MYP Unit Overviews 2012 2013

Transcription

MYP UNIT OVERVIEWS 2012-2013
ALL SUBJECTS
Grades 6-10
All units taught in the IB Middle Years Programme are continuously
being developed and improved to best meet the needs of the
students at FDR. Therefore, the following unit plans are only a guide
of what will be covered in 2012-2013. Some new units for 2012-2013
are currently being constructed and may not appear in this overview.
Glossary:
ATL – Approaches to Learning (Aprender a Aprender)
ENV – Environments (Entornos)
C&S – Community and Service (Comunidad y Servicio)
HI – Human Ingenuity (Ingenio Humano)
HSE – Health and Social Education (Salud y Educación Social)
Criteria (A,B,C,D,E,F) refer to the individual subject assessment criteria
ARTS Grades 6-10
Glossary:
Arts Grade 6
MYP Arts in Grade 6 includes 1 semester of Drama and 1 semester of Music
MYP Arts in Grade 7 includes 1 semester of Visual Arts and 1 semester of Drama
MYP Arts in Grade 8 includes 1 semester of Music and 1 semester of Visual Arts
Grade 9 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.
Drama Unit: Community Unity
Area(s) of
Interaction
C&S
Can my
community
be made
stronger
through
drama?
Significant
Concept(s)
Working
collaboratively
towards a common
goal fosters a sense
of community and
builds ensemble.
Unit Question
Content
Why is community
important in drama?
• The way drama operates and
functions
• Basic theater exercises on group and
self-awareness.
• The drama skills required to creative
a functioning ensemble.
• Working in pairs, small group and as
a whole group.
Skills
• Movement Dynamics
• Voice Dynamics
• Improvisation
• Trust-building
• Confidence
• Cooperation
• Empathy
• Listening
• Creativity
• Concentration
Summative
Assessment(s)
Create an original
drama game with the
purpose of creating a
sense of community.
Peer Constructive
feedback and selfreflection on the
success of creating a
sense of community.
Drama Unit: Page to Stage
Area(s) of
Interaction
HSE
Can Drama
help us
understand
human
behavior,
emotion, and
how we
relate to each
other?
Significant
Concept(s)
By developing a
believable character
and situation in
drama, we can
communicate with
others.
Unit Question
How can drama be
used to
communicate
emotion and
situation?
Content
• Voice Dynamics
• Introduction to Stage Space: Stage
areas, actor’s positions
• Overcoming Public Speaking
Anxiety (PSA)
• Identify Character, Objective,
Obstacle and Audience.
• Script Work: blocking, scriptmarking
• Rehearse and perform.
Skills
• Articulation, Projection, Pace,
Pitch, Emphasis, Rhythm.
• Basic script analysis
• Creating an appropriate character
• Using voice and body to portray a
character
• Effectively using stage space.
• Overcoming PSA
Summative
Assessment(s)
A public performance
of a monologue using
effective
communication /
acting skills.
Peer Constructive
feedback and selfreflection on actor’s
ability to
communicate
emotion and
situation.
Music Unit: Elements of Music (8 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
The elements of
music are a toolbox
for creating.
Unit Question
How does the
interaction of
elements create
what we know as
music?
Content
• Listen to examples of elements in
action.
• Notate rhythms in simple time
signatures.
• Understand treble clef.
Skills
• Be able to practice in groups and
perform in front of their peers.
• Develop simple melodic and
rhythmic ideas.
• Repeat short rhythmic patters.
• Recognize how sounds are made
and changed.
• Perform with awareness of
others.
Summative
Assessment(s)
Students will create
an Elements Poster/
presentation: (A)
Students will
compose and perform
an Elements Rap:
(B,D)
Students will
complete ongoing
reflections and
produce a final
reflection: (C)
Music Unit: Instruments of the Orchestra (8 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
A full sound
requires low,
medium and high
pitches.
Unit Question
How can we
achieve a full sound
in a composition?
Content
• Listen to orchestral music.
• Watch Britten’s orchestra video.
• Notate rhythms and pitches.
• Investigate a family of instruments
in depth.
Skills
• Understand the organization and
composition of the Western
orchestra.
• Understand the classification of
instruments into families and
• Know which orchestral
instruments belong to each family.
• Be able to aurally identify
orchestral families and individual
orchestral instruments.
Summative
Assessment(s)
Produce a podcast
about a family of
instruments (A,D)
Create question and
answer compositions.
(B,D)
Ongoing reflection.
Music Unit: Form in Music (8 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Sources of
inspiration can be
reflected in a
musical
composition.
Unit Question
How does form help
shape ideas?
Content
• Listen to music in binary, ternary
and rondo forms.
• Revise music notation.
• Introduce concept of ostinato.
Skills
• Understand the concepts of
ternary, binary and rondo form.
• Reinforce musical notation.
• Compose a piece of music using
structural knowledge.
Summative
Assessment(s)
Form and structure
presentation (A).
Compose using a
standard structure
(B,D).
Ongoing reflection
(C).
Arts Grade 7
Drama Unit: Ensemble Building
Area(s) of
Interaction
C&S
Can my
community
be made
stronger
through
drama?
Significant
Concept(s)
There are important
skills that are
necessary in
building a sense of
community and
ensemble in drama.
Unit Question
How can I be a
more effective and
useful community
member?
Content
• Identify and understand the skills
necessary to build community /
ensemble.
• Practice various exercises to
strengthen these skills.
Skills
• Voice Dynamics
• Improvisation
• Trust-building
• Confidence
• Cooperation
• Empathy
• Listening
• Creativity
• Concentration
Summative
Assessment(s)
Create an original
drama game,
targeting specific
skills, with the
purpose of creating a
sense of community.
Reflect on how your
experience leading
your game,
influenced your
participation in the
other games.
Drama Unit: Comedy Matters
Area(s) of
Interaction
HI
The comedy
we create has
a distinct
impact on
our
community.
Our
community
has a distinct
impact on the
comedy we
create!
Significant
Concept(s)
The topics which
are comedic to a
community, as well
as the form that
comedic
performances take,
reflect the society,
culture and time in
which the work is
created.
Unit Question
What purpose does
Comedy hold in
society?
Content
• Identifying and Understanding
Elements and Characteristics of
Comedy
• Watching and analyzing comedy
from different time periods.
• Improvisation
• Comic Monologues/Scenes
Skills
• Developing a comic character
• Using movement and voice to
create comedy
Summative
Assessment(s)
Perform a Comic
Scene utilizing the
elements and
characteristics of
comedy.
Drama Unit: Clowning Around
Area(s) of
Interaction
HSE
Significant
Concept(s)
Through the art of
clowning, we are
able to reflect on
human nature, teach
important lessons,
and most
importantly, laugh.
Area(s) of
Interaction
HI
Significant
Concept(s)
Primary, secondary
and tertiary colors.
Unit Question
How does my
clown character
reflect who I am?
Content
• What is a clown?
• Why are they funny?
• History of Clowns
• Physical Comedy
• Mime and Pantomime
• Creating scenarios
• Structuring a Clown Routine
Skills
• Non-verbal communication
• Exaggerated emotions
• Developing a unique clown
character.
• Choreography
• Costuming
Summative
Assessment(s)
A live clown
performance for a
targeted audience.
Visual Arts Unit: Color Theory
ATL
Analogous and
complementary
colors.
Unit Question
What is the
importance of the
use of color in the
production of art?
Content
• Learn about theory of color
combinations and their use in art
production.
• Practice color mixing.
• Practice the correct use of brushes.
Skills
• Mixing of paint colors to create
new values hues and shades.
• Appropriate use of different
brushes.
• Appropriate use of temperas.
Summative
Assessment(s)
Painting showing
appropriate use of
brushes. Solid colors
well mixed. Variety
of tones.
Visual Arts Unit: 3 Dimensionality
Area(s) of
Interaction
HI
ENV
Significant
Concept(s)
Art is a reflection of
social uses and
conditions.
Unit Question
To what extent does
context reflect
upon, and have an
influence on, art?
Masks are used in
different cultures
for different reasons
Content
• Study different cultures and
purposes to use masks
• Different materials to make masks
• Plaster Gauze technique
• Decoration of masks
Skills
• Use of plaster gauze.
• Decoration techniques.
• Use of a variety of materials to
create art.
Summative
Assessment(s)
Mask made with
plaster gauze and
creatively decorated.
Visual Arts Unit: Composition for Drawing and Painting
Area(s) of
Interaction
HI
Significant
Concept(s)
Show volume
through shading.
ATL
Show distance
through object
sizes.
Unit Question
How do we show 3
dimensions on a 2
dimensional surface
(paper)?
Content
• Foreground and background
• Shading techniques
• Proportions
• Locations
• Use of different types of pencils.
Show distance and
volume through
color values.
Skills
• Observation of reality
• Use of different types of pencils
for specific purposes
• Proportions and locations of
objects in reality.
• Textures with pencils and paint
• Human portrait proportions and
locations.
Summative
Assessment(s)
Pencil drawing of a
still life that includes
bottles, fruits, plants
and/or cloth.
Painting of a still life
that includes bottles,
fruits, plants and/or
cloth.
Portrait pencil
drawing.
Show different
textures with
different media
Visual Arts Unit: Printing
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
Development of the
Movable Types
Printing Press by J.
Guttenberg.
Beginning and
importance of Mass
Communication.
Different ways of
creating stamps.
Unit Question
How can we create
many copies of the
same art work?
Content
• What is a printing press?
• What is a stamp?
• History of Printing Press and mass
Communication
• Rubber stamps
• Sequenced carving technique
• 3 colored prints with one same
stamp
Skills
• Use of carving tools on rubber.
• Making a rubber stamp.
• Work with “printing layers” in
different colors.
• Using printing plates and rollers.
Summative
Assessment(s)
Designing and
printing at least 10
copies in 3 colors
each.
Arts Grade 8
Visual Arts Unit: Color Theory
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
Colors: Primary,
secondary and
tertiary colors;
analogous and
complementary
colors; cold and
warm colors;
contrast; are all
important in the
production of art
Unit Question
Content
What is the
importance of the
use of color in the
production of art?
• Learn about theory of color
combinations and their use in art
production.
• Practice the correct use of
brushes.
• “Atmosphere” of a painting.
Skills
new values, hues and shades.
brushes.
• Appropriate use of temperas.
• Application of warm and cold
colors.
Summative
Assessment(s)
Painting showing a
warm or cold
atmosphere.
Appropriate use of
brushes. Solid colors
well mixed.
Visual Arts Unit: Graphic Design
Area(s) of
Interaction
HI
Significant
Concept(s)
Simplicity: Less can
be more.
ENV
Unit Question
How can we create a
simple design that has
a lot of meaning and
represents a company
or product?
Content
• What is a logotype?
• Evolution of logotypes in time
according to the needs of the
society and/or the company?
• Creativity behind logotypes
design.
• Paper cut-outs (Henri Matisse)
Skills
• Use of lines and shapes.
• Design with paper cut-outs.
• Design with markers.
Summative
Assessment(s)
1. Logotype design
with two letters and a
frame.
2. Graphic Word
design.
Visual Arts Unit: 3 Dimensionality
Area(s) of
Interaction
HI
ENV
Significant
Concept(s)
Use of clay for
utilitarian and
decoration purposes.
Appropriate disposal
of materials to avoid
wasting and
contamination.
Unit Question
Content
How was the use of
clay important for
the development of
ancient
civilizations?
• Study different cultures and uses
of clay.
• Different techniques to work with
clay: slabs, coils, modeling.
• Introduction to pottery wheel.
• Decoration of clay pieces.
Skills
• Techniques for working with
clay. Slabs, coils and modeling.
• Attaching parts of clay.
• Hollowing pieces.
• Decoration techniques.
Summative
Assessment(s)
Ceramic piece
finished and
creatively decorated.
Visual Arts Unit: Perspective: One Vanishing Point
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
2 dimensional
surfaces can be used
to show 3
dimensions.
Unit Question
Content
How do we show
“DEPTH” and three
dimensions on a
two dimension
surface? (paper)
• One vanishing point perspective.
•3 Dimensions: length, height and
depth.
• Proportions.
• Locations.
• Balance.
Skills
• Observation of reality
objects in reality.
•Composition with geometrical
figures (boxes).
Summative
Assessment(s)
1. Composition of a
pile of boxes
considering balance.
2. Design of a room
using perspective,
considering
proportions, locations
and balance.
Music Unit: Film Music (8 weeks).
Area(s) of
Interaction
HI
Significant
Concept(s)
How music
encapsulates the
concept of mood in
films.
Unit Question
How do we evaluate
sounds and music to
create the right
atmosphere for the
video clip?
How will
technology help me
create the
soundtrack?
Content
• Investigate the role of music in
films, and listen to various film
scores to analyze their musical
characteristics.
• As a group, you will compose a
piece of music, incorporating sound
effects, for a video clip using a
YouTube video of your choice.
Skills
• Understand the different
functions of music in films
• Understand the theoretical basis
of chromatic and whole-tone
scales
• Understand a range of relevant
compositional devices and
musical imagery
• Be able to use the chromatic
and whole tone scales in
composition work to create mood
and atmosphere
• Be able to select and use
relevant compositional devices
and musical imagery in their own
composition work
• Be able to compose music to
accompany visual images/a short
video clip
• Be able to evaluate the
effectiveness of their own and
others’ compositions in relation
to the objective
• Show self-motivation in relation
to the goals of this project
• Demonstrate a willingness to
take creative risks
Summative
Assessment(s)
Group PowerPoint
presentations.
Public performance of
film.
Reflection
Developmental
Workbook.
Music Unit: Blues and Jazz (8 weeks).
Area(s) of
Interaction
HI
Significant
Concept(s)
Different cultures
help inform our own
learning and
experiences
Unit Question
“What is/are
Blues?”
Content
• Blues and Jazz music.
“What are the
characteristics of
Blues music?”
• You will learn about the origins
and history of Blues; the musical
characteristics of the genre and its
expressive potential.
“When/Where/Why
did Blues
originate?”
• You will write your own Blues
lyrics, and devise Blues
performances in small groups.
“Do we have any
previous knowledge
that can help
us understand
Blues?”
“How does Blues
music empower
people to express
themselves?”
“In what ways does
contemporary music
show the influence
of Blues?”?
Skills
• Improvisation.
• Using 12-bar blues, 32-bar
song, blues scale and dorian
mode, students develop
improvisatory skills Research and
discuss the Blues and the history
of the 1910 -30 North America
• Write a short essay about how
and why the blues came around
Compare (written and spoken)
with other music styles
• Listening and responding in
writing and verbally to the Blues
Compose blues style piece of
music and learn to play own
composition
• Speak and present their ideas
and play their composition
• Feedback to each other about
presentation – peer assessment.
Summative
Assessment(s)
Performance of a jazz
standard and
improvisation.
Individual or group
PowerPoint
presentation of a “jazz
giant”.
Reflection
Developmental
Workbook
Music Unit: Songwriting (8 weeks).
Area(s) of
Interaction
HI
Significant
Concept(s)
We can
communicate
through song?
Unit Question
Content
Skills
What different
methods do songwriters use to
compose songs?
• Students compose their own songs
using given lyrics.
• You will utilize your
understanding of chords and chord
sequences, and investigate pop
songs from the 1950’s and 60’s.
•Compose your own songs, using a
standard chord sequence and
structure, adding a keyboard or
guitar accompaniment and using the
‘Sibelius’ or 'Noteflight' notation
programme as a composing tool
• Develop knowledge of four
chords from Blues and Jazz unit,
adding two more chords (II and
VI)
• Listen and analyze songs that
carry a message.
• Write sections of songsmelody, harmony, lyrics.
• Teacher-assessment of theoryrelated homework
• Assessment of group song
compositions
• Teacher assessment of Personal
reflection and evaluation
What knowledge
and understanding
do we need to
compose our song?
What makes a good
song?
How are songs
structured?
Summative
Assessment(s)
Individual PowerPoint
presentation on a
studied band and song.
Recorded performance
test.
Reflection
Developmental
Workbook
Drama Grade 9
Unit 1:
Area(s) of
Interaction
ATL
Significant
Concept(s)
Unit Question
Content
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
Unit 2:
Area(s) of
Interaction
HSE
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 3:
Area(s) of
Interaction
HI
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 4:
Area(s) of
Interaction
ENV
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 5:
Area(s) of
Interaction
C&S
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Drama Grade 10
Unit 1:
Area(s) of
Interaction
ATL
Significant
Concept(s)
Unit Question
Content
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
Unit 2:
Area(s) of
Interaction
HSE
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 3:
Area(s) of
Interaction
HI
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 4:
Area(s) of
Interaction
ENV
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 5:
Area(s) of
Interaction
C&S
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Music Grade 9
Unit 1: Patterns in Music (8 weeks)
Area(s) of
Interaction
ATL
Significant
Concept(s)
A lot of our music
is based on patterns.
Unit Question
Content
How does a
conscious use of
patterns contribute
to quick and
effective results?
• Students practice scales, rhythms
and vocal exercises.
• Pulse, rhythm, timbre and phrasing
to explore how these elements
contribute to the development of
practical abilities
Skills
• Performing complex rhythm
exercises with steady pulse and
good tone.
• Performance as a learning tool
• Techniques and processes needed
to make music on instruments /
voice.
Summative
Assessment(s)
Recorded
performance test.
Take home test on
patterns.
Written Reflection.
Unit 2: Ensemble (7 weeks)
Area(s) of
Interaction
ATL
HI
Significant
Concept(s)
Common ways of
practicing reduces
the time it takes to
accomplish goals.
Unit Question
Content
How do I use
ensemble playing in
individual
development?
• Performing music in a large
ensemble.
• Students explore, investigate and
participate in traditional formations
such as concert band, orchestra and
choir.
Skills
• Effective practice and rehearsal.
• Contribution to an ensemble.
Summative
Assessment(s)
Recorded
performance test.
Public performance.
Group Powerpoint
Presentation.
Unit 3: Form and design (5 weeks)
Area(s) of
Interaction
HI
HSE
Significant
Concept(s)
A reason for
popular music being
popular is its
relevance to the
listener.
Unit Question
What are the
similarities and
differences between
contemporary
popular music in
different cultures?
Content
• Form of popular songs.
• Popular music in different cultures.
• Performing popular music.
Skills
• Recognizing form in pop music.
• Performing pop music with
understanding of form.
Summative
Assessment(s)
Analysis of pop
songs: self-study and
test.
Reflection.
Unit 4: Ensemble - Chamber Groups (10 weeks)
Area(s) of
Interaction
ATL
HI
Significant
Concept(s)
A performer
influences a group’s
effort.
Unit Question
Content
How do I use my
individual skills to
contribute to a small
group performance?
• Performing music in a small
ensemble.
such as duet, trio, quartet, quintet, etc.
Skills
• Effective practice
• Contribution to an ensemble
Summative
Assessment(s)
Live group
performance.
Group presentation.
Reflection.
Unit 5: Composition – Limits that Unlimit Us (Interdisciplinary Unit – 6 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Limits help to
organize one’s
individuality
Unit Question
Content
Can knowledge of
music theory and
form help
expressing
individual ideas
through music?
• Students study theory and form.
• Students create their own music
within limits presented to them.
• Students learn methods to
communicate musical ideas based on
Western notation system and compose
their own music.
• Recognize notation systems used by
different cultures and attempt to use
these systems to their own
composition.
• Students apply music to a dramatic
presentation.
Skills
• Writing organized phrases.
• Use of chords.
• Use of music to emphasize a
theme.
• Use of music to accompany a
presentation.
Summative
Assessment(s)
Composing,
performing and
analyzing a one-voice
piece of music with
simple
accompaniment.
Music with the
dramatic
presentation.
Unit 6: World Music heritage: Peru, Africa, India (4 weeks)
Area(s) of
Interaction
ENV
C&S
Significant
Concept(s)
All cultures develop
their own music and
none is superior to
others.
Unit Question
What are common
roles that music
plays in different
cultures?
Content
• Common music practices in Peru,
Africa and India.
• Recognize similarities and
differences between these cultures;
rhythm, melody, harmony, texture,
timbre and form.
Skills
• Recognizing similarities and
differences between cultures.
• Recognizing role and social
aspects of music.
Summative
Assessment(s)
Presentation of a
culture.
Music Grade 10
Unit 1: Ensemble – Chamber Groups (8 weeks)
Area(s) of
Interaction
ATL
HI
Significant
Concept(s)
A performer
influences a group’s
effort.
Unit Question
Content
How do I use my
individual skills to
contribute to a small
group performance?
• Performing music in a small
ensemble.
• Researching composers and styles.
such as duet, trio, quartet, quintet, etc.
Skills
• Effective practice
• Contribution to an ensemble.
• Ability to characterize a style
using elements of music.
Summative
Assessment(s)
Group Powerpoint
Presentations
Recorded
performance test.
Public performance
of a chamber piece.
Unit 2: Blues - Jazz – Improvisation (8 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Improvisation is an
essential element of
jazz.
Unit Question
Content
Skills
Can knowing the
music of “jazz
giants” help me
become a more
interesting
improviser?
• Practicing blues and dorian scales
and syncopated rhythms.
• Researching “jazz giants”.
• Students explore the origins of blues
and jazz and how they connect with
contemporary music
• Improvisation.
• Using 12-bar blues, 32-bar song,
blues scale and dorian mode,
students develop improvisatory
skills
Summative
Assessment(s)
Performance of a jazz
standard and
improvisation.
Individual
Powerpoint
Presentation of a
“jazz giant”.
Unit 3: Music Heritage of European Composers (8 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
European music
developed
characteristics that
are still present in
contemporary
music.
Unit Question
Content
Skills
How music of the
past influences
music of the
present?
• Students study music of Classical
and Romantic composers and
investigate its influence on
contemporary art with an emphasis on
film music.
• Common music practices in
Baroque, Classical and Romantic
periods and in 20th century music.
• Performance of pieces from these
periods.
• Recognizing similarities and
differences between styles of
music.
• Performing music in style.
• Students perform originals and/or
arrangements of music from these
periods.
Summative
Assessment(s)
Individual
Powerpoint
Presentation on a
studied composer.
Recorded
performance test.
Unit 4: Form: Symphony, Sonata, Variations, Rondo (5 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Most music follows
certain form
conventions.
Unit Question
How knowledge of
a form can help to
enjoy complex art
pieces?
Content
• Classical and Romantic forms such
as the symphony, sonata form,
variations, and rondo
Skills
• Recognizing form elements.
Summative
Assessment(s)
Test on form.
Analysis of a piece
written in sonata
form.
Unit 6: Advanced Composition (4 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Composers
manipulate
elements of music
to acquire desired
effects.
Unit Question
How can
knowledge of music
theory and form
help in expressing
individual ideas
through music?
Content
• Students study advanced harmony,
melody, instrumentation and texture
and investigate how these elements
contribute to a final musical product.
• Students study advanced theory.
• Students create their own
2-voice music.
Skills
• Use of elements of music in
creating original pieces.
• Students write a multi-voice
composition according to standard
conventions
• Students experiment with new
sound sources and use them in their
own compositions.
Summative
Assessment(s)
Composing,
performing and
analyzing a multivoice piece of music.
