MYP unit planner
Unit title
/Blown Away!!
Teacher(s) / Chandra Payne, Julia Millar, Kela StewartSubject and grade level / Science 6th grade
Time frame and duration / 2 weeks, 1st nine weeks
Stage 1: Integrate significant concept, area of interaction and unit question
Area of interaction focus
Which area of interaction will be our focus?Why have we chosen this? / /
Significant concept(s)
What are the big ideas? What do we want our students to retain for years into the future?Environments
Humans are affected by the slightest change in weather patterns. / Change causes humans to respond in different ways.
MYP unit question
How do humans respond?Assessment
What task(s) will allow students the opportunity to respond to the unit question?What will constitute acceptable evidence of understanding? How will students show what they have understood?
Unit Test
Hurricane Brochure
Layers Atmosphere activity
Hurricane Hugo & Katrina plotting activity
Which specific MYP objectives will be addressed during this unit?
Knowledge and understanding of science
¨ recognize and recall scientific information
¨ analyze scientific information by identifying components, relationships and patterns, both in experimental data and ideas.
¨ discuss and evaluate scientific information from different sources (internet, newspaper articles, television, scientific texts and publications) and assess its credibility.
Communication in Science
¨ uses scientific ideas, concepts and/or processes correctly to construct scientific explanations of weather trends.
¨ applies scientific understanding to solve complex problems including those in unfamiliar situations.
¨ analyses and evaluates scientific information and makes judgments supported by scientific understanding of normal weather patterns.
Which MYP assessment criteria will be used?
Science Criterion C: Knowledge and Understanding of Science
¨ Weather tools
¨ Layers of the atmosphere
¨ Test and quizzes
Science Criterion B: Communication in Science
¨ Hurricane brochure /poster
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
ContentWhat knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the significant concept(s) for stage 1?
B. Communication in Science
¨ The student uses sufficient scientific language correctly
¨ The student communicates scientific information effectively.
¨ When appropriate to the task, the student fully documents sources of information correctly.
C. Knowledge and understanding of Science
¨ recognize and recall scientific information relevant to the units of work covered
¨ identify basic scientific components found in information from different sources (Internet, newspaper articles, television, scientific texts and publications) and be able to give an opinion justified by their knowledge and understanding of sciences.
E. Processing Data
¨ collect and record data using appropriate units of measurement, with guidance
¨ present data in a variety of ways using appropriate communication modes (oral, written and visual representation, and use of technologies) and conventions (units of measurement)
¨ interpret data by identifying trends, patterns and relationships, with guidance
State Standards:
6-1.1 / Use appropriate tools and instruments (including a spring scale, beam balance, barometer, and sling psychrometer) safely and accurately when conducting a controlled scientific investigation.
6-1.5 / Use appropriate safety procedures when conducting investigations.
6-4.1 / Compare the composition and structure of Earth's atmospheric layers (including the gases and differences in temperature and pressure within the layers).
6-4.4 / Summarize the relationship of the movement of air masses, high and low pressure systems, and frontal boundaries to storms (including thunderstorms, hurricanes, and tornadoes) and other weather conditions.
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?Collaborative Skills
¨ Assumes responsibilities in groups, the classroom, the school
Communication Skills
¨ Uses appropriate writing skills (analytical, descriptive) according to task
¨ Uses various forms of visual representation effectively including diagrams, graphs, charts and tables
Problem Solving and Thinking Skills
¨ Interprets graphical data
¨ Plans strategies for collecting data to clarify a problem
Information Literacy
¨ Identify varied ways of organizing information
¨ Relate prior knowledge to information needs
¨ Gather information form resources using internal organizers and conventions of text
¨ Analyze and evaluate information using a variety of resources
Learning experiencesHow will students know what is expected of them? Will they see examples, rubrics, templates?
How will students acquire the knowledge and practise the skills required? How will they practise applying these?
Do the students have enough prior knowledge? How will we know? / Teaching strategiesHow will we use formative assessment to give students feedback during the unit?
What different teaching methodologies will we employ?
How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?
Student Expectations:
· Graphic Organizers, Worksheets and study guides
· Rubrics on activities
· Teacher will model when appropriate for activity
Student practice:
· Exit Slips- Students will complete exit slips at various times throughout the unit.
· Worksheet- Students will complete worksheets & lab activities at various times throughout the unit
· Review Games- The students will participate in review games near test times.
· Oral responses to questions in class, Group work activities, and Class discussions / Formative Assessment Feedback:
Prior to formative assessment students will be given feedback on labs, activities, and computer review activities. Students will be given feedback on test. If student has not achieved a 76%, students will be re-taught and a second assessment will be given.
Teaching strategies:
· Teacher will model map reading techniques and proper use of tools.
· Direct Instruction- Weather maps, weather tools, basic vocabulary
· Exit Slips- Students will complete exit slips at various times throughout the unit.
· Worksheet- Students will complete exit slips at various times throughout the unit
· Review Games- The students will participate in review games near test times.
· Graphic Organizers, Worksheets and study guides
· Oral responses to questions in class, Group work activities, and Class discussions
Differentiate Instruction:
· Based on RIT scores and multiple intelligence survey students will be placed in cooperative learning groups
· Lower level students will be provided with notes
· Extension activities for GT: 1. Watch Video: On the Gulf: Coastlines in Danger
http://streaming.discoveryeducation.com/
Using the writing prompt below write an essay based on the picture below:
New Orleans: Ragging Home by Romare Bearden
Writing Prompt:
Since Hurricane Katrina in 2005, many people have discussed the depth of devastation that changed New Orleans forever. Using Bearden’s work, discuss in an expository essay how the image reveals a portion of what New Orleans lost.
