Manipulating energy for survival

MYP unit planner

Teacher(s) Subject group and discipline MYP Sciences

Unit title Manipulating Energy for Survival MYP year Year 2 Unit duration approx. 46
(hrs) hrs

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Forms Scientific and technical innovation

Energy

Statement of inquiry

Human survival depends upon changing and controlling forms of energy.

Inquiry questions

Factual— What do humans need to survive?

Conceptual—How do humans manipulate energy in order to survive in climatically extreme places?
Debatable— To what extent should we continue to create products that manipulate energy in order to survive in more and more extreme environments?

Objectives (ALL) Summative assessment

A Outline of summative assessment task(s) including Relationship between summative assessment task(s)
B assessment criteria: and statement of inquiry:
C Part 1: You will design an article of clothing, As the statement of Inquiry deals with the idea that
D based on scientific principles, which will allow human survival depends upon manipulating energy, one
someone to survive in an extreme climate. of the ways that humans do this is through the clothing
choices they make. There are many other ways that
humans also manipulate energy, but by choosing
clothing design as a way to demonstrate understanding

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Part 2: You will determine ONE feature of your of energy manipulation, there is an immediate tie to
clothing design that can be scientifically student interest.
investigated and design, do, and process an
experiment about that feature. Based on your
results, you will use your data to either support the Students have to specifically name and describe the
design choice OR as evidence that you should form of energy that they are changing/controlling in
change your design. order to help a person survive in an extreme climate,
and therefore, there is a direct link between the SOI and
the assessment task.
Part 3: You will share your clothing design using
your chosen forms of media to advertise or
promote your clothing design to each other with
the possibility of presenting your product to a
“Dragon’s Den” of scientists, fashion
professionals, and each other.

Approaches to learning (ATL) I= Implicit E= Explicit

VI. Information literacy skills
Finding, interpreting, judging and creating information
• Collect, record and verify data (I)
• Access information to be informed and inform others (E)
• Make connections between various sources of information (I)
• Present information in a variety of formats and platforms (I)
• Collect and analyse data to identify solutions and make informed decisions (I)
• Process data and report results (I)
• Evaluate and select information sources and digital tools based on their appropriateness to specific tasks (E)
• Use critical-literacy skills to analyse and interpret media communications (E)
• Understand and implement intellectual property rights (E)
• Create references and citations and construct a bibliography according to MLA format (I)

VII. Media literacy

Interacting with media to use and create ideas and information
• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and
online networks) (I)
• Understand the impact of media representations and modes of presentation (E)
• Communicate information and ideas effectively to multiple audiences using a variety of media and formats (E)

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III. Organizational skills

Managing time and tasks effectively
• Plan short- and long-term assignments; meet deadlines (E)
• Create plans to prepare for summative assessments (examinations and performances) (E)
• Set goals that are challenging and realistic (E)
• Plan strategies and take action to achieve personal and academic goals (E)
• Bring necessary equipment and supplies to class (E)
• Keep an organized and logical system of information files for resources, experiment results, product design, and presentation (E)
• Use appropriate strategies for organizing complex information (E)
• Select and use technology effectively and productively (E)
Action: Teaching and learning through inquiry

Content Learning process

Learning experiences and teaching strategies Formative assessment Differentiation
The unit is divided into four main parts.
Part 1: Contextualizing the Unit
● Unpacking the Statement of Inquiry
● Introducing clothing design task (to set
the purpose for the rest of the unit)
● Examining Learning Outcomes
Part 2: Content Frontloading
● Biological/Other factors affecting
human survival
● Principles of energy transformation
Part 3: Whole-class Inquiry
● Practical: What color best transforms
electromagnetic energy to thermal
energy?
● Building up background knowledge
regarding color, light, and energy.
Part 4: Assessment Task
● Continuous cycles of feedback (face-to-
face & digital) to move students
forward during the completion of the
final task.

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 Manipulating energy for survival

I can design an article of clothing that

will help someone to survive in an
extreme climate.