MYP Visual Art Grade 9
Unit 1: Creativity and Expression
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Different
approaches to the
creativity
• Relationship
between our feelings
and emotions and our
art expression
• First approach and
understand the
Abstract Art
Unit Question
Content
How can we create
an artwork
expressing our
•
feeling and
emotions?
•
• Relaxation and meditation
foster the creativity
• Emotion and feeling expression
through art
• Visual expression in a non
figurative way (abstract)
Skills
• Relaxation
• Put in contact with inner
feelings and emotions
• Visual expression of our
feelings and emotions
Summative
Assessment(s)
• Abstract artwork
• Reflection in
Developmental
Workbook
Unit 2: Elements of Design
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Concept and
classification of
Elements of Design
• Color, Value, Line,
Shape, Form, Space
and Texture in Art
design
Unit Question
Content
How can we
understand and create •
ART using the
Elements of design?
• The 7 elements of design
• Appreciation and application of
the elements of design in
different artworks
Skills
• Use of colors, values, lines,
shapes, forms, space and
textures to create art
Summative
Assessment(s)
Artwork composition
emphasizing a
specific designated
element
Unit 3: Color Theory
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Hue, Intensity and
value
• Color Wheel
• Cold and warm
colors.
• Basic color
perspective
Unit Question
Content
How can we create
ART using one
single color and all
its possibilities?
• Learn how to obtain different
intensities and values (tints and
shades) of a color
• Practice the correct use of
brushes.
• Depth and volume of a painting.
Skills
new intensities and values
brushes and tempera
• Application of warm and cold
colors.
Summative
Assessment(s)
Monochromatic
artwork applying the
most different
intensities and
values, to show
depth, volume and
atmosphere
Unit 4: Perspective: two vanishing point
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Volume and
perspective.
• Distance and
different object sizes
with perspective.
•Locations and
proportions using
perspective.
Unit Question
Content
How do we show
the space, depth and
three dimensions on
a two dimensions
surface with two
vanishing points?
• Two vanishing point perspective.
•3 Dimensions: length, height and
depth.
• Proportions.
• Locations.
• Balance.
Skills
• Observation of reality and the
perspective
objects in reality
•Composition of a three
dimensional space using two
vanishing points
Summative
Assessment(s)
Design of a space
using perspective
with two vanishing
points, considering
proportions, locations
and balance.
Unit 5: Free Topic
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Application of
different media and
techniques to create
art
expression of our
own and original idea
Unit Question
How can we
develop our own
idea in a visual
way?
Content
•
• Originality in creation
• Visual expression planning and
creating
Skills
• Brainstorming to find our topic
• Plan and design the idea
• Application of different media
and techniques in creation
Summative
Assessment(s)
Artwork
Unit 6: Art History
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Historical context
affects the artistic
creation
• Art Movement
influence the artistic
creation
• An artist develop
his/her own Art
Style
Unit Question
Content
Skills
How can we
understand the
•
development of
ART through the
life and creative
process of an artist?
• Art movements characteristics
• Historical and social context
• Biography and relevant events in
artist’s live
• Different Art Styles
• Investigation
• Relate different information
understanding the connection
• Analyze the characteristics of an
Art Movement
Summative
Assessment(s)
Power Point visual
and oral presentation
sharing the
information of the
artist’s life, art style
and art works
Unit 7: Art History
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Specific art
characteristics and
style of the main Art
Movements since the
Renaissance until
today
Unit Question
Content
How can we
understand the
characteristic and •
style of an Art
Movement through
the creation of an •
artwork?
•
• Art movements characteristics
and styles
• Ways to perceive and represent
the reality in the different Art
Movements
• Material, techniques and topics
through the art timeline
Skills
• Apply the main characteristics
of an art movement to the creation
of the artwork
Summative
Assessment(s)
Artwork creation
following the
characteristics and
style of a specific Art
Movement
Unit 8: 3 dimensionality
Area(s) of
Interaction
HI
ENV
Significant
Concept(s)
• Use of different
materials (clay, wire,
paper mache or
cardboard) to create a
tri dimensional art
work
• Appropriate
disposal of materials
to avoid wasting and
contamination.
Unit Question
Content
• How can we
create a tri
dimensional art
piece?
• Research of tridimensional art
Skills
• Techniques for working with
different materials
Summative
Assessment(s)
Tridimensional
artwork
Unit 9: Final Free Topic
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
• Application of
different media and
art expression of our
own and original idea
Unit Question
How can we
develop our own
idea in a visual
way?
Content
•
• Originality in creation
• Visual expression planning and
creating
Skills
• Brainstorming to find our topic
• Plan and design the idea
• Application of different media
and techniques in creation
Summative
Assessment(s)
Artwork
Visual Art Grade 10
Unit 1
Area(s) of
Interaction
HSE
HI
Significant
Concept(s)
Artists consider
multiple approaches
to visual problems.
Unit Question
Content
How can you find
original images
through a chaotic
composition?
• Teaching new ways of using a well
know media: INK (Wet over Wet, Dry
Ink over Wet, etc.)
Skills
• Problem solving skills
• Communication skills
• Appropriate use of the Ink
• Stretch a cartulina
• Enlarge a drawing
Summative
Assessment(s)
Finish painting
DWB entry
(Developmental
Workbook)
Unit 2
Area(s) of
Interaction
HI
HSE
Significant
Concept(s)
Communicate a
personal or social
concern through
painting.
Unit Question
Content
How to portray
depth through
human figure
Compositions?
• Review of Human figure
proportions
• Learn how to portray depth through
color
• Communicate a concern through
painting
• The vocabulary of the arts
Be able to portray
depth through color
Skills
• Mix the appropriate colors to
achieve depth
• Draw using Human Body
proportions
Summative
Assessment(s)
Finish painting
DWB entry
Be able to paint
Human Figures in a
realistic
composition
Unit 3
Area(s) of
Interaction
HI
HSE
Significant
Concept(s)
The process of
acquiring three
dimensionality
ATL
Understand some
modeling
techniques
Area(s) of
Interaction
HI
Significant
Concept(s)
Learn how to solve
visual problems
through the
achievement of
perspective.
Unit Question
How to achieve a
three dimensional
piece through a clay
art piece?
Content
• Modeling with Clay
• How to achieve 3D in a clay art
work
• Different modeling techniques
Skills
• Problem Solving and Thinking
Skills
• Reflection
Summative
Assessment(s)
Finish painting
DWB entry
Unit 4
ENV
Unit Question
Content
How can you
achieve depth and a
sense of reality
through a Still Life
composition?
• An explanation on perspective will
come first along with motivation on
the importance of feeling confident in
drawing realistic things.
• Students will expand their
knowledge on perspective by learning
the use of two vanishing points and
the importance of composition when
drawing.
• They also will learn how to use the
different number of pencils for
shading properly.
• How to get light and shade in
drawing a realistic still life.
Art has been created
by all people, in all
times and in all
places.
Skills
• Skills
• Reflection
Summative
Assessment(s)
Finish painting
DWB entry
Unit 5
Area(s) of
Interaction
HI
HSE
ATL
Significant
Concept(s)
Art may be created
solely to fulfill a
need to create.
Unit Question
Content
How will you
develop your own
idea by combining
media that you have
just learned?
• Develop a significant theme with the
appropriate media showing high
standards
Skills
• Artistic skills
Skills
• Reflection
Summative
Assessment(s)
Finish painting
DWB entry
Unit 6
Area(s) of
Interaction
HSE
HI
Significant
Concept(s)
Different
approaches to
creativity
ATL
Relationships
between Visual Arts
and Literature
Area(s) of
Interaction
C&S
Significant
Concept(s)
Artists must
understand media,
techniques and
processes as tools to
communicate.
Unit Question
Content
Where do artists get
their ideas from?
• How meditation fosters creativity?
• How can you use the Brainstorming
strategy to list all the attributes of an
object?
• How to create a poem and an image
by using the list of attributes?
Skills
• To relax
• To work in Teams
• Develop Fluency and Flexibility
in Visual Problem solving
• To write reflections in the DWB
Summative
Assessment(s)
Group presentation
of the poem
Drawing of a
composition
Unit 7
HSE
HI
Unit Question
Content
How will you create
an art piece by
using recycled
materials?
• Different ways of using and
applying recycled materials
• Develop Global awareness
• Students will learn how to develop a
group art piece, take decisions, accept
others feedback and work together.
ATL
Skills
• To work in Teams
• Develop Fluency and Flexibility
in Visual Problem solving
• To write reflections in the DWB
Summative
Assessment(s)
Final art piece
Unit 8
Area(s) of
Interaction
HI
Significant
Concept(s)
Artists learn rules in
order to break them.
ATL
Unit Question
How will you
develop a realistic
portrait?
Content
• Portrait Drawing and its structure
• Light and shade in portrait drawing
• To achieve volume and expression
in drawing a face
Skills
• Problem solving and Thinking
skills
• Learn to achieve volume
• Be able to depict a realistic
portrait
Summative
Assessment(s)
Final art piece
Unit 9
Area(s) of
Interaction
C&S
HI
Significant
Concept(s)
Art is a universal
symbol system that
transcends language
barriers.
Unit Question
Content
How can you
change students’
attitudes?
• To discover how to find problems
• To learn how to support and
research them
• How to find solutions for those
problems by developing an ad
campaign
• To learn how to work in groups
• To learn to accept and respect others
opinions
• To learn new media and materials
• To accept criticism
• To learn the importance of visual
image in communication sciences
HSE
ATL
Skills
• Collaboration skills
• Reflections skills
• Communication Skills
Skills
Summative
Assessment(s)
Group critique
presentation
Process of the work
Art pieces done
(creativity and skills)
Unit 10
Area(s) of
Interaction
HI
HSE
ATL
Significant
Concept(s)
Art may be created
solely to fulfill a
need to create.
Unit Question
Content
How will you
develop your own
idea by combining
media that you have
just learned?
• Develop a significant theme with the
appropriate media showing high
standards and what was learned during
the year.
Skills
• Artistic skills
Skills
• Reflection
Summative
Assessment(s)
Final painting
DWB entry
HUMANITIES Grades 6-10
Glossary:
Humanities Grade 6
Unit 1: Maps
Area(s) of
Interaction
ATL
Significant
Concept(s)
Maps have different
uses
Area(s) of
Interaction
ENV
Significant
Concept(s)
Access to fresh
water is influenced
by both humans and
nature.
Area(s) of
Interaction
HI
Significant
Concept(s)
We continue to
interpret history by
piecing together
evidence from the
past.
Area(s) of
Interaction
HI
Significant
Concept(s)
Systems play an
essential role in the
development of
civilizations.
Unit Question
Content
Why are maps
useful?
• Terminology
• What is geography
• The difference between a map and a
globe
• The different lines of a globe
• The different components of a map
• Lines of longitude and latitude
Skills
•
•
•
•
Comparing and contrasting
Using BOLTS
Using atlases
Reading and understanding
longitude and latitude
coordinates
Summative
Assessment(s)
Test
Unit 2: Every Drop Counts
Unit Question
Why are we running
out of fresh water?
Content
•
•
•
•
•
•
Terminology
How are rivers formed?
Why are rivers important?
The different methods of irrigation
The effects of irrigation
The causes for freshwater shortage
Skills
• Highlighting
• Cause and effect
• Persuasive writing
Summative
Assessment(s)
Audio-visual clip
raising awareness
about the one of the
causes for fresh water
shortage.
Unit 3: Digging Up The Past
Unit Question
Content
Skills
How does
unearthing evidence
change our
interpretation of the
past?
• Terminology
• Tools used by archaeologists to find
information
• The job of a historian
• Primary sources and secondary
sources
• Problems archaeologists and
historians encounter
• Case study about the mysteries
surrounding the demise of Pompei
• Drawing conclusions by piecing
together evidence
• Presentation skills
Summative
Assessment(s)
Simulation dig:
Report and oral
presentation
Unit 4: Ancient Civilizations
Unit Question
How did past
civilizations
develop?
Content
•
•
•
•
Terminology
Systems and their components
Cultural universals
The evolution of the Incan
civilization
Skills
• Introduction to research skills
• Paraphrasing skills
• Writing a bibliography using
Noodlebib
Summative
Assessment(s)
Research Project
explaining how man
made systems
allowed a past
civilization to
develop.
Humanities Grade 7
Unit 1: Culture
Area(s) of
Interaction
HSE
Significant
Concept(s)
Culture and
experience
influence our
behaviour and
identity.
Area(s) of
Interaction
ENV
Significant
Concept(s)
People’s
interactions with
environments affect
sustainability.
Area(s) of
Interaction
C&S
Significant
Concept(s)
People are poor in
different ways.
We are all
responsible for
fighting poverty.
Unit Question
How does culture
shape our lives?
Content
•
•
•
•
•
•
•
•
What is culture
Elements of Culture
Peruvian Culture
Beauty and culture
Behavior and culture
Third culture kids
How development affects culture
Understanding our own culture(s)
and how they shape who we are
Skills
• Terminology
• Universal elements of culture
• Identifying the universal
elements of culture within
different cultures
• Analyzing and comparing
different cultures with Peruvian
culture
• Inquiring into the different
concepts of beauty
• Inquiring into different
behaviours from different
cultures
• Analyze the cultures and their
elements that affect their lives
(each student individually)
• Present and express information
and ideas to an audience
Summative
Assessment(s)
Making of Me –
Presentation (product
form is students’
choice) identifying
the different cultures
and elements that
shape their lives.
Unit 2: Rainforests
Unit Question
Content
Skills
How can we sustain
the rainforests?
• What and where are rainforests
• Climate
• Humans’ connection and use of the
rainforests
• Threats to the rainforests
• Analyzing our impact on the
environment – ecological footprints
• What & who is helping to sustain
the rainforests
• How can we live more sustainably
• Terminology
• Mapping skills of rainforests
around the world
• Constructing & Analyzing
climate graphs
• Explanation writing
• Analyzing ecological footprints
• Identifying problems and
possible solutions
• Research skills using an
indigenous rainforest tribe
• Investigative - Plan carryout and
present a group presentation
• Orally present and express
information and ideas to an
audience
Summative
Assessment(s)
Group presentation –
sustainably of a
rainforest
Unit 3: Poverty
Unit Question
Content
Skills
How can we fight
poverty?
• Different types of poverty
• Poverty levels around the world
• Development and poverty
• Causes & Effects of poverty
• Poverty simulations
• Connection of Children’s rights and
poverty
• Who is helping in the global
community
• Poverty aid
• Our responsibilities for fighting
poverty
• Terminology
• Identify links between causes,
process and consequences
• ICT mapping skills using poverty
indicators
• Photo analysis
• Evaluate poverty statistics
• Interpret population pyramids
• Analyze editorial cartoons
• Reflect on the issues of poverty
• Inquire and research into different
poverty organizations
• Documentary making using
technology (video cameras, imovie)
presentation
• Orally present and express
information and ideas to an
audience
Summative
Assessment(s)
Poverty
Documentary
Unit 4: Tale of Two Empires
Area(s) of
Interaction
HI
Significant
Concept(s)
Time, place and
space influence an
Empire’s
development.
Unit Question
Which empire was
most successful?
Content
•
•
•
•
•
•
•
•
•
Empires and how they are built
Roman empire basic history
Roman leadership – Julius Caesar
Roman military – example of battle
of Alessia
Roman legacies
Mongol empire basic history
Mongol leadership – Genghis Khan
Mongol military – example of battle
in Beijing
Mongol legacies
Skills
• Map skills using Roman and
Mongol empires
• Time lines
• Viewing videos for information
• Journal writing
• Researching Roman legacies and
justifying their significance
• Researching and writing an
eulogy
• Analyzing and comparing
components of empires
• Writing a 5-paragraph essay
which explains and justifies
which empire was more
successful.
Summative
Assessment(s)
Five-paragraph essay
– Which empire was
better, the Roman or
the Mongol?
Humanities Grade 8
Unit 1: Renaissance
Area(s) of
Interaction
HI
Significant
Concept(s)
Innovative ideas
have impacts on
human societies and
create lasting
changes in the way
we live.
Area(s) of
Interaction
HSE
Significant
Concept(s)
Health issues are
being globalized
with increased
movement of both
goods and people.
Unit Question
How does human
ingenuity change
the world we live
in?
Content
• Middle Ages lifestyle
• Middle ages organization
• Humanism
• Leonardo da Vinci
• Advancement in art, medicine,
technology
Skills
•
•
•
•
•
Terminology
Paraphrasing
Summarizing
Persuasive writing
Formulating an argument
Summative
Assessment(s)
Renaissance Legacy
Project – video
debate of the most
significant legacy and
its influence today.
Unit 2: Infectious Diseases
Unit Question
Why is health a
global issue?
Content
•
•
•
•
•
•
•
•
•
Globalization
Migration
Population
Trade
Impact of diseases (social, political,
economical)
Infectious diseases
Epidemics
Spread of diseases
Control of diseases
Skills
Terminology
Mapping skills of epidemics
Investigative Skills:
Research tools – media center
Creating an action plan for
research
• Collecting a wide range of
sources
• Analysis of sources
• Citation of sources
•
•
•
•
•
•
Summative
Assessment(s)
Investigative journal
with essay response
Unit 3: The Environment under Threat
Area(s) of
Interaction
ENV
Significant
Concept(s)
People’s
interactions with
physical
environments affect
sustainability.
Unit Question
How should we use
our natural
environment?
Content
•
•
•
•
•
•
Fossil fuels
Industrial Revolution
Global warming
Acid Rain
Ozone depletion
Green fuels
Skills
Terminology
Summarizing articles
Cost/benefit analysis
Peer teaching – presentation
skills
• Formulating an argument
•
•
•
•
Summative
Assessment(s)
Research report on
alternative fuels
Letter to the
President outlining
the advantages and
disadvantages of
biofuels as an
alternative source of
energy.
Unit 4: Leading the Way
Area(s) of
Interaction
C&S
Significant
Concept(s)
The traits of a good
leader are timeless
and apply across a
wide range of
cultures,
organizations and
indiviudals
Unit Question
What makes a
person an effective
leader?
Content
• Different traits of a leader
• Character traits of Steve Jobs
• Different styles of leadership
Skills
•
•
•
•
In-text citation
Note-taking
Formulating an argument
Five paragraph essay
Summative
Assessment(s)
Mind map and
timeline where
students reflect on
their own traits as
leaders
Humanities Grade 9 MYP & OPP
Unit 1: Political revolution in the Viceroyalties
Area(s) of
Interaction
HI
C&S
Significant
Concept(s)
Societies faced with
seemingly
insurmountable
problems are able to
find political
solutions to
problems
Unit Question
Content
Why does a colony
decide to become an
independent nation?
• Peak and decline of the viceroyalties
• Colonial rebellions and conspiracies
• Latin America gains independence
Skills
• Oral communication and
presentation
• Investigative ability
Summative
Assessment(s)
Presentation (A, D)
Film analysis (B, C)
Written exam (A, B,
C, D)
Unit 2: Building the Nation
Area(s) of
Interaction
C&S
Significant
Concept(s)
A nation chooses a
common destiny
because its
members share
common interests
Unit Question
Content
Why do people with
similar interests
need to come
together?
•The first twenty years of republican
life
•The Guano era
•Conflict with Spain
Skills
• Written communication and
presentation
• Source analysis
Summative
Assessment(s)
Essay (A, C)
Written exam (A, B,
C, D)
Unit 3: The eco-regions of Peru
Area(s) of
Interaction
ENV
Significant
Concept(s)
Non-sustainable
development creates
undesirable
environmental
changes
Area(s) of
Interaction
HI
Significant
Concept(s)
Wars alter normal
relations between
neighboring nations
Area(s) of
Interaction
ENV
Significant
Concept(s)
Demography
provides important
data about a society
Unit Question
Content
How is the
environment
affected by the local
population?
•The eleven eco-regions of Peru
•Sustainable and non-sustainable
development
Skills
•Oral communication and
presentation
•Investigative ability
Summative
Assessment(s)
Presentation (A, C)
Unit 4: National Crisis
Unit Question
Content
Why do nations go
to war?
•The War of the Pacific
Skills
•Written communication and
presentation
•Source analysis
Summative
Assessment(s)
Written exam (A, C)
Unit 5: Population and Life Quality
HSE
Unit Question
What is life quality?
Content
•Basic demographic indicators
•Human development Index
Skills
•Graph analysis
•Interpretation of economic and
demographic indicators
Summative
Assessment(s)
Graph analysis and
interpretation (C)
Unit 6: How are modern states organized?
Area(s) of
Interaction
HI
C&S
Significant
Concept(s)
The division of
power is necessary
for a healthy
democracy
Unit Question
How are modern
states organized?
Content
•The Executive branch
•The Legislative branch
•The Judicial branch
Skills
•Text analysis
•Comparing and contrasting data
Summative
Assessment(s)
•Presentation (B, D)
Humanities Grade 9
Unit 1
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
Unit 2
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 3
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 4
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 5
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Humanities Grade 10
Unit 1
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
Unit 2
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 3
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 4
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
Unit 5
Area(s) of
Interaction
Significant
Concept(s)
Unit Question
Content
UNDER CONSTRUCTION
LANGUAGE A ENGLISH
Grades 6-10
Glossary:
Language A English Grade 6
Unit 1: Life Lessons (10 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Literature offers life
lessons about
different
circumstances that
we can learn from
Area(s) of
Interaction
C&S
Significant
Concept(s)
Words can promote
change
Unit Question
Content
How does the
learner profile
connect to
literature?
• Connecting the learner profiles to a
collection of short stories
• Parts of a paragraph
• Being an active reader
• Finding life lessons in literature
• Writing Cycle
Skills
• Reading: Active reading skills,
finding textual evidence
• Writing: Constructing
paragraphs, varying vocabulary
• Style and language
Summative
Assessment(s)
Paragraph response
to Literature
(Criteria A,B,C)
Unit 2: Taking a Stand (10 weeks)
Unit Question
Content
What do I stand
for?
• World Literature novel
• Persuasive speech
• Parts of a paragraph
• Good speaking skills
• Writing Cycle
Literature can
impact individuals,
society, and the
world
Skills
• Reading: Comprehension and
interpretation
• Writing: Persuasive speech
writing
• Speaking: Giving a speech to the
class
• Research: Data to support a cause
• Presenting: Persuading audience
to believe in your argument
Summative
Assessment(s)
Persuasive speech
(Criteria A,B,C)
Unit 3: Literature Circles (6 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
It is important to
appreciate different
interpretations of
literature
Area(s) of
Interaction
ENV
Significant
Concept(s)
Our environment
affects our identity
and how we live.
Unit Question
How do I
communicate my
understanding?
Content
• Various novels
• Collaboration
• Reading strategies
• Writing Cycle
Skills
• Reading: Active reading
strategies
• Listening: collaboration with
group mates, respecting viewpoints
and opinions
• Speaking: communicating to
group members
• Writing: note-taking, reflecting,
summarizing, vocabulary and
spelling
Summative
Assessment(s)
3D book report
(Criteria A,B,C)
Unit 4: The World Around Us (7 weeks)
Unit Question
How does my world
affect me?
