Unit

Evaluation

Unit Title: MYP Year 1 Unit 2- Diversity of Life
Teachers name: Becky Rogers



Does the unit include the following? √
Name of the teacher(s)? √

MYP subject group and the specific discipline (If the unit is part of an integrated course, note which √
subjects or disciplines are integrated (Grade 10 Science only)

Unit title (topic, a question, content requirement or a big idea) √

Approximate number of guided learning hours (total) √

Key concept √

Related concept √

Global context and specific exploration √

Subject-group objectives and specific relevant strands √

Task –specific clarification (description of how teachers helped students understand the criteria and √
level descriptors)

Content that specifies topics and/or local or national standards √

 Learning experiences/teaching strategies, differentiation, formative assessment √

Resources √

Reflection developed before, during and after teaching √

Beginning/
Sharing
developing Using Capable
Exemplary
Emergent
Inquiry: Establishing the purpose of the inquiry
1 Statement of inquiry √
Inquiry questions √
- Make sure to add a learning experience that
reflects the debatable question.
-Many examples of factual, conceptual and
debatable questions however, cannot see an explicit
2
relationship between them all conceptually.
-Factual questions should be scaffolded to show the
process of learning throughout the unit.
-All are teacher generated and do not include any
student generated ideas/questions.
Summative assessment √
task
3 Adaptation Lab
-The first assessment task thoughtfully connects
 with the statement of inquiry as it has a strong connection to
evolution and adaptations.
-Students will communicate their understanding of adaptations
through a lab report that allows them to complete further
research on the topic of adaptations and make connections
deeper than in class lab.
-The summative assessment uses relevant MYP subject-group
criteria to judge student achievement. (Criterion B and C)
Microorganism Innovation
-The second assessment task is a newly developed task this year
as the previous year’s task did not represent an appropriate
degree of challenge for the students.
- The second assessment task has a strong connection to evolving
medicines and innovations, as microorganisms continue to get
stronger over time.
-Students are given an opportunity to demonstrate their
understanding through a product of their choice to promote
authenticate learning.
-The summative assessment uses relevant MYP subject-group
criteria to judge student achievement. (Criterion D)

Approaches to learning √-
Weakness
4
-Add more connections to activities and narrow
down the most effective ATL for the unit (too many).
 -Students need more opportunities to reflect on
their development of ATL skills and how they will
continue to work on these skills in future units.
Strengths
-ATL’s are subject specific but can also lend
themselves to be helpful in other subjects. Activities
are planned and taught explicitly to support
scientific skills such as workshops on excel, library
researching workshops and plagiarizing workshops.
-ATL’s are often explicitly listed on PowerPoint
presentations to help students see the connections
and offer students opportunities to develop their
own learning through independent practice.
Action: Teaching and learning through inquiry
Content √-
The unit’s subject matter/content:
-Includes disciplinary knowledge and skills to be taught and
learned that are solidly connected with the chosen key and
related concepts. All learning activities in this unit have a strong
connection to the environment and how organisms interact
within their environment.
5
-The unit begins with students’ prior understanding and builds
necessary background knowledge. The unit begins by discussing
what is classification and how we have adapted our classification
systems throughout time. Students continue by further
developing their knowledge by looking specifically into the
characteristics animals have that put them into specific
classification categories. Students then make the connection to
these characteristics and how they help each organism live in
 their specific environment (adaptations). Students look into what
happens when animals do not adapt (endangered vs. extinction)
and being to inquire into paleontology and fossils. Students
inquire into the development of paleontology tools and how
fossils are used to see how animals have evolved throughout
time. Students conclude the unit by learning about
microorganisms. They discuss how microscopes have evolved
over time, and how both humans (development of new
antibiotics) and microorganisms (antibiotic resistant bacteria) are
becoming innovative to fight off one another.
-Connects MYP objectives with any local requirements, standards
or subject-group content represents reasonable developmental
and practical demands. The unit has been planned to align with
the New Brunswick standards, while meeting IB requirements.

