M yp unit Planner Unit Title






descargar 148.7 Kb.
títuloM yp unit Planner Unit Title
fecha de publicación10.01.2016
tamaño148.7 Kb.
tipoDocumentos
med.se-todo.com > Biología > Documentos

M

YP Unit Planner

Unit Title
Teacher(s)
Subject / Grade
Duration

Classification and taxonomy

Laura Dooley and Rohan Ayrer

Grade 9 Biology

5 weeks

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

Area of interaction focus

Which area of interaction will be our focus?
Why have we chosen this?
Significant concept(s)

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

AREA OF INTERACTION: Community and Service
Awareness and understanding:

The student will recognise that various species are currently under threat of extinction due to different forms of environmental pressures (including, but not only human activities) to help them understand the current ecological threat facing their country.
Action: The student will employ environmentally aware practices within their daily lives( such as the 3 R´s programme [reduce, reuse and recycle]; use of environmentally safe materials etc.) to contribute to environmental solutions aimed at protecting Colombia´s biodiversity.
Reflection: The student will be aware of the important role they can play in maintaining the biodiversity of the wider community by supporting and participation in environmentally aware campaigns.

Classification: The process of classification aids human understanding of the world we live in.

Evolution: All life on Earth is connected by a common ancestor.

Adaptation: Natural selection is the mechanism through which evolution can occur.

Biodiversity: Human interaction with the environment has caused damage to the biodiversity of the planet.



MYP Unit Question

How are we related?






Culminating Performance Task which addresses the Unit Question

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

How will students show what they have understood?

What will constitute acceptable evidence of UNDERSTANDING, ACTION, REFLECTION?

The student will investigate an endangered Colombian specie. They will be responsible to find a picture of the specie, its scientific name and its habitat. They must include a brief one page bullet point summary of why it is endangered and any solutions available to help protect it. The pictures of the species will then be organized into a tree of life for all of Bach to see.
Criteria ABC
Students will write a personal argumentative essay explaining the main points of evolution and whether the believe in it or not with explainations.
Criteria C


Objetives
MYP Aims
MEN Estandares generales

Objective A Scientific Issues

• understand that science is part of the world they live in by giving examples and commenting on ways in which science affects life, society and the world.
Objective B Communication in Science

•demonstrate understanding of basic scientific language by using appropriate scientific terminology, units of measurement and symbolic representation

• provide scientific information using appropriate modes of communication: oral, written, visual representation (formulae,

graphs, tables, diagrams) with guidance

• present scientific information in appropriate formats (such as, laboratory reports, experimental accounts, explanations, essays, expositions, audio-visual presentations) with guidance, and become familiar with the system used in the school to

acknowledge sources

• recognize the need for honesty when collecting and processing data and information, and when acknowledging sources
Objective C Knowledge and understanding of science

• recognize and recall scientific information relevant to the units of work covered

• explain and apply simple scientific information to solve problems in familiar and, with guidance, in unfamiliar situation
Objective E Processing data

• collect and record data using appropriate units of measurement, with guidance

• organize and transform data into simple numerical and/or

diagrammatic forms, including mathematical calculations and/or visual representations (tables, graphs and charts), with guidance

• draw appropriate conclusions based on the data, with guidance.
Objective F Attitudes in science

• carry out scientific investigations, with guidance, using materials and techniques safely and skilfully.

• work effectively as members of a team, by being guided into collaborating, acknowledging and supporting others as well as

ensuring a safe working environment

Show respect for themselves and others, and deal responsibly with the living and non-living environment.

•Explico condiciones de cambio y conservación en diversos sistemas, teniendo en cuenta transferencia y transporte de energía y su interacción con la materia.
•Utilizo modelos biológicos, físicos y químicos para explicar la transformación y conservación de la energía.
•Identifico aplicaciones de diferentes modelos biológicos, químicos y físicos en procesos industriales y en el desarrollo tecnológico; analizo críticamente las implicaciones de sus usos.

MYP Specific Objectives
MEN Estandares basicos

Criteria A: One World

• describe and discuss ways in which science is applied and used to solve local and global issues such as how species classification systems aid in the recording of biodiversity and help us to follow how ´human´ interaction with the environment can help or hinder.

• describe and evaluate the benefits and limitations of taxonomy and classification and their effect on life and society.

