MYP Science Unit Planning Overview 2024-2025

Grade 6 (MYP 1)

Unit
4 weeks 6 weeks 6 weeks 4 Weeks 4 weeks 3 weeks 5 weeks
Timeline

Unit Title Introduction to Science Matter Forces Science Fair Space Cells Plant and Human Reproduction
Change Systems
Key concept Change Change Relationships Systems Change
Mex – Cosmic Dome
Related Evidence, consequences
Evidence, consequences Form, models Movement, interaction Movement, environment Function, form Transformation. interaction
Concept
Scientific and technical innovation Scientific and technical innovation Scientific and technical innovation Globalisation and Sustainability - Scientific and technical innovation Globalisation and Sustainability -
Global Scientific and technical innovation
– processes – ingenuity – methods and processes interconnection – opportunity diversity
Context – methods and processes
Exploring how different methods Understanding of models allows Understanding the interactions Exploring how different methods Exploring the movement within Understanding the form and Exploring the interaction between
and processes can lead to change us to select appropriate processes that lead to movements allows and processes can lead to change systems enables us to understand function of individual fusing elements improves
will allow us to analyse evidence to bring about the desired change improved ingenuity in design to will allow us to analyse evidence the interconnections between components allows opportunity understanding of the
and predict consequences. in form of a substance. manipulate the relationships and predict consequences. humans and their environment. to explore the interdependence transformations that lead to
Statement
being observed. of each within a system. diverse change.
of Inquiry
UAE Link: Desalination UAE Link: Space exploration in
UAE Link: streamlining and its UAE UAE link: Genome project.
uses in cycling, team UAE.

• Identify hazards in a • Describe how particles in • Recall that forces can be • Outline a problem or • Outline the features of • Outline the 7 • Recall the names of the
laboratory and describe a solid, liquid and gas a push or a pull. question to be tested by a our solar system characteristics of living reproductive organs of a
behave differently. • Classify forces as either scientific investigation. (planets, dwarf planets, things. flower.
the risk.
• Outline a testable
• Outline appropriate • Apply the particle model contact of non-contact moons, asteroids, • Identify the key • State the functions of the
prediction using scientific
safety precautions. to explain the differences forces. comets) structures (organelles) reproductive organs of a
reasoning.
between solids, liquids • State the unit of force • Model the relative sizes found in an animal cell. flower.
• Name key pieces of • Outline how to manipulate
and gases. (Newton). the variables and state of the planets. • Identify the key • Perform a flower
equipment and describe
• Apply the particle model • Sketch and analyze free how sufficient, relevant • Outline how bodies in structures (organelles) dissection.
how they are used.
to explain the occurrence body diagrams and data will be collected. our solar system move found in a plant cell. • Outline how fertilization
• Light a Bunsen burner of changes of state. forces. (Newton’s laws) • Design (orbits). • Outline how to use a in a plant occurs.
safely. • Plot, interpet and • Calculate resultant force. a logical, complete, and safe • Describe how seasons microscope to view cells. • State the names of the
• Take and record analyse the heating • Recall situations in which method in which he or she occur. • Calculate the structures found in a
selects appropriate
measurements. curve of water. frictional forces occur. • Outline the phases of the magnification used to seed.
materials and equipment.
• Identifying variables. • Outline the terms • Investigate frictional • Correctly collect, organize, t
moon. view cells under the • Outline seed dispersal
• Construct research element, compound, forces. ransform, and present data • Describe the life cycle of microscope. methods.
Content mixture pure and impure • Describe how drag can a star. • Prepare microscope • Research the global
questions. in numerical and/or visual
• Write a scientific substance. be reduced by forms. slides. significance of
method. • Outline how impurities streamlining. • Accurately interpret data • Research some pollinators.
• Construct data tables.
impact the physical • Outline what gravity is. and outline results using specialized cells and their • Outline the changes that
correct scientific reasoning.
properties of a • Distinguish between functions. take place in the male
• Process raw data. • Discuss the validity of a
substance. mass and weight. Systems and female body during
• Graph processed data. • hypothesis based on the
Outline how a solution is • Investigate air resistance. outcome of a scientific
puberty.
formed. • Outline how air pressure investigation. • Outline the adaptations
• Investigate factors that occurs. • Discuss the validity of the of the male and female
affect the speed of • Calculate pressure acting method based on the sex cells (sperm and egg).
dissolving. on a solid. outcome of a scientific • Outline how the egg cell
• Describe how mixtures • Pressure on Solids investigation. is fertilized.
can be separated by • Describe improvements or • Outline the stages of the
filtration, evaporation, extensions to the menstrual cycle.
method that would benefit
and chromatography. • Recall the key parts of
the scientific investigation.
the male and female

1
 MYP Science Unit Planning Overview 2024-2025

reproductive organs in
both plants and animals
and outline the function
of each.
• Outline the stages of
gestation.

What is a variable? How are particles arranged in a What is a force? What is a variable? Are the forces on Earth the same What are the seven What are the key adaptations of
solid, liquid and gas? elsewhere in the Solar System? characteristics that all living gametes that allow them to carry
What are some common hazards Is friction a contact or non- What are some common hazards things share? out their function?
in a laboratory? How do particles in a solid behave contact force? in a laboratory? Explain what distinguishes a
differently than particles in a gas? dwarf planet from a regular What structures are present in an What is fertilisation?
What safety measures should be If two forces of 5 Newtons each What safety measures should be planet animal cell?
followed in the lab? What is an element? are acting in opposite directions followed in the lab? What is pollination?
In what situations would you use on an object, what is the resultant What causes the changing of What structures are present in a
What is the function of an airhole filtration to separate components force? Why is it important to keep seasons on Earth, and how is it plant cell? What are the different methods
in a Bunsen burner? of a mixture? control variables the same when related to the tilt of the Earth's of seed dispersal?
What is the difference between you're doing a science axis? What are the steps involved in
Factual
What makes a measurement mass and weight? experiment? preparing a microscope slide with
Questions
accurate in science? How long does it take for the a tissue sample for viewing under
moon to complete one cycle of all the microscope?
Why is it important to keep its phases?
control variables the same when How do the adaptations of egg
you're doing a science cells differ from those of sperm
experiment? cells?

Choose a specialized cell type and

describe its structure and function
in the body or organism.

How can models be used to How can an interaction between What is the importance of a What determines the eventual How is a plant cell's structure How does the type of fertilization
How do scientists use the explain what we cannot see? to objects cause a force? research question? fate of a star, whether it becomes similar/different to that of an method link to the number of
scientific method to know about a white dwarf, neutron star, or animal cell? offspring produced?
the world? What are the limitations of How can a free-body diagram How do scientists use the black hole?
models used to explain the help us understand the forces on scientific method to know about Why do different cells need to do How does the adaptation of a
Conceptual
What is the importance of a changes of state? an object? the world? How do we differentiate between adapt differently to perform seed influence its dispersal
Questions
research question? a planet and a dwarf planet? different functions? method?
How can we investigate forces
acting on an object? How do hormones affect the
changes during puberty?

Is it necessary for scientists to use Is desalination the answer to the Is friction always a ‘good’ force Is it necessary for scientists to use Should governments prioritize Are all organelles equally Are pollinators the most
Debatable the scientific method to discover global water shortage? when it comes to motion? the scientific method to discover funding for space exploration? important for cell survival? important answer to the global
Questions truths about the world? truths about the world? food supply threat?

Self-Management - Organisation Self-Management - Organisation Self-Management - Organisation Self-Management - Organisation Self-Management - Organisation Self-Management - Organisation Self-Management - Organisation
Skills Skills Skills Skills Skills Skills Skills
✓ 3.e . bring necessary ✓ 3. e. bring necessary ✓ 3 e. bring necessary ✓ 3 e. bring necessary ✓ 3 e. bring necessary ✓ 3 e. bring necessary ✓ 3 e. bring necessary
equipment and supplies to equipment and supplies to equipment and supplies to equipment and supplies to equipment and supplies to equipment and supplies to equipment and supplies to
class class class class class class class
✓ Reflect on subject matter ✓ Reflect on subject matter ✓ Reflect on subject matter ✓ Reflect on subject matter ✓ Reflect on subject matter ✓ Reflect on subject matter ✓ Reflect on subject matter
ATL knowledge: knowledge: knowledge: knowledge: knowledge: knowledge: knowledge:
I. What did I learn about I. What did I learn about I. What did I learn about I. What did I learn about I. What did I learn about I. What did I learn about ✓ I. What did I learn about
today? today? today? today? today? today? today?
II. What don’t I yet II. What don’t I yet II. What don’t I yet II. What don’t I yet II. What don’t I yet II. What don’t I yet ✓ II. What don’t I yet
understand? understand? understand? understand? understand? understand? understand?
iii. What questions do I have iii. What questions do I have iii. What questions do I have iii. What questions do I have now? iii. What questions do I have now? iii. What questions do I have now? ✓ iii. What questions do I have
now? now? now? Thinking – Critical Thinking Skills Thinking – Critical Thinking Skills Communication Skills now?
2
 MYP Science Unit Planning Overview 2024-2025

