MYP unit planner (SCIENCE Form 3)

SHARYWANI
Teacher(s) Subject group and SCIENCE
discipline

Unit title STIMULI, RESPONSES & RESPIRATION MYP year YEAR 3 Unit WEEK 6
duration
1 (FORM 3) (18 HOURS)
(hrs)

Establishing the purpose of the unit

Key concept Related concept(s) Global context

SYSTEMS FUNCTION IDENTITY AND RELATIONSHIP

CONSEQUENCES EXPLORATION: IDENTITY FORMATION, STATUS

Statement of inquiry
CONCEPTUAL UNDERSTANDING:
REPEATING UNIT OF CELLS WILL FORM A SYSTEMS THAT WILL FUNCTION ACCORDING TO ITS CONSEQUENCES

STATEMENT OF INQUIRY:
SYSTEMS IS A RESULT OF IDENTITY FORMATION OF CELLS/UNITS THAT FUNCTION ACCORDING TO ITS CONSEQUENCES AND REACT
TOWARDS STIMULUS

Inquiry questions

FACTUAL :
i. WHAT IS THE CONSEQUENCES OF STIMULUS?
ii. WHAT IS RESPIRATORY SYSTEM?
iii. WHAT IS THE STRUCTURE AND FUNCTION OF HUMAN NERVOUS SYSTEM ?
CONCEPTUAL :
i. WHY HUMAN NERVOUS SYSTEM IS IMPORTANT IN HUMANS LIFE?
ii. HOW SENSORY ORGAN FUNCTION IN ENSURING ANIMAL SURVIVAL ON EARTH?
iii. HOW DOES IDENTITY FORMATION OF AN UNSTABLE COMPOUND (OXYHAEMOGLOBIN) GIVE IMPACT / CONSEQUENCES IN
RESPIRATORY SYSTEM ?

DEBATABLE :
i. TO WHAT EXTENT DOES SUBSTANCES WILL HARM STATUS OF RESPIRATORY SYSTEM IN TERM OF ITS CONSEQUENCES IN HEALTH’S
ASPECT?
ii. CAN INDENTITY FORMATION IN VARIOUS COMBINATION OF STIMULI WILL CREATE CONSEQUENCES IN HUMAN SENSORY ORGANS
DURING RESPONDING PROCESS IN HUMAN BODY SYSTEM?

Objectives Summative assessment / Pentaksiran Sumatif

MYP Outline of summative assessment Relationship between the summative

CRITERION A:
KNOWING AND UNDERSTANDING
At the end of lesson, students should be able to:
i. describe scientific knowledge
ii. apply scientific knowledge and understanding to
solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically
supported judgments
task(s) including assessment
criteria:
TASK 1 :
Goal: Produce an article for Health
Magazine (Criterion A)
Role: You act as reporter in Health
Magazine
Audience: Readers
Situation: Ministry Health Malaysia had
held an exhibition on respiratory disease
such as asthma, bronchitis, emphysema,
assessment task(s) and the statement
of inquiry:
Summative assessment involve students in
an experiential opportunity that help to
develop further understanding when
exploring systems is a result of identity
formation of cells/units that function
according to its consequences and react
towards stimulus.

CRITERION D:
REFLECTING ON THE IMPACT OF SCIENCE
At the end of lesson, students should be able to:
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.
lung cancer and so on. As a reporter,
you are required to write article about
information on respiratory health.
Product: As an individual, you will
produce minimum 800 words of article.
Standards: follow the criteria A
TASK 2:
Goal: Produce a text on Parliament
Meeting (Criterion D)
Role: You act as Minister of Health in
Malaysia
Audience: Audience in Parliament
Situation: You as Minster of Health need
to present problems arise from arose of
Covid-19 cases in Malaysia and solutions
you need to take action for the nations.
Product: Text for Parliament Meeting
Standards: follow the criteria D
Approaches to learning (ATL) / Pendekatan pengajaran

SKILLS CATEGORIES SKILLS CLUSTER SKILL INDICATOR & PRESCRIPTION

SELF MANAGEMENT ORGANISATION In order for students to analyse information to make scientifically supported
judgments (criteria A iii),
they will need to plan strategies and take action to achieve personal and academic goals

Explicitly taught and practiced skills strategies : MOSCOW METHODS & DE

BONO’S THINKING HAT
RESEARCH INFORMATION LITERACY In order for students to discuss and analyse the various implications of
using science and its application in solving a specific problem or issue
(criteria D ii)
they will need to make connections between various sources of information

