10: •Writesopen-endedquestionsthatcannotbeanswered

by yes/no. •Writesquestionsthatcanbeexploredexperimentally.

•TermiteBehaviorLabDesign

after brainstorming variables that will affect the behavior and movement of termites, students generate questions that will guide a behavior experiment.

(Also can be assessed on Criterion F)

recognition of open ended questions as they spontaneously occur in class.

development of student asked questions as they occur.

Practice choosing the most useful question from among options.

Practice writing questions that might be expected to guide an upcoming unit of work.

Predict a question that will be answered in a chapter about to be studied.

Variables

Grade 9: •Recognizevariablesforanyexperimentalprocedure.•Acknowledgevariablesandhowtheycanbecontrolled.•Understandtheconceptofindependent,dependent,

and controlled variables.

Grade 10: design a detailed procedure utilizing standard methods of data collection.

•PSS/RespirationLabPractical

students brainstorm and identify factors that affect the growth of pinto bean plants (indicator of photosynthesis). identify variables as dependent, independent and controlled variables for questions being asked.

students create detailed procedure to test independent variable (ex: salinity of water) on plant growth.

(Also can be assessed on Criterion E/F)

Practice listing variables.

Practice classifying variables.

Write a description of a procedure as it is being demonstrated.

With a team of three other students, give oral directions (with reasons) to someone as they set up an experiment.

Evaluation

Grade 9: •Listsweaknessesandlimitations.•Considerstheconceptsofreliabilityandvalidity

especially when suggesting improvements.

Grade 10: •Listsrelevantweaknessesandlimitations.•Commentonreliabilityandvalidity.•Suggestsimprovementstothemethodusedinlab.


Having read the experimental question and a description of the procedure used to collect raw data (also included), students will list weaknesses and limitations of the procedure. then students will write whether the data provides a valid answer to the question (with reasons) and comments upon how likely it is that the experiment would come out the same another time. suggestions should be included.


define terms reliability, validity, limitations.

Class discussions about each these factors with separate examples and with combinations. this understanding must become a habit of mind.

trouble-shoot what went wrong with an experiment during teacher to team discussions.



MYP BIoLoGY MaP



Equipment Use (Exposure and hands-on use)

Grade 9: •Learnstousescientificequipment,forexample:-measurement skills including graduated cylinder,

balance, and ruler.•Microscopeobservations•Transect/QuadratTools•pH•Water/SoilTests•DissectionTools•DataLogging

Grade 10: in addition to all 9th grade skills:•Microscopemeasurements•Choosesappropriateequipmentwithsomeassistance

•MicroscopeLab

students show their abilities to prepare wet/dry mounts of a variety of living and non-living specimens. students also demonstrate their data-collection skills as well as their ability to observe and record their observations.


Class introduction into microscopes and the proper way to care for and use them.

students also learn practice wet/dry mounts with other students.

Observation skills (in their science Writers notebook) are taught and practiced early in the year.



MYP BIoLoGY MaP



Criterion e: Processing data: Processing data refers to enabling students to organize and process data. students should be able to organize and transform data by numerical calculations into diagrammatic form (tables, graphs and charts) and draw and explain appropriate conclusions.

Data Organization

Grade 9: •Organizesdataindatatablesandchartswithassistance

or as part of collaborative group.•Evaluatesdatatablesofothers.

Grade 10: •Designsdatatablesforrecordingandorganizationofraw

data.•Evaluatesdatatablesofothers.

•EcologicalFootprintDataGathering

after each student calculates his or her own ecological and carbon footprint using an average of three different online calculators, students will organize their data by one or more of the following characteristics of the individual classmates: gender, age, location of home, etc. (students brainstorm these).

students critique and evaluate others’ data tables.

(Also can be assessed on Criterion D/F)

students should be coached in early attempts at making data tables.

Class discussion of the elements of good data tables from examples with various omissions.

a safe environment must be established before subjecting students to peer critiques.

Calculations

Grade 9: Uses the following calculations: mean, median, mode, experiment-specific calculations.

Grade 10: •Usesthefollowingcalculations(inadditionto9th):%Error,Rate

•PhotosynthesisLab

measure the growth rate of a sample of bean plants based on light intensity or wavelength (tested on a gradient). Over a three-week period, calculations involving measurements of plant size and light measurements are included.

research the literature value and calculate the percent error.


explain how to set out calculations for display of work.

Practice calculating percent error.


Grade 9: •Designsaprocedurethatallowsforthecollectionof

data.•Usesmethodsofdatacollectionfromadescription.

Gr10:•Designsadetailedprocedureutilizingstandardmethods

of data collection.

•TrophicTransectLab

students will design a detailed procedure that allows them to record an estimated count of all producers, primary consumers, secondary consumers, and tertiary consumers in a given ecosystem.


definition and explanation of appropriate content.



MYP BIoLoGY MaP



Measurement

Grade 9: Using measurement tools to collect data with guidance.

Grade 10: •Selectsandusesroutinemeasurementtools

independently to collect data and uses new instruments with guidance.

•Recognizethepresenceofuncertainty.


demonstrate accurate measurement with the following tools: thermometer, ruler, graduated cylinders, meter stick, electronic balances and computer probes including dissolved oxygen and light intensity gauges.

(Also can be assessed on Criterion F)

Practice, feedback, practice.

Pay attention to parallax and meniscus including having students determine how much error these factors cause with various instruments.

recognize precision.

demonstrate selection of the proper tool for measurement. Graduated cylinders of various sizes are especially useful.

Data Logging

Grade 9: •UsesDataLoggingfollowingdirections(withdefault

settings)


settings)

•PhotosynthesisLab•Primary/SecondaryProductivityLab

a variety of data logging probes are introduced and utilized in the collection of data where traditional methods of data collection are limiting.(temp, light intensity, dissolved Oxygen Probes, etc.)


introduction to a variety of probes and how they interfaces with data-collecting software.

discuss why the data collected by the temperature sensor is considered raw data.



MYP BIoLoGY MaP



Graphing

Grade 9: •Createsgraphsofpropertype(line,bar,orpiechart)and

include title, labels, units, and proper scale.•Beginstoevaluategraphs.•Usinghand-generatedgraphasatemplate,mayattempt

the plotting of graphs using computer software. (not necessary for all students)

Grade 10: •Createsmultiplegraphsofdifferingtype(sameas9th

grade) and includes title, labels, units, and proper scale.•Distinguishesbetweendatasetsfromsameexperiment

to decide how to express data clearly to show patterns.•Evaluatesgraphs.•Usinghand-generatedgraphasatemplate,plotsgraphs

using computer software.


Chooses proper type of graphs to represent a variety of data focused on plant growth over a three-week period based on light intensity or wavelength (on a gradient).

•Primary/SecondaryProductivityLab

students use graph-plotting software to produce graphs showing relationship between photosynthesis activity (production of oxygen) and light wavelength.


Graphing activities, such as:brainstorm the qualities of a good graphwrite titles for graphsplot pointsscale axes to fit datalist errors in graphs (of the same data)interpret published graphs from newspapers and magazines

explain how flow charts, system diagrams, properly designed graphs can be read and utilized to draw conclusions and represent systems and data.