Research - Information Literacy Communication Skills Thinking – Critical Thinking Skills ✓ interpret data Use models and simulations ✓ 1.1a give and receive Thinking – Critical Thinking Skills
Skills ✓ 1.1a give and receive ✓ interpret data ✓ 8 d draw and test reasonable to explore complex systems meaningful feedback. ✓ 8.1 b gather and organize
✓ collect, record and verify data meaningful feedback. ✓ 8 d draw and test reasonable conclusions and and issues Thinking – Creative thinking relevant information to
✓ interpret data ✓ organize and depict conclusions and generalisations Communication Skills ✓ 9 e. Use existing works and formulate an argument
Communication Skills information logically generalisations ✓ 8 i Propose and evaluate a ✓ 1.2 d use and interpret a ideas in new ways, generate ✓ 8.1 p Propose and evaluate a
✓ 1.2 d use and interpret a ✓ Write for different purposes ✓ 8 i Propose and evaluate a variety of solutions range of discipline-specific original works and ideas. variety of solutions
range of discipline-specific Research variety of solutions Research - Information Literacy terms and symbols Research Research - Information Literacy
terms and symbols ✓ Present information in a Research - Information Literacy Skills ✓ organize and depict ✓ Present information in a Skills
variety of formats and Skills ✓ collect, record and verify data information logically variety of formats and ✓ 6.1 m Create references and
platforms ✓ collect, record and verify data ✓ Collect and analyse data to Thinking – Transfer Skills platforms citations, use
Thinking – Creative thinking ✓ Collect and analyse data to identify solutions and make ✓ 9 f Practice flexible thinking Thinking – Critical Thinking Skills footnotes/endnotes and
✓ 9 d. Make guesses, ask ‘what identify solutions and make informed decisions apply skills and knowledge in Use models and simulations construct a bibliography
if’ questions and generate informed decisions ✓ process data and report unfamiliar situations to explore complex systems according to recognised
testable hypotheses ✓ process data and report results and issues conventions
✓ 9 e. Use existing works and results Communication skills Communication Skills
ideas in new ways, generate Communication skills ✓ Write for different purposes ✓ 1.2. h Preview and skim texts
original works and ideas. ✓ Write for different purposes Thinking – Creative thinking to build understanding
Thinking – Creative thinking ✓ 9 d. Make guesses, ask ‘what ✓ 1.2.m organize and depict
✓ 9 d. Make guesses, ask ‘what if’ questions and generate information logically
if’ questions and generate testable hypotheses ✓ 1.2.n structure information in
testable hypotheses ✓ 9 e. Use existing works and summaries, essays and
✓ 9 e. Use existing works and ideas in new ways, generate reports
ideas in new ways, generate original works and ideas.
original works and ideas.

Inquirers: we nurture our Inquirers: we nurture our Thinkers; we use critical and Risk Takers: We approach Knowledgeable we develop and Knowledgeable we develop and Knowledgeable we develop and
curiosity, developing skills of curiosity, developing skills of creative thinking skills to analyze uncertainty with forethought and use conceptual understanding, use conceptual understanding, use conceptual understanding,
inquiry and research. We know inquiry and research. We know and take responsible action on determination; we work exploring knowledge across a exploring knowledge across a exploring knowledge across a
how to learn independently and how to learn independently and complex problems. We exercise independently and cooperatively range of disciplines, we engage range of disciplines, we engage range of disciplines, we engage
with others. We learn with with others. We learn with initiative in making reasoned, to explore new ideas and with issues and ideas that have with issues and ideas that have with issues and ideas that have
enthusiasm and sustain our love enthusiasm and sustain our love ethical decisions. innovative strategies. We are local and global significance. local and global significance. local and global significance.
of learning throughout life. of learning throughout life. Reflective: we thoughtfully resourceful and resilient in the Inquirers: we nurture our Inquirers: we nurture our Inquirers: we nurture our
Risk Takers: We approach Thinkers; we use critical and consider the world and our own face of challenges and change. curiosity, developing skills of curiosity, developing skills of curiosity, developing skills of
uncertainty with forethought and creative thinking skills to analyze ideas and experience. We work to Inquirers: we nurture our inquiry and research. We know inquiry and research. We know inquiry and research. We know
determination; we work and take responsible action on understand our strengths and curiosity, developing skills of how to learn independently and how to learn independently and how to learn independently and
Learner independently and cooperatively complex problems. We exercise weaknesses in order to support inquiry and research. We know with others. We learn with with others. We learn with with others. We learn with
Profile Focus to explore new ideas and initiative in making reasoned, our learning and personal how to learn independently and enthusiasm and sustain our love enthusiasm and sustain our love enthusiasm and sustain our love
innovative strategies. We are ethical decisions. development. with others. We learn with of learning throughout life. of learning throughout life. of learning throughout life.
resourceful and resilient in the Knowledgeable we develop and Inquirers: we nurture our enthusiasm and sustain our love Caring: we show empathy,
face of challenges and change. use conceptual understanding, curiosity, developing skills of of learning throughout life. compassion and respect We have
exploring knowledge across a inquiry and research. We know Thinkers; we use critical and a commitment to service and we
range of disciplines, we engage how to learn independently and creative thinking skills to analyze act to make a positive difference
with issues and ideas that have with others. We learn with and take responsible action on in the lives of others and in the
local and global significance. enthusiasm and sustain our love complex problems. We exercise world around us
of learning throughout life. initiative in making reasoned,
ethical decisions.

Criterion A (I, ii, iii, iv) Criterion A (i, ii, iii, iv) Criterion A (i, ii, iii, iv) Criterion B (i, ii, iii, iv) Criterion A (i, ii, iii, iv) Criterion A (i, ii, iii, iv) Criterion D (i, ii, iii, iv)
Formative Criterion B ( i, ii, iii, iv) Criterion B (i, ii, iii, iv) Criterion C (i, ii, iii, iv, v) Criterion D (i, ii, iii, iv)
Formative Criterion C ( I, ii, iii, iv, Criterion C (i, ii, iii, iv, v)
Summative v)
Assessment Criterion D (i, ii, iii, iv)
Criteria Criterion A - Introduction to Criterion A – Matter test Criterion A (Summative) – Forces Independent student developed Criterion A (Summative) – Space Criterion A – Cells Test Criterion D (formative) -
science test Criterion B (Formative) - Test criterion B and C. test Pollinators
Investigating factors that affect Criterion B – Investigating Criterion D – Space exploration Formative cell model (learning
the speed of dissolving. streamlining. showcase possibility)

3
 MYP Science Unit Planning Overview 2024-2025

Criterion C (Formative) - Criterion C – Processing and

Investigating factors that affect evaluating data from parachute
the speed of dissolving. lab.
Criterion D – Desalination Essay
(National identity mark)

4
 MYP Science Unit Planning Overview 2024-2025
Grade 7 (MYP 3)

Unit Timeline 9 Weeks 8 weeks 8 weeks 5 weeks

1. Atomic Models and Patterns in the Periodic Table 2. Human Body Systems 3. Introduction to Electricity 4. Ecosystems
Unit Title Energy sources, Energy Generation and Energy Transfer Plants and Photosynthesis

Key concept Relationships Systems Change Change & Systems

Energy, Movement
Related Concept Interaction, patterns Function, Interaction Balance, environment, consequences and interaction
Function, Interaction
Scientific and technological innovation: Students will explore Identities and Relationships: Students will explore Scientific and technical innovation; Students will explore Globalization and sustainability; How is everything
the natural world and its laws; how humans use their identity; the natural world and its laws; how humans use their connected?
understanding of scientific principles; the impact of scientific Physical, health and well-being; lifestyle choices understanding of scientific principles; the impact of
Global Context and technological advances on communities and Exploration: Physical Health scientific and technological advances on communities and Students will explore, the impact of decision-making on
environments; environments; humankind and the environment
Exploration; Discoveries Exploration; consequences (Service Action Project)

Observing the patterns within relationships gives rise to the Exploring the function of a system and the interaction Energy has the ability to induce change and movement Exploring the interactions that keep systems in balance,
discovery of new interactions. between multiple systems enables us to assess the but not without consequences. we can better understand the impact of humans on the
Statement of Inquiry physical health of different individuals. environment.
UAE Link: Desert and mangrove ecosystems
UAE Link:
Atomic Structure & Periodic Table Human Body Systems • Electricity Students will explore and understand key features of the
✓ Physical and chemical change Explore and introduce the 11 body systems: • Static electricity= Charge imbalance ecosystem and use this to apply it to a Service Action
✓ Structure of atoms. Levels of organization in the body from atoms, molecules, • current, discharge, grounding Project within Raha.
✓ Isotopes organelles, cells, tissues, organs, organ system, organism. • Conductors, insulators; materials Key content will cover biomes and characteristics of
✓ Charges, location, and mass of subatomic particles. (emergent properties) • ‘like’ and ‘unlike’ charges ecosystems, food webs, food chains. Energy pyramids and
✓ Symbols for the first 20 elements. Use equation of cellular respiration, and its necessity for • Contact, induction and friction the skill of describing relationships in an ecosystem and
✓ Properties of metals and non-metals life • Magnetism, poles the interactions with living and non-living things. Student
✓ Patterns in the periodic table in terms of number of Structure and function of respiratory, muscular and • Circuits will describe the levels of interactions in communities and
electron shells, number of valence electrons, circulatory system • Voltage/potential/ amps/ resistance systems and explain and apply the carbon and nitrogen
reactivity, and stable octet. Respiration cycles in the environment.
• Symbols: cells, battery, switch, bulb, motor, buzzer,
✓ Physical and chemical properties of group 1, 2, 7, and Understanding the interaction between the 3 systems in
resistor
8/0. terms of cell respiration Service Action Project: measures of human impact at RIS
• Series and parallel circuits
✓ Diagrams of two atomic models for the first 20 Respiratory: organs involved, function, exchange of gases on the ecosystem will include the skills of;
• Generators/electromagnets
elements. in lung and body, labelled diagram • Data gathering, measuring and processing
• Describe how Magnetic and electrical fields are
✓ Describe Metallic bonding Muscular: Cardiac, Smooth, and Skeletal, antagonistic • Survey making and interpreting results
reciprocal
Ionic bonding pairs, tendons and ligaments • Presenting results of survey
✓ Ion formation Circulatory: organs involved, function, oxygenated vs. • Communicating results in a report
Content Skills
✓ Formation of simple ionic compounds. deoxygenated blood, role of blood as a transport • Project proposal
• Explain the concept of electrical charge
✓ Chemical formula and chemical name for simple mechanism, arteries, capillaries, veins, labelled diagram • Research, citation and evaluating credible
ionic compounds. and direction of blood flow. • Describe and explain electricity (current, difference,
charge, friction, lightning etc.) science sources
✓ General properties of ionic compounds. Digestive System
Skills • Investigate materials that are conductors and
Skills • Label diagrams of the respiratory and circulatory insulators
• Use the periodic table to find numbers of protons, system • Construct and explain circuits in both practical work,
neutrons, electrons, and valence electrons. • Identify the flow of blood on a diagram of the simulators and diagrammatic representations
o Extension: Problem solve issues with circuits
• Use symbols for the first 20 elements in the periodic table circulatory system
• Correct method to measure heart rate • Create an electromagnet
• Understand how to use the periodic to gain information
about physical and chemical properties of the element • Designing a lab
• Draw Bohr-Rutherford and Lewis dot structures for first • Recording and presenting data
• Research and citation
20 elements
• Dissection of chicken wing and sheep heart
• Use Lewis dot and Bohr diagrams to illustrate ionic
compound formation
• Analyzing graphs

