MYP unit planner

Teacher(s) Subject group and Sciences

discipline
1. Heat
Unit title MYP year Year 5 Unit duration 6
(hrs) weeks

Establishing the purpose of the unit

Key concept Related concept(s) Global context

Systems
Energy, Evidence Globalization and sustainability

Statement of inquiry

Understanding heat energy transfer in substances may lead to better solutions in environmental and global issues

Inquiry questions
Factual : How is temperature and heat different?

Conceptual : What are the changes of pressure, temperature and volume in Gas laws?

Debatable : Why heat influences different people ?

Objectives Summative assessment
Objective A: Outline of summative Relationship between the summative
Knowing and understanding assessment task(s) including assessment task(s) and the statement
Students should be able to: assessment criteria: of inquiry :
(i)explain a problem or question to be tested by
scientific investigation Goal : You helped your mother Students are encouraged to
(ii)formulate a testable hypothesis and explain scientific to bake a cake. When the cake understand the Boyle’s Law, Charles’
reasoning is put in the oven, after 45 Law and Pressure Law by writing a
(iii)explain how to manipulate the variables, and explain minutes u observed that the size complete report based on scientific
how data will be collected of the cake becomes bigger investigation.
(iv)design scientific investigation
Objective B: Role : You are as a researcher They will know the applications of the
Students should be able to: to identify why the size of the Gas Laws in their everyday life. They
(i)present collected and transformed data cakes vary when temperature is need to observe and understand
(ii)interpret data and explain results using scientific high which gas laws that relates to the
reasoning situations.
(iii)evaluate the validity of a hypothesis based on the Audience : Your fellow
outcome of the scientific investigation colleague
(iv)evaluate the validity of the method
(v)explain improvements or extensions to the method Situation : As a researcher ,
you need to investigate the
relationship of pressure, volume
and temperature that involves in
Charles’ Law.

Produce : You are required to

produce a complete report for
the investigation

Standard : Your work will be

judged by Criterion B (i, ii , iii ,
iv) and Criterion C (i, ii, iii, iv, v)
Approaches to learning (ATL)

Thinking Skills : Apply existing knowledge to generate new ideas.

Social Skills : Use social media networks appropriately to build and develop relationships

Planning for teaching and learning through inquiry

Content Learning process

1. Understanding thermal equilibrium. Learning experiences and teaching strategies

Week 1
2. Understanding specific heat capacity
i) Explain thermal equilibrium
ii) Explain how liquid-in –glass thermometer works
3. Understanding specific latent heat
Week 2
iii) Define specific heat capacity
iv) State that c= Q
4. Understanding the Gas Laws
mθ
v) Determine the specific heat capacity of a solid
vi) Describe applications of specific heat capacity
vii) Solve problems involving specific heat capacity

Week 3
i) State that transfer of heat during a change of phase does not cause in
temperature
ii) Define specific latent heat, l
iii) State that l = Q / m
 iv) Determine the specific latent heat of vaporisation
v) Solve problems involving specific latent heat

Week 4
i) Explain gas pressure, temperature and volume in terms of the behaviour
of gas molecules
ii) Determine the relationship between pressure and volume, volume and
temperature, pressure and temperature

Week 5
i) Explain absolute temperature
ii) Explain the absolute / Kelvin scale of temperature

Week 6
i) Solve problems involving pressure, temperature and volume of a fixed
mass of gas

Formative assessment:

1. Conclusion of thermal equilibrium. Tool(s): Activity, Presentation

2. Specific heat capacity of substance. Tool(s): Experiment, Report

3. Specific latent heat. Tool(s): Experiment, Report

4. Application of specific heat capacity. Tool(s): Gather information, Presentation

5. Application of specific latent heat fusion and vaporisation. Tool(s):Activity,
Presentation

6. Understanding Gas laws. Tool(s): Activity.

7. Understanding Boyle’s Law. Tool(s) : I-think Map, Experiment, Report

8. Understanding Charles’ Law. Tool(s) : I-think Map, Experiment, Report

9. Understanding Pressure law. Tool(s) : I-think Map, Experiment, Report.

10. Application of Gas Laws . Tool(s) : Gather information, Presentation.

Differentiation
1. Form groups of three students comprise of students’ of different level of academic
achievement based on mixed ability groups. Students will learn from each other
and exchange ideas.

2. Teacher will teach the students in different ways to meet the needs of student’s
preferred learning styles. This will help the class to be more meaningful and
attractive to all students.
3. Students have choice to use any information to produce the learning product in the
 form of model, multimedia presentation and writing a complete report. Students
participate well in the class as they had choice to demonstrate their learning.

Resources

Textbooks, reference books, the Internet, encyclopedia, experience

Reflecting and evaluating

Prior to teaching the unit During teaching After teaching the unit

Students know about heat and

temperature are different from
each other. They know about
Kinetic Theory of Matter based
on the property of gases.
Students have learned that
temperature, pressure and
volume are the physical
quantities that can be
measured.