Teacher(s) Ms Meenal Kalambkar and Ms Pritha Rathi Subject group and Sciences ( Physics)

discipline
Unit title Thermal Physics MYP year 4 Unit duration (hrs) 28 hrs
(8 weeks)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Transformation and Consequences. Globalization and Sustainability
Exploration :-Human impact on the
environment.

Statement of inquiry

Change and transformation due to decision making consequently leads to an impact on humankind and the environment.

Inquiry questions

Factual—what does the terms radiation, convection and conduction mean?

Student generated:- What are the real life examples of radiations
Conceptual—How the change in state changes the thermal capacity of the material.
Student generated:-How to calculate the amount of heat given by a candle or a gas stove.

Debatable—Does global warming due to increasing pollution in India or industrialization.

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Student generated:- Do global warming affect the radiation incident on the surface of the Earth.

Objectives Summative assessment

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Objective 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
Objective D -(Reflecting on the
impact of science)
i.explain the ways in which science
is applied and used to address a
specific problem or issue
ii. discuss and evaluate the various
implications of the use of science
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Outline of summative assessment task(s) including assessment
criteria:
Task-1 Criterion A (Written test )
Assessment designed to judge students' learning (knowledge and
understanding) about the essential aspects of the topic, global
warming there by connecting with globalisation and sustainability.
The world can be made fit for living only when we all will work
upon reducing pollution and planting trees. Otherwise, we have to
face many natural disasters like-floods, drought and earthquakes etc.
Questions that will assess their scientific knowledge to solve
problems in familiar and unfamiliar situations. High order questions
will help to assess the way they analyse, evaluate and judge
scientific information to make scientifically supported judgments.
Task :2 Criterion D:
Climate Change is the defining issue of our time and we are at a
defining moment.The threat climate change poses is real and its
happening now. Buildings and construction account for more than
one-quarter of all greenhouse gas emissions (GHGs), through
greenfield development, cement production, and the burning of
fossil fuels such as oil, gas, and coal for construction purposes 1 .
Task-
Goal: • The goal is to create magazine /video to inform the City
Builders about the need and importance of sustainable homes
Students are supposed to apply scientific language consistently
throughout the essay and document the source of information in
bibliography.
Relationship between summative assessment
task(s) and statement of inquiry:
Task for criterion A:-
In task Assessing criterion A, students‟ knowledge
and understanding” about the flow of heat in all
mediums, how innovative technology is changing
the life styles of humans and leading to the
development of the world.
The students will be able to know that Thermal
radiations are essential as well as harmful for
humans.
Students will be able to analyse the change in
climate and issues related to it. Then in different
groups they will be asked by the teacher to make a
report on solving this global issue based on their
research work.
Shifting weather patterns that threaten food
production, to rising sea levels that increase the
risk of catastrophic flooding, the impacts of
climate change are global in scope and
unprecedented in scale. They will discuss and
evaluate the various implications of the use of
science to solve this global issue. Without drastic
action today, adapting to these impacts in the
future will be more difficult and costly.This very
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Approaches to learning (ATL)

IB ATL Category MYP ATL Specific skill indicator (with number) Learning experiences
Cluster

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 Use
Communication skills Students will be divided into groups to perform an
appropriate
Objectives A(through Test) All the strands activity one group will be named as conduction,
forms of
convection and radiation all the groups will
writing for
perform one activity to explain the terms.
different
purposes and Formative assessment :- Students will be given
audiences. different liquids. They will heat it for the same
interval of time,then they will find the rate of
Collaborate
cooling with the help of a thermometer in groups
with peers and
and they are asked to connect and make
experts using
inferences and draw conclusions.(ATL strand).
a variety of
digital
environments
and media Students will make a table and draw graph for the
readings they have taken .After making the graph
they will analyse the graph and draw conclusion
Thinking Skills Read critically by analysing the graph.(ATL Strand)
for
Initially they will be guided to write notes and read
comprehensio
it regularly.(ATL strand). While discussing
n
topics:-Thermal radiation,Thermal capacity and
Make specific heat.
inferences and
draw
conclusions Critical thinking is developed by the Summative
assessment Criterion A by giving the students
familiar and unfamiliar situations.
Take effective
notes in class
Give and KWL strategy is used to find the learning
receive outcomes of the students in the unit.
meaningful

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 feedback
After formative and Summative assessments the
expected responses will be discussed in class.
Teacher will justify levels with reference to
criteria descriptive.. They will be taught to provide
feedback to their peers based on criteria
descriptors.