What are atoms and what are they made of? How are the circulatory, respiratory, and muscular What is electricity? What are the common characteristics of all systems.
Factual Questions
systems organized? What is an ecosystem?
5
 MYP Science Unit Planning Overview 2024-2025

What are the charges, locations, and mass of subatomic What is cellular respiration? What are the common characteristics of all living things?
particles? How is heart rate measured? What is the difference between abiotic and biotic factors?
What are the Bohr-Rutherford and Lewis Dot diagrams?
What is the stable octet rule, and how does it impact
reactivity of elements?
How do we name simple ionic compounds?
How do the patterns on the periodic table help us understand How do the circulatory, respiratory, and muscular How does a circuit work? How is balance achieved and maintained in systems?
the chemical and physical properties of elements? systems interact to sustain life? How does a generator produce current electricity? What is a systems model and what can it explain?
How do we use atomic models to help us understand the What are the fundamental interactions in an ecosystem?
Conceptual Questions
reactivity of elements? (food webs and food chains; organisms meet their needs
through interactions)

What is the best model for atomic structure? How important is cardiovascular strength? What is the best way to generate electricity to supply to Can all interactions be considered balanced in an
Do all elements follow the trends in the periodic table? To what extent can we improve the function of our body Abu Dhabi? ecosystem? (symbiosis and adaptation/natural selection
Debatable Questions
systems? exploration)

Thinking- Critical Thinking Skills Communication - Language Skills Thinking - Critical Thinking Skills
✓ Problem Solve ✓ 1.2.d Use and interpret a range of discipline-specific ✓ 8. c interpret data
✓ 8.i Use models and simulations to explore complex terms and symbols ✓ 8 f evaluate and manage risk Self-Management - Reflection Skills
systems and issues Self-management - Organisation Skills ✓ 9.d make ‘what if’ questions and generate testable
Thinking- Transfer skills ✓ 3.a plan short- and long-term assignments hypotheses ✓ Reflect on subject matter knowledge:
✓ Apply skill and knowledge in unfamiliar situations Thinking - Critical Thinking Skills ✓ Use models and simulations to explore complex
Research – media literacy ✓ 8.c interpret data systems and issues
I. What did I learn about today?
✓ Seek a range of perspectives from multiple and ✓ 8.f evaluate and manage risk Research - Information Literacy Skills
varied sources ✓ 9.d make guesses, ask ‘what if’ questions and ✓ 6.1.c Make connections between various sources of
Communication Skills generate testable hypotheses information II. What don’t I yet understand?
✓ 1.1a give and receive meaningful feedback. Research - Information Literacy Skills ✓ collect, record and verify data
✓ organize and depict information ✓ collect, record and verify data ✓ process data and report results
✓ logically Write for different purposes ✓ Collect and analyse data to identify solutions and Self-Management - Reflection Skills
make informed decisions ✓ Reflect on subject matter knowledge: Thinking- Critical Thinking Skills
ATL ✓ process data and report results I. What did I learn about today?
II. What don’t I yet understand? ✓ 8.i Use models and simulations to explore
✓ Seek a range of perspective from multiple sources complex systems and issues

Communication Skills Self-Management - Reflection Skills

✓ 1.2 d use and interpret a range of discipline-specific
terms and symbols ✓ Reflect on subject matter knowledge:
organize and depict information logically
I. What did I learn about today?

II. What don’t I yet understand?

Knowledgeable: we develop and use conceptual Communicators – we express ourselves confidently and Reflective: We thoughtfully consider the world and our Caring: we show empathy, compassion and respect We
understanding, exploring knowledge across a range of creatively in more than one language and in many ways. own ideas and experience. We work to understand our have a commitment to service and we act to make a
disciplines, we engage with issues and ideas that have local We collaborate effectively listening carefully to the strengths and weaknesses in order to support our positive difference in the lives of others and in the world
and global significance. perspective of other individuals and groups. learning and personal development around us
Thinker: we use critical and creative thinking skills to analyze Reflective: we thoughtfully consider the world and our Inquirers: we nurture our curiosity, developing skills of
LP Attribute
and take responsible action on complex problems. We own ideas and experience. We work to understand our inquiry and research. We know how to learn
exercise initiative in making reasoned, ethical decisions strengths and weaknesses in order to support our independently and with others. We learn with
learning and personal development. enthusiasm and sustain our love of learning throughout
life

Criterion: A – (i, ii, iii) and D (i, ii, iii, iv) Criterion: B (i, ii, iii, iv) and C (i, ii, iii, iv, v) and D (i, ii, iii, iv) Criterion B (i, ii, iii, iv), C (i, ii, iii, iv, v), IDU, and A (i, ii, iii) Criterion A (I, ii, iii) Test
Summative Assessment and A (i, ii, iii)
Criteria Atomic Structure test Heart rate lab Electromagnet Lab Photosynthesis and ecosystems test
How do we solve a real life problem using alloys- IDU assessment Implications of energy sources in UAE report
6
 MYP Science Unit Planning Overview 2024-2025

Body systems test Electricity test

7
 MYP Science Unit Planning Overview 2024-2025
Grade 8

Unit Timeline 11 weeks 13 weeks 10 weeks

Unit Title 1. Chemical Reactions 2. Cells and Inheritance 3. Energy Transfer and Waves
Key concept Change Systems Change
Related Concept Form, Interactions Interaction Energy, Development
Global Context Scientific and Technical Innovation: Models Identities and relationships Scientific and Technical Innovation; processes and solutions
Changes in form through interactions can be represented by models. Identity is determined by the interactions of different systems and Observing how the energy of a system can be changed can lead to the development of new
Statement of the relationships between them. processes and solutions.
Inquiry UAE Link: Native plants used for criterion C stomata count, and seed dispersal
investigation, native animals for understanding meiosis and mitosis.
• Electron configuration: Explain electrons exist at specific • Revise Eukaryotic + prokaryotic Cells, their organelles and their • Define wave, wavelength, amplitude, and frequency, Electromagnetic waves
energy levels outside of the nucleus in a prescribed order functions – (Grade 6 recap) • Describe different types of electromagnetic radiation and how it travels
and number • Chromosomes, DNA and genes • Infrared Radiation - Define Heat and Temperature
• Identify valence electrons as electrons occupying the outer o Describe the structure of DNA • Review particle motion theory
shell /energy level / orbital of an atom (corresponding to o Outline the roles of Genes and Alleles • Describe Heat Transfer
groups) • Outline the Cell cycle in Eukaryotic cells • Conduction
• Inheritance: outline how characteristics are passed down in • Convection
• Describe bonding in terms of electrons:
o Metallic bonding generations • Radiation
o ionic bonding • Distinguish between heterozygous and homozygous genotypes • Outline the properties of light; reflection, refraction and diffraction
o covalent bonding - sharing of electrons • Use Punnet squares to predict inheritance • Investigate and draw ray diagrams for:
• Compare and contrast ionic and covalent bonding in terms o Monohybrid Crosses • Reflection and refraction
of general physical properties. • Discuss the effect of mutations • Properties of sound: pitch, interference
• Modeling atoms, elements, molecules, compounds and • Explain variation in terms of genes • Outline the use of echo; sonar, echolocation, ultrasound
ions. • Define natural selection and survival • Calculate speed of sound from distance and time
• Construct Lewis Diagrams (dot cross diagrams) for ionic and • Discuss extinction and preserving species • Echo
covalent bonding • Experimentation
Content Skills:
• Balance simple formula equations Skills:
• Use microscopes to investigate cells
• Investigate, predict the products and write the balanced • Analyse graphs to test hypotheses • Use light boxes to investigate the properties of light
equations for the reactions of: • Use Punnet diagrams to predict inheritance • Draw accurate diagrams from light investigations
o Metals and Acids (review from grade 7) • Measure temperature using a thermometer
o Metal Carbonates and Acids • Investigate radiation, convection and conduction with the use of laboratory equipment
• Determine the speed of sound through experimental means
o Neutralization Reactions
o Endothermic and Exothermic Reactions
o Displacement Reactions (review from grade 7)
o Reactivity Series (review from grade 7)
Skills:
• Use the periodic table to predict products of reactions
• Use kits/modelling clay to model bonding
• Perform experiments to investigate different types of
reactions
What are the differences between ionic and covalent bonds? What are the names and functions of cell organelles? How can energy changes be observed?
What is the difference between an atom, element, molecule, What are specialized cells? How can energy be transferred in a system?
Factual compound, and ion? What are the stages of the cell cycle? How does a change in energy affect particle motion?
Questions How do you balance an equation? What are the different phases of mitosis?
How can we identify valence electrons from patterns in the periodic How do organisms reproduce?
table?
Why do we need to balance chemical equations? What are the consequences of cells not performing their function correctly? · How does heat affect particle motion?
How are electron configuration and the type of bonding related? How is the structure of a plant cell similar/different to the structure of an How does form relate to energy?
Conceptual
How does the mass of an isotope affect its properties? animal cell? How do the properties of electromagnetic radiation determine its uses?
Questions
How does mitosis allow for the growth and repair of cells? How does form relate to movement?
How do the properties of convex and concave mirrors/ lenses determine their uses?

