MYP unit planner

Teacher(s) Nama semua guru yang terlibat (ikut tingkatan) Subject group and discipline Science

Unit title 2.0 The Cell as a Unit of Life MYP year Year 1 Unit duration (hrs) 3 weeks

Establishing the purpose of the unit

Key concept Related concept(s) Global context

CHANGE FUNCTION AND TRANSFORMATIONSCIENTIFIC & TECHNICAL INNOVATION

(Strand: The impact of scientific and technologies advances on communities and environments )

Statement of inquiry

TECHNOLOGICAL ADVANCES CAN PRODUCE BETTER ORGANISMS

(Scientific and technological advances enable societies to transform the function of organisms and biological molecules to better organisms )

Inquiry questions

FACTUAL : What are the main structures and functions of all cells? (di akhir topic/ subtopic apa yang hendak dicapai)

CONCEPTUAL : What is the base for system? (kukuhkan kefahaman)

DEBATABLE : Does technology always allow us to produce better organism? (aplikasi)

Objectives Summative assessment

MYP

CRITERION A:

Knowing and understanding

Students should be able to:i. outline scientific

knowledgeii. apply scientific

knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations

iii. interpret information to make scientifically supported judgments.

CRITERION B:

Inquiring and designing

Student be able to :

i. outline an appropriate problem or research question to be tested by a scientific

MOE

At the end of this unit, students are able to:

1.1 Understanding cells.

1.2 Understanding unicellularorganism and multicellular organism.

1.3 Understanding that cells form tissues, organs and systems in the human body.

1.4 Realising that humans are complex organisms.

Outline of summative assessment task(s) including assessment criteria:

Task (1) : Unit Test:

Students will have a test, which including their knowledge and understanding on this topic.

1. Draw and label the structures of plant cell

2. How the plant cell differ from animal cell?

3. Based on the diagram given (attachment A), classify the organisms into their group based on the number of cell.

4. What will happen if cells are destroyed?

5. Can we harvest tissue/ organ?

Relationship between the summative assessment task(s) and the statement of inquiry :

From task (1), allows students to engage with the statement of inquiry as they gather information on cell structures and discuss their function in living things .

investigation

CRITERION D:

Reflecting on the impact of science

Students should be able to:i. summarize the ways in

which science is applied and used to address a specific problem or issue

ii. describe and summarize the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively

iv. document the work of others and sources of information used.

Task(2) : Internet searching and group work activities. Topic:

1. Why human beings are complex organism.

2. www.cellsalive.com/

3. How has selective breeding or genetic modification help society?

4. Create a mind map.

From task (2), allows students to think about the impact of science and technological advances enables society to transform/ modify the genetic to better organisms.

Approaches to learning (ATL)

Thinking Skills Transfer Utilising skills and knowledge in multiple contexts.

Research Skills Information Literacy Finding, interpreting, judging and creating information from a various sources .

Planning for teaching and learning through inquiry

Content Learning process

Identify that cell is the basic unit of living things

Prepare slides following the proper procedure

Use a microscope properly Identify the general structures of animal

cells and plant cells Draw the general structure of an animal

cell and a plant cell Label the general structure of an animal

cell and a plant cell State the function of each cell structure State the similarities and differences

between an animal cell and a plant cell State the meaning of unicellular

organism and multicellular organism, Give examples of unicellular organism

and multicellular organism Name the different types of human cells State the function of different types of

human cells Arrange sequentially cell organisation

from simple to complex using the terms cell, tissue, organ, system and organism

Explain why human beings are complex organisms

Learning experiences and teaching strategies

Week 1

Gather information on living organisms and identify the smallest living unit that makes up the organism. (Gallery Walk)

Prepare slides of cheek cells and onion cells and study the general structure of cheek cells and onion cells under a microscope using the correct procedure.

Draw and label the different structures of an animal cell and a plant cell. Using classification, state the similarities and differences between an animal cell and a plant cell.

Week 2 Using large picture cards with two unknown categories of organisms, discuss on why the

organisms are arranged in such a way. (Leading to the understanding of unicellular and multicellular organisms)

Each group will be provided with different kinds of human cells laminated cards. The students will discuss and write the functions of the human cell that they get. The groups will change places and make adjustments and comments on other cards.

Week 3Organise the human cells from simple to complex sequentially through puzzle-it-out.

Discuss why human beings are complex organisms in learning trios A-B-C.

Formative assessment

Feed back – peer assessment Observation – lab activity Reporting Scrap book

Differentiation

1. Students will be grouped into mixed level of achievement evaluated from pre-assessment so that the low achievers may benefit from the peer support/help.