I can discuss how different groups of -Notice/Wonder chart with pictures

people survive in extreme climates.

I can identify a clothing need related to -Notice/Wonder chart with pictures

survival in an extreme climate.

I can discuss a cultural, economic, -Notice/Wonder chart with pictures

environmental, ethical, moral, political, or
social problem with my clothing design.

I can use my knowledge and

understanding of energy and the
human body in order to discuss how
humans manipulate energy for their
own survival.

I can classify transformations of energy -Energy Definitions/Background Knowledge

between objects and/or organisms. Assignment
-”Energy Skits”

I can define energy. Energy Definitions/Background Knowledge

Assignment
-”Energy Skits”

I can give examples of thermal energy. Energy Definitions/Background Knowledge

Assignment
-”Energy Skits”

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 Manipulating energy for survival

I can give examples of chemical energy. Energy Definitions/Background Knowledge

Assignment
-”Energy Skits”

I can give examples of electrical energy. Energy Definitions/Background Knowledge

Assignment
-”Energy Skits”

I can give examples of mechanical Energy Definitions/Background Knowledge

energy. Assignment
-”Energy Skits”

I can give examples of electromagnetic Energy Definitions/Background Knowledge

energy. Assignment
-”Energy Skits”

I can compare the action of particles with -Acting out particles

differing amounts of energy. -Particle cartoons

I can analyze experimental data to -Class Color Experiment

determine which colors best transform
electromagnetic energy into thermal
energy.

I can select parts of the electromagnetic -Class discussion/direct instruction & co-
spectrum that represent visible light. constructed notes

I can define wavelength. -Jump ropes & wavelength demonstration

-Class discussion/direct instruction & co-
constructed notes

I can describe the relationships between -Jump ropes & wavelength demonstration
energy and wavelength. -Class discussion/direct instruction
-Co-constructed notes

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 Manipulating energy for survival

I can identify evidence from my -Class discussion/direct instruction

experiment that will support my claim -Color Experiment data processing
about color.

I can identify scientific facts that will -Class discussion/direct instruction

support my claim about color. -Color Experiment data processing

I can discuss how heat is transferred -Class discussion/direct instruction & co-
between things. constructed notes
-Color experiment data processing

I can define radiation. -Class discussion/direct instruction & co-

constructed notes
-Color experiment data processing

I can define conduction. -Class discussion/direct instruction & co-

constructed notes
-Color experiment data processing

I can differentiate between temperature -Class discussion/direct instruction & co-

and heat. constructed notes
-Color experiment data processing

I can define homeostasis. -Homeostasis graph observation Homeostasis Concept Map

-Homeostasis Concept Map

I can discuss some human adaptations to -Class discussion/direct instruction & co-
heat and cold. constructed notes

I can discuss sweating. -Class discussion/direct instruction & co-

I can discuss shivering/goose bumps. constructed notes

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 Manipulating energy for survival

I can design an experiment that will E-packet for project -Student/teacher in-class conferring
test one particular feature of my -Google Doc feedback from teacher
clothing design. on e-packet

I can identify a part of my clothing design E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
that can be scientifically investigated. -Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can create a scientifically supported, E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
testable hypothesis that uses the words -Google Doc feedback from teacher conferring
“if,” “then,” and “because.” on e-packet -Google Doc feedback
from teacher on e-packet

I can define all of my experimental E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
variables. -Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can design an experimental method to E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
test my hypothesis. -Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can collect precise data. E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
-Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can apply experimental data to my E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
clothing design. -Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can process my experimental data. E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
-Google Doc feedback from teacher conferring
on e-packet

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 Manipulating energy for survival

-Google Doc feedback

from teacher on e-packet

I can organize my data into a table. E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
-Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can mathematically transform my data. E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
-Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can visually represent my data in an E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
appropriate graph. -Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can interpret experimental results to E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
figure out what they mean. -Google Doc feedback from teacher conferring
on e-packet -Google Doc feedback
from teacher on e-packet

I can examine my experimental methods E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
to see if they really tested what I wanted -Google Doc feedback from teacher conferring
them too. on e-packet -Google Doc feedback
from teacher on e-packet

