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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
Sciences
Form Energy
Change Environment
Statement of inquiry
Humankind and the environment are affected by energy being transformed into different forms.
Inquiry questions
A: Knowing and understanding Outline of summative assessment task(s) including assessment Relationship between summative assessment task(s) and
i. describe scientific knowledge criteria: statement of inquiry:
ii. apply scientific knowledge and understanding Task S Biome Research Poster (A, D) The Biome Research will allow the students to inquire
to solve problems set in familiar and unfamiliar about the different forms of energy and their
Students will select a Biome to research.
situations transformations.
Abiotic and biotic factors, food webs, food
iii. analyse information to make scientifically
supported judgments.
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
CCSS.ELA-Literacy.RI.7.2
Determine two or more central ideas in a text and Teaching strategies
analyze their development over the course of the text; How will we use formative assessments to give students feedback during the unit?
provide an objective summary of the text. 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?
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
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:
Caring:
Resources
Journal:
Prior to teaching the unit During teaching After teaching the unit