Content
• Novel study
• Literary Elements
• Animation on ComicLife
• Parts of Speech
Skills
• Reading: Active reading skills,
literary elements, inferring,
predicting
• Listening: novel read-aloud,
dictation
• Writing: parts of a paragraph,
story writing
• Speaking: read-aloud and class
discussions
• Viewing-creating story as a
comic
Summative
Assessment(s)
Novel test and
vocabulary Test
(Criterion A)
ComicLife story of
journey through 6th
grade
(Criteria A,B,C)
Reflective writing
Unit 1: Novel Study - The Giver (8 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
The needs of the
individual can be in
conflict with the
needs of the
community.
Area(s) of
Interaction
HI
Significant
Concept(s)
Literature is a form
of art.
Area(s) of
Interaction
HSE
Significant
Concept(s)
Different cultures in
different times and
places value
different human
qualities and
actions.
Area(s) of
Interaction
HSE
Significant
Concept(s)
You can’t always
believe what you
read, see, and hear.
Unit Question
Content
What makes a
healthy community?
• Utopias are perfect communities in
theory, but rarely in practice.
• Read-aloud/read-along
• Diary entry
• Journal entry
• Formal Letter
• Analytic essay
Skills
• Reading: Making predictions;
good reading skills
(metacognitive); vocabulary
strategies (context clues)
• Writing: writing cycle; hooking
the reader, periods/complete
sentences, transitional words,
spelling (homonyms)
• Listening: Read-aloud/audiobook
with read along; tone, pitch, timbre,
fluency
• Speaking: Discussion/debate
Summative
Assessment(s)
Five-paragraph
analytic response
(Criteria A,B,C)
Unit 2: Short Story (8 weeks)
Unit Question
Content
Skills
How can we gain
new perspectives on
global issues
through the art of
the short story?
• Analyzing mentor-text short stories
• Read aloud/read-along.
• Oral presentations of their work
• Free writing activities responding to
writing prompts.
• Writing conferences
• Literary terms
• Reading: understanding author’s
choices
• Listening: read-aloud of short
stories with discussion and
identification of narrative structures
• Writing: writing process;
structure: elements of a short story;
Terminology of fiction; hooking
the reader, periods/complete
sentences, transitional words,
spelling (homonyms), run-on
sentences, commas, and quotations
• Speaking: Dramatic reading
• Presenting: Speaking before a
group both with and without
preparation
Summative
Assessment(s)
Writing one original
unique short story
(Criteria A,B,C)
Unit 3: Myths & Legends (6 weeks)
Unit Question
What are the
qualities of a hero?
Content
• Myths
• Graphic organizer
• Compare/contrast
• Dramatic interpretation
Skills
• Presenting: dramatic performance
(group work)
• Listening: paraphrasing and
summarizing
• Reading: understanding other
cultures’ influence on literature
• Writing: Creating graphic
organizer as pre-writing tool;
punctuation, word choice, sentence
structure
• Viewing: myth and legend
animated and dramatic
interpretations
Summative
Assessment(s)
and present a new
myth in multimedia
format. (Criteria
A,B,C)
Unit 4: Media Study (4 weeks)
Unit Question
Content
Skills
How can we
recognize truth and
lies?
• Newspapers - parts of a newspaper
• Advertising (print and visual)
• Researching
• Paraphrasing and summarizing
• Research: works cited, MLA
format, evaluating a variety of
sources
• Writing: structure: inverse
pyramid journalistic structure
(lede); attribution of sources;
writing for an audience, objective
news tone, punctuation, quotations,
• Viewing: evaluating visual texts
for symbols, messages
• Presenting: multimedia
presentation
Summative
Assessment(s)
Produce a leaflet with
newspaper article and
advertisement
(Criteria A,B,C)
Unit 5: Poetry (6 weeks)
Area(s) of
Interaction
ENV
(WL
component)
Significant
Concept(s)
Environments shape
the imagination.
Unit Question
Content
Skills
How do our
environments shape
what we create?
• Read-aloud of poems from different
cultures
• Different types of poetic structures
(metaphor, diamond poem, “I
wish…”, Haiku, etc…)
• Independent reading of poetry
• Creative writing of poems
• Compare and contrast
• Figurative language
• Reading: understanding the role
of environment in register;
terminology of poetry, especially
figurative language
• Listening: appreciating the
sounds of language
• Writing: writing process;
structure: layout; figurative
language, poetic devices for sound,
creative use of punctuation
• Speaking: Dramatic reading
• Presenting: Web 2.0 presentation
tools
Summative
Assessment(s)
Students create an
anthology of at least
3 poems, presented to
class in multimedia
format.
(Criteria A,B,C)
Unit 1: Looking Closely (11 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Looking more
closely at our
environment helps
us notice specific
details
Unit Question
Content
Skills
What do I see when
I look closely?
• Select visual, written, and oral texts
that use descriptive language
• Using a “Writer’s Notebook” to
record personal observations of your
surroundings
• Creating a personal dictionary
• Reading Strategies: Visualization
• Reading: Visualization strategies
• Writing: sensory language;
simple, compound, and complex
sentences
• Viewing: Looking closely for
specific details
• Listening: Crafting sentences
with tone and imagery
Summative
Assessment(s)
Descriptive Text
(Criteria A, B, C)
Response to a
descriptive text
(Criteria A, B, C)
Unit 2: Visions of Change (9 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Effective persuasion
first engages your
own heart first, and
then the audience’s
heart and mind.
Area(s) of
Interaction
HSE
Significant
Concept(s)
Poetry offers
insights that help us
gain understanding
and wisdom about
life.
Unit Question
Content
Skills
How can I persuade
people in the FDR
Community to
change?
• Nonfiction texts, both visual and
written stories about inspiring people
who helped to change the world
• Visual media that highlights global
problems yet promotes positive global
change
• Visual Advertisements
• Reading Strategy: Visualization and
Asking Questions
• Reading: Visualization, making
inferences
• Writing: crafting arguments using
specific evidence, word choice
• Listening: tone and voice
• Viewing: montage, camera angles
Summative
Assessment(s)
Persuasive campaign
that promotes a
positive solution to a
problem at FDR.
Each student will
create:
-1 visual text
-1 written text
-1 spoken text
(Criteria A, B, C)
Unit 3: Poetry (11 weeks)
Unit Question
How can poetry
help me navigate
the journey of life?
Content
• Selected Poetry
• Strategies for writing poetry
• Using Figurative Language
• Daily Writer’s Notebook Entries of
Personal Observations
• Reading Strategy Focus: Asking
Questions
Skills
• Reading: asking (thick and thin)
questions; close text analysis
• Writing: poetry; concise
language; figurative language
• Listening: rhythm & flow &
sentence fluency
• Speaking skills: creating drama in
your oral interpretations
• Viewing skills: creating an
engaging i-movie
Summative
Assessment(s)
3 student-written
poems & a rationale
explaining the
author’s choices
(Criteria A, B,C)
I-Movie about
favorite poem
(Criteria A, B, C)
Poetry Portfolio
(ATL)
Unit 4: Different Tasks, Different Talk (9 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Effective
communicators
choose their
language carefully
to serve a particular
context, purpose,
and audience
Unit Question
Content
Skills
How does the task
shape my talk?
• Features of formal and informal
register
• Features of Technical Writing
(Simplicity, conciseness, word choice,
active voice)
• Analyzing context, intention, and
audience of written and spoken texts
• Reading: reading different
registers
• Writing: Context, audience and
intention; Word choice; appeals
• Listening: spoken versus written
texts; peer review
• Speaking: spoken text features
and informative presentation howtos
• Viewing: effects of texts with and
without visual images
Summative
Assessment(s)
Register Continuum
Assessment
(Criteria A and C)
Written Research
Report
(Criteria A, B, and C)
Oral Presentation
(Criterion C)
Unit 1: (The Danger of a Single Story) 8 weeks
Area(s) of
Interaction
C&S
Significant
Concept(s)
People are complex,
and to try to
understand another
person--or even
ourselves--requires
time, openmindedness, and
purposeful
questioning.
Area(s) of
Interaction
ENV
Significant
Concept(s)
Environments shape
us in many ways.
Unit Question
How can we begin
to better understand
ourselves or the
people around us?
Content
• TEXT: “Of Mice and Men”
• Character Analysis
• Respect and disrespect through
words and actions
• Living in relation to others
• Representations of characters
• Analytical articles about people in
the news.
Skills
• Writing: word choice
• Reading: characterization
• Speaking: using textual evidence
in discussion
• Viewing: summarizing and
asking questions
• Presenting: if time permits, have
students share information about
their partner
Summative
Assessment(s)
• Class discussion of
a character (A)
• Analytical essay of
one of your
classmates. (A, B,
C)
Unit 2: (SNAPSHOTS) 4 weeks – WORLD LITERATURE UNIT
Unit Question
How do our
environments shape
us?
Content
TEXT: House on Mango Street
• Setting
• Analysis of IMAGES with a focus
on setting
• Environment and its impact on us
• Vignettes from around the world
Skills
• Writing: sentence structure and
variety
• Reading: setting’s impact
• Viewing: analysis of
environment’s impacts on
characters
• Presenting:
Summative
Assessment(s)
Presentation of an
image (Criteria A and
C)
Vignette (Criteria B
and C)
Unit 3: (Life’s Greatest Lesson) 7 weeks
Area(s) of
Interaction
HI
Significant
Concept(s)
There are many
ways we
communicate so
that our message is
understood.
Unit Question
How do we
communicate so
that our message is
understood?
Content
TEXT: Tuesdays with Morrie
• Theme
• Sending, receiving and
understanding messages
• Using multimedia in presentations
• Research
Skills
• Writing: organization
• Reading: theme
• Research: citing sources and
works cited
• Presenting: organization
Summative
Assessment(s)
Multimedia,
Thematic
Presentation.
(Criteria A, B)
Thematic Essay
(Criteria A, B and C)
Unit 4: (LYRICALLY DELICIOUS) 8 weeks
Area(s) of
Interaction
HSE
Significant
Concept(s)
Determining the
true quality of
language requires
objective, critical
analysis.
Unit Question
How do we
determine the true
quality of language?
Content
TEXT: Poetry
• Tone
• Literary devices
• Songs as poetry
• Emphasis on revealing identity
orally and through sound.
• Listening to songs without the
text/lyrics
Skills
• Writing: close text analysis and
incorporating references
• Reading: tone
• Listening: analysis
Summative
Assessment(s)
Magazine article
(Criteria A, B, C)
Commentary
(Criteria A and C)
Unit 5: (UNLIMITED PERSPECTIVE) 8 weeks
Area(s) of
Interaction
HI
Significant
Concept(s)
Confronting
different limitations
can help us create,
rather than hinder
us.
Unit Question
How can limits help
us create?
Content
TEXT: Romeo and Juliet
• Film: Romeo and Juliet
• Conflict
• Plot
• Limitations
• Movie making
• Setting
Skills
• Viewing: benefits of film
limitations
• Presenting: persuasive language
and techniques
• Listening: while collaborating
with others
• Reading: thinking about how to
adapt text
Summative
Assessment(s)
5-minute adapted
film done in groups
(Criteria A, B)
Reflection essay
(Criteria A, B, C)
Unit 1: Coming of Age (5 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Young people
‘come of age’
through formal and
informal ‘rights of
passage’
Unit Question
What does it mean
to ‘come of age’?
Content
• Short Stories
• Literary features
• Research
• International coming of age formal
rituals
Skills
• Speaking: presenting and
collaboration
• Reading: annotation, research
• Writing: creative, using literary
features
• Listening: peer assessment
• Representing: images in
presentations
Summative
Assessment(s)
Presenting a formal
coming of age ritual
(Group Presentation)
(Criteria A, B)
Short Story Writing
(creative piece for
monitoring)
(Criteria A, C)
Unit 2: Heroes of our International Community (5 weeks)
Area(s) of
Interaction
C&S
(Unit with
Science event
on/close to
UN day)
Significant
Concept(s)
Attributes of heroes
represent the culture
and times they
come from.
Unit Question
How is the concept
of a hero reflected
in our society?
Content
• Websites
• Articles, Newspapers, Etc.
• Research
• MLA Citation
Skills
• Reading: for information and
paraphrasing
• Writing: a research paper: writing
process, incorporating evidence,
MLA citation (7th Edition).
• Listening/speaking: discussion
Summative
Assessment(s)
Research Essay
(essay piece for
monitoring)
(Criteria A, B, C)
Unit 3: Keeping Languages and Cultures Alive (4 – 5 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Literature enables
communities to
share their
languages and
cultures.
Unit Question
Content
Skills
How does literature
preserve languages
and cultures?
• Drama
• South American texts (short stories)
• Close text analysis
• Adapting one genre to another
• Writing: scripts/monologues
• Speaking: dramatic speech
• Presenting: dramatic monologues
Summative
Assessment(s)
Monologue writing
(Criterion A)
Monologue
performance
(Criteria C)
Unit 4: Classics (5 weeks – reading done during the Jan./Feb. break)
Area(s) of
Interaction
HI
Significant
Concept(s)
Some novels are
considered a ‘must
read.’
Unit Question
Content
What makes a
classic?
• Novels
• Public Speaking
• Persuasive techniques
• World Literature
• Speeches
Skills
• Speaking: nonverbal,
communication, persuasive
techniques
• Listening: speech analysis
• Reading: student choice
• Writing: outlining, note cards
Summative
Assessment(s)
Persuasive speaking
(Criteria A, B, C)
Listening for content
(Criterion A)
Unit 5: ‘Out of the Box’ essays (2 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Essayists employ
various organization
strategies in order to
be persuasive.
Area(s) of
Interaction
ENV
Significant
Concept(s)
Films are
constructed
environments
(based on genres)
that draw viewers in
by using film
techniques
persuasively.
Unit Question
What is the best
way to organize an
essay in order to be
persuasive?
Content
• Essay writing
• Transitional devices
• Organizational patterns of writing
Skills
• Writing: organization patterns,
essay
• Reading: essay samples
Summative
Assessment(s)
Essay (Criterion B)
Unit 6: Persuasive Film (5 weeks)
Unit Question
How do films draw
viewers into their
environments?
Content
• Film genres
• Film techniques
• Film reviews
• Comparative analysis
• Film deconstruction
Skills
• Reading: film reviews
• Viewing: film deconstruction
• Listening: sound aspects of film
• Writing: proposal writing and
film reviews
•Speaking: collaboration,
persuasive pitch of a film
Summative
Assessment(s)
Film proposal
(Criterion A)
Commentary of a
film clip
(Criterion A, B,C)
Film Review
(Criterion C)
LANGUAGE A SPANISH
Grades 6-10
Glossary:
Language A Spanish Grade 6
Unidad 1: Valores (2 semanas)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Valores más
importantes para
nuestro futuro
Valores morales y
éticos
Dar ejemplo de vida
Creencias
personales
Area(s) of
Interaction
ENV
Significant
Concept(s)
Comunicación oral
y escrita.
Importancia de
tener un rico
vocabulario
Unit Question
¿Por qué es
importante tener
valores en nuestra
vida?
Content
• Valores
• Moral y Etica
• Perfil del alumno MYP
• Relatos cortos
Skills
• Discusiones sobre el tema
• Analizar una situación
• Presentar las ideas
Summative
Assessment(s)
Organización y
presentación de ideas
(Criterio B)
Unidad 2: Uso apropiado de las reglas ortográficas (todo el año)
Unit Question
¿Por qué es
necesario
comprender las
reglas de ortografía
e incrementar el
vocabulario?
Content
• Reglas de acentuación
• Reglas de ortografía
• Vocabulario en contexto
Skills
• Escribir correctamente
• Identificar la sílaba tónica
• Incrementar el vocabulario
Summative
Assessment(s)
Correcta ortografía al
escribir
Paso de vocabulario
(Criterio C)
Unidad 3: Aprendiendo sobre nuestro pasado (6 semanas)
Area(s) of
Interaction
ENV
HI
C&S
Significant
Concept(s)
Fuentes orales,
escritas y
monumentales
Unit Question
Similitudes y
diferencias entre las
culturas
Cultura y
civilización
Content
¿Cómo aprendemos
sobre nuestro
pasado?
• Legado de nuestros ancestros
• Leyendas orales
• Localización y antiguedad de las
culturas pre-incas
¿Cómo el medio
ambiente influye en
el desarrollo de una
cultura?
• Caracterísiticas de una clima,
relieve, etc
• Panorama histórico
• Avances tecnológicos de la cultura
Inca
Skills
• Toma de notas
• Clasificación
• Comparar y contrastar
• Investigan
• Deducen
• Elaboran
• Explican
Summative
Assessment(s)
Reunir información
Organización de
ideas
(Criterios A, B, C)
Presentaciones orales
y proyecto.
Maquetas o afiches
Unidad 4: La madurez de acuerdo a las experiencias vividas (5 semanas)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Desarrollo del niño
ambiente saludable,
Experiencias de
vida
Area(s) of
Interaction
HI
Significant
Concept(s)
Partes de un libro
Conectar temas
reales con los
eventos de la vida
diaria en una ficción
Unit Question
¿Cómo influyen los
acontecimientos de
la vida diaria en la
madurez de una
persona?
Content
• El niño aprende de sus modelos
• Las necesidades y carencia hacen
que el niño madure precozmente
• Ejemplos de vida
Skills
• Compara y contrasta
• Demiuestra
• Describe
• Resume
• Relata un hecho
• Dramatiza
Summative
Assessment(s)
Controles de lectura
Comprensión lectora
Interpretación y
reflexión de textos
Proyecto
(Criterios A, B, C)
Unidad 5: Lectura y creatividad (3 semanas)
C&S
Unit Question
¿Leemos solo por
placer o para estar
informados?
Content
• Revisión de libros
• Biografías
• Diferencias entre descripción y
narración
• Comentarios
Skills
• Aprenden a escribir la reseña de
un libro
• Investigan sobre la vida del autor.
• Describen personajes y ambiente
Summative
Assessment(s)
Proyecto
Trabajo escrito
Maquetas
(Criterios B, C)
Unidad 6: Invenciones y descubrimientos (3 semanas)
Area(s) of
Interaction
HI
Significant
Concept(s)
Los inventos
facilitaron la vida
Trajeron progreso a
las ciudades
Unit Question
Content
¿Cómo los inventos
ayudaron a
desarrollar las
civilizaciones en el
pasado?
• Cultura y civilización
• Progreso y evolución de las ciudades
• Noticias del día
• Principales inventos: papel, pólvora,
imprenta, mapas, brújula, carabelas
• Vocabulario en contexto
Skills
• Investigación
• Toma de notas
• Diseñan
• Describen
• Explican
• Valoran
• Destrezas orales
Summative
Assessment(s)
Proyecto de Power
Point
Presentación oral
Paso de vocabulario
(Criterios A, B)
Unidad 7: Géneros literarios (6 semanas)
Area(s) of
Interaction
HI
Significant
Concept(s)
Poema, verso,
estrofa, símil,
metáfora, novela,
género, prosa,
diálogo
C&S
Partes de un libro
Elegir Buena
literatura
Conexión de temas
con eventos de la
vida diaria
Area(s) of
Interaction
ENV
Significant
Concept(s)
Conquista
Encuentro de dos
culturas
Virreinato
Instituciones
virreinales
¿Por qué la época
del Virreinato fue
una etapa decisiva
de nuestra historia?
• Descubrimiento de América
• Conquista del Perú
• Captura del Inca Atahualpa
• Fundación de ciudades
• El rey, virrey, la audiencia,
intendencias, cabildos
• Clases sociales
• Mestizaje
•
•
•
•
•
•
•
HI
Arquitectura
Cultura
Mestizaje
Arte
Estilos
¿Qué
manifestaciones
culturales son
consideradas como
arte?
• Pintura y escultura virreinal
• Estilos artístico
• Manierismo
• Barroco
• Rococó
• Neoclásico
• Identifican estilos
• Comparan arte
• Contrastan características
• Reconocen elementos de las dos
culturas
• Valoran arte mestizo
Unit Question
Content
¿Por qué es
importante conocer
los géneros
literarios para
comprender mejor
la literatura?
• Género narrativo
• Género lírico
• Género dramático
• Descripción vs narración
¿Leemos solo por
placer o para estar
informados?
¿Es posible que
todo lo que leamos
sea ficción o hechos
reales?
• Reseña de un libro
• Biografía
• Diferencia entre descripción y
narración
• Comentario
Skills
• Interpreta
• Dramatiza
• Valora
• Analiza
• Compara
• Lectura en voz alta
• Escribir poemas e inventar
capítulos
• Aprender a escribir una reseña
• Investigar sobre la vida de un
autor
• Describir características y
ambiente
• Habilidades de comunicación
Summative
Assessment(s)
Evaluación formativa
y sumativa
Poema se gún lo
indicado
Platero y yo proyecto
Puntualidad
(Criterio A, C)
Proyecto escrito y
afiches o modelos
(Criterio B, C)
Unidad 8: Conquista y virreinato del Perú: Arte virreinal ( 6 semanas)
Unit Question
Content
Skills
Analizan textos
Cuestionan situaciones
Definen términos
Elaboran organizadores gráficos
Explican respuestas
Técnicas para hablar en público
Uso de tecnología
Summative
Assessment(s)
Organización de
ideas y presentación
oral y C en Personal
Social
Después de leer un
texto, llenan
organizadores
gráficos
sobre temas dados
(Criterio A, B)
Contenidos,
Organización de la
información
Habilidades para el
trabajo
Examen de
conocimientos
(Criterio A, B, C)
Unit 1: Viviendo en Sociedad. (4 semanas)
Area(s) of
Interaction
ENV
HSE
Significant
Concept(s)
El ser humano solo
puede desarrollarse
como persona
dentro de una
sociedad, en la cual
adquiere lenguaje,
normas, cultura,
valores etc.
.
Unit Question
¿Cuáles son los
beneficios de vivir
en una sociedad?
Existen o han
existido realmente
los “niños
salvajes”?
¿Cuál es mi rol
como parte de una
sociedad?
Content
• Conocer y entender cuál es el
significado de Sociedad, cultura,
leyes, normas.
• La importancia de adquirir un
lenguaje.
• Qué beneficios reporta para cada
individuo vivir en una sociedad.
• Cómo se comportan las personas
aisladas.
• Por qué existen las leyes y normas
en una sociedad.
Skills
• Habilidades de investigación
• Apunte de notas
• Discusiones grupales,
• Organización de ideas,
• Presentación oral.
• Colaboración
Summative
Assessment(s)
Poster y presentación
grupal: Casos reales
de “niños salvajes.
Examen de la unidad
Unidad 2: Importancia de la ortografía y gramática. (30 semanas a lo largo del año escolar)
Area(s) of
Interaction
HI
Significant
Concept(s)
Adquirir los
conocimientos
gramaticales nos
hace capaces de
producir y crear
mejores
redacciones, usar el
lenguaje como una
herramienta para
comunicar ideas,
mensajes y crear
versiones literarias.
Area(s) of
Interaction
ENV
Significant
Concept(s)
Entender la
Geografía como la
interacción del
hombre y su espacio
terrestre. Cómo el
hombre se adapta a
lo que su medio
geográfico le
ofrece.
