MYP 3 UNIT 3 OVERVIEW F R A N C E S B .

OTO O - K AT I
 CONCEPTS AND CONTEXT

UNIT TITLE: Respiration

KEY CONCEPT: Systems

RELATED CONCEPT: Form, Transformation

GLOBAL CONTEXT: Personal and Cultural Expression

STATEMENT OF INQUIRY: Energy has to change form to be relevant.

OBJECTIVES Students will be able to explain the process of cellular respiration, including the role of the
1 mitochondria and the products of the process.

Students will be able to compare respiration in plants and animals, including the similarities and
2 differences in the process.

Students will be able to conduct a lab activity on respiration, collect data, and use it to make
3 predictions and draw conclusions about the process.

Students will be able to explain the role of the respiratory system in maintaining homeostasis,
4 including the function of the lungs, diaphragm, and other respiratory structures.

Students will be able to analyze the impact of environmental factors on respiratory health,
5 including the effects of pollution, smoking, and other factors.

Students will be able to explain the relationship between respiration and energy production in
6 living organisms.

Students will be able to recognize the signs and symptoms of common respiratory disorders
7 and explain the causes, treatments and prevention methods

8 Students will be able to identify and understand the ethical considerations of respiratory care.
FACTUAL What are the two main types of
INQUIRY respiration in living organisms?

How does respiration in plants

differ from respiration in animals?

What is the role of the diaphragm

in respiration?

What are the products of cellular

respiration?
CONCEPTUAL How does respiration relate to the production
INQUIRY of energy in living organisms?

What are the implications of respiratory

disorders for overall health and quality of life?

How might advancements in medical

technology impact the treatment of
respiratory disorders?

What are the ethical considerations

surrounding the use of artificial respiration in
medical care?
DEBATABLE
Is mouth-to-mouth resuscitation an
INQUIRY effective way to revive someone who has
stopped breathing?

Does increased physical activity

necessarily lead to increased respiratory
rate?

Is it harmful to breathe in too much carbon

dioxide?

To what degree does air pollution impact

human respiratory health?
 CONTENT

Human
Definition of Types of Factors that affect
Respiratory
terminologies Respiration respiration
System

Gaseous
Industrial Energy
exchange in Laboratory
applications of production in
plants and Experiments
respiration respiration
humans
 FORMATIVE ASSESSMENT
1. Multiple-choice quizzes: These can be used to quickly assess students' understanding of key concepts and vocabulary related to
respiration.
2. Short answer questions: These can be used to assess students' ability to apply their understanding of respiration to specific scenarios or
problems.
3. Lab activities: By conducting experiments related to respiration, students can demonstrate their understanding through their ability to
make predictions, collect data, and analyze results.
4. Concept maps: Students can create concept maps to show the relationship between different concepts related to respiration.
5. Group discussions: Students can discuss a scenario or case study related to respiration and their answers can be evaluated and discussed
during class, this way the teacher can evaluate their understanding of the subject.
6. Oral presentations: Students can create presentations and deliver them to the class, this will give the teacher the opportunity to evaluate
the student's ability to communicate their understanding of respiration.
7. Exit tickets: A quick assessment that can be done before the end of the class, using these tickets the teacher can evaluate if the student
understood the lesson, and if there is something the student didn't understand, the teacher can go over it again before the end of class.
 DIFFERENTIATION
1. Tiered assignments: This approach involves creating different versions of the same assignment that are matched to the students'
abilities and interests. For example, a basic version of an assignment for students who need more support and a more
challenging version for students who need an extra challenge.
2. Flexible grouping: This strategy involves grouping students based on their needs, abilities, and interests. For example, grouping
students who need extra support with a teacher's aide or grouping students with similar abilities and interests together for a
specific project.
3. Choice boards: Choice boards provide students with a choice of different activities that are related to the same topic, this way
the students can choose activities that fit their learning styles.
4. Scaffolding: Scaffolding is a method where the teacher provides temporary support for a student as they work towards
mastering a new skill or concept. This can be done by breaking down the task into smaller steps and providing help and guidance
as the student completes each step.
5. Self-Assessment: Encourage students to be aware of their own progress and understanding. This way, students can reflect on
what they understand and what they need to work on, this also helps to create a sense of ownership on their learning.
 APPROACHES TO LEARNING
Thinking Skills:
• Critical thinking: gathering and organizing relevant information to formulate an argument.
• Creative thinking: use brainstorming and visual diagrams to generate new ideas and inquiries

Communication Skills: Communication; structure information in summaries essays and reports.

• Communication; make effective summary notes for studying

Research Skills: information literacy; collect, record, and verify data.

Self-management: organization; Plan short- and long-term assignments; meet deadlines. Create plans to
prepare for summative assessments (examinations and performances) • Set goals that are challenging and
realistic. Plan strategies and take action to achieve personal and academic goals; affective; self-motivation,
practice positive thinking.
 SUMMATIVE ASSESSMENT

Criterion A (all strands):

Criterion B (i)
unit test

Criterion C (ii, iii and iv) Criterion D (i, iii and iv)
UNIT REFLECTION