Unit

Unit Title

Key concept

Related concepts

Unit 1

Introducing to Science

System

Concequences,
Transformation

Unit 2

Cell as a unit of life

Change

Function,
Transformation

Unit 3

Matter

Relationship

Model, Pattern

Unit 4

The variety of resouces Relationship

on earth

Interaction,
Concequences

Unit 5

The air around us

System

Balance,
Concequences

Unit 6

Source of energy

Change

Concequences,
Transformation

Unit 7

Heat

System

Interaction, Energy

Global Context

Statement of Inquiry

Fairness and
Development

The impact of not using of Factual : What are the careers in

SI concequences the
science?
fairness in trading
:What are the important of
science in daily life?
: What are the steps in
scientific investigation?
Conceptual : How to measure quantity
physics?
Debatable: What are the problems
that may arise if standard units are
not used in everyday life?

Scientific and Technical Scientific and

Innovation
technological advance
enable society to use
control and transfer the
function of organism.

Inquiry Questions
Factual
Conceptual
Debatable

Factual : What are the main

structures and functions of all cells?
Conceptual : Why cell is a system?
Debatable : Does technology always
produce better organism?

Scientific and Technical Interaction between

Innovation
human activities and
density concequences in
scientific and technical
innovation

Factual: What are the states of

matter?
Conceptual: How the structure and
properties in matter give impact/affect
to the floating and sinking related to
density?
Debatable: Is the floating and sinking
only related to density?

Globalization and
Sustainablity

Factual: What are the differences

between element, compound and
mixture and state a few examples?
Conceptual: How human manage the
variety resources on earth to sustain
life?
Debatable: What are the social and
economic impact of accessing variety
resources on earth?

Interaction between
human activities and
resouces concequences
in globalization and
development

Fairness and
Development

Balance systems can help Factual: What are the components of

consequences in fairness the air?
and development
Conceptual: How to control the air
pollution?
Debatable: How to manage the
development that can balance the
environment system?

Globalization and
Sustainablity

Change of energy in
various form give many
consequences.

Personal and Cultural

Expression

Energy transfer has

Factual : What is the effect of heat on
consequences for fashion matter?
and household design
Conceptual : How heats affect the
change of matter?
Debatable : Is energy transfer has
consequences in environment
sustainability?

Factual: What are the sources of

energy?
Conceptual: How to overcome nonrenewable energy?
Debatable: Why should we use a
renewable energy source rather than
non- renewable one?

Summative Assessment Task

MYP
subject group
objective(s) addressed

Task: As a cake baker enterprenur

A(i)A(ii)
who has a family secret recipe want to
promote to international level. You
need to ensure the product is
standardise.

Task : As a medical officer, you are

assigned to give a talk to teenages
about the development of the body
and how to appreciate human as a
complex organism.

A(i) A(ii)
D(i)

C(i)C(ii)C(iii)
D(i)

Task: As a young scientist you are

asked to carry out a research and
produce a submarine model that can
float or sink.

A(i) A(ii) A(iii)

D(i) D(ii)

Task: As an artist, you are needed to

create a useful craft using recycle
material and promate the craft so it
can be sell.

A(i) A(ii) A(iii)

D(i) D(ii) D(iii)

Task: As a Research Officer in

A(i)A(ii)A(iii)
Environmental Department, you need D(i)D(ii)D(iii)D(iv)
to investigate the area which involve
with air pollution.Identify the causes of
the air pollution,the effect to the
environment and suggest the way to
overcome the issue.

Task: As an architec, you need to

A(i)A(ii)A(iii)
build a model of a house that use the D(i)D(ii)D(iii)
concept of energy conserving.

Task : A group of traveler assigned

you to designed a cloth to be use
during aktivities at north pole.

A(i)A(ii)A(iii)
D(i)D(II)D(iii)

Assessment Criteria
(MYP
subject group
objective(s) assessed)

ATL Skills

Criterion A:
Knowing and understanding
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
Criterion C:
Processing and evaluating
i. present collected and
transformed data
ii. interpret data and outline results
using scientific reasoning
iii. discuss the validity of a
prediction based on the outcome of
the scientific investigation
Criterion D:
Reflecting on the impacts of
science
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue.
Criterion A:
Knowing and understanding
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
Criterion D:
Reflecting on the impacts of
science
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue.