• discuss how taxonomy and classification and their applications interact with social, economic, political, environmental, cultural and ethical factors such as definitions and policies regarding endangered species and habitats.


  • Indago sobre un avance tecnológico en medicina y explico el uso de las ciencias naturales en su desarrollo.


Criteria B: Communication in Science

• discuss how taxonomy and classification and their applications interact with social, economic, political, environmental, cultural and ethical factors: such as biodiversity in Colombia

• communicate scientific information using appropriate modes of communication- creating a school education campaign on Colombian endangered species

• present scientific information in a variety of formats, acknowledging sources as appropriate.

• demonstrate honesty when handling data and information, acknowledging sources as appropriate in the cumulative project and one world assignments.


• Identifico y uso adecuadamente el lenguaje propio de las ciencias.

  • Comunico el proceso de indagación y los resultados, utilizando gráficas, tablas, ecuaciones aritméticas y algebraicas.

• Describo procesos físicos y químicos de la contaminación atmosférica.

Criteria C: Knowledge and Understanding of Sciences

• recognize and recall scientific information in the end of unit assessment test

• explain and apply scientific information to solve problems in familiar and unfamiliar situations such as the cladogram design tree and dichotomous key

• analyse scientific information by identifying relationships in cladograms, dichotomous key and phylogenic trees

• discuss and evaluate scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assess its credibility when investigating an animal



• Propongo alternativas de clasificación de algunos organismos de difícil ubicación taxonómica.

• Identifico criterios para clasificar individuos dentro de una misma especie.

• Comparo sistemas de órganos de diferentes grupos taxonómicos.

• Comparo y explico los sistemas de defensa y ataque de algunos animales y plantas en el aspecto morfológico y fisiológico.

• Formulo hipótesis acerca del origen y evolución de un grupo de organismos.

• Establezco relaciones entre el clima en las diferentes eras geológicas y las adaptaciones de los seres vivos.

•Propongo explicaciones sobre la diversidad biológica teniendo en cuenta el movimiento de placas tectónicas y las características climáticas.

• Comparo diferentes teorías sobre el origen de las especies.

• Establezco las adaptaciones de algunos seres vivos en ecosistemas de Colombia.

•Formulo hipótesis sobre las causas de extinción de un grupo taxonómico.

Criterion D: Scientific Enquiry

● Defines the purpose of the investigation, formulates a feasible hypothesis and explains the hypothesis using specific reasoning.

● Identifies the specific variables and explains how to manipulate them.

● Evaluates the method commenting on its reliability and/or validity.

● Suggests improvements to the method and makes suggestions for further inquiry where relevant.

● Designs scientific investigations complete with variables, controls, materials and equipment required, a complete method, data tables and suggestions for analysis.

• Observo fenómenos específicos.

• Formulo preguntas específicas sobre una observación, sobre una experiencia o sobre las aplicaciones de teorías científicas.

• Formulo hipótesis, con base en el conocimiento cotidiano, teorías y modelos científicos.

• Identifico y verifico condiciones que influyen en los resultados de un experimento y que pueden permanecer constantes o cambiar (variables).

• Propongo modelos para predecir los resultados de mis experimentos.


Criteria E: Processing Data

• collect and record data using appropriate units of measurement,

• organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts),


• Registro mis resultados en forma organizada y sin alteración alguna.

• Registro mis observaciones y resultados utilizando esquemas, gráficos y tablas.

• Utilizo las matemáticas como herramienta para modelar, analizar y presentar datos.

• Realizo mediciones con instrumentos adecuados a las características y magnitudes de los objetos de estudio y las expreso en las unidades correspondientes.

• Interpreto los resultados teniendo en cuenta el orden de magnitud del error experimental.

• Establezco diferencias entre descripción, explicación y evidencia.

• Establezco relaciones causales y multi-causales entre los datos recopilados.

Criteria F: Attitudes in Science

• carry out scientific investigations using materials and techniques safely and skilfully.

• work effectively as members of a team, collaborating, acknowledging and supporting others as well as ensuring a safe working environment.

• show respect for themselves and others, and deal responsibly with the living and non-living environment as reflected through their cumulative project and classroom behaviour

• Escucho activamente a mis compañeros y compañeras, reconozco otros puntos de vista, los comparo con los míos y puedo modificar lo que pienso ante argumentos mas sólidos.