Conclusion

Grade 9: •Recognizeshowdatarelatestooriginalquestion.•Beginstousedatatosupportconclusions.•Beginstorecognizethevalueandrelevanceofacquired

information.

Grade 10: •Recognizeshowdatarelatestooriginalquestionand

design.•Beginstouseawidearangeofdatatosupport

conclusions.•Beginstorecognizethepresenceofanomalies.•Discussesthevalueandrelevanceofacquired

information.


students write a formal conclusion of lab including the discussion of data to support conclusions (accept or reject hypothesis). implications of findings are discussed in reference to overall and future experiments.


Practice writing/manipulating and evaluating hypotheses and variables.



MYP BIoLoGY MaP



Analysis of Errors

in data and ProcessingGrade 9: •Recognizingtheconceptofuncertainties.

Grade 10: •Recognizesandbeginstoevaluatetheimpactof

uncertainties.


students discuss uncertainties of measurement in the lab in written conclusion.


explain how to identify uncertainties and how they may specifically affect data sets.

Spreadsheet for Data Processing

Grade 9: •Nospreadsheetprocessingnecessary.

Grade 10: •Collectsdataintospreadsheets.

•EcologicalFootprintDataGathering

Collect data into spreadsheet while looking at relationship between student ecological footprint and factors such as gender, age, location of home, etc.

(Also can be assessed on Criterion A/F)

refer to previous experience with putting data into a spreadsheet.

Database Mining

Grade 9: •NoDatabaseMiningnecessary.

Grade 10: •Findsanswerstosimplequestionsusingweb-based

databases.

•GlobalWarmingDataProcessing

students use internet to research and collect temperature data from a variety of locations over a given period of time to explore the issue of global warming.

(Also can be assessed on Criterion A/E)

discuss the difference between original data and informational presentations based upon evidence or opinion.


Grade 9: •Participatesinsimplecomputersimulations(individual

or group).


or group).

mYP Biology:•MolecularGeneticsModeling

students explore concepts such as dna replication and mitosis using computer modeling.

(Also can be assessed on Criterion E/F)(Also can be assessed on Criterion C)

Previous work on computers and how models can be utilized to represent biological and chemical systems.



MYP BIoLoGY MaP



Criterion F: attitudes in science: this criterion refers to encouraging students’ attitudes of safety, respect and collaboration. students are expected to: carry out scientific investigations using materials and techniques skillfully and safely and showing respect for the living and non-living environment and to work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring a safe working environment.


Grade 9: •Measurementskillsincludinggraduatedcylinder,

balance, and ruler.•Microscopeobservations•Transect/QuadratTools•pH•Water/SoilTests•DissectionTools•DataLogging

Grade 10: in addition to all 9th grade skills:•Microscopemeasurements

•Shouldbeabletochooseappropriateequipmentwithsome assistance.

students show respectful work ethic during lab and fieldwork.


•TermiteBehaviorLabDesign•PSS/RespirationLabPractical

- ecological footprint data Gathering•MicroscopeLab•LocalNaturalAreaExploration



Grade 9: Organizes given equipment so that it can be easily used to accomplish a task.

Grade 10: •Collectandorganizeequipmentthatitcanbeeasilyused

to accomplish a task as a team.

after sufficient practice, watch 2 teams at a time during lab work. Give a grade or written feedback.


•TermiteBehaviorLabDesign•PSS/RespirationLabPractical

- ecological footprint data Gathering•MicroscopeLab•LocalNaturalAreaExploration




MYP BIoLoGY MaP



Lab Safety

Grade 9: •Consistentlyfollowssafetyprotocolswithguidance.•BecomesawareofEnvironmentalImpactoflabwork.

Grade 10: •Consistentlyfollowssafetyprotocolswithsome

guidance.•Begintoplansforsafetyissues.•ShowsawarenessofEnvironmentalImpactoflabwork.

for a given lab, student demonstrates for the class the safety protocols from the class list


•TermiteBehaviorLabDesign•PSS/RespirationLabPractical•EcologicalFootprintDataGathering•MicroscopeLab•LocalNaturalAreaExploration


Independence

Grade 9: •Generatessomeworkasanindividualwithsome

coaching.•Recognizesgroupandindividualaccountability.

Grade 10: - Generates some work as an individual with some

coaching.•Recognizesgroupandindividualaccountability.•Beginstoindividuallywriteforassessment.

after completing of a group activity, student lists specific individual contributions as well as one contribution made by every other person on the team. student development of this work is to show individuality from the beginning of the writing-up. initials his/her own data points in group collected data.


•TermiteBehaviorLabDesign•PSS/RespirationLabPractical•EcologicalFootprintDataGathering•MicroscopeLab•LocalNaturalAreaExploration




mYP maps science / Chemistry (Offered in Grade 9 or 10)

this document organizes the skills identified for the in the previous table by the mYP science assessment criteria in order

to make connections between the demands of the dP and the framework of the mYP. this table provides suggestions for

assessment and scaffolding ideas for these specific skills. this document does not provide an exhaustive list of the skills to

be developed in an mYP science course, details of the content and concepts as well as additional skills can be found in the

mYP science subject Guide.

note: summative assessment should be assessed against more than one criteria. in addition, the learning activities listed

below, could be assessed against a variety of criteria, depending on the teacher’s goals for students

MYP CHeMIstrY MaP



Criterion a: one World: students should understand the interdependence of science and society. students are expected to discuss how science is applied and used to solve specific problems in life and society. students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political, environmental, cultural and ethical factors.


Grade 9: •Identifieslocalandglobalissuesofinterest.

Grade 10: •Identifiesandstudieslocalandglobalissuesofinterest.

mYP Biology: students find and bring to class 3 articles from a newspaper or magazine that present an issue.

students write a summary of one article.

Provide newspapers and magazines and time for reading (to get students started)

Issue Problem-Solving

Grade 9: •Exploresavarietyofpossiblesolutions.

Grade 10: •Exploresavarietyofpossiblerealisticsolutions.

after a discussion of issues concerning water (pollution, water wars, draught, flooding, etc.), each student selects an issue and does research into possible solutions. student brings findings to class for presentation.

label a diagram and add arrows to a diagram of a water cycle.

recognize problems associated with the water cycle.Brainstorm issues concerning water in earth’s system.



MYP CHeMIstrY MaP




Grade 9: •Exploresthebenefitsandlimitationsofscientific

applications.

Grade 10: Understands the benefits and limitations of scientific applications.

as a class, students choose an issue to examine. they each read articles brought by students related to the issue. each student participates, contributing at least one idea to answer the questions:Whathassciencecontributedtotheissue?Whatarethelimitsoftheirfindings?Howhasthedatabeenusedtosolvetheproblem?Whatotherdatacouldscientistscollect?

model a sample discussion using a scripted role play with improvisation encouraged.

discuss criteria for choice of an issue to study


Grade 9: •Exploreshowscienceinteractswithsocial,economic,

political, environmental, cultural and ethical factors.•Developsinternational-mindedness.