8
 MYP Science Unit Planning Overview 2024-2025

Are radioactive isotopes beneficial to humans? What are the implications of using stem cells for medicine or research? Does cold exist?
How useful are simplified models in understanding the properties (Criterion D) Is using electromagnetic radiation worth the risks? (Criterion D)
Debatable
and interactions of atoms? Who is responsible for deciding on the limits of research performed on living Is light a wave or a particle?
Questions
systems?
Who should profit from the discoveries made from donated body parts?
Communication Communication Communication
✓ Give and receive meaningful feedback ✓ Give and receive meaningful feedback ✓ Give and receive meaningful feedback
✓ Use a variety of media to communicate with a variety of ✓ Use a variety of media to communicate with a variety of audiences ✓ Use a variety of media to communicate with a variety of audiences
audiences ✓ Make inferences and draw conclusions ✓ Make inferences and draw conclusions
✓ Make inferences and draw conclusions ✓ Organise and depict information logically ✓ Organise and depict information logically
✓ Organise and depict information logically Research-Information Literacy Skills (6.1) Research-Information Literacy Skills (6.1)
✓ Use and interpret a range of discipline specific terms and ✓ Collect, record and verify data
symbols ✓ Present information in a variety of formats and platforms ✓ Present information in a variety of formats and platforms
Self-Management-Reflection Skills (5.1) ✓ Collect, analyse data to identify solutions and make informed decisions ✓ Collect, analyse data to identify solutions and make informed decisions
✓ plan short- and long-term assignments; meet deadlines ✓ Process data and report results ✓ Evaluate and select information sources and digital tools
✓ Bring necessary equipment and supplies to class ✓ Evaluate and select information sources and digital tools ✓ Understand and use information literacy systems.
✓ Select and use technology effectively and productively ✓ Understand and use information literacy systems. ✓ Seek a range of perspectives from multiple and varied sources
✓ Practice bouncing back after adversity mistakes and failures ✓ Seek a range of perspectives from multiple and varied sources
✓ Reflect on subject matter Thinking Thinking
Thinking-Critical Thinking Skills (8.1) ✓ Induction, deduction, observation and inference
ATL ✓ Induction, deduction, observation and inference ✓ Interpret data ✓ Induction, deduction, observation and inference
✓ Interpret data ✓ Draw and test conclusions and generalisations ✓ Interpret data
✓ Draw and test conclusions and generalisations ✓ Consider ideas from multiple perspectives ✓ Draw and test conclusions and generalisations
✓ Consider ideas from multiple perspectives ✓ Problem solve ✓ Consider ideas from multiple perspectives
✓ Problem solve ✓ Use existing works and ideas in new ways to create new works and ideas ✓ Problem solve
✓ Use existing works and ideas in new ways to create new works ✓ Apply skills and knowledge in unfamiliar situations ✓ Make generalisations ask “what if” questions and generate testable hypotheses
and ideas ✓ Make connections between different subject groups and disciplines.
✓ Apply skills and knowledge in unfamiliar situations Self-Management-Organisational Skills (3.1) Self-Management-Organisational Skills (3.1)
✓ Make connections between different subject groups and ✓ plan short- and long-term assignments; meet deadlines
disciplines. ✓ Bring necessary equipment and supplies to class ✓ plan short- and long-term assignments; meet deadlines
✓ Select and use technology effectively and productively ✓ Bring necessary equipment and supplies to class
✓ Practice bouncing back after adversity mistakes and failures ✓ Select and use technology effectively and productively
✓ Reflect on subject matter ✓ Practice bouncing back after adversity mistakes and failures
✓ Reflect on subject matter

Thinker: we use critical and creative thinking skills to analyze and Knowledgeable: we develop and use conceptual understanding, exploring Inquirers: we nurture our curiosity, developing skills of inquiry and research. We know how to
LP Attribute take responsible action on complex problems. We exercise initiative knowledge across a range of disciplines, we engage with issues and ideas that learn independently and with others. We learn with enthusiasm and sustain our love of learning
in making reasoned, ethical decisions. have local and global significance. throughout life.
Criterion: A (i, ii, iii) Criterion: A (I, ii, iii) Test Criterion: B (i,ii,iii,iv)
Criterion: B (i,ii,iii,iv) Criterion: C (I, ii, iii, iv, v) Criterion: D (i, ii, iii, iv)
Criterion: C (I, ii, iii, iv, v) Criterion: D (I, ii, iii, iv) Criterion: A (i, ii, iii) Test
Task: Task: Task:
Summative
Criterion A: Chemistry test Criterion A: Cells and reproduction test Criterion B and C: Wave energy transfer lab design
Assessment
Criterion B: Design an experiment to provide evidence for the law of Criterion C: Stomatal cell count investigation Criterion A: Test
conservation of mass Criterion D: Implications of using stem cells to improve human health Criterion D: Application of wave energy to solve a real-life issue
Criterion C: Effect of different catalysts on the decomposition of H2O2

9
MYP Science Unit Planning Overview 2024-2025

10
 MYP Science Unit Planning Overview 2024-2025

Grade 9 (MYP 5)

Chemistry: Physics: Biology:

Unit Title
Rates of Reaction Electricity and Magnetism What factors affect human health?
Unit timeline 11 weeks 11 weeks 11 weeks
Key concept Change Systems Relationships
Conditions Development
Related Concept Consequences, Interactions
Evidence
Identities and relationships: personal, physical, mental, social and spiritual
Global Context Scientific and technical innovation: industrialization. Scientific and technical innovation; ingenuity and progress health and well-being; students will explore environmental and living condition,
choice and strategies to support human health
Monitoring how changes in conditions impact a process provides evidence that The development of electrical systems has defined the modern world Human health is a consequence of the relationships and interactions between
has led to advancements in industries. and made ingenuity and progress possible. biological processes in our bodies, our lifestyles, and the conditions in which we
SOI live.
UAE Link: Masdar city (sustainability)

• Deduce balanced formula equations for some chemical reactions. Topic: ‘Health’ definitions and determinations (WHO, CDC, Personal and UN)
• Compare and contrast Brownian motion and diffusion. • Charge: Static electricity, atomic charge, rules of charge, static Microorganism, pathogens and invasion mechanisms
• Explain factors (temperature, molecular size) that can affect the rate of discharge, Coulomb's Law and calculations Binary Fission
diffusion. • Current electricity: building simple circuits, using voltmeter and Epidemiology (identifying, controlling and monitoring the spread of disease)
• Outline the principals of collision theory. ammeter to measure current and voltage, circuit symbols Transmission
• Sate the factors that can affect the rate of a chemical reaction (surface • Ohm's law calculations and graphical representation through data
Natural and acquired immunity: system response
area, temperature, concentration, catalyst) and explain the impact Mitosis – Plasma B Cells
collection
using collision theory. Vaccination, Antibiotics and other Drugs and Interventions
• Series vs parallel circuits Controlling the spread of disease: herd immunity, environmental solutions, case
• Sketch and analyse energy profile diagrams for catalysed and
• Ohm's Law for complex circuits (both series and parallel studies
uncatalysed reactions.
components) Skills:
• Describe practical methods of monitoring rate of reaction (mass loss
• Resistance; 4 factors that impact resistance in a circuit • Interpret, analyse and explain ‘health’ and what it means to be healthy
and volume of gas)
Content • Plot, Interpret and analyse the shape of a rate graph. • Safety considerations: Fuse and earthing on a biological and social/cultural scale
• Explain the shape of a rate graph using collision theory. • Magnetism: plot magnetic field, earths magnetic field, • Draw, describe, identify and compare different types of
• Calculating mean and instantaneous rate of reaction. ferromagnetism microorganisms
• Deduce the absolute uncertainty of equipment used to take • Electromagnetism: factors effecting strength, polarity • Outline and explains modes of transmission
measurements. • Use of electromagnets in the real world: Electric motors and • Describe, distinguish and discuss immunity and immune response
• Calculate relative percent uncertainty of measured values and generators (research task)
calculated values. Biology for the IB MYP 4 & 5 by Concept Reference Chapter5 What factors
Skills: affect human health? (p. 110-143)
✓ Building and testing electrical circuitry
✓ Circuit diagrams and measurement of electrical current, voltage
and resistance
✓ Application of Ohms Law
✓ Use of simulation practical
What conditions can impact the rate of a chemical process? What are the fundamental principles of electricity and magnetism that How is health determined?
underpin the development and functionality of modern electrical What must happen inside the human body for us to be healthy?
How can conditions that impact the rate of a chemical process be changed? systems? What are external conditions that contribute to our health?
Factual Questions What is a pathogen, and what are types of pathogens?
What evidence can be collected to show the effect of a change on the rate of a What is Immunity?
chemical reaction? What is an antibiotic?

How can we monitor the impact that a change in condition has on the rate of a In what ways do principles of electricity and magnetism facilitate How do different types of living conditions and environments influence human
chemical reaction? innovation and technological progress in the modern era? health?
How do our biological processes inside our bodies and the external conditions
interact to cause health consequences?
Conceptual Questions
How antibiotic resistant has become a problem?
How do viruses replicate?
How has herd immunity due to vaccination changed our relationship with some
pathogens?

11
 MYP Science Unit Planning Overview 2024-2025

To what extent does monitoring changes in conditions truly drive To what extent should societies prioritize the development and adoption Is health, access to health care and the ability to have a heathy lifestyle a right
advancements in industries, and are there other factors that play a more of renewable energy technologies over traditional electrical systems to or a privilege?
Debatable Questions
significant role? ensure sustainable progress?

