A Biodiversity Story

INTERNATIONAL SCHOOL OF NANSHAN SHENZHEN MYP Unit Planner
Becky Rogers
Sciences: Sciences
Duration Start Date

A Biodiversity Story (Grade 6)
13
weeks
40
hours
W1
Sep
IB MYP 6C Sciences (2017-2018) (Grade 6)
First Term
(Aug 2017 - Oct 2017)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Change Sciences Orientation in space and time
Environment Interaction • Evolution, constraints and adaptation
Statement of inquiry
Interacting within an evolving environment enables one to adapt to changes over time.
Inquiry questions
Factual Conceptual Debatable

How are animals classified? How do animals adapt to their environment? Are microorganisms more harmful or helpful to
How do organisms interact with one another in their How can adaptations be beneficial? humans?
environment? How do humans adapt to their surroundings?
What are the characteristics of living things? How do we control the growth of harmful micro-
organisms?
April 27, 2018 • IB MYP 6C Sciences (2017-2018) (Grade 6) by Becky Rogers Page 1 of 18
Summative assessment
Assessment Criteria Tasks in all classes QR
A B C D
Relationship between summative assessment task(s) and statement of inquiry:
Knowing and Inquiring and Processing and Reflecting on the
understanding designing evaluating impacts of science Adaptation Lab: Students will analyse why birds have different shaped beaks dependent on
where they live, the conditions in that environment, as well as the food available to them in
that environment. Students will complete a lab activity to find out which bird beak
adaptation is the most advantageous. Students will be responsible for (B1) defining the
N/A 5/8 4/8 5/8 problem, (B2) creating a hypothesis, (B3) defining the independent, dependent and
controlled variables, (B4) creating a step by step procedure of what was completed in the
lab and a list of materials used. Students must also (C1) keep organised data by presenting
graphs and tables, (C2) explain their data, (C3) evaluate the hypothesis, (C4) evaluate the
Class mean of Assessed Criteria method and finally (C5) suggest improvements to their method.
Objectives Microorganism Innovation: Students will (D1) describe a scientific discovery and how it is
used to control bad microorganisms or increase beneficial microorganisms. Students will
B Inquiring and designing
(D2) Describe & Analyze the positive and negative impacts of your discovery and how each
• i. outline an appropriate problem or research question to be tested by a scientific
positive or negative impact is connected to factors (moral, ethical, economic,
investigation
environmental, social, political or cultural). (Example: Does your discovery cost a lot of
• ii. outline a testable prediction using scientific reasoning
money so it is impossible to fund? (Economic Factor)). You should describe and analyze 3
• iii. outline how to manipulate the variables, and outline how data will be collected
implications, each being connected explicitly to a factor. They will (D3) Consistently Apply
• iv. design scientific investigations.
scientific language to communicate understanding clearly and precisely and Document
C Processing and evaluating sources completely (correctly uses all aspects of MLA format). You must include AT
• i. present collected and transformed data LEAST 5 resources.
• ii. interpret data and outline results using scientific reasoning
• iii. discuss the validity of a prediction based on the outcome of the scientific Fri Laboratory work 9:00 PM
investigation
• iv. discuss the validity of the method
27
Oct
Adaptation Lab
• v. describe improvements or extensions to the method. 2017 Students will complete a lab activity to find out which bird beak
D Reflecting on the impacts of science adaptation is the most advantageous. Students will be responsible
• i. summarize the ways in which science is applied and used to address a specific for (B1) defining the problem, (B2) creating a hypothesis, (B3) ...
problem or issue
• ii. describe and summarize the various implications of the use of science and its Bird_Beak_Adapation_Lab__Su...
application in solving a specific problem or issue
• iii. apply scientific language effectively
• iv. document the work of others and sources of information used.
Fri Laboratory work 9:00 PM

27
Oct
Adaptation Lab
2017 Students will complete a lab activity to find out which bird beak
adaptation is the most advantageous. Students will be responsible
for (B1) defining the problem, (B2) creating a hypothesis, (B3) ...
Bird_Beak_Adapation_Lab__Su...
Fri Presentation 9:00 AM

24
Nov
Microorganisms
2017 GOAL
Research a scientific discovery that will either help destroy harmful
microorganisms or increase the production of helpful
microorganisms.
ROLE
You are a newly qualified intern at a Hospita...
Criterion_D-_Summative_Micr...
Fri Presentation 9:00 AM

