MYP unit planner

Teacher(s)

Danika Strecko (Student Teacher)/ Luke Modder and Anne

Mackie (Sponsor Teachers)

Subject group and discipline

Sciences (Science 10)

Unit title

Unit 3 Motion

MYP year

Year 5

Unit duration (hrs)

24.5

Inquiry: Establishing the purpose of the unit

Key concept

Related concept(s)

Global context

Movement

Orientation in Space and Time

Relationships

- Representations used for testing

scientific theories or proposals that can be
accurately repeated and validated
Relationships are connections and associations
between properties, objects, people, ideas,
human community and the world. Any change
Form
in relationship brings consequences, small or
- The features of an object that can be
affecting large networks like human societies
observed, identified, described, classified
and the planetary ecosystem.
and categorized.

ORIENTATION IN SPACE AND TIME - What is the

meaning of where and "when"?

- exchange and interaction

- Scale, duration, frequency and variability

Function
- A purpose, a role or a way of
behaving that can be investigated; a
mathematical relationship between
variables

Statement of inquiry

Moving objects can be analyzed to determine the relationship between their orientation in space and time

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Inquiry questions

Factual
How are scalars and vectors different from one another? How do we use them when analyzing uniform motion?
How is average velocity calculated with and without using a position-time graph?
What is the formula for calculating acceleration?
Conceptual
What is the relationship of displacement and time interval to velocity for objects in uniform motion?
What does the slope of a position-time graph tell you?
What are the differences between speed, velocity, and acceleration?
What is the relationship between gravity and acceleration?
Debatable
How does the application of mathematical calculations improve our understanding of motion?

Objectives

Objective A: Knowing and Understanding

i. explain scientific knowledge
ii. apply scientific knowledge and understanding
to solve problems set in familiar and unfamiliar
situations
iii. analyze and evaluate information to make
scientifically supported judgments

Summative assessment

Outline of summative assessment task(s) including

assessment criteria:

Relationship between summative assessment

task(s) and statement of inquiry:

Objectives B&C
Students design and conduct an experiment to find
the average velocity of an object of their choice.
They will create a procedure flow chart as a pre-lab
and then hand in a formal lab report. The lab report
will be assessed on the conclusion and evaluation
components.

The summative lab assessment evaluates student

ability to observe and analyze the form (the
features of an object that can be observed,
identified, described, classified and categorized) of
an object in uniform motion and determine the
objects average velocity.

Objective B: Inquiring and Designing

i. outline an appropriate problem or research
question to be tested by a scientific investigation

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Objective A
Students will write a Ch. 8 quiz, a Ch. 9 Quiz and a
written exam combining material from chapter 8
and 9. The quizzes and the exam will be marked

The summative quizzes and exam synthesizes

concepts from chapter 8 and 9 while giving
students the opportunity to become familiar with

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ii. formulate a testable hypothesis and explain it
using scientific reasoning

using IB assessment strands and Provincial Exam

multiple choice questions.

iii. outline how to manipulate the variables, and

outline how data will be collected

Provincial Exam style questioning. Students will

examine and apply their knowledge of the
relationships between objects and their orientation
in space and time.

iv. design scientific investigations

Objective C: Processing and Evaluating
i. present collected and transformed data
ii. interpret data and explain results using
scientific reasoning
iii. evaluate the validity of a hypothesis based on
the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the
method

Approaches to learning (ATL)

Communication: communication skills (make inferences and draw conclusions)

Social: collaboration skills (delegate and share responsibility for decision making)
Self-Management:
organization skills (plan short-and long-term assignments; meet deadlines)
Affective skills (practice analyzing and attributing causes for failure)
Reflection skills (identify strengths and weaknesses of personal learning strategies/self-assessment)
Research: information literacy skills (collect, record and verify data)
Thinking:
Critical-thinking skills (interpret data, draw reasonable conclusions and generalizations)
Creative-thinking skills (use brainstorming and visual diagrams to generate new ideas an inquiries)
Transfer skills (combine knowledge, understanding and skills to create products or solutions, apply skills and knowledge
in unfamiliar situations)
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Action: Teaching and learning through inquiry

Content

Learning process

BC IRP and PLOs

Learning experiences and

teaching strategies

Grade10 Physical
Science: Motion
C6 explain the relationship
of displacement and time
interval to velocity for
objects in uniform motion.

Lesson 1-2 (Feb 2-4) 8.1 How is

motion measured? What is uniform
motion and how is it represented?

Student activities

Teaching strategies

Day 1: students take notes (fill in the blank)

and help create the think-aloud

Day 1: Explain the difference between scalar quantities

magnitude only
Vector quantity magnitude and direction
Think-aloud and write an example story on the board asking for
student input and checking for understanding.

Day 2: In groups of 2-3 create a story,

where the main character moves using all
the measurements from the unit. Include a
map/diagram

Day 2: divide the class into groups and provide guidance in

creating their stories. Provide a story board for scaffolding.

