MYP UNIT PLANNERS

BHP Guidance for Teachers / IB Guidance for Teachers

Unit 4 Planner
Teacher(s) Subject group and discipline Individuals & Societies - History

Unit title Unit 4: Our Solar System & Earth MYP year 4/5 Unit duration 5 weeks

Inquiry: Establishing the purpose of the unit

Key concepts Related concept(s) Global context

Systems Causality (cause and consequence) Scientific and technical innovation:

The BHP Unit Guide outlines unit learning outcomes as well as the driving Perspective Natural landscapes and resources
question, which would help inform the choice of concepts and context.

IB guidelines for key concepts: IB guidelines for related concept(s): IB guidelines for global context:
• The MYP identifies 16 key concepts • Related concepts and their definitions are found in each MYP When teachers select a global context for learning, they are answering the following
• Teachers are to identify one key concept that drives the unit’s development subject-group guide, along with examples of how they are used to questions:
• Teachers use key concepts from their own subject group(s)—as well as key develop MYP units. Teachers can develop additional related • Why are we engaged in this inquiry?
concepts from other subject groups concepts to meet the needs of students • Why are these concepts important?
• These key concepts are found in the IB subject guides as well in MYP: From • For each unit, teachers identify one or more related concept(s) that • Why is it important for me to understand?
Principles into Practice, page 56. extend(s) learning, lead(s) to deeper understanding, or offer(s) another • Why do people care about this topic?
Key Concepts for Individuals & Societies - History can be found in the Individuals and perspective from which to understand the identified key concept(s).
These global contexts are found in the IB subject guides as well as in MYP: From
Societies Guide, page 16. MYP: From Principles into Practice, page 57. Principles into Practice, pages 59-62.
Related concepts in individuals and societies list and definition can be found in
pages 54-56 of the Individuals and Societies Guide.

Statement of inquiry

Our knowing and understanding of Big History changes and evolves as we investigate new evidence and develop new perspectives.
Statements of inquiry set conceptual understanding in a global context, which frames classroom inquiry and directs purposeful learning. Statements of inquiry summarize “what we will be learning and why” in language that is
meaningful to students. Examples of Statements of Inquiry for individuals and societies can be found in the Individuals and Societies Guide, page 21.
IB guidelines for statement of inquiry:
The statement of inquiry:
• represents a contextualized, conceptual understanding
• describes a complex relationship that is worthy of inquiry
• explains clearly what students should understand and why that understanding is meaningful
• can be qualified (using phrases such as “often,” “may,” and “can”) if it is not true in all situations, but is still an important idea
• can be formulated at different levels of specificity.
MYP: From Principles into Practice, page 62.

Inquiry questions
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The BHP Learning outcomes for the unit may be used to establish the line of Inquiry. IB guidelines for inquiry questions:
Teachers are free to have multiple questions for each of the categories.
Factual—
Examples of factual, conceptual, and debatable questions can be found in the Individuals and Societies Guide, Table 4, page
• What are the basic mechanisms and key pieces of evidence for plate tectonics, and how does plate 22.
tectonics impact life on Earth? Factual—
• Why is geology important to understanding the history of the Earth? Characteristics of factual inquiry questions:
• Knowledge/fact-based
Conceptual— • Content-driven
• Skills-related
• Why are planets more complex than stars? • Supported by evidence
• Can be used to explore terminology in the statement of inquiry
• How does evidence from science and history deepen our understanding of geology? • Frequently topical
• Encourage recall and comprehension
Debatable— MYP: From Principles into Practice - Characteristics of factual, conceptual, and debatable inquiry questions, Table 4, page 63.
• Driving question: How and why do theories become generally accepted? Conceptual—
Characteristics of conceptual inquiry questions
• Enable exploration of big ideas that connect facts and topics
• Highlight opportunities to compare and contrast
• Explore contradictions
• Lead to deeper disciplinary and interdisciplinary understanding
• Promote transfer to familiar or less familiar situations, issues, ideas and contexts
• Encourage analysis and application
MYP: From principles into practice - Characteristics of factual, conceptual and debatable inquiry questions Table 4 Page 63.

