MENTARI INTERCULTURAL SCHOOL JAKARTA

IB DIPLOMA PROGRAMME
AY 2022-2023

SUBJECT GROUP OVERVIEW

SCIENCES

YEARS 5

Year Unit Title Key & Global Statement of Inquiry MYP subject group ATL skills Content
objectives (1-2 per unit that you (topics, knowledge,
Related Context (identify strands explicitly teach) skills)
Concepts applied in your
assessments; cover
each strand twice in
a year)

Year 5 II. How do organisms sustain Systems, Personal and Systems in living organisms Criterion A: Self-
themselves? energy, cultural transfer energy and All strands Management
1. State what
environment, expression nutrients from the (keep and use a nutrients do
balance environment to cells, where Midterm/ weekly planner organisms need
they are used to maintain semester for assignments / to survive.
the balance of life. Diet can examinations tasks
be affected by personal and
cultural choices.
2. Discuss what
Criterion B: occurs during
All strands the process of
digestion,
Continuation of circulation and
science gas exchange.
investigation -
prelab 3. Describe
how
Criterion C:
substances are
All strands
transported
 around an
Continuation of organism.
science
investigation - 4. Outline how
post lab
substances
Criterion D: move in and
All strands out of cells.

Science essay - 5. Explain

evaluating the diffusion,
impacts of health osmosis and
in terms of active
social, cultural, transport.
political,
environmental,
6. Discuss
moral, ethical,
personal aspects. homeostasis

7. Describe the
elements
essential for
life cycle
between the
environment
and organisms.

Environmental Science
I. What are the
interconnected roles and
functions of different
species that contribute to
maintaining balance in an
ecosystem?
II. How do human lifestyles
determine the health of
different ecosystems?
 Year Unit Title Key & Global Statement of Inquiry MYP subject ATL skills Content
group objectives (1-2 per unit that (topics,
Related Context (identify strands you explicitly knowledge, skills)
Concepts applied in your teach)
assessments;
cover each strand
twice in a year)

Year 5 II. What are the impacts of Change Globalization The chemical industry has Criterion A: Critical thinking -Discuss the
chemical industry? and brought change that All strands skills impact of batik
sustainability affects global interactions -Analysing and dyeing
with positive and negative Midterm/ evaluating - Deduce the
environmental impacts. semester issues and precipitate of a
examinations ideas precipitation
-Interpret data - reaction
Revise -Deduce the
Criterion B:
understanding coefficient to
All strands
based on new balance a
information and chemical
investigation - evidence - equation
prelab Propose and -Define acid
evaluate a and base
Criterion C: variety of -Explain the
All strands solutions - effect of
Identify trends concentration
investigation - and forecast and
post lab possibilities temperature to
pH
Criterion D: -Discuss
All strands neutralisation
reaction
Science essay - -Design
evaluating the investigation
that explores
impacts of batik
the effect of
dying in terms of
concentration
social, cultural, and
political, temperature on
environmental, pH
moral, ethical,
personal aspects.
 Green chemistry
as a solution
must be
discussed as
well.

Physics Systems Scientific and The development of

I. Are all our futures Development technical electrical systems has A: All strands Critical- Recall that
electric? innovation defined the modern world thinking skills: negative
and made new futures
Criterion A:
electric
possible. Knowing and practise
charge is
understandin observing
carried by
g – Activity: carefully in
electrons,
Understand order to
positive
your recognize
electric
electricity bill problems
interpret data charge is
Criterion A:
recognise and carried by
Knowing and protons
evaluate
understandin
propositions Explain that a
g – Levelled
use models surplus or
summative
and deficit of
assessment
simulations to electrons
problems
explore leads to a
complex static electric
B: All strands systems and charge
issues
Criterion B: Describe how
evaluate
Inquiring and moving
evidence and
designing – electric
arguments
Activity: charge
draw
Connecting it produces an
reasonable electric
 conclusions current
and
C: All strands Describe how
generalization the flow of
Criterion C: s electrons is
Processing test used to do
and generalization work
evaluating – s and
Activity: conclusions State that
Realizing the evaluate and electric
potential manage risk current is
measured in
Creative- amperes
D: All strands thinking skills:
Outline how
Criterion D: generate to use
Reflecting on metaphors switches in
the impacts of and analogies simple series
science – make guesses, and parallel
Activity: ask ‘what if’ circuits
Power costs questions and
generate Describe how
the Earth
testable current varies
hypotheses in different
apply existing parts of series
knowledge to and parallel
generate new circuits
ideas, Recall the
products or distinction
processes between
conventional
and real
current flow
Classify
materials in
terms of their
conductive
properties
Describe how
energy in an
electric circuit
is measured
as potential
difference, or
voltage, and is
measured in
volts
Identify
electrical
conductors
and insulators
Measure the
currents and
voltages in
circuits
containing
different
conductors
Apply Ohm’s
law V = IR to
circuit
problems
Recall that
resistance is
measured in
ohms (Ω)
Recall that
series
resistances
add, parallel
resistances
reduce total
resistance
Design and
build circuits
to solve given
problems
Measure
currents and
voltages using
ammeters and
voltmeters
Recall that
electrical
power is
measured in
watts, like
mechanical
 power

II. How can we Relationships Personal and New global relationships

communicate? Movement cultural have become possible as A: All strands Creative- Summarize
and Energy expression humanity has learned to thinking skills: the properties
communicate through
Criterion A:
of oscillatory
energy as wave motion. Knowing and create novel
motion
understandin solutions to
around an
g – Levelled authentic
equilibrium
summative problems
assessment make guesses, point
problems ask ‘what if’ Describe
questions and longitudinal
generate and
C: All strands testable transverse
Criterion C: hypotheses wave motion
Processing Communicati Describe a
and on skills: wave in terms
evaluating – of the key
use
Activity: dimensions of
appropriate
There and wavelength,
forms of
back again frequency and
writing for
amplitude
different
D: All strands purposes and Explain the
audiences speed of
Criterion D: use and waves in
Reflecting on interpret a terms of the
the impacts of range of properties of
science – discipline- media
Activity: A specific terms Explain the
smaller and symbols subjective
world? share ideas experience of
with multiple loudness and
audiences of pitch in
using a variety terms of the
of digital dimensions of
environments a sound wave
and media Explain the
subjective
experience of
brightness
and of colour
in terms of
the
dimensions of
a light wave
Outline the
principal
regions of the
electromagne
tic spectrum
Describe the
communicatio
n of
information
through
modulation of
wave
amplitude and
frequency
Describe the
phenomenon
of reflection
in terms of
wavefronts
and a ray
model
Describe the
phenomenon
of refraction
in terms of
wavefronts
and a ray
model
Solve
problems
involving
Snell’s law
relating
refraction to
wave speed