UNIT PLAN 1 FORM 4

Wan Zuriati, Rashiah, Yusrita, Syahriah ,

TEACHERS SUBJECT GROUP & DISCIPLINE Individual and societies (History)
Muhammad Fauzi
UNIT TITLE Early Civilization of the world MYP YEAR 4
UNIT DURATION (HRS) 30 Hours (15 tenth weeks)

In quiry: Establishing the purpose of the unit

Key concept Related concept (s) Global context

Power Scientific and technical innovation
System Causality
Processes Student will explore the natural world, the
interaction between people and natural
world, how human use their
understanding of scientific and
technological advances, the impact of
environments on human activities.
Statement of Inquiry
The system of the ancient civilization can be a powerful source of inspiration that influence modern days scientific and technical innovations.

Inquiry questions

Factual:

1. What is the meaning of civilization and the world's location of civilization?

2. List the contribution of world civilization to the world today?
3. What is the contribution of world civilization that is still used by the world's citizens to this day?

Conceptual:

1. How has the contribution of world civilization led to the development of science and technology today?
2. Why is a civilized society considered to be a systematic and innovative society?
Debatable:
The development of science and technology will create an individualistic society?

Objectives Summative assessment

As appropriate to the phase, the Outline of summative assessment task (s) including assessment Relationship between summative
students are expected to be able to: criteria assessment task (s) and statement
of inquiry:

A KNOWING AND UNDERSTANDING GOAL This assessment will enable

Students develop factual and conceptual The goal of your research is to produce a documentary and students to explore the
knowledge about individuals and societies. storyboard video that points to the importance of the contributions of world civilization in
contribution of world civilization that has inspired the science and technology.
development of innovation in science and technology to the
Task 1 world today. Through this information they can
relate science and technology
Criterion: A Role today as a continuation of the study
Knowing and understanding You are a documentary maker of past civilizations.
Students develop factual and conceptual
knowledge about individuals and Audience: They will also relate the impact
societies. Society of Malaysia of science and technology
i. use vocabulary in context development into a life system
Situation including humans and society at a
ii. demonstrate knowledge glance.
and understanding of subject-specific Most of today's society is unaware that many world
content and concepts, using civilizations contribute to the inspiration for the development This study will create a spirit of
descriptions, explanations of innovation in technology today. Hence through this video innovation and inquiry attitude
and examples information will attract the public to know more about the among students and Malaysians.
contribution of the civilization and to express interest in
innovation activities in life.
B INVESTIGATING
Product
i. analyse ii. analyse
concepts, concepts, Therefore, students are required to create a documentary
video showing some of the technological findings in the
events, events,
world today as a continuation of the study of past
issues, issues,
civilization. The documentary will open the minds of the
models and models and community to learn more about the various past studies
arguments arguments
 iii. analyse and iv. analyse and that can be developed to solve many problems in the world
evaluate a evaluate a today.
range of range of The video also includes a complete storyboard to enable
sources in sources in the audience to know the important terminology in this title
terms of terms of as well as deepen understanding of the concept, related
concept and global context.
origin and origin and
purpose, purpose,
recognizing recognizing Standards & Criteria of Success
values and values and The resulting video should contain the following: -
limitations limitations 1) The choice of one or two world civilizations
(Mesopotamia, Egypt, Indus, Hwang Ho, Greece,
Rome, China, India or the early kingdom of Southeast Asia)
2) The video is a duration of 10 to 15 minutes.
C COMMUNICATING
3) Introduction (location map , date, and formation of
Students develop skills to organize, document civilization)
and communicate their learning using a variety 4) Contributions related to technology, scientific and
of media and presentation formats. innovation have been made in the civilization.
5) Take some views of an authoritative figure / view of a
i. communicates information and ideas with science teacher to support your argument.
clarity. 6) Providing some examples of today's technology that
has taken inspiration from such contributions as an
ii. organize information and ideas example of the use of simple mathematical formulas is
effectively for the task the inspiration of Rig Veda's content in Indian civilization.
7) Relate the contribution to the issue.
iii. list sources of information in a way that
8) Research preparation planning (Gunn chart) must
follows the task instructions.
be provided in the storyboard including method statement,
resource sample attachment and list of resources)
9) The video needs to be uploaded in YouTube and must
have views from the audience.
10 )You can browse some of the web site
Criterion D: Thinking critically addresses provided in the padlet such as the following: -
https://padlet.com/syahbesah/assessment
i. discusses concepts, issues, models, visual
11)Videos will be judged based on the criterion A
representation and theories
and D. Storyboard provided will be assessed for criterion
ii. synthesize information to make valid, well- B and C.
supported arguments
iii. analyse and evaluate a wide range of sources /
data in terms of origin and purpose, examining
values and limitations
iv. interpret different perspectives and their
implications.

