Everyday Interactions

Everyday Interactions
Aga Khan Academy, Mombasa Winston (Churchill) Kitiwa, Rodney Bosire, Erick Agira, Inosse Chavane
IB MYP Sciences (Grade 7)
Summary
Subject Year Start date Duration

Sciences Grade 7 Week 4, October 7 weeks 16 hours
Description
1
Key and Related Concepts
Key Concepts
Key
Concepts Definition
Relationships are the connections and associations between properties, objects, people and ideas-including
the human community's connections with the world in which we live. Any change in relationship brings
Relationships consequences-some of which may occur on a small scale, while others may be far reaching, affecting large
networks and systems like human societies and the planetary ecosystem.
Related Concepts
Consequences, Interaction
Other Related Concepts

AK Strand: Governance and Civil Society
Inquiry
Conceptual Understanding
Movement of any substance is a consequence of applied force.
The amount and type of force applied determines the distance traveled, or the direction taken by an object.
It is also possible to calculate the amount of force used on an object.
The student will show an understanding of the effects of forces on the motion of an object.
Aga Khan Academy, Mombasa

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Global Context & Explorations
Global Context &

Explorations Explorations to develop
Consequences and responsibility, Modernization, Industrialization and engineering
Scientific and
technical innovation
Why are we engaged in this inquiry? Why are these concepts important? Why is it important for me to understand? Why do
people care about this topic?
Scientific and technical innovation:
Sciences: How humans use their understanding of scientific principles
Other:
Sciences: How humans use their understanding of scientific principles
Statement of Inquiry
Scientific and technical innovation has been advanced by the study of relationships, interactions, and consequences within our
societies
Inquiry Questions
Type Inquiry Questions Line of Inquiry
Factual What is a force? How strong are different forces? factual

What is the relevance of forces to our daily lives?
"unbalanced" forces so important?
Conceptual How does force interact with matter? How does force conceptual
affect the movement of matter?
Debatable To what extent has the understanding of forces and debatable

matter revolutionized and modernized our natural
world?
Curriculum
Objectives
A: Knowing and understanding
i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

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iii. analyse information to make scientifically supported judgments
B: Inquiring and designing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis 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. describe the ways in which science is applied and used to address a specific problem or issue
ii. discuss and analyse the various implications of using 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
i. describe the ways in which science is applied and used to address a specific problem or issue
ii. discuss and analyse the various implications of the use of science and its application in solving a specific problem or
issue
Content
WEEK CONTENT AND SKILLS
• Define force
• Force as a relationship between cause and consequence.
• Relationship between mass and weight.
1
•
• Library research on definition and consequences of force
•
• Representation of forces (scalars and vectors)

2 • Situations involving parallel forces
•

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• diagnostic test on parallel forces -

• how to calculate the net force when presented with multiple forces acting on a body
• Types of forces, (gravitational, upthrust, tension, magnetic, electrostatic, elastic, air resistance, surface
tension)
• Application of forces including diagrams.
3
•
•
• library research on types of forces followed by a presentation on the same
• Advantages and disadvantages of the forces

• Demonstration of forces in the lab
4
•
• students demonstrate various forces in the lab using a variety of materials
• Contact and non-contact interactions.

• Balanced and unbalanced forces and changes (movement (speed and direction) and shape)
• Free-body diagrams and Net force calculations
5
•
• role play on contact and non-contact forces
• calculations of resultant force when a system is acted upon by unbalanced forces
6 SUMMATIVE ASSESSMENT CRITERIA B AND C- • Force on an elastic spring
• Friction as an everyday interaction.

• Friction -as air resistance, drag and viscosity,
• factors affecting friction in everyday life,
7 • beneficial and detrimental effects,
• reducing and increasing friction
•
•
Skills
• Define force using the relationship between cause and consequence. types of forces• Force as a relationship between cause
and consequence that can be represented by an arrow • Situations involving parallel forces • Contact and non-contact
interactions. • Friction as an everyday interaction• • Balanced and unbalanced forces and changes (movement (speed and
direction) and shape)• Gravity – weight and mass and measuring, changes with size and distance between objects,
pressure;• • Friction - air resistance, drag and viscosity, factors affecting friction in everyday life, beneficial and detrimental
effects, reducing and increasing friction;

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Introduction to matter, states, properties and uses of matter
ATL Skills
Approaches to Learning
Communication
Social
Self-management
Research
Thinking
- VIII. Critical thinking skills
Analysing and evaluating issues and ideas
Practise observing carefully in order to recognise problems
Gather and organize relevant information to formulate an argument
Recognise unstated assumptions and bias
Interpret data
Evaluate evidence and arguments
Recognise and evaluate propositions
Draw reasonable conclusions and generalizations
Test generalizations and conclusions
Revise understanding based on new information and evidence
Evaluate and manage risk
Formulate factual, topical, conceptual and debatable questions
Consider ideas from multiple perspectives
Develop contrary or opposing arguments
Analyse complex concepts and projects into their constituent parts and synthesise them to create new
understanding
Propose and evaluate a variety of solutions
Identify obstacles and challenges
Use models and simulations to explore complex systems and issues

