Form 1 - Subject Group OverviewUnitUnit TitleKey conceptRelated conceptsGlobal ContextStatement of InquiryInquiry QuestionsFactualConceptualDebatableSummative Assessment TaskMYPsubject groupobjective(s) addressedAssessment Criteria(MYPsubject groupobjective(s) assessed)ATL SkillsContent(topics,knowledge,skills) - Learning Outcomes CoveredAdditional OutcomesUnit 1Introducing to ScienceSystemConcequences, TransformationFairness and DevelopmentThe impact of not using of SI concequences the fairness in tradingFactual : What are the careers in science? :What are the important of science in daily life? : What are the steps in scientific investigation?Conceptual : How to measure quantity physics?Debatable: What are the problems that may arise if standard units are not used in everyday life?Task: As a cake baker enterprenur who has a family secret recipe want to promote to international level. You need to ensure the product is standardise.A(i)A(ii) C(i)C(ii)C(iii) D(i)Criterion A: Knowing and understandingi. outline scientific knowledgeii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations Criterion C: Processing and evaluatingi. present collected and transformed dataii. interpret data and outline results using scientific reasoningiii. discuss the validity of a prediction based on the outcome of the scientific investigation Criterion D: Reflecting on the impacts of science i. summarize the ways in which science is applied and used to address a specific problem or issue.Thinking skill Communication skill* list what he sees around him that is related to science,* explain the importance of science in everyday life,* name some careers in science such as:a) science teachersb) doctorsc) engineersd) environmental scientists* state the steps in a scientific investigation/experiment,* carry out a scientific investigation.* state the physical quantities length, mass, time, temperature and electric current,* state the S.I. units and the corresponding symbols for these physical quantities,* state the symbols and values of prefixes for unit of length andmass: milli-, centi-, and kilo-,* identify and use appropriate prefixes in the measurement of length and mass.* choose the right tool and measure length,* estimate the area of regular and irregular shapes using graph paper,* choose the right tool and measure the volume of liquid,* choose the right tool to measure the body temperature and the temperature of a liquid,* determine the volume of solid using the water displacement method.* determine the weight of an object,* explain the concept of weight,* explain the concept of mass,* determine the mass of an object,* explain the difference between mass and weight,* apply the use of spring and beam/lever balance in the context of an experiment.* give examples of problems that may arise if standard units are not used.Unit 2Cell as a unit of lifeChangeFunction, TransformationScientific and Technical InnovationScientific and technological advance enable society to use control and transfer the function of organism.Factual : What are the main structures and functions of all cells?Conceptual : Why cell is a system?Debatable : Does technology always produce better organism?Task : As a medical officer, you are assigned to give a talk to teenages about the development of the body and how to appreciate human as a complex organism.A(i) A(ii) D(i)Criterion A: Knowing and understandingi. outline scientific knowledgeii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations Criterion D: Reflecting on the impacts of science i. summarize the ways in which science is applied and used to address a specific problem or issue.Communication skillsResearch Skills* 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 animalcell 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.Unit 3MatterRelationshipModel, PatternScientific and Technical InnovationInteraction between human activities and density concequences in scientific and technical innovationFactual: What are the states of matter?Conceptual: How the structure and properties in matter give impact/affect to the floating and sinking related to density?Debatable: Is the floating and sinking only related to density?Task: As a young scientist you are asked to carry out a research and produce a submarine model that can float or sink.A(i) A(ii) A(iii) D(i) D(ii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. summarize the ways in which science is applied and used to address a specific problem or issueCommunication skillsResearch Skills* state that things have mass and occupy space,* explain what matter is,* relate things and matter,* carry out activities to show that air, water, soil and living things have mass and occupy space.* state that matter is made up of particles,* state the three states of matter,* state the arrangement of particles in the three states of matter,* state the differences in the movement of particles in the three states of matter.* define density,* explain why some objects and liquids float,* solve simple problems related to density,* carry out activities to explore the densities of objects and liquids.* describe how man uses the different states of matter,* describe how man applies the concept of density,* carry out an activity to explore the applications of the concept of floating and sinking related to density.Unit 4The variety of resouces on earthRelationshipInteraction, ConcequencesGlobalization and SustainablityInteraction between human activities and resouces concequences in globalization and developmentFactual: What are the differences between element, compound and mixture and state a few examples? Conceptual: How human manage the variety resources on earth to sustain life?Debatable: What are the social and economic impact of accessing variety resources on earth?Task: As an artist, you are needed to create a useful craft using recycle material and promate the craft so it can be sell.A(i) A(ii) A(iii) D(i) D(ii) D(iii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectivelyCommunication skillsResearch Skills* list the resources on earth needed to sustain life,* list the resources on earth used in everyday life.