Sciences Subject Overview

Sciences - Sciences
Subject Group Overview
Sciences (MYP 1)
Global Context & Approaches to
Unit Title Key Concepts Related Concepts Statement of Inquiry Objectives Content
Explorations Learning
MYP 1 Sciences Systems Environment, Evidence Orientation in space and Systems provide A: Knowing and Description Living and non-living
2020-21 Unit 1: time environmental evidence understanding things. Characteristics
Zoom into life and help us understand i. outline scientific Learning of living organisms.
Frequency and and recognize different knowledge Experiences:
variability, Evolution ways of organizing the ii. apply scientific Investigating variation:
complexity of life on knowledge and organizing data in
Earth. The analysis of understanding to solve Research: frequency diagrams, bar
common features and problems set in familiar Student will be given charts, mean, median,
differences among living situations and suggest feedback on how to mode.
organisms allows us to solutions to problems collect, record and
understand that we set in unfamiliar verify data. Concept of species.
belong to one big situations Biological classification:
unique world. B: Inquiring and Research the five kingdoms. The
designing • VI. Information animal kingdom: basic
i. outline an appropriate literacy skills classification of
problem or research • Finding, interpreting, vertebrates and
question to be tested by judging and creating invertebrates. The plant
a scientific investigation information kingdom: how to
ii. outline a testable • Collect, record and recognize different
prediction using verify data groups of plants.
scientific reasoning Microorganisms and
iii. outline how to their roles.
manipulate the
variables, and outline Environmental
how data will be characteristics that
collected influence life
C: Processing and
Use of the microscope.
evaluating
Plant cells. Animal cells.
i. present collected and
transformed data Scientific Method and
ii. interpret data and Variables
outline results using
scientific reasoning
D: Reflecting on the
impacts of science
i. summarize the ways
in which science is
applied and used to
address a specific
problem or issue
Unit Title Key Concepts Related Concepts Global Context & Statement of Inquiry Objectives Approaches to Content
Deledda International School
Chiara Colucci on Friday, Jan 8, 2021 at 4:31 PM
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MYP 1 Sciences Relationships Environment, Interaction Globalization and Relationships between A: Knowing and Description Energy and living
2020-21 Unit 2: sustainability organisms and understanding organisms in their
Keep everything the environment leads i. outline scientific Learning environment.
together: living Human impact on the to interaction with their knowledge Experiences:
organisms in their environment surroundings which ii. apply scientific Living organisms in
environment allows them to adapt in knowledge and Thinking: relationship: adaptation
order to survive in understanding to solve Reflection on and behaviour.
unfamiliar habitats. problems set in familiar adaptation
situations and suggest Migration as a feasible
solutions to problems Thinking solution to survival.
set in unfamiliar • VIII. Critical thinking
situations skills Food chains.
iii. interpret information • Analysing and
evaluating issues and Biodiversity.
to make scientifically
supported judgments ideas
Pollution and alternative
D: Reflecting on the • Gather and organize
energy resources.
impacts of science relevant information
i. summarize the ways to formulate an
in which science is argument
applied and used to
address a specific
problem or issue
iii. apply scientific
language effectively
iv. document the work
of others and sources of
information used
MYP 1 Sciences Change Transformation, Form Scientific and technicalChange in form occurs B: Inquiring and Description Particles theory and
2020-21 Unit 3: innovation through transformations designing changes of state.
Chemistry: what are which can be analyzed i. outline an appropriate Learning
different materials Processes and solutions in products using problem or research Experiences: Different properties of
made of? technological question to be tested by materials: metals and
innovation. a scientific investigation Thinking: non-metals.
ii. outline a testable Debates in class, lab
prediction using activities and data Water as a liquid, solid
scientific reasoning evaluation to improve in and gas.
iii. outline how to data interpretation
manipulate the The importance of water
variables, and outline Thinking for plants
how data will be • VIII. Critical thinking
skills The importance of water
collected
iv. design scientific • Analysing and
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investigations evaluating issues and for animals
C: Processing and ideas
evaluating • Interpret data The effects of water on
i. present collected and Earth (weathering/
transformed data erosion)
ii. interpret data and
outline results using Skills
iii. discuss the validity of Design a scientific
a prediction based on investigation in order to
the outcome of the answer a research
scientific investigation question.
iv. discuss the validity of
Organize data in tables,
the method
process them and show
v. describe
the results in an
improvements or
appropriate format.
extensions to the
method
MYP 1 Sciences Change Patterns, Scientific and technical Changes in the patterns A: Knowing and Description The history of Earth:
2020-21 Unit 4: The Transformation innovation of the Earth's crust has understanding rocks cycle and
history of Earth: transformed our i. outline scientific Learning evolution of life.
rocks cycle and Systems, Models continents, affecting our knowledge Experiences:
evolution of life. lives with dramatic ii. apply scientific Fossils and geological
seismic events requiring knowledge and Thinking: timescale.
renewed strategies understanding to solve Reflection on
using technological problems set in familiar implications of Earth's From mineral to rock,
innovations to reduce situations and suggest changes from rock to soil.
and prevent damage. solutions to problems
set in unfamiliar Thinking
situations • VIII. Critical thinking
iii. interpret information skills
to make scientifically • Analysing and
supported judgments evaluating issues and
D: Reflecting on the ideas
impacts of science • Draw reasonable
i. summarize the ways conclusions and
in which science is generalizations
applied and used to
address a specific
problem or issue
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information used
Sciences (MYP 2)
MYP 2 Sciences Change Transformation, Form Scientific and technical Matter analyzed from its A: Knowing and Description Review of particles
2020-21 Unit 1: innovation microscopic structure understanding theory and study of its
Chemistry: from and how it can change i. describe scientific Learning influence upon states of
elements to Models, Risk, Principles through effect of natural knowledge Experiences: matter and diffusion.
