Professional Documents
Culture Documents
Statement of inquiry
MYP Statement of Inquiry
Scientific and technological advances have provided methods for scientists to acquire evidence on the change of atomic interactions & functions.
Inquiry questions
Factual (Who?, What?, Where?):
● What is a proton?
● What is a neutron?
● What is an electron?
● What is a nucleus?
● Where are protons and neutrons located within an atom?
● Where are electrons located within an atom?
● Where are atomic numbers located on an element block?
● Where are average atomic masses located on an element block?
● Where are mass numbers located in isotopic notation?
● Where are atomic numbers located in isotopic notation?
● What are ions?
● What are isotopes?
● What are cations?
● What are anions?
● What is an electron configuration?
● What is Aufbau’s Principle?
● What is Hund’s Rule?
● What is the Pauli Exclusion Principle?
● What are the four quantum numbers?
● What does the principle quantum number describe?
● What does the spin quantum number describe?
● What does the magnetic quantum number describe?
● What does the orbital quantum number describe?
● What do lewis dot diagrams demonstrate about an atom?
● What do Bohr Models demonstrate about an atom?
● When can shorthand electron configuration notation be used?
● What is a period on the periodic table?
Approaches to learning (ATL) (on-going throughout all units in the school year) supporting document
ATL: Communication
● MYP: Communication
○ Give and receive meaningful feedback (i.e. screencastify, rubrics, flip-grid videos, peer review, etc)
○ Use appropriate forms of writing for different purposes and audiences (i.e writing lab reports, CER, etc)
○ Use a variety of media to communicate with a range of audiences (i.e. google suite, flip-grid, etc)
○ Negotiate ideas and knowledge with peers and teachers (i.e. small group activities, seminars, etc)
○ Collaborate with peers and experts using a variety of digital environments and media (i.e. Google meets, google suite, etc)
○ Read critically and for comprehension (SAT & CFA Skills)
○ Make inferences and draw conclusions (i.e. hypothesis, error analysis, CER, etc)
○ Use and interpret a range of discipline-specific terms and symbols (i.e. equations, variables, etc)
○ Write and for different purposes (i.e. lab reports, CER, reflective feedback, etc)
○ Understand and use mathematical notation (i.e. equations, graphs, etc)
○ Take effective notes in class (i.e. scientific notebooks, Cornell notes, etc)
○ Make effective summary notes for studying (i.e. scientific notebook summaries and learning targets)
ATL: Social
● MYP: Collaboration Skills
○ Use social media networks appropriately to build and develop relationships (i.e. google classroom, google meets, flip-grid, email, etc)
● MYP: Reflection
○ Backchannel Application (Padlet, Google Forms, etc)
○ Assignment Rubrics (student-use)
○ POGIL Group Feedback Forms
○ Flip-grid Videos (for assignments or personal reflections)
ATL: Research
● MYP: Information Literacy
○ SAT Reading Skills (implement in all reading and writing assignments)
○ SAT Writing Skills (Implement in all reading and writing assignments)
○ Collect, verify, and analyze scientific data (either self-gathered or presented)
○ Vocabulary (Quizlet, graphic organizers, etc)
○ Writing lab reports
ATL: Thinking
● MYP: Critical Thinking
○ Analyze and interpreting scientific data (focus NGSS - SEP for CFAs, and SAT)
○ Creation of CER using scientific reasoning, concepts, and data (CER = Claim - Evidence - Reasoning)
○ Modeling of Scientific concepts (i.e. revise understanding based on new information and evidence)
○ Self creation of assessment questions based on established knowledge in a unit (i.e. Cornell notes)
○ Evaluate and modify scientific experiments to fit error constraints.
○ Use data and graphs to predict certain phenomenon/trends within a particular scenario (i.e. Mass v.s. Volume Graphs)
● MYP: Transfer
○ Utilize effective learning strategies in subject groups and disciplines
○ Apply skills and knowledge in unfamiliar situations (i.e conceptual knowledge is applied to phenomenon)
○ Combine knowledge, understanding and skills to create products or solutions
○ Make connections between subject groups and disciplines (i.e. mathematical relationships to scientific concepts)
(PS1-1) Learning experiences and teaching strategies (virtual, in-person, hybrid models)
● Virtual Experiences
(PS2-6) ○ PhET Simulations (have to make sure it is Flash or Java enabled, HTML5 does not work on
Chromebooks)
● DOK 1
i. Building Atoms PhET Lab
○ Students can list the following
descriptions of given atoms using
the periodic table: ○ Pear Deck PPTs (provides opportunity for real-time formative feedback)
■ Number of protons i. Atomic Spectra PPT w/ Pear Deck
ii. Basics of Atomic Structure w/ Pear Deck
■ Number of neutrons
iii. Bohr Models PPT w/ Pear Deck
■ Number of electrons iv. Electron Config - Quantum Numbers (H) PPT w/ Pear Deck
■ Mass Number v. Electron Config - Special Rules (H) PPT w/ Pear Deck
■ Atomic Number vi. Electron Config - Writing Rules (H) PPT w/ Pear Deck
■ Elemental Symbol vii. Ions & Isotopes PPT w/ Pear Deck
viii. Lewis Dot Diagrams PPT w/ Pear Deck
■ Average Atomic Mass
○ Students can draw the correct ○ POGILs (can be annotated with Kami Google Extension)
Bohr model for any given i. Electron Energy & Light POGIL
element
○ Readings
○ Students can describe the i. Discovery of Atomic Structure Reading
relationship between the
material’s function and its
macroscopic properties. ○ Vocabulary
i. Atomic Structure Unit Vocabulary Quizlet
○ Students describe the effects that
attractive and repulsive electrical ○ Lecture Videos
forces between molecules have i. Atomic Spectra PPT
on the arrangement (structure) of ii. Basics of Atomic Structure PPT
the chose designed material(s) of iii. Electron Config. - Quantum Numbers PPT
iv. Electron Config. - Special Rules PPT
molecules v. Electron Config. - Writing Rules PPT
vi. Ions & Isotopes PPT
● DOK 3
○ Students use at least two
different formats (including oral, ● In-Person Experiences
○ Flame Test Lab Document & PPT
graphical, textual and
○ Families of the Periodic Table Coloring Activity
mathematical) to communicate ○ Bohr Modeling Practice Worksheet
scientific and technical
information including fully
describing structure, properties, Formative assessment (Exit Tickets, Warm-Ups, mini-quizzes, etc)
and design of the chosen ● Atomic Spectra PPT Exit Ticket (H)
material(s). Students cite the ● Basics of Atomic Structure PPT Exit Ticket
origin of information as ● Bohr Model PPT Exit Ticket
● Discuss and apply techniques that provide ● Discuss and evaluate pedagogical practices ● Discuss and evaluate pedagogical practices
equitably learning through virtual, in-person, through virtual, in-person, and hybrid models through virtual, in-person, and hybrid models
and hybrid models of teaching imposed by of learning. of learning. Make anecdotal notes that can
the COVID-19 pandemic be used in PLT for the following year on this
particular unit/content.
● Make necessary adjustments to unit
● Look at this year’s CFA, and backwards plan sequencing based on formative data,
unit to implement a new statement of inquiry standard changes, CFA changes, and other ● Evaluate and modify inventory based on lab
and context of content. influences. materials used during the unit.