sciences - subject-group overviews (grade-6: myp-1) key ... (1-5) sciences- subject group...
TRANSCRIPT
SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-6: MYP-1)
UNIT
TITLE
Key
concept RELATED
CONCEPT
S
Global
context
Statement of inquiry Objectives
/Objective
strands/As
sessment
criteria
Summative
assessment task
ATL skills/skill
indicators
Content (topics, knowledge, skills)
What do
scientists
do ?
Systems
Form
Function
Patterns
Scientific
&
technical
innovation
Scientists use scientific
method that allows
them to investigate the
form and function of
patterns observed in
natural systems
B
C
Use the
experiment cycle
to plan, carry out
and write about
the scientific
investigation.
Social Skills:
Collaboration
Research: Information
literacy
Medial literacy
Thinking:
Critical thinking
Pre Assessment- What is a scientist
and how scientists behave? How
does a scientist look like? What are
the rules that one should follow in a
science lab?
Scientific Process - Steps involved in
the scientific process What is a good
scientific question? How to write
hypothesis? Conducting simple
experiments
Organizing data in a tabular form
Converting data into graphics
representation Analysis
Writing conclusion Revisiting steps
of a scientific method using the
experiment cycle
Using the experiment cycle to plan,
carry out and write about the
scientific investigation.
Everyday
materials
Relations
hips
Form
Function
Interaction
Fairness
&
Developm
ent
Knowing the relationship
between form and
function of the
constituent materials
helps to create useful
materials for a hopeful
future.
A
Students will be
assessed on their
knowledge and
understanding
about everyday
materials.
Research: Information
literacy
Thinking: Critical
thinking
Creative thinking
Transfer skills
Difference between elements and
compounds - Relationship of energy
to states of matter - Difference
between a pure substance and a
mixture - Interpretation of the word
“purity” (scientific meaning
compared to everyday meaning)
Solutions, solutes and solvents
Solubility of different substances
Practising the techniques of
decanting, filtration, evaporation,
distillation, crystallization and
chromatography. Comparing the
properties of stainless steel, wood,
glass and plastic with their everyday
uses.
Conductors and insulators of
electricity (materials used in a
kettle) - Making observations,
recording information accurately
and making inferences - Properties
of solids, liquids and gases - The
arrangement of particles in solids,
liquids and gases and how this is
connected with their behaviour
Demonstration on the use of
different solvents
Melting, boiling, cooling,
evaporation and condensation -
Effects of heating and cooling on
materials such as metals
Classification of elements as metals
and non-metals - Properties of
metals and non-metals - Alloys -
Uses of metals and non-metals in
industry
What
makes
changes
happen?
Change Energy
Transforma
tions
Globalisati
on and
sustainabil
ity
Through creatively
applying
transformations we
can make changes
happen that have an
impact on the way
people live now and in
the future.
B
D
Students will design
a model using the
concept of
conservation of
energy and how
this model will be
used in future.
For young scientists
writers club,
students will write
articles for their
Communication skills
Social skills:
Collaboration skills
Research skills:
Information literacy
skills
Energy as the capacity to move an
object The principle of conservation
of energy
Exploring different forms of energy
in the lab, record data, make
observation and write analysis
Exploring energy producers (thermal
power station, hydroelectric dam,
science magazine
on one of the
specialised forms of
energy they would
like to research on.
Thinking skills: Critical
thinking skills, Transfer
skills
wind turbines and photovoltaic solar
panels
Kinetic & gravitational potential
energy Frictionless systems
Problems of conservation of energy
in frictionless systems
Energy management conduction,
convection and radiation
Efficient use of energy Article
writing, reflecting on the impact of
efficient use of energy
How do
living
things
work?
Relations
hips
Form
Function
Globalizati
on &
sustainabil
ity
By understanding the
relationship between
the necessities of life
and the specialised
forms and functions of
things, we can make
decisions and take
actions for a
sustainable lifestyle.
A Students will be
assessed on their
knowledge and
understanding
about how do
living things work?
Thinking: Critical
thinking skills
Research skills: Media
literacy skills
Communication:
communication skills
Characteristics of living things , Needs
of living things
Response to stimuli , homeostasis,
Growth and development,
reproduction of living things, genetic
material in living things
Adaptation and evolution: Adaptations
are the characteristics that help
organisms to survive
Adaptations may be behavioural
(examples include bird migration, beer
hibernation or local examples) or
sturctural (for example leopard
camouflage, sick insect, reduced sized
leaves on cactus)
Structure of cell, functions of cell
organelles
Classification is the grouping and
naming of organisms based on their
shared characteristics.
Classification systems are practical
tools for scientists to communicate
with one another.
