Teacher(s) Amy Gilbert, MaryEllen Felter, Victoria Romanchik Subject group and discipline Sciences: Sciences

Unit title Matter and Energy in Organisms and Ecosystems/Ecology (Unit 2) MYP Year Year 2 Unit duration 7 Weeks

Inquiry: Establishing the purpose of the unit Anticipated Board of Education approval September 2014

Key concept Related concept(s) Global context

Sciences
Form Energy
Change Environment

Scientific and technical

innovation
Organisms need to obtain
matter and energy from the
ecosystem to survive and grow.

Statement of inquiry

Humankind and the environment are affected by energy being transformed into different forms.

Inquiry questions

Factual What is the ultimate source of energy?

Conceptual How does energy flow through
ecosystems?
Debatable Ecosystems can be both fragile and
resilient. Should humans intervene to help restore an
ecosystem?

Objectives Summative assessment

A: Knowing and understanding
i. describe scientific knowledge
ii. apply scientific knowledge and understanding
to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically
supported judgments.
Outline of summative assessment task(s) including assessment
criteria:
Task S Biome Research Poster (A, D)
Students will select a Biome to research.
Abiotic and biotic factors, food webs, food
Relationship between summative assessment task(s) and
statement of inquiry:
The Biome Research will allow the students to inquire
about the different forms of energy and their
transformations.

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 D: Reflecting on the impacts of science chains, and energy pyramids will be
i. describe the ways in which science is applied identified for that Biome. Students will
and used to address a specific problem or issue create a poster to present their Biome
ii. discuss and analyse the various implications Research to the class.
of the use of science and its application in solving a
specific problem or issue
iii. apply communication modes effectively
iv. document the work of others and sources of
information used.

Approaches to learning (ATL)

IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES

Reading, writing and using language to

gather and communicate information
Read critically and for comprehension
Read a variety of sources for information and
for pleasure
Make inferences and draw conclusions
Use and interpret a range of discipline-
specific terms and symbols
Write for different purposes
Understand and use mathematical notation
Paraphrase accurately and concisely
Preview and skim texts to build
understanding
I. Communication skills
Take effective notes in class
Communication Make effective summary notes for studying
Use a variety of organizers for academic
writing tasks
Find information for disciplinary and
interdisciplinary inquiries, using a variety of
media
Organize and depict information logically
Structure information in summaries, essays
and reports
Exchanging thoughts, messages and
information effectively through interaction
Give and receive meaningful feedback

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 Use intercultural understanding to interpret
communication
Use a variety of speaking techniques to
communicate with a variety of audiences
Use appropriate forms of writing for different
purposes and audiences
Use a variety of media to communicate with
a range of audiences
Interpret and use effectively modes of non-
verbal communication
Negotiate ideas and knowledge with peers
and teachers
Participate in, and contribute to, digital social
media networks
Collaborate with peers and experts using a
variety of digital environments and media
Share ideas with multiple audiences using a
variety of digital environments and media

Working effectively with others

Use social media networks appropriately to
build and develop relationships
Practise empathy
Delegate and share responsibility for
decision-making
Help others to succeed
Take responsibility for ones own actions
Manage and resolve conflict and work
collaboratively in teams
II. Collaboration skills
Build consensus
Social Make fair and equitable decisions
Listen actively to other perspectives and
ideas
Negotiate effectively
Encourage others to contribute
Exercise leadership and take on a variety of
roles within groups
Give and receive meaningful feedback
Advocate for ones own rights and needs

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 Managing time and tasks effectively
Plan short- and long-term assignments;
meet deadlines
Create plans to prepare for summative
assessments (examinations and
performances)
Keep and use a weekly planner for
assignments
Set goals that are challenging and realistic
Plan strategies and take action to achieve
III. Organization skills personal and academic goals
Bring necessary equipment and supplies to
class
Keep an organized and logical system of
information files/notebooks
Use appropriate strategies for organizing
complex information
Understand and use sensory learning
preferences (learning styles)
Select and use technology effectively and
productively
Self-
(Re-)considering the process of learning;
management
choosing and using ATL skills
Develop new skills, techniques and
strategies for effective learning
Identify strengths and weaknesses of
personal learning strategies (self-assessment)
Demonstrate flexibility in the selection and
use of learning strategies
Try new ATL skills and evaluate their
effectiveness
V. Reflection skills
Consider content
- What did I learn about today?
- What dont I yet understand?
- What questions do I have now?
Consider ATL skills development
- What can I already do?
- How can I share my skills to help peers
who need more practice?
- What will I work on next?
Consider personal learning strategies

