Sciences - Sciences

Subject Group Overview

Sciences (Grade 6)
Investigating Science

Key Concepts Relationships

Related Concept(s) Evidence, Patterns

Global Context Orientation in space and time

Turning points and “big history”

Statement of Inquiry Important Science discoveries are made using a method of establishing RELATIONSHIPS
between variables through understanding PATTERNS and EVIDENCE.

MYP subject group objective(s) A: Knowing and understanding

i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
B: Inquiring and designing
i. outline an appropriate problem or research question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how data will be collected
iv. design scientific investigations

ATL skills Description

Learning Experiences:
Communication
In order for student to [Bi.] outline a problem or question to be tested by a
scientific investigation, students, students must [CL13] organise and depicts
information logically by using sentence starter and organizer.
Thinking
In order for student to [Biii.] outline how to manipulate the variables, and outline
how sufficient, relevant data will be collected, students must [CriT 19] practice
observing carefully in order to recognize problems by using data tables and
organizers.

Communication

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Subject Group Overview
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Organize and depict information logically
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognise problems

Content (topics, knowledge, skills)

Properties of Substances

Key Concepts Change

Related Concept(s) Function, Interaction

Global Context Scientific and technical innovation

Products

Statement of Inquiry The FUNCTION of products depends on the properties of the substances they are made up of
and the CHANGES that occur when they INTERACT with other substances.

OLD: Properties of substances can be used to understand how they will interact with other
substances and predict what changes can occur. This can explain the function of different
substances and how they are used in life.

MYP subject group objective(s) A: Knowing and understanding

i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
D: Reflecting on the impacts of science
i. summarize the ways in which science is applied and used to address a specific problem or
issue
ii. describe and summarize the various implications of using science and its application in
solving a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

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ATL skills Description

Communication
In order for student to [Ciii.] apply scientific language effectively, students must
paraphrase accurately and concisely by using a structured paraphrasing and
citing table organizer.
Research
In order for student to [Civ.] document the work of others and sources of
information used, students must create references and citations and construct a
bibliography according to MLA8 convention.

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Paraphrase accurately and concisely
Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Create references and citations, use footnotes/endnotes and construct abibliography
according to recognised conventions

Content (topics, knowledge, skills)

Using Energy

Key Concepts Change

Related Concept(s) Energy, Transformation

Global Context Scientific and technical innovation

Adaptation

Statement of Inquiry Energy undergoes changes and these transformations require adaptations when using it.

Original: Up to 2022-2023

Shift to renewable sources of energy decreases pollution involved in energy transformations

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Subject Group Overview

reducing impacts of fossil fuel on the environment.

MYP subject group objective(s) A: Knowing and understanding

i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and outline results using scientific reasoning
iii. discuss the validity of a prediction based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Description

Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Collect, record and verify data
• Process data and report results

Content (topics, knowledge, skills) • recall that kinetic energy is the energy possessed by moving bodies

• describe different forms of potential energy, such as gravitational, chemical and elastic

• identify different forms of energy based on their effects

• recall that heat energy is often a by-product of energy transfer

• use flow diagrams to illustrate changes between different forms of energy

• discuss how energy-efficient design can reduce energy consumption

• outline the development of vehicles over time, including the science used in solar-powered
vehicles

Light and Sound

Key Concepts Change

Related Concept(s) Environment, Interaction

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Subject Group Overview

Global Context Scientific and technical innovation

Methods

Statement of Inquiry Light and sound are waves that are processed from our INTERACTION with the ENVIRONMENT
and there are methods to detect how they undergo CHANGES.

Old:

Light and sound are waves which are detected based on our INTERACTION with the external
ENVIRONMENT. These waves are processed and they undergo CHANGES that occur within the
eyes and ears.

MYP subject group objective(s) A: Knowing and understanding

i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
B: Inquiring and designing
i. outline an appropriate problem or research question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and outline results using scientific reasoning
iii. discuss the validity of a prediction based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Description

Self-management
• III. Organization skills
• Managing time and tasks effectively
• Use appropriate strategies for organizing complex information
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Draw reasonable conclusions and generalizations

Content (topics, knowledge, skills)

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Subject Group Overview

Habitats and Interactions

Key Concepts Relationships

Related Concept(s) Environment, Interaction

Global Context Orientation in space and time

Natural and human landscapes and resources

Statement of Inquiry RELATIONSHIPS within the ecosystem are based on INTERACTION of living and non-living
things in the ENVIRONMENT which brings change over time that may lead to stability or
instability.