6 Learning process
1. Learning √
experiences and
-Learning experiences correctly align with the unit’s content and
teaching strategies
the concepts and contexts outlined. The activities are built upon
one another to ensure student engagement and understanding.
-Students are given ample opportunities to inquire through age
appropriate and engaging activities. Please refer to “Learning
Process” section of the unit planner.
2. Formative √
assessment
-The students participate in a number of formative tasks
throughout this unit that provide opportunities for practices and
feedback such as:
1. Giving a Historical Lecture- Students will answer the question
"Over time, how has scientific discovery of living things
 enabled us to have a deeper understanding of how to classify
living things?"
2. Insect Research Project- Students will choose an insect they
are interested in and answer questions about it. They will present
this information to the class using a poster, skit, ppt., keynote
etc. Students will be assessed via comments on their
communication and thinking skills.
3. Microbes Digital Flip book- Students will use the information
given to them from their peers to complete a digital flip book on
the topic. Students will include their views on harmful vs. helpful
bacteria and will receive feedback from their peers on their
presentations.

-I will use this information to guide my summative assessment
tasks and further practice students may need prior to the task.
Formative tasks in the unit also lend themselves nicely to
assessing ATL skills. Students receive a formative comment on
both the assessment, and the chosen ATL for that formative task
so students can make reflections for future assessments.

3. Differentiation √
-Differentiation is
weak as it is vague and
used the same
amongst all the units

for grade 6.
- Should have more
specific examples for
each major learning
activity for students
 on both ends of the
learning spectrum.
Resources √
-Resources are included to create hands on opportunities for the
students.
-This is the first year grade 6 students are able to go to the lab to
participate in microcopy as we typically do not have enough
materials for students to work in groups of 2 practicing these
skills. This year we have a full time lab technician which has been
a huge help implementing laboratory time for the grade 6
students and have bought enough materials to support the larger
MYP classes.
-Resources integrate technology as much as possible and take
into account student’s English levels and abilities. For example,
students complete an online virtual tour of the microscope prior
7 to visiting the lab to use the microscope, and enjoy having a
“hands on experience” to prepare them for this new science
experience.
-Students visit the virtual reality director at ISNS to participate in
“Plague Incorporated”, a hands on simulation spreading
infectious diseases.
-Videos are often used as extra support. For example:
https://www.youtube.com/watch?v=-b3Eejf4rDQ
https://www.youtube.com/watch?v=hiZixdOhRos
https://www.youtube.com/watch?v=wNqiclBUxdY



Reflection: Considering the planning, process and impact of the inquiry
Before, during and after √
teaching
-Often reflection is rushed as not enough time is
given to complete this task.
-Reflection does include the written, taught and
assessed curriculum.
-There are some interdisciplinary connections
however there is room for more to be made.
Students focus on graphing (connection to Math), as
well as evolution and adaptations (connection to
8 Individuals and Societies).
-The learner profiles should be incorporated more
explicitly throughout the unit, including the
reflection.
-More connections to service opportunities should
be made.
-The unit focuses on skills rather than content as this
is a Year 1 unit where students should be focusing
on the development of skills that they can use
throughout the subject in future years.

Teaching context

Collaborative planning How was the unit planned?

-The unit initially was not planned collaboratively as I was the only grade 6/7 science teacher during the planning process.

-Currently there is another grade 6 science teacher so this is the first year I have had another team member to run ideas
by. Unfortunately, we feel as though there is no time for us to meet as we do not have a lot of prep time available
together.

-I look forward to having another member to be a part of the grade 6/7 science team next year to run ideas between.

Students and teaching environment What unique local circumstances and student characteristics informed the unit’s development?

-A lot of the learning activities and skills covered in this unit are on an introductory level due to the fact that this their
first major unit (besides the quick introduction to Science unit) in MYP Science and students are still learning about the IB
demands and expectations.

-This unit is implemented towards the beginning of the academic year as it includes a lot of hands on activities. I think it is
important to get students excited about Science and eager to learn as they make the transition from PYP science into
MYP, and beginning with a hands on unit seems to achieve this easily.

-Students need a lot of extra time learning how to completed a formal lab report as they have not been taught this in
previous years. Students low English ability and slow working habits is the reason this unit is longer than units later on in
 the year (students need time to develop these skills).

Subject-group/ course curriculum How does the unit fit in the broader plan for teaching and learning for the year?

-The main focus for the year for Year 1 science students is to develop a strong understanding of the ATL skills and the
main concepts and requirements of MYP. The goal for this unit, and others is to develop research, communication,
collaboration, graphing, time management skills etc. so that students have a firm understanding of these, and they know
how to apply these skills to higher grade levels that might be more content heavy.

-Students spend time discovering criterion B and C and understanding the different strands. Students will need to
thoroughly understand how to use criterion B and C to write a formal lab report as this is the first year they will
participate in science fair (independent science investigation).