molecules and discoveries forces leads us to ii. apply scientific
understand the nature knowledge and Communication: Brownian motion.
of its many different understanding to solve At beginning of the unit,
forms and how it can be problems set in familiar the ATL skill in object is Organisation of
transformed leading to and unfamiliar situations introduced to the class. elements: the periodic
new scientific technical iii. analyse information table.
innovations. to make scientifically Students will work on
supported judgments two tasks: the first is a Atoms and molecules.
B: Inquiring and presentation, supported
by posters on "key Elements and
designing
concepts" in Science compounds.
i. describe a problem or
question to be tested by and "Ib Lerner Profile"
Mixtures and separating
a scientific investigation characteristics that
mixtures.
ii. outline a testable better represent a
hypothesis and explain scientist. Solutions and solubility.
it using scientific
reasoning At the end the task, Chemical and physical
iii. describe how to there will be a moment changes.
manipulate the of reflection and a
variables, and describe personal feed back on
how data will be level of achievement,
collected more over an personal
iv. design scientific ATL reflection will be
investigations produced by each
C: Processing and student.
evaluating
In a second task
students will prepare a
transformed data
presentation on an
element and its
describe results using
relevance in daily life.
Students will have to
iii. discuss the validity of
select most effective
a hypothesis based on
technique to
the outcome of the
scientific investigation
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iv. discuss the validity of communicate their
the method information to
v. describe classmates. At the end
improvements or of presentation a
extensions to the personal feed back on
method level of achievement
D: Reflecting on the and improvements will
impacts of science be given and a final
i. describe the ways in personal ATL reflection
which science is applied will be produced.
and used to address a
specific problem or Communication
issue • I. Communication
ii. discuss and analyse skills
the various implications • Exchanging
of using science and its thoughts, messages
application in solving a and information
specific problem or effectively through
issue interaction
iii. apply scientific • Use a variety of
language effectively speaking techniques
iv. document the work to communicate with
of others and sources of a variety of
information used audiences
MYP 3 Sciences Change Movement, Patterns Scientific and technical Mathematical models A: Knowing and Description Reference points.
2020-21 Unit 1: innovation can be applied to understanding
Motion identify the pattern of a i. describe scientific Research Distance, displacement.
Mathematical puzzles, moving object and knowledge • VI. Information Speed, average speed,
Principles and deduce motion features ii. apply scientific literacy skills and velocity.
discoveries such as speed and knowledge and • Finding, interpreting,
acceleration, in order to understanding to solve judging and creating Acceleration.
improve scientific problems set in familiar information
and unfamiliar situations • Collect, record and Distance time and
knowledge and
iii. analyse information verify data speed time graphs.
technological
development. to make scientifically • Present information
Calculation of distance
supported judgments in a variety of formats
from a speed-time
B: Inquiring and and platforms
graph.
designing • Process data and
i. describe a problem or report results
question to be tested by Thinking
a scientific investigation • VIII. Critical thinking
ii. outline a testable skills
hypothesis and explain • Analysing and
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it using scientific evaluating issues and
reasoning ideas
iii. describe how to • Interpret data
manipulate the • Test generalizations
variables, and describe and conclusions
how data will be • Use models and
collected simulations to
iv. design scientific explore complex
investigations systems and issues
C: Processing and
evaluating
transformed data
MYP 2 Sciences- Systems Sciences - Sciences Identities and The study of human Description Human transportation
PHE 2020/21 IDU : Consequences relationships body systems, their Sciences - system, heart and blood
How continuous functions and their Sciences Learning vessels.
training improves Physical and health Physical, psychological interactions leads to a A: Knowing and Experiences:
the heart's health? education - Physical and social development, better awareness of the understanding Blood, function, blood
and health education Transitions, Health and consequences that i. describe scientific Self-management: cells.
Interdisciplinary Balance well-being, Lifestyle smoking could cause knowledge Develop experimental
Unit choices directly and indirectly to ii. apply scientific activities with the help Gas exchanges.
Physical and health the human body and knowledge and of the teacher and
education Physical and health alone. Keeping fit: good diet,
society, contributing to understanding to solve
education regular exercise, no
the formation of problems set in familiar
Research: cigarettes.
balanced and respectful and unfamiliar situations
young adults. iii. analyse information Students will research Human respiratory
to make scientifically and analyze information system, breathing in
supported judgments from a variety of media. and out.
C: Processing and They will build a
evaluating document using the Respiration in plants
i. present collected and information they found and cells: aerobic
transformed data and the knowledge they respiration.
ii. interpret data and have acquired during
describe results using the unit. Yeast: respiration
scientific reasoning without oxygen.
iii. discuss the validity of Self-management
a hypothesis based on • III. Organization skills
the outcome of the • Managing time and
scientific investigation tasks effectively
• Create plans to
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iv. discuss the validity of prepare for
the method summative
v. describe assessments
improvements or (examinations and
extensions to the performances)
method • Set goals that are
D: Reflecting on the challenging and
impacts of science realistic
iii. apply scientific • Use appropriate
language effectively strategies for
iv. document the work organizing complex
of others and sources of information
information used • Select and use
technology
effectively and
productively
Research
• VI. Information
literacy skills
• Finding, interpreting,
judging and creating
information
• Collect, record and
verify data
• Access information
to be informed and
inform others
• Make connections
between various
sources of
information
• Collect and analyse
data to identify
solutions and make
informed decisions
• Process data and
report results
• Understand and
implement
intellectual property
rights
• Create references
and citations, use
footnotes/endnotes
and construct

