M yp unit Planner Unit Title






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YP Unit Planner

Unit Title
Teacher(s)
Subject / Grade
Duration

Energy

Trevor Lafferty & Laura Dooley

Biology Grade 8, 2012

5 cycles (20 classes)

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?

Environment

Awareness and understanding: The student will understand the basic elements of the creation of electricity and the subsequent consequences of their use of it.
Action: The students will investigate a type of energy (nuclear, hydroelectrical, solar, wave, biothermal, geothermal, fossil fuels, wind power), how it works and how it would affect us, and could it be used in Colombia.

.
Reflection: The student will be more aware of their use of energy, its consequences and chose to economize their use of it more effectively.

Marco Concepts: transformation, energy

Micro concepts: movement, needs, magnetism, circuits, energy usage, electricity

Central Idea

The transformation of energy is essential for life on the planet.




MYP Unit Question

How has energy transformed our world?





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 students will investigate a type of energy (nuclear, hydro electrical, solar, wave, bio thermal, geothermal, fossil fuels, and wind power), how it works and how it would affect us, and could it be used in Colombia. They will present their work to each other through an inner, outer circle. The information shared will be used in the December exam.



Objetives
MYP Aims
MEN Estandares generales

1. develop curiosity, interest and enjoyment towards science and its methods of inquiry

2. acquire scientific knowledge and understanding

3. communicate scientific ideas, arguments and practical experiences effectively in a variety of ways

4. develop experimental and investigative skills to design and carry out scientific investigations and to

evaluate evidence to draw a conclusion

5. develop critical, creative and inquiring minds that pose questions, solve problems, construct

explanations, judge arguments and make informed decisions in scientific and other contexts

6. develop awareness of the possibilities and limitations of science and appreciate that scientific

knowledge is evolving through collaborative activity locally and internationally

7. appreciate the relationship between science and technology and their role in society

8. develop awareness of the moral, ethical, social, economic, political, cultural and environmental

implications of the practice and use of science and technology

9. observe safety rules and practices to ensure a safe working environment during scientific activities

10. engender an awareness of the need for and the value of effective collaboration during scientific activities.

•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 concerning energy use and choices

• describe and evaluate the benefits and limitations of energy development in science

• discuss how energy and their applications interact with social, economic, political, environmental, cultural and ethical factors



•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 our use of energy and their applications interact with social, economic, political, environmental, cultural and ethical factors:

• communicate scientific information using appropriate modes of communication- writing a summative essay

• Present scientific information in a variety of formats (lab report), acknowledging sources as appropriate.

• demonstrate honesty when handling data and information, acknowledging sources as appropriate in the 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

• analyse scientific information by identifying relationships

• discuss and evaluate scientific information from different sources (Internet, scientific texts and publications) and assess its credibility


• 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.

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 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?


Knowledge of the different types of energy in the universe

Knowledge of renewable and non-renewable energies.

Knowledge of how electrical energy is created.

Knowledge of how energy is transferred in the world

Will make a transfer of energy model.

Will make a model of a dynamos

Will make parallel and series circuits

Will experiment with the transfer of different energies

Student will be aware of the impact non-renewable energies are having on our environment.

Student will be aware of the importance of renewable energies


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)

*Recognize and value the local resources and the different communities they study

*Understand the source of our resources

*Comprehend what is necessary to live, what has become necessary and what has become a superfluous commodity.

*Identify individuals´ and organizations´ roles in maintaining environments

*Understand how we contribute to create environments
*Understand how natural phenomena influences the environment (natural, built and virtual)

*Recognize policies made by organizations and governments that may have an environmental effect

*List and describe some consequences of our actions in the local context

*Recognize the positive and negative impact we produce on different environments.

*Realize that we are creating environmental problems because of consumerism

*Identify and describe with examples, how our lives are affected by the environment

(Include examples of the Natural, built and virtual environments)

*Take different points of view into account before making final choices

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.

All rubrics, assignment descriptions and class work will be provided for on the class wiki.

  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, Kinesthetic, and Auditory based learning activities.

  3. 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.

  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 group KWL charts on energy followed up by working in pairs naming all the places they have seen different types of energy (types of energy will be provided).

There will be transdisciplinary links with technology and math. In technology they are creating command circuits with the final goal to power a circuit with a 9V battery. The students will be asked to think of an alternative energy to the 9V battery using the knowledge that they have gained in Science.

  1. How have we made provision for those learning in a language other thatn 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.

  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

6

16 Oct

Using electricity

Guided practice, centres

Oral assessment










6

16 Oct

Series circuits

Guided practice

Oral assessment










7

22 Oct

Parallel Circuits

scaffolding

Skill demonstration








7

22 Oct

Electric Currents

Teacher led

Notebook review










7

22 Oct

All about voltage

Teacher led

Notebook review










7

22 Oct

Magnetism

Discovery

Ticket out










8

31 Oct

Electromagnetics

scaffolding

Class Discussion










8

31 Oct

Light a light bulb without a battery (3 classes)

Assessment




Rubric

DEF




9

9 Nov

Discovering electricity

Investigation, student led

Notebook review










9

9 Nov

Electricity test

assessment




Rubric

BC




9

9 Nov

What is energy?

Centers

Ticket out










9

9 Nov

Stored energy

Guided practice

Notebook review










10

20 Nov

All about food

Teacher led

Oral assessment









10

20 Nov

More energy

Student led

Class Discussion










10

20 Nov

Storing energy

Investigation centers

Ticket out










10

20 Nov

Present homework: transfer of energy

assessment




rubric

F




11

28 Nov

Energy Supplies: investigate renewable energy (3)

assessment




rubric

ABC




11

28 Nov

Energy Crisis
















12

6 Dec

Exam review

















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.

At present there appears to be no specific textbook for this grade level, but rather a limited number of key stage 2 and 3 books will be made available for use within the classroom as a resource corner. The students will be encouraged to bring articles relating to the studied topic that they may find in newspapers, magazines etc. during the unit.

There is a class computer, so a research station containing animations, web links, videos and word documents that have been collected will be available to the students directly during the period. As well, they will be available on the class wiki: www.ccbbiology8.wikispaces.com

Laboratory material will be used in most of the lessons

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 will be established 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

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