Conocer la realidad
actual de la selva
del Perú
Unit Question
Content
Skills
¿Por qué es
importante escribir
usando
correctamente las
reglas de
acentuación?
¿Por qué es
importante conocer
la gramática de
nuestro idioma?
¿Cómo puedo
comunicar mejor
mis ideas en una
versión escrita?
• Reglas de acentuación, sílaba tónica,
uso de sinónimos, organización de
párrafos en idea principal
(introducción) detalles de soporte
(Cuerpo) y conclusión.
• Análisis morfológico de oraciones y
análisis sintáctico de oraciones
simples.
• Organizar ideas claramente y
secuencialmente.
• Escribir usando las reglas de
acentuación (tildes)
• Analizar oraciones diferenciando
los accidentes gramaticales:
sustantivos, adjetivos, verbos,
adverbios, artículos, preposiciones,
conjunciones y pronombres.
Summative
Assessment(s)
Pasos ortográficos.
Exámenes de
morfología y sintaxis.
Redacción escrita
sobre algún tema en
particular.
Unidad 3: El espacio geográfico y sus habitantes (9 semanas)
HI
C&S
Unit Question
¿Cómo influye el
espacio geográfico
en la vida y cultura
del hombre?
¿El hombre hace a
su entorno o el
entorne hace al
hombre?
¿Es posible conocer
la realidad de una
región (SELVA) a
través de la ficción
(lectura de leyendas
selváticas?
¿Por qué es
importante respetar
el espacio
geográfico y cultura
de la selva?
Content
• Conocer y comprender las
características físicas, y culturales de
las regiones del Perú, enfatizándonos
en la SELVA: flora, fauna, clima,
suelos, río, características y
costumbres de los habitantes de la
selva.
• Conocer la realidad actual de la
selva del Perú: noticias recientes,
gastronomía, educación, problemas
sociales o de salud, etc.
Skills
• Lectura de textos, leyendas.
• Tomar notas sobre aspectos
importantes de la geografía de la
selva.
• Investigar artículos periodísticos
sobre el tema en cuestión:
(Espacios geográficos, la cultura, el
hombre y su entorno, (relacionados
con LA SELVA)
• Organizar ideas en un formato de
periódico.
• Colaboración al elaborar una
maqueta tridimensional sobre la
selva y sus habitantes.
• Reflexionar en la comunidad
selvática y en mi ayuda
comunitaria (trabajo de ayuda
social en la selva)
Summative
Assessment(s)
Comprensión de
ideas fundamentales
y nuevo vocabulario
(QUIZZ)
Responder al
cuestionario sobre
museo etnográfico
Presentación de una
maqueta
tridimensional donde
expliquen el relato de
la leyenda escogida
en el espacio
geográfico (SELVA).
Elaboración de un
periódico
informativo.
Examen teórico de la
unidad.
Unidad 4: El hombre y la naturaleza (4-5 semanas)
Area(s) of
Interaction
HSE
ENV
HI
Significant
Concept(s)
Diferencia entre
paisaje natural y
paisaje cultural.
Elementos de un
paisaje natural:
accidentes
geográficos.
Existen cada vez
menos paisajes
naturales y depende
de la humanidad el
preservarlos.
Muchos accidentes
geográficos son
provocados o
modificados por el
hombre y/o
desastres naturales.
El hombre
transforma su
entorno para
satisfacer sus
necesidades.
Para describir y
sensibilizar a otros
acerca del hombre y
su Naturaleza, es
necesario el uso de
adjetivos y
adverbios.
Unit Question
Content
Skills
¿Es el hombre el
causante de los
cambios en la
naturaleza?
¿Qué valor tienen
los paisajes
naturales para la
vida del hombre?
¿Qué efectos
producen los
desastres naturales
en los paisajes y en
la vida humana?
¿Son prevenibles
las consecuencias
de los desastres
naturales ?
• El estudio del paisaje natural
(geografía física) y el paisaje cultural
(geografía humana)
• El impacto humano en el medio
ambiente y el impacto de la
Naturaleza en la vida humana.
• Lectura de textos descriptivos sobre
distintos paisajes naturales,
identificando la importancia de
adjetivos y adverbios en la
descripción.
• Los alumnos investigarán de
distintas fuentes (Textos, internet,
videos, artículos periodísticos, etc)
un paisaje natural o un desastre
natural escogido por ellos.
• Toma de notas (20 características
mínimas sobre dicho paisaje o
desastre)
• Crear un Power point
• Elaborar un poema o rap que
describa el paisaje o desastre
investigado. (uso de adjetivos y
adverbios)
• Investigación en periódicos sobre
recientes noticias sobre la
Naturaleza y sus efectos en la vida
de los hombres y viceversa.
• Organizar entrevistas con
preguntas y respuestas bien
elaboradas, que sean claras,
informativas y explícitas.
• Trabajo grupal (colaboración)
¿Cómo puedo
describir de manera
persuasiva, creativa
y sensible diversos
paisajes naturales ?
¿Qué elementos
gramaticales son
necesarios para
elaborar un poema o
rap que describa
dichos paisajes
naturales?
Summative
Assessment(s)
Presentación Oral de
Power point.
Poema escrito.
Entrevista en vivo.
Unidad 5: Novelas para recrear y reflexionar (5 semanas)
Area(s) of
Interaction
HI
HSE
Significant
Concept(s)
Compartir libros
leídos
recapitulándolos en
una versión propia y
original. Crear una
forma divertida para
contar una historia y
que sea clara y fácil
de entender.
Puedo evaluar mi
perfil como persona
a través de los
personajes de
novelas ficticias.
Unit Question
Content
¿Cómo crear una
versión original
para contar la
historia de un libro
leído, de tal manera
que sea divertida?
¿De qué manera
puedo conectar mi
vida y mi perfil de
alumno MYP con el
libro "Juan Salvador
Gaviota" de Richard
Bach?
¿Por qué es bueno
leer variedad de
libros?
¿Es posible
encontrar un
mensaje personal a
cada historia leída?
• Análisis literario: Temas, ambiente,
personajes.
• Organizar secuencialmente el trama
de una novela / historia / cuento leído.
• Hacer conexiones personales y no
personales.
• Interpretación de citas textuales.
Skills
• Organización. (Ordenar
recapitulando secuencialmente un
libro. (ideas claras)
• Elaborar un “plan de lectura”
organizando toda la información
del libro. Crear un “cover que se
conecte a la historia leída.
• Comunicación
Summative
Assessment(s)
Presentación oral
haciendo uso del
“plato de lectura”.
Conexiones entre
personajes de la
historia y nosotros
haciendo uso de los
conceptos del perfil
del alumno MYP.
Unidad 6: Los conflictos Sociales (6 semanas)
Area(s) of
Interaction
HSE
ENV
Significant
Concept(s)
Los valores de
respeto, solidaridad
y tolerancia son
esenciales para la
convivencia
humana.
Necesitamos
desarrollar
habilidades sociales
para evitar
conflictos y saber
cómo negociar la
paz.
La situación
socioeconómica de
las personas influye
en la forma como se
relaciona con otros.
Unit Question
Content
¿ De qué manera el
entorno social y
económico afecta el
comportamiento y
relaciones sociales?
¿Cuál es la
importancia de la
comunicación y
negociación para
resolver conflictos?
¿De qué manera
podemos mejorar
las relaciones
sociales?
• TEXTOS de lectura:
• Tristes querellas de la vieja quinta.
• El trompo
• Análisis de tema principal y temas
secundarios e ideas.
• Análisis de personajes y ambiente.
• Describir las características de los
personajes de la obra, analizando sus
conductas, causas y efectos.
• Influencia del ámbito en los
personajes.
• Indicadores socio económicos.
• Importancia de habilidades sociales.
Valores esenciales para convivir en
sociedad.
Skills
• Communicación y solución de
problemas
• Organización de ideas
• Reflexión: Discutir y reflexionar
sobre los valores encontrados o
que hacen falta en las obras
• Actuación de personajes,
interpretación de citas.
• Usar internet para investigar el
ámbito. (lugar y época de ambas
historias)
Summative
Assessment(s)
Examen de unidad.
Demostración de
conflictos sociales y
habilidades sociales a
través de
dramatización de una
de las obras.
Unidad 1: Ortografía – todo el año (Comunicación )
Area(s) of
Interaction
ENV
HSE
Significant
Concept(s)
El trabajar el área
de ortografía es
importante en forma
escrita como oral,
lo que facilitará la
capacidad de
comunicación y
expresión.
Unit Question
Content
Skills
¿Por qué es
necesario entender
las reglas de
ortografía?
• Reglas de acentuación. Identificar
las palabras de acuerdo a la sílaba
tónica.
• Reglas de ortografías.
• Nuevo vocabulario en la lectura de
novelas, cuentos, etc.
Sinónimos
• Mejorar los hábitos de escritura.
• Practicar exposiciones orales.
• Aplicar el uso de sinónimos para
enriquecer el vocabulario.
• Valorar la importancia del
idioma.
¿La acentuación es
vital?
Summative
Assessment(s)
Ejercicios
Pasos.
Exámenes.
Proyecto en grupo,
etc.
(Criterio A, B)
Unidad 2: Abraham Valdelomar, poemas y cuentos (4 semanas - Comunicación )
Area(s) of
Interaction
HI
ENV
Significant
Concept(s)
A través de la vida
y obra podremos
conocer y valorar el
sentimiento
familiar. Iniciador
de la nueva
narrativa peruana .
Unit Question
Content
¿La familia te ayuda
a crecer como
persona?
• Valores morales que encontramos en
sus cuentos.
• Idiosincrasia peruana
• Europa y el Perú- influencia en el
género narrativo.
Skills
• Distinguir la obra de A.V. de
otros autores.
• Apreciar los temas que nos
presenta en sus cuentos.
• Argumentar en redacciones.
Summative
Assessment(s)
Recitar poemas.
Crear un cuento.
Analizar las figuras
literarias.
Hacer un periódico.
(Criterio B, C)
Unidad 3: Los perros hambrientos. (4 semanas - Comunicación y personal social )
Area(s) of
Interaction
HSE
ENV
Significant
Concept(s)
Analizar los
desastres naturales
y diseñar un plan de
acción para
contrarrestar la
sequía.
Unit Question
Content
¿Qué hacer para
salvar la vida
humana?
• Medio geográfico condiciona la vida
del hombre.
• El hombre explota los recursos
naturales.
• La comunidad - trabajo solidario.
• Justicia vs. injusticia.
Skills
• Documentar los desastres con
artículos del periódico.
• Investigar qué problemas vive la
gente en la sierra, en estos
momentos.
• Evaluar las limitaciones y
posibilidades. Valorar la riqueza
de vocabulario.
• Conocer el medio ambiente
geográfico – la región andina.
Summative
Assessment(s)
Leer y comprender la
novela.
Interpretar y
reflexionar sobre el
texto.
Ensayo sobre algunos
de los temas que se
tratan en la novela.
Paso de las
características de la
región.
(Criterio A, B, C)
Unidad 4: La costa peruana / CWW ( 3-4 semanas más 1 semana de viaje - Comunicación y personal social
Area(s) of
Interaction
ENV
C&S
Significant
Concept(s)
Identificar las
culturas que se
desarrollaron en la
costa norte del Perú,
ver las semejanzas y
diferencias.
(Lambayeque/Sicán
– Moche – Chimú)
Experiencias de
vida compartidas en
la aldea.
Unit Question
Content
Skills
¿Cómo el medio
ambiente ejerció
influencia en el
desarrollo de las
civilizaciones prehispánicas?
• Características geográficas y
climatológicas de los departamentos
de Lambayeque y La Libertad.
• Evolución en las etapas de la
historia.
• Personajes que han destacado en esa
área geográfica.
• Conocer a fondo las diferentes
culturas.
• Investigar
• Deducir e inferir
• Apreciar videos.
• Visitar los diferentes museos,
restos arqueológicos.
• Muestras arquitectónicas y áreas
de expansión turística.
• Reconocer los diferentes estilos
que marcan cada época de la
historia.
Summative
Assessment(s)
Proyecto grupal para
analizar todo lo
visitado.
Presentación de
afiches y maquetas.
Ensayo fotográfico.
Redacción de un
ensayo sobre sus
sentimientos en la
aldea infantil.
Personal social:
(Criterio A, B, C)
Comunicación :
(Criterio C)
Unidad 5 : Proyecto de verano - género narrativo (3 semanas - Comunicación)
Area(s) of
Interaction
HI
ATL
Significant
Concept(s)
Saber escoger un
buen libro.
Transmitir el deseo
de leer y disfrutar
de la lectura.
Unit Question
¿Es posible que
todo lo leído suceda
en el mundo real?
Content
• La novela como género literario.
• La comunicación del lector con la
obra leída.
• Realidad y ficción.
Skills
• Comentar
• Describir
• Elaborar
• Expresarse oralmente en forma
correcta.
• Organización y juicio crítico.
Summative
Assessment(s)
Crear un objeto que
represente la novela.
(Criterio B, C)
Unidad 6: Género lírico y narrativo (4 semanas - Comunicación )
Area(s) of
Interaction
ATL
HI
HSE
Significant
Concept(s)
Disfrutar del goce
estético de la
poesía.
Uso de recursos
literarios dentro de
los poemas y el
cuento.
Poder crear para
expresar nuestros
sentimientos y
emociones
Unit Question
¿Es la ficción parte
de nuestra vida
diaria?
¿Cuál es el
problema por el que
atraviesa el
protagonista?
¿Cómo el manejo
del idioma ayuda al
desarrollo y
evolución de cada
persona?
Content
• Diferenciar entre narrar y resumir.
• Redactar con claridad.
• Transmitir nuestras emociones a
través de la narración.
Skills
• Usar el diccionario para
enriquecer nuestro vocabulario.
• Usar sinónimos.
• Contar y elaborar nuestro cuento
y poemas.
• Persuadir y exponer.
• Argumentar.
• Presentaciones orales.
Summative
Assessment(s)
Presentación de 2
poemas y 1 cuento
(tema libre).
Evaluación:
(Criterio B, C)
Unidad 7: El verbo (3 semanas - Comunicación)
Area(s) of
Interaction
HSE
ENV
Significant
Concept(s)
El uso del verbo en
la comunicación
diaria.
Importancia de la
adecuada
conjugación verbal.
El verbo y el habla
diaria.
Unit Question
¿El verbo nos ubica
en el tiempo y en el
espacio?
Content
• Clases de verbos: regulares,
irregulares, defectivos.
• Función del verbo dentro de la
oración.
• Conjugación verbal.
• Análisis sintáctico, reconocer el
objeto directo, indirecto y
circunstancial.
Skills
• Análisis sintáctico, reconocer el
objeto directo, indirecto y
circunstancial.
• Complemento agente: voz pasiva.
• Expresarse con corrección.
• Hablar con propiedad.
Summative
Assessment(s)
Precisar las acciones.
Redactar una noticia.
Criterios de
evaluación
(Criterio A, B, C)
Unit 1: Los Orígenes del Español
Area(s) of
Interaction
ENV
Significant
Concept(s)
La lengua está
siempre en proceso
de transformación.
Unit Question
¿Por qué el hombre
no habla un idioma
universal?
Cada idioma tiene
una carga cultural
que puede variar
hasta dentro del
idioma mismo
Content
• El lenguaje
• Los orígenes del idioma español –
lenguas romances
• El castellano del Perú
Skills
• Tomar apuntes
• Redacción
• Reflexión
• Recaudar información del internet
• Organizar un portafolio
• Ortografía
Summative
Assessment(s)
Contestar la pregunta
guía en una
composición con una
reflexión
Criterios A y C
Unit 2: Etimología y Razonamiento Verbal
Area(s) of
Interaction
HI
Significant
Concept(s)
El cambio y
evolución del
idioma a través del
tiempo.
Unit Question
¿Por qué creamos
nuevas palabras y
descartamos otras?
Content
• Etimología
• Prefijos y sufijos griegos
• Extranjerismos
• Anglicismos
Skills
• Presentación oral
• Creatividad
• Investigación
• Uso del diccionario
Summative
Assessment(s)
Inventar un producto
nuevo con un nombre
nuevo y producir un
discurso persuasivo
de ventas Presentación oral.
Criterio A y B
Unit 3: Género Narrativo
Area(s) of
Interaction
C&S
Significant
Concept(s)
El papel del hombre
en la sociedad y
como puede afectar
cambio social.
Unit Question
Content
Skills
¿Por qué hay
personas que
escogen cambiar el
rumbo de sus vidas?
• La narración en el texto literario:
que constituye literatura y que
constituye textos no literarios.
• Los elementos comunes en todas las
narraciones literarias.
• El papel del hombre en la sociedad y
como la literatura refleja estas
inquietudes y cambios.
• Todas las grandes religiones del
mundo tienen elementos comunes.
• Libros bases: El Principito de
Antoine Saint-Exupery, Siddhartha
de Hermann Hesee.
• Hacer conexiones con otras
materias
• Usar el internet para buscar
información y aplicar
conocimientos.
• Teoría narrativa – sub -‐géneros, personajes, espacio, tiempo.
¿Qué hace que una
persona quiera
construir su propia
vida y no seguir las
expectativas de la
sociedad en la que
nace?
Summative
Assessment(s)
Ensayo usando
terminología literaria.
Criterio A y C
Unit 4: Género épico
Area(s) of
Interaction
HI
Significant
Concept(s)
El “mito” como
relato que delimita
un conjunto de
valores permitiendo
su reapropiación y
reinterpretación
personal.
La influencia de los mitos en la existencia humana y los arquetipos heroicos.
Unit Question
Content
Skills
¿Por qué el hombre
crea mitos y héroes?
• Mitología griega
• Características del género épico
• Estudio de textos clásicos – La
Ilíada, La Odisea, La divina comedia.
• Analizar un texto desde la
historicidad radical.
• Reconocer características del
género épico.
• Críticamente comparar conceptos
modernos con conceptos de la
época y analizar diferencias.
Summative
Assessment(s)
Contestar la pregunta
guía.
“Think tac-toe”
proyectos sobre la
Ilíada y la Odisea.
Criterio A, B, C
Unit 5: Género Dramático
Area(s) of
Interaction
HSE
Significant
Concept(s)
El sentido catártico
del teatro - el purgar
emociones para
ayudar a la salud
mental y emocional
de la comunidad.
Unit Question
¿Cómo puede el
teatro
ayudarnos con
nuestra salud
mental y emocional
y nuestra relación
con la comunidad?
Content
• El teatro como el género literario
más antiguo y de origen griego.
• El teatro como vehículo didáctico
para educar a la comunidad.
• Obras: Edipo Rey, Antígona, El
avaro.
Skills
• Reconocer textos dramáticos
• Practicar entonación,
pronunciación, representación,
repetición, oratoria.
• Analizar textos literarios en
forma y fondo
Summative
Assessment(s)
Analizar fragmentos
de obras de teatro.
Criterio A y B
Unit 6: Género lírico
Area(s) of
Interaction
HSE
Significant
Concept(s)
La poesía expresa
una parte íntima de
la experiencia
individual del ser
humano.
Unit Question
¿Qué nos transmite
una poesía que no
nos transmite la
prosa?
Content
• La poesía como vehículo de
subjetividad, sensibilidad y goce
estético.
• Versificación
• Figuras Literarias
• Poesía clásica del Siglo de Oro.
Skills
• Analizar textos líricos.
• Practicar recitación de poesía.
• Identificar y análisis de forma y
fondo y su relación.
Summative
Assessment(s)
Análisis de un poema
en forma y fondo.
Criterios A, B y C
Unit 1: El Honor
Area(s) of
Interaction
C&S
Significant
Concept(s)
¿Cómo ha
cambiado el
concepto del honor
a través del tiempo?
Unit Question
¿En qué consiste el
ser una persona
honorable?
¿Cuán importante
es el honor para ti?
Content
• El caballero medieval
• Solidaridad del siervo hacia el rey.
• Recuperación y pérdida del honor.
• Honor individual y colectivo
• Comportamiento ético
• Contexto histórico
Skills
• Discusión y debate
• Investigación
• Presentación oral
• Redacción
• Creatividad
• Reflexión
Summative
Assessment(s)
Presentación oral
grupal
Ensayo
Unit 2: La Mujer
Area(s) of
Interaction
HSE
Significant
Concept(s)
Los cambios de la
mujer a través del
tiempo.
Unit Question
Content
¿Es la mujer
considerada el sexo
débil?
• La evolución de la mujer a través del
tiempo.
• La lucha de las mujeres por
defender sus derechos.
• Contribuciones de la mujer a la
sociedad.
• Mujeres ejemplares.
Las costumbres de
diversas culturas
con respecto a la
mujer.
Skills
• Investigación
• Presentaciones orales
• Debates
• Dramatización, juegos de roles,
otros.
• Reflexión.
Summative
Assessment(s)
Ensayo
Presentación oral
grupal
Unit 3: Realidad y Ficción
Area(s) of
Interaction
HI
Significant
Concept(s)
¿Nuestra
imaginación tiene
límites?
Unit Question
¿Es la ficción parte
de nuestra
cotidianeidad?
¿Qué es la realidad?
La literatura como
reflejo de la vida
misma.
Content
• Realismo mágico
• Dualidades:
• El libre albedrío vs. Predestinación
• Fe y razón
• Realidad y ficción
• Contexto histórico
Skills
• Creación literaria
• Lectura en voz alta y
comprensiva
• Reflexión
• Colaboración
• Capacidad crítica
Summative
Assessment(s)
Cuento de ficción
Ensayo
Unit 4: Justicia y Violencia
Area(s) of
Interaction
C&S
Significant
Concept(s)
La literatura como
arma de denuncia
social.
Tolerancia y respeto
a la diversidad
cultural.
Unit Question
¿Existe la justicia?
¿Nos valoramos
como seres únicos y
diferentes?
Content
• Terrorismo y violencia.
• Las apariencias engañan.
• Diversidad cultural y racial.
Skills
• Creación literaria
• Lectura en voz alta y
comprensiva
• Reflexión
• Discusión grupal
• Capacidad crítica
Summative
Assessment(s)
Reportaje sobre la
diversidad cultural
del Perú.
Ensayo
LANGUAGE B
ENGLISH & SPANISH
Grades 6-10
Glossary:
Language B English and Spanish
At FDR we offer Language B in both English and Spanish. Our goal for all Language B students is to further their intercultural
awareness and international-mindedness through language learning while acquiring the ability to communicate successfully in English
and Spanish in the global contexts of the 21st century.
For the school year 2012–2013, MYP Language B in English and Spanish is moving from 3 levels (Foundation, Standard and
Advanced) to 6 Phases (Phase 1-6). These 6 phases represent a developmental continuum of additional language learning (language
B). Students may commence their language B course in any phase on the continuum.
Language B Students will be placed in classes based on the ‘MYP language B global proficiency table’ (see below)
Phase 1 and 2 – Emergent Communicator
Phase 3 and 4 - Capable Communicator
Phase 5 and 6 – Proficient Communicator
‘MYP Language B global proficiency table’
Phase 1
Phase 2
Phase 3
Phase 4
Phase 5
Phase 6
Emergent communicators in phase 1 understand and respond to simple phrases, statements and questions. They identify
basic messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their
comprehension in simple oral and written phrases. They convey basic information in a limited range of everyday
situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. They
begin to be aware that language use is connected to a purpose and an audience.