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abibliography
according to
recognised
conventions
• VII. Media literacy
skills
• Interacting with
media to use and
create ideas and
information
• Locate, organize,
analyse, evaluate,
synthesise and
ethically use
information from a
variety of sources
and media (including
digital social media
and online networks)
• Communicate
information and ideas
effectively to multiple
audiences using a
variety of media and
formats
MYP 2 Sciences Relationships Function, Interaction Identities and The main function of the A: Knowing and Self-management Reproduction in Plants
2020-21 Unit 3: relationships reproductive system is understanding • III. Organization skills
Keep life going: to ensure the survival of i. describe scientific • Managing time and Reproduction in
how organisms Physical, psychological a species through knowledge tasks effectively humans: reproductive
reproduce, and social development, interaction with the ii. apply scientific • Use appropriate system in humans,
strategies and Health and well-being, surrounding knowledge and strategies for fertilization,
adaptations. Lifestyle choices environment, and to understanding to solve organizing complex development of a new
create the cells carrying problems set in familiar information organism.
the genetic information and unfamiliar situations
to build the identity of iii. analyse information
each individual. to make scientifically
supported judgments

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Sciences (MYP 3)
MYP 3 Sciences Change Movement, Patterns Scientific and technical Mathematical models A: Knowing and Description Reference points.
2020-21 Unit 1: innovation can be applied to understanding
Motion identify the pattern of a i. describe scientific Research Distance, displacement.
Mathematical puzzles, moving object and knowledge • VI. Information Speed, average speed,
Principles and deduce motion features ii. apply scientific literacy skills and velocity.
discoveries such as speed and knowledge and • Finding, interpreting,
acceleration, in order to understanding to solve judging and creating Acceleration.
improve scientific problems set in familiar information
and unfamiliar situations • Collect, record and Distance time and
knowledge and
iii. analyse information verify data speed time graphs.
technological
development. to make scientifically • Present information
Calculation of distance
supported judgments in a variety of formats
from a speed-time
B: Inquiring and and platforms
graph.
designing • Process data and
i. describe a problem or report results
question to be tested by Thinking
a scientific investigation • VIII. Critical thinking
ii. outline a testable skills
hypothesis and explain • Analysing and
it using scientific evaluating issues and
reasoning ideas
iii. describe how to • Interpret data
manipulate the • Test generalizations
variables, and describe and conclusions
how data will be • Use models and
collected simulations to
iv. design scientific explore complex
investigations systems and issues
C: Processing and
evaluating
transformed data
MYP 3 Sciences Change Interaction, Movement Scientific and technical Scientific and technical A: Knowing and Description Knowledge:
2020-21 Unit 2: innovation innovation based on the understanding
Bodies and forces study of bodies and on i. describe scientific Forces as different
knowledge

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Modernization, the changes in state ii. apply scientific kinds of interactions
knowledge and
Learning
Industrialization and and shape arising from among bodies, the
understanding to solve Experiences:
engineering their interactions, differences between
allowed human beings problems set in familiar Social: mass and weight, mass
to solve practical and unfamiliar situations density, pressure,
Students will work in
problems supporting iii. analyse information
groups during lab
the processes of to make scientifically Archimedes principle.
activities.
modernization and supported judgments
industrialization. B: Inquiring and Meaning and uses of
Research:
designing levers.
i. describe a problem or Students will write an
question to be tested by assay with a reflection Skills:
a scientific investigation on the application of
Archimedes' principle in Collecting and analyzing
ii. outline a testable
lives of human beings raw data obtained
hypothesis and explain
by using online network. during an experiment in
it using scientific
Students will collect, the lab, apply
reasoning
record and analyze data theoretical concepts to
iii. describe how to
during lab experiences. real-life situations in
manipulate the
order to explain
variables, and describe
Thinking phenomenons and
how data will be
• IX. Creative thinking provide new
collected
skills technological solutions.
iv. design scientific
• Generating novel
investigations
ideas and
C: Processing and
considering new
evaluating
perspectives
• Make guesses, ask
transformed data
“what if” questions
and generate
testable hypotheses
• X. Transfer skills
• Utilizing skills and
knowledge in
the outcome of the
multiple contexts
• Transfer current
knowledge to
the method
learning of new
v. describe
technologies
improvements or
extensions to the
method
impacts of science

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information used
MYP 3 Sciences Relationships Interaction, Patterns Scientific and technical Relationships between A: Knowing and Research Conductors and
2020-21 Unit 3: innovation interacting bodies can understanding • VI. Information insulators.
Electricity and be represented by non i. describe scientific literacy skills
energy Systems, Models, contact forces which knowledge • Finding, interpreting, Electrons and current
Methods, can be detected ii. apply scientific judging and creating flow.
Modernization, through hidden patterns knowledge and information
Industrialization and letting understanding to solve • Collect, record and Magnitude, resistance
engineering electromagnetism be problems set in familiar verify data and voltage.
one of the most and unfamiliar situations
iii. analyse information Ohm’s law.
powerful discovery and
boost of new to make scientifically
Electric circuits.
technologies supported judgments
development from the C: Processing and Definition of work,
nineteenth century to evaluating power and energy.
now. i. present collected and
transformed data Different forms in which
ii. interpret data and energy is stored.
the outcome of the
the method
v. describe
improvements or
extensions to the
method
MYP 3 Sciences Systems Function, Interaction Identities and Every living organism is A: Knowing and Description Description and
2020-21 Unit 4: relationships a system with complex understanding functioning of neurons.
Control and functions which are i. describe scientific Communication:
coordination Physical, psychological controlled in order to let knowledge Description and
and social development, it live, interacting with ii. apply scientific Students will participate functioning of the
Transitions, Health and the surrounding knowledge and in a class discussion different parts of the
well-being, Lifestyle environment, in a understanding to solve about how different nervous system and the
problems set in familiar drugs can affect the

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choices progressive definition of and unfamiliar situations nervous system. 5 senses.
its identity and iii. analyse information
relationship with other to make scientifically Communication Description and
organisms. supported judgments • I. Communication functioning of
B: Inquiring and skills the endocrine system
designing • Reading, writing and (main glands).
i. describe a problem or using language to
question to be tested by gather and
a scientific investigation communicate
ii. outline a testable information
hypothesis and explain • Use and interpret a
it using scientific range of discipline-
reasoning specific terms and
iii. describe how to symbols
manipulate the • Organize and depict
variables, and describe information logically
how data will be Research
collected • VI. Information
iv. design scientific literacy skills
investigations • Finding, interpreting,
D: Reflecting on the judging and creating
impacts of science information
i. describe the ways in • Make connections
which science is applied between various
and used to address a sources of
specific problem or information
issue
ii. discuss and analyse
the various implications
of using science and its
application in solving a
specific problem or
issue
information used
MYP 3 Sciences Change Consequences, Orientation in space and Observation of the A: Knowing and Description Genotype and
2020-21 Unit 5: Transformation time ongoing processes that understanding phenotype.
Heredity and transform the Earth and i. describe scientific
tectonics: keys to all life on it is the key to knowledge Mendel’s laws.
understand the ii. apply scientific
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evolution of life on understanding the knowledge and Punnett’s square.
Earth. understanding to solve
Learning
events that led to the
problems set in familiar Experiences: Tectonics, volcanoes
Earth as we know it
today. and unfamiliar situations Communication: and earthquakes.
iii. analyse information
Students will participate The evolution of life on
to make scientifically
in a debate about Earth.
supported judgments
genetics control and its
impact in our everyday The evolution of human
impacts of science
life kind.
Social:
information used
Self-management:
Communication
• I. Communication
skills
• Reading, writing and
using language to
gather and
communicate
information
• Use and interpret a
range of discipline-
specific terms and
symbols
Sciences (MYP 4)
MYP4: Physics: Systems Evidence, Scientific and technicalThe search for A: Knowing and Description The scientific method
Unit 1: Rules and Consequences innovation experimental evidence understanding The International
Principles in of causes and i. explain scientific Learning System: fundamental
Physics Models, Methods, consequences of knowledge Experiences: VS derived quantities
Processes and solutions physical processes ii. apply scientific and their units
requires scientists to knowledge and Research: Scientific notation, order
establish theoretical understanding to solve In order for students of magnitude, metric
models and develop problems set in familiar to present collected and multipliers and
methods which can be and unfamiliar situations transformed significant figures
adapted to different iii. analyse and evaluate data, interpret data and Measurements and
systems information to make explain results using uncertainties
scientifically supported Propagation of errors

