Middle Years Programme Unit Planner
Teacher(s)
Ms Seema Khokhar
Subject group and
discipline
Science (Chemistry)
Unit title
A Balancing Act
MYP Year 3
Year 9
Unit duration
(days)
10 weeks
10 x 3=30
30x80=2400
min
40 hours
Inquiry: Establishing the purpose of the unit
Key Concept
Related Concept(s)
Global Context
Change
Consequences, Patterns
Scientific and technical innovation
Statement of Inquiry
The world as we know it today is a consequence of appreciating and accepting changes.
Inquiry Questions
Factual: What can be manipulated to change the rate of chemical reaction?
Conceptual: How have man’s understanding of material changes affected our lives?
How can the understanding of the two types of reaction [i.e. exothermic and endothermic] help mankind to resolve the issue of
Global Warming?
Debatable: Have Scientific and technical advancements done more advantage for the environment or the other way?
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Objectives
Summative Assessment
Cr:A Knowing and Understanding
Outline of summative assessment task(s)
including assessment criteria:
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.
Cr.B Inquiring and designing
• i. describe a problem or question to be
tested by a scientific investigation
• ii. outline a testable hypothesis and explain it
using scientific reasoning
• iii. describe how to manipulate the variables,
and describe how data will be
collected
• iv. design scientific investigations.
Cr.C: Processing and evaluating
• i. present collected and transformed data
• ii. interpret data and describe results using
scientific reasoning
• iii. discuss the validity of a hypothesis based
on the outcome of the scientific
investigation
• iv. discuss the validity of the method
• v. describe improvements or extensions to
the method.
Relationship between summative
assessment task(s) and statement of
inquiry:
Two assessments will be conducted based
on Criterion A to D.
“The world as we know it today is a consequence
of appreciating and accepting changes”
SA1: Experiment/Lab report (Cr B and C)
Investigating Rate of Reactions
Success Criteria : Rubrics
During chemical reaction changes occurs
SA2: In class test (Cr A and D)
Like state change
Heat change
Etc
A: Knowledge and Understanding
D: Reflecting the Impact of Science
Students will write about consequences of
changes on environment.
Assessment is based on Cr A Questions,
students will response on exothermic and
endothermic reactions, Periodic table,
Common test for presence of water and gas.
Formative assessments may also be varied.
In some of the activities, students would be
allowed to choose what kind of output they will
submit and present in class regarding
based on what they know and can do. As an
example, presenting what they learned after
an activity about recovering evidences may be
in the form of video clip, poster, song,
skit, etc..
Semester End assessment Cr A-D
Cr:D Reflecting on the impacts of science
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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 and its application in solving
a specific problem or issue.
iii. apply communication modes effectively
iv. Document the work of others and sources of
information used.
Approaches to learning (ATL)
Communication skills
Exchanging thoughts, messages and information effectively through interaction
• Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Interpret and use effectively modes of non-verbal communication
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments and
media
Reading, writing and using language to gather and communicate information
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
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• Write for different purposes
• Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
Use a variety of organizers for academic writing tasks II Collaboration skills
Working effectively with others
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Manage and resolve conflict and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives
VI Information literacy skills
Finding, interpreting, judging and creating information
• Collect, record and verify data
• Present information in a variety of formats and platforms
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on their
appropriateness to specific tasks
VIII Critical thinking skills
Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognise problems
• Interpret data
• Evaluate evidence and arguments
• Draw reasonable conclusions and generalizations
• Test generalizations and conclusions
• Identify trends and forecast possibilities
Action: Teaching and learning through inquiry
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Content
Learning Process
1. Atomic Structure
The particulate nature of matter
Learning experiences and teaching strategies
the properties of the different states
of matter (solid, liquid and gas) in
terms of the particle model,
including gas pressure
changes of state in terms of the
particle model.
Atoms, elements and
compounds
a simple (Dalton) atomic model
differences between atoms,
elements and compounds chemical
symbols and formulae for elements
and compounds
conservation of mass changes of
state and chemical reactions.
2. Periodic Table.
the varying physical and chemical
properties of different elements
Mendeleev Periodic Table
Lesson objectives are discussed in every lesson.
Rubrics are explained and discussed with students for better understanding. An ideal lab report is shared and
discussed in terms of rubrics.
Models like 5W1H are practiced for emphasizing the criterion.
After every lesson, students appear for exit task to give feedback to teacher for learning.
Many hands on sessions will assist students to construct their own knowledge for meaningful learning. Few real life
context and science applications are introduced to lead students to better understanding. Students will have to meet
the expectations in following manner
• a task- specific version of the required assessment criteria.
