MYP UNIT PLANNERS

BHP Guidance for Teachers / IB Guidance for Teachers

Unit 2 Planner
Teacher(s) Subject group and discipline Individuals & Societies - History

Unit title Unit 2: The Big Bang MYP year 4/5 Unit duration 4 weeks

Inquiry: Establishing the purpose of the unit

Key concepts Related concept(s) Global context

Change Causality (cause and consequence) Orientation in space and time

Unit 2 driving questions: Perspective Turning points and Big History
How and why do individuals change their minds?
How and why did human understanding of the Universe change? (WH)
The BHP Unit Guide outlines unit learning outcomes as well as the
driving 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 subject-group When teachers select a global context for learning, they are answering the
• Teachers are to identify one key concept that drives the unit’s guide, along with examples of how they are used to develop MYP units. following questions:
development Teachers can develop additional related concepts to meet the needs of • Why are we engaged in this inquiry?
• Teachers use key concepts from their own subject group(s)—as well as key students • Why are these concepts important?
concepts from other subject groups • For each unit, teachers identify one or more related concept(s) that extend(s) • Why is it important for me to understand?
• These key concepts are found in the IB subject guides as well in MYP: From learning, lead(s) to deeper understanding, or offer(s) another perspective from • Why do people care about this topic?
Principles into Practice, page 56. which to understand the identified key concept(s).
These global contexts are found in the IB subject guides as well as in MYP:
Key Concepts for Individuals & Societies - History can be found in the Individuals and MYP: From Principles into Practice, page 57. From Principles into Practice, pages 59-62.
Societies Guide, page 16. 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

Scientific evidence impacts the turning points in the historical narrative of Big History.
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.
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BHP Guidance for Teachers / IB Guidance for Teachers

Inquiry questions

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 basics of the Big Bang theory and the primary evidence that supports this theory? 22.

• What were the contributions of Ptolemy, Copernicus, Galileo, Newton, and Hubble in our collective Factual—
understanding of the structure of the Universe? Characteristics of factual inquiry questions:
• Knowledge/fact-based
Conceptual— • Content-driven
• Skills-related
• What role does scientific evidence play in challenging assumptions and bias in historical narratives? • Supported by evidence
• Can be used to explore terminology in the statement of inquiry
Debatable— • Frequently topical
• Encourage recall and comprehension
• How and why do individuals change their minds? MYP: From Principles into Practice - Characteristics of factual, conceptual, and debatable inquiry questions, Table 4, page 63.
• How and why did human understanding of the Universe change? (WH) Conceptual—
• Unit 2 driving questions are the debatable questions for this unit. 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

Outline of summative Relationship between summative assessment task(s) and statement of inquiry:
assessment task(s) including
assessment criteria:
Objective A: Knowing and Unit 2 - Investigation 2 Historical purpose of the Investigation:
understanding How and why do individuals change their
The development of collective learning is a central theme not only in the Big History course, but in the
minds?
Objective B: Investigating history of ideas as well. “In science,” Carl Sagan once wrote, “it often happens that scientists say, ‘You
MYP UNIT PLANNERS
BHP Guidance for Teachers / IB Guidance for Teachers

The MYP Objective strands for assessment need to be decided know that’s a really good argument; my position is mistaken,’ and then they would actually
according to planning/ context. change their minds and you never hear that old view from them again.” In developing a “modern origin
story,” Big Historians rely on the most compelling ideas from all the disciplines, acutely aware that these
ideas often undergo profound change. A powerful example of this is the change in understanding of the
Universe and our place in it from the geocentric/geostatic view to the heliocentric/geokinetic view.
Pedagogical purpose of the Investigation:
This is the first of a series of Investigations that focus on the concept of collective learning. In this
Investigation, students will be asked to write about two individuals – Copernicus and Galileo – to
determine why they changed their minds about the structure of the Universe. Students are to use the
documents in the Investigation Library and their knowledge of the shift from the Ptolemaic view of a
geocentric Universe to the heliocentric view to develop an argument about how and why people should
change their minds.
Using Copernicus and Galileo as case studies, the Investigation will help you assess students’ initial skills
in comprehending a range of texts – pictures, primary, and secondary sources – and their ability to then
use that information and documents to write an argument for when people should change their minds.
We focus students’ attention on how individuals—in this case Copernicus and Galileo–use intuition, logic,
and empirical evidence to develop a new idea, one that challenges authority.