The hierarchy of biological
classification has eight main ranks:
Domain, Kingdom, Phylum, Class,
Order, Family, Genus, Species.
Organisms in each rank share
characteristics. Eukaryotes are
classified into four kingdoms: Animalia,
Plantae, Fungi, and Protoctista . A fifth
kingdom for prokaryotes is Monera.
Organisms that can reproduce with
one another and produce fertile
offspring are members of the same
species.
Kingdoms of organisms: Animals,
Plants, Algae, Fungi, Bacteria
Characteristics of the five groups of
vertebrates are used to classify
mammals, birds, amphibians, reptiles
and fish. Binomial nomenclature
involves a two-name system. Each two-
word name is unique and originates
from Latin, with only the genus
capitalized (for example, Homo
sapiens, Ursus maritimus).
Characteristics and needs of different
kingdom of these organisms
Using and constructing dichotomous
keys to classify a group of organisms or
objects
Exploring special forms of some of the
organisms and connection to their
functions
How understanding of living things
helps to make correct decisions
How can
we study
the living
world?
Systems Balance,
interactions
Scientific
and
technical
innovation
s
Scientists have
developed methods
and tools to
understand and
maintain the
interactions that keep
systems in balance.
B
C
Self Management:
Organization skills,
Reflection skills
Research skills:
Information literacy
skills
Thinking skills: Creative
thinking skills
Definitions of key terms such as
individual organism, population,
community, ecosystem, biome,
biosphere Hierarchical structure of
ecosystems Relationships between
and among individual organisms,
populations, communities,
ecosystems, biomes, and the
biosphere Biological community and
physical environmental factors of an
ecosystem The relationship between
climate and the supporting of
different biomes Ecosystem
biodiversity biotic and abiotic
factors
Competition within an ecosystem
habitat, niche, limited resources
Predator−prey interactions
Biomes: tundra, desert, marine,
grassland, taiga, temperate
grassland, temperate deciduous
forest, tropical rain forest,
savannah, polar ice Forest
ecosystems and the factors that
impact upon them: rainforest,
tropical rainforest, temperate
rainforest, tropical dry forest,
deciduous forest, coniferous forest
Aquatic ecosystems and the factors
that impact upon them: freshwater,
ocean, wetland, marine, pond Other
ecosystems and the factors that
impact upon them: desert
ecosystems, tundra ecosyste
Where can
we fit into
the living
world?
Systems
Models
Orientatio
n in space
and time
Challenging the
patterns of evidence
found within the
existing systems of
models can lead to
turning points for
humankind.
D Students will read
existing researches
about different
systems of the earth
and will reflect on
them.
Self Management:
Collaboration skills,
Organization skills
Communication skills
Research skills:
Information literacy
skills
Thinking: Critical
thinking skills, Creative
thinking skills
Past and present knowledge on the
Sun and the planets Characteristics
of the Sun and the planets, surface
temperatures, numbers of moons,
distances, orbits and masses How to
identify patterns in tables and
diagrams related to planetary data
Identifying spheres of the earth
Structure of earth
Types of rocks, how rocks are
formed, rock cycle
Evolution on earth
Layers of earth’s atmosphere
SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-7: MYP-2)
UNIT
TITLE
Key
concept RELATED
CONCEPT
S
Global
context
Statement of inquiry Objectives
/Objective
strands/As
sessment
criteria
Summative
assessment task
ATL skills/skill
indicators
Content (topics, knowledge, skills)
Where we
are and
might we
be going?
Relations
hips
Energy
Movement
Transforma
tion
Orientatio
n in space
and time
Observing changes in
movement allows
scientists to detect and
understand the
transformation of energy.
D Imagine you are a
physical education
trainer. Reflect on
the Newton’s 3
laws of motion
that you have
learnt and explain
atleast three ways
these laws can
improve
performance in
sports. Thereafter
explain three
ways these laws
can deteriorate
performance in
sports. You can
connect using one
game for all the
laws or using
Research Skills:
Information literacy
skills
Thinking skills: Critical
thinking skills
Creative thinking skills
How did human beings travel? What
were the push and pull factors for
the same? Exploring the vocabulary
words: Cubit , Foot, Inches, Reliable
Measurement, Accuracy & Precision
, SI Unit of measurement , Metric
System, Coordinates, Distance ,
Displacement Difference between
distance & displacement Difference
between Scalar & Vector
Understanding and calculating
speed, distance & time
Speed time graphs Understanding
the term speed, velocity &
acceleration Speed-time graph for
constant speed and variable speed
Exploring what is force and which
forces exist around us Using pictures
different games
for different laws.
to recognize what kinds of forces
exist around us
balanced and unbalanced forces
Types of forces gravity, inertia,
motion, friction
Newton's third law of motion Using
science lab to explore various
experiments on Newton's Lab
Newtons first and second law of
motion
Exploring newton's laws in lab
Comparing few objects to see which
one falls first when dropped from
the same point and at the same
time. Finding weight on earth and
other planets Finding jumps on
earth and other planets
How do
we map
matter?