Thinking skill
Communication skill

Communication skills
Research Skills

Criterion A:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. summarize the ways in which
science is applied and used to
address a specific problem or
issue

Communication skills
Research Skills

Criterion A:
Communication skills
i. outline scientific knowledge
Research Skills
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. discuss and summarize the
various implications of the use of
science and its application in
solving a specific problem or issue
iii.apply scientific language
effectively

Criterion A:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. discuss and summarize the
various implications of the use of
science and its application in
solving a specific problem or issue
iii.apply
scientific
language
Criterion
A:
effectively
i. outline scientific knowledge
iv. apply
document
the work
of others
ii.
scientific
knowledge
and
and
sources
of
information
used
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. discuss and summarize the
various implications of the use of
science and its application in
solving a specific problem or issue
iii.apply scientific language
effectively

Communication skills
Self Management skill

Criterion A:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D:
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue

Communication skills
Research Skills

Communication skills
Research Skills

Content
(topics,
knowledge,
skills) - Learning Outcomes Covered

* list what he sees around him that is related to science,

* explain the importance of science in everyday life,
* name some careers in science such as:
a) science teachers
b) doctors
c) engineers
d) environmental scientists
* state the steps in a scientific investigation/experiment,
* carry out a scientific investigation.
* state the physical quantities length, mass, time, temperature and electric current,
* state the S.I. units and the corresponding symbols for these physical quantities,
* state the symbols and values of prefixes for unit of length andmass: milli-, centi-, and kilo-,
* identify and use appropriate prefixes in the measurement of length and mass.
* choose the right tool and measure length,
* estimate the area of regular and irregular shapes using graph paper,
* choose the right tool and measure the volume of liquid,
* choose the right tool to measure the body temperature and the temperature of a liquid,
* determine the volume of solid using the water displacement method.
* determine the weight of an object,
* explain the concept of weight,
* explain the concept of mass,
* determine the mass of an object,
* explain the difference between mass and weight,
* apply the use of spring and beam/lever balance in the context of an experiment.
** identify
that cellofisproblems
the basic that
unit may
of living
give examples
arisethings,
if standard units are not used.
* prepare slides following the proper procedure,
* use a microscope properly,
* identify the general structures of animal cells and plant cells,
* draw the general structure of an animal cell and a plant cell,
* label the general structure of an animal cell and a plant cell,
* state the function of each cell structure,
* state the similarities and differences between an animalcell and a plant cell.
*state the meaning of unicellular organism and multicellular organism, give examples of unicellular orga
* name the different types of human cells,
* state the function of different types of human cells,
* arrange sequentially cell organisation from simple to complex using the terms cell, tissue, organ, syste
* explain why human beings are complex organisms.

* state that things have mass and occupy space,

* explain what matter is,
* relate things and matter,
* carry out activities to show that air, water, soil and living things have mass and occupy space.
* state that matter is made up of particles,
* state the three states of matter,
* state the arrangement of particles in the three states of matter,
* state the differences in the movement of particles in the three states of matter.
* define density,
* explain why some objects and liquids float,
* solve simple problems related to density,
* carry out activities to explore the densities of objects and liquids.
* describe how man uses the different states of matter,
* describe how man applies the concept of density,
* carry out an activity to explore the applications of the concept of floating and sinking related to density

* list the resources on earth needed to sustain life,

* list the resources on earth used in everyday life.
* state what elements, compounds and mixtures are,
* give examples of elements,compounds and mixtures,
* state the differences between elements, compounds and mixtures,
* carry out activities to compare and contrast the properties of different metals and nonmetals,
* classify elements as metals and non-metals based on their characteristics,
* give examples of metals and non-metals,
* carry out activities to separate the components of a mixture.
* explain the importance of variety of earths resources to man,
* state the meaning of the preservation and conservation of resources on earth,
* state the importance of the preservation and conservation of resources on earth,
* practise reducing the use, reusing and recycling of materials.