C7 demonstrate the
relationship between
velocity, time interval, and
acceleration

Literacy Foundations
Science: Physics, Motion
B1 describe displacement
in relation to change in
position, time interval, and
velocity B2 analyse a
graph showing the
relationship between
displacement and time
interval for an object
travelling in uniform
motion

This activity supports linguistic and interpersonal intelligence

students. The visual map/diagram scaffolds ELL students
Lesson 3 (Feb 6) 8.1 Graphing
Uniform Motion: position vs time.
Using a best fit line, positive,
negative, and zero slopes

Analyzing a position vs time graph. Students

listen to a story read aloud, draw the graph
and describe what happened to the
character when the slope is positive,
negative and zero.

Present a guided reading procedure (GRP) in the form of BC

Science 10 BLM converting a story into data points and finally a
position-time graph. Explain vocab, scientific background and
show the students what elements to listen for so that they can
graph the characters movements.
This activity supports linguistic, logical-mathematical and spatial
intelligences. This models the language for ELL students

Lesson 4 (Feb 11) 8.2 Average

Velocity
What is the difference between
speed and velocity? How is
velocity determined on a positiontime graph?

In groups of 3-4 Use Vernier LabQuest

digital devices to perform graph matching
with a motion detector. Using displacement
and time interval make a position vs time
graph.

Demonstrate and Think-aloud the graph matching activity. Instruct

students to create a hypothesis, procedure and data analysis.

Lesson 5 (Feb 13) 8.2 Converting

between units: m/s and km/h

Prezi intro to unit conversions

Think-aloud & solve a km/h to m/s problem.

10 minute lecture on metric conversion, focusing on m/s to km/h
Introduce Kahoot.it quiz game. Emphasize that it is not for
marks. Include some humorous questions to keep competition
friendly and positive. Review any problems discovered during the
quiz.

B3 use the formula

vav=x/t to calculate the
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Try a unit conversion velocity problem from

the provincial exam.

This activity supports Kinesthetic learners. Those that have

logical-mathematical abilities will excel.

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average velocity (vav)
displacement, change in
position (x) and time
interval (t) for an object
in uniform motion
B4 describe acceleration
in relation to the concepts
of positive, negative, zero
B5 give examples of
positive, negative, and
zero acceleration

Lesson 5 - Extension (Feb 13)

Provincial practice (multiple choice
skills)
Lesson 6-8 (Feb 17-25) 8.2 What
is its velocity? **Feb 25 120 min
classes**

Kahoot.it quiz game: Students access the

website on their personal devices. They can
work in pairs if some dont have devices.
High speed competitive quiz came that
reviews conversion of units
Work through 8-10 practice provincial
questions and their solutions
7-10 think-aloud with the class
2-3 think-pair-share
In pairs design an experiment to test
velocity.
Day 1: explore different objects, how they
move and how their movement can be
measured.
Take notes on discoveries and ideas.
This is for logical-mathematical thinkers and
kinesthetic learners
Day 2: Create a flow- chart proposal
outlining the materials and methods of their
experiment. Organize materials into
individual trays.
Day 3 (120 min) Students assemble their
apparatus and perform their experiment.
Minimum 5 trials, 10 trials are suggested.
Begin composing formal lab report.

This activity supports logical-mathematical thinkers, spatial,

linguistic and intrapersonal intelligences.

Think-aloud Provincial Questions

http://www.bced.gov.bc.ca/exams/search/searchResults.php

Day 1: Tell-Show-Do: Think-aloud designing an experiment.

Demonstrate the experiment they did with the cars/rubber ball
from last day and have student brainstorm which variables could
be changed. Provide guidance and gradual release to pairs as
they inquire into their own experiment.

Day 2: Think-aloud creating a flow chart.

Provide scaffolding for students struggling with designing an
experiment and trouble shoot for students writing their proposals.
Provide feedback.
This activity supports spatial, linguistic and kinesthetic learners

Day 3: Tell-show-do: Walk students through the process of writing

a formal lab report, calculating velocity and evaluating the
success of the lab. Ensure that all students can calculate a
velocity for their lab.
This activity supports kinesthetic learners and ELL students will
be paired with strong English speakers

Lesson 9 (Mar 2)
Ch. 8 Quiz Criterion A
9.1 Describing Acceleration. How
do signs indicate changes in
acceleration? What is
acceleration?

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Ch 8 Velocity Quiz (30 min)

In pairs create a video of something
accelerating. Make notes on whether it is a
positive, negative or constant velocity.
This supports creative thinkers and spatial,
linguistic and kinesthetic learners. This

Ch, 8 key concepts review 10 min

Ch. 8 Quiz (20-30 min)
9.1A Motion notes: positive, negative and constant velocity. Nonuniform motion.
Videos: rocket launching, roller coaster. Explain how to observe
acceleration.

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allows ELL students to demonstrate their
knowledge with media instead of language.
Lesson 10 (Mar 4) 9.1C
Accelerated Motion

Compare & contrast positive and negative

acceleration to positive and negative
velocity.
Accelerated Motion lab: in pairs analyze
accelerated motion using a recording timer,
ticker tape and a toy car. Write a formal lab
report. The observation and conclusion will
be for marks.