Grade 10: •Understandsanddiscusseshowscienceinteractswith

social, economic, political, environmental, cultural and ethical factors.

develops international-mindedness.

students participate in a jigsaw division of study on an issue where each group specializes in one of the following components of the issue: political, economic, environmental, cultural, and ethical. each team presents their findings in articles, writing, and oral presentation. each student reads the findings of other groups and raises questions during oral presentations.

Provide opportunities for students to read about and discuss current issues and scientific implications.



MYP CHeMIstrY MaP



Criterion B: Communication in science: students should be able to demonstrate understanding when communicating scientific information. students should use appropriate scientific language, a range of communication modes and the most appropriate communication format.

Expression of Concepts

Grade 9: •Definesterminologywithclarity.•Communicateconceptswithalimitedrangeofcontent

terminology.

Grade 10: •Understandsthemeaningofandtherelationship

between a wide range of science content vocabulary•Communicateconceptswithrangeofcontent

terminology.•Beginstoexpressconnectionsbetweenideas.

students create and play a board game like trivial Pursuit of questions and answers using key vocabulary words and their associated concepts.

Use of a free website for making flashcards and sharing them with a study group.•www.quizlet.com

students develop flashcards for studying vocabulary words.


Grade 9: •Drawsrepresentationsofsystemswithassistancefrom

observation.•Beginstorepresentgraphically.

Grade 10: •Drawsrepresentationsofsystemsfromobservation.•Usesgraphicalrepresentations.-describes patterns of natural phenomena

students use Bohr model to draw a representation of an atom from its periodic table information.

students draw the arrangement of equipment used during an experiment.

students construct a graph of temperature vs. time as ice changes to vapor

While studying the Periodic table students explore atomic structure through simulations, model making, and Bohr’s ideas.

learn names of standard equipment.

Put equipment together for experiments.

draw on prior experience constructing graphs (selection of coordinates, plotting of points, labeling, writing titles)

explore the Periodic tableresearch one element and create a postersequence a “deck” of element cards



MYP CHeMIstrY MaP



Writing

Grade 9: •Formulateswrittenanswersthataddressthequestionas

asked.•Writesfullydevelopedanswerswithcoaching.•Sequencesideasinalogicalmannerwithcoaching.•Expressessimpleideaswithclarity.

Grade 10: •Formulateswrittenanswersthatfullyaddressthe

question as asked.•Writesfullydevelopedextendedanswerswithcoaching.•Sequencesideasinalogicalmanner.•Expressesideasclearly.

after completing a self-designed experiment, each student answers the following questions in writing :Whatdidyoudo?Why?each student then evaluates another student’s writing by using the description to determine how well the directions work.

explains the relationship of molecular structure of water to its high latent heat values.

note-taking during a demonstrated procedure.making bullet points to outline a procedure.Comparing their writing.

model-making.lab and graph of temperature changes from ice to vapor.Use of Water Kits.role play of water in three states.display of Bohr models and water in three states with thermodynamic annotations.



MYP CHeMIstrY MaP



Criterion C: knowledge and Understanding of science: students should show their understanding of the main scientific ideas and concepts of science, by applying these to solve problems in familiar and unfamiliar situations. students should develop critical-thinking skills to analyze and evaluate scientific information.


Grade 9: •Definesterminologywithclarity.•Cancommunicateconceptswithalimitedrangeof

content terminology.•Developsacapacityforrememberingsignificant

information

Grade 10: •Understandtherelationshipbetweenvocabulary.•Cancommunicateconceptswithalimitedrangeof

content terminology.•Beginstoexpressconnectionsbetweenideas.

students construct a vocabulary activity for class exchange such as a matching exercise or crossword puzzle.

students use terms latent heat, enthalpy, change of state, expand, contract, etc to describe lab: from ice to Vapor.

Previous teacher-made vocabulary activities (models)flashcards of vocabulary words.

lab: from ice to VaporUse of these terms on display of Bohr models and water in three states with thermodynamic annotations.

Explain and Apply Scientific Knowledge to Solve Problems

Grade 9: •Developscapacityforrememberingandconnecting

significant information•Appliesscientificknowledgetosolvefamiliarproblems•Withguidance,understandspatternsandrelationships

(data and ideas) and transfers knowledge•Withguidance,appliesscientificknowledgetounfamiliar

situations

Grade 10: •Continuestodevelopandconnectasignificantbodyof

scientific knowledge•Withguidance,identifiespatternsandrelationships(data

and ideas) and transfers knowledge•Appliesscientificknowledge,tosolvefamiliarand

unfamiliar problems

•MajorExams•MajorLabReports

ExampleQuestions:•Whatarecharacteristicsofhalides?•Distinguishbetweenionicbondsandcovalentbonds.•Describerelativestrengthof3typesofbonds:covalent,

ionic and hydrogen bonds.•Whyistherenotemperaturechangeasicemelts?•Howcanweapplyourknowledgetothewatercycle?

these kinds of questions can be used at the ends of units of study during quizzes and tests to determine the degree of understanding gained by students and to provide practice at test-taking.

ask students more directed questions to practice explaining and applying information.



MYP CHeMIstrY MaP



Analyze, Evaluate, and Synthesize Scientific Information

Grade 9: •Identifyandbegintoevaluatescientificknowledgefrom

different sources.•Withguidance,understandthevalueofdifferentsourcesGrade 10: •Discussandevaluatescientificinformationfromavariety

of sources•Independently,drawsconclusionsaboutthevalueof

different sources

literature review: students select a topic of interest, collect relevant articles from science periodicals, and write abstracts and a critical overview. (Also can be assessed on Criterion B)

model critical thinking about scientific sources. Provide opportunities to use a variety of sources.



MYP CHeMIstrY MaP



Criterion d: scientific Inquiry: students are expected to design and carry out scientific investigations independently. students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable hypothesis; (iii) identify and manipulate variables; (iv) plan an appropriate investigation including the method and materials; (v) evaluate the method.

Questioning

Grade 9: •Recognizesthedifferencebetweenwell-writtenand

poorly written questions. Begins to write self-generated questions for which an experiment can be carried out.

Grade 10: •Writesopen-endedquestionsthatcannotbeanswered

by yes/no. •Writesquestionsthatcanbeexploredexperimentally.•Cultivatesahabitofaskingquestions

after brainstorming variables that could affect the speed of a chemical reaction, each student generates a question that could guide an experiment.

student predicts a question that will be answered in a chapter about to be studied.

recognition of open ended questions as they spontaneously occur in class.

development of student asked questions as they occur.

Practice choosing the most useful question from among options.

Practice writing questions that might be expected to guide an upcoming unit of work.

Variables

Grade 9: •Recognizevariablesforanyexperimentalprocedure.•Acknowledgevariablesandhowtheycanbecontrolled.•Understandtheconceptofindependent,dependent,

and controlled variables.

Grade 10: design a detailed procedure utilizing standard methods of data collection.

lists factors that affect the boiling point of water.

Using two potential experimental questions about the boiling point of water, students will identify the independent, dependent and controlled variables for each question.

students write a detailed procedure for determining the effect of salinity on the boiling point of seawater.

Practice listing variablesPractice classifying variables.

Write a description of a procedure as it is being demonstrated.

With a team of three other students, give oral directions (with reasons) to someone as they set up an experiment.