* state what air is made up of,

* explain why air is a mixture,
* state the percentage of nitrogen, oxygen and carbon dioxide in air,
* carry out activities to show:
a) the percentage of oxygen in air,
b) that air contains water vapour, microorganisms and dust.
* list the properties of oxygen and carbon dioxide,
* identify oxygen and carbon dioxide based on their properties,
* choose a suitable test for oxygen and carbon dioxide
* state that energy, carbon dioxide and water vapour are the products of respiration,
* relate that living things use oxygen and give out carbon dioxide during respiration,
* compare and contrast the content of oxygen in inhaled and exhaled air in humans,
* state that oxygen is needed for respiration,
* carry out an experiment to show that living things use oxygen and give out carbon dioxide during resp
* state what combustion is,
* state that oxygen is needed for combustion,
* list the products of combustion,
* carry out experiments to investigate combustion.
** explain
what airforms
pollution
is,
list the various
of energy,
** list
examples
of
air
pollutants,
list the various sources of energy,
list the sources
of air pollutants,
** identify
energy changes,
** describe
the
effects
of primary
air pollution,
identify the sun as the
source of energy,
explain
needed
to prevent
control
air pollution.
** carry
outthe
ansteps
activity
to investigate
theand
change
of energy
from potential to kinetic energy and vice versa
** describe
how
life
would
be
without
clean
air,
define renewable and nonrenewable sources of energy,
** suggest
to keep
the air
clean, into renewable and nonrenewable,
group theways
various
sources
of energy
practisewhy
habits
keep
the air clean.
** explain
wethat
need
to conserve
energy,
* suggest ways to use energy efficiently.
* describe the importance of conserving energy sources,
* explain the use and management of energy sources.

* state that the sun gives out heat,

* state other sources of heat,
* state that heat is a form of energy,
* give examples of the uses of heat,
* state the meaning of temperature,
* state the difference between heat and temperature.
* state that heat causes solids,liquids and gases to expand and contract,
* state that heat flows in three different ways (conduction, convection and radiation),
* state that heat flows from hot to cold,
* give examples of heat flow in natural phenomena,
* state what a heat conductor is,
* state what a heat insulator is,
* list uses of heat conductors and heat insulators in daily life,
* carry out an experiment to investigate the use of different materials as heat insulators.

Additional Outcomes

To what extent does the content allow teachers to meet the MYP Objectives?
Is every objective strand addressed at least twice ?

Plus

Minus

Some things that did/will work well are...

Some things that did/will not work well are

Strong links between the MYP and national

curriculum are

I still do not understand...

Ways the MYP may support good teaching

and learning are

Areas that the MYP and national curriculum

do not align are
Ways the MYP and national curriculum
conflict are...

Interesting
Some things I still want to know are
I used to think but now I think
I am excited about
I wonder if

Unit

Unit Title

Key concept

Related concepts

Unit 1

World thorugh the

senses/5 senses

System

Concequences,
Transformation

Unit 2

nutritions

Relationship

Models, pattern
Interaction,
Consequences

Unit 3

Interaction between the Change

system/ biodiversity

Transformation
Interaction
Energy

Unit 4

Water and solution

Interaction,
Concequences

Change

Unit 5

Change

Transformation
Interaction
Energy

Unit 6

Change

Concequences,
Transformation

Unit 7

Forces
Support and movement System

Air Pressure

Interaction, Energy

Global Context

Statement of Inquiry

Inquiry Questions
Factual
Conceptual
Debatable

Fairness and
Development

Technological advances
can produce better
organisms

Factual : Identify the type of sense,

sensory organ and stimulus involved
in each behaviour
: Label the receptors of
human skin, nose, human tongue,
human ear and human eye.
Conceptual : Complete the flow chart
to show the pathway of an impulse
through the nerves after a stimulus is
detected by the skin.
Debateble:
The response of plant towords stimuli
and the relationship between the
response of plants with survival

Scientific and Technical The relationship between

Innovation
the structure and
properties of matter.
Access to certain element
and compound which man
interact has many
potential consequences.

Factual : State the class of food and

explain its function.label the human
digestive system and it's function
Conceptual : Factors that influence a
person's need for energy,
Debatable : Calculate the calorific
value for each class of food

Globalization and
Sustainability

Enegry change and give Factual: What are the class of

impact in the balanced of animals and plants
human and environment Conceptual: The characteristics of
plants and animals.
Debatable:the importance of
biodiversity to the environments.

