SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-6: MYP-1) Key ... (1-5) Sciences- Subject Group Overviews.pdf · SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-6: MYP-1) UNIT TITLE Key concept

SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-6: MYP-1)

UNIT

TITLE

Key

concept RELATED

CONCEPT

S

Global

context

Statement of inquiry Objectives

/Objective

strands/As

sessment

criteria

Summative

assessment task

ATL skills/skill

indicators

Content (topics, knowledge, skills)

What do

scientists

do ?

Systems

Form

Function

Patterns

Scientific

&

technical

innovation

Scientists use scientific

method that allows

them to investigate the

form and function of

patterns observed in

natural systems

B

C

Use the

experiment cycle

to plan, carry out

and write about

the scientific

investigation.

Social Skills:

Collaboration

Research: Information

literacy

Medial literacy

Thinking:

Critical thinking

Pre Assessment- What is a scientist

and how scientists behave? How

does a scientist look like? What are

the rules that one should follow in a

science lab?

Scientific Process - Steps involved in

the scientific process What is a good

scientific question? How to write

hypothesis? Conducting simple

experiments

Organizing data in a tabular form

Converting data into graphics

representation Analysis

Writing conclusion Revisiting steps

of a scientific method using the

experiment cycle

Using the experiment cycle to plan,

http://www.noredu.no/

carry out and write about the

scientific investigation.

Everyday

materials

Relations

hips

Form

Function

Interaction

Fairness

&

Developm

ent

Knowing the relationship

between form and

function of the

constituent materials

helps to create useful

materials for a hopeful

future.

A

Students will be

assessed on their

knowledge and

understanding

about everyday

materials.


literacy

Thinking: Critical

thinking

Creative thinking

Transfer skills

Difference between elements and

compounds - Relationship of energy

to states of matter - Difference

between a pure substance and a

mixture - Interpretation of the word

“purity” (scientific meaning

compared to everyday meaning)

Solutions, solutes and solvents

Solubility of different substances

Practising the techniques of

decanting, filtration, evaporation,

distillation, crystallization and

chromatography. Comparing the

properties of stainless steel, wood,

glass and plastic with their everyday

uses.

Conductors and insulators of

electricity (materials used in a

kettle) - Making observations,

recording information accurately

and making inferences - Properties

of solids, liquids and gases - The

arrangement of particles in solids,


liquids and gases and how this is

connected with their behaviour

Demonstration on the use of

different solvents

Melting, boiling, cooling,

evaporation and condensation -

Effects of heating and cooling on

materials such as metals

Classification of elements as metals

and non-metals - Properties of

metals and non-metals - Alloys -

Uses of metals and non-metals in

industry

What

makes

changes

happen?

Change Energy

Transforma

tions

Globalisati

on and

sustainabil

ity

Through creatively

applying

transformations we

can make changes

happen that have an

impact on the way

people live now and in

the future.

B

D

Students will design

a model using the

concept of

conservation of

energy and how

this model will be

used in future.

For young scientists

writers club,

students will write

articles for their

Communication skills

Social skills:

Collaboration skills

Research skills:

Information literacy

skills

Energy as the capacity to move an

object The principle of conservation

of energy

Exploring different forms of energy

in the lab, record data, make

observation and write analysis

Exploring energy producers (thermal

power station, hydroelectric dam,


science magazine

on one of the

specialised forms of

energy they would

like to research on.

Thinking skills: Critical

thinking skills, Transfer

skills

wind turbines and photovoltaic solar

panels

Kinetic & gravitational potential

energy Frictionless systems

Problems of conservation of energy

in frictionless systems

Energy management conduction,

convection and radiation

Efficient use of energy Article

writing, reflecting on the impact of

efficient use of energy

How do

living

things

work?

Relations

hips

Form

Function

Globalizati

on &

sustainabil

ity

By understanding the

relationship between

the necessities of life

and the specialised

forms and functions of

things, we can make

decisions and take

actions for a

sustainable lifestyle.

A Students will be

assessed on their

knowledge and

understanding

about how do

living things work?

Thinking: Critical

thinking skills

Research skills: Media

literacy skills

Communication:

communication skills

Characteristics of living things , Needs

of living things

Response to stimuli , homeostasis,

Growth and development,

reproduction of living things, genetic

material in living things

Adaptation and evolution: Adaptations

are the characteristics that help

organisms to survive

Adaptations may be behavioural

(examples include bird migration, beer

hibernation or local examples) or

sturctural (for example leopard


camouflage, sick insect, reduced sized

leaves on cactus)

Structure of cell, functions of cell

organelles

Classification is the grouping and

naming of organisms based on their

shared characteristics.

