6 th Grade Unit title Key concept Related Concepts Global context Statement of Inquiry MYP objectives ATL Content (topics, knowledge, ) Unit 1 How can I B Like an MYP Scientist? System Change technical innovation: (systems) The scientific process is a systematic way to answer questions, show change, solve problems identify. Criterion B: Inquiring designing Criterion C: processing evaluating Brine Shrimp - = interpret data gained from scientific investigation. -Social skill- Practice giving feedback on the design of experimental methods - - Use appropriate visual representation of data based on purpose audience. -Research - Make connections between scientific research investigations. -Use tools to gather, view, analyze, report results for scientific investigations designed to answer questions. - Ask testable questions make testable hypotheses. -Identify manipulate variables to design an investigation. Example experiments: Balloon rockets Bounce height of balls Paper airplanes Huff, Puff, Slide Paper towels Unit 2 How can I B an MYP Ecologist? Interaction, environment technical innovation (adaptation) Organisms interact adapt with each other their environment. Criterion A: Understing Criterion D: reflecting on the. Why did the bald Reflecting Research -Online simulation (field guide) -In the green book: capture recapture turtles -Eagle activity: food web energy pyramid
eagle almost become extinct assessment? -Students have pictures create a chain or web -How many bears are in the forest? -Paper the puzzle pieces what they represent -Students bring a picture of animals identify biotic or abiotic -Students make a foldable about abiotic biotic -Picture to identify the organization which include biotic abiotic -Habitat hunt Unit 3 Earths Changing surface Interaction Orientation in Time Space (natural lscapes) Natural lscapes change over time due to the interaction between earth s surface forces acting on it. Criterion D: Reflecting on the Jason s project Research communication Erosional processes Lforms Earth s surface Constructive (mtn. building), destructive forces (erosion: water, glaciers, wind) Weather erosion differentiated station lab formative assessment (A?) Unit 4: Water movement Globalization sustainability (consumption, conservation, Earth s water has always been moving changing, yet it must be conserved. Criterion B: Inquiring designing Criterion C: processing evaluating Water cycle Distribution of water on Earth: how we use it where we find it, salt vs. fresh Water as a natural resource
natural resources) Students write a lab regarding the processes that take place during the water cycle. Then they choose one perform the lab. Unit 5: Why Does Matter, Matter to an I B scientist? Form Structure models (models) The structure of atoms form all matter can be modeled. Criterion A: Understing test All matter is made of atoms, which makes solids, liquids gases. 1. All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms thus, unique properties. Atoms themselves are made of even smaller particles 2. Atoms may stick together in well-defined molecules or be packed together in large arrangements. Different arrangements of atoms into groups compose all substances. 3. The physical characteristics changes of solid, liquid, gas states can be explained using the particulate model 4. Distinguish among, explain, apply the
among mass, weight, volume, density Unit 6: Sex ed systems 7 th Grade Science Unit 1 Unit 2 Unit 3 Unit Title Separation Lab Geologic Events Geologic Time Evolution interactions Key Concepts Related Concepts Consequence s, Transformati on Consequence s, movement, evidence Consequence (transitions, health well- being, lifestyle choices) Reproduction is dependent upon male female systems interacting. No assessment Social Male female reproduction systems Friendships Personal safety All mammals have the same reproductive systems Global context Statement of Inquiry MYP objectives ATL Content (topics, knowledge, ) : Products, processes solutions : Models Orientation in space time: Eras turning points Matter can be transformed through physical chemical changes to meet a need. Models are used to show evidence of Earth s movement where consequences of that movement can be seen. The geologic history of Earth provides evidence of the changes in organisms the B C D A In order to interpret data gained from scientific investigations students will use thinking. delegate share responsibility for decision making. combine knowledge,, to create Colorado State Stard, Physical Science 1: Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, densities. Colorado State Stard, Earth Science 1: Major geologic events such as earthquakes, volcanic eruptions, mid-ocean ridges, mountain formation are associated with plate boundaries attributed to plate motion. Colorado State Stards, Earth Science 2: Geologic time, history, changing life forms are indicated by fossils successive
Unit 4 Cells Cell Processes s, evidence, environment Interaction, function, environment Unit 5 Human Body Systems Unit 6: Human Sexuality Interaction, consequences, environment in history, evolution : Lifestyle style choices : Physical health well being : Physical, consequences of their ability or inability to survive in certain environments. Cells have specific functions that allow them to interact in with each other their environment. The consequences of our interactions with the environment affect us physically. A i, ii, iii A B C D District Assessment products or solutions. use thinking to make unexpected or unusual connections between objects /or ideas. (applying the cell idea to everyday objects or systems) use communication to create visual representations of their data based on purpose audience. use communication to create a visual present their information to an audience. collect analyze data to identify sedimentation, folding, faulting, uplifting of layers of sedimentary rocks. Life Science 5: Multiple lines of evidence show the evolution of organisms over geologic time. Colorado State Stards, Life Science 3: Cells are the smallest unit of life that can function independently perform all the necessary functions of life. Life Science 4: Photosynthesis cellular respiration are the important processes by which energy is acquired utilized by organisms. Colorado State Stard, Life Science 2: The human body is composed of atoms, molecules, cells, tissues, organs, organ systems that have specific functions interactions. ASD Stard Curriculum: Female/Male Reproductive Systems
8 th grade science Unit 1 Unit titles Motion, Newton s Laws, Forces Consequence s, Interaction Key Concept Related Concepts Movement, pattern psychological, social development/ transitions/ health well-being/ life style choices solutions make informed decisions. Pregnancy Decision Making Global context Statement of Inquiry MYP objectives ATL Content (topics, knowledge, ) (natural world its laws We discover between movement patterns by exploring natural laws. A: knowing : create a graph task Criterion B: hot wheels lab Criterion C: processing evaluating: hot wheels lab Social: collaboration Describe motion, underst Newton s laws, applying laws during catapult experiment, real world applications Unit 2 Energy Waves Unit Transformati onenergy; Models (model) Change in energy transformation can be visualized in models D: Newton s Laws brochure A: knowing : quiz Self-management Students underst what happens when you manipulate frequency, when you change different parts of a wave, knowing differences between compression transverse, how do you realize that all energy is conserved?