MYP CHeMIstrY MaP



Evaluation

Grade 9: •Listsweaknessesandlimitations.•Considerstheconceptsofreliabilityandvalidity

especially when suggesting improvements.

Grade 10: •Listsrelevantweaknessesandlimitations.•Commentonreliabilityandvalidity.•Suggestsimprovementstothemethodusedinlab.

Having read the experimental question and a description of the procedure used to collect raw data (also included), student lists weaknesses and limitations of the procedure. then each student writes whether the data provides a valid answer to the question (with reasons) and comments upon how likely it is that the experiment would come out the same another time. suggestions should be included.

define terms reliability, validity, limitations.

Class discussions about each these factors with separate examples and with combinations. this understanding must become a habit of mind.

trouble-shoot what went wrong with an experiment during teacher to team discussions.

Equipment Use (Exposure and hands-on use)

Grade 9: •Learntousescientificequipment,forexample:•Measurementskillsincludinggraduatedcylinder,

balance, and ruler.•pH•DataLogging

Grade 10: in addition to all 9th grade skills:•Shouldbeabletochooseappropriateequipmentwith

some assistance•Studentsmayinventequipmentand/ororganize

equipment for an experiment.

students use equipment as required for lab activities in other assessment statements.

students use scientific notation and significant figures when using such tools.

students use several techniques to measure pH to develop an appreciation for instrument and protocol limitations.

students participate in a “follow-along” to learn to use data logger, graphing calculator or computer programs (as available at the school).



MYP CHeMIstrY MaP



Criterion e: Processing data: Processing data refers to enabling students to organize and process data. students should be able to organize and transform data by numerical calculations into diagrammatic form (tables, graphs and charts) and draw and explain appropriate conclusions.

Data Organization

Grade 9: •Organizedataindatatablesandchartswithassistanceor

as part of collaborative group.•Evaluatesdatatablesofothers.

Grade 10: •Designdatatablesforrecordingandorganizationofraw

data.•Evaluatesdatatablesofothers.

Having been given a procedure, students design a data table that will be used to record solubility of five different substances. the table is to include the mass of the substance, volume of water, texture of solute. each student evaluates the data tables of their lab partners listing one strength and one weakness of the table. each student will decide which pieces of feedback to use in his/her final table.

students should be given the substances in advance to see what they will be working with.students should have been coached while making data tables in the past

Class discussion of the elements of good data tables from examples with various omissions.

a safe environment must be established before subjecting students to peer critiques.

Calculations

Grade 9: Uses the following calculations: mean, median, mode, experiment-specific calculations.

Grade 10: Uses the following calculations (in addition to 9th):% Error, Rate

Calculate the rate of heating of liquid water from data during “lab from ice to Vapor.”

students measure the enthalpy of a substance using a calorimeter. research the literature value and calculate the percent error.

explain how to set out calculations for display of work.

Practice calculating percent error.

Practice calculating a rate.


Grade 9: •Designaprocedurethatallowsforthecollectionofdata.•Usesmethodsofdatacollectionfromadescription.

Grade10:•Designadetailedprocedureutilizingstandardmethods

of data collection.

follow directions to determine the melting and boiling points of H2O.

students design a procedure to collect data to find out which is more soluble in water, sugar or salt.

define boiling point & melting point.

define soluble; list variables

Characterize a solution.



MYP CHeMIstrY MaP



Measurement

Grade 9: •Usingmeasurementtoolstocollectdatawithguidance.

Grade 10: •Selectsandusesroutinemeasurementtools

independently to collect data and uses new instruments with guidance.

•Recognizethepresenceofuncertainty.

students demonstrate accurate measurement with the following tools:thermometer, ruler, graduated cylinders, meter stick, balance, burette, berol pipettes.

Practice, feedback, practice.

Pay attention to parallax and meniscus including having students determine how much error these to factors cause with various instruments.

recognize precision•Demonstrateselectionofthepropertoolfor

measurement. Graduated cylinders of various sizes are especially useful.

Data Logging


settings)


settings)

Use a temperature sensor to collect temperature data while finding the boiling point of an “unknown pure substance”.

discuss why the data collected by the temperature sensor is raw of data.

Graphing

Grade 9: •Createsgraphsofpropertype(line,bar,orpiechart)and

include title, labels, units, and proper scale.•Beginstoevaluategraphs.•Usinghand-generatedgraphasatemplate,mayattempt

the plotting of graphs using computer software. (not necessary for all students)

Grade 10: •Createmultiplegraphsofdifferingtype(sameas9th

grade) and include title, labels, units, and proper scale.•Distinguishesbetweendatasetsfromsameexperiment

to decide how to express data clearly to show patterns.•Evaluatesgraphs.•Usinghand-generatedgraphasatemplate,plotsgraphs

using computer software.

students choose to use a line graph to display the data from “lab from ice to Vapor”

students choose to use a pie graph to express the relative concentration of salts given the principle ions in seawater.

Use a checklist to evaluate another student’s graph.

after hand drawing the data from the spreadsheet, students use the data to produce a graph on the

Practice activities having to do with graphing:•brainstormthequalitiesofagoodgraph•writetitlesforgraphs•plotpoints•scaleaxestofitdata•listerrorsingraphs(ofthesamedata)•interpretpublishedgraphsfromnewspapersand

magazines

Prior experience constructing graphs (selection of coordinates, plotting of points, labeling, writing titles)

Choose best style of graph for given data.

explore the Period table.research one element and create a poster.sequence a “deck” of element cards.



MYP CHeMIstrY MaP



Conclusion

Grade 9: •Recognizeshowdatarelatestooriginalquestion.•Beginstousedatatosupportconclusions.•Beginstorecognizethevalueandrelevanceofacquired

information.

Grade 10: •Recognizeshowdatarelatestooriginalquestionand

design.•Beginstouseawidearangeofdatatosupport

conclusions.•Beginstorecognizethepresenceofanomalies.•Discussesthevalueandrelevanceofacquired

information.

students write a formal conclusion of lab including the discussion of data to support conclusions (accept or reject hypothesis). implications of findings are discussed in reference to overall and future experiments.

Practice writing/manipulating and evaluating hypotheses and variables.

Analysis of Errors

in data and ProcessingGrade 9: •Recognizingtheconceptofuncertainties.

Grade 10: •Recognizesandbeginstoevaluatetheimpactof

uncertainties.

discusses in written conclusion uncertainties of measurement in the lab.

explain how to identify uncertainties and how they may specifically affect data sets.

Spreadsheet for Data Processing

Grade 9: •Nospreadsheetprocessingnecessary.

Grade 10: •Collectsdataintospreadsheets.

students collect data into a spreadsheet while finding the relationship between salinity and density.

draw on previous experience with putting data into a spreadsheet.



MYP CHeMIstrY MaP



Database Mining

Grade 9: •NoDatabaseMiningnecessary.

Grade 10: •Findsanswerstosimplequestionsusingweb-based

databases.

students use the internet to find original data when researching issues of water in earth’s system.

discuss the difference between original data and informational presentations based upon evidence or opinion.



or group).


or group).

students use of these activities for assessment may be used with students who have had previous exposure to them, but should not be used to assess students in the initial exposure to them.

students produce simulations and dramatizations to develop an understanding of the dimensions of computer simulations. this could be set up so that one group provides the material for another group in a simulation.