Classification systems are practical

tools for scientists to communicate

with one another.

The hierarchy of biological

classification has eight main ranks:

Domain, Kingdom, Phylum, Class,

Order, Family, Genus, Species.

Organisms in each rank share

characteristics. Eukaryotes are

classified into four kingdoms: Animalia,

Plantae, Fungi, and Protoctista . A fifth

kingdom for prokaryotes is Monera.

Organisms that can reproduce with

one another and produce fertile

offspring are members of the same

species.

Kingdoms of organisms: Animals,

Plants, Algae, Fungi, Bacteria

Characteristics of the five groups of

vertebrates are used to classify

mammals, birds, amphibians, reptiles

and fish. Binomial nomenclature


involves a two-name system. Each two-

word name is unique and originates

from Latin, with only the genus

capitalized (for example, Homo

sapiens, Ursus maritimus).

Characteristics and needs of different

kingdom of these organisms

Using and constructing dichotomous

keys to classify a group of organisms or

objects

Exploring special forms of some of the

organisms and connection to their

functions

How understanding of living things

helps to make correct decisions

How can

we study

the living

world?

Systems Balance,

interactions

Scientific

and

technical

innovation

s

Scientists have

developed methods

and tools to

understand and

maintain the

interactions that keep

systems in balance.

B

C

Self Management:

Organization skills,

Reflection skills

Research skills:


skills

Thinking skills: Creative

thinking skills

Definitions of key terms such as

individual organism, population,

community, ecosystem, biome,

biosphere Hierarchical structure of

ecosystems Relationships between

and among individual organisms,

populations, communities,

ecosystems, biomes, and the

biosphere Biological community and

physical environmental factors of an

ecosystem The relationship between


climate and the supporting of

different biomes Ecosystem

biodiversity biotic and abiotic

factors

Competition within an ecosystem

habitat, niche, limited resources

Predator−prey interactions

Biomes: tundra, desert, marine,

grassland, taiga, temperate

grassland, temperate deciduous

forest, tropical rain forest,

savannah, polar ice Forest

ecosystems and the factors that

impact upon them: rainforest,

tropical rainforest, temperate

rainforest, tropical dry forest,

deciduous forest, coniferous forest

Aquatic ecosystems and the factors

that impact upon them: freshwater,

ocean, wetland, marine, pond Other

ecosystems and the factors that

impact upon them: desert

ecosystems, tundra ecosyste


Where can

we fit into

the living

world?

Systems

Models

Orientatio

n in space

and time

Challenging the

patterns of evidence

found within the

existing systems of

models can lead to

turning points for

humankind.

D Students will read

existing researches

about different

systems of the earth

and will reflect on

them.

Self Management:

Collaboration skills,

Organization skills


Research skills:


skills

Thinking: Critical

thinking skills, Creative

thinking skills

Past and present knowledge on the

Sun and the planets Characteristics

of the Sun and the planets, surface

temperatures, numbers of moons,

distances, orbits and masses How to

identify patterns in tables and

diagrams related to planetary data

Identifying spheres of the earth

Structure of earth

Types of rocks, how rocks are

formed, rock cycle

Evolution on earth

Layers of earth’s atmosphere



UNIT

TITLE

Key

concept RELATED

CONCEPT

S

Global

context


/Objective

strands/As

sessment

criteria

Summative

assessment task

ATL skills/skill

indicators


Where we

are and

might we

be going?

Relations

hips

Energy

Movement

Transforma

tion

Orientatio

n in space

and time

Observing changes in

movement allows

scientists to detect and

understand the

transformation of energy.

D Imagine you are a

physical education

trainer. Reflect on

the Newton’s 3

laws of motion

that you have

learnt and explain

atleast three ways

these laws can

improve

performance in

sports. Thereafter

explain three

ways these laws

can deteriorate

performance in

sports. You can

connect using one

game for all the

laws or using

Research Skills:


skills


thinking skills

Creative thinking skills

How did human beings travel? What

were the push and pull factors for

the same? Exploring the vocabulary

words: Cubit , Foot, Inches, Reliable

Measurement, Accuracy & Precision

, SI Unit of measurement , Metric

System, Coordinates, Distance ,

Displacement Difference between

distance & displacement Difference

between Scalar & Vector

Understanding and calculating

speed, distance & time

Speed time graphs Understanding

the term speed, velocity &

acceleration Speed-time graph for

constant speed and variable speed

Exploring what is force and which

forces exist around us Using pictures


different games

for different laws.

to recognize what kinds of forces

exist around us

balanced and unbalanced forces

Types of forces gravity, inertia,

motion, friction

Newton's third law of motion Using

science lab to explore various

experiments on Newton's Lab

Newtons first and second law of

motion

Exploring newton's laws in lab

Comparing few objects to see which

one falls first when dropped from

the same point and at the same

time. Finding weight on earth and

other planets Finding jumps on

earth and other planets

How do

we map

matter?