Unit 3 Unit 4 Chemistry Interactions lead to physical chemical changes Genetics Using Punnett squares to predict possible traits of offspring Astronomy Sun, moon, earth evidence patterns Interaction Systems Orientation in space time (exchange interaction) Globalization sustainability (commonality, diversity interconnectedness) Orientation in Time Space (scale, frequency variability) During chemical changes there is evidence of an interaction. can be modeled to show patterns of diversity. The interaction of systems shows through frequency variability. Criterion B: Criterion C: chemical reactions lab Criterion D: paper Pet: reflecting on the when it comes to genetics how genetics affect a species in new situations. Criterion B: create a theory for the reasons for seasons Criterion D: reflecting on Challenger Self-management Self-management Social How the periodic table is organized, atomic structure, how to recognize a chemical reaction Punnett Squares, dominance recessive alleles, phenotypes genotypes, probability, heredity Reasons for seasons, solar variations, inclination of the sun, theories of origins of the universe, how different objects in our solar system came to be, lunar position, Challenger space mission Weather/ Climate Atmospheric factors go into changing the weather, climates change over time Human Footprint Human impact on ecosystems Interaction, energy, patterns Balance Globalization sustainability (Human impact on global environment) Globalization sustainability (human impact Energy, water human activity interact to create weather patterns How do humans impact weather patterns? Our relationship with the environment has consequences impacts the balance Criterion A: Understing Criterion D: human footprint project Research Severe weather emergency plan project Labs on cold fronts warm fronts Layers of the atmosphere, winds global winds, heat transfer, air masses fronts, climate Ecosystems, global climate change, personal responsibility,
9 th Grade science Unit 1 Unit 2 Human Sexuality Making healthy choices Unit titles Earth History Part 1 15 hours Earth History Part 2 19.5 hours Systems Interaction, consequences, environment Key Concept Related Concepts interaction patterns interactions on the environment) : Physical health well being of the Earth s system. The consequences of our interactions with the environment affect us physically. Test class discussion Global context Statement of Inquiry MYP objectives ATL Content (topics, knowledge, ) Systems, processes solution Personal Cultural Expression Critical literacy, languages linguistic systems; histories of ideas, fields history of earth that can be inferred by evidence, from past events, using interactions, science technical innovation to major changes that occurred are still occurring over time. be able to apply graphic representation to geologic time using patterns to create a personal expression of a potential ethical cultural controversy D: Reflecting on the D: Reflecting on the Geologic time Proving geologic time through relative absolute dating techniques
Unit 3 Unit 4 Unit 5 Changing Earth 13.5 hours Macromolecul es 12 hours Cells 13 Hours interaction Function transformatio n Systems disciplines; analysis argument. Competition cooperation, teams, affiliation leadership Physical, psychological social development; transitions; health well-being; lifestyle choices theory of plate tectonics how geological, physical, geographical features change over time using science to identify that create a dynamic earth. Organisms transform molecules to maintain homeostasis to maintain their health wellbeing in a changing environment. explore the natural world its laws as they apply at the A: knowing D: Reflecting on the A: knowing B: inquiring designing A: Understing through language? Make inferences draw conclusions Use interpret a range of discipline-specific terms symbols Think critically Develop new, techniques strategies for effective learning I Critical thinking: Use models simulations to explore complex Plate tectonics, continental drift the dynamic Earth Molecules of life their roles with organisms Cell organelles their functions. Use of the microscope.