Change Eveidences
Pattern
Orientatio
n in space
& time
Models are developed,
challenged and
modified based on new
ideas formed by
experimental evidence.
A Students will be
assessed on their
knowledge and
understanding
about mapping the
matter.
Research: Information
literacy
Thinking: Critical
thinking
Creative thinking
Matter is made up of atoms. -
Different models of the atom
timeline (Dalton, Thompson,
Rutherford and Bohr models) - Sub
atomic particles: protons, neutrons
and electrons
Transfer skills Define, and compare and contrast,
atoms, molecules, elements and
compounds - Define atomic number
and mass number - introduction to
the periodic table - Patterns in the
following in the groups and periods
of the periodic table: atomic
number and mass, physical states,
acid/base nature, metals, non-
metals and metalloids, and general
reactivity with air and water
Patterns in the following in the
groups and periods of the periodic
table: atomic number and mass,
physical states, acid/base nature,
metals, non-metals and metalloids,
and general reactivity with air and
water - Symbols of the elements
Family names of and uses for the
elements in the main groups
What does
a wave tell
us?
Relations
hip
Form
Energy
Personal
and
Understanding the
relationship between
different forms of wave
energy helps us better
B
C
Communication:
Communication skills
Introduction to light and sound.
Where does light come from? How
does light travel? How is sound
produced? Can sound be produced
cultural
expression
communicate and
express our thoughts
Social skills:
Collaboration skills
Research skills:
Information literacy
skills
Thinking skills: Critical
thinking skills: Critical
thinking skills
without a vibration? What are the
differences between how sound
travels?
How is the sound affected when
using different materials? Can sound
be heard in space?
How is light reflected? Can light
bend? What happens when light
travels through different materials
(mediums)?
Laws of reflection
Application of sound waves,
specially where the timing of sound
waves is crucial to the performance
of the task
Reflection of light by the plane
mirror and curved mirror
Refraction of light through liquids
and gases
How are shadows formed? Which
materials allow shadows to form?
How can the size of shadows be
changed?
Who are
we?
Relations
hips
Evidence
Patterns
Identities
and
relationshi
ps
Because scientists
understand
relationship between
underlying
characteristics, we can
use the patterns as
evidence for
identification and
decision making.
A Students will be
assessed on their
knowledge and
understanding
about who we are
in terms of genetic
information.
Self management-
reflection skills
Thinking skills: Critical
thinking skills and
creative thinking skills
Research: Information
literacy skills
What is DNA, Structure of DNA, Outline
that DNA is composed of double helix
Describe that each helix is made up of
units called nucleotides. State that
there are four different nucleotides.
State that the order of the nucleotides
varies between species and between
organisms within species. State that
DNA profiling or fingerprinting
produces a pattern unique to an
individual that can be used for
purposes of identification.
Identification of individuals through
inherited characteristics and genetic
patterns
Types of reproduction- sexual and
asexual reproduction
Process of Mitosis and Meiosis
How does
our planet
work?
Systems Models
Patterns
Globalisati
on and
sustainabil
ity
Modelling interactions
between systems
allows us to
understand patterns
that we use to secure
or improve human
experience.
D Students will
reflect on and
create a
documentary
explaining to what
extent science can
used to prevent or
reduce the
Self Management:
Organization skills
Thinking: Critical &
Creative thinking skills
Natural systems necessary to
maintain life on earth
Components of ecosphere
Cycles of matter: Water cycle,
Carbon cycle, Nitrogen cycle,
Oxygen cycle
damage from
natural disasters.
Introduction to weather, climate,
role of carbon dioxide, greenhouse
gases
Climate patterns and change
Interaction between earth’s systems
have an influence on the living
conditions
Natural disasters, Using science to
prevent natural disaster
Where can
we fit into
the living
world?
Understanding the
connection between
health and wellness
has an impact on
making balanced
lifestyle choices.
