Middle Years Programme Unit Planner

Teacher(s) Ms Seema Khokhar Subject group and Science (Chemistry)

discipline

Unit title A Balancing Act MYP Year 3 Year 9 Unit duration 10 weeks
(days) 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 mans 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
Cr: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.
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.
Summative Assessment
Outline of summative assessment task(s) Relationship between summative
including assessment criteria: 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
SA1: Experiment/Lab report (Cr B and C) changes
Investigating Rate of Reactions
During chemical reaction changes occurs
Success Criteria : Rubrics
Like state change
SA2: In class test (Cr A and D) 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
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Cr:D Reflecting on the impacts 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 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

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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
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

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Action: Teaching and learning through inquiry

Content Learning Process

1. Atomic Structure Learning experiences and teaching strategies

The particulate nature of matter
the properties of the different states
Lesson objectives are discussed in every lesson.
of matter (solid, liquid and gas) in
Rubrics are explained and discussed with students for better understanding. An ideal lab report is shared
terms of the particle model,
and discussed in terms of rubrics.
including gas pressure
changes of state in terms of the
Models like 5W1H are practiced for emphasizing the criterion.
particle model.
After every lesson, students appear for exit task to give feedback to teacher for learning.
Atoms, elements and
Many hands on sessions will assist students to construct their own knowledge for meaningful learning.
compounds
Few real life context and science applications are introduced to lead students to better understanding.
a simple (Dalton) atomic model
Students will have to meet the expectations in following manner
differences between atoms,
a task- specific version of the required assessment criteria.
elements and compounds chemical
a collective classroom discussion
symbols and formulae for elements
a detailed task sheet or assignment
and compounds
Article reading and summarizing points
conservation of mass changes of
Through proper referencing
state and chemical reactions.
Collating and interpreting valid information
Peer discussion
2. Periodic Table.
Designing Laboratory investigation
the varying physical and chemical
Practice work sheets Oral Quiz written Quiz
properties of different elements
one to one discussion with the students
Different formative assessment tools would be used in classrooms. These include oral questioning,
the principles underpinning the
produce summary in table form, construct mind maps, students to suggest questions, provide ideas that
Mendeleev Periodic Table can elicit discussion, provide comment and suggestions for improvement.
the Periodic Table: periods and
groups; metals and non-metals

how patterns in reactions can be

predicted with reference to the

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Periodic Table Differentiation

the properties of metals and non-
metals
the chemical properties of metal
and non-metal oxides with
respect to acidity.
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.

3. Endothermic and Exothermic
energy changes on changes of
state (qualitative)
exothermic and endothermic
chemical reactions (qualitative).
4. Rates of Reaction
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 as the

rearrangement of atoms

representing chemical reactions

word equations

combustion, thermal
decomposition, oxidation and
displacement reactions

defining acids and alkalis in

terms of neutralisation
reactions

the pH scale for measuring

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acidity/alkalinity; and indicators

reactions of acids with alkalis to

produce a salt plus water

what catalysts do.

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

the pH scale for measuring

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
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.
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
During teaching
Students actively participated in lesson. They
were asking critical thinking based questions.
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.
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After teaching the unit
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.
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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