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judgments scientific reasoning Data analysis and curve
C: Processing and and evaluate the validity fitting
evaluating of a hypothesis based
i. present collected and on the outcome of
transformed data scientific investigation
ii. interpret data and they must collect,
explain results using record and verify data,
scientific reasoning process data and report
iii. evaluate the validity results and understand
of a hypothesis based and use technology
on the outcome of the systems.
iv. evaluate the validity Thinking:
of the method
In order for students
v. explain improvements
to explain improvements
or extensions to the
method
method they
must create novel
solutions to authentic
problems and apply
existing knowledge to
generate new ideas,
products or processes.
Research
• VI. Information
literacy skills
information
• Collect, record and
verify data
report results
Thinking
• IX. Creative thinking
skills
ideas and
considering new
perspectives
• Create novel
solutions to authentic
problems
• Apply existing
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knowledge to
generate new ideas,
products or
processes
MYP4: biology and Systems Environment, Models Identities and Science has developed A: Knowing and Description - what are the main
chemistry: Unit 1 relationships systems of rules and understanding rules and labels to know
2020-21: Principles protocols to study the i. explain scientific Learning for working in a biology
and rules in science Moral reasoning and environment, living knowledge Experiences: and chemistry lab
ethical judgment, organisms and their ii. apply scientific
Consciousness and relationship with the knowledge and Communication: - what are the most
mind abiotic components and understanding to solve Students at the important IB learner
has created models to problems set in familiar beginning of the unit, profile attributes of a
describe principles and and unfamiliar situations have to write the scientist
laws of nature . iii. analyse and evaluate procedure for preparing
information to make a solution and evaluate - what are the most
scientifically supported accuracy and precision. important
judgments Feedback is given to characteristics of a
every student. During scientists.
lab activities the
importance of the - the concepts of
correct use of scientific quantity and
terms and symbols is concentration
explained.
At the end of the unit a

criterion A test is done
and the ATL skill is
evaluated accordingly.
Communication
skills
using language to
gather and
communicate
information
specific terms and

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symbols
MYP4: Biology: Unit Relationships Function, Patterns Scientific and technical Scientific and technical A: Knowing and Description Ultrastructure of cells -
2:The basis of life innovation innovation help understanding Communication
the study of living i. explain scientific Learning between cells: the
The biological organisms and the knowledge Experiences (Rese importance of the
revolution, Systems relationship between ii. apply scientific arch) membrane - diffusion,
different levels of knowledge and osmosis and active
understanding to solve Students will be asked
organization, which, transport -
problems set in familiar to do research on a
although differing in Microorganisms:
and unfamiliar situations topic related to the unit.
complexity, share Bacteria, viruses and
iii. analyse and evaluate Feedback will be given
patterns and microscopic eukaryotes:
information to make for every student's
functions with all life on uses and dangers
scientifically supported work. In a frontal lesson
earth. -Penicillin and
judgments the requirements,
antibiotics -
B: Inquiring and format and method to
Mycobacterium leprae
designing create references,
and other pathogens as
i. explain a problem or citations, footnotes and
examples of different
question to be tested by bibliography will be
agents causing
a scientific investigation explained. At the end of
infectious diseases -
ii. formulate a testable the unit a criterion D
The importance of
hypothesis and explain test will be done and
microscopy in the
it using scientific the ATL skill will be
development of biology
reasoning assessed accordingly.
and medicine -
iii. explain how to Classification of living
Research
manipulate the organisms.
• VI. Information
variables, and explain
literacy skills
how data will be
collected
information
investigations
• Create references
and citations, use
impacts of science
footnotes/endnotes
i. explain the ways in
and construct
which science is applied
abibliography
and used to address a
according to
specific problem or
recognised
issue
conventions
ii. discuss and evaluate
the various implications
of using science and its
application to solve a
specific problem or
issue
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information used
MYP4: Chemistry: Change Interaction, Scientific and technical All substances with A: Knowing and Description Knowledge and
Unit 2 2020-21: Transformation innovation each other and understanding understanding of nature
Particles and matter change their i. explain scientific Learning of matter and of the
Adaptation, Ingenuity characteristics and knowledge Experiences: most important
and progress properties; human being ii. apply scientific separation methods.
has used the physical knowledge and Communication: Changes og states.
transformations as a understanding to solve Lab activities Colligative properties
way to adapt the problems set in familiar
environment to their and unfamiliar situations
needs. iii. analyse and evaluate Problem solving
information to make analysis
scientifically supported
judgments
D: Reflecting on the Write a procedure
impacts of science
iv. document the work Thinking:
of others and sources of Lab activities
information used
Problem solving
analysis
Write a procedure
Communication
skills
• Exchanging
thoughts, messages
and information
effectively through
interaction
• Use appropriate
forms of writing for
different purposes
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and audiences
• Negotiate ideas and
knowledge with
peers and teachers
using language to
gather and
communicate
information
specific terms and
symbols
• Structure information
in summaries, essays
and reports
Thinking
• VIII. Critical thinking
skills
knowledge in
multiple contexts
• Apply skills and
knowledge in
unfamiliar situations
MYP4: Physics: Relationships Function, Movement Orientation in space and The functional A: Knowing and Description vector and scalar
Unit 2: Motion time relationship between understanding quantities:
space and time can i. explain scientific Learning displacement, velocity
Scale, Duration, predict the evolution of knowledge Experiences: VS distance, speed
Frequency and systems in motion. ii. apply scientific uniform motion
variability, Evolution knowledge and Communication: acceleration and
understanding to solve They will use Movie accelerated motion
problems set in familiarMaker and Tracker and displacement-time,
and unfamiliar situations
graph analysis velocity-time and
iii. analyse and evaluate acceleration-time
information to make Social: graphs
scientifically supportedGroup work to use terminal velocity
judgments Tracker and Movie
B: Inquiring and maker
designing
i. explain a problem or
question to be tested by
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a scientific investigation
ii. formulate a testable
Research:
hypothesis and explain In order for students
it using scientific to design scientific
reasoning investigations they
iii. explain how to must understand and
manipulate the use technology
variables, and explain systems.
how data will be
collected In order for students
iv. design scientific to analyse and evaluate
investigations information to make
C: Processing and scientifically supported
evaluating judgements they
i. present collected and must collect and
transformed data analyse data to identify
ii. interpret data and solutions and make
explain results using informed decisions.
Research
iii. evaluate the validity
• VI. Information
of a hypothesis based
literacy skills
on the outcome of the
iv. evaluate the validity
information
of the method
• Collect and analyse
data to identify
solutions and make
method
informed decisions
• Understand and use
technology systems
MYP 4: Chemistry Change Interaction, Models Scientific and technical Atoms interacts with A: Knowing and Description Understand the atomic
Unit 3 2020-21: innovation each other in order to understanding structure and predict
From atoms to find a more stable i. explain scientific Learning isotopes compositions
molecules Consequences and configuration through knowledge Experiences: through atomic number
responsibility, Models, chemical reactions. ii. apply scientific and atomic mass,
Ingenuity and progress Chemistry study this knowledge and Communication: Understand and
processes and give us understanding to solve Write a scientific essay symbols related to
the possibility to make problems set in familiar on an element elements and
predictions, based on a and unfamiliar situations molecules. Periodic
cause-effect iii. analyse and evaluate Gig saw on historical table and electron
relationship. These information to make chemical processes configuration.