B
C
Students will
design and carry
out some simple
investigations to
identify stimuli and
responses of
different
organisms
Thinking: Critical &
Creative thinking skills
Nervous system
How living things perceive and
respond to things
Understanding the sense organs
involved in perceiving and
responding
Perception pathways
Process of response to stimuli
Exploring response to stimuli in
different kingdoms
Outline Darwin’s experiences that
led to the development of the
theory of natural selection. Explain
that the theory of natural selection
is used to account for the diversity
of organisms on the planet as it is
the mechanism underpinning
evolution
SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-8: MYP-3)
UNIT
TITLE
Key
concept RELATED
CONCEPT
S
Global
context
Statement of inquiry Objectives
/Objective
strands/As
sessment
criteria
Summative
assessment task
ATL skills/skill
indicators
Content (topics, knowledge, skills)
How do
humans
impact the
natural
environme
nt?
Change Consequenc
es
Environmen
t
Fairness
and
developm
ent
The environment changes
as a consequence of how
we develop and manage
natural resources around
the world.
D Students will
identify an aspect
of conservation
that they would
like
to support with
the creation of an
app that people
can use to help
themselves make
decisions that
contribute positive
environment
change
Research Skills:
Information literacy
skills
Thinking skills: Critical
thinking skills
Creative thinking skills
Communication skills:
Communication skills
Who is an environmental scientist and
how does he work? Students will
explore various environmental
scientists and design a poster in the
area they are interested to work
Exploring different values and
viewpoints on the environment that
people have, exploring the word
conservation, natural resources,
biodiversity, ecology.
Perspectives about environment:
What is each students' perspective
about the environment? Completely
disagree/ agree in some ways and
disagree in some ways / completely
disagree
biotic and abiotic factors: What are
these factors and how are they
connected to each other.
Healthy and unhealthy environment,
understanding how healthy
environment promoted a healthy
relationship between biotic and abiotic
factors.
Differentiating natural change and
man-made changes. how different
species are able to cope with the
natural changes.
Ecological Relationships: Reading
about ecological relationships
Changes in the environment: How
everything in the environment
changes, how species and their
existence is changing
Tipping point: what does it mean and
its impact
reading articles to understand the
meaning of a tipping point.
Natural resources in our lives; how
different natural resources are uses,
how people get access to it and
categorizing those into renewable and
non-renewable resources
How managing and developing natural
resources change the environment?
Students will explore how human
actions can have consequences for the
environment
Human action for bringing positive
changes to the environment
Mechanics
Systems Consequenc
es
Function
Scientific
&
technical
innovation
Through analysing and
reflecting on the
underlying systems of
simple components has a
consequence on the
functions and efficiency
of the final products.
B
C
Create a
compound
machine
consisting of at
least 2 simple
machines based
on the
following
GRASP model
and will
calculate the
mechanical
Research: Information
literacy skills
Media literacy skills
Thinking: Critical
thinking
Creative thinking
Communication skills
What is work? Defining work and
understanding the relationship of
energy and work, Defining power,
Calculating work and power
Simple Machines: Identify the six
different simple machines; lever,
wedge, inclined plane, pulley, screw,
wheel. Classify the six different
machines into everyday devices.
Exploring and comparing the different
simple machines.Recognize several
examples of heavy machines that
contain simple machines.
Efficiency, Human v/s machine
efficiency
Pressure, relationship between shape
of the object and the pressure needed
advantage of
their machine.
to cut it, balancing different masses on
a turning point, principle of moments,
force magnifier, distance magnifier
Fuels and energy
What
should I
eat?
Connecti
on
Balance Identities
and
relationshi
ps
Understanding the
connection between
health and wellness
has an impact on
making balance
lifestyle choices.
A Students will be
assessment on
their knowledge
and understanding
about food groups
and importance of
eating a balanced
diet
Self Management:
Organization skills
Research: Information
literacy skills
Thinking: Critical
thinking skills
Food groups, balanced diet
What molecules do organisms need
to function, micronutrients and
macronutrients, energy content of
food, carbohydrates and their
functions, fats and their functions,
proteins and their functions,
Digestive system
Cellular respiration,
Designing health meal plans for
specific food preferences and
lifestyles.
How we
put
electricity
and
magnetis
m to
work?
Relations
hips
Form
Balance
Transforma
tion
Orientatio
n in space
and time
Electrical and magnetic
forces fill space as
fields; understanding
their form and
relationships allows us
to transform energy in
useful ways.
A Self management:
Organization skills
Research- Information
literacy skills
Thinking: Critical
thinking skills
Magnetic materials have the ability to
attract some materials, and the ability
to attract and repel other magnets.
The meaning of the term “magnetic
field” and understanding that the Earth
is surrounded by one Draw the field
lines around a bar magnet, label the
north and south poles and show the
direction that a “freemoving north
pole” would move in.
What causes magnetic force?
What causes electric force?
Relation between electrical and
magnetic fields,
Use and explain the terms “current” (I),
“potential difference” (V) and
“resistance” (R). Use and draw circuits
using the recognized symbols.