Emergent communicators in phase 2 understand and respond to simple spoken and written texts. They identify messages,
facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in
short oral and written form. They interact to share information in a limited range of familiar situations, using basic
language appropriate to a limited range of interpersonal and cultural contexts. They are aware that language varies
according to purpose and audience.
Capable communicators in phase 3 understand and respond to a limited variety of spoken and written texts. They
understand specific information, main ideas and some detail presented in oral, visual and written language, and
demonstrate their comprehension in a limited range of oral and written forms. They engage in conversation and write
structured text to express their ideas, opinions and experiences on a range of familiar and some unfamiliar situations, in a
limited range of interpersonal and cultural contexts. They understand that they can speak and write in different ways for
different purposes and audiences.
Capable communicators in phase 4 understand and respond to a variety of spoken and written texts. They interpret specific
information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and
recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text
to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal
and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified
opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak
and write with a clear sense of audience and purpose.
Proficient communicators in phase 5 analyse specific information, ideas, opinions and attitudes presented in oral, visual
and written language. They draw conclusions, infer information and recognize implied opinions and attitudes. They
respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in
conversations in social and some academic situations to contribute substantial information containing relevant and focused
ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to
express their understanding and opinions on topics of personal interest and global significance. They interpret aspects of
format and style, and are able to adapt register and style of language to suit the context.
Proficient communicators in phase 6 evaluate the important information, details and ideas presented in spoken, written and
visual language, in social and academic contexts. They analyse the information, draw conclusions and make inferences
about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. They engage actively in
conversations in social and academic situations to contribute substantial information and give detailed analysis and
explanation. They organize information and ideas logically and effectively to communicate their understanding, opinions
and perspectives to a wide range of audiences, and for a variety of social and academic purposes.
As FDR makes the transition from 3 Levels of language B learning to 6 phases of language B learning all
Language B units are under review and will appear in this document as they are finalized throughout the
year.
MATHEMATICS
Grades 6-10
Glossary:
Mathematics Grade 6
Unit 1: Patterns and Algebra
Area(s) of
Interaction
HI
Significant
Concept(s)
There are patterns
all around us
Area(s) of
Interaction
ATL
Significant
Concept(s)
An appreciation of
numbers and the
vocabulary of
numbers
Area(s) of
Interaction
ENV
Significant
Concept(s)
Understanding what
fractions, decimals
and percents are.
Unit Question
How do we apply
rules?
Content
• Variables and expressions
• Number patterns and rules
• Describing number patterns
• Graphs of patterns
• Coordinate plane
Skills
• Use letters to represent number
patterns
• Translate between words and
algebraic symbols
• Create record, analyze and
generalize number patterns using
words and algebraic symbols in a
variety of ways.
• use ordered pairs by graphing
from a table
• equate independent variable with
x and dependent variable with y
Summative
Assessment(s)
End of unit test
(Criteria A, B)
Unit 2: Number Sense
Unit Question
How do numbers
help me in life?
Content
• even and odd numbers
• prime and composite numbers
• exponents
• square numbers
• composite
• factors
• factor pairs
• greatest common factor
• products
• multiples
• least common multiple
• prime factorization
Skills
• classify numbers as odd and even
• classify numbers as prime and
composite
• find factors of numbers
• find factor pairs of numbers
• classify numbers by their
characteristics using Venn
diagrams as a tool for sorting and
classifying
• develop strategies for finding
common factors
• develop strategies for finding
common multiples
• find factorization of numbers and
then break them down in prime
factorization
Summative
Assessment(s)
What’s your number
project
(Criteria A, C)
Unit 3: Each Part of a Whole is Important!!!
Unit Question
Content
Skills
Why do we have to
include each part of
a whole?
• equivalent fractions
• simplify fractions
• read, write, compare and order
fractions
• the four number operations
(addition, subtraction, multiplication
and division) with multiple digit
natural numbers, decimals and simple
fractions.
• decide which form, fraction or
decimal, of a positive number is
appropriate in real-life situations.
• find equivalent fractions
• simplify fractions
• use benchmarks such as 0, ½, 1,
1½ and 2 for fractions and decimals
• read, write, compare and order
fractions
• use the four number operations
(addition, subtraction,
multiplication and division) with
multiple digit natural numbers,
decimals and simple fractions.
Understanding and
applying the four
operations in
fractions, decimals
and percents.
Summative
Assessment(s)
End of unit test
(Criteria A, D)
Unit 4: Creating a Space
Area(s) of
Interaction
HI
Significant
Concept(s)
Understanding
shapes and space
and how they relate.
Unit Question
How can I make a
perfect space for
myself?
Content
• Different types of polygons
• The concept of area
• The concept of perimeter
• The concept of pi
• The different elements of a circle
(radius, diameter, circumference,
chord)
Skills
• construct different polygons and
circles
• find the perimeter of polygons
and irregular shapes
• find the circumference of circles
• find the area of rectangles,
triangles, parallelograms and
circles
• estimate the area of irregular
shapes
Summative
Assessment(s)
End of unit test
(Criteria A)
Project: design my
dream bedroom
(Criteria C, D)
Unit 5: Are we typical?
Area(s) of
Interaction
ENV
Significant
Concept(s)
Understanding how
statistics help us
draw conclusions
and make informed
predictions
Unit Question
Content
How can we draw
conclusions and
make predictions
about our
community?
• Tables, line plots, bar graphs, and
pie graphs.
• Measures of central tendency (mode,
mean, median) and measures of
spread (range and intervals within the
range) as descriptors of data features
• Description of the shape of the data
• Data classifications as categorical or
numerical
• The process of statistical
investigation to answer questions
Skills
• Organize and analyze data
• Display data in tables, line plots,
bar graphs and pie graphs
• Find the measures of central
tendency (mean, median, mode)
• Find measures of spread (range
and intervals within the range)
Summative
Assessment(s)
End of unit test
(Criteria A)
What are the
characteristics of a
common 6th grader
(Criteria A, C, D)
Mathematics Grade 7
Unit 1: Probability
Area(s) of
Interaction
HI
Significant
Concept(s)
Probability has a
significant part in
games.
Area(s) of
Interaction
ENV
Significant
Concept(s)
Samples enable us
to make inferences
and projections of
an entire
population.
Area(s) of
Interaction
HI
Significant
Concept(s)
Sets provide a
useful way of
picturing
relationships
between different
groups of things.
Area(s) of
Interaction
HI
Significant
Concept(s)
Knowledge of
volume and surface
area is necessary for
cost-efficient
packaging.
Unit Question
Content
How can you use
probability to create
a Kermesse game
that gives Roosevelt
a Profit?
• simple events
• mutually exclusive events
• tree diagrams
• repeated events
Skills
• calculate probabilities of simple
events
• calculate probabilities of
mutually exclusive events
• use tree diagrams to determine
the probability of repeated events
Summative
Assessment(s)
Students will create a
game that will give
Roosevelt a profit in
the Kermesse.
(Criteria B, D)
Unit 2: Samples and Data Analysis
Unit Question
How can we use
tables, graphs to
make informed
decisions?
Content
• comparison statements
• expanded and exponential notation
• ratios
• proportions
• rates and unit rates
• select samples
• make inferences about populations
• line graphs
• define independent and dependent
variables
• tables and graphs
Skills
• discern and use different types of
comparison statements
• convert standard notation to
expanded and exponential notation
• use ratios, proportions, rates and
unit rates to solve problems
• select samples and make
inferences about populations
• create tables and graphs
• analyze and describe patterns
• construct and interpret line graphs
• gather and organize data
• display the information in tables
and graphs
• interpret data and make decisions
based on collections and display of
data
• identify independent and
dependent variables and the
relationship between the two
Summative
Assessment(s)
Students will predict,
collect, present and
analyze sample data.
(Criteria A, C, D)
Unit 3: Sets
Unit Question
How are sets useful
in organizing my
life?
Content
• conjunctions and disjunctions
• intersections
• universal set
• complementary sets
• set notation
• empty set
• union and intersection
• subsets
• empty set is a subset of all sets
Skills
• use conjunctions and disjunctions
• use intersections and unions
• use complementary sets
• use set notation
• use Venn diagrams to solve word
problems
Summative
Assessment(s)
Paper and pencil test
(Criteria A)
Unit 4: Volume and Surface Area
Unit Question
Can I design a costefficient package?
Content
• volume
• surface area
• nets of figures
• scale factor as it relates to surface
area and volume
Skills
• calculate volume of 3D figures
• calculate surface area of prisms
and cylinders
• draw and use nets
• generate formulas
• use scale factor to calculate
surface area and volume
Summative
Assessment(s)
Written assessment
(Criteria A, C)
Investigations
(Criteria B)
Create a box for four
ping pong balls
(Criteria A, D)
Unit 5: Integers
Area(s) of
Interaction
ATL
Significant
Concept(s)
Application of rules
leads to successful
use of integers.
Unit Question
Can I successfully
use integers with
the four operations?
Content
• integers
• the four number operations
• ordering numbers on a number line
• opposites
• absolute value
• ordered pairs
• coordinate plane
• quadrants in coordinate plane
Skills
• compare and order integers
• use the four number operations
• use opposites and absolute value
• graph ordered pairs on a
coordinate plane
Summative
Assessment(s)
Test (Criteria A)
Menu of activities
(Criteria A, C)
Mathematics Grade 8
Unit 1: Exponents, Radicals, and Other Numbers (10 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Exponents are
helpful for
expressing huge or
tiny numbers.
Unit Question
Content
Skills
Why are scientists
so crazy about
exponents and how
do they use them?
• Understand how to convert from
scientific notation to standard notation
and vice versa.
• Understand and use the laws of
exponents
•
• the four number operations Z, Q
• "reciprocal" in division
•
• Ordering numbers and number line
• Repeating and terminating decimal
• expressions
• order of operations
• Convert from scientific notation
to standard notation and vice versa
• Correctly use the laws of
exponents
• Solve equations with radicals
using the laws of radicals
• Solve equations with exponents
using the laws of exponents
• Square numbers
• Square roots numbers
• Add/subtract square roots
• Order different forms of numbers
on a number line
• Solve problems using PEMDAS
Summative
Assessment(s)
Pre-test (Criteria A)
Summative Test
(Review of Skills)
(Criterion A)
Summative Test
(Criterion A)
Unit 2: Linear Relationships (8 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Linear relationships
can be expressed as
tables, graphs and
equations.
Unit Question
Content
How can I
recognize and solve
linear relationships?
• unit rates
• linear y=mx+b linear equations
• Graph lines, a tables, graphs
• slope
• exponential, inverse and quadratic
graphs
• quadratic relationships
• slopes of perpendicular and parallel
lines
• point of intersection
• Linear equations with GDC
Skills
• Write linear equations
• Predict the next term in the
number sequence
• Solve linear equations
• Graph linear equations
• Find slope
• Identify linear relationships
• Use slopes to identify parallel,
perpendicular lines
• Use GDC to analyze graphs
Summative
Assessment(s)
Check Up 1
(Criteria A, B)
Partner Quiz
(Criteria A, C)
Check Up 2
(Criteria A, C)
Unit Test
(Criteria A, B, C)
Unit 3: Quadratics (8 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Speed is the main
factor which affects
the braking distance
of a car, but it is not
the only factor.
Area(s) of
Interaction
HI
Significant
Concept(s)
The sum of the
squares of the legs
of a right triangle
are equal to the
square of the
hypotenuse.
Unit Question
How far will a car
travel when
braking?
Content
• Algebraic expressions rational
numbers
• Multiply monomials
• Multiply binomials
• Factor binomials and trinomials
Skills
• Expand and simplify algebraic
expressions
• Multiply monomials
• Multiply binomials
• Factor binomials and trinomials
Summative
Assessment(s)
Summative
Assessment
(Criterion A and C)
Unit 4: Pythagoras (4 weeks)
Unit Question
Content
What is the
Pythagorean
Theorem and how is
it useful now?
• square numbers and square roots
• Pythagorean theorem
• Understand the properties of 30-6090 and 45-45-90 triangles
• area of polygons, irregular shapes
• Cartesian plane
• plotting graphs
• distances between points
Skills
• Solve problems using the
Pythagoras theorem
• Use 30-60-90 and 45-45-90
properties to solve triangles
• determine the area of irregular
shapes
• plot graphs and find distance
between points
Summative
Assessment(s)
Unit Test
(Criteria A)
Performance based
assessment
(Criteria C, D)
Unit 5: Networks
Area(s) of
Interaction
HI
Significant
Concept(s)
Networks are where
things of interest are
linked by physical
connections or
relationships
Unit Question
Content
Skills
What is a network?
• paths and tours
• complete paths, shortest distance
paths
• optimal solutions
• procedures for performing complete
calculations
• networks and flow charts to solve
real life problems
• Locate paths and tours
• Analyze networks to find
complete paths, shortest distance
paths
• Solve problems involving optimal
solutions
• Devise and describe procedures
for performing complete
calculations
• Use networks and flow charts to
solve problems in real life contexts
Summative
Assessment(s)
Draw a network
Mathematics Grade 9
Unit 1: Expression Manipulation
Area(s) of
Interaction
HI
Significant
Concept(s)
Just about anything
can be manipulated
to something
familiar (or simpler)
Unit Question
How can we
manipulate
expressions using
properties of
exponents and
radicals?
Content
• Greatest common factor
• Least common multiple
• Exponent Rules
• Operations with radicals
• Distribution (including FOILing)
Skills
• Simplify exponent expressions
• Simplify radical expressions
• Given two or more numbers
determine the greatest common
factor
• Given two or more numbers
determine the least common
mulitiple
Summative
Assessment(s)
Exponent
Investigation
(Criteria B)
Test (Criteria A)
Unit 2: Finding Solutions
Area(s) of
Interaction
HI
Significant
Concept(s)
There are many
valid methods to
solve an equation.
Area(s) of
Interaction
HI
Significant
Concept(s)
The real world can
be modeled through
mathematics.
Mathematics can be
used to predict
events in the real
world.
Area(s) of
Interaction
ENV
Significant
Concept(s)
Formulas are
created to simplify
solving problems.
Unit Question
Is algebra the only
valid method to
solve equations?
Content
• linear equations
• quadratic equations
• radical equations
• exponential equations
Skills
• Manipulate, solve, verify and
graph linear equations.
quadratic equations.
radical equations.
exponential equations.
Summative
Assessment(s)
Portfolio
Rule of 4 GO with
multiple f(x)s
(Criteria A)
Unit 3: Mathematical Modeling
Unit Question
How can we model
the real world using
Mathematics?
Content
• Domain and Range
• Real world linear relationships
Skills
• Gather experimental data
• Creating mathematical models to
represent situations
• Make predictions based off of
models
• Reflect on the real life
interpretations of the models
including restrictions and validity.
Summative
Assessment(s)
Group chosen
modeling assessment
with individual
reflections.
(Criteria D)
Unit 4: Sequences & Series
Unit Question
How can we use
models to predict?
Content
• Arithmetic Sequences
• Arithmetic Series
• Geometric Sequences
• Geometric Series
Skills
• create an equation
• manipulate an equation to solve
for different variables.
• apply his or her knowledge in
word problems and real world
situations.
Summative
Assessment(s)
Investigation of
Cubes (Criteria B)
Test (Criteria A)
Unit 5: Calculator Programming
Area(s) of
Interaction
HI
Significant
Concept(s)
Many processes can
be done more
accurately and more
quickly using
programs.
Area(s) of
Interaction
HI
Significant
Concept(s)
We can create rules
to calculate what we
can’t measure.
Unit Question
How can we make
programs that can
do calculations for
us?
Content
• Distance, midpoint formula
• Calculator procedures
• Basic Programming Language
Skills
• Use distance and midpoint
formula
• Write a program in GDC
Summative
Assessment(s)
Quiz (Criteria A, C)
Unit 6: Trigonometry
Unit Question
To what extent can
we calculate what
we can’t measure?
Content
• Pythagorean Theorem
• Special Right Triangles
• SOH CAH TOA
• Angle of depression/elevation
Skills
• Solving Right triangles, using
• Pythagorean Theorem
• SOH CAH TOA
• Special relationships
• Solving application problems
Summative
Assessment(s)
Investigation
Estimating Building
Heights
(Criteria A, C, D)
Unit 7: Statistics
Area(s) of
Interaction
C&S
Significant
Concept(s)
Statistics can be
used to influence
people’s decisions
Unit Question
What makes
numbers
persuasive?
Content
• Central tendency
• Standard deviation
• Frequency, cumulative frequency
• Graphs
• Organize data
• How to use the calculator
Skills
• Calculate mean, median, mode,
range, inter-quartile range, outliers
• Find standard deviation
• Find normal distribution
• Create appropriate graphs for data
sets
• Use the calculator to find
statistics
Summative
Assessment(s)
Project
(Criteria A, C, D)
Mathematics Grade 10 (Standard)
Unit 1: Revision and Sets
Area(s) of
Interaction
ATL
Significant
Concept(s)
The notation used in
mathematics.
Area(s) of
Interaction
C&S
Significant
Concept(s)
There are a variety
of correct methods
to solve equations
Area(s) of
Interaction
HI
Significant
Concept(s)
Quadratic functions
can be used in real
life situations
including sports and
engineering
Unit Question
Content
How can we
classify objects of
different nature?
• Sets of Numbers N,Z,Q, R
• Understand definition of a radical
• Understand the properties of indices
• Understand significant figures
Skills
• Solve applications problems
using Venn Diagrams
• Simplify, add/sub, mult/divide
radicals
• Use the laws of indices
• Use scientific notation and
significant figures
Summative
Assessment(s)
Summative Test
(Criteria A, C)
Unit 2: Systems of Equations and Matrices
Unit Question
How can we
maximize profit and
minimize cost?
Content
• Understand Systems of Linear
Equations
• Understand linear programming
• Understand the different matrix
operations
• Understand the proper use of the
GDC
Skills
• Solve systems of linear equations
{4 ways}
• Solve real life problems needing
linear inequalities
• Use Matrix operations
• Use GDC to solve matrix
problems and graph equations.
Summative
Assessment(s)
Linear Programming
(Criteria C, D)
Unit 3: Quadratic Equations and Graphs
Unit Question
What is the
maximum or
minimum area,
height, etc.?
Content
• Four operations with polynomials
• Factoring
• Graphing
• Symmetry
Skills
• Factor trinomials, binomials
• Multiply, adding, subtracting,
dividing polynomials
• Rearrange into complete the
square form
• Graphing with intercepts, axis of
symmetry, vertex
• Find the roots
• Solve application problems
Summative
Assessment(s)
Portfolio (Criteria B)
Summative Test
(Criteria A)
Unit 4: Functions and Logarithms
Area(s) of
Interaction
C &S?
H&SE
Significant
Concept(s)
Logarithms and
exponential
equations can be
used in real life
situations including
in medicine and
music
Unit Question
At what time will a
population of
bacteria level off or
be depleted?
Content
• Definition function, domain, range,
inverse, composite
• Definition of logarithm and
exponential
• Laws Logarithms
• Rational functions
• Asymptotes
• Components of graphing
Skills
• Find domain and range of
functions
• Find the asymptotes of functions
if applicable
• Use the Log laws to solve
problems
• Applications of functions
• Find inverse function when a
function
• Find composite function
Summative
Assessment(s)
Summative Test
(Criteria A)
Unit 5: Polynomial Functions
Area(s) of
Interaction
ATL
Significant
Concept(s)
Graphics calculators
are tools that can be
used to solve
problems
Unit Question
How can I
maximize?
Content
• Factoring
• Division: Synthetic and long
• Roots of polynomials
• Graphs, increasing/decreasing
• Calculator use
• Factor and Remainder Theorem
Skills
• Factoring by substitution,
grouping, sum/diff. of cubes,
remainder theorem
• Dividing a polynomial with either
linear or higher order degree
divisor
Summative
Assessment(s)
Summative Test
(Criteria A)
Creating a box and
reflecting (Criteria D)
Area(s) of
Interaction
ENV
Significant
Concept(s)
The use of
trigonometric
graphs and
equations for real
world applications
in the modern
technological
world.
Unit Question
How can we
determine the
height of an object?
Content
• Right triangles SOH CAH TOA,
Pythagorean Theorem
• Law of Sines and Cosines
• Area of a Triangle
• Angle measure Radian Degrees
• Unit circle and special triangle
relationships
• Graphs Sine, Cosine
• Bearings and Application
Skills
• Solve right triangles
• Solve non-right triangles
• Find area of triangles
• Convert radians to degrees and
vice versa
• Find Trigonometric functions of
special angle
• Solve trigonometric equations
using graphs
Summative
Assessment(s)
Summative Test
(Criteria A)
Investigating
Pythagorean
identities (Criteria B)
Unit 7: Probability
Area(s) of
Interaction
ATL
Significant
Concept(s)
Probability
Area(s) of
Interaction
ATL
Significant
Concept(s)
There is a process
to proving
statements in
mathematics true
Unit Question
How do we know
the probability
Content
• Sample Space
• Theoretical vs. experimental
• Definition of Probability
• Combined events including
independent events
• Venn Diagrams including mutually
exclusive events
Skills
• Drawing tables, trees, and Venn
diagrams
• Finding probabilities using trees,
tables and Venn Diagrams
• Use set notation (union,
intersection) in probability
problems.
Summative
Assessment(s)
Test (Criteria A)
Unit 8: Reasoning and Geometry Circle
Unit Question
How do we know a
statement is true?
Content
• Definition parts of a circle
• Angles in a circle
• Inscribed polygons
• Proving hypothesis
Skills
• Use theorems to find angles and
lengths
• Use correct notation to label
angles, lines, segments, arcs
• Prove the circle theorems
• Apply theorems to real life
situations
Summative
Assessment(s)
Test (Criteria A)
Investigation into
circles (Criteria B, D)
Mathematics Grade 10 (Extended)
Unit 1: Revision and Sets
Area(s) of
Interaction
ATL
Significant
Concept(s)
The notation used in
mathematics.
Area(s) of
Interaction
C&S
Significant
Concept(s)
There are a variety
of correct methods
to solve equations
Area(s) of
Interaction
HI
Significant
Concept(s)
Quadratic functions
can be used in real
life situations
including sports and
engineering
Unit Question
Content
How can we
classify objects of
different nature?
• Sets of Numbers N,Z,Q, R, (C)
• Understand definition of a radical
• Understand the properties of indices
• Understand significant figures
• (Understand binary operation)
• Complex numbers
Skills
• Solve applications problems
using Venn Diagrams
• Simplify, add/sub, mult/divide
radicals
• Use the laws of indices
• Use scientific notation and
significant figures
• (Use Binary Operations)
Summative
Assessment(s)
Summative Test
(Criteria A, C)
Unit 2: Systems of Equations and Matrices
Unit Question
How can we
maximize profit and
minimize cost?