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models lead to many of judgments
Social:
new technological
impacts of science Gig saw on historical
improvements
iii. apply scientific processes
improving our life from
several points of view. language effectively
iv. document the work Communication
of others and sources of • I. Communication
information used skills
• Exchanging
thoughts, messages
and information
effectively through
interaction
• Use appropriate
forms of writing for
different purposes
and audiences
Social
• II. Collaboration skills
• Working effectively
with others
• Take responsibility
for one’s own actions
• Listen actively to
other perspectives
and ideas
MYP4: Biology: Unit Systems Energy, Transformation Scientific and technicalScientific innovation A: Knowing and Description Carbohydrates,
3: Molecules and innovation studies and utilizes the understanding proteins, fats, minerals
reactions of life biochemical reactions i. explain scientific Learning and vitamins - enzyme
Methods, Products, and transformations of knowledge Experiences: activity - photosynthesis
Processes and solutions energy supporting the ii. apply scientific and leaf structure -
systems of life at knowledge and Self-management: aerobic and anaerobic
different levels of understanding to solve Students, after having cellular respiration.
complexity. problems set in familiar recorded the type
and unfamiliar situations and quantities of the
iii. analyse and evaluate nutrients in their daily
information to make diet, will evaluate the
scientifically supported intake of the main
judgments nutrients and will set a
C: Processing and goal to improve their
evaluating diet, planning a strategy
i. present collected and to achieve that goal.
transformed data

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Sciences - Sciences
ii. interpret data and This activity will be
explain results using carried out at first in
scientific reasoning group, using the diet of
iii. evaluate the validity an unknown individual
of a hypothesis based in order to understand
on the outcome of the the process and then
scientific investigation apply it to their own
iv. evaluate the validity diet.
of the method
or extensions to the Self-management
method • III. Organization skills
• Managing time and
tasks effectively
• Plan strategies and
take action to
achieve personal and
academic goals
MYP4: Physics: Change Transformation, Energy Globalization and The laws of A: Knowing and Description Forces as vector
Unit 3: Energy sustainability conservation imply that understanding quantities
energy can change form i. explain scientific Learning Free body diagrams and
Human impact on the but can be neither knowledge Experiences: equilibrium
environment, created nor distroyed. ii. apply scientific Newton's laws
Conservation knowledge and Social: Hooke's law and friction
understanding to solve In order for students Work, energy and power
problems set in familiar to analyse and evaluate conservation of energy
and unfamiliar situations information to make
iii. analyse and evaluate scientifically supported
information to make judgements they
scientifically supported must take responsibility
judgments for one's own actions.
C: Processing and
evaluating Self-management:
i. present collected and In order for students to
transformed data interpret data and
ii. interpret data and explain results using
explain results using scientific reasoning they
scientific reasoning must select and use
iii. evaluate the validity technology effectively
of a hypothesis based and productively.
scientific investigation Social
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Sciences - Sciences
of the method • II. Collaboration skills
v. explain improvements • Working effectively
or extensions to the with others
method • Take responsibility
for one’s own actions
Self-management
• III. Organization skills
tasks effectively
• Select and use
technology
effectively and
productively
MYP 4 IDU Global interaction Sciences - Sciences Globalization and The impact of human Description Mathematics:
Sciences Math Consequences, sustainability action in a globalized Mathematics -
2020/21: Air Environment world can be Mathematics Learning discrete and continuous
Pollution Human impact on the represented using A: Knowing and Experiences: data
Mathematics - environment mathematical models to understanding data representation
Interdisciplinary Mathematics understand and predict i. select appropriate Communication: evaluating centre and
Unit Representation its consequences on the mathematics when In order for students error of a distribution
Mathematics environment. solving problems in to select appropriate cumulative data
both familiar and mathematics when spread and standard
unfamiliar situations solving problems in both deviation
ii. apply the selected familiar and unfamiliar five-number summary
mathematics situations they and box-and-whisker
successfully when must make inferences plot
solving problems and draw conclusions. Science:
iii. solve problems
correctly in a variety of Research: Combustion and fossil
contexts In order for students fuels
to solve problems Production of sulphuric
correctly in a variety of oxides, Nitric Oxides
contexts they and acid rain
must understand and Carbon Cycle and
use technology global warming
systems. Carbon and nitrogen
footprint
Communication
skills
using language to
gather and
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communicate
information
• Make inferences and
draw conclusions
Research
• VI. Information
literacy skills
information
• Understand and use
technology systems
MYP4: Biology: Unit Relationships Environment, Interaction Globalization and Sustainable A: Knowing and Description Ecosystems (food web,
4: Producers and sustainability ecosystems, based on understanding biotic and abiotic
consumers the relationships i. explain scientific Learning components,
Conservation, Human between living knowledge Experiences: population, community,
impact on the organisms and on the ii. apply scientific habitat) - Factors
environment interactions of biotic knowledge and Self-management: affecting survival and
components with the understanding to solve At the end of the unit adaptation - Nutrient
abiotic components, are problems set in familiar the students will be cycles - Greenhouse
now threaten by and unfamiliar situations asked to work in group effect and global
globalization that is iii. analyse and evaluate and find connections warming - Ocean plastic
causing important information to make between the different pollution
changes to the scientifically supported topics studied. Posters
environment. judgments with mind-maps and
diagrams will be done
to show the
connections and the
main contents to revise
for the final exams. After
a class discussion every
student will create a
revision plan and mind
maps for summarizing
the topics for the final
exam.
Self-management
• III. Organization skills
tasks effectively
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Sciences - Sciences
• Use appropriate
strategies for
organizing complex
information
Sciences (MYP 5)
MYP5 Chemistry Relationships Transformation, Scientific and technical Study of quantitative A: Knowing and Description The mole and
2020/21 Unit 1: Evidence innovation chemistry and industrial understanding Avogadro's Number.
Reactions and processes provides i. explain scientific Learning
quantities Systems, Products, evidence of knowledge Experiences: How to calculate mole
Processes and a relationship between ii. apply scientific number from the mass.
solutions, chemical knowledge and Thinking:
Consequences and transformations and understanding to solve Lab activities Relationship between
responsibility society. problems set in familiar Evaluation of collected quantities and
and unfamiliar situations data coefficients in chemical
iii. analyse and evaluate Debating differences reactions.
information to make between legal and
scientifically supported illegal substances, Quantitative relationship
judgments consequences of illegal between mass of
C: Processing and substances use on our reactants and mass of
evaluating heath and ethical products (theoretical
i. present collected and aspects related to illegal yield).
transformed data substances traffic.
Calculation of Yield
Thinking in %.
explain results using
scientific reasoning • VIII. Critical thinking
iv. evaluate the validity skills
of the method • Analysing and
v. explain improvements evaluating issues and
or extensions to the ideas
method • Interpret data
MYP5 Physics Systems Function Scientific and technical The development of A: Knowing and Description Knowledge
2020/21 Unit 1: innovation systems linked understanding
Electric forces at Other: materials' conductive i. explain scientific Learning -Static electricity
work Development Modernization properties has changed knowledge Experiences:
the way human beings ii. apply scientific - Definition of current
function and made new knowledge and Self-management: and potential difference
futures possible. understanding to solve Time management in in a circuit
problems set in familiar lab project (They will
and unfamiliar situations - Instruments in circuits