I can discuss how I would help my E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
experiment to be better if I were to repeat -Google Doc feedback from teacher conferring
it some other time. on e-packet -Google Doc feedback
from teacher on e-packet

I can make a claim about my jacket E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
design supported by my experimental -Google Doc feedback from teacher conferring
evidence. on e-packet

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 Manipulating energy for survival

-Google Doc feedback

from teacher on e-packet

I can connect my experimental evidence E-packet for project -Student/teacher in-class conferring -Student/teacher in-class
with scientific reasoning (background -Google Doc feedback from teacher conferring
knowledge/research/what we’ve learned on e-packet -Google Doc feedback
in class) to support my claim. from teacher on e-packet

I can use strategies to be a strategic

scientific researcher, communicator,
and thinker.

I can keep a running record of sources E-packet for project

using MLA format in order to give credit
to the ideas of others.

I can use scientific vocabulary in my E-packet for project

writing.

I can use my own words to represent the E-packet for project

ideas of others. Class discussion

I can skim text to determine if the -Teacher modeling (Think Aloud)

information will help my research. -Collaborative Notes

I can identify evidence for my design E-packet for project

from multiple sources (background
knowledge, in-class experiments,
outside research, and my own
experimental data).

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 Manipulating energy for survival

I can identify resources that will help Collaborative Notes

me know how to design my article of E-packet for project
clothing.

I can share resources with my Collaborative Notes

classmates through collaborative notes.

I can evaluate the quality of the Ongoing discussion (whiteboard wall list)
resource based on the url, author, Teacher Think Aloud
and/or source. Collaborative Notes

I can set realistic completion goals. E-packet planning calendar -Student/teacher in-class conferring -Packet available one
-Google Doc feedback from teacher piece at a time
on e-packet -Small group teacher
assistance for goal
setting

I can bring necessary supplies to class E-packet planning calendar -Student/teacher in-class conferring
in order to reach my goals. -Google Doc feedback from teacher
on e-packet

I can meet my own and my teacher’s E-packet planning calendar -Student/teacher in-class conferring -Packet available one
completion goals. -Google Doc feedback from teacher piece at a time
on e-packet -Small group teacher
assistance for goal
setting

I can use an appropriate multi-media Final product (E-packet)

method to promote my article of
clothing.

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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
-Students must have learning experiences prior to
the unit with the Claim Evidence Reasoning
routine.
-Students must have practiced planning
experiments in a cooperative way before they are
asked to do it in an assessment situation
individually.
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During teaching
-Very important to follow the learning targets as
they are so task-based.
-Giving regular feedback on the e-packet has been
time consuming but ultimately will be the same
total amount spent on “grading” at the end in a
traditional assessment model
-Students need instruction on each section of the
e-packet as they get to that particular section. An
overview of the whole e-packet at the beginning
was helpful but too overwhelming to mentally
process the whole thing in detail.
-Students need to be reminded specifically to go
back to their previous work and examples. They
can usually answer their own “Is this good?”
question with their previous whole-class examples
but need to be reminded.
-Use of Google Doc critical as without it students
have been saving “versions” over and over and
many are unable to keep track of which version is
their latest.
Manipulating energy for survival
After teaching the unit
-In the instruction next time, even more explicitly
use the inquiry questions to drive the learning in
that section of the unit.
-Start with having students actually look through
their own closets at home to determine what
features exist in their own clothing. Before starting
to do web-based research, start with what we
actually own ourselves.
-Students were able to truly be inquirers in this unit
as there was an open structure that allowed for
student choice within a framework. Feedback from
students has agreed with teacher observations.
-Structure of assessment task allowed for “feeding
forward” to students. “Conversation” between
teacher and student (face-to-face or through
Google doc) really pushed students to higher
achievement.
-Students need more explicit instruction and
modelling around the ideas of the Criterion D
factors. E-packet assessing indicates that there
was a gap in understanding on this particular
aspect of the criteria.