Content
• Understand Systems of Linear
Equations
• Understand linear programming
• Understand the different matrix
operations
• Understand the proper use of the
GDC
Skills
• Solve systems of linear equations
{4 ways}
• Solve real life problems needing
linear inequalities
• Use Matrix operations
• Use GDC to solve matrix
problems and graph equations.
Summative
Assessment(s)
Linear Programming
(Criteria C, D)
Unit 3: Quadratic Equations and Graphs
Unit Question
What is the
maximum or
minimum area,
height, etc.?
Content
• Four operations with polynomials
• Factoring
• Graphing
• Symmetry
Skills
• Factor trinomials, binomials
• Multiply, adding, subtracting,
dividing polynomials
• Rearrange into complete the
square form
• Graphing with intercepts, axis of
symmetry, vertex
• Find the roots
• Solve application problems
Summative
Assessment(s)
Summative Test
(Criteria A)
Unit 4: Functions and Logarithms
Area(s) of
Interaction
C&S
HSE
Significant
Concept(s)
Logarithms and
exponential
equations can be
used in real life
situations including
in medicine and
music
Unit Question
At what time will a
population of
bacteria level off or
be depleted?
Content
• Definition function, domain, range,
inverse, composite
• Definition of logarithm and
exponential
• Laws Logarithms
• Rational functions
• Asymptotes
• Components of graphing
Skills
• Find domain and range of
functions
• Find the asymptotes of functions
if applicable
• Use the Log laws to solve
problems
• Applications of functions
• Find inverse function when a
function
• Find composite function
Summative
Assessment(s)
Summative Test
(Criteria A)
Unit 5: Polynomial Functions
Area(s) of
Interaction
ATL
Significant
Concept(s)
Graphics calculators
are tools that can be
used to solve
problems
Unit Question
How can I
maximize?
Content
• Factoring
• Division: Synthetic and long
• Roots of polynomials
• Graphs, increasing/decreasing
• Calculator use
• Factor and Remainder Theorem
Skills
• Factoring by substitution,
grouping, sum/diff. of cubes,
remainder theorem
• Dividing a polynomial with either
linear or higher order degree
divisor
Summative
Assessment(s)
Summative Test
(Criteria A & C)
Area(s) of
Interaction
ENV
Significant
Concept(s)
The use of
trigonometric
graphs and
equations for real
world applications
in the modern
technological
world.
Unit Question
How can we
determine the
height of an object?
Content
• Right triangles SOH CAH TOA,
Pythagorean Theorem (SEC, CSC,
COT)
• Law of Sines and Cosines
• Area of a Triangle
• Angle measure Radian Degrees
• Unit circle and special triangle
relationships
• Proofs
• Graphs Sine, Cosine
• Bearings and Application
Skills
• Solve right triangles
• Solve non-right triangles
• Find area of triangles
• Convert radians to degrees and
vice versa
• Find Trigonometric functions of
special angle
• Simplify Trigonometric equations
using identities
• Prove Trigonometric identities
(complex)
• Solve trigonometric equations
using graphs (algebra)
Summative
Assessment(s)
Summative Test
(Criteria A)
Investigating
Pythagorean
identities
(Criteria B)
Unit 7: Probability
Area(s) of
Interaction
ATL
Significant
Concept(s)
Probability
Area(s) of
Interaction
ATL
Significant
Concept(s)
There is a process
to proving
statements in
mathematics true
Unit Question
How do we know
the probability
Content
• Sample Space
• Theoretical vs. experimental
• Definition of Probability
• Combined events including
independent events
• Venn Diagrams including mutually
exclusive events
Skills
• Drawing tables, trees, and Venn
diagrams
• Finding probabilities using trees,
tables and Venn Diagrams
• Use set notation (union,
intersection) in probability
problems.
Summative
Assessment(s)
Test (Criteria A)
Unit 8: Reasoning and Geometry Circle
Unit Question
How do we know a
statement is true?
Content
• Definition parts of a circle
• Angles in a circle
• Inscribed polygons
• Proving hypothesis
Skills
• Use theorems to find angles and
lengths
• Use correct notation to label
angles, lines, segments, arcs
• Prove the circle theorems
• Apply theorems to real life
situations
Summative
Assessment(s)
Test (Criteria A)
Investigation into
circles
(Criteria B, D)
PHYSICAL EDUCATION
Grades 6-10
Glossary:
Physical Education Grade 6
Unit 1: Into the Zone! (2 weeks)
Netball, Korfball, Dodge Ball (Team Games)
Area(s) of
Interaction
ENV
HSE
Significant
Concept(s)
Knowing where to
position oneself on
the court is
important to the
success of the
game.
Unit Question
Where should we
position ourselves
on the court?
Content
• Man to man defense
• Team work
How do restrictions
change the way you
play?
Skills
• Passing and catching
• Getting “open”
• Pivoting with the ball
Rules and
restrictions are
opportunities.
Summative
Assessment(s)
Performance –
Student selfevaluation and
teacher observation
of basic game play
(Criteria C)
Personal Engagement
and Social Skills
(Criteria D)
Playing in zones
allows many
players to
contribute to the
success of the team.
Unit 2A: Run the Risk! (5 weeks)
Climbing Wall (Adventure Activities)
Personal Safety and Injury Prevention (Health Knowledge)
Area(s) of
Interaction
ENV
HSE
Significant
Concept(s)
Safety in adventure
activities (for
yourself and others)
is our number one
priority.
Unit Question
Content
Skills
What choices must I
make to ensure that
I contribute to a
safe environment
for everyone at the
climbing wall?
• Safety zones
• Proper care and use of equipment
• Set-ups and breakdowns at climbing
wall
• Safety checks
• Safety communication while
climbing
• Belaying
• Decision-making
• Safe behaviors
• Belaying
• Lowering off
• Safety communication
• Collaboration
• Decision-making to determine
safe courses of actions
• Communication and refusal skills
to avoid risky situations
Proper care of
equipment helps
protect it which in
turn helps to keep
you safe
Summative
Assessment(s)
Use of Knowledge –
short answer written
assessment
(Criteria A)
Performance – safety
demonstration
(Criteria C)
Personal Engagement
and Social Skills
(Criteria D)
Stepping out of
your comfort zone
can increase your
confidence.
Respecting the
safety of others
requires focus and
maturity
Unit 2B: ACEPTA (2 weeks – 4 sessions delivered by ACEPTA teachers)
Substance Abuse, Addictions and Related Emotional Behaviors (Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Risk taking can be
both positive and
negative.
I am different and
that makes me
special.
You can learn to
handle peer
pressure and risky
situations with
practice.
Unit Question
What’s the risk?
What options do I
have?
Content
• Risk
• Being different
• Drugs and peer pressure
Skills
• Evaluating when risks are
positive or negative and the
consequences of each
• Strategies to recognize peer
pressure
• Strategies to handle peer pressure
Summative
Assessment(s)
Social Skills and
Personal Engagement
(Criteria D)
Unit 3: Batter Up! (7 weeks)
Kickball, Slåball, 3-Pitch Softball (Team Games, International Sports and Games)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Balls move faster
than people.
Deliberate
placement of hits
can help advance
runners.
Unit Question
Content
What do bat and
ball games have in
common?
• Rules of the games
• Object control (throwing and
catching)
• Basic sport specific skills (batting)
• Rules, procedures, and etiquette that
are safe and effective for bat and ball
games
• Compare and contrast bat and ball
sports
What are the
characteristics of
good
sportsmanship?
Sometimes you
need to sacrifice a
player to advance
another.
Skills
• Catching (mechanics of)
• Throwing (mechanics of)
• Batting (mechanics of)
• Placement of hits
Summative
Assessment(s)
Written Test (Criteria
A)
Performance –
demonstration of
batting, catching and
throwing and
observation of game
play
(Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 4: Wellness Around the World (7 weeks)
International Games (International Sports and Games)
Area(s) of
Interaction
HSE
Significant
Concept(s)
A healthy lifestyle
includes daily
physical activity.
It is important to
develop good habits
to last a lifetime
Unit Question
What activities do
people in other
countries/cultures
do for exercise?
Content
• Variety of games/sports from other
countries/cultures
• How to organize and present your
game/sport
Skills
• Planning and organization
• Collaboration with others
• Inquiry
• Reflection
Why is it important
to exercise?
Summative
Assessment(s)
Performance – teach
a game or sport to
your classmates from
a culture different to
that of Peru
(Criteria C)
Personal Engagement
and Social Skills
(Criteria D)
Unit 5: Health Education! (2 weeks)
Human Development and Sexual Health (Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Our health and
wellness is based on
the 5 components of
health (physical,
social, emotional,
mental
and spiritual)
and we need to keep
the body, the mind
and the spirit in
balance.
Puberty is a time
of many changes,
both physical and
emotional and can
greatly affect our
body image and
self-esteem.
As you grow up,
you get more
freedom which
leads to more
responsibility and
more decision
making.
Stereotypes and
labels exist and can
be both
helpful and/or
harmful.
Unit Question
What makes me
unique?
Why does my body
change and how
will my self-esteem
and self-image be
affected?
What resources and
tools do I have
to help me as I
transition through
this time in my life?
Content
• What is health? • What is wellness?
• self-esteem
• self-efficacy
• nutritional needs during puberty
• MyPlate nutritional
recommendations
• importance of exercise
• dealing with sweat and acne
• sleep needs during puberty
• good hygiene practices during
puberty
• media influences on body image
• effects of Photoshop and air
brushing
• finding balance in our lives
• body changes during puberty
• growth spurts
• decision making
• using problem solving methods for
big dilemmas
• What are stereotypes?
• gender stereotypes
• labels
Skills
• Decision making skills
• Cooperating – act with social
maturity and integrity
• Group Decision Making – listen
to others; discuss ideas; ask
questions; work towards and obtain
consensus
• Personal Challenge of Respecting
Others – listen sensitively to others.
• Respect cultural differences:
accept that others’ beliefs,
viewpoints, religions and ideas may
differ from one’s own; respect
cultural differences and state your
opinion without hurting others.
• Adopting a Variety of Group
Roles – understand what behavior
is appropriate in a given situation
and act accordingly.
Summative
Assessment(s)
Personal Engagement
and Social Skills –
participation in class
discussions (Criteria
D)
Unit 6: Get Moving! (6 weeks)
Fitness and Conditioning (Aesthetic Activities)
Movement Composition (Aesthetic Activities)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Fitness is a process,
not a product
Quality is more
important than
quantity – every
fitness session
needs a plan and a
purpose. (FITT)
Unit Question
Content
Skills
Why is physical
fitness important?
• Physical Health
• Cardiovascular fitness
• Resistance training
• Flexibility training
• Performance (balance, stability,
amplitude, exactness, extension, body
form)
• Anatomical movements
• Upper body, lower body, and
core strength development through
body weight exercises and the use
of bands, stability balls and light
weights
• Extension of movements
• Synchronization and precision
How do you
maintain physical
fitness?
Summative
Assessment(s)
written test
(Criteria A)
Movement
Composition –
creation of aerobic
routine including
written evidence
(Criteria B)
Performance –
movement
composition (video
evidence)
(Criteria C)
Personal Engagement
and Social Skills
(Criteria D)
Unit 1: Fair Play Or Farewell! (7 weeks)
Ultimate Frisbee (Alternative Recreational Activities)
Basketball (Team Games)
Area(s) of
Interaction
C&S
ATL
Significant
Concept(s)
Following rules and
playing fair enhance
the value/joy you
experience in
playing a game
Unit Question
Content
Why is it important
to follow rules and
play fair in games?
• Specific rules and regulations
• Play with respect and
sportsmanship/fair play
• Respect
• Team work (develop a game sense
through the application of man-to-man
defense to help your game and the
creation of open scoring possibilities)
“Spirit of the game”
mentality is the
basis of community
recreational
activities
Skills
• Shooting, passing and receiving
• Following the rules of the game
(violations & fouls)
Summative
Assessment(s)
30 second
commercial video
about the promotion
of fair play in groups
of 3 (Criteria A)
Performance –
teacher observation
of game play
(Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 2: ACEPTA (2 weeks – 4 sessions delivered by ACEPTA teachers)
Substance Abuse, Addictions and Related Emotional Behaviors (Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Understanding
substance abuse and
how it affects an
individual
Unit Question(s)
Content
Why is it important
to make my own
decisions?
• Basic concepts of brain functioning
and addiction
• What is a drug?
• Peer pressure
• My best card
How do my actions
affect my reactions?
Skills
• Listening
• Sharing ideas and concepts
• Paying attention
Summative
Assessment(s)
Social Skills and
Personal Engagement
in class
(Criteria D)
Unit 3: Position Yourself For Success (9 weeks)
Badminton (Individual Games and Activities)
Tennis (Individual Games and Activities)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Positioning on the
court is a key factor
in racquet sports
Unit Question
How does the
position of your
opponent and
yourself relate to
the different shots
you can make?
Content
• Rules and regulations
• Positioning on the court
• How to outwit an opponent
• Rules for singles and doubles
Skills
• Forehand/backhand
• Serve
• Drop
• Clear
• Smash
• Lob
• Strategy of back to centre
(singles)
• Front and back and side by side
(doubles)
Summative
Assessment(s)
Use of Knowledge written test for
Badminton
(Criteria A)
Performance –
teacher observation
of game play
(Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 4: The Power Of Being In Sync (12 weeks)
Movement Composition (Flash Mob) (8 weeks)
Cooperative Learning (Create Your Own Cooperative Game) (4 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Communicative and
cooperative skills
are key factors that
determine the
success of a group.
Unit Question
How can individual
differences enhance
and contribute to
group productivity
& synchronicity?
The ability to work
with all kinds of
individuals is
important.
Content
Skills
Movement Composition
• What makes a good performance?
• Body extension
• Synchronization
• Effective group work
• In what way can motion evoke
emotion?
Movement Composition
• Synchronization with music and
others
• Cooperation skills
• Organization
• Coordination and timing
Cooperative Learning
• Inclusion
• working together to complete a task
• Effective group work
• Goal Achievement
• Positive interaction
• Teamwork skills
• Goal Achievement
• Positive interaction
Summative
Assessment(s)
Movement
Composition
Movement
Composition –
creation of small
group Flash mob
including written
report (Criteria B)
Performance – small
group Flash mob
performance (submit
video evidence)
(Criteria C)
Public Performance –
Flash mob on FDR
campus (Criteria C)
Cooperative
Learning
written task that
accompanies the
student’s game or
activity (Criteria A)
Performance – create
and present a
cooperative game
(Criteria C)
Social Skills and
Personal Engagement
for Movement
Composition &
(Criteria D)
Unit 5: Practice Makes Perfect! (4 weeks)
Aquatics – Water Games
Area(s) of
Interaction
ATL
Significant
Concept(s)
The development of
appropriate skills
helps make a
successful player.
Repetition and
practice lead to the
mastery of skills.
Skills learned in a
game can be useful
in real life
scenarios.
Unit Question
How does
practicing skills
make you play
games better?
Content
• Pool safety & procedures
• Underwater Hockey
• Water Polo
Skills
• Underwater swimming
• Treading water
• Head up front crawl
• Breathing techniques
Summative
Assessment(s)
Performance –
teacher observation
of game play and
ability to perform the
four skills
(Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 1: “The Whole is Greater than the Sum of its Parts…” (8 weeks)
Climbing (Adventure Activities)
Area(s) of
Interaction
ATL
Significant
Concept(s)
Developing
kinesthetic
awareness through
practice and
reflection helps us
to perform better.
Unit Question
How does focusing
on technique help
overall
performance?
Aquatics (Aesthetic Activities)
Content
Climbing
•Review climbing/belaying safety
rules and guidelines
• 4 successful climbing techniques
and the principles behind them
• Sequencing moves with interesting
transitions and use of space
Aquatics
•Proper technique (arm/leg/body
alignment/breathing) for freestyle,
backstroke, and breaststroke
• Strategies to improve overall time
Skills
Climbing
•Keeping center of gravity close to
wall and directly over rock
• Using 3 points of contact on the
wall
• Using inside/outside of foot,
instead of toes
• Resting on bones, not on muscles
Aquatics
• Proper technique of freestyle
• Proper technique of breaststroke
• Proper technique of backstroke
Summative
Assessment(s)
Climbing
demonstration and
written analysis of a
peer's climbing
techniques
(Criteria A, C)
Performance –
teacher observation
(video - possible
underwater filming)
of swimming stroke
techniques (freestyle,
breast stroke and
backstroke)
(Criteria C)
Social Skills and
Personal Engagement
for Swimming &
Climbing
(Criteria D)
Unit 2: Human Sexuality Education (3 weeks)
(Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Preparation is the
key to wise
decision-making
Unit Question
Content
What are the
consequences of
your decisions?
•Establishing ground rules and
creating a safe environment in which
to share.
• Review of puberty and adolescence.
• Human Development: including
reproduction, pregnancy and
prevention.
•Sexual Health: including sexuallytransmitted diseases and prevention.
• Making decisions related to sexual
behavior.
• Peer pressure as it relates to sexual
behavior.
Skills
•How to make wise decisions
regarding sexual health practices
• Strategies for dealing with peer
pressure
Summative
Assessment(s)
Dear Junior Letter
(Criteria A)
Social Skills and
Personal Engagement
– Daily self
assessment (Crit. D)
Unit 3: Movement Composition (4 weeks)
(Aesthetic Activities)
Area(s) of
Interaction
HI
Significant
Concept(s)
Cultures build
upon knowledge
and practices from
the past, while
looking to the future
Unit Question
How does
traditional dance
influence the
creation of modern
day dance moves?
Content
Skills
•Independent research of a traditional
dance and its characteristics
• Creating original moves with similar
characteristics
• Sequencing moves with interesting
transitions and use of space
• Teach a sequence of moves to a
group of 4-5 students.
• Solicit, consider and use feedback
and reflection to make appropriate
changes.
Summative
Assessment(s)
Movement
Composition –
creation of dance
including written
evidence
(Crit. B)
Performance –
movement
composition (video
evidence/teacher
observation) (Crit. C)
Social Skills and
Personal Engagement
– Daily self
Unit 4: Team Sports (8 weeks)
Softball (International Sports and Games, Team Games)
Area(s) of
Interaction
ATL
Significant
Concept(s)
We can use our
bodies more
effectively if we
follow the laws of
physics.
Volleyball (Team Games)
Unit Question
Content
Skills
How does
knowledge of
physics help us to
perform better?
• Introduction to biomechanical terms,
applications and principles
• The correct technique for Volleyball
skills: serving, volleying and bumping
• The correct technique for Softball
skills: throwing, catching and batting
• Application of the rules of physics
to the skills
• Review of basic Volleyball rules and
strategies (gives parameters to how
skills are executed and why)
• Review of basic Softball rules,
positions and strategies
• Correct breakdown and execution
of the following Volleyball skills:
- Overhead serve
- Underhand passes (bumps)
- Volleys
• Correct breakdown and execution
of the following Softball skills:
- Throws
- Catches (including fly balls and
grounders)
- Batting
• Develop Volleyball and Softball
game sense through the use of the
rules and strategies
Summative
Assessment(s)
photo/video analysis
of a Volleyball or
Softball skill
(Crit. A)
Performance –
teacher observation
of game play in
partners/small groups
(Crit. C)
Social Skills and
Personal Engagement
– Daily selfassessments in
Softball and
Volleyball
(Crit. D)
Unit 5: Finding the Balance (8 weeks)
Emotional and Social Health (Health Knowledge)
Substance Use and Abuse (Health Knowledge) – 2 classes taught by ACEPTA instructors
Track and Field (Individual Games and Activities)
Nutrition (Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Finding balance
helps us to enjoy a
richer and better
life.
Unit Question
Content
How can I find
balance in different
areas of my life?
Emotional and Social Health
• Seeing the positive in self and others
• The value of living by principles
• Importance of Goal-setting
• Developing healthy habits
How can I resist
peer pressure to
maintain personal
balance?
Substance Use and Abuse (2 classes
taught by ACEPTA)
• How much do we know about
alcohol and tobacco?
• What parts of the brain do these
drugs affect?
• Alcohol–the gateway to illegal drugs
• What is prevention?
Nutrition
•6 major nutrients of a balanced diet
• Calories in/out: finding the balance
• Reading food labels
• Healthy eating habits
Track and Field
• How to properly execute the
following Track and Field skills: high
jump; long jump; shot put; discus;
sprints; 800 m.
Skills
Emotional and Social Health
• Giving compliments
• Goal-setting steps
Substance Use and Abuse (2
classes taught by ACEPTA)
• Recognize influences on
decisions.
• Strategies for resisting peer
pressure.
• Analysis of case studies.
Nutrition
• Tracking nutritional value of
personal diet on mypyramid.gov
• Analyzing and comparing food
labels.
• Analyzing diets.
Track and Field
• Proper breakdown and execution
of high jump, long jump, shot put,
discus, sprint, 800 m.
Summative
Assessment(s)
creative visual arts
presentation: balance
of various aspects of
health; goal-setting
(Crit. A)
Track and Field
Performance – Peer
and teacher
observation
(Crit. C)
Social Skills and
Personal Engagement
– Daily self
– Teacher
observation in 2
ACEPTA
classes(Crit. D)
Unit 1: Aquatics - Water Safety (4 weeks)
(Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Knowledge, and
awareness of our
limits, allows us to
manage risks in
water environments.
Unit Question
How can I use my
knowledge and
awareness of my
own limitations to
take appropriate
actions in different
water
environments?
Content
• Importance of Check, Call, Care in
considering how to proceed in an
emergency situation
• Water rescue techniques: Reach,
Throw…DON’T Go!
• How to recognize the status of
swimmers in trouble
• Hypothermia and cramps
• Alcohol and water
• Recovery Position
Skills
• Demonstrate knowledge of
General Water safety Tips
• Survival Strokes:
Survival floating technique
Elementary backstroke
Sidestroke
• Water Rescue Techniques:
Reaching Assist
Throwing Assist
• Swimming with clothes
Summative
Assessment(s)
Water Safety
Presentation (in
group of 3)
(Criteria A)
Performance –
Assessment and
response to an
emergency situation
(Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Area(s) of
Interaction
HI
Significant
Concept(s)
Demonstrate
attitudes and
strategies that
enhance their
relationships with
others
Unit Question
How are ideas
communicated
through movement?
Content
• Build and understand concepts to
create a movement around a theme.
Skills
• Coordination, timing,
synchronization, energy, style, flair
• Collaboration and cooperation
skills
Summative
Assessment(s)
Movement
Composition – create
a composition around
a theme including
individual written
report (Criteria B)
Performance –
performance of
movement
composition (video
evidence) (Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 3: Create-a-Game (4 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Students will
develop an
understanding of
how to adapt to
changing situations
through thinking
creatively.
Unit Question
How does the
ability to adapt and
think creatively
impact on success?
Content
• Different types of games
Skills
• Inquiry
• Collaboration with peers
• Presentation of the game to the
class
Summative
Assessment(s)
written assignment
(Criteria A)
Performance –
presentation of
games (Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 4: Orienteering (5 weeks)
(Adventure Activities)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Building a
repertoire of
practical skills help
us become better
problem-solvers.
Unit Question
Content
How can basic
orienteering skills
help us become
better problemsolvers in real life
situations?