Change Eveidences

Pattern

Orientatio

n in space

& time

Models are developed,

challenged and

modified based on new

ideas formed by

experimental evidence.

A Students will be

assessed on their

knowledge and

understanding

about mapping the

matter.


literacy

Thinking: Critical

thinking

Creative thinking

Matter is made up of atoms. -

Different models of the atom

timeline (Dalton, Thompson,

Rutherford and Bohr models) - Sub

atomic particles: protons, neutrons

and electrons


Transfer skills Define, and compare and contrast,

atoms, molecules, elements and

compounds - Define atomic number

and mass number - introduction to

the periodic table - Patterns in the

following in the groups and periods

of the periodic table: atomic

number and mass, physical states,

acid/base nature, metals, non-

metals and metalloids, and general

reactivity with air and water

Patterns in the following in the

groups and periods of the periodic

table: atomic number and mass,

physical states, acid/base nature,

metals, non-metals and metalloids,

and general reactivity with air and

water - Symbols of the elements

Family names of and uses for the

elements in the main groups

What does

a wave tell

us?

Relations

hip

Form

Energy

Personal

and

Understanding the


different forms of wave

energy helps us better

B

C

Communication:


Introduction to light and sound.

Where does light come from? How

does light travel? How is sound

produced? Can sound be produced


cultural

expression

communicate and

express our thoughts

Social skills:


Research skills:


skills


thinking skills: Critical

thinking skills

without a vibration? What are the

differences between how sound

travels?

How is the sound affected when

using different materials? Can sound

be heard in space?

How is light reflected? Can light

bend? What happens when light

travels through different materials

(mediums)?

Laws of reflection

Application of sound waves,

specially where the timing of sound

waves is crucial to the performance

of the task

Reflection of light by the plane

mirror and curved mirror

Refraction of light through liquids

and gases

How are shadows formed? Which

materials allow shadows to form?

How can the size of shadows be

changed?


Who are

we?

Relations

hips

Evidence

Patterns

Identities

and

relationshi

ps

Because scientists

understand


underlying

characteristics, we can

use the patterns as

evidence for

identification and

decision making.

A Students will be

assessed on their

knowledge and

understanding

about who we are

in terms of genetic

information.

Self management-

reflection skills


thinking skills and

creative thinking skills


literacy skills

What is DNA, Structure of DNA, Outline

that DNA is composed of double helix

Describe that each helix is made up of

units called nucleotides. State that

there are four different nucleotides.

State that the order of the nucleotides

varies between species and between

organisms within species. State that

DNA profiling or fingerprinting

produces a pattern unique to an

individual that can be used for

purposes of identification.

Identification of individuals through

inherited characteristics and genetic

patterns

Types of reproduction- sexual and

asexual reproduction

Process of Mitosis and Meiosis

How does

our planet

work?

Systems Models

Patterns

Globalisati

on and

sustainabil

ity

Modelling interactions

between systems

allows us to

understand patterns

that we use to secure

or improve human

experience.

D Students will

reflect on and

create a

documentary

explaining to what

extent science can

used to prevent or

reduce the

Self Management:

Organization skills

Thinking: Critical &


Natural systems necessary to

maintain life on earth

Components of ecosphere

Cycles of matter: Water cycle,

Carbon cycle, Nitrogen cycle,

Oxygen cycle


damage from

natural disasters.

Introduction to weather, climate,

role of carbon dioxide, greenhouse

gases

Climate patterns and change

Interaction between earth’s systems

have an influence on the living

conditions

Natural disasters, Using science to

prevent natural disaster

Where can

we fit into

the living

world?

Understanding the

connection between

health and wellness

has an impact on

making balanced

lifestyle choices.