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Sciences - Sciences
iii. analyse and evaluate have 3 hours to design and useful symbols
information to make and process data of an
scientifically supported experiment) - Ohm's laws
judgments
B: Inquiring and - Parallel and Series
designing Circuits
i. explain a problem or Students will learn Excel
question to be tested by and will process data - Switches and relais
a scientific investigation through it.
- Diodes and LEDs
hypothesis and explain - LDRs and
it using scientific Thinking: Temperature Dependent
reasoning In order for students Resistors usage
iii. explain how to to design scientific
manipulate the investigations they Concepts
variables, and explain must make unexpected
how data will be or unusual Circuits are systems of
collected connections between interdependent
iv. design scientific objects and ideas and components that form a
investigations apply existing system. If we change
C: Processing and knowledge to generate one component as a
evaluating new ideas, products or resistance, we should
i. present collected and processes look at how the other
transformed data features change
ii. interpret data and In 2020-2021, due to because of that.
explain results using COVID19 emergency,
scientific reasoning this ATL could not be Diodes, LEDs, LDR and
iii. evaluate the validity evaluated (students Temperature dependent
of a hypothesis based have worked on it resistors show this
on the outcome of the though right before the interdependency in their
scientific investigation School closed); fucntion.
of the method Research: Modelling of a circuit
v. explain improvements requires a good
or extensions to the In order for students understanding on how
method to present collected and temperature has an
transformed data they impact on the circuit.
must process data and
report results. Skills
Learning - Design a circuit

involving one or more
Experiences:
resistances (series and
Thinking: parallel)
This ATL is learned and

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Sciences - Sciences
monitored through - Design a circuit
formative and involving more complex
summative components as variable
assessments to assess resistors, diodes, LEDs,
objective C (with all the LDRs and Temperature
strands) dependent resistors
Research - Use multimeters with

• VI. Information the right scale
literacy skills
• Finding, interpreting, - Evaluate the
judging and creating relationship between
information resistance and
• Process data and properties of a resistor
report results
Thinking - Apply Ohm's law to
• IX. Creative thinking solve simple and
skills complex circuits
- Read a graph of
ideas and
Potential difference
considering new
versus current
perspectives
• Make unexpected or - Draw a graph of
unusual connections potential difference
between objects versus current from
and/or ideas collected
• Apply existing measurements
knowledge to
generate new ideas, - Draw the best fit line
products or of the graph and
processes deduce the gradient
and intercept from it.

MYP5: Biology Systems Balance, Energy Scientific and technical Scientific and technical A: Knowing and Description
2020/21 Unit 1: innovation innovation help the understanding
How do organisms understanding of how i. explain scientific
sustain themselves Systems, Products systems in living knowledge
and survive in the organisms interact with ii. apply scientific
environment? each other and with the knowledge and
understanding to solve
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Sciences - Sciences
outer environment, in problems set in familiar
Learning
order to maintain the
iii. analyse and evaluate Experiences:
balance of life.
information to make Research:
Students will be asked
judgments
to assess, in groups, the
B: Inquiring and
data analysis of an
designing
experiment related to
i. explain a problem or
human physiology
question to be tested by
done by another
a scientific investigation
student . They will try to
describe and explain
hypothesis and explain
what are the main
it using scientific
strengths and
reasoning
weaknesses and will
iii. explain how to
propose solutions to
manipulate the
improve the report.
how data will be After a class discussion,
collected students will be asked
iv. design scientific to process and report
investigations results of an experiment
C: Processing and (a simulation to analyze
evaluating the different density of
i. present collected and urine samples). Data
transformed data processing will be part
ii. interpret data and of a summative test
explain results using (criterion C) and the ATL
scientific reasoning skill will be evaluated
iii. evaluate the validity accordingly.
iv. evaluate the validity Research
of the method • VI. Information
v. explain improvements literacy skills
or extensions to the • Finding, interpreting,
method judging and creating
information
report results