Explicitly taught and practiced skills strategy : PESTLE ANALYSIS

Planning for teaching and learning through inquiry
Content
STIMULI & RESPONSES
1.1 Human nervous system
● Describe the structures and functions
of human nervous system through
drawings.
● Make a sequence to show the
pathway of impulses in voluntary and
involuntary actions.
● Justify the importance of human
nervous system in life.
1.2 Stimuli and responses in human
● Draw the structures of sensory
organs and explain their functions
and sensitivities towards stimuli.
Learning process
LEARNING EXPERIENCES & STRATEGIES: (ATL + IQ+CRITERION MYPIB+ TS)
Week 1 :
● WHAT IS THE STRUCTURE AND FUNCTION OF HUMAN NERVOUS SYSTEM ?
✔ GALLERY WALK : drawing of human nervous system & explanation
● How is the flow of impulses in voluntary & involuntary actions?
✔ ROUND ROBIN TECHNIQUE
● WHY HUMAN NERVOUS SYSTEM IS IMPORTANT IN HUMANS LIFE?
✔ RESEARCH
✔ MOSCOW METHODS
Week 2:
● What is sensory organs in human?
✔ THINK PAIR & SHARE
● EXPLAIN MECHANISM OF HEARING & SIGHT.
✔ BUZZ SESSION
● WHAT IS THE CONSEQUENCES OF STIMULUS?
 ● Explain the mechanism of hearing ✔ OPEN DISCUSSION
● CAN INDENTITY FORMATION IN VARIOUS COMBINATION OF STIMULI WILL CREATE
and sight through drawings.
CONSEQUENCES IN HUMAN SENSORY ORGANS DURING RESPONDING PROCESS IN
● Relate the human sensory organs to HUMAN BODY SYSTEM?
✔ DE BONO’S THINKING HAT
the sensitivity towards various
combination of stimuli.

1.3 The stimuli and responses in plants.

● Describe the parts of a plant that are Week 3:
● What are the parts of a plant that sensitive towards stimuli?
sensitive towards stimuli.
● How responses in plants able to ensure their sustainability and survival?
● Justify how responses in plants ✔ CIRCLE OF VOICES
✔ LAB WORK: Carry out an activity to study responses in plants towards various
ensure their sustainability and
stimuli.
survival. ✔ LAB REPORT: Individual
● Carry out experiments to study
responses in plants towards various
stimuli.

1.4 Importance of responses to stimuli in

● Give examples different types of sight & hearing in animals.
animals
✔ SELF - RESEARCH
● Explain with examples the types of ✔ OPEN DISCUSSION
● HOW SENSORY ORGAN FUNCTION IN ENSURING ANIMAL SURVIVAL ON EARTH?
sight and hearing in animals.
✔ ROUND ROBIN
● Communicate how sensory organs
 ensure the survival of animals on
Earth.

2.1 Respiratory system

WEEK 4:
● Draw and label the internal structures ● WHAT IS RESPIRATORY SYSTEM?
of the human respiratory system and ✔ How does lung support breathing mechanism?
✔ Is it important to have breathing mechanism?
describe the breathing mechanism.
✔ HOT SIT
● Carry out experiments to investigate
the differences in the content of
gases in inhaled and exhaled air.

● What is the differences in the content of gases in inhaled and exhaled air?
2.2 Movement and exchange of gases in the ✔ What gases involve in respiration?
✔ How does the properties of the products different from reactants?
human body ✔ LAB WORK
● Describe the movement and ✔ OPEN DISCUSSION
✔ How does alveolar structure play important role in respiratory system?
exchange of oxygen and carbon ✔ MODEL SIMULATION
dioxide in the human body.
● Justify the importance of adaptation
of the alveolar structure to increase
efficiency of gaseous exchange in the
human body.
 WEEK 5:
2.3 Health of human respiratory system
● Communicate about substances that
are harmful to the respiratory system
as well as diseases and their
symptoms.
● Carry out an experiment to show the
effects of smoking on the lungs.
WEEK 6:
2.4 Adaptation in respiratory system
● Justify how the respiratory system
adapts in different situations.
2.5 Gaseous exchange in plants
● Explain the mechanism of gaseous
exchange in plants.
● Communicate to justify the
importance of an unpolluted
environment for the growth and
survival of plants
● What are substances that harmful towrds respiratory system?
✔ RESEARCH
● HOW DOES IDENTITY FORMATION OF AN UNSTABLE COMPOUND
(OXYHAEMOGLOBIN) GIVE IMPACT / CONSEQUENCES IN RESPIRATORY SYSTEM ?
✔ Does smoking give negative impacts on the lungs?
✔ TALK SHOW
✔ LAB WORK & REPORT
✔ TO WHAT EXTENT DOES SUBSTANCES WILL HARM STATUS OF RESPIRATORY
SYSTEM IN TERM OF ITS CONSEQUENCES IN HEALTH’S ASPECT?
✔ PESTLE ANALYSIS
● Does other organisms have similar respiratory system as human?
● How respiratory system able to adapt into different altitudes, lifestyle or disease?
✔ RESEARCH
✔ PIN WHEEL DISCUSSION
● What is the mechanism of gaseous exchange in plants?
● How gaseous exchange in plants occurred?
✔ PRESENTATION-group work
✔ ENRICHMENT ACTIVITY
● What is the importance of an unpolluted environment for the growth and survival of
plants?
✔ DEBATE ACTIVITY
Formative assessment
● MQA
● Feed back – peer assessment
● Presentation
● Group work
● Exercise
● Lab work