24
Nov
Microorganisms
2017 GOAL
microorganisms.
ROLE
Tue Essay 9:00 PM

5
Dec
Microbes Summative Assessment
2017 MYP Year 1 Summative “GRASPS” Task: Criterion D- Reflecting on
the Impacts of Science (Microbes)
GOAL
microorganisms or incr...
Thu Task 9:00 PM

7
Dec
GOAL
Sun Task 9:00 PM

10
Dec
Microorganisms
2017 GOAL
microorganisms.
ROLE
Fri Task 9:00 PM

15
Dec
Bird Beak Lab Resubmission
2017
Approaches to learning (ATL)
Sciences
B Inquiring and designing

• i. outline an appropriate problem or research question to be tested by a scientific investigation
• ii. outline a testable prediction using scientific reasoning
• iii. outline how to manipulate the variables, and outline how data will be collected
• iv. design scientific investigations.
C Processing and evaluating
• i. present collected and transformed data
• ii. interpret data and outline results using scientific reasoning
• iii. discuss the validity of a prediction based on the outcome of the scientific investigation
• iv. discuss the validity of the method
• v. describe improvements or extensions to the method.
D Reflecting on the impacts of science
• i. summarize the ways in which science is applied and used to address a specific problem or issue
• ii. describe and summarize the various implications of the use of science and its application in solving a specific problem or issue
• iii. apply scientific language effectively
• iv. document the work of others and sources of information used.
Communication skills
I
Learning Experiences
Exchanging thoughts, messages and information effectively through interaction
• Use a variety of speaking techniques to communicate with a variety of audiences -Students will create a project on an insect of their choice and will present to the
• Use appropriate forms of writing for different purposes and audiences class. Students will receive formative feedback on their communication and thinking
Reading, writing and using language to gather and communicate information skills.
• Read critically and for comprehension -Students will create a poster, iMovie, skit etc. to describe their ideas about extinction
• Paraphrase accurately and concisely and how we could stop extinction.
-Students will create checklists on using the microscope properly and communicate
these ideas with their peers.
-Students will break down the criterion B, C and D strands and present their
information to the class. (Before each summative assessment)
-Students will complete journal entries on organisms and describe the structural
features that enable it to survive in its environment. Students will focus on the
structural features that the organism has for moving, obtaining food, and protecting
itself.
-Students effectively communicate their understanding of adaptations through an
analyzing graphing exercise on bird beak adaptations.
-Students will read a news report on microorganisms critically for comprehension and
accurately paraphrase it to complete a summary.
VIIICritical thinking skills Learning Experiences

Analysing and evaluating issues and ideas
• Interpret data -Students will participate in a classification game. The game will allow students to
• Evaluate evidence and arguments understand the challenges of classifying organisms and how important it is to follow
• Draw reasonable conclusions and generalizations proper classification methods. (Pick a card classification game)
• Revise understanding based on new information and evidence -After receiving new information on natural selection students must answer questions
• Identify obstacles and challenges on the topic.
-Students will develop ways to promote saving endangered animals.
- Students will complete a lab on adaptations and interpret their data to draw
reasonable conclusions on adaptations within different environments. They will
evaluate the discovered evidence and make arguments about their conclusions.
-Students will partake in an virtual microscope lab before going to the lab to use a real
microscope. Students will reflect on the difficulties of using the microscope and
develop a checklist to using the microscope before going to the lab.
-Students will develop critical thinking skills while participating in an online simulation
on bacteria. They will reflect on the question " how do we control the growth of
microorganisms?"
Action: Teaching and learning through inquiry
Standards
Knowledge & Skills