Working of electrical circuits
How can
we
connect?
(Light &
Sound)
Systems Energy
Interaction
Personal
and
cultural
expression
We interact and
express ourselves
through systems that
manipulate
information in different
forms.
B
C
Communication:
Communication
skills
Self management:
Collaboration skills
Research:
Information
literacy skills
Thinking: Critical
thinking skills
Students will design an
investigation to
investigate the way
different spectacle
lenses affect incident
light
Or
They will design an
experiment to
investigate the effect
of lens curvature on
strength using own
homemade lenses.
Sources of light, Colour, Shadows,
Refraction and dispersion Ray
diagrams
Ability of the eye to ‘see’
Light as a form of energy
How sound travels
Sound as a form of energy
How the ear ‘hears’
How is information carried through
waves
How do
our bodies
work?
Systems Balance
Function
Personal
and
cultural
expression
By understanding how
our body systems
function, people can
learn to make decisions
for balanced and
healthy lifestyles.
A
D
Students will
create a platform
to help teens
understand the
anatomy of
physiology of their
bodies and then
use this
understanding to
make decisions for
more balanced
Communication:
Communication skills
Self management:
Organization skills
Research: Media
literacy skills
Understand that there are systems
in the body that allow the body to
fulfill the requisites of life. Outline
the role of the nervous system,
including sense organs, neurons and
the central nervous system (spinal
cord and the brain).
Describe the relationship between
muscle and bone to explain
and healthy
lifestyle.
Thinking: Critical
thinking and creative
thinking skills
movement using a hinge joint such
as the elbow or the knee.
Outline the structure of the f
reproductive systems and explain
their function in terms of production
of gametes, fertilization and
gestation.
Impact of the understanding of the
body systems on balanced and
healthy lifestyle
SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-9: MYP-4)
UNIT
TITLE
Key
concept RELATED
CONCEPT
S
Global
context
Statement of inquiry Objectives
/Objective
strands/As
sessment
criteria
Summative
assessment task
ATL skills/skill
indicators
Content (topics, knowledge, skills)
What
chemical
processes
support
life?
Photosynt
hesis and
Respiratio
n
Systems Transform
ation
Energy
Scientific
and
technical
innovation
The systems of life are
supported by
biochemical reactions
and the transformation
of energy that occur
within cells.
A The students will
be assessed on
their knowledge
and understanding
about chemical
processes
Thinking skills: Critical
thinking skills
Self management skills:
organization skills
Research skills:
Information literacy
skills
Communication skills
Photosynthesis involves the conversion
of light energy into chemical energy.
State that light from the Sun is
composed of a range of wavelengths
(colours). State that chlorophyll is the
main photosynthetic pigment. Outline in
simple terms the structure of the leaf as
an organ of photosynthesis. Explain the
role of photosynthesis in the ecosystem
and its importance to the world’s human
population. Outline the effects of
temperature, light intensity and carbon
dioxide concentration on the rate of
photosynthesis. Explain how humans
can manipulate photosynthesis to their
advantage. Use words and symbols to
describe how cell respiration is the
controlled release of energy from
organic compounds in cells. Describe the
importance of respiration in carrying out
the characteristics of life
How have
different
forms of
life arisen?
(Evolution)
Change Interaction
Environmen
t
Globalisati
on and
sustainabil
ity
Changes happen over
time through
interactions with the
environment and has a
worldwide impact on
sustainability
B
C
Design your own
experiment to
demonstrate
natural selection
Thinking skills: critical
thinking skills, creative
thinking skills
Research skills:
Information literacy
skills
Media literacy skills
Evolution is the change in the
inheritable characteristics of a
population over time. When gene
frequencies change within a
population over time, evolution is
occurring. Artificial selection
(selective breeding) is the process of
breeding organisms for desired
characteristics (for example, dog
breeds, wheat, Brassica oleracea)
Artificial selection provides a model
to help understand natural
selection. Species evolve over time
to adapt to environmental
circumstances. Species that are well
adapted to their environment
evolve less (for example, species in
the order Crocodylia, Ginkgo biloba)
Species that are not well adapted to
their environment may become
extinctfor example, dodo (Raphus
cucullatus), woolly mammoth
(Mammuthus primigenius).
Adaptations are characteristics that
arise because of natural selectionfor
example, peppered moths
(Bistoduring the industrial
revolution in England. Charles
Darwin proposed the theory of
evolution by natural selection. •
Species compete to gain maximal
access to resources. • Variation
occurs naturally in the population of
a species due to variations in genes.