Self Management Skill Collect data,

Students will be taught to collect data, to organise
record and
Create plans to prepare for Formative assessments the collected data in tabular form and transform
verify data.
(examinations and performances) that data to graphical form through the formative
Process data activity (as discussed above ) on collection of data
and report on rate of cooling. Students will perform the
results. experiment in the lab and then record the readings
of the thermometer through which they will
understand the importance of different materials
and how it can be saved for the future.

Students They will analyse the collected data under

develop guidance of the teacher to reach a conclusion.
organisational
By organising the work and doing it on time
skills
students are developing self management skills.

Action:-Teaching and learning through inquiry

Content Learning process

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 a) Learning experiences and teaching strategies.
Knowledge:-
Week 1-2
To generate Inquiry students will be asked to make a table which will show the difference between
solid,liquid and gas.This table will also help us to know the prior knowledge of students.
Introduction of , how a charged body is formed and the structure of atom will be made by the students in
their notebooks till atomic No: 20.to understand the electron dot structure of atom
Commands terms will be given by the teacher to the students to write it in the note book and understand.
This will help them in their formative and Summative assessment in grade level descriptor.Students will
understand how to write the answers in summative assessment with the given grade descriptors.
Students will be taken to the Physics lab and they will be shown different apparatus to Identify ,then they
will be asked to write the names of apparatus given to them for identification in their note book.The
teacher will introduce the importance of knowledge of apparatus in activities and summatives..
By generating inquiry questions like what the terms radiation, convection and conduction means.
State the distinguishing properties of solids, liquids and gases.
Students will be asked to give daily life examples of the terms given above. They will be asked to make a
table which shows the difference between conduction,convection and radiation.
Week 3-4
A strategy of KWL chart will be used to test the prior knowledge of students about the difference
between evaporation and boiling.

A formative assessment is taken in the lab to understand the rise in temperature of the body and how the
internal energy is increased by increasing the heat energy.

Introduction of specific heat capacity will be done through this formative assessment and experimental
demonstration is shown to students to understand the concept of specific heat capacity.

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 Work sheet will be given to the students to solve in the class and also as homework based on the specific
heat it continues for two days.
Students will be using Mathematical concepts for solving the numericals.

Discussion in the class based on the topic global warming which will develop their understanding “How
climate change occurs and how does it affects our life” Now every student will be able to give the ans of
conceptional question generated by teacher How the change in state changes the thermal capacity of
the material”
Concept:- By solving the worksheet of specific heat capacity they will know:- “How to calculate the amount of
heat given by a candle or a gas stove” Which is student generated question.(ATL strand ii)
Home work: - Students will be given numericals to solve based on the specific heat capacity.
Students will be given research work to find the specific heat capacity of different materials such as 5
solid materials,5 liquid materials and 5 gases. Which will help students to know that every material has
its own specific heat capacity
Week 5-6
Class tests will be planned to enhance the Knowledge and understanding by giving the students questions
with familiar and unfamiliar situations.(critical thinking Skill, all Strand)
Students
• Describe qualitatively the molecular structure of solids, willand
liquids be performing the of
gases in terms Summative Assessment
the arrangement, Criterion
separation andAmotion
in class
ofto
thetest the understanding and
molecules.
knowledge of the content taken in class on thermal physics. (Communication skill all strand)
Students will be organising them for writing the test in the proper time interval given to complete the
summative assessment criterion A. This will develop the self management skill in them.(Self
management skills (stand iii)
Discussion will be done in the class about the relation between the rise in temperature depending on what
factors which will make them analyse the experimental observation done for rise in temperature of
different types of liquids/amounts of liquids/surface areas of container.
Practically showing students different liquids and heating them and noting the rising temperature will
make students understand the different specific heat capacity.(complex information)

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 Week 7-8

A video is also shown to the students to understand the specific heat capacity . An extra basic knowledge
of latent heat is also given to understand the difference between Specific heat and latent heat.