· Spanish Version of Text available with CD
· Resource teacher will read test and eliminate answers. He will assist daily with additional support for reading, writing and lab activities as needed.
Resources
What resources are available to us?How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?
Resources:
1. Weather Instruments (Barometer, Anenometer, Thermometer, and Hydrogometer
2. Computer with access to internet: http://www.quia.com/pages/cpayne/page1
3. Construction Paper, colored pencils, markers
4. Science Text (McDougall Littell): http://www.classzone.com/books/ml_sci_sc6/?state=SC
5. Promethean Board
6. Discovery Streaming: http://streaming.discoveryeducation.com/
7. Foss Weather Kit
Classroom Environment:
Students will have access to books and computers to learn about weather. Student work will be displayed. Weather tools will be accessible for students to use on a daily basis throughout the unit.
Local/Community: Meteorologist from local T.V. channel will address students about the weather. Students will visit Roper Mt. Science Center to explore further the aspects of weather through various programs.
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.
Students and teachersWhat did we find compelling? Were our disciplinary knowledge/skills challenged in any way?What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated action?
Possible connections How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Assessment
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
Data collection
How did we decide on the data to collect? Was it useful?
Students and Teachers:
Possible Connections:
· Language Arts- Stories and books about hurricanes, tornadoes,
· Social Studies- Variation of weather patterns in various countries; latitude and longitude
· Math- Calculation of humidity, graphing weather patterns over time
· Chorus/Band- Songs about weather
· Art- Pictures of severe storms or weather maps
Assessments:
· A formative assessments utilizing students knowledge will be evaluated
Data Collection:
· Students will collect weather data over the 2 weeks utilizing the weather tools and local newspapers. This information will be plotted to examine patterns.
· Students will plot Hurricane Katrina and Hugo to analyze weather patterns.
· Designing a brochure or poster will allow students to research and apply their knowledge learned.
Day
/Essential Question
/Daily Activities
Week One
/What is weather? Introduce weather, weather tools, discuss hurricanes & naming system.
/#1: Weather Chart Spreadsheet, Use weather tools, Track Weather, Video: Weather, Reading: Naming a Hurricane CD: Space & Compression,
Day one
/How are weather tools used?
/Direction of instruction: Notes on weather tools, practice using weather tools in an outside activity over a three day period. Groups will fill out a weather chart each day on their readings. 10 to 15 min. per day.
Day two
/What is a hurricane?
/Warm up: Hurricanes True of False Questions.
Brain Pop: Hurricanes - Quiz after video
Group work: Plotting Hugo, students will use a map to plot the path that Hurricane Hugo took.Day three
/Hurricane awareness
/Hurricane Preparedness: Students will create a brochure, poster, and public service announcement of their choice, to inform the public on how to prepare for a hurricane.
Day four
/What’s in the Air?
/Reading: What’s in the Air Notes: Air notes
Day five
/What is the air composed of?
/Introduce: Air investigations lab, show CD Rom Compression.
Week Two
/What is Air? Describe composition of air, temperature, & gases, Air pressure as related to altitude, Computer Technology review of knowledge
/Materials needed: Foss Weather Kit: Activity, Reading: A Thin Blue Veil, Science text pg. 214-219. Classify layers of the atmosphere by making a foldable
Day one
/How does temperature change as you move up in the atmosphere?
/ Direction Instruction: Notes on composition of air and layers of the atmosphere. Read: Science text pg. 214-219: Answer question 1-4 on pg. 219.Day two
/Where’s the Air?
/Foss Weather Kit: Investigation 2. Complete Worksheet & answer questions. Read: A Thin Blue Veil.
Day three
/Answer questions based on previous knowledge of weather.
/Computer Review: Weather Tools & Layers of the atmosphere:
http://www.quia.com/pages/cpayne/page1Day four
/ /Classify layers of the atmosphere foldable
Day five
/ /Quiz: Layers of atmosphere
Hurricane Communication Name ______
Criterion / A / B / C / D / E / FLevel achieved / – / – / – / – / – / –
Core ___ Date ______
Essential Question: How do humans respond?
Problem Based Learning Scenario:
You are a meteorologist and have just been informed of a hurricane approaching the South Carolina coast.
It is your job to inform the public about how to prepare for the hurricane. How will you inform the residents? What’s important?
Create a PowerPoint with scripted notes added, write a paper, write a radio script, create a video with script, create a brochure or poster.
Requirements
_____ Define the parts of a hurricane and the conditions that are necessary for a hurricane to form
_____ Explain areas of high and low pressure as it relates to the movement of air masses
_____ Develop Five Frequently asked Questions about hurricanes
_____ Two appropriate pictures that relate hurricane information
_____ Document two sources
MYP Rubric: Score ______
Criterion B
Achievement Level / Level Descriptor0 / The student does not reach a standard described by the any of the descriptors below.
1-2 / The student communicates with a limited range of scientific language about hurricanes correctly. The student communicates scientific information with limited effectiveness.
When appropriate to the task, the student makes little attempt to document sources of information.
3-4 / The student uses some scientific language about hurricanes correctly. The student communicates scientific information with some effectiveness.
When appropriate to the task, the student partially documents sources of information.
5-6 / The student uses sufficient scientific language about hurricanes correctly. The student communicates scientific information for the product effectively.
When appropriate to the task, the student fully documents sources of information correctly.