B

C

Students will

design and carry

out some simple

investigations to

identify stimuli and

responses of

different

organisms

Thinking: Critical &


Nervous system

How living things perceive and

respond to things

Understanding the sense organs

involved in perceiving and

responding

Perception pathways

Process of response to stimuli

Exploring response to stimuli in

different kingdoms

Outline Darwin’s experiences that

led to the development of the


theory of natural selection. Explain

that the theory of natural selection

is used to account for the diversity

of organisms on the planet as it is

the mechanism underpinning

evolution



UNIT

TITLE

Key

concept RELATED

CONCEPT

S

Global

context


/Objective

strands/As

sessment

criteria

Summative

assessment task

ATL skills/skill

indicators


How do

humans

impact the

natural

environme

nt?

Change Consequenc

es

Environmen

t

Fairness

and

developm

ent

The environment changes

as a consequence of how

we develop and manage

natural resources around

the world.

D Students will

identify an aspect

of conservation

that they would

like

to support with

the creation of an

app that people

can use to help

themselves make

decisions that

contribute positive

environment

change

Research Skills:


skills


thinking skills


Communication skills:


Who is an environmental scientist and

how does he work? Students will

explore various environmental

scientists and design a poster in the

area they are interested to work

Exploring different values and

viewpoints on the environment that

people have, exploring the word

conservation, natural resources,

biodiversity, ecology.

Perspectives about environment:

What is each students' perspective

about the environment? Completely

disagree/ agree in some ways and

disagree in some ways / completely

disagree

biotic and abiotic factors: What are

these factors and how are they

connected to each other.


Healthy and unhealthy environment,

understanding how healthy

environment promoted a healthy

relationship between biotic and abiotic

factors.

Differentiating natural change and

man-made changes. how different

species are able to cope with the

natural changes.

Ecological Relationships: Reading

about ecological relationships

Changes in the environment: How

everything in the environment

changes, how species and their

existence is changing

Tipping point: what does it mean and

its impact

reading articles to understand the

meaning of a tipping point.

Natural resources in our lives; how

different natural resources are uses,

how people get access to it and

categorizing those into renewable and

non-renewable resources

How managing and developing natural

resources change the environment?

Students will explore how human


actions can have consequences for the

environment

Human action for bringing positive

changes to the environment

Mechanics

Systems Consequenc

es

Function

Scientific

&

technical

innovation

Through analysing and

reflecting on the

underlying systems of

simple components has a

consequence on the

functions and efficiency

of the final products.

B

C

Create a

compound

machine

consisting of at

least 2 simple

machines based

on the

following

GRASP model

and will

calculate the

mechanical


literacy skills

Media literacy skills

Thinking: Critical

thinking

Creative thinking


What is work? Defining work and

understanding the relationship of

energy and work, Defining power,

Calculating work and power

Simple Machines: Identify the six

different simple machines; lever,

wedge, inclined plane, pulley, screw,

wheel. Classify the six different

machines into everyday devices.

Exploring and comparing the different

simple machines.Recognize several

examples of heavy machines that

contain simple machines.

Efficiency, Human v/s machine

efficiency

Pressure, relationship between shape

of the object and the pressure needed


advantage of

their machine.

to cut it, balancing different masses on

a turning point, principle of moments,

force magnifier, distance magnifier

Fuels and energy

What

should I

eat?

Connecti

on

Balance Identities

and

relationshi

ps

Understanding the

connection between

health and wellness

has an impact on

making balance

lifestyle choices.

A Students will be

assessment on

their knowledge

and understanding

about food groups

and importance of

eating a balanced

diet

Self Management:

Organization skills


literacy skills

Thinking: Critical

thinking skills

Food groups, balanced diet

What molecules do organisms need

to function, micronutrients and

macronutrients, energy content of

food, carbohydrates and their

functions, fats and their functions,

proteins and their functions,

Digestive system

Cellular respiration,


Designing health meal plans for

specific food preferences and

lifestyles.

How we

put

electricity

and

magnetis

m to

work?

Relations

hips

Form

Balance

Transforma

tion

Orientatio

n in space

and time

Electrical and magnetic

forces fill space as

fields; understanding

their form and

relationships allows us

to transform energy in

useful ways.

A Self management:

Organization skills

Research- Information

literacy skills

Thinking: Critical

thinking skills

Magnetic materials have the ability to

attract some materials, and the ability

to attract and repel other magnets.

The meaning of the term “magnetic

field” and understanding that the Earth

is surrounded by one Draw the field

lines around a bar magnet, label the

north and south poles and show the

direction that a “freemoving north

pole” would move in.

What causes magnetic force?

What causes electric force?

Relation between electrical and

magnetic fields,

Use and explain the terms “current” (I),

“potential difference” (V) and

“resistance” (R). Use and draw circuits

using the recognized symbols.

Working of electrical circuits


How can

we

connect?

