MYP unit planner - WordPress.com · MYP unit planner Unit title 2012_Q1 ... • formulate a testable hypothesis and explain it using scientific reasoning ... Few endothermic & exothermic

MYP unit planner

Unit title 2012_Q1: A human construct: The classification of matter

Teacher(s) Kavita Jaisi

Subject and grade level CHEMISTRY – GRADE 11 (MYP 5)

Time frame and duration 8 weeks; 2 Double periods (x80 minutes) per week

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?

ENVIRONMENTS

A&U: The effect on one environments on another

R: Our responsibilities to our environments

A: A range of issues related to environments

ENERGY

Sustainable use of energy

MYP unit question

How can we sustain our energy needs into the future?

Assessment

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?

Individual performance tasks:

1. Practical investigation ‐ plan, design and carry out an experiment to compare two fuels for their energy output and produce a scientific laboratory report of their findings. Criteria D (Scientific Inquiry), E (Processing Data) and F (Attitudes in Science)

2. One world Essay on explosives. Criteria A (One World) and B (Communication)

Which specific MYP objectives will be addressed during this unit?

All MYP objectives.

A One world

This objective refers to enabling students to gain a better understanding of the role of science in society. Students should be aware that science is a global endeavour and that its development and applications can have consequences for our lives. One world should provide students with the opportunity to critically assess the implications of scientific developments and their applications to local and/or global issues. At the end of the course, students should be able to: • explain the ways in which science is applied and used to address specific problems or issues • discuss the effectiveness of science and its application in solving problems or issues • discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues.

B Communication in science This objective refers to enabling students to become competent and confident when communicating information in science. Students should be able to use scientific language correctly and a variety of communication modes and formats as appropriate. Students should be aware of the importance of acknowledging and appropriately referencing the work of others when communicating in science. At the end of the course, students should be able to: • use scientific language correctly • 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.

C Knowledge and understanding of science This objective refers to enabling students to understand scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and formulate scientifically supported arguments. At the end of the course, students should be able to: • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding.

D Scientific inquiry While the scientific method may take on a wide variety of approaches, it is the emphasis on experimental work that characterizes MYP scientific inquiry. This objective refers to enabling students to develop intellectual and practical skills to design and carry out scientific investigations independently and to evaluate the experimental design (method). At the end of the course, students should be able to: • 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 and carry out 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 • evaluate the validity and reliability of the method • judge the validity of a hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant.

E Processing data This objective refers to enabling students to collect, process and interpret sufficient qualitative and/or quantitative data to draw appropriate conclusions. Students are expected to develop analytical thinking skills to interpret data and judge the reliability of the data. At the end of the course, students should be able to: • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

F Attitudes in science This objective refers to encouraging students to develop safe, responsible and collaborative working practices in practical science. During the course, students should be able to: • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

Which MYP assessment criteria will be used?

ESSAY: A – One World; B – Communication in Science

INVESTIGATON: D- Scientific Inquiry; E- Processing data; F- Attitudes to Science

SUMMATIVE TEST: C- Knowledge and Understanding of Science

Stage 2: Backward planning: from the assessment to the learning

activities through inquiry

Content

What knowledge and/or skills (from the 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? How can they be unpacked to develop the significant

concept(s) for stage 1?

CONTENT (IGCSE Chemistry)

UNIT Science specific ATL skills

Unit 6: Chemical energetics

6.1 Energetics of a reaction Measuring

6.2 Production of energy Hypothesising

Experimenting

Unit 7: Chemical reactions

7.1 Rate (speed) of reaction

7.2 Reversible reactions Organizing, predicting, Inferring

7.3 Redox reactions Modelling

6.2 Simple cell

Approaches to learning

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

ATL Skills MYP 4 & 5 SLE expectations Example

Organisation

Self management - Organising learning materials independently

Time Management - Using time effectively in class - Planning & setting own schedule

