Teacher Shyamala Rupavahini J.

S Subject group and Integrated Sciences

discipline
Unit title Inheritance MYP year Year 4 – Grade 9 Unit duration
(hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Relationships Function, Form, Interaction
Conceptual understanding:
Function, Interaction, Form influences
Relationships
Identities & Relationships
Students will explore:
● Identity
● What it means to be human
Possible exploration:
physical, psychological and social development,
transitions, health and well-being, lifestyle choices

Statement of Inquiry

Identities and relationships are influenced by form, function and interactions of entities
Learner Profile attribute: Knowledgeable
The unit helps students to enhance their Knowledge of systems and how balance in interactions can enhance scientific and technical innovations

Inquiry questions

Factual – Line of inquiry

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 Students will inquire into identities of entities.
● What is inheritance?
● What is evidence of biological relationships?
(Note to teacher: to be taken forward in the context of Inheritance and genetics)
Conceptual – Line of inquiry
Students will inquire about the transfer of functions and forms.
● How do entities interact to transfer forms and functions of entities?
● How are identities of entities evidenced by transfer of forms and functions?
(Note to teacher: to be taken forward in the context of Inheritance and genetics)
Debatable – Line of inquiry
Students will explore the
(Note to teacher: to be taken forward in the context of heat and light)

Objectives Summative assessment

YEAR 5 OBJECTIVES
Criterion A – Knowing and understanding
i. explain 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.
Outline of summative assessment task(s)
including assessment criteria:
Criteria based, timed written assessment to a
question paper addressing all the strands of
Criterion A - Strand i, ii, iii
Criterion B - Strand i, ii, iii, iv and
Criterion C - Strand i, ii, iii, iv, v
Relationship between summative assessment task(s)
and statement of inquiry:
Statement of inquiry: Balance in interactions
within and between systems can enhance scientific
and technical innovations
The summative assessment task requires the students
to demonstrate knowing and understanding of the
transformations of energy in the context of measuring

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 Criterion D – Reflecting on the impacts of chemistry. They will need to write a suitable
science experimental procedure for verifying a hypothesis
basis and application of energy in the field of science.
They will process data, evaluate results and suggest
suitable improvements to the experimental method.

Approaches to learning (ATL)

Research skills:
Information literacy and Media literacy
Thinking skills:
Critical-thinking and Creative-thinking
Objective Summative Specific ATL skills Learning experience IB ATL category MYP ATL cluster
assessment
In order for They must: They can do this by:
students to:
Criterion A students will explain
the gas laws by using
i. explain scientific Criterion based timed Present information Research skills Information literacy
simulations.
knowledge written assessment in a variety of
formats and

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 platforms
ii. apply scientific Practise observing establishing Thinking skills Critical-thinking
knowledge and carefully in order to numerical skills
understanding to recognize problems understanding of
solve problems set in counting atoms and
familiar situations molecules which are
and unfamiliar infinitesimally small.
situations
iii. analyse and Gather and organize Students will apply Thinking skills Critical-thinking
evaluate information relevant information critical thinking and skills
to make scientifically to formulate an research skills to
supported judgments. argument arrive at a more
suitable response to
the question: which
has made a greater
contribution to
human progress,
science or religion?
Criterion B: Observing carefully Students will be Thinking skills Creative-thinking
in order to recognize presented with skills
i. explain a
problems situations applying
appropriate problem
the principles of
or research question
force and motion and
to be tested by a
be asked to write
scientific
suitable hypotheses
investigation
ii. formulate a Make guesses, ask Students will be Thinking skills Creative-thinking
testable hypothesis “what if” questions presented with skills
and explain it using and generate testable situations applying
the principles of

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 investigation
iv. discuss the Revise understanding Students will state Thinking skills Critical-thinking
validity of the based on new the validity of the skills
method information and hypothesis based on
evidence the outcome of
results
v. explain Identify trends and Students will apply Thinking skills Critical-thinking
improvements or forecast possibilities research to suggest skills
extensions to the suitable
method. improvements or
extensions to the
investigation

Action: Teaching and learning through inquiry

Criterion A – Knowing and Understanding

Content Learning process

i. explain 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.
In order for Students to address all sub
strands of Criterion A, they must engage in
Information literacy (sub strands as stated in
Learning experiences and teaching strategies
Research skills - Information literacy
● Present information in a variety of formats and platforms
Thinking skills - Critical thinking
● Practise observing carefully in order to recognize problems
● Gather and organize relevant information to formulate an argument
Learning experience aligned to skill:
● Students will apply research and brainstorm their knowledge on the electromagnetic

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ATL chart) and critical thinking (sub strands
as stated in ATL chart) to establish that
Energy undergoes change and
transformation across space and time.
Factual questions:
1.
spectrum. Their research question will be, ‘What lies beyond the visible spectrum?’
● Students will apply research, critical thinking and collaborative skills to develop or collate
solutions for the following: (a) What are the problems posed by the use of CFCs as
coolants? (b) What possible measures can be taken to hasten the recovery of the ozone
layer?
● Students will apply critical thinking and research skills to arrive at a more suitable response
to the question: which has made a greater contribution to human progress, science or
religion?