Think-aloud how to set up a compare/contrast table for analyzing

the 4 concepts. Demonstrate/ show video showing the 4 concepts
and have students make observations to add to their table. Show
graphs and have students add the observations to their tables.
Demonstrate setting up and one trial of the lab. Write an example
of an exemplar observation table and conclusion.

This supports logical-mathematic thinkers

and kinesthetic learners. ELL students will
receive peer scaffolding from working with
strong English speakers.
Lesson 11 (Mar 6) 9.1D The
Direction of Acceleration
conducting an investigation

p.388 BC Science 10
look at different case studies from movies
and comic books

Provide examples of movie clips and myth buster episodes.

Think-aloud whether they are possible or impossible using
knowledge of acceleration

design a mini myth busters

Spring Break (Mar 7-22)

Lesson 12 (Mar 24) 9.2 Calculating

Acceleration

Warm-up: Practice Provincial questions

Words to know: acceleration due to gravity,
air resistance, velocity time gravity

Talk aloud provincial exam questions, review multiple choice

skills
Notes on acceleration due to gravity and air resistance
Video: Galileos Hypothesis
www.youtube.com/watch?v=7eTw35ZD1Ig

Lesson 13 (Mar 26) 9.2A Crash

Test Eggs

Design a method of protecting a falling egg.

Create a velocity-time graph

Demonstrate egg drop. Provide materials for protecting an egg.

Talk-aloud a velocity time graph

Lesson 14 (Mar 30) Velocity and

best-fit line

Review crash test egg results.

Think-aloud how to read a velocity time graph.

Practice determining motion from a velocitytime graph

Provide graphs for think-pair-share activity

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Lesson 15 (Apr 1) Calculating
Acceleration

Provincial Exam question warm up.

Provide rubrics and mind map templates for a study guide

QUIZ 20-30 min

Start building a study guide as a team
assignment

Lesson 16 (Apr 7) Gravity and

Acceleration

Mini lab: air resistance (sheet of paper vs

crumpled paper)

Mini lab

Gravity in space video response questions

Video: gravity on other planets/ space station (free fall)

www.youtube.com/watch?v=ntQ7qGilqZE

Lesson 17 (Apr 9) **Aquarium trip

TOC** Acceleration due to Gravity
Lab

Design an Investigation

Introduce problem, purpose hypothesis and possible procedures

Lesson 18 (Apr 13) Building study

guides, checking concepts

Students will choose from a selection of

study guides (folding charts, mind maps etc)
and begin summarizing the units concepts.

Take home: multiple learning style quiz

Demonstrate the key qualities of different study guides. Discuss

study strategies for multiple intelligences and learning styles.

Students will learn to customize their notes

to best suit their learning styles
Lesson 19 (Apr 15) unit exam ch.
8&9

Warm up review (15 min)

Unit exam (60 min)

Review key concepts to get students in a physics mindset before

the exam and reduce exam anxiety.
Supervise unit exam

Lesson 20 (Apr 16)

Intro to Unit 2 Chemistry

Intro to Unit 2 Chemistry bridge lesson with Anne Mackie

Recall prior knowledge

Formative assessment
Kahoot.it quizzes, story writing, lab reports, workbook pages, Provincial Exam questions and unit exam study guide

Differentiation
There are three blocks of Science 10. The first block is predominantly international/L1 students and the third block has a grade 12 student where this is
their third time taking the class and they need it to graduate. Pair/group ELL students with students with strong language skills. As a physics unit,
logical-mathematical intelligence students will tend to excel. Activities have been designed to make the material more accessible to linguistic, spatial
and bodily-kinesthetic intelligence students. While many activities focus on interpersonal learning there are also opportunities for intrapersonal work.
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Extension activities for students who need additional challenges, include creating multimedia projects such as videos and 3D models and using
research in interdisciplinary fields such as biophysics to apply their knowledge (ex. Acceleration and speed of a Mantis Shrimp smash). The challenge I
have given several of my advanced students is to teach me what they know, clearly showing their work and verbally describing the steps they have
taken.
Study and review activities have been designed to introduce students to understanding their different learning styles and techniques that are meaningful
to those different styles. Formative assessments will also be used to teach a growth mindset and encourage students to set their goals at the beginning
of the unit and design strategies for achieving those goals.

Resources
McGraw-Hill Ryerson BC Science 10 2008, BC science 10 teachers Corner (http://www.bcscience10.com/protect/teachers.html), BLM, workbook

Computers/tablets for presentation

Information and communication technologies
community and school Library
Internet to research and on-line learning
A number of video series-You Tube

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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit

During teaching

After teaching the unit

Making clear connections between concepts of acceleration, velocity,

direction and displacement to real world examples.

Always explain WHY these concepts are being

taught and how they are used and observed
day to day.

Modelling acceleration appears to be more

difficult than velocity.

Students can demonstrate their understanding and through

running/moving outside, shooting basketballs and observe concepts like
acceleration due to gravity by designing and testing experiments.
These concepts connect to student motivation using sports and motion
as well as prior knowledge such as driving and roller coasters.

Need to find more tangible models, videos,

examples revolving around their everyday life
and community with acceleration.
NFL combine simulcast runs may be an idea to
explore.
Olympic 100 and 200 meter sprints may also
provide examples.

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