Debatable—
Characteristics of debatable inquiry questions
• Enable the use of facts and concepts to debate a position
• Promote discussion
• Explore significant ideas and issues from multiple perspectives
• Can be contested
• Have tension
• May be deliberately provocative
• Encourage synthesis and evaluation
MYP: From principles into practice - Characteristics of factual, conceptual and debatable inquiry questions. Table 4, page 63.

Objectives Summative assessment

Objective A: Knowing and understanding Outline of summative assessment task(s) including assessment Relationship between summative assessment task(s) and
criteria: statement of inquiry:
Objective B: Investigating
Objective D: Thinking critically
The MYP Objective strands for assessment need to be decided according Unit 4 - Investigation 4 Historical purpose of the Investigation: A central question in
to planning/ context both the history of science and our everyday lives is when
When and why do people accept a theory?
should people accept new ideas as credible and warranted? In
short, when and why should people accept a theory? Plate
tectonics provides a good case to explore this idea. The theory
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met stiff resistance within the scientific community when

Alfred Wegener first proposed it, largely because Wegener
was not a geologist. Slowly, as more evidence accumulated
and ideas were shifted, adjusted, and changed, the scientific
community came to regard it as fact, even though it was once
met with ridicule.
Pedagogical purpose of the Investigation: This Investigation
asks students to consider how a hypothesis—sometimes a
ridiculed idea—becomes a theory that is widely accepted
within the scientific community. In addition, this Investigation
adds a layer of knowledge about plate tectonics and the
evidence that supported Wegener’s and others’ claims.
Documents in the Investigation Library introduce students to
texts that explain the scientific theory of continental drift and
that document the scientific community’s reaction to this
theory. It’s a great chance to help students understand the
collective process of questioning, testing, and eventually
accepting a scientific theory. Such collective testing of ideas—
peer review at its best—is an important feature of collective
learning. In this Investigation, it’s very important that students
pay attention to when documents were published and how
each exhibits the transition from skepticism to scientific
confidence.

Approaches to learning (ATL)

IB ATL CATEGORY / MYP ATL CLUSTER BHP CORE SKILL ATL SKILL DESCRIPTOR LEARNING EXPERIENCES

Thinking: critical thinking skills Historical inquiry Revise understanding based on new evidence and Wegener hypothesis; Vine- Matthew-Morley hypothesis.
arguments. Wegener used intuition and evidence but couldn’t prove
Integrating multiple disciplines
theory of continental drift until later evidence and reason
“Right,” “wrong,” and “scientific” truth. Deductive and
provided foundation for plate tectonics.
inductive reasoning in science.
Unit 4 - Teaching Investigation 4
Ways of knowing – developing multiple perspectives
When and why do people accept a theory?
4.3--Ways of Knowing: Our Solar System and Earth
Developing perspective
Explicit teaching of ATL skills could also be planned through the class discussions and formatives. A few suggestions are as follows:
Self-management (reflection): Reflect on the strengths and weaknesses of a research method; structure information appropriately in an oral presentation.
Social skills: Seek out criticism and feedback from others, including teachers and peers, and make informed choices about including it in one’s work.
IB guidelines for ATL:
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Teachers will find it useful to refer to MYP: From principles into practice Appendix 1: ATL skills framework, Page 107.

Action: Teaching and learning through inquiry

Content Learning process

Teachers will find the content in Big History Project / SY 2017-18 / Unit 4 Guide Learning experiences and teaching strategies
The Big History Project / SY 2017-18 / Unit 4 Guide Teacher Material has a detailed list of both learning experiences and teaching
strategies.
IB guidelines for learning experiences:
Teachers should purposefully choose strategies and learning experiences that are aligned with the unit’s statement of inquiry; help students meet
subject-group objectives; support the development of effective ATL skills; and meaningfully prepare students to achieve high levels of performance in
the unit’s summative assessment.
Teachers should ensure that a range of learning experiences and teaching strategies is:
• embedded in the curriculum
• built upon prior learning
• age-appropriate, thought-provoking and engaging
• based on the differing needs of all students,
• open-ended and involves teaching problem-solving skills.
MYP: From Principles into Practice, page 67.