Discussion in the class about “Does global warming is due to increasing pollution in India or
industrialization”.
Students will be given Summative assessment criterion D to do the research work.
The goal is to create magazine /video to inform the City Builders about the need and importance of
sustainable homes
The students will do the research work and find some facts and that proves them.
An introduction of Boyle's and Charles' law is given in the class with its formula and numericals.

Notes on content will be given to the students and numericals will be solved by the students in the class
and some other numericals will be given to the students to practise at home.

After completion of topic practice problems are given to the students to enhance their application of the
concept.

Formative assessments:-
Students will be given worksheets to test their understanding
Formative assessment: Multiple choice test and presentations from students related to thermal properties
and expansion in solids,Liquids and gases.
Students are taken in Physics lab and provided with apparatus they will take the reading of rate of cooling
of different liquids given them to compare and find the factors affecting the rate of cooling.Collect the
data to analyse it and draw graph.which will make understand and develop the skills required.
Skills:-
Knowledge and understanding along with communication skills will be assessed through discussions in

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• Demonstrate an understanding of how
temperature, surface area and draught over a
surface influence evaporation
• Interpret the temperature of a gas in terms of the
motion of its molecules
• Show an appreciation that massive particles may
be moved by light, fast-moving molecules
• Describe qualitatively, in terms of molecules,
the effect on the pressure of a gas of: –
a change of temperature at constant volume – a
change of volume at constant temperature
• Describe qualitatively the thermal expansion of
solids, liquids, and gases at constant pressure
Measurement of temperature
• Relate a rise in the temperature of a body to an
increase in its internal energy
• Give a simple molecular account of an increase
in internal energy
• Define specific heat capacity
• Give a simple molecular account of conduction
in solids including lattice vibration and transfer
by electrons
• Recognise convection as an important method
of thermal transfer in fluids
• Relate convection in fluids to density changes
and describe experiments to illustrate convection
• Show understanding that the amount of
radiation emitted also depends on the surface
temperature and surface area of a body.
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the class.”Does global warming is due to increasing pollution in India or industrialization”.the
debatable question.
The formative assessment was planned as a class test for the criterion A based on Specific heat,
conduction convection and radiation.
Differentiation:-
Language:
Definitions are given to them for revising,Formulae of power,specific heat capacity,efficiency density,
etc are also shared in bold
Content:
Contents of the unit have a combination of simple and difficult topics / subtopics. All subtopics start with
a prior knowledge testing in the form of questions which are answered in class (verbally), Jamboard
/KWL chart or in the form of Google forms. Use of the visual aids / charts to simplify the information
related to the topic (This helps in scaffolding of concepts).
Process (Learning engagements):
To boost self-esteem students are encouraged to speak irrespective of whether they are right or wrong. A
learning space where there is respect for all students is created wherein students can speak without
hesitations and confidently. Lots of such opportunities are given to the students throughout the unit, be it
in the form of debates or open class discussions for sharing their thinking. All activities like virtual lab
work, simulations, group discussion, formative lab planning will be done in groups and peer assessment
will be conducted. Members of the group are changed on what works the best. Sometimes mixed
grouping works well and sometimes a homogenous grouping helps better in building self-esteem.
These virtual labs and digital tools provide scope for sensory stimulation and increased retention. This
will also aid in resolving learning as well as language barriers if any.
Assessments ( SA):
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 SA:
Students were given open choice in using the format and mode of submission (digital/offline and in a
variety of mediums).
They were also allowed to choose the factor (affecting the rate of cooling) they wanted to investigate.

Differentiation will be achieved through use of visual and oral based learning activities.
Discussion on topics like- “Is global warming effects the radiations incident on the surface of the Earth”
Slow learners will be given extra support apart from peer support to make understanding easier. They
will also be given an explanation of tasks so that they will not face any problem.Support lessons are
arranged for the students during sports lessons and Tutor classes.
Extra time will be given to the students in their lunch time or PHE.Then extra homework will be given to
the student according to their capability.
All activities like lab work, group discussion and quiz will be done in groups to enhance their
communication skills.
Differentiation will be achieved through use of visual and oral based learning activities.
Slow learners will be given extra support apart from peer support to make understanding easier. They
will also be given an explanation of tasks so that they will not face any problem.Support lessons are
arranged for the students after the school once in a week.
All activities like lab work, group discussion and quiz will be done in groups to enhance their
communication skills.Members of the group will keep changing for each activity.
For short, objective quizzes, I will allow the students to ask the questions to the other group. They will
know what they studied! This is fun and boosts their confidence!

