MYP UNIT PLANNER

SEKOLAH MENENGAH CIKAL-AMRI

Subject group
Teacher(s) Alinda Nurul Badriyah Science
and discipline
Unit
38 hrs, 12 Weeks
Unit title Wave and Sound MYP year 3 duration (19 meetings)
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global Context

Change Form, Energy, Transformation Scientific and

Technical Innovation
Conceptual Understanding
Sound is a form of wave and it surrounds us everywhere.

Statement of inquiry

“Understanding the nature and application of sound wave will lead humankind to various scientific
and technical innovations.”

Inquiry questions
 Factual Questions  Debatable Questions
1. What is digestive system? To what extent should people rely
2. What is excretory system? on industrially processed foods or
3. What organs are involved in digestive and supplement to establish or
excretory system? maintain good health?
4. What processes are necessary for
organisms to function?
5. How do organisms have energy for life
functions?

 Conceptual Questions
1. How the scientific understanding has
been applied to improve the performance of
the human body?
2. If you are what you eat, what are you?

MYP Objectives Summative assessment

Criterion A: Knowing and Outline of summative assessment The relationship
understanding task(s) including assessment between summative
 Describe scientific criteria: assessment task(s)
knowledge  Goals: To test for the presence and statement of
 Apply scientific of some nutrients contained in inquiry:
knowledge and food that people consume in day-
understanding to to-day basis This summative
solve problems set in  Role: A food scientist assessment will lead
familiar and  Audience: The target audiences the students to
unfamiliar situations are food brand executives. understand about
 Analyse information  Situation: You are a famous nutrients in food that
to make scientifically food scientists. Your clients want will be processed in
supported judgments to launch a set of healthy food to our body system.
the market as their new product.
Criterion B: Inquiring and Before they launch the product, This assessment will
designing they need to find out what kind of not only provide the
 Describe a problem nutrients that are contained in the students an
or question to be food that people consume in day- experiment, but also
tested by a scientific to-day basis. You are tasked to give them an
investigation investigate the nutrients opportunity to be
 Outline a testable contained in the food with able to write reports
hypothesis and chemical test. Before you do the based on scientific
explain it using investigation, you will have to put literacy.
scientific reasoning your planning into lab proposal.
 Describe how to You will give the result of your
manipulate the research to the food brand
variables, and executives in the form of lab
describe how data report. You will conduct the
will be collected experiment with your fellow food
 Design scientific scientists in a group of three or
investigations four, but you will still turn in an
individual proposal and report.
Criterion C: Processing and  Product: A lab proposal that
evaluating details how your experiment will
 Present collected go and a lab report that details
and transformed the result of your experiment.
data  Standards: Your products must
 Interpret data and meet the following standards:
describe results 1. In the lab proposal, you have to
using scientific design what kind of variation that
reasoning you will investigate in the
 Discuss the validity experiments, e.g. the type of
of a hypothesis chemical reagents, the type of
based on the food, etc. At the very least, you
outcome of the should use three chemical
scientific reagents in the experiment. The
investigation lab proposal will be assessed
 Discuss the validity with criterion B and D.
of the method 2. In the lab report, you have to be
 Describe able to explain how the
experiment went, what kind of
 improvements or observation that you did notice.
extensions to the The lab report will be assessed
method. with criterion C and D.
3. The details on what to include in
Criterion D: Reflecting on the lab proposal and the lab
the impacts of science report are explained in the
 Describe the ways in succeeding section
which science is
applied and used to
address a specific
problem or issue.
 Discuss and analyse
the various
implications of using
science and its
application in solving
a specific problem or
issue.
 Apply scientific
language effectively.
 Document the work
of others and
sources of
information used.

5 Star Competencies
Approaches to learning (ATL)
(one focus for dimension)
5 Star Focus
Dimension and targeted Profile:
Healthy
By understanding the topic,
ATL Focus students are expected to apply it
 Skill category: to promote healty lifestyle not only
 Thinking for himslef but also for the
 Research community
 Skill cluster:
 Critical thinking Caring
 Transfer By promoting healty lifestyle to
 Information literacy the community, students have
 Skill indicator: empowered community to be
toughtful towards their life style.
Additional Skills:
Organization skills Committed
Student is capable to commit to
IB learner profile: Balance finish the project in encouraging
people to choose healthy life-
style. It can be done by being a
role model and living healthy life-
style consistently

Action: Teaching and learning through inquiry
Content
What the students will learn (put in weeks
showing knowledge and skill scaffolding)
 Nutrients (macro and
micronutrients)
 Digestive system (Digestive organs
Digestive process)
 Excretory system (organs and
processes)
 How energy is produced by
organisms (focused on human)
 Secretory systems
 Type of diet and the effect to
digestive system
Additional Competencies (5c’s)
Challenging choices
After the students this topic, they
are expected to apply in their life,
choosing healthy life-style.
However, it is become their
individual responsibility if they
choose not to do it. They have
understood the consequences.
Learning process
Week 1 (15-19 July 2019):
Meeting 1: Science Classroom Essential
Agreement
Meeting 2: Lab Safety Rules (Teacher’s
explanation)
Week 2 (22-26 July 2019)
Meeting 3: Term Plan and KWL Chart
Meeting 4: Learning about nutrients: Why do we
need food? (Macronutrients& Micronutrients)
Week 3 (29 July-2 August 2019)
Meeting 5: Digestive System (Organs and
Process)
Meeting 6: Formative Assessment
Report on Qualitative Observation:
“Which food contains active enzymes? raw or
cooked foods?”
Week 4 (5-9 August 2019)
Meeting 7: Formative Assessment
Meeting 8: Excretory System (Organs and
Process)
Week 5 (12-16 August 2019)
Meeting 9: How energy is produced by organisms
(focused on human)
Meeting 10: Secretory systems
Week 6 (19-23 August 2019)
Meeting 11: Type of diet and the effect to digestive
system
Meeting 12: Finishing unfinished contents
Introduction to Summative Assessment, Lab
Proposal
 Week 7 (26-30 August 2019)
Meeting 13: Lab Proposal
Meeting 14: Experiment

Week 8-10 (2-20 September 2019)

Meeting 15: Summative Assessment, Finishing
Lab Report, Presentations

Learning experiences and teaching strategies

What learning strategies/techniques used to
scaffold students’ understanding
 Lecture
 Class demonstration
 Stations rotation activity
Formative assessment
 Report on Qualitative Observation:
“Which food contains active enzymes? raw
or cooked foods?”

Written report with guided questions by

creating:
An essay, a presentation, a poster
Differentiation
 One-on-one instruction for students who
have learning difficulties
 Students were free to choose the
experiment design that they want for the
project/ assignment
 Peer-teaching

Resources
Books, Online Sources or Media
 Sciences MYP by Concept (3), DYNAMIC LEARNING, HODDER EDUCATION (Paul
Morris and Patricia Deo)
 Biligual Biology for Junior High School Grade VII, Science, Erlangga (Sumarwan,
Sumartini, and Kusmayadi)

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

Prior to teaching the unit During teaching After teaching the unit