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Sciences - Sciences
MYP5 Physics Communication Sciences - Sciences Scientific and technical Effective Description English: students learn
English 2020/21 Form innovation communication of Sciences - about newsworthiness
IDU: Shape the science methods, Sciences Learning in news reporting and
wave Language acquisition Systems, Models, processes and forms A: Knowing and Experiences: practise with the
- English Methods, Processes through the selection understanding conventions of news
Interdisciplinary and solutions of appropriate textual i. explain scientific Communication: reports (informative/
Phase 5 - Audience
Unit conventions and knowledge Strategies include a explanatory text type;
English Phase 6 - Audience stylistic ii. apply scientific focus on the terms and use of headlines;
choices enhances knowledge and techniques used to inverted pyramid)
audience engagement understanding to solve adapt to context and
in understanding problems set in familiar audience (both in Grammar: use of tenses
technical innovation. and unfamiliar situations disciplinary and (present perfect/simple
iii. analyse and evaluate past; reporting verbs
information to make interdisciplinary and indirect speech)
scientifically supported classes).
judgments Science journalism
A discussion of how the is introduced and
C: Processing and
use of different sources contrasted with general
evaluating
(both online and peer- news reporting.
to-peer interviews, Students
transformed data
websites, online articles)analyse sample authenti
helps to generate new c articles from "science
inquiries with a news for students".
focus both on content Conventions: headlines,
and style (form) different leads (surprise,
on the outcome of the narrative, bullet leads),
Thinking routines will be content based on
scientific investigation used explicitly:
iv. evaluate the validity background research
of the method and interviews with
- Headlines (they will
v. explain improvements experts in the field.
play with a card game
or extensions to the to generate effective Students learn that
method headlines and learn science
about headline features) journalism articles for a
First
general audience
Assessment - Connect, extend,
contain factual
challenge (Connection
2020 making, identifying new
knowledge, which is the
result of background
Language ideas,
research (use of reliable
raising questions, from
acquisition - different media
sources) and detailed
information resulting
English collected)
from the scientist's
Phase
A Listening
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Sciences - Sciences
Demonstrate discovery/experiment.
understanding of They then work on the
explicit and implicit Research: creation of interviews
spoken information in based on videos with
a) Strategies include a
multimodal texts scientific content
lab report format with
What is the content of (tsunamis, gravitational
annotations. Feedback
the text? What details in waves) that they have to
from peers and from
the spoken language use for their own article,
teacher is given in
relate to the big ideas by applying the
formative tasks (given
and explicit features of conventions discussed
as homework).
the multimodal text? in class.
(message: literal b) Research, selection
(explicit) and implicit) and evaluation of Students carry out their
Demonstrate sources by applying own experiments in the
understanding of reliability criteria such Physics lab about a
relationships between as authority, currency, topic of their choice and
the various components accuracy, are interviewed by their
of the multimodal text objectivity with content classmates who will
Does the text link to the related to the topic then use this content for
student’s personal of waves. Written their final articles. The
world? feedback on roles will then be
Proficient level (phase 5 appropriateness of swapped, so that all
and 6) sources is given as part students actively
i.identify explicit and of criterion C of English experience both roles.
implicit information (see description of task
(facts, opinions, above). The content which is
messages and incorporated from
supporting details) Thinking: Physics is the
iii.analyse connections following:
At the beginning of the
D Writing
unit a mindmap is - Factual knowledge
Use written language to
created on the board to - Vibrations and
communicate with
make connections restoring forces
others
between the concepts - Longitudinal and
What is the role of the
(key and transverse waves
student/writer?
related) between - Sound waves and light
Who is the audience?
different subjects and waves
What is the purpose of
are then guided to - speed of light in a
the written text?
consider the vacuum
What is the message?
connections between - Conceptual
Demonstrate accurate
Physics and English knowledge
use of language
thanks to a visible - What is a wave and
conventions
thinking routine how it transfers
How accurately is the
called: Think, puzzle, - The important features
language used?
explore to describe a wave
To what extent is the

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Sciences - Sciences
language Students receive oral - What happens when a
comprehensible? feedback. At the end of wave meets a boundary
Organize information in the unit, in the final - The Electromagnetic
writing reflection (IDU waves and their
Does the student use an summative criterion D) peculiarities
appropriate format? students reflect on the - Procedural knowledge
To what extent are the connections between - New Instrumentation:
cohesive devices used disciplines and receive The frequency
in the organization of a written comment on generator and the
the text? this ATL. signal generator to
Communicate produce waves
information with a sense Communication - Method: A mobile app
of audience and • I. Communication to measure the
purpose. skills frequency of a wave
How are the relevant • Reading, writing and - Method: Hands on
information and ideas using language to experience with a spring
communicated? gather and to understand
How well does the communicate waves’ properties
student communicate information using a spring
such that the text • Use and interpret a - Sciences specific skill:
makes sense to the range of discipline- data processing and
reader? specific terms and evaluating
Proficient level (phase 5 symbols strands are revised
and 6) • Find information for - Method: Experimental
i.use a wide range of disciplinary and approach in finding the
vocabulary interdisciplinary relationship
ii.use a wide range of inquiries, using a between wavelength
grammatical structures variety of media and period of a wave
generally accurately Research and in finding
iii.organize information • VI. Information the speed of light in air
effectively and literacy skills
coherently in an • Finding, interpreting,
appropriate format judging and creating
using a wide range of information
complex cohesive • Collect, record and
devices verify data
iv.communicate all the • Make connections
required information between various
with a clear sense of sources of
audience and purpose information
to suit the context • Create references
and citations, use
footnotes/endnotes
and construct
abibliography