• Individual organisms with
characteristics best suited to the
environment will survive and
reproduce. • The genes of successful
individuals will be passed on to
future generations. Mutation,
migration and genetic drift also
drive evolution. Evidence for
evolution comes from fossil records
(modern horse, Equus ferus
caballus). Evidence for evolution
comes from homologous structures
(for example, mammalian
forelimbs). Evolutionary
relationships between species can
be shown using branching
evolutionary diagrams.
Thermal
Physics
Relations
hips
Patterns
Change
Models
Evidence
Movement
orientatio
n in space
and time
Patterns found in the
changing macroscopic
behaviour of products
provides evidence for
macroscopic behaviour
of its constituents.
D Students will
research on the
design of a stove
and evaluate the
design in terms of
heat transfer
Research skills:
Information literacy
skills
Transfer skills
Communication skills
Thinking skills: Creative
thinking skills
Critical thinking skills
The kinetic theory and the
assumptions of the theory The gas
laws Perform calculations with each
of the gas laws and explain how
volume, temperature and pressure
are related. Use the kinetic theory
to explain the relationships between
the gas laws. Latent heat Describe
an experiment that demonstrates
latent heat and some of the
consequences of latent heat. Heat
transfer: conduction, convection
and radiation Consequences of heat
transfer, such as why buildings are
painted white in hot countries, why
the heating element of a kettle is at
the bottom and why pan handles
are often made of plastic but the
base of the pan is made of copper
Free to
move?
Change Movement Fairness
and
developm
ent
Movement is change
and our world has been
changed by freedom of
movement
B
C
Design an
investigation to
model the effects
of drag on high
speed vehicles
Communication skills
Thinking skills: Creative
thinking skills
Critical thinking skills
Graphs of motion and
transformations between different
graphs
(distance/displacement−time,
speed/velocity−time and
acceleration−time graphs)
Equations of motions (used to
determine the stopping distance, for
example, of cars speeding in a
Self management skills:
Collaboration skills
residential area. This can lead into
discussions on safety, the
importance of laws/rules on the
road and so on)
Newton's laws of motion accidents and
safety get further explored through the
concepts of forces, mass and
acceleration Concept of impulse the
change in momentum of human bodies
is important when studying car safety
Change in momentum Conservation of
energy Types of mechanical energy and
the calculations involving kinetic
energy and potential energy Transfers
of energy explore these within the
context of road accidents
Why do
electrons
matter?
Relations
hip
Interaction
Function
Identities
and
relationshi
p
Protons define the
identity of an element,
but its relationship and
interaction with other
elements is a function
of its outer electrons.
A
Students will be
assessed on their
knowledge and
understanding of
atom
Communication skills
Self Management:
collaboration,
organization, affective
and reflection skills
The periodic table shows the
positions of metals, non-metals and
metalloids. Metals tend to lose
electrons and so they form cations.
Non-metals tend to gain electrons
so they form anions. Elements in a
group have the same oxidation state
and therefore similar chemical
properties. Shielding is the decrease
in attraction between an electron
and the nucleus in any atom with
more than one electron shell. • As
the number of electron shells
increases, shielding increases. • No
change occurs as you move across a
period. Effective nuclear charge is
the positive charge experienced by
the electrons due to the charges in
the nucleus.
No change occurs as you move
down a group. • The charge
increases from left to right across a
period because protons are being
added to the nucleus. Vertical and
horizontal trends in the periodic
table exist for atomic radius,
ionization energy and
electronegativity. Atomic radius is
the distance between the nuclei of
two atoms of the same element, or
the size of an atom. The atomic
radius: • increases as you move
down a group because more
electron shells are being added that
are further away from the nucleus •
decreases as you move across a
period. Ionization energy is the
amount of energy it takes to remove
the most loosely held electron from
an atom. The ionization energy: •
decreases as you move down a
group because of shielding •
increases as you move across a
period because the electrons are
more tightly held to the nucleus due
to the effective nuclear charge.