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 - What can I do to become a more efficient
and effective learner?
- How can I become more flexible in my
choice of learning strategies?
- What factors are important for helping me
learn well?
Focus on the process of creating by imitating
the work of others
Consider ethical, cultural and environmental
implications
Keep a journal to record reflections

Action: Teaching and learning through inquiry

Content Learning process

Knowledge & Skills: Learning Experiences

How will students know what is expected of them? Will they see examples, rubrics, templates, etc.?
New York State Standards How will students aquire the knowledge and practice the skills required? How will they practice applying these?
5.1d The methods for obtaining nutrients vary among
Do the students have enough prior knowledge?
organisms. Producers, such as green plants, use light
energy to make their food. Consumers, such as animals,
take in energy-rich foods.
5.1e Herbivores obtain energy from plants. Carnivores
obtain energy from animals. Omnivores obtain energy
from both plants and animals. Decomposers, such as
bacteria and fungi, obtain energy by consuming wastes
and/or dead organisms. General Skills: Students
6.2a Photosynthesis is carried on by green plants and will follow safety procedures, use appropriate
other organisms containing chlorophyll. In this process, units for measured or
the Suns energy is converted into and stored as calculated values, recognize and analyze
chemical energy in the form of a sugar. The quantity of patterns/trends, classify objects
sugar molecules increases in green plants during according to and established scheme,
photosynthesis in the presence of sunlight. develop dichotomous key, sequence
6.2b The major source of atmospheric oxygen is events, identify cause-and-effect
photosynthesis. Carbon dioxide is removed from the relationships, and interpret results.
atmosphere and oxygen is released during
photosynthesis.
6.2c Green plants are the producers of food which is

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 used directly or indirectly by consumers. General Skills: Safely and
5.1c All organisms require energy to survive. The accurately use the following measuring tools:
amount of energy needed and the method for obtaining metric ruler, balance,
this energy vary among cells. Some cells use oxygen to stopwatch, graduated cylinder, thermometer,
release the energy stored in food. spring scale, and voltmeter.
Next Generation Science Standards (NGS)
MS-LS1-6 Construct a scientific explanation based on
evidence for the role of photosynthesis in the cycling of -draw
matter and flow of energy into and out of organisms a flow chart explaining cellular respiration
MS-LS1-7 Develop a model to describe how food is
-construct
rearranged through chemical reactions forming new
a food web or food chain
molecules that support growth and/or release energy as
this matter moves through an organism
-diagram
MS-LS2-1 Analyze and interpret data to provide a model of the carbon/oxygen cycle
evidence for the effects of resource availability on
organisms and populations or organisms in an -brom-thymol
ecosystem blue experiment

MS-LS2-3 Develop a model to describe the cycling of -construct

matter and flow of energy among living and non-living food webs
parts of an ecosystem
-compare
MS-LS2-4 Construct an argument support by empirical and contrast consumers to producers to
evidence that changes to physical and biological decomposers
components of an ecosystem affect populations
-label
English Language Arts Standards Science & Technical and diagram the process of photosynthesis
Subjects
Key Ideas and Details: -experiment
CCSS.ELA-Literacy.RST.6-8.1 to find what happens in a plant if
Cite specific textual evidence to support analysis of photosynthesis does not occur
science and technical texts.
-produce
CCSS.ELA-Literacy.RST.6-8.2 a model of the pond food chain
Determine the central ideas or conclusions of a text;
provide an accurate summary of the text distinct from -manipulate
prior knowledge or opinions. a compound microscope to view microscopic
objects