(Light &

Sound)

Systems Energy

Interaction

Personal

and

cultural

expression

We interact and

express ourselves

through systems that

manipulate

information in different

forms.

B

C

Communication:

Communication

skills

Self management:


Research:

Information

literacy skills

Thinking: Critical

thinking skills

Students will design an

investigation to

investigate the way

different spectacle

lenses affect incident

light

Or

They will design an

experiment to

investigate the effect

of lens curvature on

strength using own

homemade lenses.

Sources of light, Colour, Shadows,

Refraction and dispersion Ray

diagrams

Ability of the eye to ‘see’

Light as a form of energy

How sound travels

Sound as a form of energy

How the ear ‘hears’

How is information carried through

waves

How do

our bodies

work?

Systems Balance

Function

Personal

and

cultural

expression

By understanding how

our body systems

function, people can

learn to make decisions

for balanced and

healthy lifestyles.

A

D

Students will

create a platform

to help teens

understand the

anatomy of

physiology of their

bodies and then

use this

understanding to

make decisions for

more balanced

Communication:


Self management:

Organization skills

Research: Media

literacy skills

Understand that there are systems

in the body that allow the body to

fulfill the requisites of life. Outline

the role of the nervous system,

including sense organs, neurons and

the central nervous system (spinal

cord and the brain).

Describe the relationship between

muscle and bone to explain


and healthy

lifestyle.

Thinking: Critical

thinking and creative

thinking skills

movement using a hinge joint such

as the elbow or the knee.

Outline the structure of the f

reproductive systems and explain

their function in terms of production

of gametes, fertilization and

gestation.

Impact of the understanding of the

body systems on balanced and

healthy lifestyle



UNIT

TITLE

Key

concept RELATED

CONCEPT

S

Global

context


/Objective

strands/As

sessment

criteria

Summative

assessment task

ATL skills/skill

indicators


What

chemical

processes

support

life?

Photosynt

hesis and

Respiratio

n

Systems Transform

ation

Energy

Scientific

and

technical

innovation

The systems of life are

supported by

biochemical reactions

and the transformation

of energy that occur

within cells.

A The students will

be assessed on

their knowledge

and understanding

about chemical

processes


thinking skills

Self management skills:

organization skills

Research skills:


skills


Photosynthesis involves the conversion

of light energy into chemical energy.

State that light from the Sun is

composed of a range of wavelengths

(colours). State that chlorophyll is the

main photosynthetic pigment. Outline in

simple terms the structure of the leaf as

an organ of photosynthesis. Explain the

role of photosynthesis in the ecosystem

and its importance to the world’s human

population. Outline the effects of

temperature, light intensity and carbon

dioxide concentration on the rate of

photosynthesis. Explain how humans

can manipulate photosynthesis to their

advantage. Use words and symbols to

describe how cell respiration is the

controlled release of energy from

organic compounds in cells. Describe the

importance of respiration in carrying out

the characteristics of life


How have

different

forms of

life arisen?

(Evolution)

Change Interaction

Environmen

t

Globalisati

on and

sustainabil

ity

Changes happen over

time through

interactions with the

environment and has a

worldwide impact on

sustainability

B

C

Design your own

experiment to

demonstrate

natural selection

Thinking skills: critical

thinking skills, creative

thinking skills

Research skills:


skills

Media literacy skills

Evolution is the change in the

inheritable characteristics of a

population over time. When gene

frequencies change within a

population over time, evolution is

occurring. Artificial selection

(selective breeding) is the process of

breeding organisms for desired

characteristics (for example, dog

breeds, wheat, Brassica oleracea)

Artificial selection provides a model

to help understand natural

selection. Species evolve over time

to adapt to environmental

circumstances. Species that are well

adapted to their environment

evolve less (for example, species in

the order Crocodylia, Ginkgo biloba)

Species that are not well adapted to

their environment may become

extinctfor example, dodo (Raphus

cucullatus), woolly mammoth

(Mammuthus primigenius).

Adaptations are characteristics that


arise because of natural selectionfor

example, peppered moths

(Bistoduring the industrial

revolution in England. Charles

Darwin proposed the theory of

evolution by natural selection. •

Species compete to gain maximal

access to resources. • Variation

occurs naturally in the population of

a species due to variations in genes.

• Individual organisms with

characteristics best suited to the

environment will survive and

reproduce. • The genes of successful

individuals will be passed on to

future generations. Mutation,

migration and genetic drift also

drive evolution. Evidence for

evolution comes from fossil records

(modern horse, Equus ferus

caballus). Evidence for evolution

comes from homologous structures

(for example, mammalian

forelimbs). Evolutionary

relationships between species can

be shown using branching

evolutionary diagrams.