Organising practical equipment for experiments

Submitting tasks on Managebac in a timely manner

Planning experimental investigation

Collaboration

Working in Groups - Deciding their own responsibilities - Demonstrating teamwork - Analysing others’ ideas - Respecting others’ points of views - Using ideas critically

In the first unit, the practical task can be completed in PAIRS or in groups of 4 (note after this, students are expected to work independently)

Information literacy

Accessing information. Researching from a variety of resources

Selecting and organising information

Referencing: Bibliography, Citation, Respecting academic honesty

At LEAST 2 different types of references need to be quoted for the essay task (i.e., not only the internet)

Communication Literacy - Applying reading, writing This is the essence of Criterion B

and oral skills to accomplish different tasks

Thinking

Inquiring - Questioning and challenging information and arguments; developing guiding questions

Applying knowledge and concepts - Logical progression of arguments

Identifying problems - Deductive and reasoning, evaluating solutions to problems

Creating solutions - The combination of critical and creative strategies, considering a problem from multiple perspectives.

Inquiry examples:

planning an investigation,

responding to test questions in Band 3,

structuring the arguments and solutions in the essay task

Reflection

In science the reflection is be about the meaning of the data, and the contexts of science in the world

Transfer Make connections - Use knowledge, understanding and skills across subjects to create solutions and in unfamiliar situations

Inquire in different contexts-changing the context of an inquiry to gain various perspectives

Students will need to relate knowledge about active uptake and osmosis to the results of their investigation, depending on which solute they use (e.g., salts tend to result in shrinkage because water leaves cells; sugars may be taken up actively to students’ surprise).

Students also studying Chemistry may make link between the classification of organisms with the classification of matter

Learning experiences

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

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

Do the students have enough prior knowledge? How will we

know?

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? How have we made provision for those learning in a language other than their

mother tongue? How have we considered those with special educational needs?

Week 1

Welcome; Housekeeping: rolls, rules and expectations.

Lesson 1: students should be able to Describe bond breaking as endothermic and bond forming as exothermic Learn how to draw and read the Reaction & energy graph Lesson 2 & 3: students should be able to

Learn how to draw and read the Reaction & energy graph Calculate the enthalpy changes in given situations

FORMATIVE

Recipe book experiments to practice the usage of thermometer and recording observations (E,F)

DISCUSS

Emphasise that a collision between two particles with sufficient energy is necessary for a reaction to occur (a successful collision). Not all collisions between particles are successful. Relate to the dodgem fairground ride. Use mnemonic – ‘Mexo Bendo’: • Mexo is making is exothermic • Bendo is breaking is endothermic Students can be introduced to energy level diagrams to explain the two different stages in chemical reactions.

IGCSE Chemistry content reference 6.1 Energetics of a reaction IGCSE recommended learning resources

This can be linked to the concept of activation energy.

EXTENSION

Discussion on the role of enzymes in the human body and in the environment

HANDS-ON

Few endothermic & exothermic reactions in the lab

Examples of Exothermic Reactions:

Combustion:

CH4 + 2O2 → CO2 + 2H2O + Energy

Respiration:

C6H12O6 + 6O2 → 6CO2 + 6H2O + Energy

Hydration:

CuSO4 + 5H2O → CuSO4.5H2O + Energy

Displacement:

Zn + CuSO4 → ZnSO4 + Cu + Energy

Neutralization:

HCl + NaOH → NaCl + H2O

Examples of Endothermic Reactions:

Photosynthesis:

6CO2 + 6H2O → C6H12O6 + 6O2

Dehydration:

CuSO4.5H2O + Heat energy → CuSO4 + 5H2O

Thermal Decomposition:

CaCO3 + Heat Energy → CaO + CO2

Week 2

Lesson 4& 5: students should PRODUCTION OF ENERGY • Describe the production of heat energy by burning

fuels

• Describe the use of hydrogen as a potential fuel reacting with oxygen to generate electricity in a fuel cell • Describe radioactive isotopes, such as 235U, as a

source of energy

OPEN ENDED INVESTIGATION for criterion DEF’s task sheet is given out IGCSE Chemistry content reference 6.2 Production of energy