Globalization and
Sustainablity

Interaction between
human activities and
resouces concequences
in globalization and
development

Factual: What is the freezing point

and boiling point of pure water
Conceptual: The process of
evaporating of water and the solubility
Debatable: What are the factors that
affect evaporation and the affect the
rate of dissolving

Fairness and
Development

Enegry change and give Factual:

impact in the balanced of Conceptual: How to control the air
human and environment pollution?
Debatable: How to manage the
development that can balance the
environment system?

Globalization and
Sustainablity

Change of energy in
various form give many
consequences.

Personal and Cultural

Expression

Factual: What are the sources of

energy?
Conceptual: How to overcome nonrenewable energy?
Debatable: Why should we use a
renewable energy source rather than
non- renewable one?

Factual : What is the effect of heat on

matter?
Conceptual : How heats affect the
change of matter?
Debatable : Is energy transfer has
consequences in environment
sustainability?

Summative Assessment Task

MYP
subject group
objective(s) addressed

Task: Carry out experiments to study

the response of plant towards stimuli

A(i)A(ii)

Task : Carry out food tests on starch,

glucose, protein and fats and the
absorption of glucose through a
visking tube

A(i) A(ii)
D(i)

C(i)C(ii)C(iii)
D(i)

Task: Carry out and do research the A(i) A(ii) A(iii)

characteristics of plants and animals. D(i) D(ii)

Task: Carry out the activity to

determine the composition ogf water
through electrolysis.

A(i) A(ii) A(iii)

D(i) D(ii) D(iii)

Task: As a Research Officer in

A(i)A(ii)A(iii)
Environmental Department, you need D(i)D(ii)D(iii)D(iv)
to investigate the area which involve
with air pollution.Identify the causes of
the air pollution,the effect to the
environment and suggest the way to
overcome the issue.

Task: As an architec, you need to

A(i)A(ii)A(iii)
build a model of a house that use the D(i)D(ii)D(iii)
concept of energy conserving.

Task : A group of traveler assigned

you to designed a cloth to be use
during aktivities at north pole.

A(i)A(ii)A(iii)
D(i)D(II)D(iii)

Assessment Criteria
(MYP
subject group
objective(s) assessed)

ATL Skills

Criterion A:
Knowing and understanding
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
Criterion C:
Processing and evaluating
i. present collected and
transformed data
ii. interpret data and outline results
using scientific reasoning
iii. discuss the validity of a
prediction based on the outcome of
the scientific investigation
Criterion D:
Reflecting on the impacts of
science
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue.
Criterion A:
Knowing and understanding
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
Criterion D:
Reflecting on the impacts of
science
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue.

Thinking skill
Communication skill

Communication skills
Research Skills

Criterion A:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. summarize the ways in which
science is applied and used to
address a specific problem or
issue

Communication skills
Research Skills

Criterion A:
Communication skills
i. outline scientific knowledge
Research Skills
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. discuss and summarize the
various implications of the use of
science and its application in
solving a specific problem or issue
iii.apply scientific language
effectively

Criterion A:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. discuss and summarize the
various implications of the use of
science and its application in
solving a specific problem or issue
iii.apply
scientific
language
Criterion
A:
effectively
i. outline scientific knowledge
iv. apply
document
the work
of others
ii.
scientific
knowledge
and
and
sources
of
information
used
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue
ii. discuss and summarize the
various implications of the use of
science and its application in
solving a specific problem or issue
iii.apply scientific language
effectively

Communication skills
Self Management skill

Criterion A:
i. outline scientific knowledge
ii. apply scientific knowledge and
understanding to solve problems
set in familiar situations and
suggest solutions to problems set
in unfamiliar situations
iii. interpret information to make
scientifically supported judgments
Criterion D:
i. summarize the ways in which
science is applied and used to
address a specific problem or
issue

Communication skills
Research Skills

Communication skills
Research Skills

Content
(topics,
knowledge,
skills) - Learning Outcomes Covered

Additional Outcomes