Thermal

Physics

Relations

hips

Patterns

Change

Models

Evidence

Movement

orientatio

n in space

and time

Patterns found in the

changing macroscopic

behaviour of products

provides evidence for

macroscopic behaviour

of its constituents.

D Students will

research on the

design of a stove

and evaluate the

design in terms of

heat transfer

Research skills:


skills

Transfer skills



thinking skills

Critical thinking skills

The kinetic theory and the

assumptions of the theory The gas

laws Perform calculations with each

of the gas laws and explain how

volume, temperature and pressure

are related. Use the kinetic theory

to explain the relationships between

the gas laws. Latent heat Describe

an experiment that demonstrates

latent heat and some of the

consequences of latent heat. Heat

transfer: conduction, convection

and radiation Consequences of heat

transfer, such as why buildings are

painted white in hot countries, why

the heating element of a kettle is at

the bottom and why pan handles

are often made of plastic but the

base of the pan is made of copper

Free to

move?

Change Movement Fairness

and

developm

ent

Movement is change

and our world has been

changed by freedom of

movement

B

C

Design an

investigation to

model the effects

of drag on high

speed vehicles



thinking skills

Critical thinking skills

Graphs of motion and

transformations between different

graphs

(distance/displacement−time,

speed/velocity−time and

acceleration−time graphs)

Equations of motions (used to

determine the stopping distance, for

example, of cars speeding in a


Self management skills:


residential area. This can lead into

discussions on safety, the

importance of laws/rules on the

road and so on)

Newton's laws of motion accidents and

safety get further explored through the

concepts of forces, mass and

acceleration Concept of impulse the

change in momentum of human bodies

is important when studying car safety

Change in momentum Conservation of

energy Types of mechanical energy and

the calculations involving kinetic

energy and potential energy Transfers

of energy explore these within the

context of road accidents

Why do

electrons

matter?

Relations

hip

Interaction

Function

Identities

and

relationshi

p

Protons define the

identity of an element,

but its relationship and

interaction with other

elements is a function

of its outer electrons.

A

Students will be

assessed on their

knowledge and

understanding of

atom


Self Management:

collaboration,

organization, affective

and reflection skills

The periodic table shows the

positions of metals, non-metals and

metalloids. Metals tend to lose

electrons and so they form cations.

Non-metals tend to gain electrons

so they form anions. Elements in a

group have the same oxidation state

and therefore similar chemical

properties. Shielding is the decrease

in attraction between an electron

and the nucleus in any atom with

more than one electron shell. • As

the number of electron shells


increases, shielding increases. • No

change occurs as you move across a

period. Effective nuclear charge is

the positive charge experienced by

the electrons due to the charges in

the nucleus.

No change occurs as you move

down a group. • The charge

increases from left to right across a

period because protons are being

added to the nucleus. Vertical and

horizontal trends in the periodic

table exist for atomic radius,

ionization energy and

electronegativity. Atomic radius is

the distance between the nuclei of

two atoms of the same element, or

the size of an atom. The atomic

radius: • increases as you move

down a group because more

electron shells are being added that

are further away from the nucleus •

decreases as you move across a

period. Ionization energy is the

amount of energy it takes to remove

the most loosely held electron from

an atom. The ionization energy: •

decreases as you move down a


group because of shielding •

increases as you move across a

period because the electrons are

more tightly held to the nucleus due

to the effective nuclear charge.

Electronegativity is the tendency of

an atom in a bond to pull electrons

towards itself. The electronegativity:

• decreases as you move down a

group because the atom has a

weaker ability to accept electrons •

increases as you move across a

period because the charge on the

nucleus becomes stronger and so

the atom can attract more

electrons. Properties of fluorine and

its use in municipal water

Thermoch

emistry

Change Energy

Process

Scientific

and

technical

innovation

Physical and chemical

processes involve

energy changes that

can be used to create a

range of products and

solutions that impact

on humankind and the

environment

D Students will

reflect on the

researches done

thermochemistry

and will write an

article for the

school science

magazine

Social: collaboration

Communication:

communication Self-

management:

organization Research:

information literacy

Energy changes (transformation)

Temperature and heat Temperature

as the measure of the average

kinetic energy of particles in a

system Describing the difference

between physical and chemical

changes in terms of energy

Qualitative and quantitative

measurements. Units of energy

Exothermic and endothermic


processes Combustion as an

exothermic reaction Difference

between complete and incomplete

combustion The role of fossil fuels in

our modern society Bond breaking

as an endothermic and bond making

as an exothermic process Different

types of insulators Heat capacity

and specific heat capacity Using

calorimetry to measure changes in

heat (enthalpy) and determine the

enthalpy change for a chemical

process Calculating energy change in

chemical reactions per unit mass or

mole of substance using

experimental data Concept of

equipment accuracy



UNIT

TITLE

Key

concept RELATED

CONCEPT

S

Global

context


/Objective

strands/As

sessment

criteria

Summative

assessment task

ATL skills/skill

indicators


How do

characteri

stics pass

from one

generation

to

another?

