MYP unit planner

Teacher(s) Nama semua guru yang terlibat (ikut tingkatan)

Subject group and discipline Science

Unit title 2.0 The Cell as a Unit of Life

MYP year Year 1

Unit duration (hrs) 3 weeks

Establishing the purpose of the unit

Key concept

Related concept(s)

Global context
SCIENTIFIC & TECHNICAL INNOVATION

CHANGE

FUNCTION AND TRANSFORMATION

(Strand: The impact of scientific and

technologies advances on communities
and environments )

Statement of inquiry
TECHNOLOGICAL ADVANCES CAN PRODUCE BETTER ORGANISMS
(Scientific and technological advances enable societies to transform the function of organisms and biological molecules to better organisms )
Inquiry questions

FACTUAL

: What are the main structures and functions of all cells? (di akhir topic/ subtopic apa yang hendak dicapai)

CONCEPTUAL : What is the base for system? (kukuhkan kefahaman)

DEBATABLE

: Does technology always allow us to produce better organism? (aplikasi)

Objectives

Summative assessment
MOE

MYP
CRITERION A:
Knowing and understanding
Students should be able to:
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 B:
Inquiring and designing
Student be able to :
i.

outline an
appropriate
problem or
research question
to be tested by a
scientific

Outline of summative assessment

task(s) including assessment criteria:

At the end of this unit, students

are able to:
1.1 Understanding cells.
1.2 Understanding unicellular
organism and multicellular
organism.
1.3 Understanding that cells
form tissues, organs and
systems in the human body.
1.4 Realising that humans are
complex organisms.

Relationship between the summative

assessment task(s) and the statement of
inquiry :

Task (1) : Unit Test:

From task (1), allows students to engage with
Students will have a test, which
the statement of inquiry as they gather
including their knowledge and
information on cell structures and discuss
understanding on this topic.
their function in living things .
1. Draw and label the structures
of plant cell
2. How the plant cell differ from
animal cell?
3. Based on the diagram given
(attachment A), classify the
organisms into their group
based on the number of cell.
4. What will happen if cells are
destroyed?
5. Can we harvest tissue/
organ?

investigation

CRITERION D:
Reflecting on the impact of
science
Students should be able to:
i.
summarize the ways in
which science is applied
and used to address a
specific problem or
issue
ii.
describe 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
iv.
document the work of
others and sources of
information used.

Task(2) : Internet searching and

group work activities.
Topic:
1. Why human beings are
complex organism.

From task (2), allows students to think about

the impact of science and technological
advances enables society to transform/
modify the genetic to better organisms.

2. www.cellsalive.com/
3. How has selective breeding or
genetic modification help
society?
4. Create a mind map.

Approaches to learning (ATL)

Thinking Skills Transfer Utilising skills and knowledge in multiple contexts.
Research Skills Information Literacy Finding, interpreting, judging and creating information from a various sources .

Planning for teaching and learning through inquiry

Content

Identify that cell is the basic unit of living

things
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 animal cell and a plant cell
State the meaning of unicellular
organism and multicellular organism,
Give examples of unicellular organism
and multicellular organism
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, system and organism
Explain why human beings are complex
organisms

Learning process
Learning experiences and teaching strategies
Week 1

Gather information on living organisms and identify the smallest living unit that makes up the
organism. (Gallery Walk)

Prepare slides of cheek cells and onion cells and study the general structure of cheek cells and
onion cells under a microscope using the correct procedure.
Draw and label the different structures of an animal cell and a plant cell. Using classification,
state the similarities and differences between an animal cell and a plant cell.

Week 2
Using large picture cards with two unknown categories of organisms, discuss on why the
organisms are arranged in such a way. (Leading to the understanding of unicellular and
multicellular organisms)
Each group will be provided with different kinds of human cells laminated cards. The students
will discuss and write the functions of the human cell that they get. The groups will change
places and make adjustments and comments on other cards.
Week 3
Organise the human cells from simple to complex sequentially through puzzle-it-out.
Discuss why human beings are complex organisms in learning trios A-B-C.
Formative assessment

Feed back peer assessment

Observation lab activity
Reporting
Scrap book

Differentiation
1. Students will be grouped into mixed level of achievement evaluated from pre-assessment so
that the low achievers may benefit from the peer support/help.

Resources

The class set-up will be facilitate inquiry and will allow students to investigate the effects biotechnology on environment.
Students will adhere to the safety requirements as stated in MYP science guide.
The class will be arranged in groups to facilitate peer learning via discussion and group work.