Self-Management Thinking – Transfer Skills: Thinking: Critical - Thinking:

✓ 3a plan short- and long-term assignments; meet deadlines ✓ 9f Apply skills and knowledge in unfamiliar situations ✓ 8. 1 b gather and organise relevant information to formulate and argument
✓ 3e bring necessary equipment and supplies to class Communication – Language Skills: ✓ 8. 1 d interpret data
✓ 5d Reflect on subject matter: ✓ 1.2d Use and interpret a range of discipline-specific terms and ✓ 8.1 g draw reasonable conclusions and generalisations
Research - Information Literacy Skills
i. What did I learn today? symbols
✓ 6.1.l understand and implement intellectual property rights
ii. What don’t I understand yet? ✓ 1.1a Give and receive meaningful feedback ✓ 6.1 m Create references and citations, use footnotes/endnotes and
iii. What questions do I have now? Thinking: Critical - Thinking: construct a bibliography according to recognised conventions
Communication ✓ 8i Problem Solve ✓ 6.1 n identify primary and secondary sources
✓ 1.1a give and receive meaningful feedback ✓ Use models and simulations to explore complex systems and issues Communication - Language Skills
✓ 1.1d Use a variety of media to communicate with a range of ✓ 8d draw and test conclusions and generalisations ✓ g. paraphrase accurately and concisely
audiences ✓ 8c Interpret data ✓ 1.2. h Preview and skim texts to build understanding
✓ 1.2d Use and interpret a range of discipline-specific terms and Self-Management - Organisation Skills ✓ 1.2.i Take effective notes in class
symbols ✓ 3 e. bring necessary equipment and supplies to class ✓ 1.2.j Make effective summary notes for studying
✓ Organise and depict information logically ✓ 3.a plan short- and long-term assignments; meet deadlines ✓ 1.2.n structure information in summaries, essays and reports
Research
✓ 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
ATL ✓ Process data and report results
✓ 6c evaluate and select information sources and digital tools
✓ Understand and use technology systems
✓ Seek a range of perspectives from multiple and varied sources
Thinking
✓ 8a Practise induction, deduction, observation and inference
✓ 8c Interpret data
✓ 8d Draw and test conclusions and generalisations
✓ 8f Evaluate and manage risk
✓ 8h Consider ideas from multiple perspectives
✓ 8i Problem solve
✓ 9d Make guesses, ask “what if” questions and generate testable
hypotheses
✓ 9e Use existing works and ideas in new ways, create original
works and ideas
✓ 9f Practise flexible thinking: apply skills and knowledge in
unfamiliar situations
✓ 10b Make connections between subject groups and disciplines

Thinker: we use critical and creative thinking skills to analyze and take Communicators: we express ourselves confidently and creatively in Reflective: consider how our beliefs, surroundings, lifestyle and opinions impact
responsible action on complex problems. We exercise initiative in making more than one language and in many ways. We collaborate effectively our health and consider the consider options and decisions (ours and others).
reasoned, ethical decisions. listening carefully to the perspective of other individuals and groups. Communicators – we express ourselves confidently and creatively in more than
LP Attribute Inquirers: we nurture our curiosity, developing skills of inquiry and research. one language and in many ways. We collaborate effectively listening carefully to
We know how to learn independently and with others. We learn with the perspective of other individuals and groups.
enthusiasm and sustain our love of learning throughout life

Criterion A (I, ii, iii) B(I, ii, iii, iv), C (I, ii, iii, iv, v), D (I, ii, iii, iv) A(i, ii, iii, iv) - Test Criterion A (I, ii, iii) B ( I, ii, iii, iv), C (I, ii, iii, iv, v), D (I, ii, iii, iv)
Summative B (I, ii, iii, iv) - Exploration of Electricity and Magnetism concepts
Assessment C (I, ii, iii, iv, v) - Exploration of Electricity and Magnetism concepts

12
 MYP Science Unit Planning Overview 2024-2025

A – Rates of reaction test A – Electricity and Magnetism Test Task: A Test

B/C – Investigating factors which affect the rate of a chemical reaction. B – Ohms Law Lab B - designing investigation related to antibiotic effectiveness,
D- Industrial process that uses a catalyst (Infographic, essay or video) C – Ohm’s Law Lab C - evaluating antibiotic resistance to antimicrobial agents (age, SES, lifestyle
choices)
D - create health promotion plan (500-1000 words) in the form of an essay.

13
 MYP Science Unit Planning Overview 2024-2025

Grade 10 (MYP5) Biology

Unit Timeline 10 weeks 11 weeks 11 weeks
Unit Title How is Life Organized? What Chemical Processes Support Life? How do characteristics pass from one generation to another? How is homeostasis maintained in various body systems?
Key concept Systems Relationships Systems
Related Transformation; Movement; Energy Evidence; Models; Patterns
Balance; Movement; Interactions; Environment
Concept
Global
Identities and Relationships Identities and Relationships Identities and Relationships
Context
Systems require the transformation of stored energy into useful forms Identity and relationships with other people are influenced by various Identities and relationships within systems depend on maintaining
which require the movement of various substances from one location factors—evidence has led to models that help to understand observed balance through complex interactions. The environment and movement
SOI to another. patterns of behavior and interaction. play crucial roles in sustaining systems.
UAE Link: Data transformation—beak length of 2 species of falcon. UAE Link:
UAE Link: Antagonistic pairs of muscles in UAE Karate athletes

Review • Describe structure of DNA • Review/Recall: membrane transport

Characteristics of living things (MRS H GREN) and determining what it means to be alive. • Outline DNA’s function • Explain how homeostasis is maintained through various body systems
Outline cell theory • Describe Life cycle • Understand the structure and function of the following systems:
• Define ‘cell’ • Explain Mitosis o Digestive
• Explain how cells are structured. • Apply Mendel’s work to understand the predication of genotypic and o Muscular
• Describe the functions of cell organelles (Mitochondria, nucleus, cell membrane, phenotypic traits. o Respiratory
lysosome, ribosome, Golgi, ER, vacuole, chloroplast, cell wall) • explore how models and experiments reveal the structure and nature of DNA. o Circulatory
Content • Describe that the types and number of organelles changes depending on the • argue from evidence and analysis whether specific genes should be artificially o Endocrine
function of a cell selected to make ‘designer babies’.
• Carry and focus a microscope properly
• Compare plant and animal cells IB MYP 4 & 5 by Concept Reference Chapter 1 How is Life Organized? (p. 2-25)
• Explain enzymes and factors that impact enzymatic activity
• Explain photosynthesis
• Explain cellular respiration

Factual What are some examples of systems that transform stored energy into useful What are some factors that influence identity and relationships with other What are some examples of systems that depend on maintaining balance
Questions forms? people? through complex interactions?

Conceptual How does the transformation of stored energy into useful forms impact the How do models help in understanding patterns of behavior and interaction? How do the environment and movement contribute to sustaining balance
efficiency of systems? within systems?
Questions
Debatable How does the transformation of stored energy into useful forms impact the Are genetic factors more influential than environmental factors in shaping Is the environment or the movement of components more critical in
efficiency of physical systems? identity and relationships? Why or why not? maintaining balance within systems? Why?
Questions

14
 MYP Science Unit Planning Overview 2024-2025

Self-Management - Organisation Skills & Reflection Skills Communication - Language Skills Communication - Language Skills
✓ 3.1 a plan short- and long-term assignments; meet deadlines ✓ a Read critically and for comprehension ✓ 2 g. paraphrase accurately and concisely
Communication- Language Skills ✓ 1.2 d use and interpret a range of discipline-specific terms and Self-management-Organisation Skills
✓ 1.2f use and understand mathematical notation symbols ✓ 3.1 b create plans to prepare for summative assessments.
✓ 1.2.n structure information in summaries, essays and reports ✓ 2 g. paraphrase accurately and concisely Thinking-Critical thinking Skills
Research - Information Literacy Skills & Media Literacy Skills ✓ 1.2. h Preview and skim texts to build understanding ✓ 8.1 e evaluate evidence and arguments
✓ 1 a collect, record and verify data ✓ 1.2.i Take effective notes in class ✓ 8.1. g draw reasonable conclusions and generalisations.
✓ 1 h. process data and report results ✓ 1.2.j Make effective summary notes for studying
✓ 6.1 g collect and analyse data to identify solutions and make informed ✓ 1.2.n structure information in summaries, essays and reports
decisions Self-Management - Organisation Skills
Thinking - Critical Thinking skills ✓ 3.1 Use appropriate strategies for organising complex information
✓ 8.1 e evaluate evidence and arguments ✓ 1 j. select and use technology effectively and productively
Thinking - Transfer Skills Thinking - Critical Thinking Skills
ATL ✓ 10.1b apply skills and knowledge in unfamiliar situations ✓ 8. 1 b gather and organise relevant information to formulate and
✓ 10.1 d compare conceptual understanding across multiple subject argument
groups and disciplines ✓ 8.1 d interpret data
✓ 10.1 e make connections between multiple subjects groups and ✓ 8.1 g draw reasonable conclusions and generalisations
disciplines ✓ 8.1 q Use models and simulations to explore complex systems and
issues
✓ 8. 1 r. identify trends and forecast possibilities
Research-Information Literacy Skills
✓ 6.1.l understand and implement intellectual property rights
✓ 6.1 m Create references and citations, use footnotes/endnotes and
construct a bibliography according to recognised conventions
✓ 6.1 n identify primary and secondary source

Thinker: we use critical and creative thinking skills to analyze and take Open minded: We critically appreciate our own cultures and personal histories, Inquirers: we nurture our curiosity, developing skills of inquiry and
LP Attribute responsible action on complex problems. We exercise initiative in making as well as the values and traditions of others. We seek and evaluate a range of research. We know how to learn independently and with others. We
reasoned, ethical decisions. points of view, and we are willing to grow from experience. learn with enthusiasm and sustain our love of learning throughout life
Task: Task: Task:
B (i, ii, iii, iv) /C (I, ii, iii, iv, v): Investigating a factor that impacts the rate of A (I, ii, iii): Units 1 & 2 Test (debatable question included) B (i, ii, iii, iv) /C (I, ii, iii, iv, v): Homeostasis Lab report, comparing the
Summative respiration/photosynthesis D (I, ii, iii, iv): Implication of CRISPR percentage change in body temperature and heart rate.
Assessment A (i): MCQ (formative)
D (I, ii, iii, iv): Significance of membrane proteins in spread of contagious A (I, ii, iii): EOY Test
diseases