• a collective classroom discussion
• a detailed task sheet or assignment
• Article reading and summarizing points
• Through proper referencing
• Collating and interpreting valid information
• Peer discussion
• Designing Laboratory investigation
• Practice work sheets • Oral Quiz • written Quiz
• one to one discussion with the students
Different formative assessment tools would be used in classrooms. These include oral questioning, produce summary
in table form, construct mind maps, students to suggest questions, provide ideas that can elicit discussion, provide
comment and suggestions for improvement.
groups; metals and non-metals
predicted with reference to the
Periodic Table
Differentiation
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metals
chemical properties of metal
and non-metal oxides with
respect to acidity.
3. Endothermic and Exothermic
state (qualitative)
Incorporate the flip-classroom and carry out more activities.
In relation to INCLUSIVE EDUCATION and the school's Special Education Need [SEN] Program, students who
may have some disabilities [as informed through writing and
documentation by parents/guardian] are not separated from the mainstream. Apart from the varied cultural and
educational background of the students, this is another reason for the almost always modification of instructions and
assessment task and differentiation in Science classes.
In this quarter, teachers will be customizing the suggested teaching strategies indicated in the Unit Plan so as to meet
the multiple intelligences of the students.
Teachers will be translating the Task Sheet to other languages the students are fluent enough to get the whole idea of
the task.
Whenever the activity requires collaboration,
teachers can group a student assessed as having weak skills in ESL to someone who knows his/her mother tongue.
A list of keywords in the form of vocab list is provided to students before the lesson to emphasize on the key terms.
chemical reactions (qualitative).
4. Rates of Reaction
rearrangement of atoms
word equations
decomposition, oxidation and
displacement reactions
terms of neutralisation
reactions
le for measuring
acidity/alkalinity; and indicators
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produce a salt plus water
5. Reactivity of Metals
reactions of acids with alkalis to
produce a salt plus water
6. Displacement Reactions
reactions of acids with metals to
produce a salt plus hydrogen
7. Preparation of Common Salts
defining acids and alkalis in
terms of neutralisation
reactions
acidity/alkalinity; and indicators
reactions of acids with metals to
produce a salt plus hydrogen
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Resources
Year 9 Check Points Cambridge
Online videos
laptop, textbook, mahjong paper
BBC Online videos
Reflection: Considering the planning process and impact of the inquiry
Prior to teaching the unit
During teaching
After teaching the unit
What do students already know, and
what can they do?
Students have prior knowledge about
physical change and chemical change which
they have learnt earlier in grade 5 and 7. They
can use the
knowledge to further explore the
Chemical reaction and composition of
compounds, how it change during the
reactions in this unit. They should be able to
see connection between chemical changes
and properties of compounds change in
different chemical reactions.
Students actively participated in lesson. They
were asking critical thinking based questions.
Learning chemistry is challenging for most of
them. Some were very excited to do
experiments related to heat change.
Students produced different salts by
neutralisation reactions and able to determine
chemical composition by using word
equations.It was a prove that students did
apply the concept that they learnt.
What attributes of the learner profile
does this unit offer students
opportunities to develop?
This unit offer students to be Communicator,
risk taker and Thinkers: This unit has an
assessment where students have to
More resources needed, especially criterion
based assessments. More reference books
would also help in preparing daily in class
worksheets.
Students must apply their knowledge in
everyday life and observe different chemical
reaction and think about their impacts.
Students engagement level varies. They
prefer open ended task and creative activities
rather than group work with fixed instructions.
Students were showing more participation
when there is activity time and they were
required to bring materials from home for
experiments.
Research for other method that suits this age
group and other advice to better discipline the
class for more effective lessons.
I will teach biology, our first lesson will be
based on Photosynthesis and respiration
where students will recall what they have
learnt in this unit..
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investigate different factors affecting the rate
of reactions.
Their role is as a researcher that role of
different scientist and prepare an interview
from scientist in a TV show
Which they have to present. Thus, students
will have the chance to improve their
communicator profile as they need to deliver
their finding in an essay and they must be a
good thinker to choose.
1. The topic would be interesting because it is
all about energy change and rate of reaction,
which experiments can be done in learning
the concept. Lesson should be planned on
students cantered class activities to enhance
learning process.
2. Communicators. Students need to
research, discuss, and listen to group mates
opinions when they plan for the experiment.
Hence collaborating effectively while giving
everyone in the group a chance to speak is
vital.
3. Students in Grade 9 loves experiments, and
they can learn better when they are given
individual attention.
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