• Identify and use correctly appropriate tools to examine and describe some living things that cannot be seen with the naked eye.
• Describe how microorganisms meet their basic needs, including obtaining food, water, and air, and moving around.
• Provide examples of how science and technology have been involved in identifying and controlling the growth of microorganisms.
• Describe products and techniques that can be used at home to protect against unwanted microorganism growth.
• Propose questions about the relationship between the structural features of organisms and their environment, and use a variety of sources to gather information about this
relationship.
• Compare the adaptations of closely related animals living in different parts of the world and discuss reasons for any differences.
• Describe reasons why various animals are endangered, and describe efforts to study their population size and ensure their continued existence.
• Identify changes in animals over time, using fossils.
• Identify the theory of natural selection as one that has been developed based on the gradual accumulation of evidence.
• Identify palaeontologists as people who study fossils, and describe examples of improvements to some of their techniques and tools that have resulted in a better
understanding of fossil discoveries.
Learner Profile
Inquirers: No description provided.
Thinkers: No description provided.
Learning process Formative Assessment QR
-Students will begin the unit by discussing in groups how the statement of inquiry Thu ATL 5:00 PM
will be our focus throughout the unit, and how the key and related concepts fit within 14
Sep
Giving a Historical Lecture
the statement.
2017 You are an important scientific historian who has been asked to give
-As an introduction to classification, students will use their whiteboards to develop a
a lecture on the question "Over time, how has scientific discovery of
definition to classification. This will then be discussed as a class, and the correct
living things enabled us to have a deeper understanding of...
answer will be given by the teacher if a correct conclusion has not been developed
by the pupils.
-Students will continue to investigate the term by attempting to classify the students Fri ATL 5:00 PM
within the class into 5 groups. Students will then create a classification system to
put all living things in the world into 5 groups (will be discussed in future lessons). 22
Sep
-Diversity of life video on Brain-pop will be watched, and students will answer
accompanying questions for home learning. Brain-pop website: a lecture on the question "Over time, how has scientific discovery
•http://www.brainpop.com/science/diversityoflife/cl... enabled us to have a deeper understanding of how to classify ...
-After discussing the importance of following classification systems and naming
living things on earth, students will research a living thing that they have never heard
of previously and present their findings to the class. Mon ATL 9:00 AM
-Prior to presenting students will brainstorm ways to be an effective communicator 25
Sep
Insect Research Project
while presenting and ideas will be discussed with the class. 2017 Students will choose an insect they are interested in and answer
-"Pick a Card" classifying activity will allow students to discover how more than just questions about it. They will present this information to the class
living things can be classified. Students will pick a classification system for a deck of using a poster, skit, ppt, keynote etc. Students will be assesse...
cards and race to see who can find a particular card the quickest using the system.
-Students will discuss the 5 groups of living things, and make the distinction
between vertebrates and invertebrates within the animal group. Students will learn Mon ATL 9:00 AM
the traits of arthropods and complete an arthropod colouring sheet to label their 25 Insect Research Project
bodies. Sep
2017 Students will choose an insect they are interested in and answer
-Students will attend a library workshop to prepare themselves for their first
formative assessment on insects (students will be critiqued on their use of questions about it. They will present this information to the class
communication and thinking skills) using a poster, skit, ppt, keynote etc. Students will be assesse...
-Introduction to adaptations and natural selection: Group/class discussion, video on
adaptations, adaptations question set (will prepare students for summative
assessment)
Learning process Formative Assessment QR
-Adaptations lab "Bird Beak Lab" (Students will write a summative lab report on their Fri ATL 5:00 PM
process and conclusion) 29
Sep
-Students will be introduced to how scientist use classification to group the 5 animal 2017 You are an important scientific historian who has been asked to give
groups and will learn the characteristics of each group by participating in class
discussion (Students will completed pokemon classification sheet to test
understanding)
-Students will learn about fossils and watch a video to learn about paleontologists.
Students will pretend to be a paleontologist as they receive a chocolate chip cookie Fri Project 9:00 PM
and a toothpick. Students will need to use their tool to dig out the fossils (chocolate
chips) from the soil (cookie). 10
Nov
Microbes Digital Flip Book
2017 -You will create a digital flip book about the 5 types of microbes. I
-Endangered species webquest
-To learn about microorganisms students will pick one kind of microorganism and have given you some information on bacteria, however, you will need
inquiry as to how it meets it basic needs for life (food, water, air, movement etc). to do research for the rest.
Students will present these findings to the class in the form of an infographic. -Use this link to edit your ...
-Microorganisms digital flip book
-Introduction to the parts and function of the microscope (students will fill in a Tue Project 9:00 PM
drawing of a microscope and explain the function of each part)
21
Nov
Microorganism Digital Flip Book
-Students will watch a tutorial of microscope use and make a step by step checklist
2017 Submit your digital flip book as a PDF file!
to follow when they enter the lab to view prepared slides of microorganisms.
-Students will view prepared slides under a microscope in the lab and draw what
they see. Tue Task 9:00 PM
-Students will prepare wet mounts of their cheek cells and complete scientific
drawings after they have viewed them under a microscope.
21
Nov
Bird Beak Lab - Draft
2017 Submit File as PDF
-Students will go to Technology Lab and participate in bacteria simulation (PLAGUE
INC)
-To finish unit students will complete a summative assessment on criterion D on Bird_Beak_Adapation_Lab__Su...
microorganisms (*See News Report). Students will receive research, time Prep_for_Lab_Report.key
management and MLA formatting tutorials as they work on assessment.
Differentiation
Describe how you will differentiate teaching & learning for this unit?
Pre-teaching vocabulary
Graphic organizers
Visual prompts will be offered on quizzes Varying levels of articles will be given for the summative "science news report"
Use of small group reading
Guided notes
Scaffolded questions
Images included on tests and quizzes
Extra support offered during microscopy work from push in science teacher
Resources
Summary index Journal 0 Website 3 Video 3 File 1 Photos 0 Books 0
Virtual Tour of the Microscope 25 Animals With Insane Survival ...