IGCSE recommended learning resources Hinton Wind Farm. Students investigate the pros and cons of establishing a wind farm in a fictitious town and decide whether it is the best option for energy generation. http://www.scootle.edu.au/ec/viewing/L1341/index.html

Renewable energy sources ‐ an animated diorama that illustrates six alternative energy forms: wind, solar,

hydro‐electricity, geothermal, hydrogen energy and

biomass.

http://www.scootle.edu.au/ec/pin/WEDEGB?userid=100

22

Uni SA – electric car (‘Trev’) www.unisa.edu.au/solarcar/trev New Inventors Special on energy‐efficient transport (including ‘Trev’) 8/10/08 (Episode 36) www.abc.net.au/tv/newinventors/video/video.htm ‘Global Warming: Cool It’ www.environment.gov.au/settlements/gwci (Federal Govt site on household energy efficiency)

Lesson 6: OPEN ENDED INVESTIGATION: Criterion DEF INVESTIGATING FUEL Time: 1 week INTRODUCING THE PRACTICAL SCIENCE INVESTIGATION TASK FOR STUDENTS IN GRADE 11

Criterion D, E and F.

INCLUDE:

Hydrogen gas test

Sankey diagram

Activity: Discussion about: How much energy is needed to bake a loaf of bread Malaysia’s energy reserves Debating nuclear power Saving energy at home

DISCUSSION

Introductory research activity. Get students thinking about and discussing prior knowledge of non‐renewable and renewable energy sources & energy efficiency.

Non‐renewable energy resources – fossil fuels, uranium.

Renewable energy resources – solar, wind, tidal, geothermal, hydro‐electricity, biomass. (e.g. solar cells / wind turbine connected to light a globe)

Hydrogen as alternative energy source

Concepts of energy transformation, efficiency of conversion (e.g. alcohol to heat) and transfer to be included in the study of how energy is generated from the above sources

Global & local energy consumption & supply trends.

Managing energy sustainability – using renewable sources and increasing energy efficiency in housing (passive design, lighting choices, heating / cooling, etc.)

Economic, social, environmental and political factors that affect decisions regarding energy production and consumption.

The Hyndenburg disaster

Materials / Equipment

Consider having various fuels, measuring scale and goggles for the experiment to be conducted.

Discussion – CRITERION E - after the experiment has been completed.

Discuss the value of graphing average data

Discuss significant figures – and why showing many

1. Even though students may have conducted their own investigations before, in MYP 4 the rubrics move to a new level of requirements.

2. Criterion F– This is about working responsibly and mindfully in the laboratory. It is really an ATL. If you are a caring, thoughtful and reflective MYP student, you should soon develop the manual dexterity to have a near-perfect score.

3. Criterion D – Read through the entire task and question students to ensure they have understood what they are trying to achieve.

Focus on the wording of the hypothesis – for the best level, scientific reasoning should be discussed too.

Spend time on the command terms (again) giving examples.

4. Criterion E– Replicates are recommended – why?

When planning the experiment, students should have a blank table ready for recording your results, at each stage of the experiment.

Be prepared to spend a whole lesson preparing students for responding to this task, explain that 3 criteria make it ‘three times as valuable’ for assessment as a test.

Students should start writing and planning their experiment in pairs. These written plans should be ready for the second lesson, so the teacher can check before they bring their materials and start.

decimal points does not make an experiment more accurate.

Remind students about the key features of a good graph – section in the back of the text; Title, X-axis (independent variable) Y axis (dependant variable – and that names and units are required.(Up to students to decide which names to use – as appropriate to their design – but UNITS NEED to be SI units).

If there is time, students can use lesson time to begin analysing their own data.

Week 3

Lesson 7,8 & 9: students should • Describe the effect of concentration, particle size,

catalysts (including enzymes) and temperature on the

rate (speed) of reactions

• Describe a practical method for investigating the

rate (speed) of a reaction involving gas evolution

• Describe the application of the above factors to the

danger of explosive combustion with fine powders

(e.g. flour mills) and gases (e.g. mines)

Note: Candidates should be encouraged to use the

term rate rather than speed.