All students should write a short reflection on the unit after completing the unit.Reflection will be
written by the students.

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 Differentiating by catering to individual needs of students. Providing extra attention where needed as
well as make simple work as required.This allows students to develop and achieve the goals.

Intern Learner Profiles Interdi Langu

ational sciplin age
Minde ary Learni
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12
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 Communicators the
: drastic
change
Students got the
in the
opportunity to
climate
share their
around
thinking verbally
us.
in the classroom
during classroom Creativ
discussions on e
global thinkin
warming,pollutio g will
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and International them to
for the need of take
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They were given
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share the results
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format.
Students were
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understand and
use definitions,
symbols and
notations while
communicating
verbally or
through written
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 work.

Resources Service

IGCSE book David Sang and Trishna’s Physics (The IIT foundiation). Students will be asked to write a blog (topic: every individual person’s
role to reduce climate change) and post it on social media.
● Students will have access to laboratory models.

● Students will be taken to the physics lab to know the different apparatus.

Laptops and library books available for student reference

● List of teacher-recommended web resources available

● School librarian available for research support

● Students will work independently, in teacher-assigned pairs/small groups

and in interest-based inquiry groups.

● Learning support available for collaborative planning, in-class support,

out-of-class support

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

Prior to teaching the unit During teaching After teaching the unit
All students will be learning about the concepts of To design a Summative task as per the availability Students vastly improved their skills in each

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specific heat capacity, but they will not be knowing the
relationship with real life.I have planned questions for
them to develop curiosity like,how heat is transferred?
Does it depend on the arrangement of atoms in the
materials? These type of questions will develop their
curiosity.
Most students already know how heat gets transferred to
the material but they failed to answer about solid liquid
and gas .
Students need to be attentive in class and perform all the
tasks with interest.
Most of the students will be able to connect how specific
heat and latent heat are connected. What is the difference
between them?
From past experience, students will have difficulty with
determining the amount of specific heat and latent heat.
The attributes of the learner profile this unit will offer
students opportunities to develop knowledgeable,
reflective, open-minded, and inquiring. This can be tested
by the criteria A and D
The IDU is done with Maths and it is culminated with a
formal research report on the sustainable world by the
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of the apparatus in the lab and connecting with the
SOI statement was difficult for me.
The projector is very useful for physics to show
specific heat flow and change in state..
We can change the strategy according to the
teaching method by including activities in the
class.
Thinking skills,Communication skills are
developed by writing the report topics given.
Students are well engaged in the lab activity and
research work.
Extra time is given to the students for their
personal doubts.
Search for new sources of energy – like nuclear
fission and fusion.
Criteria.Students had an experiential
understanding of concepts and skills.
Yes, the task is sufficiently complex to allow
students to teach the highest levels.by connecting
it with the environment and humans.
Experimental investigations were highly effective
for students; they did the experiments and
submitted the reports, because they learned the
concepts first-hand by doing stuff. They enjoyed
doing the lab activity.
Peer buddy help was initiated by the student
More activity based learning will be there in the
class.
Planning the next unit should be much easier. I
will plan it in a more improved way.Using more
strategies for the learning skills.So that it will
become easier for the students.
16
production of work. Global warming due to use of fossil fuels and
deforestation due to urbanisation.
In my opinion, they’re perfectly aligned.
What opportunities are we giving to help students
explore the interpretative nature of knowledge,
including personal biases that might be retained,
revised or rejected? (DP theory of knowledge
skills development)
Students also get an opportunity to express their
personal biases when they do their Criterion D
tasks like science impact on the world
MYP Unit Planner Checklist
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I have a few special needs students. I couldn’t
help them much in class,but gave them extra help
by giving them extra time during sports and tutor
time.
I also took a few extra classes for students who
were lagging behind.
They benefited a lot from those classes and I
could see drastic improvement in their class
participation and attitude after those classes
Students will carry forward improved research
skills and a good understanding of concepts like
flow of heat from different mediums and the rate
of flow of heat.
Students success in achieving the objectives of the
lesson is evaluated and re-teaching of concepts is
assessed
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Dear Colleagues,
Planning is essential for the effective teaching and learning process. Teachers’ efforts facilitate informed and holistic development of
learners. This checklist is prepared considering the desired expectation of MYP Unit Planners and helps the school in maintaining
consistent quality of practices in accordance with IB philosophy.
The checklist is to be filled by the subject teacher, HOD and Coordinators.
Please note the key to checkboxes- Y: Yes N: No U: Uncertain
Put in the relevant box.
Teacher/s: Ms.Pritha Rathi,Ms Meenal kalambkar Class: MYP 4