Communicati on Interaction, Form technological innovation cellular level. structure function of a both plant animal cells, how the functions of organelles are interrelated in maintaining homeostasis. D: Reflecting on the. systems issues. : paraphrase accurately concisely. The purpose of Diffusion, Osmosis maintaining homeostasis. Unit 6 Ecology Environment, interaction, transformatio n Globalization sustainability underst that that exist in the environment are based on interactions transformations between living non-living factors on a global scale. A: D. Reflecting on the : Collaboration: Matter tends to be cycled within an ecosystem, while energy is transformed eventually exits an ecosystem The size persistence of populations depend on their interactions with each other on the abiotic factors in an ecosystem. Unit 7 Conservation of Matter Balance, transformatio n, patterns technical innovation systems, processes, solutions underst that all change is balanced due to Law of Conservation identify patterns in the transformation of compounds reactions. Objective D Reflecting on the Impacts of Science Skill Research, Cluster Information literacy Skill-, Cluster Critical Skills Skills, Naming Formula writing, Write chemical reactions, States of matter solubility
Cluster Unit 8 Bonding Systems Models, Interactions technical innovation systems, processes, solutions use models of systems to structure of compounds, from which they can derive an of chemical interactions. Objective B Inquiring Designing Objective C Processing Evaluating Skill, Cluster Critical Skills, Cluster Skills, Cluster Transfer By being able to draw a chemical compound ( Lewis Structures, VSEPR Chart (geometries)) the students will identify the appropriate intermolecular forces that explain the movement of molecules through their phase change (states of matter) why types of solids differ. Unit 9 1-D Kinematics 10-15 hours movement, consequences patterns Mathematical puzzles, principles discoveries that describe motion the consequences patterns produced by changes in motion. Objective B Inquiring Designing Objective C Processing Evaluating Critical Motion in one dimension a small amount of projectile motion. 10 th Grade science Unit titles Key Concept Related Concepts Global context Statement of Inquiry MYP objectives ATL Content (topics, knowledge, ) Unit 1 Earth History Part 1 15 hours interaction history of earth that can be inferred by D: Reflecting on the Geologic time
(Systems, processes solution) evidence, from past events, using interactions, science technical innovation to major changes that occurred are still occurring over time. Unit 2 Earth History Part 2 19.5 hours patterns interactions Personal Cultural Expression (Critical literacy, languages linguistic systems; histories of ideas, fields disciplines; analysis argument.) be able to apply graphic representation to geologic time using patterns to create a personal expression of a potential ethical cultural controversy D: Reflecting on the Proving geologic time through relative absolute dating techniques Unit 3 Changing Earth 13.5 hours interaction (Competition cooperation, teams, affiliation leadership) theory of plate tectonics how geological, physical, geographical features change over time using science to identify that create a dynamic earth. A: knowing D: Reflecting on the Plate tectonics, continental drift the dynamic Earth
Unit 4 Macromolecul es 12 hours Function transformatio n (Physical, psychological social development; transitions; health well-being; lifestyle choices) Organisms transform molecules to maintain homeostasis to maintain their health wellbeing in a changing environment. A: knowing B: inquiring designing Molecules of life their roles with organisms Unit 5 Cells Unit 6 Ecology Conservation of Matter Balance, transformatio n, patterns technical innovation (systems, processes, solutions) underst that all change is balanced due to Law of Conservation identify patterns in the transformation of compounds reactions. Objective D Reflecting on the Impacts of Science Skill Research, Cluster Information literacy Skill-, Cluster Critical Skills Skills, Cluster Naming Formula writing, Write chemical reactions, States of matter solubility
Bonding Systems Models, Interactions technical innovation systems, processes, solutions use models of systems to structure of compounds, from which they can derive an of chemical interactions. Objective B Inquiring Designing Objective C Processing Evaluating Skill, Cluster Critical Skills, Cluster Skills, Cluster Transfer By being able to draw a chemical compound ( Lewis Structures, VSEPR Chart (geometries)) the students will identify the appropriate intermolecular forces that explain the movement of molecules through their phase change (states of matter) why types of solids differ. 1-D Kinematics 10-15 hours movement, consequences patterns Mathematical puzzles, principles discoveries that describe motion the consequences patterns produced by changes in motion. Objective B Inquiring Designing Objective C Processing Evaluating Critical Motion in one dimension a small amount of projectile motion. Newton s Laws Forces Interaction movement Systems, underst that changes in movement are the result of interactions between objects forces. Objective B Inquiring Designing Critical thinking communication Newton s laws of motion, force inter newton s law of universal gravitation.
processes solutions Objective C Processing Evaluating Work, Power, Energy Efficiency Systems Energy transformatio n Systems, processes solutions The student will underst how energy is applied transformed within physical systems. Information Literacy Skills Work-Energy theorem, real world efficiency power.