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Identify trends and forecast possibilities
Troubleshoot systems and applications
Developing IB Learners
IB Learner Profile
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers (Courageous)
Balanced
Reflective
Description
Inquirers:
sparking curiosity as to why objects float on the moon
Knowledgeable:
exploring different types of forces
Thinkers:
analyzing effects of friction
Communicators:
presentation of tasks in different formats/cooperative learning

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Connections
Service as Action
Become more aware of their own strengths and areas for growth:
hookes law experiment.
Assessment
Formative Assessment
test/quiz on types of forces.
Summative Assessment
Criterion A: Sit-in test to assess knowledge and understanding.
BC: Student to investigate the relationship between expansion and the force applied on a spring (Hooke's law experiment).
JAN Summative Assessment Criterion A

13 Summative Task Monday at 2:45 PM
Hello,
We will have a sit-in summative assessment on the periodic table of elements, mixtures, compounds, forces and
waves.
Good luck

Hello,
waves.
Good luck

Hello,
waves.
Good luck

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MYP Assessment Criteria
N/A A: Knowing and understanding N/A B: Inquiring and designing
N/A C: Processing and evaluating N/A D: Reflecting on the impacts of science
Learning Experiences
Prior Learning Experiences
WEEK LEARNING EXPERIENCES
• Video of a bungee jumper

• Simple pull and push activities e.g. using a rope to pull a can of water.
• Activities depicting motion e.g. moving trolleys/carts on different surfaces e.g. inclined planes to show
1
acceleration, deceleration, and change of direction.
• Plasticine to show distortion of shapes
•
• Measurement of weight and mass of various objects.

2 • Displacement and distance activities
• Taps, hose pipes, opening and closing of doors.
3 • Research and presentations in groups using various formats-models, mind mup, prezzi, skits
• Magnets, rubber bands, ruler, paper, cotton wool, boiled and unboiled eggs, balloons, pins and
4
detergents, camphor, paper boats, skates.
• Tug of war
• Falling
5 • Book on a desk
• Book on an inclined plane
• Parachute
• 100g masses
• Spring balances
6 • Retort stands
• Mass hangers
• Metre rules

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• Spring pointers
• videos on Formula 1
• video on ice skating
• roller bags
7 • braking in vehicles
• cycling
• swimming activities
• streamlined bodies-shapes of aeroplanes, fish , birds
Differentiation
They develop the content through group- or pair-based discussion activities, allowing for students to support each other. Use of
simple visible thinking techniques is made to provide variety in learning modes. Task sheets for the experimental investigations
provide scaffolding and writing frames to structure the investigation and guide students through the experiment investigation
cycle.
It levels the summative problems, but each problem contains parts that can be accessed at the lower levels of achievement.
It highlights key/access vocabulary for English language learners. The chapter includes a range of activities from relatively
straightforward observational tasks through to a complex culminating laboratory task and modeling exercise.
The teacher notes and gives task-adapted rubrics with information on how each activity addresses each of the strands within a
learning aim to each level of achievement.

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Everyday Interactions

IB MYP Sciences (Grade 7)

Subject Year Start date Duration

Key and Related Concepts

Other Related Concepts

Movement of any substance is a consequence of applied force.

It is also possible to calculate the amount of force used on an object.

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

Global Context & Explorations

Global Context &

Consequences and responsibility, Modernization, Industrialization and engineering

Scientific and technical innovation:

Sciences: How humans use their understanding of scientific principles

Sciences: How humans use their understanding of scientific principles

Type Inquiry Questions Line of Inquiry

Factual What is a force? How strong are different forces? factual

Debatable To what extent has the understanding of forces and debatable

A: Knowing and understanding

i. describe scientific knowledge

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

iii. analyse information to make scientifically supported judgments

B: Inquiring and designing

i. describe a problem or question to be tested by a scientific investigation

ii. outline a testable hypothesis and explain it using scientific reasoning

iv. design scientific investigations

C: Processing and evaluating

i. present collected and transformed data

ii. interpret data and describe results using scientific reasoning

iv. discuss the validity of the method

v. describe improvements or extensions to the method

D: Reflecting on the impacts of science

iii. apply scientific language effectively

iv. document the work of others and sources of information used

WEEK CONTENT AND SKILLS

• Representation of forces (scalars and vectors)

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

• diagnostic test on parallel forces -

• Advantages and disadvantages of the forces

• Contact and non-contact interactions.

6 SUMMATIVE ASSESSMENT CRITERIA B AND C- • Force on an elastic spring

• Friction as an everyday interaction.

Aga Khan Academy, Mombasa

IB MYP Sciences (Grade 7)

Introduction to matter, states, properties and uses of matter

- VIII. Critical thinking skills

Analysing and evaluating issues and ideas

Practise observing carefully in order to recognise problems

Gather and organize relevant information to formulate an argument

Recognise unstated assumptions and bias

Evaluate evidence and arguments

Recognise and evaluate propositions

Draw reasonable conclusions and generalizations

Test generalizations and conclusions

Revise understanding based on new information and evidence

Evaluate and manage risk

Formulate factual, topical, conceptual and debatable questions

Consider ideas from multiple perspectives

Develop contrary or opposing arguments

Propose and evaluate a variety of solutions

Identify obstacles and challenges