• Devise a suitable method for investigating the

effect of a given variable on the rate (speed) of a

reaction

• Interpret data obtained from experiments

concerned with rate (speed) of reaction

• Describe and explain the effects of temperature

and concentration in terms of collisions between

Suggested teaching activities

Experiments on how light affects photosynthesis and darkening of slow photographic film in various light intensities. A simple experiment can be to make silver chloride, bromide and iodide by precipitation [link TO Acids, Bases and Salts] and watch them change colour under strong light. Photosynthesis is an endothermic process.

HANDS ON ACTIVITY:

Simple test tube experiments using different sized marble chippings and hydrochloric acid of different concentrations give a quick visual impression of the factors affecting rate of reaction.

Reactions can involve metals and dilute acids or carbonates and dilute acids. Gas syringes (or measurement of displacement of water by gas in upturned measuring cylinder) can be used to measure the volume of gas produced.

reacting particles

• Describe the role of light in photochemical

reactions and the effect of light on the rate

(speed) of these reactions

• Describe the use of silver salts in photography as a process of reduction of silver ions to silver; and photosynthesis as the reaction between carbon dioxide and water in the presence of chlorophyll and sunlight (energy) to produce glucose and oxygen

IGCSE Chemistry content references

7.1 Rate (speed) of reaction IGCSE recommended learning resources Video clip introduction to rates: www.bbc.co.uk/schools/gcsebitesize/science/add _ocr/chemical_synthe How light affects photosynthesis and a photosensitive reaction R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187,p106-107[, Fig 8.6.1 & 8.6.2]. Role of silver salts in photography: www.eurochlor.org/silver%20chloride Various practical experiments to illustrate reaction rates: www.practicalchemistry.org/experiments/intermed iate/rates-of-reaction/topic-index.html Various practicals Fig 8.1.1-8.1.3: Chemistry for IGCSE, R. Norris & R. Stanbridge, Nelson Thornes, 2009, ISBN 9781408500187, p 96-97. Chemistry Experiments, J. A. Hunt, A. Geoffrey Sykes, J. P. Mason, Longman 1996, Experiments H8-H11.

Experiments on how light affects photosynthesis and darkening of slow photographic film in various light intensities. A simple experiment can be to make silver chloride,

bromide and iodide by precipitation [link to Unit 4 – Acids, Bases and Salts] and watch them change colour under strong light. DISCUSSION

Rules for drawing graphs and the terms independent and dependent variables should be introduced. Measurement of mass decrease in reaction involving evolution of gas could also be demonstrated. Particle size, concentration and temperature can easily be changed for both the above types of reaction.

Extension

Following the progress of a precipitation reaction. Use of data loggers to record experimental results.

Week 4

10& 11: students should Have submitted their Practical investigation on fuel on Managebac. REVERSIBLE REACTIONS • Describe the idea that some chemical reactions can

be reversed by changing the reaction conditions

(Limited to the effects of heat on hydrated salts.

Concept of equilibrium is not required.) Including

hydrated copper (II) sulphate and hydrated cobalt (II) chloride.

• Predict the effect of changing the conditions

(concentration, temperature and pressure) on other

KEY TERMS:

Dehydration and Hydration

Equilibrium

Haber process

Suggested teaching activities

Demonstrate how the changes in the concentration reactants and/ or products changes the other Discuss the use of ammonia

Some reactions can be classified as reversible and students should be introduced to the reversible sign. Experimental work can involve students heating hydrated copper (II) sulphate and adding water to

reversible reactions

• Concept of equilibrium

IGCSE Chemistry content references

7.3 Redox reactions IGCSE recommended learning resources www.chalkbored.com/lessons/chemistry- 11/hydrate-lab.pdf Interactive tool to introduce equilibrium: www.bbc.co.uk/schools/gcsebitesize/science/add_aqa/chemreac/reversiblereacrev1.shtml R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p112. www.chemguide.co.uk/physical/equilibria/haber.html Video clip of the process: www.bbc.co.uk/learningzone/clips/formation-ofammonia-in-the-haber-process/4432.html Video clip on ammonia: www.rsc.org/Education/Teachers/Resources/Alche my/ Lesson 12: ONE WORLD ESSAY: Explosive industry Time: 2 weeks Give out the assessment using the PowerPoint file attached. INTRODUCING THE ESSAY TASK & ASSESSMENT FOR CRITERIA A & B.