• Orientation points
• Importance of compass in different
scenarios
• Correct use of a compass and a map
• Estimate distances
Skills
• Use of compass and map
• Developing orienteering courses
and arranging orienteering events
Summative
Assessment(s)
Use of Knowledge question and answer
activity (map skills)
(Criteria A)
Performance – make
an orienteering
course (Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 5: Invasion Games (9 weeks)
Basketball, Soccer (Team Games, and Games)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Teamwork is
important to the
success of any
activity.
Unit Question
Content
How do strategies
help us to be more
successful as a
team?
• Offensive and defensive strategies
• Game play
• Player positions and responsibilities
on and off the court/field
• Rules
Skills
• Get open
• Give and go
• Work in small groups
• Defensive position
• Offensive position
• Pick and roll (basketball)
• Man To Man
Summative
Assessment(s)
written test on
offensive and
defensive positions
and strategies
(Criteria A)
skill teaching
(Criteria A)
Performance – video
of 3 on 3 basketball,
5 on 5 soccer
(Criteria C)
Social Skills and
Personal Engagement
for basketball and
soccer (Criteria D)
Unit 6: Track And Field (9 weeks)
(Individual Games and Activities) (Aesthetic Activities)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Successful skills
and techniques are
developed through
peer communication
and participation.
Unit Question
How do
communication,
techniques and
skills help me to
develop my social
skills?
Content
• Running, jumping and throwing
techniques
• Biomechanical movements
Skills
• Running technique
• Posture of entire body
• Arms (arm angle, arm swing and
arm height).
• Foot plant; foot positioning
• Students will demonstrate correct
jumping technique
• Approach, footwork, body
rotation (jumping)
• Grips, A (the V grip), B and C.
• Start, run, crossovers, release and
reverse (javelin)
Summative
Assessment(s)
Track & Field
Video analysis and
personal reflection
(Criteria A)
Performance –
performance on
chosen events
(Criteria C)
Volleyball (Team Games)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Successful
teamwork involves
defining roles,
anticipating plays,
and moving
accordingly.
Unit Question
“How does
understanding the
roles and strategies
of an activity allow
us to put pressure
on the opposition
and respond more
positively under
pressure?”
Unit 1: Team Sports (9 weeks)
Softball (International Sports and Games, Team Games)
Content
Volleyball
• Advanced rules of Volleyball
(especially pertaining to serves,
spikes, blocks, and net calls)
• Use of skills and position to gain
strategic advantage
Softball
• Rules specific to Fast-pitch,
especially regarding base-running,
stealing bases and leading off.
• Position and movement of fielders
for ideal coverage (defense).
• Base-running strategies to improve
opportunities to score (offence).
Skills
Volleyball
• Overhand serve
• Attack (spike)
• Defense (block/dig)
• Offensive and defensive positions
• Transitions from defensive to
offensive positions
Softball
• Successful fielding strategies
• “Covering”
• Anticipating and communicating
the play
Summative
Assessment(s)
Volleyball
Use of Knowledge written test
(Criteria A)
Performance –
Observation (by
teacher)
(Criteria C)
Softball
written test
(Criteria A)
(C) Performance –
teacher observation
of game play
(Criteria C)
Social Skills and
Personal Engagement
Volleyball & Softball
(Criteria D)
Area(s) of
Interaction
HI
Significant
Concept(s)
Creativity adds
enjoyment to life.
Unit Question
Content
“How can we use
our creativity to
enjoy and improve
the quality of life?”
• Review concepts learned in previous
years: coordination, synchronization,
precision, extension, balance,
symmetry, energy, flair
• Use of “Garageband” to create
original music
• 30-45 sec individual presentation
Skills
• Group work to create movement
composition
• individual performance
Summative
Assessment(s)
Movement
Composition
(Criteria B)
Performance of
movement
composition in front
of an audience
(Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Unit 3: Self Defense (5 weeks)
Martial Arts/Wrestling/Self Defense (Individual Games and Activities)
Substance Use, Addictions and Related Emotional Behaviors (Health Knowledge)
Area(s) of
Interaction
HSE
Significant
Concept(s)
A repertoire of
skills and strategies
can help better
prepare me for
situations where my
safety is threatened.
Unit Question
“How can skills and
strategies borrowed
from other
disciplines help me
to better defend
myself in
potentially
dangerous situations
?”
Content
• Principles of Martial Arts
• Principles of self defense
• Wrestling principles
• Self defense strategies for different
situations
Skills
• Practicing Martial Art moves in
partners
• Self defense moves
Summative
Assessment(s)
written test
(Criteria A)
Social Skills and
Personal Engagement
(Criteria D)
Unit 4: A Sport for Everyone (8 weeks)
Flag Football (Alternative Recreational Sports and Activities)
Ultimate (Alternative Recreational Sports and Activities)
Area(s) of
Interaction
ATL
Significant
Concept(s)
Successful
teamwork involves
good
communication
among players.
Unit Question
How does
communication
impact the success
of a team?
Content
• Basic rules and terminology of
Ultimate Frisbee
• Basic rules and terminology of
American Football
• Basic roles of players
Skills
• Correct throwing and catching
techniques for American Football
• Successful offensive and
defensive strategies for Flag
Football
• Compare/Contrast Flag Football
and Ultimate Frisbee
Summative
Assessment(s)
written test
(Criteria A)
Performance –
communication and
execution of an
offensive play in
Football (Criteria C)
Social Skills and
Personal Engagement
(Criteria D)
Camping Skills (Adventure Activities)
Area(s) of
Interaction
ENV
C&S
Significant
Concept(s)
With the enjoyment
of the outdoors
comes the
responsibility and
commitment of
minimizing impact
on the environment.
Unit 5: Outdoor Education (9 weeks)
Kayaking/Canoeing (Adventure Activities)
Unit Question
How can I enjoy a
reciprocal
relationship with
the outdoors?
Content
• Canoeing/kayaking basics
• Camping basics
• Principles of low-impact camping
skills
• Rappelling and zip lining
Healthy Eating (Health Knowledge)
Skills
• Camping basics on campus: tent
set-up, fire construction, use of
camp stoves, etc.
• Basic kayaking and river safety
skills (in pool)
• Cook-off competition
• Golden Boot competition
• 4-day, 3-night camping trip to
Lunahuana, including
river-rafting, hiking, cycling,
horseback riding, rappelling and
zip lining.
Summative
Assessment(s)
group project:
planning a simple,
nutritious meal plan
for 4-day camping
trip (Criteria A)
Performance –
periodic on-site spot
checks to ensure that
general low-impact
camping guidelines
are being followed
(Criteria C)
Performance – ability
to apply correct
techniques to
assorted outdoor
activities on trip
(Criteria C)
Social Skills and
Personal Engagement
for in-class work &
while on trip
(Criteria D)
SCIENCES Grades 6-10
Glossary:
Sciences Grade 6
Unit 1: The experimental method (6 Weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
1. The experimental
method is the way
scientists
investigate and
attempt to explain
the natural world.
2. The experimental
method has distinct
parts and the more
we can isolate and
control our
variables, the more
accurate our results
will be.
Area(s) of
Interaction
HSE
Significant
Concept(s)
1. Cells are the
basic building block
of organic life and
are individually
designed and suited
to the specific task
they perform.
Unit Question
Content
How do scientists
investigate the
natural world?
• Why do we use the seven separate
parts of the experimental method?
• What are quantitative and qualitative
data? When are they used?
• What are variables? Three types:
independent, dependent and control
variables
Skills
• Data analysis
• Creating data tables
• Identify variables
Summative
Assessment(s)
The recognition and
recall of the steps in
the experimental
method, most notably
the identification of
variables and types of
results. Test format.
(Criteria C, D)
Unit 2: Cells (6 Weeks)
Unit Question
Content
How do the basic
structures of living
things allow them to
work together to
survive?
• What are Cell Organelles?
• What are the similarities and
differences in Plant vs. Animal Cells?
• What are the basic functions of cell
Organelles?
• Microscope Vocabulary.
Skills
• Microscope Manipulation
• Microscope Drawings
• Observing Details
• Making wet mount slides
Summative
Assessment(s)
Microscope
Use/Drawings
(Criteria B, F)
Test
(Criteria C)
Unit 3: Cell Processes (6 Weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
1) Cells have
organelles that
essentially mirror
the functions of
organs in complex
organisms such as
animals.
2) Cells and their
environment
Unit Question
How do living
things survive?
Content
• What are the functions of cell
organelles?
• What is and how do the following
occur: osmosis, passive transport,
active transport, respiration and
fermentation?
Skills
• Describe and draw the process of
each of the following: osmosis,
passive transport, active transport,
respiration and fermentation.
Summative
Assessment(s)
Bacteria Essay
(Criteria A & C)
Egg lab report
(Criteria B, D, E &
F)
Test (Criteria C & B)
Unit 4: Properties of matter (8 Weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
1. The general
measurable
properties of matter
are mass, volume,
weight and density.
2. All scientists use
the SI (metric
system) to measure
properties of matter.
3. Density is the
relationship
between mass and
volume.
Unit Question
How do we describe
and measure the
physical properties
of matter?
Content
• Define and use Mass/ Vol.ume
/Density
• How can we convert between
different metric units?
• How can we tell if something will
Sink or Float?
• Lab Equipment Vocabulary
• Prefix nomenclature
• How to we determine the accuracy
of a measurement?
Skills
• Measuring Mass /Volume
• Calculating Density
• Determining Accuracy
• Triple Beam Balance
• Graduated Cylinders
• Beakers/Flasks
• Digital Balance
Summative
Assessment(s)
Metric Conversion
Quiz (Criteria C)
Lab Practical:
Measuring Volume
and Mass
(Criteria C, F)
Lab Report:
(Criteria B, D, E)
Unit 5: States/phases of matter (6 Weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
1. Solids, liquids
and gasses are made
of particles.
2. These states of
matter can change
back and forth and
are physical
changes that result
due to energy
change.
Unit Question
Content
What is matter
made of and how
does it behave?
• What is the Particle Model of
Matter?
• Phase Change Vocabulary and
Definitions
• How do we use and define the Basic
Gas Laws?
• How are Particles arranged in the
different states of matter?
Skills
• Lab safety
• Identifying phase changes
• Measuring quantities
• Measuring temperature
Summative
Assessment(s)
Lab Report
(Criteria C, D, E)
Test (Criteria B, C)
Phase Change Essay
(Criteria A)
Unit 6: Plate tectonics (6 Weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
1. The surface of
the Earth is made of
moving plates that
are responsible for
Earthquakes and
Volcanoes.
2. The people and
the environment
near tectonic plate
boundaries can be
greatly affected.
Unit Question
Content
What happens when
the Earth’s Surface
moves in Peru?
• What are the layers of the earth?
• What are Tectonic plates?
• What are convection currents?
• What happens at plate boundaries?
• What are the different types of plate
boundaries?
• What causes volcanoes?
• How do we measure earthquakes?
• How does society prepare for these
natural disasters?
Skills
• Essay writing
• Geographical skills
• Essay writing
• Making data tables
Summative
Assessment(s)
Test (Criteria C)
Earthquake Essay
(Criteria A & B)
Proper Data Tables
(Criterion D & E)
Sciences Grade 7
Unit 1: Biodiversity (6 Weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Interaction between
all living and nonliving things
determines survival.
Unit Question
Content
How do ALL living
and non-living
things in a
particular
ecosystem interact,
depend on and live
with one another?
• What needs are met by an organisms
environment?
• What factors limit population
growth?
• How do an organisms adaptations
help it to survive?
• How do organisms in an ecosystem
interact?
Skills
• Analyse the relationships
between organisms and their
environment.
• Explore the different types of
habitats and the factors in it.
• Discuss an ecological lab using
proper scientific vocabulary.
• Demonstrate knowledge of
ecosystem interaction
Summative
Assessment(s)
What’s a crowd Lab
Report
(Criteria B, D & E)
Zoo project
(Criteria A, B & F)
Unit 2: Elements, Compounds and Mixtures (5-6 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
1) Elements,
Compounds and
Mixtures are
distinctly different
because of the
physical properties
of their particles.
Unit Question
Content
How do Elements,
compounds and
mixtures affect us in
our daily lives?
• What are elements and how do they
relate to compounds?
• What are the properties of a
mixture?
• What is the difference between
weight and mass?
• What is the structure of an atom?
• How are elements described in terms
of their atoms?
2) Everything in the
material world is
made up of an
element, compound
or mixture or a
combination of
them.
Skills
• Identify and create molecular
models of Elements, Compound
and Mixtures
• Identify everyday items as
Elements, Compound or Mixtures
• Explore and manipulate the
different types of mixtures.
• Use the Periodic table and
understand how many things in
their world are not found on the
table although the table contains
every type of atom known on
Earth.
Summative
Assessment(s)
Test (Criteria C)
Iron/Sulfur ECM lab
(Criteria D, E & F)
Unit 3: Periodic table of elements (3-4 Weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
The elements in the
periodic table and
how they are
arranged affect our
community.
Unit Question
Content
Skills
How does the
arrangement of
elements in the
periodic table and
how they combine
affect our
community?
• What data about the elements are
found in the periodic table?
• How is the organization of the
periodic table useful for predicting the
properties of elements?
• What are the properties of metals
and metalloids?
• Distinguish the differences
between elements on the periodic
table
• Explore the placement and
organization of the elements on the
periodic table
• Describe how the elements are
used and affect people in our
community.
Summative
Assessment(s)
Lithium & Sodium
lab
(Criteria F)
Test (Criteria C)
Unit 4: Cell Processes (6 Weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Cells and their
environment.
Unit Question
How do living
things survive?
Content
• What are and how do the following
occur: osmosis, passive transport,
active transport, respiration and
fermentation?
Skills
• Describe and draw the process of
each of the following: osmosis,
passive transport, active transport,
respiration and fermentation.
Summative
Assessment(s)
Bacteria Essay
(Criteria A & C)
Egg lab report
(Criteria B, D, E &
F)
Test (Criteria C & B)
Unit 5: Why do things move or NOT? (6-7 Weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Motion and force
are involved in
every aspect of our
daily lives.
Unit Question
Content
How do motion and
force affect my
daily life?
• Newton’s 3 laws
• When is an object in motion?
• What kind of motion does
acceleration refer to?
• What is force?
• What factors determine the strength
of the friction force between two
surfaces?
Skills
• Distinguish between Newton’s 3
laws
• Explain how you know if an
object is in motion?
• Investigate friction, force and
motion
• Choose own experiment and
investigate
• Write proper scientific report
• Process data from own
experiment
Summative
Assessment(s)
Newton Car lab
report
(Criteria B, D & E)
Science Fair (Criteria
A, B, C, D & E)
Graphing Activity
(Criteria E)
Test (Criteria C)
Unit 5: Acids and bases in the Human body (4-5 Weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Acids and bases are
found in our daily
lives including
inside our bodies.
Unit Question
Content
Skills
How do acids and
bases affect the
human body?
• What are the properties of acids and
bases?
• Where are acids and bases
commonly found?
• Why must your body digest food?
• How does pH affect digestion?
• What causes your body to inhale and
exhale air?
• Distinguish between acids and
bases
• Investigate acids in digestive
system
• Modeling how your body inhales
and exhales.
Summative
Assessment(s)
Exercise on CO2
levels lab report
(Criteria C, D & E)
Sciences Grade 8
Unit 1: Chemical Interactions (8 Weeks) CHEMICAL INTERACTIONS
Area(s) of
Interaction
ENV
Significant
Concept(s)
Matter is not
created nor
destroyed, it only
changes form.
Unit Question
Content
Skills
How can we use
and change the way
chemicals interact
in our environment.
• Introduction of types of bonding
using Lewis dot diagrams.
• Identifying the number of atoms in a
compound.
• Constructing basic balancing of
single and double replacement
equations.
• Calculating reaction rates of
chemical reactions.
• Analyze elements by writing
them in the Lewis electron dot
diagram.
• Classify compounds by their type
of bonding.
• Derive chemical equations to be
able to balance them and work out
single and double replacement
equations
• Use Excel spreadsheet for lab
activity.
• Uses excel data to sketch graphs
and tables for lab report.
Summative
Assessment(s)
Lab report using
Vernier –Exothermic
and endothermic
reactions
(Criteria D & E)
Test (Criteria C)
Unit 2: Sound and Light (7 Weeks) SOUND AND LIGHT
Area(s) of
Interaction
HI
Significant
Concept(s)
Mechanical waves
transfer energy
through a medium.
Heat is a form of
energy and always
transfers from hot to
cold.
Electromagnetic
waves can transfer
electrical and
magnetic energy
without a medium.
Unit Question
Content
Skills
How are you able to
see lightning and
hear thunder?
• Explaining energy and how there are
7 different forms of energy
• Thermal energy (heat) is transferred
in three ways: conduction, convection
and radiation.
• Explaining types and properties of
waves.
• Interpreting how reflection,
refraction, and diffraction change a
wave’s direction.
• Explaining sound and how sound
waves interact.
• Describing the waves that make up
the electromagnetic spectrum
• Exemplify sound through Vernier
activities – computer skills
• Design a multimedia presentation
highlighting all divisions of the
electromagnetic spectrum
• Diagrams of ray boxes
Summative
Assessment(s)
Sound
Multimedia
presentation on
Electromagnetic
spectrum.
(Criteria B & C)
Written assessment
(Criteria B & C)
Unit 3: Electricity and Magnetism (7 Weeks) ELECTRICITY AND MAGNETISM
Area(s) of
Interaction
HI
Significant
Concept(s)
Electricity is the
continuous flow of
electric charges
through a material.
Electromagnetism is
the relationship
between electricity
and magnetism
Unit Question
Content
Skills
Where does energy
come from and
which is the best
source?
• Outlining the properties of magnets
and how magnetic poles interact.
• Explaining what an electric field is.
• Describing how an electric current is
produced.
• Identifying how many paths currents
can take in series and parallel circuits.
• Describing the characteristics of an
electromagnet.
• Describing what an electric motor
does.
• Experimenting with how magnets
work.
• Follow lab procedures to
demonstrate how conductors are
different from insulators.
• Design and determine how
parallel and series circuits work.
• Construct an electric motor.
Summative
Assessment(s)
Written summative
assessment.
(Criteria B & C)
Lab Report –
Building an electric
motor (Criteria D &
E)
Unit 4: Energy (7 Weeks) MOTION, FORCES AND ENERGY
Area(s) of
Interaction
HI
Significant
Concept(s)
Energy is neither
created nor
destroyed it only
changes forms.
Energy is either in
motion or stored
and is constantly
converting form one
form to another.
Thermodynamics is
the study of how
heat moves. Heat
always transfers
from hot to cold
Unit Question
Content
Skills
Where does energy
come from and
which is the best
source?
•Explaining the theory of
conservation of energy.
• Identifying kinetic and potential
energy.
• Identifying forms of energy.
• Describing Thermodynamics as the
study of how heat moves.
• Explaining how heat always
transfers from hot to cold.
• Outlining how Thermal energy
(heat) is transferred in three ways:
conduction, convection and radiation.
• Predict how kinetic and potential
energy sum up to a net total energy.
• Design a lab activity to be able to
test the insulating properties of
three different substances.
•Analyze the differences between
convection, conduction and
radiation heat transfer.
Summative
Assessment(s)
Pendulum Lab
(Criteria D & E)
Insulating Heat
Transfer (Criteria D,
E & F)
Written test
(Criterion C)
Unit 5: Genetics (6 Weeks) CELLS AND HEREDITY
Area(s) of
Interaction
HSE
Significant
Concept(s)
Heredity is the
passing of
characteristics from
parents to offspring
and it is
accomplished
through
chromosomes
which carry genes
from parents to
offspring.
Unit Question
Content
Skills
Why do some
offspring resemble
their parents while
others do not?
• Explaining how the structure of
DNA helps account for the way in
which DNA copies itself..
• Describing the roles chromosomes
play in inheritance.
• Describing the result of Mendel’s
experiments.
• Identifying what controls the
inheritance of traits in organisms.
• Defining probability and describing
how it helps explain the results of
genetic crosses.
• Analyze in order to identify the
chemical compositions of DNA and
RNA.
• Predict results by using Punnett
squares.
Summative
Assessment(s)
Written assessment
on a case study.
(Criteria B & C)
“It’s my body”
Written assessment
(Criteria A & B)
Unit 6: Body Systems - Endocrine and Immune systems (6 Weeks) – HUMAN BIOLOGY AND HEALTH
Area(s) of
Interaction
HSE
Significant
Concept(s)
Homeostasis is the
process by which an
organism´s internal
environment is kept
stable in spite of
changes in the
external
environment.
The endocrine
system controls the
body processes.
The immune system
helps respond to
pathogens.
Unit Question
Content
How can my
knowledge and
understanding of
science help me to
make correct or
healthy choices?
• Defining homeostasis.
• Describing how the endocrine
system controls body processes.
• Explaining the relationship between
pathogens and infectious diseases in
humans.
• Stating how the immune system
responds to pathogens.
Skills
• Analyze how the endocrine
system functions to keep
homeostasis in our body.
• Use a Venn diagram to compare
and contrast T cells, B cells, and
phagocytes.
Summative
Assessment(s)
Lab report The skin
as a barrier.
(Criteria D)
Model of the
endocrine glands.
(Criteria C)
Written summative
assessment – T cells,
B cells, and
phagocytes.
(Criteria C)
Sciences Grade 9
Unit 1: Cradle to grave (8 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Cradle to Grave –
Ecosystems (and
cultures) can be
both fragile and
resilient. The
health of the
environment is in
our hands.
Unit Question
Content
Skills
Of what
significance is it for
Peru to be
considered a
“Cradle of
Civilization” in the
world? Is Peru
currently digging its
own grave?
• Biospheres, atmosphere, lithosphere,
hydrosphere including biotic and
abiotic factors and their
interconnections.
• Biodiversity – how we value it, how
we interact with and impact it
including species at risk from
endangered to extinction.
• Pollution – air pollutants/air quality,
water pollution (local water quality).
Identifying and controlling variable
in design labs.
Collecting data using probes.
Synthesizing data by creating
graphs.
Summative
Assessment(s)
Design Lab –
interaction between
biotic and abiotic
factor (Criteria D, E
& F)
Vocabulary Quizzes
(Criteria B)
One world essay –
student chose from
20 possible
environmental
questions connected
to Peru (Criteria A &
B)
Written in-class unit
test (Criteria C)
Unit 2: Chemistry & Community (8 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Elements and
Compounds are
used by humans to
build our world.
Unit Question
Content
How do elements
interact with each
other and with their
environment?
How is chemistry
connected to
community?
• Experimental lab work focused on
identifying types of reactions, metal
reactivity, balancing reactions,
predicting products, conservation of
mass, ionic and covalent bonding and
properties of compounds, writing
chemical formulae, solubility rules,
safe use of chemicals in the
environment, and nomenclature.
Skills
Identifying chemical reactions
through experimentation.
Observing patterns in the periodic
table.
Recognizing properties of
identified solids through chemical
reactions.