Approaches to learning (ATL)

IB ATL CATEGORY / MYP ATL CLUSTER BHP CORE SKILL ATL SKILL DESCRIPTOR LEARNING EXPERIENCES
Thinking: transfer skills Making and testing claims Exploring pivotal shifts of thinking in the development of Unit 2 - Investigation 2
the natural sciences.
Integrating multiple disciplines How and why do individuals change their minds?
How can it be that scientific knowledge changes over time?
2.1.5 Activity: Views of the Universe Debate
What roles do culture and religion play in this paradigm
shift in thinking? Galileo used sense/perception evidence
and logic to reframe his understanding of Universe.
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:
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

Learning experiences and teaching strategies

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BHP Guidance for Teachers / IB Guidance for Teachers

BHP Guidelines: Learning experiences and teaching strategies

The Big History Project / SY 2017-18 / Unit 2 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.

2.0—The Big Bang 2.0.1 Opening: Who Knows What?

The Big Bang is where Big History begins. Everything that’s ever existed — including you 2.0.3 Watch: A Big History of Everything – H2
— traces back to this unimaginably profound event.
Class discussion: Conceptual thinking: Ask students to think about other reasons why the Big Bang is still so important to
us today.
2.0.4 Read: “Complexity and Thresholds”
Work on the Three Close Reads Worksheet
2.0.5 Watch: Threshold 1: The Big Bang
2.0.7 Watch: Questions About the Big Bang
2.1—How Did Our Understanding of the Universe Change? 2.1.1 Opening: DQ Notebook
Does the Sun revolve around the Earth? Wait — that doesn’t sound right. Astronomers 2.1.2 Watch: Crash Course Big History: Why Cosmic Evolution Matters
have used the tools of their time to understand the Universe, each generation building
Class discussion: Conceptual thinking:
on the theories ofthe one before them.
Ask students to describe the difference between a theory and a known fact. What facts did scientists use to come up with
the theories described in the video? Do your students have any alternative theories about the formation and eventual
expiration of the Universe, and if so what facts are they using for those theories?
2.1.3 Activity: Changing Views Timeline
2.2—What Are Disciplines? 2.2.1 Opening: Big Bang Snap Judgment
Big History enlists scholars from many disciplines including physics, astronomy, 2.2.2 Watch: Are We Alone? – H2
chemistry, biology, anthropology, and history to help answer complex questions.
Class discussion: Conceptual thinking
At the end of the video, Clifford Johnson suggests that the answer to the question, “Why are we alone?” is at the heart of
Big History. What do students think he means? And do they agree that this is at the heart of Big History? Discuss the
answer to these questions with your students.
2.2.4 Watch: Ways of Knowing– Introduction to Cosmology
Class discussion: Conceptual thinking
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BHP Guidance for Teachers / IB Guidance for Teachers

Discuss the following questions with your students: What do cosmologists mean when they say they can look at and
observe the history of the Universe? What exactly are they looking at and how do they look at it? What kinds of
questions do they ask about those things? If needed, use the “Big History Discussion Quick Guide” to remind the class
how to engage in accountable and academic discussions.
2.2.5 Watch: Ways of Knowing– Introduction to Astrophysics
Class discussion: Conceptual thinking
Ask your students how astrophysics is different from cosmology. Compare what in particular each discipline examines to
answer questions about the history of the Universe and universal change.
2.2.7 Activity: Analyzing Investigation Writing – Using Texts as Evidence

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 2 Guide Teacher Material could also be used for
• Provides varied opportunities for practice and detailed feedback for learning. formative assessments. Formatives also include lesson quizzes, glossary challenges, and vocab activities
• Creates meaningful evidence that teachers can use to make adjustments to planned
experiences and teaching strategies. 2.0—The Big Bang
• Includes opportunities for peer assessment and self- assessment. Evaluating MYP
2.0.6 Activity: This Threshold Today
Unit Plans, pages 8-9.
2.0.8 Activity: Claim Testing–The Big Bang
2.0.9 Closing: Big Bang Infographic
2.1—How Did Our Understanding of the Universe Change?
2.1.5 Activity: Views of the Universe Debate
This task could be assessed using the MYP Criteria since this also prepares students for the end of the unit summative.
2.2—What Are Disciplines?
2.2.6 Activity: What Do You Know, What Do You Ask?
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 2 – 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
MYP UNIT PLANNERS
BHP Guidance for Teachers / IB Guidance for Teachers
Resources
https://school.bighistoryproject.com/pages/console#units/Unit-2
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.
their results with their class and the community.
• Glossary challenge: a quiz covering the glossary terms for the unit.
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.