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Y2-U1-Science-Unit Planner-2023-2024
Y2-U1-Science-Unit Planner-2023-2024
Statement of inquiry
By understanding how our body systems function, people can learn to make decisions for balanced and healthy lifestyles.
Inquiry questions
Factual—
1. How do our body systems work together?
2. What are the structures and functions of the different body systems?
Conceptual—
1. How can understanding body systems help us make decisions for balanced and healthy lives?
2. How can people effectively share information about human body processes
Debatable—
To what extent should people follow traditions, culture, science or personal preferences when making lifestyle choices?
In order for the students to apply scientific language effectively on Human Body Systems and solve problems in familiar and unfamiliar situations, students must
research and collect information about an investigation of identification of macromolecules, and about human body systems, their diseases and their treatments.
(Summative Assessments for Criteria B, C & D)
Implicit (Guided)
Research Topic: The effects of a healthy diet on the gut health
Apply the CRAAP Test worksheet to evaluate The Impact of Diet and Lifestyle on Gut Microbiota and Human Health - PMC
to collect your information.
Learning Service
Disease Awareness: During their project presentation, students will increase awareness about diseases that can
occur in each body system, including both common and less well-known conditions.
● They will discuss the development of comprehensive educational content, including visually engaging
presentations and 3D models.
● Target Audience: They will present for Year 3 students.
● Future Expansion: Students will outline the potential for expanding the learning service to cover
additional body systems and diseases in the future, based on feedback, emerging research, and evolving
healthcare needs.
● Conclusion: Summarize the significance of the project in raising awareness about diseases affecting
different body systems, emphasizing the potential to empower individuals with knowledge to make
informed decisions about their health and well-being.
Formative assessment
- Cooperative learning activities, which involve student discussion and interaction to learn the concepts of this
unit like group work, watching videos and taking notes, exit slips, concept organiser.
- Quick Check and Lesson Review questions that range from easy to complex to keep track of the students’
understanding of the different parts of the unit.
Differentiation
o In activities that include teamwork, each group will be heterogeneous; a group will include advanced, on-
level, and below-level students.
o Learning experiences allows each student to build new knowledge based on his/her existing knowledge.
o Learning experiences are designed to target different types of learners (visual, auditory, and
kinaesthetic).
Resources
Overall, I found the unit plan on Human Body Systems ● What difficulties did we encounter while ● What were the learning outcomes of this unit?
for MYP Year 2 to be comprehensive and informative completing the unit or the summative ● How well did the summative assessment task
for the students. The unit effectively covered the key assessment task(s)? serve to distinguish levels of achievement?
concepts related to the major body systems and their ● Was the task sufficiently complex to allow
functions. It provided opportunities for students to ● What resources are proving useful, and what students to reach the highest levels?
explore the global context of personal and cultural other resources do we need? ● What evidence of learning can we identify?
expression, which allowed for connections between ● What artefacts of learning should we
the content and the students' own experiences ● What student inquiries are emerging? document?
● ● Which teaching strategies were effective?
● What can we adjust or change? Why?
● ● What was surprising?