• Reconozco y acepto el escepticismo de mis compañeros y compañeras ante la información que presento.

• Cumplo mi función cuando trabajo en grupo y respeto las funciones de las demás personas.

•Me informo para participar en debates sobre temas de interés general en ciencias.

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

Content / Competences

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


By the end of this unit students should be able to:

Saber

Al final de la unidad los estudiantes debieran tener la capacidad de:

Knowledge of what constitutes a community.

Knowledge of how classification aids our understanding of the world around us.

Knowledge of the Linnaean system of classification.

Knowledge of the theory of evolution.

Knowledge of species adaptaions
Hacer:

The ability to use the Linnaean system to properly classify an organism and locate its position on the phylogenic tree of life.

The ability to research and communicate effectively on the extent of the biodiversity that exists within their country.

The ability to design a practical to demonstrate specie adaptability.

The ability to organize and analysis data results.
Ser

Students will become aware of Colombia’s biodiversity, its international importance and the need to preserve it.

Students will understand the importance of new ideas and the need to be a risk taker.
Demonstrate the attributes of the IB learner

Reflective, risk takers, caring
Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? (Refer to Student learning Expectations Document)

Organization – How do I organize myself?

Being organized and ready to work

Personal goal setting and working independently

Time management skills

Collaboration – How do I work with others?

Delegating and taking responsibility

Working effectively as a team

Accepting and respecting others and their opinions

Communication – What tools do I have?

Developing reading and comprehension skills

Being informed

Present information in a variety of ways

Information Literacy – How can I access information?

Researching from a variety of sources and media types

Selection, evaluation and organizing research material

Using referencing techniques

Reflection – How does reflection help me learn?

Using self-evaluation to improve learning

Thinking – How do I think?

Recall, Comprehension, Understanding

Applying knowledge and concepts

Generating Ideas

Planning techniques and procedures

Analysis and manipulation of information and data
Developing Practical Skills
Learning Experiences
Teaching Strategies

  1. How will students know what is expected of them during the unit and when being assessed?

  1. What teaching Strategies/Methodologies will be used?

  1. Students will receive class and unit specific objectives to inform them of the aims of the unit. A summary of the unit goals and tasks will be provided during lesson 1

  2. Students will receive rubrics for each assessment that must be completed. Workshops with exemplars will be provided for activities in class.

  3. The students will complete individual research and guided learning activities to help them develop the knowledge needed. Practical skills will be developed through experimental investigations and kinaesthetic classroom activities.




Estrategias Generales:

  1. Formative assessment will be provided through the duration of the unit. Students will have the opportunity to review each other’s work. Review questions will be used at the beginning of each class to highlight the achieved learning objectives from previous lessons.

  2. Teaching methodologies that will be employed during this unit: Differentiation will be achieved through use of Visual, Oral, Kinaesthetic, and Auditory based learning activities. Students who demonstrate less ability in the unit will receive some exemplar worksheets and have the opportunity to work with students of higher ability to help them proceed. Those higher level students will benefit from teaching the topic to consolidate their knowledge of concepts.

  3. Empalmes, promotion committees and grade level meetings have alerted us to students with special educational needs and these needs will be addressed, where appropriate, under the guidance of the psychologist.

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

  1. What collaborative planning Strategies will be used

Prior knowledge will be assessed through an open discussion on classification followed up by a brainstorming session on the ways in which we interact with the world around us.


At present no other department will be involved though suggestions have been made to include CAS.

  1. How have we made provision for those learning in a language other than their mother tongue?

Language difficulties will be addressed through use of a vocabulary list that must be completed for each unit. Each student will be responsible for completing at least one definition and must have the glossary completed for the end of the unit. Help from higher ability students and clarification of terms and concepts from the class teacher during lessons will also be available.
Powerpoint presentations, visual aids and hands on learning experiences will also aid these students in gaining second language skills.
Word wall with unit vocabulary and student dictionary

  1. How have we considered those with special needs?

Those with special educational needs will have the opportunity to work with students of a higher ability level that will allow them a more directed learning experience.




Las actividades propuestas

Ciclo

Fecha

Las actividades de aprendizaje y/o tareas de evaluación

Método de diferenciación

Estrategia de evaluación

La herramienta de evaluación

Criterios

Fecha

1

22 Aug

What is a species?