MYP subject group objective(s) A: Knowing and understanding

i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
D: Reflecting on the impacts of science
i. summarize the ways in which science is applied and used to address a specific problem or
issue
ii. describe and summarize the various implications of using science and its application in
solving a specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Description

Learning Experiences:
Thinking:
Criteria B: Students will design their own experiment on the effect of acid rain on plant growth.
They will be able to collect and present their data and draw conclusion from it. (Criterion C not
assessed)

Sources of data from online will also be analyzed.

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Read critically and for comprehension
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Thinking
• IX. Creative thinking skills
• Generating novel ideas and considering new perspectives
• Apply existing knowledge to generate new ideas, products or processes

Content (topics, knowledge, skills)

Classification

Key Concepts Systems

Related Concept(s) Patterns, Form

Global Context Personal and cultural expression

Fields and disciplines

Statement of Inquiry Scientists observe PATTERNS and FORMS of structure and behavior among organisms and use
them to construct a SYSTEM of classifying living things that transcends cultural and
geographical differences.

MYP subject group objective(s) A: Knowing and understanding

i. outline scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and
suggest solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments
D: Reflecting on the impacts of science
i. summarize the ways in which science is applied and used to address a specific problem or
issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used
ii. describe and summarize the various implications of the use of science and its application in
solving a specific problem or issue

ATL skills Description

Learning Experiences:
Communication:
Students will make a powerpoint or google slide presentation based on their essay on
classification.

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Research:
Criterion D: Students will make an essay on classification.

Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Revise understanding based on new information and evidence

Content (topics, knowledge, skills)

Sciences (Grade 7)
Working with Scientific Data

Key Concepts Relationships

Related Concept(s) Evidence, Models, Patterns

Global Context Scientific and technical innovation

Products, Processes and solutions

Statement of Inquiry Patterns provide evidence of relationships between variables allowing for the modelling of
scientific predictions.

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
B: Inquiring and designing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

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ATL skills Description

Learning Experiences:
Communication:
EXPLICIT:

Students will give and receive meaningful feedback through self and peer assessments.

- Checklist (using the task specific clarifications) willl be used for students to self-assess their
scientific report. This will also allow students to udnerstand the different bands in the criteria.

- Drawing graphs requires a level of precision and therefore pairing students who are good at it
and those who require more help will allow meaningful feedback and learning.

- Teachers will provide a one-time feedback to students before they hand in the final draft.

There are a lot of opportunities for students to make inferences and draw conclusions using
different data in different ontext.

- Reading and processing data tables and graphs allow students to make inferences and draw
conclusions.

Research:
EXPLICIT:

Students will collect, record and verify data as well as process data and report the results
through an investigation about the relationshiop of mass and height.

- Students will use samples/representatives of the Middle and High School population to collect
raw data and they will present and report this through a scientific report following the Scientific
Method.

Thinking:
Students will implicitly learn how to interpret data and evaluate evidence and arguments in
general.

Communication
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas

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• Interpret data
• Evaluate evidence and arguments

Content (topics, knowledge, skills)

Elements, Compounds and Mixtures

Key Concepts Systems

Related Concept(s) Form, Models

Global Context Scientific and technical innovation

Products, Industrialization and engineering

Statement of Inquiry Knowing the location of an element in the periodic table will allow us to understand its form and
properties where it can be modelled and used in different applications.

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Description

Learning Experiences:

In order for students to [D2 discuss and analyse the implications of using
science and its application to solve a specific problem or issue, interacting with
a factor), students must [R VI. Make connections between various sources of
information) and [C 1 Paraphrase accurately and concisely)

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information

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• Paraphrase accurately and concisely
Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Make connections between various sources of information

Content (topics, knowledge, skills) describe differences between elements, compounds and mixtures in terms of the particle model
describe the arrangement of particles in elements and compounds
use symbols and formulas for elements and simple compounds
identify and locate elements on the periodic table
investigate how the idea of elements has developed over time
investigate how scientists have created new materials.
describe the structure of an atom.
draw and label the structure of the first 20 elements.

Physical and Chemical Changes

Key Concepts Change

Related Concept(s) Interaction, Transformation

Global Context Globalization and sustainability

Consumption

Statement of Inquiry Interaction between substances can lead to changes and transformations which may affect
humans negatively (pollution, global warming, etc.)