(Reproduc

tion)

Relation

ship

Evidence

Models

Patterns

Identities

and

relationshi

ps

Your identity and

relationship with

others is determined

by certain factors:

scientific evidence has

led to models that help

to understand

observed patterns of

these factors

A Students will be

assessed on their

knowledge and

understanding

about

reproduction

Social skills:

Organization skills

Thinking: Creative

thinking and critical

thinking skills


literacy skills

Describe a life cycle involving sexual

reproduction using the examples of

a human and a flowering plant.

Describe a life cycle involving both

asexual and sexual reproduction for

example, an aphid or coral. Describe

the structure of an insect-pollinated

flower. Describe the process of

pollination, fertilization, seed and

fruit formation and dispersal. Label

a diagram of the human male and

female reproductive organs.

Describe the mechanism of

fertilization, copulation, gestation

and lactation.


How does

biotechnol

ogy create

new

options in

industry

and

health?

Change Function

Transforma

tion

Scientific

and

technical

innovation

Scientific and

technological advances

enable societies to use,

control and transform

the function of

organisms and

biological molecules.

D Students will write

an article on one

of the techniques

learnt for the

school science

magazine

Research skills:


skills


Thinking: Creative

thinking, Critical

thinking skills

Social: Collaboration

skills

Biotechnology uses cellular and

biomolecular processes to solve

problems and create products.

Biotechnology can use organisms to

make useful food products (for

example, yeast to make bread, bacteria

to make yoghurt). Biotechnology can

use organisms to produce fuels and

other chemicals and to treat wastes.

Biotechnology can use enzymes to

allow reactions to occur more quickly

(for example, proteases and lipases in

biological detergents; pectinase to

convert pectin polysaccharides to

clarify fruit juice). Selective breeding is

the process of breeding organisms for

desired characteristics (for example,

disease resistance in wheat, increasing

milk yields in cattle herds). Genetic

engineering is faster and more precise

than selective breeding. Unit title and

teaching hours Key concept Related

concept(s) Global context Statement of

inquiry Objectives ATL skills Content

Genetic engineering is the transfer of

genes for a desired characteristic from

one organism into another (for

example, transferring the beta-

carotene production trait from carrots

to ‘golden rice’ so that humans can

convert beta carotene to vitamin A;

production of synthetic human insulin


using genetically modified bacteria).

Genetic engineering involves selecting

a desired trait and isolating the genes

that control the trait. The genes are

then inserted into the genetic material

of another organism and the

genetically modified organism

replicates. Genetic engineering has

both potential benefits and risks of

potential harmful effects. Gel

electrophoresis is a process to separate

and analyse DNA fragments. A DNA

profile is characterized by the banding

patterns of genetic profiles produced

by electrophoresis of treated samples

of DNA. A DNA profile contains

information to help identify a person.

Clones are genetically identical

individuals. Cloning can occur naturally

(for example, asexual reproduction in

potato plants; twins) or artificially.

Artificial cloning involves copying

desired DNA fragments, cells or

organisms. Stem cells are found in all

organisms, are the only cells that can

divide through mitosis, are not

specialized but can specialize to

become any type of cell function. Stem

cells can be used in medical therapies

(for example, bone marrow

transplantation; other therapies at the

research stage, such as those treating


Parkinson’s disease and spinal cord

injury).

Nuclear

Energy

Relations

hips

Energy

Evidence

Consequenc

es

Scientific

&

technical

innovation

The consequences of

using nuclear energy

provide evidence of

how the relationship

between humans and

nature can be affected

by scientific and

technological

advancements.