Referencing :

1. Do students know how to insert an internal reference? (Model this – preferably with a data projector on an item of text. Explain without an internal reference, they will not achieve beyond a ‘level 4’ on Criterion B

2. Bibliography – alphabetical order is required. Date accessed for internet items is required. Perhaps a library lesson is required to show students alternative resources.

3. One World – Read through the entire essay scenario with the students, pausing for random explanations.

Brainstorm alternative classification systems and their uses (perhaps) Recommend that brainstorming and concept mapping should follow research and reading and precede any actual essay writing

anhydrous copper (II) sulphate as an illustration.

Extension – students to determine the amount of water removed on heating and calculate the formula of hydrated copper(II) sulphate

This could be introduced using the escalator analogy and by demonstrating the effect of acid and alkali on: • Methyl orange indicator • Sodium chromate/dichromate equilibrium • Iodide/iodine equilibrium

Students in groups can analyse yield data comparing rate and yield with varying conditions and extend this to predicting reaction conditions used for equilibrium reactions to produce the most efficient reaction. The effect of concentration can be demonstrated using the chlorine/iodine monochloride equilibrium. Care and use of a fume cupboard are essential. Illustrate how changing the temperature, pressure and the introduction of a catalyst in effect the yield and rate in the Haber and Contact processes. Important issues to consider include: • Raising the temperature, increases the rate and the energy demand and hence economic cost. However, lowers the yield for exothermic but increases the yield in endothermic reactions; • Increasing the pressure, increases the rate and the energy demand and hence economic/equipment costs. The yield changes depends on the number of moles of gas reactants to products; • Introduction of a catalyst leads can lead to a lower energy demand (lower temperature for an equivalent rate) and hence economic cost and saving fossil fuel resources; • Considerations of increased yield against increased cost are balanced to give ‘optimum conditions’. It is important to distinguish the effect of changing a condition on the reaction rate and equilibrium. Summarise in a table to avoid confusion. Nitrogen from the air (link with Periodic Table 1). Hydrogen from natural gas. Opportunity for group work where students can produce a series of flash cards to produce a flowchart of this process or question loop activity to sequence the process. The importance of recycling unreacted nitrogen and hydrogen needs to be mentioned. The effect of the variation of values of temperature and pressure can be studied by advanced students.

Reflect on the rubric – Band 3. Societal factors: 2 and no more than two will enable students to respond in depth.

Spend time on the command terms (again) giving examples.

Be prepared to spend a whole lesson preparing

students for responding to this task, explain

that 2 criteria make it ‘twice as valuable’ for

assessment as a test, and make sure students

have plenty of time to respond reflectively –

minimum 2 weeks.

Awareness of the economic and environmental advantages of placement of a manufacturing site can be investigated by students. Opportunities for reacting masses and volume calculations [link with Amount of Substance].

Week 5

Lesson 13, 14, & 15: students should

Redox reactions • Define oxidation and reduction in terms of oxygen

loss/gain. (Oxidation state limited to its use to name

ions, e.g. iron (II), iron (III), copper (II), manganate

(VII), dichromate (VI).)