Resources

The class set-up will be facilitate inquiry and will allow students to investigate the effects biotechnology on environment. Students will adhere to the safety requirements as stated in MYP science guide. The class will be arranged in groups to facilitate peer learning via discussion and group work.

Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

student know about cell and the function of the cell

*Tinggalkan ruang/space untuk refleksi mingguan

student able to inquire while observing specimen slide under the light microscope.

student able to identify differences between plant cell and animal cell

student able to organise the human cells from simple to complex sequentially

student able to use the resources provided

able to practice the manipulative skills by using microscope

student have understand the cell as a basic unit of life

student know that cell can be applied in biotechnological areas

Criterion A

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptions below.

1-2

The student is able to :i. Select scientific knowledgeii. Select scientific knowledge and understanding to suggest solutions

to problem set in familiar situationiii. Apply information to make judgement with limited succes

3-4

The student is able to :i. Recall scientific knowledgeii. Apply scientific knowledge and understanding to suggest solutions

to problem set in familiar situationiii. Apply information to make judgements

5-6

The student is able to :i. state scientific knowledgeii. Apply scientific knowledge and understanding to solve problem

solutions to problem set in familiar situationiii. Apply information to make scientifically support judgements

7-8

The student is able to :i. Outline scientific knowledgeii. Apply scientific knowledge and understanding to solve solutions

to problem set in familiar situation and suggest solution to problems sets in unfamiliar situations

iii. Interpret information to make scientifically supported judgements.

CRITERION B

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptions below.

1-2The student is able to

i. select a problem or question to be tested by a scientific investigation

3-4The student is able to

i. state a problem or question to be tested by a scientific investigation

5-6The student is able to

i. State a problem or question to be tested by a scientific investigation

7-8The student is able to

i. outline a problem or question to be tested by a scientific investigation

Criterion D

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptions below.

1-2 The student is able to, with limited success :i. State the ways in which science is used to address a

specific problem or issueii. State the implication of using science to solve a specific

problem or issue, interacting with a factoriii. Apply scientific language to communicate understandingiv. Document source

3-4

The student is able to :i. State the ways in which science is used to address a

specific problem or issueii. State the implication of using science to solve a specific

problem or issue, interacting with a factoriii. Sometimes apply scientific language to communicate

understandingiv. Sometimes document sources correctly.

5-6

The student is able to :i. Outline the ways in which science is use to address specific

problem or issueii. Outline the implication of using science to solve a specific problem

or issue, interacting with a factoriii. Usually apply scientific language to communicate understanding

clearly and preciselyiv. Usually document sources correctly.

7-8

The student is able to :i. Summarize the ways in which science is use to address specific

problem or issueii. Describe and summarise the implication of using science to solve a

specific problem or issue, interacting with a factoriii. consistently apply scientific language to communicate

understanding clearly and preciselyiv. Document sources correctly.

Sample student work

Assessment

CRITERION A B C DLEVEL ACHIEVED 5/8 5/8 5/8 5/8

ASSESSMENT CRITERION A: KNOWING AND UNDERSTANDINGThis work achieved a level_5_ because the student:

Able to outline scientific knowledge Able to apply scientific knowledge and understanding to solve problem set in familiar

situation and suggest solution to problems set in familiar and unfamiliar situationThe student would have achieved a higher level if he/ she had:

Able to describe scientific knowledge Able to apply scientific knowledge and understanding to solve problem set in familiar

situation and suggest solution to problems set in familiar and unfamiliar situation

ASSESSMENT CRITERION B: INQUIRING AND DESIGNINGThis work achieved a level_5_ because the student:

Able to outline a problem or question to be tested by a scientific investigation

The student would have achieved a higher level if he/ she had: Able to describe a problem or question to be tested by a scientific investigation

ASSESSMENT CRITERION D:This work achieved a level_5_ because the student:

Able to summarize the ways in which science is applied and used to address a specific problem or issue

Able to describe the implication of using science and its application to solve a specific problem or issue interacting with a factor

Able usually apply scientific language to communicate understanding clearly and precisely

Able usually able document sources correctlyThe student would have achieved a higher level if he/ she had:

Able to describe the ways in which science is applied and used to address a specific problem or issue

Able to discuss and analyse the implication of using science and its application to solve a specific problem or issue interacting with a factor

Able to consistently apply scientific language to communicate understanding clearly and precisely

able to document sources correctly

SELF REFLECTION:

1. Could this task be assessed with any other criteria strands? Justify your answer.Yes. I have been using all the criterion A, B, and D to assess every topics in Science subject.This is because every topics have to show progress and process in term of brainstorming ideas

2. Evaluate the overall quality of this assessment task. Consider the objectives of the unit.Yes

3. Is this task valid?Yes

4. How could the unit be expanded or strengthened?It is well organised unit plan.