Teacher(s) Ana Carolina Araújo Subject group and discipline Group 4 – Sciences
Unit title Energy and the Environment MYP year 3 Unit duration (hrs) 20
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Change Energy, Transformation Globalization and sustainability
Statement of inquiry
The change proposed by the energy transition represents a concern about clean use of natural resources leading towards sustainability.
Inquiry questions
Factual:
What is energy?
What are the types of energy?
What is energy transition
What are electric circuits?
Conceptual:
How electric energy is generated?
How can we differentiate renewable and non-renewable energy sources?
Are renewable sources available everywhere?
What kind of energy sources do we use in our city?
Debatable:
Are all sources of energy eco-friendly?
Is energy transition something we should wait for?
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Is technology shaping the way we live as a society?
Have we been changing the way we explore nature to produce energy?
Objectives Summative assessment
Criterion D: Reflecting on the impacts of science Outline of summative assessment task(s) including Relationship between summative assessment task(s)
At the end of year 3, students should be able to: assessment criteria: and statement of inquiry:
i. describe the ways in which science is
Students will: The relationship between the assessment and the
applied and used to address a specific
statement of inquiry lies in the exploration of the
problem or issue; Create a presentation to explain ordinary people
energy transition and its implications for
ii. discuss and analyze the various who don’t really care or worry about how their
sustainability.
implications of using science and its electrical energy is provided, if it is reliable and
application in solving a specific problem or cheap, the most common way how energy is
issue; converted to generate electrical energy. As an
iii. apply scientific language effectively; environmentalist trying to change the mass view
iv. document the work of others and sources of on clean ways to obtain energy, especially
information used. electrical energy, the student will introduce the
concept of energy transition and why it is
necessary. Bring up the environmental impacts
the most common way to convert energy can
generate and contrast with cleaner ones. Will
explain the reliability and efficiency of the new
technology available. Explain the economic
impact, especially on a long term. Finally
conclude your presentation with key points,
present the references you used for your
research and finally, open your presentation for
questions.
Approaches to learning (ATL)
Category Cluster Skill Teaching Strategies/Learning Experiences
Thinking Transfer Use knowledge and skills in new Present and debate about the topic bringing new
contexts. concepts and sharing them with classmates.
Research Information literacy Make connections between Find, select edit, prioritise, and reframe information
various sources of information. based on prior knowledge acquired in class
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Action: Teaching and learning through inquiry
Content Learning process
- Energy sources Learning experiences and teaching strategies
- Electricity Students will:
- Circuits -
- Electric currents Formative assessment
- New technologies -
- Sustainability
Differentiation
-
Resources
Resources for teaching:
- Projector, white board, different lab material for experiments, internet (YouTube, different articles, Science News for Students).
Resources for learning:
- Sciences:
HEATHCOTE, W. MYP Physical and Earth Sciences: A concept-based approach. 1st edition. China: Oxford University Press, 2019.
Reflection: Considering the planning, process, and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
This unit is interesting for students because they can
explore ideas for future technology that might be
present in our daily life.
It offers the students the opportunity to develop some
of the attributes of the learner profile like reflective
and knowledgeable.
It has the potential to relate to other subject groups
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like design.
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