Website Video
Added by Becky Rogers on November 16, 2016 Added by Becky Rogers on November 16, 2016
Summary Summary
Insect Mouthparts Lab Plague Inc.

doc • 600 KB Website
Summary Summary
How to Draw What You See Through... How to Use a Microscope | STEM
Video Video
Summary Differentiation
microorganisms digi flip

Website
Added by Becky Rogers on November 16, 2016
Inquiry & Purpose
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

• What do students already know, and what can they do?
• What have students encountered in this discipline before?
• What attributes of the learner profile does this unit offer students opportunities to develop?
-Students may find this unit difficult, not because of the material but because it is the first unit in their transition to MYP. Students will have to learn what is expected of them as
an MYP student. They will be introduced to the criterion they will be assessed on in Science, and the expectations of them while citing their sources and completing
assignments.
-Students have learned that all animals have different characteristics and can name some of the ways animals are organised. Students do not know about classification, natural
selection or adaptations.
-Students can embody the caring and principled learner profile while we discuss fossils and endangered species. Students will brainstorm ways we can make a difference in
protecting endangered animals.
During teaching
• What difficulties did we encounter while completing the unit or the summative assessment task(s)?
• What student inquiries are emerging?
• What can we adjust or change?
• What is the level of student engagement?
• How can we scaffold learning for students who need more guidance?
-Students found using the microscope challenging, as they have never done this before. Students needed to learn the parts and the function of each part before they could
enter the lab. Some students entered the lab and could still not properly use the microscope.
-Students were formatively assessed on criterion b and c before completing they adaptations summative lab report. However, students are not paying attention to the details of
rubric and do not understand that they must follow the rubric if they want to be successful. Students missed a lot of important details while completing their labs.
-Some students still not understand how to properly use MLA format in their assignments.
-Students really enjoyed working with microscopes and would have liked to do more exercises in the lab. Next year students (if capable) should spend more time in the lab
developing this skills.
-Students really enjoyed working with the tech specialist to partake in an online simulation about bacteria. This was a great activity to get the kids excited about the topic.
Possibly this activity should come at the beginning of the year next time it is taught instead of at the end.
-While working on summative lab report, deadlines for each strand should be set after each class. Students are having difficulties with time management and would benefit
from mini deadlines instead of just one deadline for the entire assignment.
-Students have many questions about microorganisms and how they are controlled. More information on this topic should be presented to pupils in the following year.
After teaching the unit

• How well did the summative assessment task serve to distinguish levels of achievement?
• Was the task sufficiently complex to allow students to reach the highest levels?
• Which teaching strategies were effective? Why?
• What was surprising?
• How effectively did we differentiate learning in this unit?
-The summative assessments were challenging enough for students to attain an 8.

-As last years summative assessment "news report" was very confusing for the students a new summative assessment was developed this year. Students seemed to enjoy this
summative as it gave them choice in how they wished to demonstrate their knowledge. Students this year have a stronger understanding of how to connect positive and
negative implications to the factors outlined in the TSC rubric.
-Students enjoyed the hands on experience of working in the lab, and learn more about the microscope when they are actually using it then while completing online tutorials.
-Students are more ahead on microscopy skills this year than previous years.
Appendices: Assessment Index

Assessment Tasks
Calendar Summary Summative Formative

First Term
Aug Sep Oct
Second Term
Oct Nov Dec Jan
Third Term
Jan Feb Mar Apr
Fourth Term
May Jun
IB MYP 6C Sciences (2017-2018) (Grade 6)
Assessment Criteria Tasks QR
Thu ATL 5:00 PM

14
Sep
2017
You are an important scientific historian who has been asked to give
Mon ATL 9:00 AM

25
Sep
questions about it. They will present this information to the class
using a poster, skit, ppt, keynote etc. Students will be assesse...
A B C D Fri Laboratory work 9:00 PM

Knowing and Inquiring and Processing and Reflecting on the 27
Oct
Adaptation Lab
understanding designing evaluating impacts of science
N/A 5/8 4/8 N/A
Fri Project 9:00 PM