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
B: Inquiring and designing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation

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iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Description

Learning Experiences:
Communication:
In order for student to [Bi.] describe a problem or question to be tested by a scientific
investigation, students must [CL13] Organise and depicts information logically

Thinking:

In order for students to [Biv]. design scientific investigations, students must [CT18] identify
trends and forecast possibilities.

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Organize and depict information logically
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Identify trends and forecast possibilities

Content (topics, knowledge, skills)

Cells and Microscopy

Key Concepts Relationships

Related Concept(s) Consequences, Evidence

Global Context Fairness and development

Government and civil society

Statement of Inquiry Stem cells therapy rely on understanding consequences of treatment outcomes
based on scientific evidence that does not infringe on the rights of people.

MYP subject group objective(s) A: Knowing and understanding

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i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Description

In order for students to [D2 discuss and analyse the implications of using
science and its application to solve a specific problem or issue, interacting with
a factor), students must [T VIII. Gather and organize relevant information to
formulate an argument) and [CL14 structure information in a report)
Visual diagram for pros and cons (critical thinking) Template on page 6
Argument/report structure
In-text citations and reference list

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Structure information in summaries, essays and reports
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Gather and organize relevant information to formulate an argument

Content (topics, knowledge, skills) recall that cells are the basic units of living things
use a light microscope to examine a variety of cells
distinguish plant cells from animal or fungal cells
identify structures within cells and describe their functions
recall that some organisms consist of a single cell
describe the specialised cells and tissues involved in structure and function of particular organs
explain that mitosis is the type of cell division used for growth and repair.
draw and outline mitosis
outline types of cancer treatments

Growth and Reproduction

Key Concepts Change

Related Concept(s) Function, Transformation

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Global Context Identities and relationships

Health and well-being

Statement of Inquiry The body adapts to CHANGES in the reproductive system during adolescence and starts to
transform to carry new functions. These changes must be considered in maintaining a healthy
well-being.

MYP subject group objective(s)

ATL skills Description

Learning Experiences:
Communication:
Students will make a brochure which will provide information on effects of alcohol or drugs on
pregnancy. They will organize the information they have gathered in a 200-300 word document.

Note-taking and organizing information during discussion is emphasized in this theory-heavy

unit.

Thinking:
A form of debate will be held about abortion and determining hen life really starts. Students will
practice forming arguments, refuting arguments and making conclusions.

Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Draw reasonable conclusions and generalizations
• Consider ideas from multiple perspectives

Content (topics, knowledge, skills)

Forces

Key Concepts Systems

Related Concept(s) Interaction, Models

Global Context Scientific and technical innovation

Statement of Inquiry The interaction of forces influences motion and stability in natural and engineered systems,

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impacting how we design and understand the world around us.

MYP subject group objective(s) B: Inquiring and designing

i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Description

Learning Experiences:
Research
In order for student to [Biii.] Describe how to manipulate the variables, and describe how
sufficient, relevant data will be collected

, students must [R1] collect, record and verify data

Thinking:

In order for students to [Biv]. design scientific investigations, students must [CT18] identify
trends and forecast possibilities.

Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Collect, record and verify data
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Identify trends and forecast possibilities

Content (topics, knowledge, skills)

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Subject Group Overview
Sciences (Grade 8)
Scientific Inquiry Skills

Key Concepts Communication

Related Concept(s) Form, Models

Global Context Scientific and technical innovation

Products, Processes and solutions

Statement of Inquiry In order to communicate ideas coherently and effectively, Inquiry must follow certain
conventions that can be used as a model for subsequent investigations

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
B: Inquiring and designing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Description

Communication
• I. Communication skills
• Exchanging thoughts, messages and information effectively through interaction
• Give and receive meaningful feedback
• Reading, writing and using language to gather and communicate information
• Make inferences and draw conclusions
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas

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Subject Group Overview
• Interpret data
• Identify trends and forecast possibilities

Content (topics, knowledge, skills)

Heat Transfers

Key Concepts Change

Related Concept(s) Energy, Transformation, Movement

Global Context Globalization and sustainability

Conservation

Statement of Inquiry Thermal energy can be transferred in different ways

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
C: Processing and evaluating
v. describe improvements or extensions to the method

ATL skills Description

Learning Experiences:
Communication:
Equations and symbols involving gas laws and specific heat capacity

Thinking
• IX. Creative thinking skills
• Generating novel ideas and considering new perspectives
• Use brainstorming and visual diagrams to generate new ideas and inquiries
• Apply existing knowledge to generate new ideas, products or processes

Content (topics, knowledge, skills)

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Inheritance

Key Concepts Change

Related Concept(s) Form, Patterns

Global Context Identities and relationships

Identity formation

Statement of Inquiry The patterns of interaction between genes define the form of an organism.