MYP CHeMIstrY MaP



Criterion F: attitudes in science: this criterion refers to encouraging students’ attitudes of safety, respect and collaboration. students are expected to: carry out scientific investigations using materials and techniques skillfully and safely and showing respect for the living and non-living environment and to work effectively as a member of a team, collaborating, acknowledging and respecting the views of others as well as ensuring a safe working environment.


Grade 9: •Measurementskillsincludinggraduatedcylinder,

balance, and ruler.•pH•DataLogging

Grade 10: all of the 9th grade skills and:•Microscopemeasurement•Chooseappropriateequipmentwithsomeassistance

students show respectful work ethic during lab and field work.

Coach student progress and give feedback to teams and reflect to the whole class during the last few minutes of class after clean-up.


Grade 9: •Organizesgivenequipmentsothatitcanbeeasilyused

to accomplish a task.

Grade 10: •Collectandorganizeequipmentthatitcanbeeasilyused

to accomplish a task as a team

after sufficient practice, students watch two teams at a time during lab work. Give a grade or written feedback

Coach student progress and give feedback to teams and reflect to the whole class during the last few minutes of class after clean-up

Lab Safety

Grade 9: •Consistentlyfollowssafetyprotocolswithguidance.•BecomesawareofEnvironmentalImpactoflabwork.

Grade 10: •Consistentlyfollowssafetyprotocolswithsome

guidance.•Begintoplansforsafetyissues.•ShowsawarenessofEnvironmentalImpactoflabwork.

for a given lab, students demonstrates for the class the safety protocols from the class list.

Brainstorm and discuss the importance of safety expectations.



MYP CHeMIstrY MaP



Independence


coaching.•Recognizesgroupandindividualaccountability.


coaching.•Recognizesgroupandindividualaccountability.•Beginstoindividuallywriteforassessment.

after completing of a group activity, student lists specific individual contributions as well as one contribution of every other person on the team.

Write-up the lab: from ice to Vapor with individual accountability. student development of this work is to show individuality from the beginning of the writing-up.

initials his/her own data points in group collected data.

Practice recognizing the contributions of others.

Use simplified footnotes to acknowledge sources of information as a habit of mind.



MYP CoUrse oUtLIne BIoLoGY / Grade 9 or 10

Unit 1: IntrodUCtIon to CLassrooM August 1 weekareas of Interaction significant Concept(s)

approaches to learning

Understanding a variety of ways to organize,

approach problems, and develop strategies.

Unit questionsHow does an individual

make adjustments in solve problems?”

Content skills assessment Instructional strategies•Classroom

structure•NoteTaking•Organization

•Writing•NoteTaking•Personal

Organization

no formal assessment •Student-DesignedLabs•ConstructivistLearning

strategies•DiscussionCircles•BookClubs•DailyWriting(ScienceWriters

notebook)•DiscrepantEvents•DataCollectionTechniques•Modeling•ResearchandMediaCritique•SystemAnalysis•SystemMetaphors•RolePlaying•BrainstormandWriting

strategies•WritersWorkshops•HistoricalStudyofTheories

Course Outlines example mYP Unit Planner

BiOlOGY Grade 9 or 10

this sample course outline, along with the unit plan, connects the analysis of skills and concepts with classroom practice in the mYP.




Unit 2: ProCesses oF sCIentIFIC InqUIrY 1 weekareas of Interaction significant Concept(s)

Human ingenuitythe guiding principles of scientific inquiry and

investigation.

Unit questionsHow are individuals with

unique ideas and theories perceived by the general

public?

Content skills assessment Instructional strategies•Observation

vs. fact •TheNatureof

science•LabFormatand

design

•AllSkillsfromSkillsdocument apply to Units

termite lab design (Criteria d,e,f) see strateGies frOm

Unit 1 On PaGe 39

Unit 3: eCoLoGY 4-6 weeksareas of Interaction significant Concept(s)

environmentsUnderstanding humans’ role in the natural world and his/her interactions

and impact on it

Unit questionsto what extent is it acceptable

for humans to control the naturalworld?

Content skills assessment Instructional strategies•HumanImpacton

the environment •Ecosystemsand

energy •Biological

Communities •Populations


•EcologyExam(CriteriaB,C)•GarbageAudit(CriteriaD,E,F)•TransectLab(CriteriaE,F)•EcologicalIssuesEssay(Criteria

a,B)

see strateGies frOm Unit 1 On PaGe 39

Unit 4: BIoCHeMIstrY 1-2 weeksareas of Interaction significant Concept(s)

Human ingenuityUnderstanding the

organization of living and non-living things and our systems of organizations

can have limitations.

Unit questionsWhy do we put ‘faith’ in models of scientific systems we cannot

seeortouch?

Content skills assessment Instructional strategies•NatureofMatter•Intro.toOrganic

Chemistry•Intro.toChemical

reactions


microscope lab (Criteria B,f)




MYP CoUrse oUtLIne BIoLoGY / Grade 9 or 10Unit 5: C eLLULar strUCtUre and ProCesses (Part I) 2-3 weeks

areas of Interaction significant Concept(s)environments Understanding the

interdependence of all living species as well as

how and individual must account of its own needs.

Unit questionsWhat factors affect the “healthy development” of an individual

orsystem?

Content skills assessment Instructional strategies•Introductionto

Plants•PlantStructureand

function •PlantDevelopment


•CellModeling(CriteriaB)•Cell/ChemExam(CriteriaC)


Unit 6: BotanY 1-2 weeksareas of Interaction significant Concept(s)

Human ingenuity same as above.

Unit questionsWhat are the consequences of

models being used to represent real-life?

Content skills assessment Instructional strategies•CellStructureand

function •CellsInteractions

w/ theirenvironments •Chromosomesand

Cell division


no formal assessment


Unit 7: C eLLULar strUCtUre and ProCesses (Part II) 3-4 weeksareas of Interaction significant Concept(s)

Health and social education

Understanding how biological and specific metabolic systems can

behave and interact within human control and the consequences of that.

Unit questionsWhat are the consequences of systems functioning in and out

ofhumancontrol?

Content skills assessment Instructional strategies•Photosynthesis•CellularRespiration•MeiosisandSexual

reproduction


•PSS—RespirationExam (Criteria B,C)

•PSSPlantLab(CriteriaD,E,F)•RootBeerLab(CriteriaF)





Unit 8: GenetICs 4-6 weeksareas of Interaction significant Concept(s)

Community and service

Understanding the benefits and limitations

of human technology and the consequences our

individual decisions on the greater good.

Unit questionsHow has technology both

advanced human society and beendetrimentaltoit?

Content skills assessment Instructional strategies•Heredityand

Gregor mendel •DNAStructureand

function •ProteinSynthesis

(transcription/ translation)

•GeneTechnology


•GeneticsIssuesEssay(CriteriaA,B)•GeneticsExam(CriteriaB,C)•DNAExtraction(CriteriaF)•DNAElectrophoresis(CriteriaD,F)


Unit 9: evoLUtIon 3-4 weeksareas of Interaction significant Concept(s)

Human ingenuity Understanding and exploring the “evolution” of scientific theories and the societal reaction to

new and unfamiliar ideas. links back to earlier unit question (see: scientific

inquiry Unit).