10
Nov
Microbes Digital Flip Book
2017 -You will create a digital flip book about the 5 types of microbes. I
have given you some information on bacteria, however, you will need
to do research for the rest.
-Use this link to edit your ...
A B C D Fri Presentation 9:00 AM

Nov
Microorganisms
2017 GOAL
N/A N/A N/A N/A microorganisms.
ROLE
A B C D Tue Essay 9:00 PM

Dec
GOAL
N/A N/A N/A 5/8 Research a scientific discovery that will either help destroy harmful
IB MYP 6R Sciences (Grade 6)
Fri ATL 5:00 PM

22
Sep
2017
You are an important scientific historian who has been asked to give
a lecture on the question "Over time, how has scientific discovery
enabled us to have a deeper understanding of how to classify ...
Tue Project 9:00 PM

21
Nov
Microorganism Digital Flip Book
2017 Submit your digital flip book as a PDF file!
Tue Task 9:00 PM

21
Nov
Bird Beak Lab - Draft
2017 Submit File as PDF
Prep_for_Lab_Report.key
A B C D Sun Task 9:00 PM

Dec
Microorganisms
2017 GOAL
N/A N/A N/A 5/8 microorganisms.
ROLE
A B C D Fri Task 9:00 PM

Dec
Bird Beak Lab Resubmission
2017
N/A 3/8 3/8 N/A
IB MYP 6L Sciences (2017-2018) (Grade 6)
Mon ATL 9:00 AM

25
Sep
questions about it. They will present this information to the class
using a poster, skit, ppt, keynote etc. Students will be assesse...
Fri ATL 5:00 PM

29
Sep
A B C D Fri Laboratory work 9:00 PM

Oct
Adaptation Lab
N/A 5/8 4/8 N/A
A B C D Fri Presentation 9:00 AM

Nov
Microorganisms
2017 GOAL
N/A N/A N/A N/A microorganisms.
ROLE
A B C D Thu Task 9:00 PM

Dec
GOAL
N/A N/A N/A 3/8 Research a scientific discovery that will either help destroy harmful

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INTERNATIONAL SCHOOL OF NANSHAN SHENZHEN MYP Unit Planner

Duration Start Date

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Sciences Orientation in space and time

Environment Interaction • Evolution, constraints and adaptation

Factual Conceptual Debatable

Assessment Criteria Tasks in all classes QR

Assessment Criteria Tasks in all classes QR

Fri Laboratory work 9:00 PM

Fri Presentation 9:00 AM

Fri Presentation 9:00 AM

Assessment Criteria Tasks in all classes QR

Tue Essay 9:00 PM

Thu Task 9:00 PM

Sun Task 9:00 PM

Assessment Criteria Tasks in all classes QR

Fri Task 9:00 PM

Approaches to learning (ATL)

B Inquiring and designing

VIIICritical thinking skills Learning Experiences

Action: Teaching and learning through inquiry

Knowledge & Skills

• Identify changes in animals over time, using fossils.

Thinkers: No description provided.

Learning process Formative Assessment QR

Learning process Formative Assessment QR

Summary index Journal 0 Website 3 Video 3 File 1 Photos 0 Books 0

Virtual Tour of the Microscope 25 Animals With Insane Survival ...

Insect Mouthparts Lab Plague Inc.

microorganisms digi flip

Inquiry & Purpose

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

Prior to teaching the unit

After teaching the unit

-The summative assessments were challenging enough for students to attain an 8.

Appendices: Assessment Index

Calendar Summary Summative Formative

Aug Sep Oct

Oct Nov Dec Jan

Jan Feb Mar Apr

IB MYP 6C Sciences (2017-2018) (Grade 6)

Assessment Criteria Tasks QR

Thu ATL 5:00 PM

Assessment Criteria Tasks QR

Mon ATL 9:00 AM

A B C D Fri Laboratory work 9:00 PM

Fri Project 9:00 PM

Assessment Criteria Tasks QR

A B C D Fri Presentation 9:00 AM

A B C D Tue Essay 9:00 PM

IB MYP 6R Sciences (Grade 6)

Assessment Criteria Tasks QR

Fri ATL 5:00 PM

Assessment Criteria Tasks QR

Tue Project 9:00 PM

Tue Task 9:00 PM

A B C D Sun Task 9:00 PM

Assessment Criteria Tasks QR

A B C D Fri Task 9:00 PM

N/A 3/8 3/8 N/A

IB MYP 6L Sciences (2017-2018) (Grade 6)

Assessment Criteria Tasks QR