Approaches to learning (ATL) ATL Cluster

Social - Collaboration
- Give and receive meaningful feedback
- Advocate for your own rights and needs

Help others to succeed

Manage and resolve conflict and work
collaboratively in teams
Build consensus
Thinking
viii.Critical thinking

- Interpret the data

- Evaluate evidence and arguments
- Recognize and evaluate propositions
- Draw reasonable conclusions and generalizations
- Gather and organize relevant information to formulate an argument
- Interpret the data
- Draw reasonable conclusions and generalizations

Communication
- Communication skill
- Take effective note in class
- Make effective notes in study
- Give and receive meaningful feedback
- Negotiate ideas and knowledge with peers an teachers.
- Interpret and use effective modes of non-verbal communication
 - Organize and depict information logically

iii. Organization skill

Self Management
- 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
- Select and use technology effectively and productively

v. Reflection

Consider content (What did I learn about today? What do not I yet understand? What questions do I
have now?)

Research skill vi. Information literacy

- Present information in a variety of formats and platforms

- Collect and analyse data to identify solutions and / or make informed decisions Processed
data and report results

vii. Literacy media

 Seek a range perspective

Action: Teaching and learning through inquiry

Content Learning process

 Learning experiences and teaching strategies
7. HISTORY OF HUMAN RIGHTS
Week 1
Understand the formation of early human
civilization 1) Group discussion:
a. Pre-recorded video view
The meaning of archaeology and terms related b. Through video they need to answer the questions provided by the teacher.
to archaeology c. The questions will help them understand the concept, global context and
statement inquiry more clearly.
The pre-historic period and pre-division of d. Students make presentation of discussion results
prehistoric times
2) KWL
a. Teachers present KWL mah-jong paper
Term b. Students are given sticky notes and they are required to disclose what they learned from
the work group earlier and she pasted in the Knowing.
Prehistory, Archeology, nomad c. Teachers are well aware of the students' understanding through the sticky notes.
d. P students were asked to express what they want to see through the paper notes that
have been given.
e. Teachers will provide explanations and explanations with student queries
f. There are some questions given to the other groups to be discussed in the group.
g. Teacher ask students to state what they get from learning through the notes posted on the
KWL schedule

Self-Management (v. Reflection)

Consider content (What did I learn about today? What do not I yet understand? What questions do I
have now?)

Level 3
 Rationalize river selection as the location of early Week 2
civilization formation
1) Brainstorming (use map I think)
a. Teacher shows the river video Nil
b. Teachers ask them to use the map of I think cycle map to find ideas related to the
importance of the river and state the views on why the river's settlement can develop into
a civilization.
c. Teachers use the brainstorming method to get discussion answers
 d. This learning will help them understand the system and relate the importance of the
river to helping to build a civilized society.

Level 1
 Explain the concept of civilization 2) Study card method (4 or 5 people)
 Declare the characteristics of civilization a. Students are asked to make 5 pieces of cards with information related to the
characteristics of civilization
b. Each student in the group is assigned each one will get 1 feature
c. The card contains a summary of civilization features using graphical methods.
d. Everyone will use the card to tell the feature.
e. Each group is required to file the card and draw conclusions from the discussion
Terminology f. This learning will allow them to make comparisons between the no civilization
people who do not have civilization.
Civilization g. Teachers use card traffic to test students' understanding

AtL:

Communication skill
- Take effective note in class
- Make effective notes in study
- Give and receive meaningful feedback
- Negotiate ideas and knowledge with peers an teachers

Weeks 3

Project / graphic journals

Level 2
 Stated Sumerian civilization , and Egypt , China 1. They are allowed to explore information using the internet :
and India. 2. Through this information they are required to produce Graphic journals to explain
the four early civilizations of the world .
3. The journal must be supported by appropriate g amber. They are required to use
drawing- sized paper for their presentation.
Their writing journal will involve the following: -

a) Time frame
b) Location - map
c) The process of civilization formation
d) Characteristics of civilization
e) Contribution of civilization
f) Learn from the chosen civilization to solve problems that are happening to the world
today.