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 CCSS.ELA-Literacy.RST.6-8.3 -determine
Follow precisely a multistep procedure when carrying the size of a microscopic object, using a
out experiments, taking measurements, or performing compound microscope
technical tasks.
-prepare
Craft and Structure: a wet mount slide
CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and -use
other domain-specific words and phrases as they are appropriate staining techniques
used in a specific scientific or technical context relevant
to grades 6-8 texts and topics. -design
and use a Punnett square or a pedigree chart
CCSS.ELA-Literacy.RST.6-8.5 to predict the probability of
Analyze the structure an author uses to organize a text, certain traits
including how the major sections contribute to the
whole and to an understanding of the topic. -classify
living things according to a student-
CCSS.ELA-Literacy.RST.6-8.6
generated scheme and an established
Analyze the author's purpose in providing an
scheme
explanation, describing a procedure, or discussing an
experiment in a text.
-interpret
Range of Reading and Level of Text Complexity: and/or illustrate the energy flow in a food
CCSS.ELA-Literacy.RST.6-8.10 chain, energy pyramid, or food
By the end of grade 8, read and comprehend science/ web
technical texts in the grades 6-8 text complexity band
independently and proficiently. -identify
pulse points and pulse rates
English Language Arts Standards Reading:
Informational Text -identify
Key Ideas and Details: structure and function relationships in
CCSS.ELA-Literacy.RI.7.1 organisms
Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as
inferences drawn from the text.

CCSS.ELA-Literacy.RI.7.2
Determine two or more central ideas in a text and
analyze their development over the course of the text;
provide an objective summary of the text.
Teaching strategies
How will we use formative assessments to give students feedback during the unit?
What different teaching methodologies will be employed?
How are we differentiating teaching and learning for all? Have we considered those learning in the language other
than their mother tongue? Have we considered those with special educational needs?

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 CCSS.ELA-Literacy.RI.7.3
Analyze the interactions between individuals, events, -Quick writes
and ideas in a text (e.g., how ideas influence individuals - teacher created quizzes
or events, or how individuals influence ideas or events). - Labs: Cell Structure, Cell size, Uni-Cellular vs.
Multi-Cellular, Organization of Cells, Classification and Dichotomous Key
English Language Arts Standards Writing
CCSS.ELA-Literacy.W.7.2 -Use of graphic organizers
Write informative/explanatory texts to examine a topic -Short answer
and convey ideas, concepts, and information through responses
the selection, organization, and analysis of relevant -Cornell Notes
content. -Philosophical
Chairs
CCSS.ELA-Literacy.W.7.2.d -Socratic
Use precise language and domain-specific vocabulary Seminars
to inform about or explain the topic. -WICOR Strategies
-Other AVID
Production and Distribution of Writing:
Science specific strategies
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the
-Pre-teaching
development, organization, and style are appropriate to
vocabulary
task, purpose, and audience. (Grade-specific
-Graphic
expectations for writing types are defined in standards
organizers
1-3 above.)
-Use of small
English Language Arts Standards Speaking & group read alouds
Listening -Guided notes
Comprehension and Collaboration: -Scaffolded
CCSS.ELA-Literacy.SL.7.1 questions
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 7 topics, texts, and
issues, building on others' ideas and expressing their
own clearly.

CCSS.ELA-Literacy.SL.7.1.c
Pose questions that elicit elaboration and respond to
others' questions and comments with relevant
observations and ideas that bring the discussion back
on topic as needed.

Presentation of Knowledge and Ideas: Describe how you will differentiate teaching & learning for this unit?
CCSS.ELA-Literacy.SL.7.4

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 Present claims and findings, emphasizing salient points
in a focused, coherent manner with pertinent
descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear
pronunciation.

CCSS.ELA-Literacy.SL.7.5
Include multimedia components and visual displays in
presentations to clarify claims and findings and
emphasize salient points.

CCSS.ELA-Literacy.SL.7.6
Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when
indicated or appropriate. (See grade 7 Language
standards 1 and 3 here for specific expectations.)

Guided Questions
o How do different organisms get food? (Nutrition:
Photosynthesis/Consuming herbivore, carnivore,
omnivore, decomposers)
o How food energy is made available to organisms?
(Cellular Respiration) *energy transformations
chemical to chemical/heat/mechanical

Vocabulary
Oxygen Chemical energy
Carbon Dioxide Converted
Tissue Respiration
Organ Producers
Consumers Decomposers

Learner Profile

Inquirers:

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 Knowledgeable:

Caring:

Resources

Journal:

-AVID Write Path

Science Guide

-Science Insights Exploring Living Things

Textbook

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

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