A

D

Students will be

assessed on their

knowledge and

understanding

about nuclear

energy

Thinking: critical

thinking Research:


Communication:

communication

Thinking: creative

thinking Self-

management:

reflection Research:

media literacy

Different models of the atom and

their development, including the

Geiger–Marsden experiment What

is meant by the term “isotope” and

why some nuclei are stable and

some not The nature of alpha and

beta decay and the properties of

alpha, beta and gamma radiation

Detection of ionising radiation,

including details of the GM tube

Decay equations, including decay

chains Fission and fusion and

associated chain reactions The

nuclear processes in stars The

effects of radioactivity on the living

environment How a nuclear power

station is constructed and labelling

of a schematic diagram of the

station

Magnetis

m &

Electricity

Change Environmen

t

Consequenc

Globalizati

on and

There are

environmental

consequences to

B

C

Students will

design an

investigation to

Thinking: critical

thinking Thinking:

creative thinking Self-

Magnetic materials have the ability to

attract some materials, and the ability

to attract and repel other magnets.

The meaning of the term “magnetic


es

Developme

nt

Energy

sustainabil

ity

developing electrical

energy production to

meet the needs of an

expanding global

population.

study the effect of

physical properties

of conductors on

their electrical

properties.

management:

reflection Thinking:

transfer

Communication:

communication Self-

management:

organization Research:


field” and understanding that the Earth

is surrounded by one Draw the field

lines around a bar magnet, label the

north and south poles and show the

direction that a “freemoving north

pole” would move in. Use and explain

the terms “current” (I), “potential

difference” (V) and “resistance” (R).

Use and draw circuits using the

recognized symbols. Use the equation

V = IR to calculate the current through

a resistor when a known value of

potential difference is applied.

Calculate the combined resistance of

different combinations of resistors

using the two equations RT = R1 + R2,

for resistors in series, and 1/RT = 1/R1

+ 1/R2, for resistors in parallel.

Understand the difference between

ohmic and nonohmic resistors and

draw a graph of each.

Draw the magnetic field around a

single wire and a coil of wire. The

force on an electric current in a

magnetic field is at right angles to

the direction of the current and the

field. The motor effect, the action of

a commutator, and the use of

Fleming's left-hand rule to predict

the direction a motor will spin or the


direction of the force on a single

wire in a magnetic field The action

of a dynamo and alternator, and the

difference between a split-ring and

slit-ring commutator Understand

the difference between alternating

and direct current and draw graphs

of each type of current. How power

stations operate and how electricity

is transferred from one region to

another using highvoltage power

lines The operation of an AC

transformer, why this type of

transformer is significant and solving

problems using: • Vp/Vs = Np/Ns to

solve transformer problems • P = IV

to explain the relative power loss in

transmission lines • Ip x Vp = Is x Vs

to explain the operation of an ideal

transformer

Why do

electrons

matter?

Relations

hips

Interactions

Function

Identities

and

relationshi

p

Protons define the

identity of an element,

but its relationship and

interaction with other

elements is a function

of its outer electrons

B

C

Students will

investigate the

process of rusting

Thinking: critical

thinking Thinking:

creative thinking Self-

management:

reflection Social:

collaboration

Communication:

Kinetic molecular theory

Conversions for temperature and

pressure Dalton’s law Boyle’s law

Charles’ law Ideal gas law Graphing

and calculations Standard

temperature and pressure


communication Self-

management:

organization

Definition of oxidation and

reduction (electron transfer) Rules

for assigning oxidation numbers

Definition of oxidising agent and

reducing agent Half reactions

Electrochemistry (The study of the

interchange of chemical and

electrical energy) Electrochemical

cells: voltaic cells (spontaneous)

Reactivity series Factors (for

example, concentration, types of

electrode) that effect cell voltage

Electrolysis reactions Electrolytic

cells and factors (for example,

concentration of solutions,

temperature, types of solutions)

that effect electrolysis reactions

Applications of redox reactions (for

example, batteries, purification of

metals, galvanizing)

Does

organic

chemistry

mean we

can make

a

systems Form

function

Scientific

&

technical

innovation

The versatile bonding

of carbon atoms has

allowed humanity to

invent systems of

molecules of various

D Communication:

communication skills

Self management:

Organization skills

Thinking: Critical

thinking skills, Creative

Understanding and Identification of

the following: alkane, alkene,

alkyne, alcohol, aldehyde, ketone,

carboxylic acid Nomenclature for

organic molecules

Combustion reactions


substance

we want?

forms to fulfill different

functions.

thinking skills, transfer

skills

Fossil fuels

Isomers

To what extent we use organic

materials

Organic materials in daily lives


Documents

SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-6: MYP-1) Key ... (1-5) Sciences- Subject Group Overviews.pdf · SCIENCES - SUBJECT-GROUP OVERVIEWS (Grade-6: MYP-1) UNIT TITLE Key concept