M yp unit Planner Unit Title






descargar 94.41 Kb.
títuloM yp unit Planner Unit Title
fecha de publicación23.10.2015
tamaño94.41 Kb.
tipoDocumentos
med.se-todo.com > Contabilidad > Documentos

M

YP Unit Planner

Unit Title
Teacher(s)
Subject / Grade
Duration

Reproduction

Laura Dooley and Trevor Lafferty

Grade 8 Junior Science

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?

Health and Social Education: The focus of this unit will be to help students to appreciate the changes that are occurring within their bodies as part of their growth within the human life cycle as compared to that of other species.

Ourselves in the wider community

How can my knowledge and understanding of science help me to make correct or healthy choices?

How can I use my knowledge and understanding of science to look after myself and others?

What health issues currently affect my age group?

Understanding ourselves

How am I changing?


Reproduction is part of a successful life cycle in all species
Sexual development in adolescents is an important physiological process





MYP Unit Question

Why are little things important?





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?
Create an informative video, prezi or powerpoint in groups of 2 for fellow teenagers explaining what is happening during puberty, why and how they need to take care of themselves. (A, B, 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.

  • 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

  • explain the ways in which science is applied and used to help explain and aid reproductive systems in different species

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

Criteria B: Communication in Science

  • use scientific language correctly: hormones, parts of reproduction system in plants and humans

  • use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science

  • Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system.

• 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

  • Recall scientific knowledge and use scientific understanding to construct scientific explanations regarding asexual and sexual reproduction

  • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

  • Critically analyze and evaluate information to make judgments supported by scientific understanding.


• Indago acerca del tipo de fuerza (compresión, tensión o torsión) que puede fracturar diferentes tipos de huesos.
• Identifico máquinas simples en el cuerpo de seres vivos y explico su función.
  • Identifico y explico medidas de prevención del embarazo y de las enfermedades de transmisión sexual.
  • Comparo diferentes sistemas de reproducción.

•Establezco la relación entre el ciclo menstrual y la reproducción humana.

•Explico la importancia de las hormonas en la regulación de las funciones en el ser humano.

Criterion D: Scientific Enquiry

  • state a focused problem or research question to be tested by a scientific investigation

  • formulate a testable hypothesis and explain it using scientific reasoning

  • design a scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed

• 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 units of measurement as and when appropriate

  • organize, transform and present data using numerical and visual forms

  • analyze and interpret data

  • Draw conclusions consistent with the data and supported by scientific reasoning.



• 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

• 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

  • Analizo las implicaciones y responsabilidades de la sexualidad y la reproducción para el individuo y para su comunidad

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 classroom activities

• 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 más 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:

• Justifico la importancia de la reproducción sexual en el mantenimiento de la variabilidad.

• Describe the structure and function of the human reproductive system

• Describe the structures and functions of plant reproduction

• Analyze different methods of reproduction to determine purpose and effectiveness

Hacer

  • Analyze a flower and based on their observations decide if it is a cross pollinating flower or self-pollinating

  • Investigate an aspect of plant reproduction and human reproduction

  • Share investigation with their classmates

  • Able to explain to adolescents of the same age how and why there are changes occurring in their body

Ser

  • Be aware of the changes that are happening in their bodies

  • Aware of how changes to an environment can affects a plants survival


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?

Students will be shown examples of previous work and will evaluate the quality of work using assessment criteria.

Discussions will be conducted on the merit of the work to demonstrate to students the level of work required. Student’s work will be displayed and referred to as exemplars.

MYP criteria will be displayed, discussed and referred to often.

Students will have copies of the rubrics and unit planner


Estrategias Generales:

1. Formal instruction will be kept to a minimum, teacher guided investigation, group investigations, individual research tasks will underpin the teaching methodologies used.

2. Students will be given an activity outlines and will be able to work with this in small groups. They will then be able to select further investigations and extension activities for themselves.

3. All students work in their second language therefore guided readings, writing, templates and word lists will be used to assist their learning.

4. 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

A series of introductory activities and problem solving activities will determine prior learning. These will take the form of puzzles, questions, problem solving activities which will be reviewed in groups and as a whole class at the end of the lesson. Students will be asked to respond to the unit question both at the beginning of the unit and at the end to determine learning.

Not applicable at this moment

  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 clarifying all vocabulary in each part of the study guide.

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.




Se

Fe

Las actividades

El método de diferenciación

El método de evaluación

Criterio

El método de retroalimentación

Fecha

1

Mar 20

Investigate the process of Plant Reproduction: organs, pollination, seed dispersal, germination


Group work/ tree lead


Peer review










1

Mar 21

Seed Dispersal Activity: Variety makes a difference

Scaffolding

V, K, O

Oral assessment

F







1

Mar 23

Analyze flower structures and match with reproduction pollination “style”

Group investigation

Rubric

E

written




2

Mar 27

Open book Plant quiz

Assessment

Rubric

B,C

written




2

Mar

29

Investigate the process of Human Reproduction: female and male reproductive anatomy, changes in puberty: testosterone and estrogen

Group work, and scaffolding,

Peer assessment










2

Mar 30

Menstruation

Teacher led













2

April 10

Having a baby: fertilisation and development

Flexible Grouping













3

April 11

Variation: designer genes

Scaffolding













3

Apr

23

Intro Bizarre reproduction

Research and Compare types of reproduction in different organisms, rituals, ceremony, mating habits (assignment groups)

Group presentations

V

Peer and teacher assessment

F







3

Apr

24

Brochure

Assessment

Design Investigation


A B C

Written




4

Apr 27

Reproductive quiz

Assessment

Examination

B C

Written





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?

Class Texts:

Jeans/Genes Activity

Interactive Genetics Activities Online:

Worksheets:

Library and Computer:

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

Librarians to short list a number of reference sources focused on Human reproduction for the students

Students to use library and Computers to complete this research on human reproduction in groups

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