Support

Oral assessment Notebook review










1

22 Aug

Grouping animals (invertebrates): dichotomous key

Include here jigsaw for invertebrates

Gradation

Notebook review










1

22 Aug

Finish power point

Jigsaw for invertebrates research/ make posters

Cooperative learning

Notebook review










1

22 Aug

Share jigsaw invertebrates work

Cooperative learning

Notebook review










2

30 Aug

Invertebrate Practical: create a dichotomous

Assessment

Skill Demonstration

Rubric

F




2

30 Aug

Vertebrates: cladograms

Resource

Skill Demonstration










2

30 Aug

Plants: cladograms

Resource

Peer review

Oral assessment










2

30 Aug

Adapt and survive

Grouping

Written report










3

7 Aug

Adaptation in animals and plants

Support/Outcome

Written report










3

7 Sep

Outline expectations of a practical for grade 9

Practice class on data analysis

Exemplars

Peer










3

7 Sep

Design: penguin huddling practical

Practical

Written report










3

7 Sep

Practical and write up

Assessment

Written Report

Rubric

DEF




4

17 Sep

Competition in plants and animals

Scaffolding

peer










4

17 Sep

Effects of environmental change

Cubing

Notebook review










4

17 Sep

Quiz

Assessment

Written

Rubric

C




4

17 Sep

What is biodiversity

Jigsaw

Peer










5

25 Sep

BIODIVERSITY PROJECT INTRODUCTION AND RESEARCH

I Search

Notebook review










5

25 Sep

BIODIVERSITY PROJECT

I Search

Noteboook review










5

25 Sep

BIODIVERISTY PROJECT

I Search Assessment

Written report

Rubric

ABC




5

25 Sep

Theories of evolution

RAFT Assessment

Written report










6

4 Oct

Accepting Darwin’s ideas

Cubing

Peer review










6

4 Oct

Natural Selection

Webquest

Notebook review










6

4 Oct

Natural Selection

Teacher led

Oral assessment Notebook review










6

4 Oct

THE PEPPERED MOTHS PRACTICAL (with tape on paper and grey moth on the granite)

Assessment

Written report










7

22 Oct

PEPPERED MOTHS ANALYSIS

Assessment

Written report

Rubric

CEF




7

22 Oct

Classification and evolution

Teacher led Flexible grouping

Oral assessment Notebook review










7

22 Oct

Summary/ Review

Multiple Intelligences

Notebook review










7

22 Oct

Creation trial essay

Assessment

Written Report




BC




8

31 Oct

ALLOACTED TIME/ revision
















8

31 Oct

ALLOCATED TIME/ revision
















8

31 Oct

ALLOCATED TIME/ revision

















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?

Video beam within the classroom will be used extensively to provide introductory animations, powerpoints etc for the students.

Students will each have their own textbook to use as a resource throughout the year.

Laboratory resources will be available for the practical

The computer lab will be available for the web quests and research classes

Library and Computer:

How will we use the library or computers to aid the investigation during this unit?

Research may be done for the One World assessment in the library.

The final project will require substantial research also and the library can be reserved for one of their research classes.

Web quests will be performed in the computer room as will research based lesson wherein the students will need to find information for their final project.
A wiki page is established (ccbbiology.com) that will allow the students to download the required reading materials and assessment rubrics for the unit.

Ongoing reflectons and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachers

What did we find compelling? Were 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?

Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated 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?

How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How 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 we decide on the data to collect? Was it useful?






CE-GE-FT-98 Versión 5 Edición octubre 2011

similar:

M yp unit Planner Unit Title iconM yp unit Planner Unit Title

M yp unit Planner Unit Title iconM yp unit Planner Unit Title

M yp unit Planner Unit Title iconUnit Theme

M yp unit Planner Unit Title iconI. Unit Themes

M yp unit Planner Unit Title iconUnit Summary and Rationale

M yp unit Planner Unit Title iconUnit 2 Vocabulary: La escuela

M yp unit Planner Unit Title iconIn company intermediate syllabus unit

M yp unit Planner Unit Title iconBiology unit 15: Classification practice test

M yp unit Planner Unit Title iconUnit 3: Atomic Concepts  Quiz 1- periodic table and the atom

M yp unit Planner Unit Title iconHuman Planner S. A de C. V


Medicina





Todos los derechos reservados. Copyright © 2015
contactos
med.se-todo.com