Teacher(s) Dr Faisal, Mrs.

Safaa Mousharafieh Subject group and discipline Science - Physics

Unit title Motion, Forces and Gravitation MYP year Year 3 Unit duration (hrs) 8

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Movement, interactions Orientation in space and time

explorations:
scale, duration, frequency and variability

Statement of inquiry
Scientists creatively apply interactions and relationships between forces to know the scale of their effect on movement of objects.

Inquiry questions

Factual—
What is the effect of forces on motion?
How can we calculate the centripetal acceleration?
What are the factors which affect the centripetal force?
State the universal law of gravity.
What is the relation between the gravity of acceleration and mass of a planet?
Conceptual—
What causes the centripetal acceleration?
Explain why the moon conserves the same orbit around the earth.
Relate Newton’s 2nd law to the centripetal force.
Debatable—
What are the social and environmental consequences of learning about black holes?

Middle Years Programme Unit planner 1

Objectives
Objective A: Knowing and understanding
i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve
problems set in familiar and unfamiliar situations
iii. Analyse and evaluate information to make
scientifically supported judgments.
Objective D: Reflecting on the impact 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.
Middle Years Programme Unit planner
Summative assessment
Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria: task(s) and statement of inquiry:
A: Assessment of this objective must be done using All the tasks (tests, quizzes, solving problems,
tests, quizzes, solving questions and problems, and experiments, and essay) should be directly linked to
analyse and evaluate information. the statement of the inquiry through:
D: Students must write an essay about: (Black holes) Students will use the interaction of force of gravity
with other factors to explore black holes.
Your goal is to creatively apply interactions and
relationships between forces to know the scale of their
effect on movement of objects to explore about black
holes and movement of particles in space around it
.
Your role will be a learner who would like to reflect if it
is ethical to spend a big amount of money to study
black holes or is it better to be spent it on world
hunger.
Your audience consists of the science teachers and
the students in your class.
The situation you find yourself in is writing an essay to
explain black holes and your ethical point of view
about the money spent on them.
The product will be presenting the inquiry in the form
of a well-organized essay
The standard and criteria for success is Criterion D.
2
Approaches to learning (ATL)
Criteria D Year 3:
 In order for the student to discuss and analyse the various implications of using science and its application in solving a specific problem or issue,
student must collect data to identify solutions and make informed decisions. (Category: Research, skill cluster: Information literacy skills).

 In order for the student to apply scientific language effectively, student must use and interpret a range of discipline –specific terms and symbols.
(Category: Communication, skill cluster: Communication skills)

Action: Teaching and learning through inquiry

Content Learning process

 State and explain the three laws of
Newton’s.
 State Newton’s 2nd law, concept of
acceleration.
 Differentiate between linear and radial
acceleration.
 Define centripetal acceleration and force.
 Discuss the rules of centripetal force and
its application in our real life.
 State the law of universal gravity
 Discuss the effect of Buoyancy on the
objects that float on water
Learning experiences and teaching strategies
 Videos: Students will watch several videos to extract information related to the lesson and
discuss that information with their classmates.
Group work activity:
 Determine what are the forces acting on the satellite.
 Discuss the reason of satellites not falling to earth.
 Cite your resources (using easy bib) (https://www.easybib.com/guides/citation-guides/mla-format/)
 Write the findings on an A3 paper and present to the class
Poster;
o Define force.
o Distinguish between balanced and unbalanced forces.
o Draw pictures representing balanced and unbalanced forces.
Formative assessment

Middle Years Programme Unit planner 3

  Cooperative learning activities, which involve student discussion and interaction in order to learn the
concepts of this unit.
 Lesson quizzes that include questions in the form of multiple-choice questions and short answers.
 Quick Check and Reading and Writing questions that range from easy to complex to keep track of the
students’ understanding of the different parts of the unit.

Differentiation
o In activities that include teamwork, each group will be heterogeneous; a group will include advanced,
on-level, and below-level students.
o Learning experiences allows each student to build new knowledge based on his/her existing
knowledge.
o Learning experiences are designed to target different types of learners (visual, auditory, and
kinaesthetic).
o Learning experiences provide students opportunities to work both independently and as part of a
team.
o Learning experiences enable students to take responsibility of their own learning by participating in
self-assessments and completing a student reflection sheet.

Resources

Power points posted on Google classroom.

Cengage Book

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit planner 4

Students were given several images about forces to
use during the SEE-THINK-WONDER strategy. They
have to answer the following questions after
observing the images:

1. What do you see?

2. What do they make you think?
3. What do they make you wonder?

Then students discussed their interpretation with their

classmates.

Then students shared their ideas with their

classmates to answer the following question:

In which image the object is moving and why?

Middle Years Programme Unit planner 5