Unit questionsHow do assumptions change intoacceptedbeliefsortruths?

Content skills assessment Instructional strategies•Darwinand

mechanisms of evolution

•Theoriesandevidence of evolution

•HumanEvolution


•EvolutionExam(CriteriaB,C)•NaturalSelectionLab(CriteriaE)•FossilRecordModelingActivity

(Criteria f)





Unit 10: dIversItY oF LIFe 3-4 weeksareas of Interaction significant Concept(s)

Community and service

same as above.

Unit questionsHow do we balance the needs of the local community versus

theglobalsociety?

Content skills assessment Instructional strategies•Classificationof

Organisms •VariousKingdoms


•Dissection(CriteriaF)


Unit 11: HUMan BIoLoGY 2-3 weeksareas of Interaction significant Concept(s)

Health and social education

Understanding how a small system (or

individual) has a great effect on a larger system

(or society)

Unit questionsHow do systems impact other

systems?

Content skills assessment Instructional strategies•Introductionto

Body structure•HumanBody

systems


•BodySystemDisorderPresentations (Criteria B,C)




example mYP Unit Planner BiOlOGY Grade 9 or 10

the mYP Unit Planner is a resource for teachers planning mYP instruction. the following mYP unit of work was developed

to reflect the skills and concepts outlined previously in this document. along with the preceding course outline, this unit

of work provides an example of the kind of instruction that can prepare students for success in the diploma Programme

stage 1: Integrate significant concept, area of interaction and unit question, and ensure it can be assessed

environments

the aoi will help focus students’ understanding of environmental systems

and the impact of humans on it.

Understanding humans’ role in the natural world and his/her interactions

and impact on it.

MYP UnIt qUestIon

to what extent is it acceptable for humanstocontrolthenaturalworld?

sIGnIFICant ConCePt(s)Whatarethebigideas?WhatdoIwantmystudentstoretainforyearsintothefuture?

area oF InteraCtIon FoCUs

WhichAoIwillbeyourfocus? Whyhaveyouchosenthis?

Unit Title ecology

Subject and Grade Level mYP Biology (Grade 9 or 10)

Time frame and Duration august – september (4-5 weeks)



stage 1: assessmentUnit Planner Prompt Teacher Response

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?

Garbage audit (sWn) (Criterion B – Formative)student-collected samples used to collect data about what is being thrown away by the class and how we might change our impact.

transect Field Lab (sWn) (Criteria d-F - Formative) student-designed lab to determine the biotic composition of a local field. Used as an introduction to trophic levels / food Webs / etc. lab design and evaluation techniques are considered.

ecology exam (Criteria C – summative)students will be responsible for demonstrating knowledge of a variety of scientific concepts and content.

environmental Issues essay (Criteria a & B - summative) students will show understanding of how humans have attempted to control the natural world and the implications of such action (i.e.- economic, political, social, cultural, ethical, and environmental). in addition, students look at potential solutions (realistic and personal).

Which specific MYP objectives will be addressed during this unit?

(continued

on next page)

one World • describeanddiscusswaysinwhichscienceisappliedandusedtosolvelocaland

global problems.• describeandevaluatethebenefitsandlimitationsofscienceandscientificapplications

as well as their effect on life and society.• discusshowscienceanditsapplicationsinteractwithsocial,economic,political,

environmental, cultural and ethical factors.

Communication in science • communicatescientificinformationusingarangeofscientificlanguage.• communicatescientificinformationusingappropriatemodesofcommunication.• presentscientificinformationinavarietyofformats,acknowledgingsourcesas

appropriate. • demonstratehonestywhenhandlingdataandinformation,acknowledgingsourcesas

appropriate.




Which specific MYP objectives will be addressed during this unit?(continued from previous

page)

knowledge and Understanding in science • recognizeandrecallscientificinformation• explainandapplyscientificinformationtosolveproblemsinfamiliarandunfamiliar

situations • analysescientificinformationbyidentifyingcomponents,relationshipsandpatterns,

both in experimental data and ideas.

scientific Inquiry • definetheproblemorresearchquestiontobetestedbyascientificinvestigation• formulateahypothesisandexplainitusinglogicalscientificreasoning• designscientificinvestigationsthatincludevariablesandcontrols,material/equipment

needed, a method to be followed, data to be collected and suggestions for its analysis • evaluatethemethod,commentingonitsreliabilityand/orvalidity• suggestimprovementstothemethod.

Processing data • collectandrecorddatausingappropriateunitsofmeasurement• organizeandtransformdataintonumericalanddiagrammaticforms,including

mathematical calculations and visual representation (tables, graphs and charts) • presentdatainavarietyofwaysusingappropriatecommunicationmodesand

conventions (units of measurement)

attitudes in science • carryoutscientificinvestigationsusingmaterialsandtechniquessafelyandskillfully.• workeffectivelyasmembersofateam,collaborating,acknowledgingandsupporting

others as well as ensuring a safe working environment. • showrespectforthemselvesandothers,anddealresponsiblywiththelivingandnon-

living environment.

Which MYP assessment criteria will be used?

mYP Criteria a-f (all Criteria will be assessed formatively or summatively)



stage 2: Backward planning: from the assessment to the learning activities through inquiryUnit Planner Prompt Teacher Response

Content

What knowledge and/or skills (from my 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?

UnIt qUestIon:all content taught during unit (Human impact on the environment, ecosystems and energy, Biological Concepts, Populations) will help students address the question. in addition, students will continue to develop the skill of looking at multiple sides of an issue before taking a personal stand.

state standard 1:students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.

state standard 3:life science: students know and understand the characteristics and structure of living things, the processes of life, and how living things interact with each other and their environment.

ApproACHeS To LeArninG

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

Constructivist activities and student-led discussions are the primary ways to focus students’ attention on the environmental issues and structure/function issues of the unit.

atl skills include inquiry, observation, information-processing, analyzing, evaluation, collaboration, responsibility, integrity, and reflection.

the majority of these skills will be focused on through student-led lab design, both individually and in groups.



stage 2: Backward planning: from the assessment to the learning activities through inquiryUnit Planner Prompt Unit Planner Prompt

Learning experiences

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

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

Do the students have enough prior knowledge?

Teaching Strategies

How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ?

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

Teacher Response Teacher Response

expectations:task-specific rubrics and prior examples will be presented and discussed before assignment is given.exemplars: Past class examples of proper graphingexamples of lab reports (11th/12th grade dP)learning experiences:

Garbage audit (science Writers notebook) - student-1. collected samples used to collect data about what is being thrown away by the class and how we might change our impact.

ecological footprint activity (sWn) – internet-based 2. surveys to quantify each student’s impact based on lifestyle and choices they and their family makes.

Human Population reaction (sWn) – Using the 3. Census, students react to human population growth and possible implications. introduction of Population growth, ecological terminology.

(continued on next page)

ecological Footprint data Gathering (Formative – B)this will allow class to get feedback on their graphing skills.