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Description

Communication
• I. Communication skills
• Exchanging thoughts, messages and information effectively through interaction
• Use appropriate forms of writing for different purposes and audiences
Thinking
• VIII. Critical thinking skills
• IX. Creative thinking skills
• X. Transfer skills
• Utilizing skills and knowledge in multiple contexts
• Make connections between subject groups and disciplines

Content (topics, knowledge, skills)

Thermal Properties

Key Concepts Systems

Related Concept(s) Energy, Movement, Transformation

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Global Context Scientific and technical innovation

Industrialization and engineering

Statement of Inquiry Energy in systems move and transforms which provides the basis for industrialization and
engineering endeavors.

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Research

• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Collect, record and verify data
• Process data and report results
• VII. Media literacy skills
• Interacting with media to use and create ideas and information
• Communicate information and ideas effectively to multiple audiences using a variety of
media and formats

Content (topics, knowledge, skills) Week 1; kinetic model

Week 2; specific heat capacity

Week 3; latent heat

Week 4; evaporation

Week 5; gas laws

Assessment; formative criterion C, summative criterion A

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Fundamentals, Atomic Structure and Bonding

Key Concepts Systems

Related Concept(s) Interaction, Transformation

Global Context Scientific and technical innovation

Models

Statement of Inquiry Relationship and interaction of particles lead to transformation that can be modeled.

MYP subject group objective(s) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments
B: Inquiring and designing
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method

ATL skills Description

Learning Experiences:
Research:
Students will conduct an experiment on diffusion and they are expected to gather, organize and
process data.

Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Collect, record and verify data

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Content (topics, knowledge, skills) Learning Objectives:

Periodicity and Quantitative Chemistry

Key Concepts Relationships

Related Concept(s) Evidence, Interaction, Patterns

Global Context Scientific and technical innovation

Systems, Modernization, Principles and discoveries

Statement of Inquiry Pioneering discoveries can challenge conventional wisdom and forge developments towards
deeper understanding.

MYP subject group objective(s)

ATL skills Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Practise observing carefully in order to recognise problems
• Recognise and evaluate propositions
• Revise understanding based on new information and evidence
• Identify trends and forecast possibilities

Content (topics, knowledge, skills) A: Knowing and understanding

i. describe scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments

Sciences (Grade 9)
MYP4 B1 Ecology

Key Concepts Relationships

Related Concept(s) Interaction, Balance

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Global Context Globalization and sustainability

Human impact on the environment

Statement of Inquiry An INTERACTION can establish a RELATIONSHIP that may impact the BALANCE of a system.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Description

Learning Experiences:

In order for students to [D2 discuss and analyse the implications of using science and its
application to solve a specific problem or issue, interacting with a factor), students must [R VI.
Make connections between various sources of information) [R VI. Access information to be
informed and inform others] and [C 1 Paraphrase accurately and concisely]

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Paraphrase accurately and concisely
Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Access information to be informed and inform others
• Make connections between various sources of information

Content (topics, knowledge, skills) • Outline the biological organization of an ecosystem (species, population, community,
ecosystem)

• Define, analyze and give an example of a food chain.

• Explain the 10% rule in terms of energy loss in ecosystem.

• Construct and analyze a food web.

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• State the full equation of photosynthesis and cellular respiration.

• Outline the productivity of ecosystems.

• Discuss and give examples of symbiotic relationships.

• Explain the principle of competitive exclusion and give examples.

• Draw and annotate the different types of growth curves.

• Outline limiting factors in ecosystems.

• Explain carrying capacity in ecosystems.

• Discuss the concept of bioaccumulation and biomagnification.

