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Unit title Matter and its purity MYP year 4 Unit duration (hours)
Statement of inquiry
Inquiry questions
Factual
How can be acids and bases differentiated?
Debatable
Advantages and Disadvantages of Acid s and Bases.
Conceptual
How do Acids and Bases harm the environment?
How have chemical reactions depended on acids and bases?
1
Objectives: Summative assessment
A: all strands Outline of summative assessment task(s) Relationship between summative assessment
task(s) and statement of inquiry
D: all strands
Investigation A: Stuednts will apply their knowledge of knowing
and understanding the concepts of acid and
A: all strands bases.
A-Knowing and Understanding D: Students will explore different types of
chemical reactions and how these reactions
have helped in the development of new
technology within the automobile industry.
Reflection Students will have the opportunity to explore how
D: all strands engineers design new products to solve the
problem of improving a car´s performance.
D: reflect on the impact of the use of chemical Students must describe and analyse the
reactions in the automobile industry. implications of science in solving the problem
through exploring its impact on society, and the
effect on the environment, using written or oral
skills. Students are required to acknowledge the
work of others and the sources of information
used by appropriately documenting them (in
written or verbal form) using a recognized
referencing system.
Approaches to learning (ATL)
Formative assessment
-Students will be given different worksheets to test their understanding on acids and
bases, describing and analysing important chemical reactions in real life.
-Crit B and C task will be given on titration.
- Students will design a format to register information during the visit will be written as
a summary and shared with their peers to receive feedback about the most important
issues/aspects of the task (application of science, addressing the specific problem and
the analysis of the advantages and disadvantages of the application).
Differentiation
Different ways of delivering information
Opportunities to participate in different activities during the unit
1. Basic information delivered to the student using media resources
2. Use of the ICT resources room for simulations and information related to the
topic
4. Students could take photographs of a demonstration or experiment showing the
steps and stages of each process. They can then create a cartoon first in their
own language and then translate this into the language of instruction.
5. Students with learning support requirements students could be helped in building
charts of acids and bases from the conent of the substances given to them.
Assessment
Different devices to be investigated according to the student´s preference.
Universal Indicator
pH paper
Litmus paper
Two different options to present the information
1. Written task: 5001000 words
2. Oral/multi-media task: 36 minutes
Resources
Laboratory working environment with different materials/reagents and resources, and internet access/multimedia resources. Group working: 23 students per
group; collaborative work at all times.