MYP IB: Interdisciplinary Project Planner
Growing Tall Poppies in science projects are interdisciplinary and develop students’ inquiry skills and
connection to the world of science
Unit Question: Finding connections between sciences and real-world questions
Topic Question/Statement:
Overarching Aims and Objectives: to create a holistic understanding of how the various science
disciplines integrate to create raised awareness and understanding of the world, and to be able to
relate this to personal development to increase self-concept and a growth mind-set.
Integral Assessment:
Reflection AND Growth for students:
Students can reflect on:
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level of understanding gained of content
level of understanding gained of crossover of disciplines
level of enjoyment
level of engagement
how learning can be applied to other areas of life
whether they share their learning from these topics with others outside of school
How stereotypes were challenged
How their sense of self capacity changed
How their sense of identity changed by seeing the interdisciplinary nature of science,
especially physics, and its transformative effect for humanity
How the experience contributes to their GROWTH MIND-SET
Learner Profile:
IB learner profile
GTP specific clarification
The aim of all IB programmes is to develop
The aim of the IB MYP GTP programmes is to
internationally minded people who, recognizing our
develop interdisciplinary minded people who
common humanity and shared guardianship of the
recognise the importance of the Sciences in
planet. To help create a better and more peaceful world.
solving the big, relevant global issues.
IB learners strive to be:
GTP learners strive to be:
Inquirers
Inquirers
They develop their natural curiosity. They acquire the
They develop their natural curiosity. They
skills necessary to conduct inquiry and research and
acquire the skills necessary to conduct inquiry
show independence in learning. They actively enjoy
and research and show independence in
learning and this love of learning will be sustained
learning. They actively enjoy learning and this
throughout their lives.
love of learning will be sustained throughout
their lives.
Knowledgeable/Exploring Concepts
Knowledgeable/Exploring Concepts
They explore concepts, ideas and issues that have local
Within the framework of Science disciplines,
and global significance. In so doing, they acquire in-
they explore concepts, ideas and issues that
depth knowledge and develop understanding across a
have local and global significance. In so doing,
broad and balanced range of disciplines.
they acquire in-depth knowledge and develop
understanding across a broad range of
disciplines inclusive of Science but not
exclusive other disciplines.
Thinkers
Thinkers
They exercise initiative in applying thinking skills
Show initiative to pose their own questions
critically and creatively to recognize and approach
about the science they are involved with.
complex problems, and make reasoned, ethical
decisions.
Communicators
Communicators
They understand and express ideas and information
Can present information about the science they
confidently and creatively in more than one language
have investigated and the process by which
and in a variety of modes of communication. They work
scientists go about creating new understanding
effectively and willingly in collaboration with others.
and knowledge. They can link the knowledge
they gain to several areas of science and
mathematics to display interdisciplinary
understanding.
Principled
Principled
They act with integrity and honesty, with a strong sense
They have autonomy over their own time but
of fairness, justice and respect for the dignity of the
can work in a collaborative way that enables the
individual, groups and communities. They take
entire group to be effective in reaching goals
responsibility for their own actions and the
relative to their work.
consequences that accompany them.
Open-minded
Open-minded
They understand and appreciate their own cultures and
They are receptive and respectful to other
personal histories, and are open to the perspectives,
peoples’ contributions in the group and use
values and traditions of other individuals and
theirs and others understanding to work toward
communities. They are accustomed to seeking and
greater understanding of science.
evaluating a range of points of view, and are willing to
grow from the experience.
Caring
Caring
They show empathy, compassion and respect towards
Show empathy to others in their group to
the needs and feelings of others. They have a personal
ensure that a safe and trusting environment is
commitment to service, and act to make a positive
maintained so they can explore difficult
difference to the lives of others and to the environment.
concepts in an open and nurturing way.
Risk-takers
Risk-takers
They approach unfamiliar situations and uncertainty with
They approach difficult and unfamiliar situations
courage and forethought, and have the independence of
and questions in science without fear. They can
spirit to explore new roles, ideas and strategies. They
brainstorm solutions by proposing many ideas
are brave and articulate in defending their beliefs.
without concern that many may be dismissed.
Balanced
Balanced
They understand the importance of intellectual, physical
Understand the stereotypes that society builds
and emotional balance to achieve personal well-being
up about scientists and careers in sciences and
for themselves and others.
appreciate that these are not balanced. Their
experience in the authentic environment helps
to challenge and reform more balanced
perspectives.
Reflective
Reflective/Metacognition
They give thoughtful consideration to their own learning
Students can see how their views of the
and experience. They are able to assess and
sciences change through personal, first-hand
understand their strengths and limitations in order to
experience with real scientists and science.
support their learning and personal development.
They are reflective about these changes and
identify their own modes of thinking that need to
be challenged and potentially changed. They
can ruminate on how they can help to dispel
and demystify these perceptions in others.
They can form more realistic views of their
abilities and see how they can identify with
scientists and so study more science.
Approaches to Learning:
Skill Area
Evidenced/demonstrated
Organisation
Being prepared for the immersion projects;
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Time management: including using time
effectively in class, keeping to deadlines
Self‐management: including personal goal
setting, organization of learning materials
Getting to the laboratory on time;
Organising timelines with others to get goals met
on time.