Garbage audit (Formative – B)

Classroom discussions and Jigsaw activities (Formative – a,B)this will allow class to explore their understanding of economic, social, cultural, environmental, political, and ethical implications of a variety of issues.

trophic transect Lab (Formative – d-F)this will be a lab design opportunity for students to explore how they can create their own methodologies when running a lab. it is a group design. students will brainstorm as a class a variety of methods and decide on the best approach based on past class models and teacher feedback.




stage 2: Backward planning: from the assessment to the learning activities through inquiryLearning experiences (continued) Teaching Strategies (continued)


feedback system activity (sWn) 4.

transect field lab (sWn) – student-designed lab to 5. determine the biotic composition of a local field. Used as an introduction to trophic levels / food Webs / etc. lab design and evaluation techniques are considered.

matter Cycling Jigsaw 6.

Biome mural/Gallery Walk – small group research and 7. presentation of assigned biome, including env. issues.

environmental issue research / article (sWn) 8.

Population Computer modeling 9.

environmental essay Writers Workshop 10.

science Writers notebooks 11.

lit log assignment 12.

Prior knowledge:students will not formally answer unit question until after learning experiences are complete giving them ample content to reflect on.

science Writers notebooksthese are utilized throughout (daily basis) in allowing students to reflect on decisions and content associated with all activities.

Lit Log students read fiction/non-fiction books of their choice corresponding to content of 1st trimester of work. this allows specific students to introduce and discuss relevant issues and content associated with classroom work throughout each unit. this is not assessed till later in the year on Criteria a and B (not listed as part of this unit).




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?

a local field (natural area) behind the high school will be used for the trophic transect lab.

the local landfill can be used as a field trip after the garbage audit.

a local “green” business will be used as a field trip to show how newer buildings are environmentally friendly.

science Writers notebooks (all students keep one)

a variety of textbooks (class set) – Over 30 different texts allowing multiple viewpoints of same issues and content.

Prior examples of transect lab from 11th/12th grade environmental systems students exploring a similar question on a much higher level.

task-specific rubrics are presented for graphing, lab design, group collaboration and essay writing.

Variety of fiction/non-fiction books for students to choose from to read for lit log assignment.



stage 3: ongoing reflections and evaluationin keeping an ongoing record, consider the following questions. there are further stimulus questions in the unit

planning section of MYP: from principles into practice.

Unit Planner Prompt Teacher Response

stUdents and teaCHers

What did we find compelling? Was our disciplinary knowledge/skills challenged in any way?

What inquiries arose during the learning? What, if any, extension activities arose?

How did we reflect—both on the unit and on our own learning?

Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?

PossIBLe ConneCtIons

How successful was the collaboration with other teachers within my subject group and from other subject groups?

What interdisciplinary understandings were or could be forged through collaboration with other subjects?

ASSeSSmenT

Were students able to demonstrate their learning?

Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did i make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?

DATA CoLLeCTion

How did i decide on the data to collect? Was it useful?



Course description

the main aims of this course are to enable students to:

• developinquiringmindsandcuriosityaboutscience

and the natural world.

• acquireknowledge,conceptualunderstandingand

skills to solve problems and make informed decisions

in scientific and other contexts.

• developskillsofscientificinquirytodesignandcarry

out scientific investigations and evaluate scientific

evidence to draw conclusions.

• communicatescientificideas,argumentsandpractical

experiences accurately in a variety of ways.

• thinkanalytically,criticallyandcreativelytosolve

problems, judge arguments and make decisions in

scientific and other contexts.

• appreciatethebenefitsandlimitationsofscienceand

its application in technological developments.

• understandtheinternationalnatureofscienceandthe

interdependence of science, technology and society,

including the benefits, limitations and implications

imposed by social, economic, political, environmental,

cultural and ethical factors.

• demonstrateattitudesanddevelopvaluesofhonesty

and respect for themselves, others, and their shared

environment.

Course Outlines example mYP Unit Planner

CHemistrY Grade 9 or 10

Biology is intimately related to chemistry. therefore, most diploma courses have chemistry or physical science (with chemistry as a major component) as a prerequisite for diploma Biology



In addition, students will:

• Recognizetrendsandpatternsinthechemicalworld.

• Describethestructureofatoms,moleculesand

compounds.

• Describeandpredictthebehaviorofmoleculesand

compounds with each other.

• Communicatechemicalinteractionsusingstandard

terminology.

• Developresponsibilityfortheirownlearningof

a complex subject in which each new concept is

dependent on an understanding of the previous

concepts learned.

• Developanenthusiasmfortheimportanceof

chemistry in our everyday lives.

Course theme

Water is part of each person’s experience. therefore, water

will be used as a model of principles of chemistry. With the

study of water as our template, students will study other

molecules to deepen understanding of fundamentals

of chemistry. they will apply what they have learned

about water to other molecules seeking patterns among

chemicals. relevance will be gained by placing molecules

in their context in earth’s system.



MYP CoUrse oUtLIne CHeMIstrY

Unit 1: strUCtUre oF Matter

areas of Interaction significant Concept(s)

Human ingenuitythe structure of an atom determines how it combines

into compounds and molecules.

Unit questionsHow do we learn the structure

ofthingswecannotsee?

Content skills assessment Instructional strategiesmatter is structured.the structure of matter is predictable.expression of the structure of matter uses symbols, formulas and ratios.

see skills document #2. all skills apply

labworkWritten reportsClass participationtests and quizzesProjects

modeling, drawing, problem-solving, research, animationslab experiments

Unit 2: PHYsICaL ProPertIes oF Matter


environmentsPure substances have

characteristic properties that can be used to

identify them.

Unit questions

How do the physical properites of waterimpactus?

Content skills assessment Instructional strategiesPure substances can be mixed.there are several types of mixtures.solubility is a characteristic property.substances can be separated based upon solubility.pH is a phenomenon of substances dissolved in water.






MYP CoUrse oUtLIne CHeMIstrY

U n I t 3: CHeMICaL ProPertIes oF Matter


Community and serviceUnderstanding and describing chemical

reactions depends upon understanding the

structure of compounds.

Unit questionsWhat are our ethical

responsibilities based on our knowledgeofchemicalreactions?

Content skills assessment Instructional strategiesChemical reactions.Patterns in the Periodic table and prediction reactions.moonitoring chemical reactions.




U n I t 4: enerGY and Matter


environmentsHeat increases kinetic

activity which can cause expansion, change of

state; vice versa.

Unit questionsHow do water, climate, and

humansinteract?

Content skills assessment Instructional strategiesspecific heat is a characteristic property.some reactions are exothermic while others are endothermic. the structure of water and its kinetic properties have made it significant in climates around the world.effects of energy on matter.equilibrium.states of water and impact on climate.






example mYP Unit Planner CHemistrY Grade 9 or 10

the mYP Unit Planner is a resource for teachers planning mYP instruction. the following mYP unit of work was developed

to reflect the skills and concepts outlined previously in this document. along with the preceding course outline, this unit

of work provides an example of the kind of instruction that can prepare students for success in the diploma Programme.

stage 1: Integrate significant concept, area of interaction and unit question, and ensure it can be assessed

environmentthe concepts in this unit are the earth’s climate and causes of climate change.

specifically, the properties of water and the role of the water cycle in the earth’s

climate will be examined.