Grade 10 (MYP 5) PHYSICS

Unit Timeline 16 weeks 13 weeks 7 weeks
Unit Title Space Time and Motion Waves and Oscillations Nuclear Physics

15
 MYP Science Unit Planning Overview 2024-2025

Key concept Change Relationship Change

Related Related Concepts: Energy, Movement
Movement, Energy Consequences, Energy
Concept
Global context: Scientific and Technical Innovation: the impact of scientific Personal and cultural expression; products Scientific and technical innovation; consequences and responsibility
and technological advances on communities and environments; engineering
Global Context technology

Advances in engineering technology use movement and energy to cause New relationships have become possible as humanity has learned to Exploring how changes in energy lead to consequences highlights our
Statement of change. manufacture products that manipulate the movement of energy responsibility in understanding and managing these effects.
Inquiry UAE Link: The physics of rollercoasters in Ferrari World UAE Link: telecommunications through UAE satellite UAE Link: Nuclear Power Station – Barakat, Ruwais
(KhalifaSat)
Topic: Topic: Topic:
Kinematics: • Conditions that lead to simple harmonic motion • Isotopes and atomic mass
• That the motion of bodies through space and time can • The defining equation of simple harmonic motion as • Rutherford’s Experiment
be described and analysed in terms of position, velocity, given by a=–ω2x • Alpha, beta and gamma decay
and acceleration • A particle undergoing simple harmonic motion can be • Uses of nuclear energy and dangers associated
• velocity is the rate of change of position, and described using time period T, frequency ƒ, angular • Background Radiation
acceleration is the rate of change of velocity • Half-life; understanding and calculations
frequency ω, amplitude, equilibrium position, and
• The change in position is the displacement • Nuclear fission
displacement
• Nuclear fusion
• the difference between distance and displacement • The time period in terms of frequency of oscillation and
• Binding Energy and E=mc2
• the difference between instantaneous and average angular frequency as given by T=1ƒ=2πω • Nuclear reactors
values of velocity, speed and acceleration, and how to • The time period of a mass–spring system as given by
determine them T=2πmk Skills:
• The equations of motion for solving problems with • The time period of a simple pendulum as given by ✓ Comparing properties of radiation and decay
uniformly accelerated motion as given by motion with T=2πlg ✓ Observation, problem solving and formulating an argument
uniform acceleration • A qualitative approach to energy changes during one ✓ Assessing the application of radioactivity in different scientific fields
• The behaviour of projectiles in the absence of fluid cycle of an oscillation.
resistance, and the application of the equations of • Characteristics of waves: wavelength λ, frequency ƒ, time
motion resolved into vertical and horizontal components period T_, and wave speed v_ _applied to wave motion
Content Forces: as given by v_=ƒλ=λT_
• • Sound waves: identifying the characteristics (amplitude,
Newton’s three laws of motion frequency, wavelength and periodic time) doppler
• That forces acting on a body can be represented in a effect, echo, diffraction.
free-body diagram • Measuring the speed of sound waves.
• That free-body diagrams can be analysed to find the
• Electromagnetic spectrum: identifying the
resultant force on a system
characteristics (amplitude, frequency, wavelength and
• The nature and use of the following contact forces:
periodic time), sources and detectors for each
◦
o Normal force FN is the component of the contact electromagnetic wave.
force acting perpendicular to the surface that • Light waves: identifying the characteristics (amplitude,
counteracts the body frequency, wavelength and periodic time) reflection,
o Surface frictional force Ff acting in a direction parallel refraction (Snell's law), diffraction.
to the plane of contact between a body and a • Wave behaviour at boundaries in terms of reflection,
surface, on a stationary body as given by Ff≤μsFN or refraction and transmission
a body in motion as given by Ff=μdFN where μs and • Wavefront-ray diagrams showing refraction and
μd are the coefficients of static and dynamic friction diffraction
respectively • Snell’s law, critical angle and total internal reflection
o Tension

16
 MYP Science Unit Planning Overview 2024-2025

o Elastic restoring force FH following Hooke’s law as • Snell’s law as given by n1n2=sin θ2sin θ1=v2v1 where n
given by FH=–kx where k is the spring constant is the refractive index and θ is the angle between the
o Gravitational force Fg is the weight of the body and normal and the ray
calculated is given by Fg=mg • Superposition of waves and wave pulses
• That linear momentum as given by p=mv remains
constant unless the system is acted upon by a resultant Skills:
external force ✓ Qualitatively describing the energy changes taking place
• That a resultant external force applied to a system during one cycle of an oscillation
✓ Sketching and interpreting graphs of simple harmonic motion
constitutes an impulse J as given by J=FΔt where F is the
examples
average resultant force and Δt is the time of contact
✓ Sketching and interpreting displacement–distance graphs and
• That the applied external impulse equals the change in displacement time graphs for transverse and longitudinal
momentum of the system waves
• That Newton’s second law in the form F=ma assumes ✓ Solving problems involving wave speed, frequency and
mass is constant whereas F=ΔpΔt allows for situations wavelength
where mass is changing ✓ Sketching and interpreting diagrams involving wavefronts and
• The elastic and inelastic collisions of two bodies rays
• Energy considerations in elastic collisions, inelastic ✓ Determining refractive index experimentally
collisions, and explosions

Work Energy and Power

• The principle of the conservation of energy
• That work done by a force is equivalent to a transfer of
energy
• That energy transfers can be represented on a Sankey
diagram
• That work W_ _done on a body by a constant force
depends on the component of the force along the line of
displacement as given by W_=F_s_ _cos θ
• That work done by the resultant force on a system is
equal to the change in the energy of the system
• That mechanical energy is the sum of kinetic energy,
gravitational potential energy and elastic potential
energy
• That in the absence of frictional, resistive forces, the
total mechanical energy of a system is conserved

• That if mechanical energy is conserved, work is the

amount of energy transformed between different forms
of mechanical energy in a system, such as:
• The kinetic energy of translational motion as given by
E_k=12m_v_2=p_22m_
• The gravitational potential energy, when close to the
surface of the Earth as given by ΔE_p=m_g_Δh_
• The elastic potential energy as given by E_H=12k_(Δx_)2
• That power developed P_ _is the rate of work done, or
the rate of energy transfer, as given by P_=ΔW_Δt_=F_v_

17
 MYP Science Unit Planning Overview 2024-2025

• Efficiency η _in terms of energy transfer or power as

given by η=useful work out total work in=useful power
out total power in.

Skills:
✓ Solving problems using equations of motion for uniform
acceleration
✓ Sketching and interpreting motion graphs
✓ Determining the acceleration of free-fall experimentally
✓ Analysing projectile motion, including the resolution of
vertical and horizontal components of acceleration, velocity
and displacement
✓ Representing forces as vectors
✓ Sketching and interpreting free-body diagrams
✓ Describing the consequences of Newton’s first law for
translational equilibrium
✓ Using Newton’s second law quantitatively and qualitatively
✓ Identifying force pairs in the context of Newton’s third law
✓ Solving problems involving forces and determining resultant
force
✓ Qualitatively and quantitatively comparing situations
involving elastic collisions, inelastic collisions and explosions
How do advancements in engineering technology utilize principles of What are the fundamental principles that govern the behavior of What are the specific ways in which energy changes in nuclear processes
Factual
motion, such as kinematics and dynamics, to improve transportation waves and oscillations in various physical systems? impact both the environment and societal infrastructure?
Questions systems?
How do engineers use free-body diagrams and Newton’s laws to solve How do the characteristics of simple harmonic motion and wave How do changes in energy during nuclear reactions illustrate the principles of
Conceptual real-world problems in fields such as aerospace, automotive design, phenomena explain the transfer and transformation of energy in conservation of energy and mass, and what are their implications for global
Questions and biomechanics? different mediums? energy policies?

Is it ethical for engineers to develop technologies that could Is the widespread use of the electromagnetic spectrum for To what extent should nuclear energy be embraced as a sustainable solution
Debatable potentially disrupt existing industries and lead to job losses? communication and medical purposes justified given potential health despite its associated risks and ethical considerations?
Questions and environmental concerns?
Self-Management - Organisation Skills Self-Management - Organisation Skills Self-Management - Organisation Skills
✓ 3 e. bring necessary equipment and supplies to class ✓ 3 e. bring necessary equipment and supplies to class ✓ 3 e. bring necessary equipment and supplies to class
✓ 3a Plan short and long term assignments; meet deadlines ✓ 3a Plan short and long term assignments; meet deadlines ✓ 3a Plan short and long term assignments; meet deadlines
Thinking - Critical Thinking: Thinking -Critical Thinking: Communication:
✓ 8i Problem Solve ✓ 8i Problem Solve ✓ 1.1d Use a variety of media to communicate with a range of
✓ Use models and simulations to explore complex systems and ✓ Use models and simulations to explore complex systems and audiences.
issues issues ✓ 1.1a Give and receive meaningful feedback
ATL Thinking – Transfer Skills: ✓ 8c Interpret data Collaboration skills:
✓ 9f Apply skills and knowledge in unfamiliar situations ✓ 8d Draw and test conclusions and generalisations ✓ 2.1.i Listen actively to other perspective and ideas; 2.1 c Delegate and
Research – Media Literacy: Thinking – Transfer Skills: share responsibility for decision-making
✓ Seek a range of perspectives from multiple and varied sources ✓ 9f Apply skills and knowledge in unfamiliar situations
Communication: Communication:
✓ 1.1a Give and receive meaningful feedback ✓ 1.1a Give and receive meaningful feedback

Inquirers: we nurture our curiosity, developing skills of inquiry and Inquirers: we nurture our curiosity, developing skills of inquiry and Risk-Taker: We approach uncertainty with forethought and determination; we work
Learner Profile research. We know how to learn independently and with others. We research. We know how to learn independently and with others. We independently and cooperatively to explore new ideas and innovative strategies. We
Focus learn with enthusiasm and sustain our love of learning throughout life learn with enthusiasm and sustain our love of learning throughout life are resourceful and resilient in the face of challenges and change.
face of challenges and change.