Differentiation:
CONTENT 3 different task during RESEARCH according
to student level of knowledge
PROCESS Provide different type of resource according
to learners preferences: AUDIO,VISUAL,
KINESTHETIC
PRODUCT LAB REPORT: give students choice to
produce their own lab report (oral report,
graphic organiser,video)

SAA:
NOTES: CAMPAIGN “ 1MASK 1LIFE”
During this pandemic, surgical mask is a must in order to cut the chain of covid-19 virus.
Hence, maybe we can organize a social campaign, where student run a collection of surgical
mask and then they contribute/donate to people who in need.
 Resources

Students text: Science Form 3 and information from internet.

Teacher Resource Book: Reference book, Science Form 3 text book, practical book and MYP science guide (OCC), DSKP
SCIENCE FORM 3 (MALAYSIA SILIBUS)
Apparatus : All apparatus related
Method : The class will be arranged in groups to facilitate peer learning via discussion and group work (Depend on the activities)

Reflecting and evaluating

Prior to teaching the unit
1. Students already had prior knowledge on
the respiratory system and its function during
primary school (Darjah 4 dan Darjah 6).
2. Students are able to state the meaning of the human nervous system through drawings
the human nervous system and its importance and having good discussions during Gallery
to life.
2. Students are able to express relationships
that they understand and are able to relate to
the environment.
During teaching
Week 1
Level of student engagement is very good
during this week. They give good interactions
during activities in open discussions. Students
can describe the structures and functions of
Walk activities.
Using Round Robin Technique, students were
eager to understand the flow of impulses in
voluntary & involuntary actions. Students
have good information after doing some
research on the importance of the human
After teaching the unit
After teaching this unit, I as a teacher can
conclude that the knowledge and response from
students is very good.I can see a different range
of levels of achievement. Hence it is shown
that this task is able to distinguish
achievement level. From students' tasks, I can
see that all of them are able to respond to the
task (except the one who does not submit
their summative task). The summative
assessment given they can be presented very well.
Most of the time, the teaching strategies through Q
& A benefit more as we use ask and response from
students.. ATL skills that they had learnt in this
unit plan can be carried forward to the
upcoming lesson plan.
nervous system in life using the Moscow
Methods.

Week 2

In Think Pair & Share activities this week,

students can draw the structures of sensory
organs and explain their functions and
sensitivities towards stimuli through
presentation.
Students also discuss the mechanism of
hearing and sight through drawings and try to
relate the human sensory organs to the
sensitivity towards various combinations of
stimuli. By using de bono’s thinking hat
activities, students can identify formation in
various combinations of stimuli will create
consequences in human sensory organs
during responding process in human body.

Week 3

This week, we start to learn about the parts of

a plant that are sensitive towards stimuli.
Students having discussions on how
responses in plants are able to ensure their
sustainability and survival. Students also have
Lab work to carry out an activity to study
responses in plants towards various stimuli.

Week 4

In this unit, students learnt about how lungs

support breathing mechanisms which they
already know from primary school. They can
draw and label the internal structures of the
human respiratory system and describe the
breathing mechanism. Students can state the
differences in the content of gases in inhaled
and exhaled air and how the properties of the
products different from reactants by doing
Lab work. Students have open discussions on
how alveolar structure plays an important role
in the respiratory system by using Model
Simulation.

Week 5

This week students are asked how identity

formation of an unstable compound
(oxyhaemoglobin) gives impact or
consequences in the respiratory system.
Students carry out an experiment to show
how smoking gives negative impacts on the
lungs. Students discuss by doing a Talk Show
to what extent substances will harm the
status of the respiratory system in terms of its
consequences in terms of health's aspect.
From activities, we can see that students
engage very well and they start to become
more independent.

WEEK 6:
This week students were having research and
PinWheel discussions where the lucky group
will present their research to class. They state
that other organisms have similar respiratory
systems as humans. They also state how the
respiratory system is able to adapt into
different altitudes, lifestyle or disease.
During Enrichment activities, students can
describe the mechanism of gaseous exchange
in plants and how gaseous exchange in plants
occurred.
We held a debate activity to discuss the
importance of an unpolluted environment for
the growth and survival of plants.