Understanding humans’ role in the structure of matter, transformation of

energy, the water cycle and their effect on global climate.

MYP UnIt qUestIon

How do water, climate and humans interact?

sIGnIFICant ConCePt(s)Whatarethebigideas?WhatdoIwantmystudentstoretainforyearsintothefuture?

area oF InteraCtIon FoCUs

WhichAoIwillbeyourfocus? Whyhaveyouchosenthis?

Unit Title Water

Subject and Grade Level Chemistry (grade 9 or 10)

Time frame and Duration march for 3-4 weeks




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?

Culminating assessment: at the completion of the unit students will each write a paper or develop a power point presentation with a script that presents information on how the structure of water molecules influences human life through its affect on weather and climate. the presentation will include specific consequences for human civilization.

Which specific MYP objectives will be addressed during this unit?

all mYP objectives (a-f) will be addressed.

WhichMYPassessmentcriteriawillbeused?• CriteriaAandBwillbeusedonthesummativeperformanceassessment• CriterionEwillbeusedontheassignmententitledLab:FromIcetoVapor• CriterionDwillbeusedontheextensionoftheLabassignment• CriteriaCandFwillbeaddressed,butnotformallyassessedinthisunit.Feedbackwillbe

given to students on their progress.




Content

What knowledge and/or skills (from my 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?

knowledgestructure of atoms and molecules, states of matter

skills: experience designing, evaluating, and reporting experimental laboratory investigations, recording and synthesizing, observing, written and oral communication about scientific information

curiosity about the connections between scientific information and the workings of the natural world

standards: understanding of the water cycle, experimental design (both are Oregon state standards and national standards (Usa)

ApproACHeS To LeArninG

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

inquiry activities, discussions and student projects focus students’ attention on the environmental issues of this unit.

the atl skills of inquiry, observation, information-processing, analyzing, evaluation, explaining, collaboration, responsibility, integrity and reflection will be strengthened through participation in the activities of this unit.



stage 2: Backward planning: from the assessment to the learning activities through inquiryUnit Planner Prompt Unit Planner Prompt

Learning experiences

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

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

Do the students have enough prior knowledge?

Teaching Strategies

How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ?

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


Prior knowledge: Prior to this unit students will have studied the molecular structure of water. they will have had experience heating substances either in the lab or in other times in their lives. they will have used water and be somewhat aware that issues about water are in the news. they will have watched a weather report on television.

models and expectations: through previous examples, class activities and discussion students will generate a list of expectations for the unit.

an expected student misconception: Whenever heat is applied to a substance, the temperature will rise.• PosterofThreeStatesofWater• ExploringEarth’sWaterCycle• Lab:FromIcetoVapor• LabExtension:Design

Building a POV (point of view)

• BlastfromthePast:reviewofstructureofwatermolecule (formative assessment)

• Guidedconstruction(atypeoflecture)andaworksheet

• Guidedlabworkwithfullwrite-up• Studentguidedlabworkwithgroupwrite-up• VocabularyExercise• Modelingadiscussionpatternfollowedbystudent

participation in the pattern• Jigsawandguidedstudentresearch• Coachingstudentresearchwithgroupconferences• PossiblefieldtriptotheNationalWeatherServiceoffice




stage 2: Backward planning: from the assessment to the learning activities through inquiryTeaching Strategies (continued)

Lesson 1: Blast from the Past! Class discussion to elicit what we already knowstudents write a list in their notebooks and put a star next to each thing that he/she already knew.

Lesson 2: Guided construction of poster “three states of matter: Water” with annotations of specific heat, latent heat and terminology.

Lesson 3: Worksheet using the poster. Prelab activities for lab the next day including safety protocols

Lesson 4 Lab: from ice to Vapor (data collection only); acknowledge the “aha!”

Lesson 5 data Processing: graph the data and calculate the average rate of heating during the liquid phase.

Lesson 6 Post Lab activities: compare graph with other teams, discuss problems, sources of variation, Consider the questions: • Doesitmatterthatweuseddistilledwater?Why?• Doothersubstanceshavethesamebpormpaswater?• Howcouldyoufindout?

Lesson 7: design an experiment to find out an answer to a focused question generated yesterday. each design must be unique.

Lesson 8: Using globes, a world map, and an unlabeled diagram of a water cycle explore the reservoirs and movement of water between reservoirs of water. they consider the energy transformations that accompany this movement.together each group of students writes a clear extended statement in response to the question: • Howdoeswatermoderatethetemperatureofearth?Acopyofthestatementwillbekeptineachstudent’s

notebook. Homework: each student finds, reads and brings to class 3 articles dealing with water as an issue either scientifically, politically, economically, environmentally, ethically, recreationally, culturally or socially.



Teaching Strategies (continued)

Lesson 9 Brainstorm: identifying water issues around the world and at home.Article Exchange: read & take notes in notebook. students return articles to original person who fastens them into his/her notebook.as a class choose an issue to explore that gives us a broad spectrum of concerns and information.

Lesson 10: modeling a discussion style from a script (using an issue not chosen by the class) Consider what we need to know to have a similar discussion on our class issue. select pertinent articles that we have; search for additional information (each student or pair of students) to be brought to class.

Lesson 10: modeling a discussion style from a script (using an issue not chosen by the class) Consider what we need to know to have a similar discussion on our class issue. select pertinent articles that we have; search for additional information (each student or pair of students) to be brought to class.

Lesson 11: students have a discussion with as many points of view as can be generated with regard to the issue.

Lesson 12: Using copies of the available articles and notes from the discussion, each student develops a POV for the issue in either a written form or a scripted power point presentation. at least 3 sources must be referenced.the class develops a timeline for completion of the project including some class time.

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?

• Water Wars by Vandana shiva

• BSCS Patterns and Processes (programmed text on graphing)

• AmericanMeteorologicalSocietyWebpageentitledWaterintheearth system http://www.ametsoc.org/amsedu/wes/home.html

• AVIDtrainingvideo

• labequipmentpergroupofstudents:thermometerfrozeninanicecube, ringstand, thermometer clamp, ring clamp, alcohol burner, distilled water, temperature sensor and lab interface, graphing program, graph paper, ruler

• NationalWeatherServiceoffice



stage 3: ongoing reflections and evaluationin keeping an ongoing record, consider the following questions. there are further stimulus questions in the unit

planning section of MYP: from principles into practice.

Unit Planner Prompt Teacher Response

stUdents and teaCHers

What did we find compelling? Was our disciplinary knowledge/skills challenged in any way?

What inquiries arose during the learning? What, if any, extension activities arose?

How did we reflect—both on the unit and on our own learning?

Were there any attributes of the learner profile that were encouraged through this unit? Were there any opportunities for action?

PossIBLe ConneCtIons

How successful was the collaboration with other teachers within my subject group and from other subject groups?

What interdisciplinary understandings were or could be forged through collaboration with other subjects?

ASSeSSmenT

Were students able to demonstrate their learning?

Did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? Did i make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?

DATA CoLLeCTion

How did i decide on the data to collect? Was it useful?

the ib curriculum - wikispaces · ib curriculum grades 9 ... (emphasis on biology and chemistry)...

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