18
 MYP Science Unit Planning Overview 2024-2025

A (I, ii, iii, iv) – Mechanics test A - Waves test A (I, ii, iii, iv) - Cumulative grade 10 exam: electricity and magnetism + nuclear
Summative B (I, ii, iii, iv) – Exploration of F=ma B - Exploration of periodic motion proving acceleration due to gravity physics
Assessment C (I, ii, iii, iv, v) – Exploration of F=ma C - Exploration of periodic motion proving acceleration due to gravity D Past and Present Nuclear power plant science and safety
D (I, ii, iii, iv) – Analyze the physics of a specific sport

Grade 10 (MYP 5) Chemistry

Unit Timeline 16 weeks 8 weeks 6 weeks
Unit Title Matter and Chemical Reactions Energy and Chemical Reactions Introduction to organic chemistry
Key concept Relationships Systems Relationships
Related Transfer Balance, Transformation Form, function
Concept
Global Scientific and technical innovation - industrialisation Globalisation and Sustainability – human impact on the environment Scientific and technical innovation – products
Context
The transfer of matter in quantitative relationships can be applied to Evidence of transformations in a system can be used to understand how The form and function of new products is dependent on the relationship
Statement of industrial processes. the balance within the system can be disturbed and the impact of this between their building blocks.
UAE Link: UN Sustainable development goal 14, life under water (sustainability upon the environment.
Inquiry linking to ocean acidification), coral reefs in UAE, aluminium industry in UAE UAE Link: Separation of crude oil into fractions and uses.
UAE Link: UAE energy strategy 2050, UN sustainable development goal 13,
(keynote speaker?). climate action, COP28.
• The atom, isotopes, RAM calculations and formula mass • Electrolysis • Fractional Distillation
• Chemical formula and balanced equations • Endothermic and exothermic reactions • Alkanes
• The Mole • Impact of combustion reactions • Alkenes
• Empirical formula calculations • Bond enthalpy and enthalpy change calculations • Structural Isomers
• Limiting and Excess Reagents Skills: • Catalytic cracking
• Reacting Masses ✓ Draw annotated diagrams of electrolytic cells. • Addition polymerisation
• Percentage yield ✓ Explain the process of electrolysis. • Alcohols
• Acids, bases and the pH scale ✓ Deduce the oxidation and reduction half equations for the • Production of ethanol
• Strong and weak acids and bases reactions at each electrode. • Carboxylic acids
Content • Neutralisation ✓ Write redox equations to show the overall reaction occurring in an • Esters
• Titration and moles from volume and concentration electrolytic cell. • Condensation polymerisation
• Double displacement and precipitation reactions ✓ Define the terms exothermic and endothermic reactions. Skills:
• Redox ✓ Sketch and interpret energy profile diagrams, labelling the ✓ Explain how fractional distillation is used to separate crude oil into its
activation energy and enthalpy change.
• Reactivity series fractions.
✓ Define the term bond energy/enthalpy. ✓ Explain the importance of catalytic cracking.
• Extraction of metals
✓ Use bond energies to calculate the enthalpy change of some ✓ State the features that define: alkanes, alkenes, alcohols, carboxylic
Skills:
reactions.
✓ State values using scientific notation. acids.
✓ Calculate enthalpy change of combustion using data collected ✓ Deduce structural isomers of some organic molecules.
✓ Identify correct significant figures from instrumentation.
from calorimetry experiments.
✓ Manipulate exponents in calculations.
19
 MYP Science Unit Planning Overview 2024-2025

✓ Determine the oxidation number of an atom in a compound. ✓ Evaluate the negative impact of combustion reactions on the ✓ Draw and name simple organic compounds (alkanes, alkenes,
✓ State the name the of a compound from the formula and vice versa. environment and suggest appropriate solutions. alcohols, carboxylic acids and esters).
✓ Calculate mole, isotopic mass, formula mass, empirical formula and ✓ Describe an esterification reaction (alcohol + carboxylic acid)
reacting masses. ✓ Describe the process of addition polymerization.
✓ Describe the importance of the concept of the mole. ✓ Deduce the structural formula of the monomer, polymer and
✓ Balance chemical equations. repeating unit of some addition polymers.
✓ Define an acid and a base. ✓ Deduce the structural formula of the monomer, polymer and
✓ Describe the pH scale. repeating unit of some condensation polymers.
✓ Calculate the concentration, moles and volume from titration data. ✓ Evaluate the impact of plastic pollution on the environment.
✓ Calculate the atomic/ molecular mass.
✓ Use atomic and molecular mass with the mole concept to predict the
amount of a product in a chemical process.
✓ Formulate the products of chemical reactions.
✓ Determine the concentration of solutions from the mass of the solute
present in a given volume.
✓ Identify types of reactions (combustion, decomposition, single
displacement, double displacement)
✓ Use the reactivity series to distinguish if a reaction is possible.
What are the main types of chemical reactions? What is electrolysis used for? What determines the function of an organic compound?
Factual
What is an acid and base? Why is direct current used for electrolysis? What are the processes for creating desired organic chemical products?
Questions What is an endothermic and exothermic reaction?
Conceptual How does the reactivity series inform our understanding of reactions? How can enthalpy change of a reaction be determined? How do the relationships between different building blocks determine the
Questions How can we quantify matter? How can systematic error in calorimetry be reduced? form and function of organic products?
Debatable To what extent do the patterns we find tell us about the world around us? How much do the societal gains of fuel combustion outweigh the negative Do the benefits of creating new organic chemical products always
Questions impacts on the environment? outweigh the consequences?
Self-Management Self-Management Self-Management
✓ 3a plan short- and long-term assignments; meet deadlines ✓ 3a plan short- and long-term assignments; meet deadlines ✓ 3a plan short- and long-term assignments; meet deadlines
✓ 3e bring necessary equipment and supplies to class ✓ 3e bring necessary equipment and supplies to class ✓ 3e bring necessary equipment and supplies to class
✓ 5d Reflect on subject matter: ✓ 5d Reflect on subject matter: ✓ 5d Reflect on subject matter:
iv. What did I learn today? i. What did I learn today? i. What did I learn today?
v. What don’t I understand yet? ii. What don’t I understand yet? ii. What don’t I understand yet?
vi. What questions do I have now? iii. What questions do I have now? iii. What questions do I have now?
Communication Communication Communication
✓ 1.1a give and receive meaningful feedback ✓ 1.1a give and receive meaningful feedback ✓ 1.1a give and receive meaningful feedback
✓ 1.1d Use a variety of media to communicate with a range of audiences ✓ 1.1d Use a variety of media to communicate with a range of audiences ✓ 1.2d Use and interpret a range of discipline-specific terms and
✓ 1.2d Use and interpret a range of discipline-specific terms and ✓ 1.2d Use and interpret a range of discipline-specific terms and symbols
symbols symbols Research
✓ Organise and depict information logically ✓ Organise and depict information logically ✓ Seek a range of perspectives from multiple and varied sources
ATL Research Research Thinking
✓ Collect, record and verify data ✓ Collect, record and verify data ✓ 8i Problem solve
✓ Present information in a variety of formats and platforms ✓ Present information in a variety of formats and platforms ✓ 9f Practise flexible thinking: apply skills and knowledge in unfamiliar
✓ Collect and analyse data to identify solutions and make informed ✓ Collect and analyse data to identify solutions and make informed situations
decisions decisions ✓ 10b Make connections between subject groups and disciplines
✓ Process data and report results ✓ Process data and report results ✓ Use models and simulations to explore complex systems and issues
✓ 6c evaluate and select information sources and digital tools ✓ 6c Evaluate and select information sources and digital tools
✓ Understand and use technology systems ✓ Understand and use technology systems
✓ Seek a range of perspectives from multiple and varied sources ✓ Seek a range of perspectives from multiple and varied sources
Thinking Thinking
✓ 8a Practise induction, deduction, observation and inference ✓ 8a Practise induction, deduction, observation and inference
✓ 8c Interpret data ✓ 8c Interpret data
✓ 8d Draw and test conclusions and generalisations ✓ 8d Draw and test conclusions and generalisations
✓ 8f Evaluate and manage risk ✓ 8f Evaluate and manage risk
20
 MYP Science Unit Planning Overview 2024-2025

✓ 8h Consider ideas from multiple perspectives ✓ 8h Consider ideas from multiple perspectives
✓ 8i Problem solve ✓ 8i Problem solve
✓ 9d Make guesses, ask “what if” questions and generate testable ✓ 9d Make guesses, ask “what if” questions and generate testable
hypotheses hypotheses
✓ 9e Use existing works and ideas in new ways, create original works ✓ 9e Use existing works and ideas in new ways, create original works
and ideas and ideas
✓ 9f Practise flexible thinking: apply skills and knowledge in unfamiliar ✓ 9f Practise flexible thinking: apply skills and knowledge in unfamiliar
situations situations
✓ 10b Make connections between subject groups and disciplines ✓ 10b Make connections between subject groups and disciplines