Electronegativity is the tendency of
an atom in a bond to pull electrons
towards itself. The electronegativity:
• decreases as you move down a
group because the atom has a
weaker ability to accept electrons •
increases as you move across a
period because the charge on the
nucleus becomes stronger and so
the atom can attract more
electrons. Properties of fluorine and
its use in municipal water
Thermoch
emistry
Change Energy
Process
Scientific
and
technical
innovation
Physical and chemical
processes involve
energy changes that
can be used to create a
range of products and
solutions that impact
on humankind and the
environment
D Students will
reflect on the
researches done
thermochemistry
and will write an
article for the
school science
magazine
Social: collaboration
Communication:
communication Self-
management:
organization Research:
information literacy
Energy changes (transformation)
Temperature and heat Temperature
as the measure of the average
kinetic energy of particles in a
system Describing the difference
between physical and chemical
changes in terms of energy
Qualitative and quantitative
measurements. Units of energy
Exothermic and endothermic
processes Combustion as an
exothermic reaction Difference
between complete and incomplete
combustion The role of fossil fuels in
our modern society Bond breaking
as an endothermic and bond making
as an exothermic process Different
types of insulators Heat capacity
and specific heat capacity Using
calorimetry to measure changes in
heat (enthalpy) and determine the
enthalpy change for a chemical
process Calculating energy change in
chemical reactions per unit mass or
mole of substance using
experimental data Concept of
equipment accuracy
SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-10: MYP-5)
UNIT
TITLE
Key
concept RELATED
CONCEPT
S
Global
context
Statement of inquiry Objectives
/Objective
strands/As
sessment
criteria
Summative
assessment task
ATL skills/skill
indicators
Content (topics, knowledge, skills)
How do
characteri
stics pass
from one
generation
to
another?
(Reproduc
tion)
Relation
ship
Evidence
Models
Patterns
Identities
and
relationshi
ps
Your identity and
relationship with
others is determined
by certain factors:
scientific evidence has
led to models that help
to understand
observed patterns of
these factors
A Students will be
assessed on their
knowledge and
understanding
about
reproduction
Social skills:
Organization skills
Thinking: Creative
thinking and critical
thinking skills
Research: Information
literacy skills
Describe a life cycle involving sexual
reproduction using the examples of
a human and a flowering plant.
Describe a life cycle involving both
asexual and sexual reproduction for
example, an aphid or coral. Describe
the structure of an insect-pollinated
flower. Describe the process of
pollination, fertilization, seed and
fruit formation and dispersal. Label
a diagram of the human male and
female reproductive organs.
Describe the mechanism of
fertilization, copulation, gestation
and lactation.
How does
biotechnol
ogy create
new
options in
industry
and
health?
Change Function
Transforma
tion
Scientific
and
technical
innovation
Scientific and
technological advances
enable societies to use,
control and transform
the function of
organisms and
biological molecules.
D Students will write
an article on one
of the techniques
learnt for the
school science
magazine
Research skills:
information literacy
skills
Communication skills
Thinking: Creative
thinking, Critical
thinking skills
Social: Collaboration
skills
Biotechnology uses cellular and
biomolecular processes to solve
problems and create products.
Biotechnology can use organisms to
make useful food products (for
example, yeast to make bread, bacteria
to make yoghurt). Biotechnology can
use organisms to produce fuels and
other chemicals and to treat wastes.
Biotechnology can use enzymes to
allow reactions to occur more quickly
(for example, proteases and lipases in
biological detergents; pectinase to
convert pectin polysaccharides to
clarify fruit juice). Selective breeding is
the process of breeding organisms for
desired characteristics (for example,
disease resistance in wheat, increasing
milk yields in cattle herds). Genetic
engineering is faster and more precise
than selective breeding. Unit title and
teaching hours Key concept Related
concept(s) Global context Statement of
inquiry Objectives ATL skills Content
Genetic engineering is the transfer of
genes for a desired characteristic from
one organism into another (for
example, transferring the beta-
carotene production trait from carrots
to ‘golden rice’ so that humans can
convert beta carotene to vitamin A;
production of synthetic human insulin
using genetically modified bacteria).
Genetic engineering involves selecting
a desired trait and isolating the genes
that control the trait. The genes are
then inserted into the genetic material
of another organism and the
genetically modified organism
replicates. Genetic engineering has
both potential benefits and risks of
potential harmful effects. Gel
electrophoresis is a process to separate
and analyse DNA fragments. A DNA
profile is characterized by the banding
patterns of genetic profiles produced
by electrophoresis of treated samples
of DNA. A DNA profile contains
information to help identify a person.
Clones are genetically identical
individuals. Cloning can occur naturally
(for example, asexual reproduction in
potato plants; twins) or artificially.
Artificial cloning involves copying
desired DNA fragments, cells or
organisms. Stem cells are found in all
organisms, are the only cells that can
divide through mitosis, are not
specialized but can specialize to
become any type of cell function. Stem
cells can be used in medical therapies
(for example, bone marrow
transplantation; other therapies at the
research stage, such as those treating
Parkinson’s disease and spinal cord
injury).
Nuclear
Energy
Relations
hips
Energy
Evidence
Consequenc
es
Scientific
&
technical
innovation
The consequences of
using nuclear energy
provide evidence of
how the relationship
between humans and
nature can be affected
by scientific and
technological
advancements.
