Curricular Map2015-2016 Subject area: Science Class subject: Science Unit 1 Unit title Everybody has a Body Key Concept Function Related Concepts system, models Global Context Scientific and Technical Innovation The Human body is a system of parts that can be represented through models. Statement of Inquiry Unit questions MYP Subject objectives Unit 2 MYP year: 1 Unit 3 Unit 4 Unit 5 A breif History of Earth Change We all Matter Space is the Place The ghost in the Machines Relationships Time, place and space Function interaction, environment Globalization and sustainability Living things change in order to adapt to their environment. Balance, Energy Patterns, Evidence Models, Energy Personal and Cultural expression Matter and energy transform in logical and observable ways. Orientation in space and time Our perception of space changes as we learn more about its patterns and movements. Scientific and techincal innovation Machines are designed to reduce the amout of work we do F: What constitutes a healthy body? C: What can I do to improve my health? D: In what ways do my choices affect my health? F: Why are living things different? C: How do limitations contribute to evolution? D: In what ways are human beings evolving? F: What are matter and Energy? C: How do matter and energy behave? D: To what extent does matter manipulate energy and vice Versa? F: What is the Universe Made of? F: What is a simple Machine? INQUIRING AND DESIGNING REFLECTING ON THE IMPACTS OF SCIENCE At the end of the course, students should be able to: I. explain a problem or question to be tested by a At the end of the course, students should be able to: explain the ways in C:Conceptual- How has knowledge of the universe changed through time? D: To what extent do I affect the Universe? USING SCIENTIFIC KNOWLEDGE At the end of the course, students should be able to: i. explain scientific knowledge C: How have machines changed over time? D: To what extent have machines influenced human evolution? REFLECTING ON THE IMPACT OF SCIENCE PROCESSING AND EVALUATING At the end of the course, students should be able to: I-explain the ways in which science is applied and used to At the end of the course, students should be able to: I. present collected and transformed data interpret Curricular Map2015-2016 scientific investigation and justify the selection.. which science is applied and used to address a specific problem or issue -apply communication modes effectively document the work of others and sources of information used. 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 address a specific problem or issue II- discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue III- apply communication modes effectively document the work of others and sources of information used. data and explain results using scientific reasoning II. evaluate the validity of a hypothesis based on the outcome of the scientific investigation III. evaluate the validity of the method discuss improvements or extensions to the method. Organ buddies Project Evolution Diorama Science Blog Space Documentary Paper Rollercoaster -fossils - how did the earth form? -charles darwin -Galapagos Island -evolution -geology -stratification -matter -energy -properties of matter -types of energy - Isaac newton’s laws of motion -properties of light and sound -chemical reactions -changes in matter -solar system -planets -galaxies -black holes -space/time telescopes -space missions -Copernicus -Galileo -gravity Simple Machines -lever, -pulley -Ramp -screw -inclined plane ATL Skills Assessment task You are a toy deg exam Content: (SEP, UNAM, Core, IB) -Body systems -Viruses -immunity -healthy habits -unhealthy habits -common illnesses -good hygene -how does the body work? Complex machines Force versus energy Curricular Map2015-2016