4.0--Earth and the Formation of Our Solar System 4.0.1 Opening: Planet Card Sort
The debris left over from the formation of the Sun experienced many collisions as it 4.0.3 Watch: Threshold 4–Earth & the Solar System
began to orbit the newly formed Sun. These collisions led to the formation of the Earth
Class discussion: Conceptual thinking
and the other planets in the Solar System through a process called accretion.
After watching the video, ask your students if they think there could be Earth-like planets in other solar systems. Do they
think that other solar systems are currently forming in different parts of the Universe? What evidence might there be for
this?
4.0.4 Watch: How Did Earth and the Solar System Form?
Class discussion: Conceptual thinking
After watching the video, ask your students if they think that the Earth is still forming today. Can they think of other
examples of accretion elsewhere in the Solar System?
4.0.5 Read: “How Our Solar System Formed”
Complete the Three Close Reads worksheet
4.0.6 Activity: Categorizing Causes
4.1--What Was the Young Earth Like? 4.1.1 Opening: DQ Notebook
As giant hunks of rock, metal, and ice slammed into the Earth’s surface, it became a 4.1.2 Watch: What Was the Young Earth Like?
planet with three layers. Despite its violent and unstable beginning, Earth slowly became
Class discussion: Conceptual thinking
the world we know today, and the interplay between the layers resulted in the Earth as
we know it. Ask students if they think that the Earth is still forming today. Can they think of other examples of accretion elsewhere in
the Solar System?
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4.1.3 Watch: The Early Atmosphere

Class discussion: Conceptual thinking
It may come as a surprise to students that oxygen could have had such a devastating impact of some early forms of life.
Can they think of other examples of elements or substances that are deadly to some species and not others?
4.1.4 Closing: This Threshold Today
4.2--Why Is Plate Tectonics Important? 4.2.2 Watch: The Solar System & the Earth – Crash Course
Once rock formed on the early Earth, large masses of rock called plates began to appear. Class discussion: Conceptual thinking
As a result of the movement of these plates, towering mountains and trembling
All of the processes described in this video take lots of time: solar system formation, planet formation, the Moon moving
earthquakes resulted. The surface of our Earth is constantly in motion, and plate
away from the Earth, plate tectonic movement. Ask students how concerned they think they should be about processes
tectonics is responsible for the shape and position of the Earth’s landforms.
that take so long. Should these processes really matter to individuals who won’t likely be able to perceive them over the
course of their lifetime?
4.2.3 Watch: Our Shifting Globe
Class discussion: Conceptual thinking
Remind students that David Shimabukuro said that the Earth’s plates move at about the same speed as your fingernails
grow. Ask them if they can think of other things in nature that change this slowly.
4.2.4 Activity: Claim Testing— Geology and the Earth’s Formation
4.2.5 Read: “Why We’re All Lava Surfers”
Complete the Three Close Reads worksheet
At the end of the third close read, have students respond to this question: If we are all lava surfers, why do some parts of
the Earth have relatively “small waves” but other places, like Indonesia, have “big waves”?
4.3--Ways of Knowing: Our Solar System and Earth 4.3.2 Watch: Introduction to Geology
The history of our planet is written in the rock record, along with clues about the future Class discussion: Conceptual thinking
of the Earth as well. Rock detectives—geologists—study these clues and often observe
Once students have finished watching this video, ask them whether they think that geology is a more interdisciplinary
Earth’s changes first hand.
science than cosmology.
4.3.3 Read: “Alfred Wegener & Harry Hess”
Complete the Three Close Reads worksheet
4.3.4 Read: “Eratosthenes”
Complete the Three Close Reads worksheet
4.3.5 Watch: Introduction to the Geologic Time Chart
Cass discussion: Conceptual thinking
Ask students to answer the following question: Why do you think it is easier for geologists to agree on the periodization
of geologic history than it is for historians to agree about the periodization of human history?
4.3.6 Read: “Principles of Geology”
Class discussion: Conceptual thinking
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Do you think that it is possible today to study any important question from the perspective of just one academic
discipline? Or do most interesting questions require you to consider the perspectives of many disciplines?
4.3.7 Activity: What Do You Know? What Do You Ask?
4.3.9 Activity: Revising Investigation Writing – Constructing an Argument
IB guidelines for formative assessment: Formative assessment
• Comprehensively aligns with knowledge, understanding, and skills required for success in
summative assessment. The “Closing” activities listed in Big History Project / SY 2017-18 / Unit 4 Guide Teacher Material could also be used for
• Provides varied opportunities for practice and detailed feedback for learning. formative assessments.
• Creates meaningful evidence that teachers can use to make adjustments to planned
experiences and teaching strategies. Formatives also include lesson quizzes, glossary challenges, and vocab activities.
• Includes opportunities for peer assessment and self- assessment. Evaluating MYP
4.0--Earth and the Formation of Our Solar System
Unit Plans, pages 8-9.
4.0.7 Closing: Active Accretion
4.1--What Was Young Earth Like?
4.1.4 Closing: This Threshold Today
4.2--Why Is Plate Tectonics Important?
4.2.6 Closing: Biography of a Continent
4.3--Ways of Knowing: Our Solar System and Earth
4.3.1 Opening: DQ Notebook
IB guidelines for differentiation: Differentiation
• Documents specific strategies for accommodating learning diversity in terms of content, process,
and product. Big History Project / Quick Start Guide: Reading guide, vocab guide, discuss in-depth about differentiation--teachers
• Addresses students’ diverse language profiles and learning support requirements in ways that use need to refer to these guides for differentiation from the BHP website itself.
diversity as a resource for all students’ learning.
The differentiation suggestions here are somewhat general to the course. We suggest you create differentiation
Allows each student to develop, pursue, and achieve appropriate learning goals. Evaluating MYP Unit Plans,
page 9. strategies based on local context and your current students’ needs.
• ELA – emphasis on core ELA skills of evaluating, crafting, and defending an argument, including
hypothesis generation.
• Action planning for an Investigation, including goal setting.
• Multiple versions of each reading with a variety of Lexile levels.
• Unit 4 – Vocab guide.
• Using infographics.
• Videos including those by Crash Course, using key questions to guide the thinking process.
• Project-based learning
• Students work in groups to research their questions, compose a written response, and share
their results with their class and the community.
• Glossary challenge: a quiz covering the glossary terms for the unit.

