Teacher(s) Subject group and discipline

Unit title Energy Changes MYP year 2 Unit duration (hrs)

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Change Energy Scientific and technical innovation
Transformation

Statement of inquiry

Energy can neither be created nor destroyed but can be transferred or transformed.

Inquiry questions

Factual Conceptual
● What types of energy are there? How might our use of energy affect people’s lives now, and in the future?
● How can we classify energy?
● How can we measure energy?
● How can we control energy?
● How can we use energy efficiently?
Debatable
● Can individuals act to reduce energy consumption?
● Is there enough energy to go around?
● Can 100% renewable energy power a country?

Objectives Summative assessment

Curious Scientist 1
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
Relationship between summative assessment task(s)
and statement of inquiry:
Through this activity students can see different forms
Students create Rube-Goldberg Machines
of energy transformations.
Students create energy proposals based on
renewable energy for a country of their choice.

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

D: Reflecting on the impacts of science

Curious Scientist 2
i. describe the ways in which science is applied and
used to address a specific problem or issue
ii. discuss and analyse 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

Approaches to learning (ATL)

Self-management :Organization skills
● Managing time and tasks effectively
- Plan short- and long-term assignments; meet deadlines
- Create plans to prepare for summative assessments (examinations and performances)
- Keep and use a weekly planner for assignments
- Set goals that are challenging and realistic
- Plan strategies and take action to achieve personal and academic goals
- Bring necessary equipment and supplies to class
- Keep an organized and logical system of information files/notebooks
- Use appropriate strategies for organizing complex information
- Understand and use sensory learning preferences (learning styles) Select and use technology effectively and productively
Thinking : Creative thinking skills
● Generating novel ideas and considering new perspectives
- Use brainstorming and visual diagrams to generate new ideas and inquiries
- Consider multiple alternatives, including those that might be unlikely or impossible
- Create novel solutions to authentic problems
- Make unexpected or unusual connections between objects and/or ideas
- Design improvements to existing machines, media and technologies
- Design new machines, media and technologies
- Make guesses, ask “what if” questions and generate testable hypotheses
- Apply existing knowledge to generate new ideas, products or processes
- Create original works and ideas; use existing works and ideas in new ways
- Practise flexible thinking — develop multiple opposing, contradictory and complementary arguments
- Practise visible thinking strategies and techniques
- Generate metaphors and analogies

Curious Scientist 3
Action: Teaching and learning through inquiry
Content
● Energy as the capacity to move an object
● Exploring different forms of energy in the
lab, record data, make observation and
write analysis
● Exploring energy producers (thermal.
power station, hydroelectric dam, wind
turbines and photovoltaic solar panels)
● Kinetic & gravitational potential energy
● Energy Transformations
● Simple Machines
● The principle of conservation of energy
● Sustainability and Consumption
● Efficient use of energy
● Article writing, reflecting on the impact of
efficient use of energy
Curious Scientist
Learning process
Learning experiences and teaching strategies
In this unit students will explore what the concept of energy means and build on their own understanding of it.
In order to use the concept of energy to understand effectively how things work, they will explore different
forms of energy and how one form can be converted into another. Understanding these changes will help them
to possibly design their own systems and explain how they can use them to make life better for everyone.
Formative assessment
Calculations involving work, GPE and KE
Conservation of Energy and Efficiency Quiz
Energy conversions during the rubber band experiment
Energy transformations poster and quiz
Sources of energy poster
Conservation of Energy and Efficiency quiz
Energy transformations (Rubber band experiment)
Differentiation
Content
• Using reading materials at varying readability levels
• Using spelling or vocabulary lists at readiness levels of students • Presenting ideas through both auditory and
visual means
Process
• Varying the length of time students may take to complete a task in order to provide additional support for
special education needs students or struggling learners
• Using manipulatives or other hands-on support
• Using tiered activities through which all learners will work with the same understandings and skills; however,
they proceed with different levels of support, challenge, complexity.
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 • Heterogeneous and homogeneous grouping - pairing stronger students with weaker students to assist in
participation during activities.
• Peer review and assessment

Product
• Providing students with options of how to express required learning
• Using rubrics that match and extend the varied skills and levels of students
• Affording students the opportunity to create their own product assignments within the stipulated
requirements.

Resources

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Curious Scientist 5