A
D
Students will be
assessed on their
knowledge and
understanding
about nuclear
energy
Thinking: critical
thinking Research:
information literacy
Communication:
communication
Thinking: creative
thinking Self-
management:
reflection Research:
media literacy
Different models of the atom and
their development, including the
Geiger–Marsden experiment What
is meant by the term “isotope” and
why some nuclei are stable and
some not The nature of alpha and
beta decay and the properties of
alpha, beta and gamma radiation
Detection of ionising radiation,
including details of the GM tube
Decay equations, including decay
chains Fission and fusion and
associated chain reactions The
nuclear processes in stars The
effects of radioactivity on the living
environment How a nuclear power
station is constructed and labelling
of a schematic diagram of the
station
Magnetis
m &
Electricity
Change Environmen
t
Consequenc
Globalizati
on and
There are
environmental
consequences to
B
C
Students will
design an
investigation to
Thinking: critical
thinking Thinking:
creative thinking Self-
Magnetic materials have the ability to
attract some materials, and the ability
to attract and repel other magnets.
The meaning of the term “magnetic
es
Developme
nt
Energy
sustainabil
ity
developing electrical
energy production to
meet the needs of an
expanding global
population.
study the effect of
physical properties
of conductors on
their electrical
properties.
management:
reflection Thinking:
transfer
Communication:
communication Self-
management:
organization Research:
information literacy
field” and understanding that the Earth
is surrounded by one Draw the field
lines around a bar magnet, label the
north and south poles and show the
direction that a “freemoving north
pole” would move in. Use and explain
the terms “current” (I), “potential
difference” (V) and “resistance” (R).
Use and draw circuits using the
recognized symbols. Use the equation
V = IR to calculate the current through
a resistor when a known value of
potential difference is applied.
Calculate the combined resistance of
different combinations of resistors
using the two equations RT = R1 + R2,
for resistors in series, and 1/RT = 1/R1
+ 1/R2, for resistors in parallel.
Understand the difference between
ohmic and nonohmic resistors and
draw a graph of each.
Draw the magnetic field around a
single wire and a coil of wire. The
force on an electric current in a
magnetic field is at right angles to
the direction of the current and the
field. The motor effect, the action of
a commutator, and the use of
Fleming's left-hand rule to predict
the direction a motor will spin or the
direction of the force on a single
wire in a magnetic field The action
of a dynamo and alternator, and the
difference between a split-ring and
slit-ring commutator Understand
the difference between alternating
and direct current and draw graphs
of each type of current. How power
stations operate and how electricity
is transferred from one region to
another using highvoltage power
lines The operation of an AC
transformer, why this type of
transformer is significant and solving
problems using: • Vp/Vs = Np/Ns to
solve transformer problems • P = IV
to explain the relative power loss in
transmission lines • Ip x Vp = Is x Vs
to explain the operation of an ideal
transformer
Why do
electrons
matter?
Relations
hips
Interactions
Function
Identities
and
relationshi
p
Protons define the
identity of an element,
but its relationship and
interaction with other
elements is a function
of its outer electrons
B
C
Students will
investigate the
process of rusting
Thinking: critical
thinking Thinking:
creative thinking Self-
management:
reflection Social:
collaboration
Communication:
Kinetic molecular theory
Conversions for temperature and
pressure Dalton’s law Boyle’s law
Charles’ law Ideal gas law Graphing
and calculations Standard
temperature and pressure
communication Self-
management:
organization
Definition of oxidation and
reduction (electron transfer) Rules
for assigning oxidation numbers
Definition of oxidising agent and
reducing agent Half reactions
Electrochemistry (The study of the
interchange of chemical and
electrical energy) Electrochemical
cells: voltaic cells (spontaneous)
Reactivity series Factors (for
example, concentration, types of
electrode) that effect cell voltage
Electrolysis reactions Electrolytic
cells and factors (for example,
concentration of solutions,
temperature, types of solutions)
that effect electrolysis reactions
Applications of redox reactions (for
example, batteries, purification of
metals, galvanizing)
Does
organic
chemistry
mean we
can make
a
systems Form
function
Scientific
&
technical
innovation
The versatile bonding
of carbon atoms has
allowed humanity to
invent systems of
molecules of various
D Communication:
communication skills
Self management:
Organization skills
Thinking: Critical
thinking skills, Creative
Understanding and Identification of
the following: alkane, alkene,
alkyne, alcohol, aldehyde, ketone,
carboxylic acid Nomenclature for
organic molecules
Combustion reactions
substance
we want?
forms to fulfill different
functions.
thinking skills, transfer
skills
Fossil fuels
Isomers
To what extent we use organic
materials
Organic materials in daily lives