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MYP 4 unit planner (Dec+Jan)

 * ===== Unit title ===== || ===== Human Physiology : Breathing ===== ||
 * Teacher(s) || Mrs. Nandini Verma ||
 * Subject and grade level || Science MYP IV ||
 * Time frame and duration || 1 month ||

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? || Study of effects of smoking on health.This is a common problem prevailing in society.
 * Stage 1: Integrate significant concept, area of interaction and unit question **
 * =====** Area of interaction focus **=====
 * ** ATL’S ** - Information literacy, communication & Thinking Skills
 * __ Health and social education __**
 * Respiratory disorders due to habits or habitat. **
 * __ Environments __**

||^  || Breathing is the greatest pleasure in life.  ||
 * =====** MYP unit question **===== ||
 * How is smoking related to heart disease,emphysema, brochitis & lung cancer ? ||

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? || 1. Each of you, for legal reasons, must keep a log of your trip which includes a description of the entire passage to demonstrate that you have checked the system. See check list. 2. Your cameras will produce pictures which you must include to confirm the state of the system as you pass through each part. 3. **Describe what lasers do you to operate the undesirable growth (tumer).** .. || • describe and discuss ways in which science is applied and used to solve local and global problems • describe and evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society • discuss how science and technology are interdependent and assist each other in the development of knowledge and technological applications • discuss how science and its applications interact with social, economic, political, environmental, cultural and ethical factors • communicate scientific information using a range of scientific language • communicate scientific information using appropriate modes of communication • present scientific information in a variety of formats, acknowledging sources as appropriate • demonstrate honesty when handling data and information, acknowledging sources as appropriate • use where appropriate a range of information and communication technology applications to access, process and communicate scientific information ||
 * =====** Assessment **=====
 * Task- You are a member of a new scientific crew who use nano technology to perform surgery on patients who have respiratory tract diseases Your mission is to take your crew into a patient’s respiatory system of a chain smoker until you reach an abnormal growth in the wall of the lung by using an endoscope (bronchiscopy).Your crew will use laser technology to operate that part of lung..
 * Which specific MYP objectives will be addressed during this unit? ||
 * **__ Criterion A __****__ One World __**
 * __ Criterion __****__ B Communication: __**
 * Which MYP assessment criteria will be used? ||
 * ** Criterion A- **** One World **
 * Criterion B- ** **Communication in science** ||

** Stage 2: Backward planning: from the assessment to the learning activities through inquiry **
What 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? || Research & thinking skills will be focussed through measuring the volume of air breathed in & out.
 * ======** Content **======
 * Lung structure,ventilation of lungs, gaseous exchange, respiratory surfaces smoking &respiratory disorders.

|| How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? || For Summative Reflection students identify things they learned about how they learn best. ATL Skill areas : Communication, Information literacy, Thinking skills Subject specific skills: Inferring skills, Research skill & thinking skills will be developed by giving them an opportunity to visit Choithram Hospital to inquire about the harmful effects of smoking from doctors & patients. They also visit Resource centre to collect the information on the topic. .  || How 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 strategies ** ====== How 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? || Assessment Criteria Rubrics for summative assessment Knowledge acquisition: discussion and explanation in the class. Previous knowledge will be judged through class interaction. || . Monitoring the gradual acquisition of skills through class discussion ,worksheets and class tests. Activities : Spirometry Smart class module on respiratory tract &ventilation of lungs. Formative assessment : Effect of exercises on breathing. Summative assessment will be done through the task assinged on the topic. || 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? || Library for periodical research Documentation guides for bibliography Through class discussion, classroom smart class resources, lab activities/resources. ||
 * =====** Approaches to learning **=====
 * New __approaches to learning__ are built through each days work like discussions & activities and formative assessments consist of evaluating how well that approach matched learner’s abilities and needs.
 * ======**Learning experiences **======
 * · Task –sheet will be provided well in advance. (rubrics). The following exemplars, students will see so that they understand what is required?
 * =====** Resource **=====
 * Computers for Internet research

**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 teachers **
What 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? 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? How did we decide on the data to collect? Was it useful? || Link to video Gaseous Echange, Oxygen transport,CO2 transport,effects of smoking [] [] [] [] [] [][ Anatomy of respiratory tract through a model] [] [] []
 * Assessment **
 * Data collection **