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Sciences - Sciences
according to
recognised
conventions
Thinking
knowledge in
multiple contexts
• Make connections
between subject
groups and
disciplines
• Combine knowledge,
understanding and
skills to create
products or solutions
MYP5 Chemistry Change Energy, Transformation Scientific and technical Molecules and elements A: Knowing and Description Electronegativity, Lewis
2020/21 Unit innovation change their structure in understanding structure.
2:Bonding, order to decrease their i. explain scientific Learning
chemical Products, Processes energy; scientific and knowledge Experiences: Bond types: Covalent
transformations and and solutions, Risk, technical innovations of ii. apply scientific (polar and pure), Ionic,
energy Consequences and chemical knowledge and Thinking: Metallic bond.
responsibility transformations are understanding to solve Analyzing and
fundamental to develop problems set in familiar evaluating issues and Predict bond type
a sustainable way to and unfamiliar situations ideas- Evaluate and between elements.
live. iii. analyse and evaluate manage the risk: Risk
information to make assessment has been Understand how to
scientifically supported treated all along MYP 4 build and basic covalent
judgments and 5 in Chemistry molecule, define its
B: Inquiring and through lab activities, geometry and polarity.
designing personal feedbacks and
Energetic aspects of
i. explain a problem or formative assessment.
chemical
question to be tested by In designing an
transformations
a scientific investigation experiment “safety rules
(endothermic and
ii. formulate a testable and risk assessment” is
exothermic
hypothesis and explain fundamental section,
transformations).
it using scientific students have to
reasoning analyse the risk related Calculation of enthalpy
iii. explain how to to procedure they are change of reaction
manipulate the developing and using bond enthalpies.
variables, and explain substances related to
how data will be their investigation. A
collected
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Sciences - Sciences
iv. design scientific formative feedback will
investigations be given before “pilot
C: Processing and experiment”. A final
evaluating section of safety rules is
i. present collected and designed using teacher
transformed data feedback and pilot
ii. interpret data and experiment.
scientific reasoning Utilizing skills and
iii. evaluate the validity knowledge in multiple
of a hypothesis based contexts- Apply skills
on the outcome of the and knowledge in
scientific investigation unfamiliar situations:
iv. evaluate the validity concepts related to
of the method bondings are used to
v. explain improvements predict bond type and
or extensions to the shape of unknown
method molecules and bond
energy will be applied in
unfamiliar contexts
through real-life
exercises. Moreover, in
knowledge and skill are
applied to set a suitable
investigation (variables
and research question)
and applied to evaluate
both results and
procedure.
Thinking
• VIII. Critical thinking
skills
• Analysing and
evaluating issues and
ideas
• Evaluate and manage
risk
knowledge in
multiple contexts
• Apply skills and
knowledge in

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Sciences - Sciences
unfamiliar situations
MYP5 Biology Identity Patterns, Models Identities and Scientific evidence has A: Knowing and Description GENETICS: DNA as the
2020/21 Unit 2: relationships led to models that help understanding information code -
Genetics and to understand the i. explain scientific Learning Chromosomes - Genes
heredity. Physical, psychological patterns of inheritance, knowledge Experiences: and alleles - Mitosis and
and social development, determining the genetic ii. apply scientific meiosis and formation
Health and well-being, information that knowledge and Social: of recombinants -
Lifestyle choices influences our health, understanding to solve Students will work in Mutations. HEREDITY:
identity and problems set in familiar groups in the lab to Dominant and recessive
relationships with other and unfamiliar situations extract the DNA from - Codominance - AB0
people iii. analyse and evaluate banana tissues and to blood group - Down
information to make create a code for syndrome.
scientifically supported delivering information
judgments by using another
D: Reflecting on the language. At the end of
impacts of science the unit, the students
i. explain the ways in will reflect on the role,
which science is applied skills and work of
and used to address a themselves and peers
specific problem or during the group work.
issue In particular, they will
ii. discuss and evaluate assess, filling in a
the various implications questionnaire, the
of using science and its capability (of
application to solve a themselves and
specific problem or peers) to manage and
issue resolve conflicts and
iii. apply scientific work collaboratively in
language effectively teams and the attitude
iv. document the work in listening actively to
of others and sources of other perspectives and
information used ideas.
Social
• II. Collaboration skills
• Working effectively
with others
• Manage and resolve
conflict and work
collaboratively in
teams
Unit Title Key Concepts Related Concepts Global Context & Statement of Inquiry Objectives Approaches to Content
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Sciences - Sciences
MYP5 Physics Relationships Consequences, Globalization and Evidence of human A: Knowing and Description Magnetism
2020/21 Unit 3: Environment sustainability impact on the understanding
Electromagnetism environment can be i. explain scientific In order for students Magnetic fields
Human impact on the observed by analyzing knowledge to explain scientific
environment the relationships ii. apply scientific knowledge they Effect of magnetic fields
between physical knowledge and must apply skills and on moving charges
phenomena and their understanding to solve knowledge in unfamiliar
problems set in familiar situations. The motor effect
interpretation
Thinking LHC
iii. analyse and evaluate
information to make • X. Transfer skills
Current and magnetic
scientifically supported • Utilizing skills and
fields
judgments knowledge in
B: Inquiring and multiple contexts Induction
designing • Apply skills and
i. explain a problem or knowledge in Transformers
question to be tested by unfamiliar situations
a scientific investigation Generators
hypothesis and explain Power stations
it using scientific
reasoning
iii. explain how to
manipulate the
how data will be
collected
investigations
C: Processing and
evaluating
transformed data
of the method

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Sciences - Sciences
method
MYP5 Biology Change Sciences - Sciences Globalization and The gradual change Description Evolution, natural
2020/21Unit 3: How Interaction, Environment sustainability over time, through Sciences - selection, speciation,
have different forms interactions with their Sciences Learning biodiversity
of life arisen? environment, has A: Knowing and Experiences:
caused the evolution of understanding
Interdisciplinary humans, who are, i. explain scientific Research:
Unit nowadays, impacting knowledge A scientific paper about
English global biodiversity in ii. apply scientific natural selection and
ways that may not be knowledge and evolution will be read in
sustainable. understanding to solve class and discussed
problems set in familiar with the
and unfamiliar situations students. Students, in
iii. analyse and evaluate groups, will select a
information to make scientific paper related
scientifically supported to one topic studied in
judgments the unit. They will read,
analyze and present it
to peers trying to
communicate effectively
a scientific information.
Research
• VII. Media literacy
skills
• Interacting with
media to use and
create ideas and
information
• Communicate
information and ideas
effectively to multiple
audiences using a
variety of media and
formats

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Deledda International School

At the end of the unit a

Deledda International School

Deledda International School

Deledda International School

Deledda International School

Learning - Design a circuit

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Research - Use multimeters with

Global Context & Approaches to

Deledda International School

Deledda International School

Deledda International School

Deledda International School

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Deledda International School

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