• Define redox in terms of electron transfer

Construct ionic equations with state symbols

• Identify redox reactions by changes in oxidation

state and by the colour changes involved when using

acidified potassium manganate (VII), and potassium

iodide. IGCSE Chemistry content references

7.3 Redox reactions IGCSE recommended learning resources www.chemguide.co.uk/inorganic/redox/definitions.html R. Norris & R. Stanbridge. Chemistry for IGCSE, Nelson Thornes, 2009, ISBN 9781408500187, p114 [Fig. 9.3.1], p117 [Fig [9.4.1] www.chemguide.co.uk/inorganic/redox/equations.ht ml

Suggested teaching activities

Stress that oxidation and reduction reactions always occur together in a redox reaction. Redox changes can often be observed as significant colour changes e.g. rusting/corrosion of iron or iron + copper(II) sulphate ==> iron(II) sulphate + .copper. Link to ideas of the role of redox reactions in the production of energy from fuels and the extraction of metals. The reactions in car catalytic converters can also be studied here [link to Air and Water]. Link to the reactions of metals and halogens. Experiments possible include the reaction of metals/non-metals with oxygen and the reaction of metal oxides with carbon.

Use the mnemonic OILRIG (oxidation is loss of electrons,reduction is gain of electrons). Practice ionic equations and identify the substance oxidised and reduced in a given reaction. Link this to the reactivity series and reactions of metals and metal salt solutions , the Halogens and electrolysis.

Students can use flash cards [formulae of ions and simple molecules] as an activity to construct ionic equations. Spectator ions can be introduced here.

Demonstrations can include the: • Reaction of ethanol and acidified KMnO4

to yield ethanoic acid ; • Preparation of chlorine by reaction of conc. HCl and KMnO4 solid and the reaction of potassium iodide solution with either chlorine or bromine (link to Group VII). • Other reactions which could be demonstrated include zinc + copper (II) sulphate and iodide ions + hydrogen peroxide.

Week 6

Lesson 16, 17 & 18: students should SIMPLE CELL

Describe the production of electrical energy from

simple cells, i.e. two electrodes in an electrolyte.

Describe the use of hydrogen as a potential fuel

reacting with oxygen to generate electricity in a

fuel cell (details of the construction and operation

of a fuel cell are not required) Have handed in their One world Essay on explosive

Have had feedback on their assessment

IGCSE Chemistry content references

6.2 Simple cell

IGCSE recommended learning resources www.miniscience.com/projects/PotatoElectricity/

Useful background information: www.greenspec.co.uk/html/energy/fuel_cells.html

Suggested teaching activities

Students can make simple cells using a potato or any citrus fruit with metal electrodes.

Opportunity for group work – students could investigate

the best substance for making a simple cell.

Possible issues to discuss include: • toxicity of heavy metals used in batteries and subsequent hazards of their disposal • usefulness of re-chargeable batteries including their use for storage of energy from alternative energy sources such as domestic solar panels and wind powered generators (and in cars)

Week 7

Lesson 19, 20 & 21: students should

Have had feedback on their One world Essay on explosive Revision for end of term Summative test.

ESSAY FEEDBACK

Mark each standard descriptor on this sheet, to

help the student understand how the ‘best fit’ was

used to assign levels, and identify where to

improve. Spend time in class discussing how levels

were assignment.

Week 8

By the end of week 8 students should

Revision for end of term Summative test. (Criterion C)

SUGGESTED REVISION TECHNIQUES

MIND MAPPING

Provide students with a list of terminology covered.

Show students how to draw concept maps: the noun in circles/ linked with simple verbs- descriptions of relationships. Set the challenge: Can all the terms be interlinked? [Good practice for transfer ATL]

REVISING MC AND LOW ORDER QUESTIONS

Scan examples from the text book, and old O-level exam papers, in a document (or PowerPoint)

Give each student a set of cards – Labelled A, B. C. D. As you show the questions, each student needs to answer silently by raising their card.

This is an effective way for identifying problematic

questions (perhaps because of language issues - ESL)

THREE BEFORE ME

Students are to go through ‘Chapter review’ and other sections of their text.

If they find a question that they CANNOT answer, they are to check with 3 peers before approaching the teacher.

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?

Simple laboratory equipment – glassware

Fuel samples

Data projector

School library

Ongoing reflections 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?

Figure 12

MYP unit planner