Thinking
Fully participating in the brainstorming sessions;
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Generating inquiry questions without hesitation
that they not be good enough;
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Generating ideas: including the use of
brainstorming
Planning: outlining a plan or brief
Inquiring: including questioning and
challenging information and arguments,
developing guiding
questions, using the inquiry cycle
Applying knowledge and concepts: including
logical progression of arguments
Identifying problems: including deductive
reasoning, evaluating solutions to problems
Creating novel solutions: including the
combination of critical and creative strategies,
considering a problem from multiple
perspectives
Planning investigations or suggesting
investigations or materials that can be use;
Discussing openly in a collaborative way;
Suggesting solutions that are creative and use
information, knowledge or understanding that
comes from varied fields or sources;
Offering critical views that is effectively
understood by other members of their group;
Identifying Human Ingenuity as the major part of
the solution;
Identifying possible career pathways or
transferable skills.
Collaboration
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Working in groups: including delegating and
taking
responsibility, adapting to roles, resolving
group conflicts, demonstrating teamwork
Accepting others: including analysing others’
ideas, respecting others’ points of view, using
ideas critically
Personal challenges: including respecting
cultural differences, negotiating goals and
limitations with
peers and with teachers
Working effectively as a group;
Sharing work;
Sharing credit;
Being gracious in acknowledgements;
Being honest about challenges and mistakes
made along the way to support the importance
of Human Endeavour/ingenuity;
Identify how taking risks is the only way to solve
difficult questions or issues.
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Information Literacy
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Accessing information: including researching
from a variety of sources using a range of
technologies, identifying primary and
secondary sources
Selecting and organizing information: including
identifying points of view, bias and
weaknesses, using primary and secondary
sources, making connections between a variety
of resources
Referencing: including the use of citation,
footnotes and referencing of sources,
respecting the concept of
intellectual property rights
Communication
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Literacy: including reading strategies, using and
interpreting a range of content specific
terminology
Being informed: including the use of a variety
Identify where information was sources and give
credit.
Show capacity to clearly communicate learnings
and share with others in a structured manner;
Show understanding that some
information/learning needs particular modes of
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of media
Informing others: including presentation skills
using a variety of media
Transfer
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Making connections: including using
knowledge, understanding and skills across
subjects to create products or solutions,
applying skills and knowledge in unfamiliar
situations
Inquiring in different contexts: including
changing the context of an inquiry to gain
various perspectives.
Reflection
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Self‐awareness: including seeking out positive
criticism,
Reflecting on areas of perceived limitation
Self‐evaluation: including the keeping of
learning journals and portfolios, reflecting at
different stages in the learning process
communication, and that one style is not
effective for all occasions or audiences.
Identify and display how skills and knowledge
cross boundaries of disciplines, and ventures;
Transferability of skills in science to many other
walks of life.
Display reflections of self-awareness and that
they are more aware of how their own thinking
needs to be challenged if they are to become life
long learners.
Keep a journal of the changes they have seen in
themselves or others.
GTP Interdisciplinary Learning will have:
Disciplinary Content at the core of the project brief which gives
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Opportunity to find out content about several disciplines
Pretesting
Anchoring Activity- lab based, data collection
Action Research- posing questions and testing ideas/hypothesis
Purposeful (purpose or reason)- will be clear why each part is being done
Process of linking 2 or more areas to create new understanding of how the sciences work
Identify more than one area which contributes to integrated approach for greater understanding
Students will be able to:
Link concepts/theories/ways of thinking from different discipline areas
Use more than one capability e.g. aesthetic, analytic, social structures of doing science to increase
capability
Provide solutions to problems using more than one discipline and often in collaboration with
interdisciplinary team
Act in a way that makes connections to be creative in the approach of solving the problem
Evidence of interdisciplinary learning:
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Students can identify and list the multifaceted/integrated connections of the unit of work
(greater understanding than through single discipline)
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List or identify 1-3 core integrative understandings
Content overlap between disciplines are identified
Process/Procedures to implement crossover
Experimental procedures that employ more than one type of equipment or laboratory
Thinking ahead, organisational capacity, of new investigations in similar or new areas
Students are out of site and produce work related to topic
Make connections of issues to community e.g. interview to get different perspectives
Communicate connections in different discipline areas to solve bigger problem
Identify what is still to be done or is not known yet that would improve understanding of the
topic question or statement
These last 5 points indicate thoughtfulness about work and challenges and opportunities
across subjects.
Assessment:
1. Discipline based; can be report about content e.g. description of knowledge in different
areas; tests about content and skills associated with the discipline; this can be multiple or
main discipline specific FORMAT IS completely NEGOTIABLE – to give credit to authentic
nature of learning.
2. Identify what was learned that could not have been learned if it were a single discipline
topic
3. Discussions of issues/problems that are related to interdisciplinary unit topic and 2-4
disciplines must be represented
4. Offering of solutions or further investigations utilising 2-4 areas that have been incorporated
in the unit
5. Identify another discipline area that could have or should be incorporated into the topic and
ALL FORMAT IS NEGOTIABLE
6. Basic structures are made available to help students and teachers to format the overall
report and ensure that students can be self-sufficient.
7. POSTER AND POWERPOINT TEMPLATES ARE PROVIDED.