Formative assessment
Formative assessment (1) Strategy aligned to the skills in context of Criterion A – Knowing and
Understanding:
Task:
Students will give a written assessment to a criteria based multiple choice question paper. The
students should apply research skills and thinking skills for the same.
Assessment Strategy:
● Observation and anecdotal records: of student presentations and participation and maintaining
anecdotal records of the same aligned to skill development

● Peer Feedback/ Mentor feedback and anecdotal notes to be recorded and shared with students
about the Individual Student Presentations (presenting inputs) - on progress and the defined
assessment criteria in the context of the SOI having been explored.

Differentiation
● Students will be given opportunity to explore online resources and other secondary research
content to progress in their work. According to the individual ability of the students, they will
be partnered with other students to enhance the inquiry process, if required.

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Resources
Content
i. explain a problem or question to be tested
by a scientific investigation
ii. formulate a testable hypothesis and explain
it using scientific reasoning
iii. explain how to manipulate the variables,
and explain how data will be collected
iv. design scientific investigations
In order for Students to address all sub
strands of Criterion B, they must engage in
creative and critical thinking (sub strands as
stated in ATL chart) to establish that Energy
undergoes change and transformation
across space and time
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● Students will be supported with providing verbal clues and exemplars wherever necessary. The
objective is to provide retention, recall, observation and application skills to improve
conceptual clarity.
Criterion B – Inquiring and Designing
Learning process
Learning experiences and teaching strategies
Thinking skills - creative thinking
● Observing carefully in order to recognize problems
● Make guesses, ask “what if” questions and generate testable hypotheses
● Apply existing knowledge to generate new ideas, products or processes
Critical thinking
● Gather and organize relevant information to formulate an argument
Learning experience aligned to skill:
● Students will be presented with situations applying the principles reflection of light and be
asked to write suitable hypotheses
● Students will be presented with situations applying the principles of reflection and be asked
to write suitable hypotheses
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 Factual questions: ● Students will design simple home-based experiments or simulations to test hypotheses.
● Students will design simple home-based experiments or simulations to test hypothesis

Formative assessment
Formative assessment (2) Strategy aligned to the skills in context of Criterion B – Inquiring an
designing:
Task:
Students will be given a situation to apply the strands of criterion B to formulate a scientific
prediction, identify the variables and design an investigation.
Assessment Strategy:
● Observation and anecdotal records: of student presentations and participation and maintaining
anecdotal records of the same aligned to skill development.
● Peer Feedback/ Mentor feedback and anecdotal notes to be recorded and shared with students
about the Individual Student Presentations (presenting inputs) - on progress and the defined
assessment criteria in the context of the SOI having been explored.
Differentiation
● Students will be given opportunity to explore online resources and other secondary research
content to progress in their work. According to the individual ability of the students, they will
be partnered with other students to enhance the inquiry process, if required.
● Students will be supported with providing verbal clues and exemplars wherever necessary. The
objective is to provide retention, recall, observation and application skills to improve
conceptual clarity.

Resources

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 Criterion C – Processing and Evaluating

Content Learning process

i. present collected and transformed data
ii. interpret data and explain results using
scientific reasoning
iii. evaluate the validity of a hypothesis based
on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the
method.
Learning experiences and teaching strategies
Research skills – Information literacy
● Present information in a variety of formats and platforms
● Process data and report results
Thinking skills – critical thinking
● Revise understanding based on new information and evidence

In order for Students to address all sub ● Identify trends and forecast possibilities
strands of Criterion C, they must engage in
Information literacy (sub strands as stated in Learning experience aligned to skill:
ATL chart) and critical thinking (sub strands ● Students will present the provided or gathered data in a variety of formats like graphs, bar
as stated in ATL chart) to establish that diagrams, pie charts.
Energy undergoes change and
transformation across space and time. ● Students will present the results of the investigation or experiment
Factual questions: ● Students will correlate the results with the hypothesis
● Students will state the validity of the hypothesis based on the outcome of results
● Students will apply research to suggest suitable improvements or extensions to the
investigation

Formative assessment

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 Formative exercise - Strategy aligned to the skills in context of Criterion C – Processing and
evaluating
Task:
The students will be given raw data to process and evaluate. They will draw a suitable graph,
evaluate the given hypothesis and evaluate the method.
Assessment Strategy:
● Observation and anecdotal records: of student presentations and participation and maintaining
anecdotal records of the same aligned to skill development.
● Peer Feedback/ Mentor feedback and anecdotal notes to be recorded and shared with students
about the Individual Student Presentations (presenting inputs) - on progress and the defined
assessment criteria in the context of the SOI having been explored.
Differentiation
● Students will be given the opportunity to explore online resources and other secondary
research content to progress in their work. According to the individual ability of the students,
they will be partnered with other students to enhance the inquiry process, if required.
● Students will be supported with providing verbal clues and exemplars wherever necessary. The
objective is to provide retention, recall, observation and application skills to improve
conceptual clarity.

Resources

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

Prior to teaching the unit During teaching After teaching the unit

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