Summative
Assessment(s)
Solubility Lab
(Criteria E & F)
Design Lab:
determine ionic or
covalent substances
(Criteria D)
Essay: advantages
and disadvantages of
element (Criteria A
& B)
MYP Formatted unit
test (Criteria C)
Unit 3: Human Innovation (9 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Necessity is the
Mother of
Invention.
See the world
around you.
Understand the
forces at work.
Manipulate
variables to your
own will.
Unit Question
Content
Why do humans
create?
How are innovation
and science linked?
• Study of Newton’s laws and
Kinematics through experimentation
and invention: Innovation, Distance,
Displacement, Scalars, vectors, Speed,
Velocity, Acceleration, Speed-Time
and Acceleration time graphing,
Forces, gravity, air resistance, work,
power, energy
Skills
Experimental design of kinematic
challenges.
Controlling variables in design
challenge.
Using time space relationships.
Summative
Assessment(s)
Motion Inventions
and Presentations
(Criteria A)
Scientific journalism
everyday physics
article (Criteria A, B
& E)
Egg drop challenge
lab (Criteria D, E &
F)
MYP formatted unit
test (Criteria C)
Unit 4: The Miracle of life (8 weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Maintaining health
(including
reproductive health)
is my responsibility.
Unit Question
What do I need to
know to understand
the miracle of life,
and then to maintain
it within me?
Content
• Stages of mitosis, meiosis, haploid
cells, diploid cells,
• Structure and function of male and
female reproductive systems,
fertilization, fetal development, the
role of the mother, contraception,
STDs, human populations.
• The role of the mother,
contraception, STD’s human
populations; health surveys and
statistics.
Skills
Synthesizing and evaluating data.
Inquiring reproductive issues on a
local and global scale.
Summative
Assessment(s)
Mitosis/Meiosis
microscope lab
(Criteria E & F)
Math/Science WHO
Health survey
research and
presentation (Criteria
A, B, D & E)
MYP Formatted
Moodle online test
(Criteria B & C)
Sciences Grade 10
Unit 1: Metals and Mining (5-6 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
How metals impact
our lives.
C&S
Unit Question
Content
What are the
impacts of mining
on Peru?
• Metal extraction processes
• Metal reactivity series
• Researching metals and identifying
local mining processes including
informal mines and identify benefits
and limitations to their processes.
Skills
• Lab skills- measuring,
identifying, predicting
• Research and debating
controversial issues involving
mining.
Summative
Assessment(s)
Mining essay
(Criteria A, B & F)
Test (Criteria C)
Unit 2: What is a mole? (4-5 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
How atoms are
building blocks for
compounds
Unit Question
Content
How do chemists
keep track of
gigantic quantities
of atoms?
• Stoichiometry to calculate
theoretical mass using equations.
• Empirical formulas
• Perform mass to mass calculations.
Skills
• Lab skills- measuring,
identifying, predicting
• Designing and carrying out a lab
on electrolysis
Summative
Assessment(s)
Design Electrolysis
Lab
(Criteria D, E, & F)
Test (Criteria C)
Unit 3: IDU: What defines a hero? (1-2 weeks)
Area(s) of
Interaction
ATL
C&S
Significant
Concept(s)
Applying cultural
defining
characteristics of
“hero”and “heroic
actions to scientists
or science solutions.
Unit Question
Content
What cultural
factors determine
whether a scientific
discovery or
solution is deemed
“heroic”?
• Identifying culturally relevant heroic
characteristics based on a country.
• Researching a scientist or scientific
process.
• Oral presentation to grade 2 and a
teacher
Skills
• Research
• Oral presentation.
Summative
Assessment(s)
Presentation and
paper
(Criteria C and D)
Unit 4: The trends of life (5-6 Weeks)
Area(s) of
Interaction
HSE
Significant
Concept(s)
Where have we
come from and
what are the
building blocks for
the future.
Unit Question
Content
What role does
chance have in
determining who
we are?
• DNA and RNA models.
• Monohybrid crosses, sex-linkage
and multiple alleles using punnet
squares Predicting outcomes from
pedigree charts.
• Determining gene and chromosome
mutations including stem cell
research, cloning, transgenic
organisms and gene therapy.
Skills
• Collaborating, researching and
organizing.
• Designing an online resource
using ICT skills.
• Identifying patterns and
relationships to reach an outcome
for genetic problems.
Summative
Assessment(s)
Mutations research
on wiki page
(Criteria A & B)
Test (Criteria C)
Unit 5: Evolution – Why the fuss? (1-2 Weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Evolution is the
result of adaptations
over time.
Unit Question
Content
How has the Earth
and humans
evolved.
• Discuss how plate tectonics and
changes of landforms create
geographical isolation of species.
• Determine how mutations and
natural selection creates variation in a
population.
Skills
• Groups collecting and analyzing
natural selection data.
• Use of graphing skills to process
data collected from natural
selection lab.
Summative
Assessment(s)
Survival of the fittest
lab on natural
selection (Criteria E)
Unit 6: Light. From Einstein to Boltzman (7-8 Weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
How we perceive
something does not
tell us what it
actually IS.
Physical 'Laws' are
derived (from
experiment) to help
create models of
reality.
Light carries a great
deal of information
about its source.
Unit Question
Content
Skills
Why does the sun
shine?
• E=mc(squared) What does this
equation mean? How do stars produce
light from mass?
• Wien's Displacement Law: How is
temperature related to color?
• Luminosity (or power): How is it
related to temperature?
• Absorption (or Intensity): how much
of the emitted radiation will be
absorbed by a distant surface?
• Solving systems of equations
• Organization of materials for
review purposes
• Utilizing light meters, probe
interfaces, and computer software
to take measurements and analyze
data
• Utilizing on-line simulations and
demos
• Collaborate in groups to create
audio/visual presentations
• Graphical analysis
• Identifying relationships
How do we use
light to unravel the
greatest mysteries
of the universe?
Summative
Assessment(s)
Experiment: Deriving
the 1/r(squared)
relationship of
intensity vs. distance
(Criteria E)
Experiment:
Emission Spectra.
(Criteria B)
Project: Presentation
on the cost associated
with creating
electricity on a
distant planet
(Criteria A, B & F)
Test (Criteria C)
Unit 7: Heat - The Reason Things Work (4-5 Weeks)
Area(s) of
Interaction
HI
ENV
Significant
Concept(s)
The movement of
thermal energy is a
requirement for
work to take place.
The amount of
thermal energy
absorbed is directly
related to the
temperature, and
distance.
Unit Question
What is the
difference between
heat and
temperature?
How does the heat
absorbed or lost
from an object
relate to its state?
What is work?
Content
• Comparing Heat and Temperature.
• How is heat transferred?
• Phase changes
• Ideal Gas Law PV=nRT
• Work
• Advanced problem solving utilize
temperature changes in water to
determine properties about the heat
source. (eventually calculating how
many mol/sec of hydrogen are
converted to helium by the sun.)
Skills
• Organization of materials for
review purposes
• Collaboration in lab: constructing
engines, taking measurements, data
analysis
• Graphical analysis
• Identifying relationships
• Solving systems of equations
• Predicting outcomes given initial
conditions of a system
Summative
Assessment(s)
Experiment:
Determining the
specific heat of a
substance. (Criteria
E)
Persuasive space
research essay.
(Criteria A & B)
Experiment: Wee
Brains assessment
with grade 1.
(Criteria B, C & F)
Test (Criteria C)
DESIGN TECHNOLOGY
Grades 6-10
Glossary:
Design Technology Grade 6
Unit 1: Using Design Cycle (1 week)
Area(s) of
Interaction
ATL
Significant
Concept(s)
Design Cycle as
used to solve any
problems.
Unit Question
Content
How can the Design
Cycle help solve
problems?
• Group Activities
• Design Cycle
• Reflection. Skills
• Consider the success based on
testing.
• Identify the parts that they found
easy and difficult.
• Working in groups; including
delegating and taking
responsibility.
• Respecting others points of
views.
Summative
Assessment(s)
Evaluate the activity
to identify the parts
of the Design Cycle.
Reflect on how
students worked as a
team.
Criterion E
Unit 2: Technology at FDR (2 weeks)
Area(s) of
Interaction
ATL
Significant
Concept(s)
At FDR we use
various forms of
technology to learn.
Unit Question
Content
How do we use
technology at FDR
to learn?
• FDR Moodle and its parts
• Design Cycle
Skills
• Know when and how to use the
appropriate medium
• Demonstrates strategies for
documenting the learning process
• Consider the problem.
• Ask useful questions.
• Selecting and collecting
information.
• Create a product
• Reflecting on performance and
parts that were difficult or easy
• Taking screenshots
• Navigating Moodle and other
learning tools
Summative
Assessment(s)
Investigates and
records information
logically.
Creates a product that
communicates
information clearly.
Reflection
Criteria A, D, E
Unit 3: The Perfect Gift (3 week)
Area(s) of
Interaction
H&SE
Significant
Concept(s)
Symbols and
visuals can be used
to tell others about
you.
Unit Question
Content
How do I present
myself?
• Visual Communication
• Design Cycle
Skills
• Mind-mapping and brainstorming
• Using primary resource
• Produce multiple designs and
choose one.
• Choosing own materials and tools
• Design your own project
Summative
Assessment(s)
Students will create a
product for someone.
The full design cycle
Criterion A, B, C, D,
E, F
Unit 4: Robots in the Real World (3 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Technology has an
affect on our lives.
Unit Question
Content
How does
technology shape
our lives?
All designs have
specific
specifications or
characteristics.
• Robots in the real world have an
impact on our life.
• Design Cycle
• Planning is an important form of
communication.
Skills
• Understand the concept and
importance of design specification.
• List the requirements that must be
met by a product.
• Write the steps to create a
product.
•Make effective use of resources
and time.
• Noodle Bib-citing resources
• Oral presentations
Summative
Assessment(s)
Criterion A, C, F
Unit 5: Solar Powered Car (4 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Understanding how
to solve problems
by using the design
cycle
Use Knowledge,
skills and
a solar panel car of
appropriate quality.
Unit Question
Content
Skills
How can
technology help
save the
environment?
• How can I create a model car that is
powered by solar energy?
• What are renewable resources?
• What are the benefits of using solar
energy for our environment?
• Generate three different designs
that meet the design specification.
• Create a solar panel car following
the plan.
• Evaluate the impact of the solar
panel powered car on the
environment.
• Hands-on Materials
Summative
Assessment(s)
Plan: 3 different
designs.
Create: solar panel
car final product and
the journal.
Evaluate: reflection
on how technology
solutions impact our
environment.
Criterion C, D, E, F
Unit 6: Business Cards (3 week)
Area(s) of
Interaction
H&SE
Significant
Concept(s)
Symbols and
visuals can be used
you.
Unit Question
How do I present
myself?
Content
• Design Cycle
• Business Cards
Skills
• Mind-mapping and brainstorming
• Using software to make a
professional business card.
• Produce multiple designs and
choose one.
• Using body language to
communicate information.
• Taking and importing photos.
• Making silhouettes with graphic
editing tools.
• Collecting survey information to
evaluate product success.
• IT Skills
Summative
Assessment(s)
three designs and
choose one.
Create a business
card.
Carry out test to
evaluate the product
Criterion B, D, E
Unit 7: Table-Top Moviemaking (4 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Solving problems
using digital
communication.
Unit Question
Content
Skills
How can I teach
about Cyber safety?
• Process to create a Table-Top Movie
• Share the movie using online tools
• Use note cards and Noodlebib for
the investigate stage.
• Create a movie using a table top
• Using recycled materials
Summative
Assessment(s)
Investigate: problem,
design brief and the
design specifications.
Plan: construct a plan
to create the digital
movie.
Create: Table-Top
Moviemaking.
Criterion A, C, D
Unit 8: Over the Hill and through the Woods (3 week)
Area(s) of
Interaction
HI
Significant
Concept(s)
The design of a
product can affect
its outcome.
Unit Question
How do different
design affect an
outcome?
Content
• Design Cycle
• Design Restrictions and limitations
• Robots: Shapes
• Robots: Outcomes
Skills
• Design a robot to follow a path
Summative
Assessment(s)
Criterion B, D, F
Area(s) of
Interaction
ATL
Significant
Concept(s)
Design Cycle as
used to solve any
problems.
Unit Question
Content
How can the Design
Cycle help solve
problems?
• Design Cycle
• Reflection.
Skills
testing.
easy and difficult.
responsibility.
views.
Summative
Assessment(s)
to identify the parts of
the Design Cycle.
Reflect on how
team.
Criterion E
Unit 2: Systems of a down (3 week)
Area(s) of
Interaction
HI
Significant
Concept(s)
Single components
play a crucial role
as a part of the
whole.
Unit Question
Content
How can individuals
influence a system?
• Technology as an assistant for
learning
• Systems: Wholes and Parts
Independent items
interact to achieve a
single purpose.
Skills
• Generating ideas including the
use of brainstorming
• Making connections – including
using knowledge, understanding
and skills across subjects to create
products or solutions, applying the
skills and knowledge of unfamiliar
situations
• Identify characteristics of a
system
• Generates feasible designs
• Identifies pros and cons of design
• Student follows a plan to create a
product or appropriate quality
Summative
Assessment(s)
Criterion B & D
Unit 3: E-Banner (3 week)
Area(s) of
Interaction
H&SE
Significant
Concept(s)
Symbols and
visuals can be used
you.
Unit Question
Content
How do I present
myself
appropriately?
• Design Cycle
Skills
Summative
Assessment(s)
• IT Skills
UNDER
CONSTRUCTION
UNDER
CONSTRUCTION
Unit 4: Developing our Skills (2 weeks)
Area(s) of
Interaction
ATL
Significant
Concept(s)
Unit Question
Content
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
http://www.21things4students.net/staying-organized.html
Unit 5: Can you Build It? (3 weeks)
Area(s) of
Interaction
HI
Significant
Concept(s)
Following a plan
can lead to success.
Unit Question
How can following
a plan lead to
success?
Content
• Design Cycle
• What goes into making a robot?
Skills
• Following a plan
• Use appropriate Lego building
techniques
• Recognize basic pieces and their
use.
Summative
Assessment(s)
Criteria D, E, F
Unit 6: Wally: Robotics Behavior (5 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
A program, if it is
not reliable is not a
good program.
Unit Question
Content
Which robot is the
best robot, the one
that finishes the task
faster or the one
that does it every
time
• What is the importance/benefit of
following the design cycle when
approaching a problem.
• Robot
Skills
• Use the design cycle to create a
robot that completes the given task.
Summative
Assessment(s)
Design Folder
Class observations
(Criteria A-F)
Unit 7: Repurposing banner (4 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
We can repurpose
materials into useful
and creative new
things.
Unit Question
How can I
repurpose old
materials into
something new?
Content
• Reusing something that would
otherwise go to waste reduces the
environmental impact.
• Recycling
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
Area(s) of
Interaction
ATL
Significant
Concept(s)
Design Cycle as
used to solve any
problems.
Unit Question
Content
How can the Design
Cycle help solve
problems?
Skills
• Design Cycle
• Reflection.
testing.
easy and difficult.
responsibility.
views.
Summative
Assessment(s)
Reflect on how
team.
Criterion E
Unit 2: Robotics Miner Recon (4 week)
Area(s) of
Interaction
HI
Significant
Concept(s)
Technology can
save lives.
Area(s) of
Interaction
ATL
Significant
Concept(s)
Successful
communication is
essential for others
to be able to follow
a plan.
Area(s) of
Interaction
Health and
Social
Education
Significant
Concept(s)
Communication and
self-expression can
happen in many
forms.
Area(s) of
Interaction
C&S
Significant
Concept(s)
Making a point in
30 seconds is hard,
but can be very
memorable.
Unit Question
Content
How can we use
technology to extend
our reach into
dangerous
environments?
Skills
• Building Robots
• Research and organization
• Evaluating the impact of our
product
• Organize information
electronically with file names and
folders.
• Create detailed drawings of at
least three design options.
• Justify design choice.
• Inventory materials to account for
each piece used during the design
process.
Summative
Assessment(s)
Criterion A, B, & D
Unit 3: Plan it Sketch Up (4 weeks)
Unit Question
Content
Skills
To what extent can
I communicate my
thoughts and ideas
effectively?
UNDER CONSTRUCTION
• Organize information clearly and
logically
Summative
Assessment(s)
Criterion C
Unit 4: Published Materials (4 weeks)
Unit Question
Content
How can I
communicate
through published
media?
Skills
Summative
Assessment(s)
UNDER CONSTRUCTION
Unit 5: Public Service Announcement (5 weeks)
Media affects
people.
Unit Question
How can I influence
people’s behavior in
a given amount of
time?
Content
• Communication
• Design Cycle
UNDER CONSTRUCTION
Skills
• Using still and video clips
Summative
Assessment(s)
Criteria A-F
Unit 6: Form versus Function (4 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
We can give
creative new uses to
old things.
Area(s) of
Interaction
ATL
Significant
Concept(s)
I can learn to learn.
Unit Question
What can I make or
do with the tons of
old banner we have
lying around on
campus?
Content
• Reusing something that would
otherwise go to waste reduces the
environmental impact.
Skills
• Generate three different designs
that meet the design specification.
• Create any useful product using a
school banner that follows the plan.
• Evaluate the benefit of using
recycled materials.
Summative
Assessment(s)
Criteria A-F
Unit 7: Learning Through Passion (6 weeks)
Unit Question
Content
How can following
my interests, enable
me to be a better
learner?
UNDER CONSTRUCTION
Skills
• Time management
Summative
Assessment(s)
Criteria A-F
Area(s) of
Interaction
ATL
Significant
Concept(s)
Design Cycle as
used to solve any
problems.
Unit Question
How can the Design
Cycle help solve
problems?
Content
• Design Cycle
• Reflection.
Skills
testing.
easy and difficult.
responsibility.
views.
Summative
Assessment(s)
Reflect on how
team.
Criterion E
Unit 2: Advertise it! (5 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Publicity can help
promote community
initiatives.
Area(s) of
Interaction
ATL
Significant
Concept(s)
Organizational tools
can help bring a
project to successful
completion.
Unit Question
How can I use
computer animation
to publicize an
event in my
community?
Content
• Animation software
Skills
• self directed learning towards a
software that students have not
been exposed to.
• learning from peers, tutorials and
teacher.
• piecing together information to
create new understanding.
Summative
Assessment(s)
Criteria A, B, D
Unit 3: Plan it! (2 weeks)
Certain tools
can enable
you to
organize
complex
tasks.
Unit Question
What is the
relationship
between planning
and success?
Content
• Gantt charts
• Pert charts
Skills
• Outline a plan
• Consider a problem from multiple
perspectives; understanding those
points of view.
• Organize information clearly and
logically to ensure effective
communication
• Plan and prioritize tasks
effectively so that tasks receive the
appropriate time and effort to
achieve the required outcome
• Organize information using a
variety of models and/or graphic
organizers
• Exposure to different types of
technology in order to discern
which technology is appropriate for
different purposes.
Summative
Assessment(s)
Criterion C: and E
Unit 4: Plastic Pollution (6 weeks)
Area(s) of
Interaction
C&S
Significant
Concept(s)
Some old habits are
better than new
ones.
Unit Question
How can a small
contribution have a
big impact?
Content
• The impact of plastic pollution
Skills
• Individual actions impact
collective ones.
• Formal observation as an
important aspect of research.
• Understanding that
implementation of solutions is as
important as the solution itself.
Summative
Assessment(s)
Criteria A-F
Unit 5: Interior Design (5 weeks)
Area(s) of
Interaction
ENV
Significant
Concept(s)
Our environment
affects our
behavior. Our
behavior affects our
environment.
Area(s) of
Interaction
ATL
Significant
Concept(s)
Technology can
help me learn by
myself.
Unit Question
Content
What realistic
changes can I make
that will impact my
classroom
environment in a
positive way?
UNDER CONSTRUCTION
Skills
Summative
Assessment(s)
Criteria A- F
Unit 6: Programming 101 (3 weeks)
Unit Question
Content
How can I teach
myself the basics of
computer
programming?
http://www.codecademy.com/tracks/4
f4bdd96848740000300026a
UNDER CONSTRUCTION
Skills
• self directed learning
• following instructions
Summative
Assessment(s)
Criteria F
Area(s) of
Interaction
ATL
Significant
Concept(s)
Design Cycle as
used to solve any
problems.
Unit Question
How can the Design
Cycle help solve
problems?
Content
• Design Cycle
• Reflection.
Skills
testing.
easy and difficult.
responsibility.
views.
Summative
Assessment(s)
Reflect on how
team.
Criterion E
Unit 2: The Power of Visual Communication Technology
Area(s) of
Interaction
HI
Significant
Concept(s)
Visual
Communication
Technology can
sometimes be an
effective tool for
distributing
information and
causing change.
Unit Question
Content
Skills
To what extent do
people change due
to technology?
• Visual cues
• Design cycle
• Investigating new material and tools
• Understanding that creativity can be
learned
• Photoshop or graphic editing
program
• Creating with no limits, except own
imagination
• Analyzing a lot of information
• Products are created for a reason.
• People can initiate change
• Research skills
• Developing creativity skills
• Brainstorming as an individual
and in a team
• Using of Photo manipulation
software
• Understand both how and why
media messages are constructed,
and for what purposes.
• Examine how individuals
interpret messages differently, how
values and points of view are
included or excluded, and how
media can influence beliefs and
behaviors.
• Developing tests that measure
behavior
Summative
Assessment(s)
A, B, C, D, E, F
Creating a Visual
Cue
Unit 3: There’s an App for That?
Area(s) of
Interaction
HSE
Significant
Concept(s)
Understanding my
limitations can
affect my
contribution (the
underlining Health
and Social
Education); there is
often a double
meaning in the
lessons we are
trying to learn.
Unit Question
Content
Skills
What product can I
create within my
limits?
• Choosing the appropriate tool for the
task.
• Understanding the AoI
• Gantt Charts to organize time and
tasks.
• Problem solving
• Understanding limitations and
strengths
• SWOT
• Understanding the Design Cycle is
cyclical
• Investigating new tools
• Sharing information and
resources collaborating online
• Revisiting the Investigate stage
• Understanding the difference
between a design and a prototype
• Seek out and giving constructive
criticism
• Identifying your limitations,
competencies and personal growth
• Prototyping searching for
improvements
• Writing effective tests
Summative
Assessment(s)
A, B, C, D, E, F
Creating an App
Unit 4: Designs that Matter
Area(s) of
Interaction
ENV
Significant
Concept(s)
No design works
unless it embodies
ideas that are held
common by the
people for whom
the object is
intended.
Unit Question
Content
Skills
How do we design
what matters?
• Choosing the appropriate tool for the
task.
• Understanding the AoI
• Gantt Charts to organize time and
tasks.
• Problem solving
• Understanding limitations and
strengths
• SWOT
• Understanding the Design Cycle is
cyclical
• Mental mapping- Using
metacognitive skills to see things in
new perspective.
• Analyzing large amount of data
from surveys to use as a primary
resource.
• Finding compromises within a
shared environment (responsibility
within a shared environment
• Designing for the whole
community
•Creating a model
• Working in Groups
Summative
Assessment(s)
A, B, C, D, E, F
Creating an Model

MYP Unit Overviews 2012 2013

Transcription

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