• Evaluate human impacts to the environment and provide solutions at personal and community
level

MYP4 C1 Reactivity Series and Electrolysis

Key Concepts Change

Related Concept(s) Patterns, Form

Global Context Orientation in space and time

Displacement and exchange

Scientific and technical innovation

Systems, Processes and solutions, Industrialization and engineering

Statement of Inquiry Pioneering discoveries can challenge conventional wisdom and open pathways toward deeper
understanding

MYP subject group objective(s)

ATL skills
Content (topics, knowledge, skills)

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MYP4 P1 Magnetism

Key Concepts Change

Logic
Relationships

Related Concept(s)
Global Context Scientific and technical innovation

Statement of Inquiry The relationship between magnetism and electric current can be utilised for the benefit of
society providing the relationships between these quantities is understood.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Communication

Self-management
Research
Thinking

Content (topics, knowledge, skills) Week 1:

define the key terms; magnetism, magnetic field, and magnetic pole
define the key terms; conventional current, ferromagnetic, and electromagnet
state which magnetic poles will attract and repel each other
construct a diagram of a magnetic field using a plotting compass
sketch the magnetic field of two attracting poles
sketch the magnetic field of two repelling poles
describe what is formed around a current carrying wire
use the right hand grip rule effectively
explain how an electric current can be used to magnetise an object
explain how to increase the strength of an electromagnet
explain why some materials are magnetic
apply learning about electromagnets to explain how devices that use electromagnets work; for

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example an electric bell
Week 2:

describe what happens to a current carrying wire when it is placed in a magnetic field
describe and apply Fleming's Left Hand Rule
calculate the force on a current carrying conductor placed in a magnetic field
manipulate the equation F = BIL
explain how a d.c motor works
explain why a d.c motor works
explain why split ring commutators are used in d.c motors

Week 3:

Explain the process of electromagnetic induction

Explain how an AC generator works
Define Lenz's law
Apply Lenz's law to the process of electromagnetic induction as a means to identifying the
direction of induced current flow

Week 4:

Explain how electromagnetic induction is used to produce electricity on a large scale

Explain how a power station works; fossil fuel, nuclear, renewables
Compare similarities and differences between the different types of power station
Explain how electromagnetic induction is used to transport electricity large distances;
transformers
Use the transformer equation to solve numerical problems

Week 5:

Assessment

MYP4 C2 Reaction Kinetics and Energetics

Key Concepts Change

Related Concept(s) Interaction, Transformation

Global Context Orientation in space and time

Statement of Inquiry Chemicals undergo reactions according to how they interact with each other. This
transformation results in new products with different chemical properties

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MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills Description

In order for students to discuss and evaluate the various implications of using science and its
application to solve a specific problem or issue, they must make connections between various
sources of information and present information using both visual and writing elements (ATL
Category: Research, ATL Cluster: Information literacy skills).

Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Make connections between various sources of information
• Present information in a variety of formats and platforms

Content (topics, knowledge, skills)

MYP4 P2 Electricity

Key Concepts Systems

Related Concept(s) Energy, Movement

Global Context Scientific and technical innovation

Statement of Inquiry Electricity is a form of energy system involving movement of electrons.

MYP subject group objective(s)

ATL skills Description

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Learning Experiences:
In order for students to [B3] explain how to manipulate the variables and explain
how sufficient and relevant data will be collected, students must [TS 2] apply
skills and knowledge in unfamiliar situations and [CriT 19] troubleshoot systems
and applications.

Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Troubleshoot systems and applications
• X. Transfer skills
• Utilizing skills and knowledge in multiple contexts
• Apply skills and knowledge in unfamiliar situations

Content (topics, knowledge, skills)

MYP4 B2 Metabolism, Respiration and Photosynthesis

Key Concepts Systems

Related Concept(s) Function, Consequences

Global Context Scientific and technical innovation

Systems, Models, Methods

Statement of Inquiry Organisms require enzymes in all metabolic reactions to ensure that the system functions
optimally. Any disturbance of
enzymatic reactions has consequences.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
B: Inquiring and designing
i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations
C: Processing and evaluating

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i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method

ATL skills Description

Students will engage in performing a practical on photosynthesis. They will

research information, collect and process data to conclude a scientific concept.
They will publish their report as a report.

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Make inferences and draw conclusions
• Organize and depict information logically
• Structure information in summaries, essays and reports
Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Collect, record and verify data
• Process data and report results
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and construct abibliography
according to recognised conventions

Content (topics, knowledge, skills) ENZYMES

Define enzyme and active site.

Explain enzyme–substrate specificity.
Describe how enzymes lower down activation energy and its effect in chemical reactions.
Explain the theory of collision in increasing the rate of anzyme catalysed reaction.
Explain the effects of temperature, pH and substrate concentration on enzyme activity.
Define denaturation.
CELLULAR RESPIRATION

Define cell respiration.

