Download MYP unit planner

MYP unit planner
Unit title
Grey’s Anatomy 101: An inside look at the blood, guts and glory of the
human body!
Teacher(s)
Nicole Lowe
Subject and grade level
Science Level 2
Time frame and duration
5 weeks = 8-9 weeks on A/B Schedule
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Significant concept(s)
Which area of interaction will be our focus?
Why have we chosen this?
What are the big ideas? What do we want our students to retain for
years into the future?
Health and social
Systems are made up of parts that work
together
Health and Social is a good fit for the human
body unit, because the choices we make
health-wise can have a huge effect on our well
being later in life.
MYP unit question
How can decisions we make affect our lives?
Assessment
- Piece of writing: 200-500 words 2-4 properly documented sources
This writing piece will be a look at health across the world. Students will research countries around the
world and analyze which country they feel would be to worst place to live for the human body based on
what they have learned in this unit. They will also choose a country where they feel the human body can
thrive.
Which specific MYP objectives will be addressed during this unit?
A. One World
• describe and discuss ways in which science is applied and used to solve local and global problems.
• describe and evaluate the benefits and limitations of science and scientific applications as well as
their effect on life and society.
B. Communications in Science
Understand basic scientific language and begin using the scientific language relevant to the units of work
covered
C. Knowledge and Understanding of Science
• explain and apply simple scientific information to solve problems in familiar and, with guidance, in
unfamiliar situations
• understand basic scientific components, relationships and patterns, both in experimental data and
ideas
• identify basic scientific components found in information from different sources (Internet, newspaper
articles, television, scientific texts and publications) and be able to give an opinion justified by their
knowledge and understanding of sciences.
Which MYP assessment criteria will be used?
Criterion A: One World
Criterion B: Communications in Science
Criterion C: Knowledge and understanding of science
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
Resources
Book: Science 7th Grade, McDougal Littell
Websites: http://www.henry.k12.ga.us/cur/mybody/content.htm
http://www.brainpop.com/health/bodysystems/
The classroom is a laboratory classroom that allows for safe and through exploration of concepts through handson, inquiry based exercises.
Content
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant
concept(s) for stage 1?
4.01
Analyze how human body systems work together to provide for the needs of the human organism
Student friendly I can analyze how human body systems work together.
4.02
Describe how systems with in the human body are defined by the functions they perform
Student friendly: I can identify what each body system does.
4.03
Explain the function of major organs and how it works with different body systems
Liver, Heart, Lung, Brain, Stomach and Kidney
Student friendly: I can explain the job of the major organs and how they work with the rest of the body.
International Connection:
To start the unit:
Students will be asked to investigate developments in the medical field around the world that help us to live
longer or cure diseases that affect the systems in our body. Students are to research an inventor from somewhere
else in the world. They will create a poster showing the invention created, and explain how it has helped the
human body in some way.
To end the unit the students are doing the following assignment:
This writing piece will be a look at health across the world. Students will research countries around the world and
analyze which country they feel would be to worst place to live for the human body based on what they have
learned in this unit. They will also choose a country where they feel the human body can thrive.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Organizational Skills: Students are responsible for their science binder, which is divided into three sections
(Notes, Study Guides and Vocab). Students will also have a composition notebook for all lab activities done in
class.
Collaborative Skills: Students will work in collaborative groups.
Communication Skills: Students will be communicating results from labs, participate in classroom discussions,
and presentations of what they were able to find out from their writing piece.
Reflection: Students will reflect on labs done in class through their conclusion and communicating results to the
class. They will also use their composition notebook to reflect on articles we will be reading in class.
Learning experiences
Teaching strategies
Students will work through each lesson in the book making
outlines and answering inquiry based questions through out the
unit.
Tests and assessments will be graded and
handed back. I will discuss performance with
the students individually.
A test will be given after each lesson to assess what the children
know and what they need to work on. These tests are teacher
made and will be written so that the IB criteria chosen will be
accurately assessed.
Differentiation will be done through small
and whole group lessons as well as hands on
labs.
Participation in classroom discussions and debate will be
mandatory to ensure that the students use knowledge gained
Labs will be done to show exactly what happens in the body
(Hands on assessment)
Project will be a brochure of a system they choose that we have
discussed in detail in class. They are to talk about interesting
places to go in the system and be as creative as possible with
their brochure.
Students will acquire knowledge needed through note-taking
during class. They will practice these skills by being involved in
classroom discussion.
We will be reading science articles that addresses world issues
that are occurring around the world dealing with research on
advances in the medical field and discussing these as a group.
Vocabulary building activities for essential vocabulary for Unit ( L
to J )
Students will look at x rays of bones and then piece them
together to form the full skeletal system.
Kidney Function lab where students will be able to see how the
Kidney filters wastes.
Pig Lung Demonstration: students will see how a real life lung
inflates and deflates. They will also be able to see a dried lung.
Understanding how the circulatory system works and
understanding the flow of blood in the system. To facilitate
learning the students will create their own diagram that they can
study to help them remember how the blood flows and cleans
itself over a short amount of time.
We will also look at the digestive system and how the food is
broken down into substances the body can use. This can be
demonstrated through online video and labs that shows how food
are broken down through chemical and mechanical digestion.
The students will begin to see at the end of the unit, that each
system is connected in one way or another to another system in
the body (circulatory system gets wastes from the body and then
sends it to the respiratory system for removal).
Small group debate at end of unit: Which organelle can we live
without? In small groups the children will come up with valid
reasons for getting rid of an organelle. Debate the sides.
Throughout the unit students will be looking at advancements/
discoveries in the medical field across the world. They will look at
articles and have class discussions about how these
advancements/discoveries help keep the body in working order.
Students will create a brochure about one of the body systems.
They need to explain the important functions of that particular
system using two primary sources with documentation.
Students will complete individual and group
assignments. Such as study guides, chapter
reviews and lesson outlines.
Formative tasks will be assessed and
feedback given back to the students in a
timely fashion to help guide instruction and
inform the instructor of student’s strengths
and weaknesses in order to identify areas
where mastery is evident as well as areas
where more focus is necessary.
End of chapter tests, checks the students
understanding of how each system works. An
end of unit exam will be given covering all of
the body systems, students know that this
information needs to stay in their minds and
it helps them to prepare for 8th grade and
retaining information for the EOG. Lto J
quizzes will be done on a weekly basis and
include mastery of essential vocabulary.
Chapter Assessment will be made and
assessed using the IB grading criterion. This
allows the teacher to check for deep
understanding of the material that is being
taught.
Labs/demonstrations will be done with each
lesson to aid in understanding or how each
system works.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of MYP:
From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were
there for student-initiated action?
Possible connections
What interdisciplinary understandings were or could be forged through collaboration
with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit?
How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
•
How did we decide on the data to collect? Was it useful?