Reflecting and evaluating

Prior to teaching the unit

student know about cell and the function

of the cell

During teaching

*Tinggalkan ruang/space untuk refleksi

mingguan
student able to inquire while observing
specimen slide under the light
microscope.
student able to identify differences
between plant cell and animal cell
student able to organise the human cells
from simple to complex sequentially
student able to use the resources
provided
able to practice the manipulative skills by
using microscope

After teaching the unit

student have understand the cell as a

basic unit of life
student know that cell can be applied in
biotechnological areas

Criterion A
Achievement level
0

1-2

3-4

5-6

7-8

Level descriptor
The student does not reach a standard described by any of the descriptions
below.
The student is able to :
i.
Select scientific knowledge
ii.
Select scientific knowledge and understanding to suggest solutions
to problem set in familiar situation
iii.
Apply information to make judgement with limited succes
The student is able to :
i.
Recall scientific knowledge
ii.
Apply scientific knowledge and understanding to suggest solutions
to problem set in familiar situation
iii.
Apply information to make judgements
The student is able to :
i.
state scientific knowledge
ii.
Apply scientific knowledge and understanding to solve problem
solutions to problem set in familiar situation
iii.
Apply information to make scientifically support judgements
The student is able to :
i.
Outline scientific knowledge
ii.
Apply scientific knowledge and understanding to solve solutions
to problem set in familiar situation and suggest solution to
problems sets in unfamiliar situations
iii.
Interpret information to make scientifically supported
judgements.

CRITERION B
Achievement level
0
1-2

3-4

5-6

7-8

Level descriptor
The student does not reach a standard described by any of the descriptions
below.
The student is able to
i.
select a problem or question to be tested by a scientific
investigation
The student is able to
i.
state a problem or question to be tested by a scientific
investigation
The student is able to
i.
State a problem or question to be tested by a scientific
investigation
The student is able to
i.
outline a problem or question to be tested by a scientific
investigation

Criterion D
Achievement level
0

1-2

Level descriptor
The student does not reach a standard described by any of the descriptions
below.
The student is able to, with limited success :
i.
State the ways in which science is used to address a
specific problem or issue
ii.
State the implication of using science to solve a specific
problem or issue, interacting with a factor
iii.
Apply scientific language to communicate understanding
iv.
Document source

3-4

5-6

7-8

Sample student work

Assessment

The student is able to :

i.
State the ways in which science is used to address a
specific problem or issue
ii.
State the implication of using science to solve a specific
problem or issue, interacting with a factor
iii.
Sometimes apply scientific language to communicate
understanding
iv.
Sometimes document sources correctly.
The student is able to :
i.
Outline the ways in which science is use to address specific
problem or issue
ii.
Outline the implication of using science to solve a specific problem
or issue, interacting with a factor
iii.
Usually apply scientific language to communicate understanding
clearly and precisely
iv.
Usually document sources correctly.
The student is able to :
i.
Summarize the ways in which science is use to address specific
problem or issue
ii.
Describe and summarise the implication of using science to solve a
specific problem or issue, interacting with a factor
iii.
consistently apply scientific language to communicate
understanding clearly and precisely
iv.
Document sources correctly.

CRITERION
LEVEL ACHIEVED

A
5/8

B
5/8

C
5/8

D
5/8

ASSESSMENT CRITERION A: KNOWING AND UNDERSTANDING

This work achieved a level_5_ because the student:
Able to outline scientific knowledge
Able to apply scientific knowledge and understanding to solve problem set in familiar
situation and suggest solution to problems set in familiar and unfamiliar situation
The student would have achieved a higher level if he/ she had:
Able to describe scientific knowledge
Able to apply scientific knowledge and understanding to solve problem set in familiar
situation and suggest solution to problems set in familiar and unfamiliar situation
ASSESSMENT CRITERION B: INQUIRING AND DESIGNING
This work achieved a level_5_ because the student:
Able to outline a problem or question to be tested by a scientific investigation
The student would have achieved a higher level if he/ she had:
Able to describe a problem or question to be tested by a scientific investigation

ASSESSMENT CRITERION D:
This work achieved a level_5_ because the student:
Able to summarize the ways in which science is applied and used to address a
specific problem or issue
Able to describe the implication of using science and its application to solve a specific
problem or issue interacting with a factor

Able usually apply scientific language to communicate understanding clearly

and precisely
Able usually able document sources correctly
The student would have achieved a higher level if he/ she had:
Able to describe the ways in which science is applied and used to address a
specific problem or issue
Able to discuss and analyse the implication of using science and its application to
solve a specific problem or issue interacting with a factor
Able to consistently apply scientific language to communicate understanding
clearly and precisely
able to document sources correctly
SELF REFLECTION:
1. Could this task be assessed with any other criteria strands? Justify your answer.
Yes. I have been using all the criterion A, B, and D to assess every topics in Science subject.
This is because every topics have to show progress and process in term of brainstorming ideas
2. Evaluate the overall quality of this assessment task. Consider the objectives of the unit.
Yes
3. Is this task valid?
Yes
4. How could the unit be expanded or strengthened?
It is well organised unit plan.