Outline the structure of the mitochondria in relation to respiration.
State that, in cell respiration, glucose in the cytoplasm is broken down by glycolysis into
pyruvate, with a small yield of ATP.
Explain that, during anaerobic cell respiration, pyruvate can be converted in the cytoplasm into
lactate, or ethanol and carbon dioxide, with no further yield of ATP.
Explain that, during aerobic cell respiration, pyruvate can be broken down in the mitochondrion
into carbon dioxide and water with a large yield of ATP.

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PHOTOSYNTHESIS:

State that photosynthesis involves the conversion of light energy into chemical energy.
State that light from the Sun is composed of a range of wavelengths (colours).
State that chlorophyll is the main photosynthetic pigment.
Outline the structure of the chloroplast in relation to photosynthesis.
Outline the differences in absorption of red, blue and green light by chlorophyll.
State that light energy is used to produce ATP, and to split water molecules (photolysis) to form
oxygen and hydrogen.
State that ATP and hydrogen (derived from the photolysis of water) are used to fix carbon
dioxide to make organic molecules.
Outline the effects of temperature, light intensity and carbon dioxide concentration on the rate
of photosynthesis.

Sciences (Grade 10)

MYP5 P3 Nuclear Physics

Key Concepts Change

Related Concept(s) Energy, Movement, Transformation

Global Context Scientific and technical innovation

Statement of Inquiry Electricity and Magnetism are two manifestations of a single fundamental force and relationship
between the two is integral to the workings of the modern world.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
A: Knowing and understanding
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
B: Inquiring and designing
i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations
B: Inquiring and designing

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i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method
C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method

ATL skills Description

Learning Experiences:
Research:
Students will be given an opportunity to design and implement an experiment using their
research and scientific inquiry skills.

Research
• VI. Information literacy skills
• Finding, interpreting, judging and creating information
• Process data and report results
• Identify primary and secondary sources

Content (topics, knowledge, skills)

MYP5 C3 Alkali, Acids and Redox Reactions

Key Concepts Change

Related Concept(s) Interaction, Patterns

Global Context Scientific and technical innovation

Processes and solutions

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Statement of Inquiry Understnding the changes that occur in processes involving interactions of molecules in known
patterns allow us to find solutions to global environmental problems.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
A: Knowing and understanding
i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of the use of science and its application in
solving a specific problem or issue
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of the use of science and its application in
solving a specific problem or issue

ATL skills Description

In order for students to explain the ways in which science is applied and used to address a
specific problem or issue, they must inquire in different contexts to gain a different perspective
by referring to the causes of lacking safe water and encountering solutions with scientific
rationale (ATL category: Thinking, ATL cluster: Transfer).

Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Gather and organize relevant information to formulate an argument

Content (topics, knowledge, skills)

MYP5 B3 Human Physiology

Key Concepts Systems

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Related Concept(s) Function, Models

Global Context Identities and relationships

Health and well-being

Statement of Inquiry We can understand how processes work with the use of models that show the function of a
system.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
B: Inquiring and designing
i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations

ATL skills Description

In order for students to (Bi) explain a problem or question to be tested by a scientific

investigation, students must organize and depict information logically.
In order for student to (Biii) explain how to manipulate the variables and explain how sufficient,
relevant data will be collected, students must use an organizer (structural writing planner).

Communication
• I. Communication skills
• Reading, writing and using language to gather and communicate information
• Use a variety of organizers for academic writing tasks
• Organize and depict information logically

Content (topics, knowledge, skills)

MYP5 P4 Mechanics A

Key Concepts Relationships

Related Concept(s) Energy, Environment, Interaction

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Global Context Scientific and technical innovation

Statement of Inquiry Interaction of energy with the environment can affect technology and society.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
D: Reflecting on the impacts of science
iii. apply scientific language effectively
iv. document the work of others and sources of information used
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of the use of science and its application in
solving a specific problem or issue

ATL skills
Content (topics, knowledge, skills)

MYP5 C4: Organic Chemistry

Key Concepts Change

Related Concept(s) Consequences, Energy, Patterns

Global Context Scientific and technical innovation

Statement of Inquiry Energy is distributed within chemical systems (the bonds), and can be transferred between the
system and the environment. We can measure, store and utilize this energy in various ways.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
B: Inquiring and designing
i. explain a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations

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C: Processing and evaluating
i. present collected and transformed data
ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method
D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

ATL skills
Content (topics, knowledge, skills)

MYP5 B4 DNA and Genetics

Key Concepts Change

Related Concept(s) Function, Transformation, Models

Global Context Globalization and sustainability

Human impact on the environment, Conservation, Natural resources and public goods

Statement of Inquiry Genes undergo transformation and this can be modelled to create products with specific
function that can address current environmental problems of today to attain sustainability.