Week 4

Group presentations with the sharing of journals they have produced.

Week 5

1. A - Z chart / formative test

- Students working in the group are required to register Mesopotamia and Egyptian
and using charts A - Z
- Each group is given 7 minutes for group discussion
- The fastest and most accurate group will get a prize.
- Students are asked to state what they are in the exit card provided by the teacher.
- K must enable them to understand many words and terms to help them understand the
terminology in this title.
- They can also make a preliminary review of related topics that help them to carry
out the assessment.
- Students will use the information to complete the modules provided by the teacher.
-
2. Graffiti AZ Chart (formative test)

- The teacher will hang CHART AZ around the empty class.

- Students are required to rewrite at least one word in the table provided for each chart
that is suspended in the class.
- This activity will help them multiply the word and recall the contribution they learned.
3. Before ending their PnP session they are required to answer the questions in
Polytheistic, King, Monarchy, Theocracy, Absolute the www. mentimeter .com that has been provided by the teacher through their
respective hands-on.

ATL: Collaboration
Help others to succeed
Manage and resolve conflict and work collaboratively in
teams
Build consensus

Week 6

Activity creating travel posters using internet / inquiry-based learning

- Students are given Wall wisher which contains several sites that contain
information related to the civilization of Greece and Rome, China and India as the
maps, pictures, locations, and community activities.
- The padlet are provided by the teacher.
- Students are asked to provide posters on https://www.postermywall.com to produce
posters related to the Greek, Roman Civilization privileges . China and India.
- The poster must contain the following aspects: -
- A. Political increase
- B. Economic improvement
- C. Social improvement

Performance

- Students are required to perform as a representative of the travel company to present

the poster that has been produced.
- Students are chosen by teachers
 - Teachers asks other students to vote for their judges using the www
software.mentimeter.com provided by the teacher.
- Teachers give a question card to other students to give some questions to the presenter.

Research skill: vi. Information literacy

 Present information in a variety of formats and platforms

 Collect and analyse data to identify solutions and / or make informed decisions
Process data and report results

W eek 7

Video Clips /
- State the Sumerian and
Egyptian contribution .China and India.
1. Teachers feature videos related to the democratic system in Greece.
2. Teachers are showing a video that shows people's council sitting in Malaysia
- Make comparisons of the Sumerians, and
3. Teachers distribute organizer charts
Egyptians
4. Students in pairs fill the organizer chart, the difference between the two governance
systems.
5. Teachers ask them to share ideas in pairs what they have.
6. Teachers ask students to use textbooks to get the meaning of democracy and
democratic characteristics of Athens.
7. Teacher shows video about elections in Malaysia
8. Students in pairs list the ways of selecting the system of democracy in Malaysia
and n compared to the Greek democratic system using graphical organizer.
9. Teachers are asking them to list the same countries practicing a democratic system
in government.
10. Students are required to link the system with the key system concept.
11. Students are asked to answer questions in the questions in the google form that the
teacher has prepared.

Communication skill

 Interpret and use effective modes of non-verbal communication

 Organize and depict information logically
 Week 7

Analysing sources

1. Teachers distribute 3 articles and 3 sample questions

2. A group of students discusses all three articles and talks to get answers.
3. Teachers distribute graphic organizers and ask them to assess these 3
articles through the questions provided.
4. To strengthen the skills of the students, the teacher asks students to write a short
essay from the information already discussed by them earlier.
5. The teacher asks them to suspend essay was completed and the teacher asks
students to make comments and teacher will choose the best essays to be read in front
of the class.
Analyse the increase of civilization and its
contribution
ATL: Thinking
Level 1
 State aspects of civilization increase in India,  Gather and organize relevant information to formulate an argument
China, Rome and Greece  Interpret the data
 Draw reasonable conclusions and generalizations

An important term

Dynasty, Democracy , Republic Week 8

www. classmaker.com

1. Students watch videos on the contributions of Roman and Greek civilization.

2. Teachers ask them to compile the facts through the questions provided by the
teacher through www. classmaker. c om
3. Students are required to make an explanation regarding the questions that have
 been answered.
4. The teacher talked about the students' answers
5. The teacher asks students to fill out a card exit from n to apply it to the teacher.

