Teacher(s) Neil Commons



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Teacher(s)

Neil Commons

Subject group and discipline

Sciences

Unit title

Energy and climate change

MYP year

4

Unit duration (hrs)



Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Global interactions

Energy and Consequences

Globalization and sustainabilty

Statement of inquiry

Mans ever increasing need for energy has a range of consequences. Response will need to be both considered global interactions and everyone to be more aware of the requirements of sustainability.


Inquiry questions

Factual — Describe how electricity is produced by renewable and non-renewable sources?

Conceptual — What features do climate change models need to incorporate?

Debatable — Climate change is a natural feature of planet Earth?


Objectives

Summative assessment

Outline of summative assessment task(s) including assessment criteria:


Relationship between summative assessment task(s) and statement of inquiry:





  1. 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




End of unit test


Test will require consideration of the

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.

Suitable alternative energy options essay

The identification and promotion of suitable energy production processes for different global locations

Approaches to learning (ATL)

IB ATL Category

MYP ATL Cluster

Specific ATL skill

Related Subject Objective

Learning experience (explicitly taught in bold)

Thinking

Critical thinking

Analyzing and evaluating issues and ideas

Objective A strand iii

Objective B strand iii

Objective C strand ii

Objective C strand iii

Objective C strand iv

Objective C strand v

Objective D strand ii


Problem solving

Investigation planning, analysis and evaluation

Essay evaluation

Enercity




Creativity and innovation

The skills of invention – developing things and ideas that never existed before

Objective B strand ii

Objective B strand iv







Transfer

Utilising skills and knowledge in multiple contexts

Objective A strand ii

Problem solving

Social

Collaborating

Working effectively with others



Alternative energy market place

Local global warming action



Communication

Communication

Exchanging thoughts, messages and information effectively through interaction

Objective A strand i

Objective B strand i

Objective C strand v

Objective D strand i

Objective D strand iii


Sharing:

Alternative energy market place

Local global warming action

Essay


Self-management

Organization

Managing time and tasks effectively



Deadlines set and suitable research and referencing tools used



Reflection

(Re-)considering what has been learned; choosing and using ATL skills



Unit reflection task including re-considering assessment task feedback

Research

Information literacy

Finding, interpreting, judging and creating information

Objective A strand iii

Objective C strand i

Objective D strand iv


Finding supporting evidence:

Problem solving

Evaluation essay

Coal point of view summarisation





Media literacy

Interacting with media to use and create ideas and information



Phet animation tasks

Suitable image selection to support notes


Action: Teaching and learning through inquiry

Content

Learning process

  1. Can we save planet Earth?

Watch video to provide overview of statement of inquiry

Learning experiences and teaching strategies

Watch video

Formative assessment

Video related question sheet



Differentiation

In class questions



  1. Making electricity

Introduce the production of electricity as another energy transformation. Display a basic generator and consider what is needed to produce electricity – energy to rotate magnet or coil. Describe the stages a fossil fuel power station


  • Describe the process of electricity generation in a non-renewable power stations




Learning experiences and teaching strategies

Demonstration of electricity generation

Formative assessment

In class questions

Generating electricity

Power stations



Differentiation

In class questions

Worksheet options by choice


  1. Non-renewable energy sources




  • Describe the formation of fossil fuels

  • Discuss some of the advantages and disadvantages of non-renewable energy sources

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Alternative energy sources

Complete a market place activity followed by review tasks


  • Describe renewable electricity production for wind, solar, wave, hydroelectric

  • Discuss some of the advantages and disadvantages of renewable energy sources

Learning experiences and teaching strategies

Market place plus content review

Formative assessment

In class questions

Wind, solar wave worksheet


Differentiation

In class questions



Worksheet options by choice

  1. Alternative investigation

Investigate a non-renewable energy source

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Greenhouse effect

  • Describe the greenhouse effect

  • Identify the impact of the greenhouse effect on Planet Earth’s temperature

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Global warming causes

  • Describe the causes of the enhanced greenhouse effect

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Global warming impacts

Describe some impacts of global warming

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Global warming solutions



  • Describe local actions that can be made to reduce greenhouse emissions

  • Describe national/ international actions that can be made to reduce greenhouse emissions

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Alternative energy options

Get class to brainstorm other renewable options. Discuss alternative energy assignment and allocate different method and country. Research chosen renewable energy source and identify how this will benefit chosen country
Use one world template to write 1st draft
Review first draft using related criterion peer review tools

Learning experiences and teaching strategies


Formative assessment


Differentiation


  1. Revision

Using enercities game and class competition

Learning experiences and teaching strategies


Formative assessment


Differentiation


Resources


Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit












Middle Years Programme Unit planner


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