Duration: 25 hours

Subject: Physics Unit Title and topic: Thermal Physics

Inquiry: Establishing the purpose of the unit

Concepts HOD COD

Teache Y N Y N
r U U
Y N
U

1. The key concept provides scope for exploration of big ideas

related to the unit.

2. Related concept/s further the exploration of Key Concept. They are

related to Key Concept.

3. Conceptual statement is framed to generate concept based

student inquiry.

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4. Global context and exploration provide scope for real life
application of conceptual learning.

5. Statement of inquiry reflects connection among Concepts and GC

exploration.

6. Statement of inquiry sets scope for real life contextual application

of conceptual learning.

7. Statement of inquiry is transferable, broad and open in its

application.

8. Statement of inquiry has direct connection to Summative

assessment.

9. Statement of inquiry reflects what and why of learning over the

course of the unit.

10 Factual questions provide scope for generating inquiry based on

. knowledge of content.

11 Factual questions focus on recall.

.

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12 Conceptual questions reflect transferability of knowledge and
. understanding.

13 Conceptual questions provide scope for analysis and synthesis.

.

14 Debatable questions generate multiple perspectives.

.

15 Debatable questions promote critical and creative thinking.

.

16 Relevant assessment objectives and strands are listed.

.

17 Summative task/s is/are outlined with reference to assessment

. objectives and SOI.

18 Summative task/s is/are open ended.

.

19 Optimum ATL skills, clusters and indicators are identified.

.

20 Relevant learning experiences to develop ATL skills are provided.

.

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Action: Teaching and Learning through inquiry

HOD COD
Teache Y N Y N
r U U
Y N
U

1. Content is stated under the divisions of Knowledge, Skills and

Concepts

2. Content meets the requirements of curriculum standards and

objectives

3. Learning experiences and teaching strategies align with the unit’s

purpose.

4. Learning experiences and teaching strategies are planned to meet

targeted objectives.

5. Learning experiences and teaching strategies support inquiry

based learning.

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6. Learning experiences and teaching strategies provide scope for
student ownership.

7. Learning experiences and teaching strategies support conceptual

learning.

8. Learning experiences and teaching strategies provide scope for

collaborative learning.

9. Learning experiences and teaching strategies provide scope to

explore and develop personal and cultural identities.

10 Learning experiences and teaching strategies encourage student

. choice in appropriate places in the curriculum (framing curricular
choices, teaching strategies, learning engagements tools)

11 Learning experiences and teaching strategies provide opportunities

. in the curriculum to reflect on the growth and demonstration of their
learner profile attributes

12 There is scope for student involvement in planning.

.

13 Learning experiences and teaching strategies provide scope to

. affirm individual student identity.

14 Multiple FAs create scope for providing quality feedback.

.

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15 FAs are planned to facilitate learning for SA.
.

16 Variety of assessment tools and methods are adopted.

.

17 There opportunities for self and peer assessments.

18 Learning experiences and teaching strategies are informed by

. learners’ needs and styles.Teacher facilitates student exploration of
their personal interests and ideas.

19 Planner has scope for differentiation in terms of language,

. content, process and assessments.

20 There is explicit scope for developing international mindedness

. (multilingualism, inter cultural awareness, global citizenship,
human commonality, differences and multiple perspectives)

21 Learning experiences provide students with opportunities in the

. curriculum to reflect on the growth and demonstration of their learner
profile attributes.

22 Interdisciplinary learning thread is evident in the planner.

.

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23 The Planner demonstrates scope for developing students’
. language profile.

24 There is use of variety of resources- human, natural, built and

. virtual

25 Variety of digital tools are used.

.

26 Possibility of Service mentioned

.

Comments Signature with date

Teacher As per the requirements all the points are included. Prita Rathi and Meenal Kalmbkar

HOD

COD

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