* state what elements, compounds and mixtures are,* give examples of elements,compounds and mixtures,* state the differences between elements, compounds and mixtures,* carry out activities to compare and contrast the properties of different metals and nonmetals,* classify elements as metals and non-metals based on their characteristics,* give examples of metals and non-metals,* carry out activities to separate the components of a mixture. * explain the importance of variety of earths resources to man,* state the meaning of the preservation and conservation of resources on earth,* state the importance of the preservation and conservation of resources on earth,* practise reducing the use, reusing and recycling of materials.Unit 5The air around usSystemBalance, ConcequencesFairness and DevelopmentBalance systems can help consequences in fairness and developmentFactual: What are the components of the air?Conceptual: How to control the air pollution?Debatable: How to manage the development that can balance the environment system?Task: As a Research Officer in Environmental Department, you need to investigate the area which involve with air pollution.Identify the causes of the air pollution,the effect to the environment and suggest the way to overcome the issue.A(i)A(ii)A(iii)D(i)D(ii)D(iii)D(iv)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectively iv. document the work of others and sources of information usedCommunication skills Self Management skill* state what air is made up of,* explain why air is a mixture,* state the percentage of nitrogen, oxygen and carbon dioxide in air,* carry out activities to show:a) the percentage of oxygen in air,b) that air contains water vapour, microorganisms and dust.* list the properties of oxygen and carbon dioxide,* identify oxygen and carbon dioxide based on their properties,* choose a suitable test for oxygen and carbon dioxide* state that energy, carbon dioxide and water vapour are the products of respiration,* relate that living things use oxygen and give out carbon dioxide during respiration,* compare and contrast the content of oxygen in inhaled and exhaled air in humans,* state that oxygen is needed for respiration,* carry out an experiment to show that living things use oxygen and give out carbon dioxide during respiration.* state what combustion is,* state that oxygen is needed for combustion,* list the products of combustion,* carry out experiments to investigate combustion.* explain what air pollution is,* list examples of air pollutants,* list the sources of air pollutants,* describe the effects of air pollution,* explain the steps needed to prevent and control air pollution.* describe how life would be without clean air,* suggest ways to keep the air clean,* practise habits that keep the air clean.Unit 6Source of energyChangeConcequences, TransformationGlobalization and SustainablityChange of energy in various form give many consequences.Factual: What are the sources of energy? Conceptual: How to overcome non- renewable energy?Debatable: Why should we use a renewable energy source rather than non- renewable one?Task: As an architec, you need to build a model of a house that use the concept of energy conserving.A(i)A(ii)A(iii)D(i)D(ii)D(iii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectivelyCommunication skillsResearch Skills* list the various forms of energy,* list the various sources of energy,* identify energy changes,* identify the sun as the primary source of energy,* carry out an activity to investigate the change of energy from potential to kinetic energy and vice versa.* define renewable and nonrenewable sources of energy,* group the various sources of energy into renewable and nonrenewable,* explain why we need to conserve energy,* suggest ways to use energy efficiently.* describe the importance of conserving energy sources,* explain the use and management of energy sources.Unit 7HeatSystemInteraction, EnergyPersonal and Cultural ExpressionEnergy transfer has consequences for fashion and household designFactual : What is the effect of heat on matter?Conceptual : How heats affect the change of matter?Debatable : Is energy transfer has consequences in environment sustainability?Task : A group of traveler assigned you to designed a cloth to be use during aktivities at north pole.A(i)A(ii)A(iii) D(i)D(II)D(iii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion D:i. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectivelyCommunication skillsResearch Skills* state that the sun gives out heat,* state other sources of heat,* state that heat is a form of energy,* give examples of the uses of heat,* state the meaning of temperature,* state the difference between heat and temperature.* state that heat causes solids,liquids and gases to expand and contract,* state that heat flows in three different ways (conduction, convection and radiation),* state that heat flows from hot to cold,* give examples of heat flow in natural phenomena,* state what a heat conductor is,* state what a heat insulator is,* list uses of heat conductors and heat insulators in daily life,* carry out an experiment to investigate the use of different materials as heat insulators.* state the change in state of matter in physical processes,* explain that change in state of matter involves the absorption and release of heat,* give examples of daily observations which show a change in state of matter.* explain with examples the use of expansion and contraction of matter in daily life,* apply the principle of expansion and contraction of matter in solving simple problems.* state that dark, dull objects absorb heat better than white,*shiny objects,* state that dark, dull objects give out heat better than white, shiny objects,* carry out experiments to investigate heat absorption and heat release.* put into practice the principle of heat flow to provide comfortable living.