Resources

https://school.bighistoryproject.com/pages/console#units/Unit-4
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Reflection: Considering the planning, process, and impact of the inquiry
Prior to teaching the unit
IB guidelines for reflection prior to teaching the unit:
• Why do we think that the unit or the selection of topics will be
interesting?
• What do students already know, and what can they do?
• What have students encountered in this discipline before?
• What does experience tell us about what to expect in this unit?
• What attributes of the learner profile does this unit offer students
opportunities to develop?
• What potential interdisciplinary connections can we identify?
• What do we know about students’ preferences and patterns of
interaction?
• Are there any possible opportunities for meaningful service learning?
• What in the unit might be inspiring for community or personal
projects?
• Could we develop authentic opportunities for service learning?
• How can we use students’ multilingualism as a resource for learning?
MYP: From Principles into Practice, page 70.
During teaching
IB guidelines for reflection prior to teaching the unit:
• Why do we think that the unit or the selection of topics will be interesting?
• What do students already know, and what can they do?
• What have students encountered in this discipline before?
• What does experience tell us about what to expect in this unit?
• What attributes of the learner profile does this unit offer students opportunities to
develop?
• What potential interdisciplinary connections can we identify?
• What do we know about students’ preferences and patterns of interaction?
• Are there any possible opportunities for meaningful service learning?
• What in the unit might be inspiring for community or personal projects?
• Could we develop authentic opportunities for service learning?
• How can we use students’ multilingualism as a resource for learning?
MYP: From Principles into Practice, page 70.
After teaching the unit
IB guidelines for reflection after teaching the unit:
• What were the learning outcomes of this unit?
• How well did the summative assessment task serve to distinguish
achievement levels?
• Was the task sufficiently complex to allow students to reach the
highest levels?
• What evidence of learning can we identify?
• What artifacts of learning should we document?
• Which teaching strategies were effective? Why?
• What was surprising?
• What student-initiated action did we notice?
• What will we do differently next time?
• How will we build on our experience to plan the next unit?
• How effectively did we differentiate learning in this unit?
• What can students carry forward from this unit to the next year/
level of study?
• Which subject groups could we work with next time?
• What did we learn from standardizing the assessment?
MYP: From Principles into Practice, page 71.