7th+Grade+Unit+Plan

= 7th Grade Unit Plan - Science =

MYP unit planner
Teacher(s) || TBA || Subject and grade level || Science 7th Grade || Time frame and duration || 25 Days ||
 * ===== Unit title ===== || ===== Unit 2 - Electricity and Magnetism ===== ||

Stage 1: Integrate significant concept, area of interaction and unit question
Which area of interaction will be our focus? Why have we chosen this? || ===== ===== || ===== Significant concept(s) ===== What are the big ideas? What do we want our students to retain for years into the future? || Environments Electricity and magnetism are the essential building blocks of converting and efficiently transporting usable electricity. ||^  ||  The students will understand the properties of electricity and refine their knowledge of magnetism. || **Where does energy come from and which is the best source?** ||
 * ===== Area of interaction focus =====
 * ===== MYP unit question ===== ||

What task(s) will allow students the opportunity to respond to the unit question? What will constitute acceptable evidence of understanding? How will students show what they have understood? || · Essays · Debates · ePortfolio  assessment · Observation · Presentations—verbal (oral or written), graphic—through various media · Creations of solutions or products in response to problems || Which specific MYP objectives will be addressed during this unit? || · Describe and evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society || Which MYP assessment criteria will be used? || · Criterion B: Communication in Science (using scientific language correctly) · Criterion E: Processing data ||
 * ===== Assessment =====
 * * Present Scientific Information in a variety of formats.
 * Explain and apply Scientific Information to solve problems in familiar and unfamiliar situations.
 * Analyse scientific information by identifying components, relationships and patterns both in
 * experimental data and ideas
 * Present scientific information in a variety of formats acknowledging sources as appropriate
 * Discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors

Stage 2: Backward planning: from the assessment to the learning activities through inquiry
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question? What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1? || · Knows that waves (e.g., sound, seismic, water, light) have energy and interact with matter (e.g., light scattering) and can transfer energy (e.g., light absorption) · Knows the organization of a simple electrical circuit (e.g., battery or generator, wire, a complete loop through which the electrical current can pass) · Understands the origins and environmental impacts of renewable and nonrenewable resources, including energy sources like fossil fuels (e.g., coal, oil, natural gas) · identify  electric charges and current · differentiate  between parallel and series circuit · create  a simple electric motor · identify  various electric plant parts || How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || · Organization · Collaboration · Communication · Information literacy · Reflection || How will students know what is expected of them? Will they see examples, rubrics, templates ? How will students acquire the knowledge and practise the skills required? How will they practise applying these? Do the students have enough prior knowledge? How will we know? || ======** Teaching strategies ** ====== How will we use formative assessment to give students feedback during the unit? What different teaching methodologies will we employ? How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs? || Field Trip Rubrics Templates Debate Impromptu speaking Experience Based Learning Create a web page Add content to group wiki Create iMovie of simulation of magnetism using everyday objects – stop motion animation style || Each learner keeps a Science Notebook, individualized vocabulary index cards, splash vocabulary, 4D Vocabulary, literature circles, Literature circles, writer’s workshop. || What resources are available to us? How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? ||
 * ======** Content ** ======
 * ===== Approaches to learning =====
 * ======** Learning experiences **======
 * ===== Resources =====
 * Copper coil**
 * Batteries**
 * Magnets**
 * Nails**
 * Iron fillings**
 * Text Book: Prentice Hall Science Explorer: Electricity and Magnetism**
 * Field Trip local electric plant**
 * Hydroelectric plant Diagram**
 * Web: **
 * [] **
 * [] **
 * [] **
 * http://www.youtube.com/watch?v=wvxUZF4lvGw&feature=related ** ||
 * http://www.youtube.com/watch?v=wvxUZF4lvGw&feature=related ** ||

Ongoing reflections and evaluation

 * ===== In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of //MYP: From principles into practice//. =====

** Students and teachers **
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? What inquiries arose during the learning? What, if any, extension activities arose? How did we reflect—both on the unit and on our own learning? Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?

** Possible connections **
How successful was the collaboration with other teachers within my subject group and from other subject groups? What interdisciplinary understandings were or could be forged through collaboration with other subjects? Were students able to demonstrate their learning? How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors? Are we prepared for the next stage? How did we decide on the data to collect? Was it useful? || Figure 12 MYP unit planner
 * Assessment**
 * Data collection**