Thinker: we use critical and creative thinking skills to analyze and take Inquirers: we nurture our curiosity, developing skills of inquiry and Caring: we show empathy, compassion and respect. We have a
responsible action on complex problems. We exercise initiative in making research. We know how to learn independently and with others. We learn commitment to service, and we act to make a positive difference in the
reasoned, ethical decisions. with enthusiasm and sustain our love of learning throughout life. lives of others and in the world around us.
Inquirers: we nurture our curiosity, developing skills of inquiry and Knowledgeable: we develop and use conceptual understanding, exploring Thinker: we use critical and creative thinking skills to analyze and take
research. We know how to learn independently and with others. We learn knowledge across a range of disciplines, we engage with issues and ideas responsible action on complex problems. We exercise initiative in making
Learner with enthusiasm and sustain our love of learning throughout life. that have local and global significance. reasoned, ethical decisions.
Profile Focus Knowledgeable: we develop and use conceptual understanding, exploring Thinker: we use critical and creative thinking skills to analyze and take
knowledge across a range of disciplines, we engage with issues and ideas responsible action on complex problems. We exercise initiative in making
that have local and global significance. reasoned, ethical decisions.
Caring: we show empathy, compassion and respect. We have a
commitment to service, and we act to make a positive difference in the
lives of others and in the world around us.
Criterion A (I, ii, iii, iv) – Matter and chemical reactions test Criterion A (I, ii, iii, iv) – Energy and chemical reactions test Criterion A (I, ii, iii, iv) – Introduction to organic chemistry test
Criterion B (I, ii, iii, iv) – Design an experiment to show the impact of ocean Criterion B (I, ii, iii, iv) – Enthalpy change of combustion (Calorimetry),
Summative acidification or a solution to the problem. impact of chain length
Assessment Criterion C (I, ii, iii, iv, v) – Percentage yield of copper`(II) sulphate crystals Criterion C (I, ii, iii, iv, v) – Enthalpy change of combustion
Criterion D (I, ii, iii, iv) – Ocean acidification awareness campaign Criterion D (I, ii, iii, iv) - Extraction processes

Grade 10 (MYP 5) General Science

Unit Timeline 8 weeks 9 weeks 9 weeks 7 weeks
Unit Title Genetics Electromagnetism Environmental Chemistry Biodiversity and Conservation
Key concept Systems Change Change Relationships
Related Concept Function; Interaction Transformation, energy Consequences, form Interactions; Environment
Global Context Identities and Relationships: Health and well-being Scientific and technical innovation: Ingenuity and Globalization and Sustainability: Human impact on Identities and Relationships
progress the environment
SOI Health and well-being are determined by the function and The change and transformation of energy has led to The consequences of a change in form can have an The dynamics of interactions within various
interaction of different systems. ingenuity and progress. impact on the environment. environments shape and redefine relationships,
influencing individual and collective identities.
Content Structure of DNA Measuring Electrical Quantities Acid Base Reactions The types of biodiversity
• Define keywords • Define electrical quantities (current, potential • Suggest the formula for the products + • Outline the types of biodiversity.
• Outline the structure of DNA difference, resistance, and electrical energy), reactants for familiar acid-base reactions • Describe the factors that contribute to species,
• Apply complementary base pairing system and anti- their symbols and their SI units. • Correctly determine the formula for the genetic and ecosystem diversity.
parallelism to determine a sequence of DNA or RNA • State what different meters (e.g., ammeters, products + reactants for familiar acid-base • Explain how various global activities affect
Protein Synthesis voltmeters) measure and how they are reactions species, genetics and ecosystem diversity.
• Outline the role of mRNA, ribosomes and tRNA connected within an electrical circuit to measure • Suggest the formula for the products +
• Describe the process of transcription and translation electrical quantities reactants for unfamiliar acid-base reactions Types of ecological relationships?
• Identify the components of a simple DC circuit
21
 MYP Science Unit Planning Overview 2024-2025

• Explain how changes to DNA result in changes in • Outline the characteristics of conductors and • Correctly determine the formula for the • Define keywords: Biodiversity, Ecosystem,
physical characteristics insulators products + reactants for unfamiliar acid-base Niche, Species, population, Biotic, Abiotic,
Mutations • Compare and contrast static electricity with reactions Symbiosis, Mutualism, parasitism.
• Outline Point and Frameshift mutations alternating current (AC) and direct current (DC) Hydrosphere Acidification • Outline the types of interspecific and
• Describe the CRISPR mechanism Ohms Law • Define key terms related to the acidification of intraspecific interactions.
• Explain why mutations only sometimes result in changes • Solve simple problems involving potential the hydrosphere. • Describe the ecological relationships in a
to phenotypes difference V, electric current I, and resistance R, • Outline the sequence of events that lead to named ecosystem.
Mitosis and meiosis using the quantitative relationship V = IR [AI, C] hydrosphere acidification. • Explain the impact of ecosystem disruptions on
• Outline the major events of mitosis • Describe, qualitatively, the interrelationships • Describe chemical reactions that result in the ecological relationships.
• Describe mitosis and meiosis between resistance, potential difference, and acidification of the hydrosphere.
• Explain why siblings (except identical twins) are not electric current • Explain the impact of human activities on the Evolution connected to biodiversity
genetically identical • Explain how various factors influence the pH of the hydrosphere. • Outline the theory of evolution by natural
Predicting Inheritance resistance of an electrical circuit selection.
• Predict the outcome of familiar monohybrid and Electromagnetism Factors affecting solubility • Describe an example of evolution by natural
dihybrid crosses. • Define magnetism • Interpret information on pH and solubility selection.
• Predict the outcome of unfamiliar monohybrid and • Describe the interactions of electric current, graphs to make judgements. • Explain speciation by natural selection
dihybrid crosses. magnetic fields in to produce motors • Interpret information on pH and solubility
Patterns of Inheritance • Describe, qualitatively, the interrelationships graphs to make scientifically supported The impact of invasive Species
• Interpret textual information to create pedigree chart between force and magnetic flux density, judgements. • Outline vectors of invasion.
• Interpret information to determine dominance or current, and electric current. • Analyse information on pH and solubility graphs • Describe economic, environmental and health
recessiveness of a trait to make judgements. impacts of invasive species.
• Analyse and evaluate information to determine sex- • Interpret information on pH and solubility • Explain how the impact of an invasive species
linkage of a trait. graphs to make scientifically supported depends on characteristics of the ecosystem
judgements. and species.

Factual Questions What are the key systems involved in determining an What are some historical examples of how the What are some specific examples of changes in What are some specific examples of how
individual’s health and well-being, and how do they transformation of energy has led to technological form that have had measurable impacts on the interactions within different environments
interact? advancements and progress? environment? influence relationships?
Conceptual How do the interactions between various biological, In what ways does the transformation of energy How do changes in form influence environmental In what ways do the dynamics of interactions
Questions psychological, and social systems contribute to overall drive innovation and contribute to societal conditions and ecosystems? within various environments contribute to the
health and well-being? development? development of individual and collective
identities?"
Debatable To what extent do systemic interactions in health and well- To what extent has the pursuit of energy To what extent are the environmental impacts of To what extent do interactions within diverse
Questions being overshadow the influence of individual lifestyle transformation for progress led to unforeseen changes in form a result of human activities versus environments have a greater impact on shaping
choices and personal responsibility? negative consequences for society and the natural processes? relationships and identities compared to inherent
environment? personal characteristics?
ATL Communication Skills Communication Skills Communication Skills Communication Skills
✓ 1.2. h Preview and skim texts to build understanding ✓ 1.2. h Preview and skim texts to build understanding ✓ 1.2. h Preview and skim texts to build understanding ✓ 1.2. h Preview and skim texts to build understanding
✓ 1.2. m organize and depict information logically ✓ 1.2.m organize and depict information logically ✓ 1.2.m organize and depict information logically ✓ 1.2. m organize and depict information logically
✓ 1.2. n structure information in summaries, essays and reports ✓ 1.2.n structure information in summaries, essays and ✓ 1.2.n structure information in summaries, essays and ✓ 1.2. n structure information in summaries, essays
reports reports and reports
✓ 1.2 g. paraphrase accurately and concisely ✓ 1.2 g. paraphrase accurately and concisely
✓ 1.2. f use and understand mathematical notation ✓ 1.2. f use and understand mathematical notation
Research - Information Literacy Skills & Media Literacy Skills Research - Information Literacy Skills & Media Literacy
✓ 6.1. g collect and analyse data to identify solutions and make Thinking – Critical Thinking Skills Thinking – Critical Thinking Skills
Skills
informed decisions ✓ 8.1 b gather and organize relevant information to ✓ 8.1 b gather and organize relevant information to ✓ 6.1. g collect and analyse data to identify solutions
✓ 6.1. l understand and implement intellectual property rights formulate an argument formulate an argument and make informed decisions
✓ 6.1. m Create references and citations, use ✓ 8.1 p Propose and evaluate a variety of solutions ✓ 8.1 p Propose and evaluate a variety of solutions ✓ 6.1. l understand and implement intellectual
footnotes/endnotes and construct a bibliography according to property rights
recognised conventions ✓ 6.1. m Create references and citations, use
footnotes/endnotes and construct a bibliography
according to recognised conventions

22
 MYP Science Unit Planning Overview 2024-2025

LP Attribute Inquirers: we nurture our curiosity, developing skills of Communicators: we express ourselves confidently Caring: we show empathy, compassion and respect Risk-Taker: We approach uncertainty with forethought
inquiry and research. We know how to learn independently and creatively in more than one language and in We have a commitment to service and we act to and determination; we work independently and
and with others. We learn with enthusiasm and sustain our many ways. We collaborate effectively listening make a positive difference in the lives of others and cooperatively to explore new ideas and innovative
love of learning throughout life. carefully to the perspective of other individuals and in the world around us. strategies. We are resourceful and resilient in the face of
groups. challenges and change.

Summative Criterion D (i,ii,iii,iv): Discuss the implications of genetic Criteria B (i,ii,iii,iv) and C (i,ii,iii,iv,v): Plan, perform Criteria B (i,ii,iii,iv) and C (i,ii,iii,iv,v): Plan, perform Criterion D (i,ii,iii,iv): Discuss the implications of
Assessment engineering (CRISPR video) and evaluate an investigation into a factor affecting and evaluate an investigation into a factor effecting approaches to reducing the impact of invasive
Criterion A (i,ii,iii): Test the performance of a simple DC motor. the water acidification species (Essay)
Criterion A (i,ii) Test Criterion A (i,ii) Test Criterion A (i,ii,iii): End of Year Exam

23