MYP subject group objective(s) A: Knowing and understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments
D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

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ATL skills Description

Learning Experiences:
Social:
Students will do oral presentation about their chosen hypothetical GMOs to communicate their
understanding of the topic.

Research:
Research skills will be used for each student to identify the techniques in genetic engineering
and in creating a make believe GMO.

Research
Thinking
• VIII. Critical thinking skills
• Analysing and evaluating issues and ideas
• Gather and organize relevant information to formulate an argument
• Evaluate evidence and arguments

Content (topics, knowledge, skills) MEIOSIS:

Review mitosis and compare the concept with meiosis.

State that meiosis is a reduction division of a diploid nucleus to form haploid nuclei.

Define homologous chromosomes.

Outline the process of meiosis, including pairing of homologous chromosomes and crossing
over, followed by two divisions, which results in four haploid cells.

STRUCTURE OF DNA:

Outline DNA nucleotide structure in terms of sugar (deoxyribose), base and phosphate.

State the names of the four bases in DNA.

Outline how DNA nucleotides are linked together by covalent bonds into a single strand.

Explain how a DNA double helix is formed using complementary base pairing and hydrogen
bonds.

Draw and label a simple diagram of the molecular structure of DNA.

DNA REPLICATION:

Explain DNA replication in terms of unwinding the double helix and separation of the strands by

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helicase, followed by formation of the new complementary strands by DNA polymerase.

Explain the significance of complementary base pairing in the conservation of the base
sequence of DNA.

State that DNA replication is semiconservative.

TRANSCRIPTION AND TRANSLATION:

Compare the structure of RNA and DNA.

Outline DNA transcription in terms of the formation of an RNA strand complementary to the
DNA strand by RNA polymerase.

Describe the genetic code in terms of codons composed of triplets of bases.

Explain the process of translation, leading to polypeptide formation.

CHROMOSOMES, GENES, ALLELES AND MUTATION:

State that eukaryote chromosomes are made of DNA and proteins.

Define gene, allele and genome.

Define gene mutation.

Explain the consequence of a base substitution mutation in relation to the processes of

transcription and translation, using the example of sickle-cell anemia.

KARYOTYPING:

Explain that non-disjunction can lead to changes in chromosome number, illustrated by

reference to Down syndrome (trisomy 21).

State that, in karyotyping, chromosomes are arranged in pairs according to their size and
structure.

State that karyotyping is performed using cells collected by chorionic villus sampling or
amniocentesis, for pre-natal diagnosis of chromosome abnormalities.

Analyse a human karyotype to determine gender and whether nondisjunction has occurred.

GENETIC ENGINEERING:

Outline a basic technique used for gene transfer involving plasmids, a host cell (bacterium,
yeast or other cell), restriction enzymes (endonucleases) and DNA ligase.

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State two examples of the current uses of genetically modified crops or animals.

Discuss the potential benefits and possible harmful effects of one example of genetic
modification.

Sport Science: How to use science to improve performance at school?

Interdisciplinary Unit
Physical and Health Education

Key Concepts Systems

Related Concept(s) Sciences - Sciences

Movement

Physical and Health Education - Physical and Health Education

Refinement

Global Context
Statement of Inquiry Understanding and applying systems of movement enables the refinement of technique in
sport.

MYP subject group objective(s)

Sciences - Sciences
D: Reflecting on the impacts of science
i. explain the ways in which science is applied and used to address a specific problem or issue
ii. discuss and evaluate the various implications of using science and its application to solve a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used

Physical and Health Education - Physical and Health Education

C: Applying and performing
i. demonstrate and apply a range of skills and techniques effectively
ii. demonstrate and apply a range of strategies and movement concepts effectively
iii. analyse and apply information to perform effectively
D: Reflecting and improving performance
i. explain and demonstrate strategies to enhance interpersonal skills
ii. analyse and evaluate the effectiveness of a plan based on the outcome
iii. analyse and evaluate performance

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ATL skills
Content (topics, knowledge, skills)

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