Vii. Literacy media

Seek a range perspective

Google map / question inquiry / Padlet. / Class kick

Level 2
 Comparing the administration system of
Greek and Malaysian civilizations
Level 3
 Comparing the Greek democratic system
with Malaysia's democratic system today Week 9 and 10
1. They were asked by individual teachers to study the contribution of Indian and
Chinese civilization.
2. Teachers have provided some video links and related websites for them to get
information and answer questions provided.
3. They answered the questions in the class kick provided by the teacher.
4. The teacher discusses the answer in class kick
5. Teachers are asking them to link the development of technology by China to this
day.
6. As an assignment they are required to produce advertisements to invite students of
MRSM TDI to aspire to become a well-known inventor at one point later.

An important term Base learning project

Dynasty, Democracy, 1. Students are required to produce a photo book that relates to civilization early Asia
East.
2. Teachers distribute the inquiry questions that have been provided for in a will
guide the students to produce a photobook.
3. They are asked to use the https://www.photobook-
online.com.my orhttp://www.photobook.com.my/
4. Teachers allow them to create a variety of methods to produce photobooks.

Week 11
 1. Photobook presentation
2. Students are allowed to queue with a presenter.
3. The teacher asks students to attribute the importance of appreciating the wealth and
privileges found in our country.
 Make comparisons between
4. The teacher asks them to complete the quiz questions provided by the teacher for
the Roman administration in Rome, the dynastic rule in
the test of understanding related to this title.
China and the emperor's empire in India.
5. Teachers distribute tasks for video creation with p lighting and a clear rubric.

Week 12

1. Ready to complete assignments, collect materials and build questions

2. Teachers provide guidance to provide materials

Week 13

1. Students submit the first drafts of video drafts and storyboards for first review and
guidance
2. Students make improvements

Week 14

1. The video has been reviewed, rendered and ready to e uploaded in the
youtube.com
2. Teacher reviews the prepared storyboard for the final guidance.
Expressing the Contributions of Greek and Roman
civilization Week 15

1. Teachers make last revisions and students make last touches with their work and they can
still embed good videos
2. Teachers give the last guidance
3. Students submit Assessment.
 Self-Management: iii. Organization skill

- 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
- Select and use technology effectively and productively

Expressed the Contribution of China and India Formative assessment

civilization
1. Exit Card
2. KWL
3. Journal
4. Graffiti Wall
5. Quizzes
6. Mentimeter

Differentiation
1. Mentoring
2. Mind Map
3. Module
7.2 Early Southeast Asia Civilization

a. Forms and characteristics of the early kingdom

i The agrarian kingdom

(Angkor government)
- Self-subsistence farming
- Collect forest products
- Trade

ii The maritime government

(Srivijaya Kingdom)
- Trade
- Fishing and collecting seafood
- Shipping person
- Role of initial port
Resources
1. https://www.youtube.com/watch?v=_E77WPW0vWw
2. https://www.youtube.com/watch?v=ZvshtiEYdOQ
3. https://www.youtube.com/watch?v=1cfgcqbsWYw
4. https://www.youtube.com/watch?v=dEYqzkbMZWg

Reflection: Considering the planning,

process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
1. The topic you selected is important to
understand the history of the existence
of scientific and technological studies
in life.
2. Students have gone through the
process of producing videos during
their previous learning.
3. Students have undergone
archaeological learning during Form 1,
so they understand
the digging method .
4. Students have revealed the method of
study and writing of PT3 study when
they form 3.
5. This understanding will help students
understand the method of assessment
in archaeological studies.
6. The profile that can be formed within
the student in this topic lesson is Risk
taker, knowledgeable, inquiry and
principled.
7. MRSM students are inclined to science
and science, this topic will encourage
 them to be interested in becoming
scientists, innovators in life.
8. Interdisciplinary subjects that can be
combined in this chapter are science and
mathematics.

During teaching After teaching the unit

1