Form 1 - Mapping AnalysisTo what extent does the content allow teachers to meet the MYP Objectives?Is every objective strand addressed at least twice ?PlusMinusInterestingSome things that did/will work well are...

Strong links between the MYP and national curriculum are

Ways the MYP may support good teaching and learning areSome things that did/will not work well are

I still do not understand...

Areas that the MYP and national curriculum do not align are

Ways the MYP and national curriculum conflict are...Some things I still want to know are

I used to think but now I think

I am excited about

I wonder if

Form 2 - Subject Group Over (2)UnitUnit TitleKey conceptRelated conceptsGlobal ContextStatement of InquiryInquiry QuestionsFactualConceptualDebatableSummative Assessment TaskMYPsubject groupobjective(s) addressedAssessment Criteria(MYPsubject groupobjective(s) assessed)ATL SkillsContent(topics,knowledge,skills) - Learning Outcomes CoveredAdditional OutcomesUnit 1World thorugh the senses/5 sensesSystemConcequences, TransformationFairness and DevelopmentTechnological advances can produce better organismsFactual : Identify the type of sense, sensory organ and stimulus involved in each behaviour : Label the receptors of human skin, nose, human tongue, human ear and human eye. Conceptual : Complete the flow chart to show the pathway of an impulse through the nerves after a stimulus is detected by the skin. Debateble: The response of plant towords stimuli and the relationship between the response of plants with survivalTask: Carry out experiments to study the response of plant towards stimuliA(i)A(ii) C(i)C(ii)C(iii) D(i)Criterion A: Knowing and understandingi. outline scientific knowledgeii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations Criterion C: Processing and evaluatingi. present collected and transformed dataii. interpret data and outline results using scientific reasoningiii. discuss the validity of a prediction based on the outcome of the scientific investigation Criterion D: Reflecting on the impacts of science i. summarize the ways in which science is applied and used to address a specific problem or issue.Thinking skill Communication skillUnit 2nutritionsRelationshipModels, pattern Interaction, ConsequencesScientific and Technical InnovationThe relationship between the structure and properties of matter.Access to certain element and compound which man interact has many potential consequences.Factual : State the class of food and explain its function.label the human digestive system and it's functionConceptual : Factors that influence a person's need for energy, Debatable : Calculate the calorific value for each class of foodTask : Carry out food tests on starch, glucose, protein and fats and the absorption of glucose through a visking tubeA(i) A(ii) D(i)Criterion A: Knowing and understandingi. outline scientific knowledgeii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations Criterion D: Reflecting on the impacts of science i. summarize the ways in which science is applied and used to address a specific problem or issue.Communication skillsResearch SkillsUnit 3Interaction between the system/ biodiversityChangeTransformation InteractionEnergyGlobalization and SustainabilityEnegry change and give impact in the balanced of human and environmentFactual: What are the class of animals and plantsConceptual: The characteristics of plants and animals.Debatable:the importance of biodiversity to the environments.Task: Carry out and do research the characteristics of plants and animals.A(i) A(ii) A(iii) D(i) D(ii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. summarize the ways in which science is applied and used to address a specific problem or issueCommunication skillsResearch SkillsUnit 4Water and solutionChangeInteraction, ConcequencesGlobalization and SustainablityInteraction between human activities and resouces concequences in globalization and developmentFactual: What is the freezing point and boiling point of pure waterConceptual: The process of evaporating of water and the solubilityDebatable: What are the factors that affect evaporation and the affect the rate of dissolvingTask: Carry out the activity to determine the composition ogf water through electrolysis.A(i) A(ii) A(iii) D(i) D(ii) D(iii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectivelyCommunication skillsResearch SkillsUnit 5Air PressureChangeTransformation InteractionEnergyFairness and DevelopmentEnegry change and give impact in the balanced of human and environmentFactual: Conceptual: How to control the air pollution?Debatable: How to manage the development that can balance the environment system?Task: As a Research Officer in Environmental Department, you need to investigate the area which involve with air pollution.Identify the causes of the air pollution,the effect to the environment and suggest the way to overcome the issue.A(i)A(ii)A(iii)D(i)D(ii)D(iii)D(iv)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectively iv. document the work of others and sources of information usedCommunication skills Self Management skillUnit 6ForcesChangeConcequences, TransformationGlobalization and SustainablityChange of energy in various form give many consequences.Factual: What are the sources of energy? Conceptual: How to overcome non- renewable energy?Debatable: Why should we use a renewable energy source rather than non- renewable one?Task: As an architec, you need to build a model of a house that use the concept of energy conserving.A(i)A(ii)A(iii)D(i)D(ii)D(iii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion Di. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectivelyCommunication skillsResearch SkillsUnit 7Support and movementSystemInteraction, EnergyPersonal and Cultural ExpressionFactual : What is the effect of heat on matter?Conceptual : How heats affect the change of matter?Debatable : Is energy transfer has consequences in environment sustainability?Task : A group of traveler assigned you to designed a cloth to be use during aktivities at north pole.A(i)A(ii)A(iii) D(i)D(II)D(iii)Criterion A:i. outline scientific knowledge ii. 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 judgmentsCriterion D:i. summarize the ways in which science is applied and used to address a specific problem or issueii. discuss and summarize the various implications of the use of science and its application in solving a specific problem or issueiii.apply scientific language effectivelyCommunication skillsResearch Skills