Teacher(s)
Neil Commons
Subject group and discipline
Sciences
Unit title
Energy and climate change
MYP year
4
Unit duration (hrs)
Inquiry: Establishing the purpose of the unit
Key concept
Related concept(s)
Global context
Global interactions
Energy and Consequences
Globalization and sustainabilty
Statement of inquiry
Mans ever increasing need for energy has a range of consequences. Response will need to be both considered global interactions and everyone to be more aware of
the requirements of sustainability.
Inquiry questions
Factual — Describe how electricity is produced by renewable and non-renewable sources?
Conceptual — What features do climate change models need to incorporate?
Debatable — Climate change is a natural feature of planet Earth?
Objectives
Summative assessment
Outline of summative assessment task(s) including
assessment criteria:
Middle Years Programme Unit planner
Relationship between summative assessment
task(s) and statement of inquiry:
1
Test will require consideration of the
A. Knowing and understanding
End of unit test
i. explain scientific knowledge
ii. apply scientific knowledge and understanding
to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make
scientifically
D. Reflecting on the impacts of science
Suitable alternative energy options essay
i. explain the ways in which science is applied and
used to address a specific problem or issue
The identification and promotion of suitable energy
production processes for different global locations
ii. discuss and evaluate the various implications of
the use of science and its application in solving a
specific problem or issue
iii. apply communication modes effectively
iv. document the work of others and sources of
information used.
Approaches to learning (ATL)
IB ATL Category
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MYP ATL Cluster
Specific ATL skill
Related Subject Objective
Learning experience
2
(explicitly taught in bold)
Thinking
Objective A strand iii
Objective B strand iii
Critical thinking
Analyzing and
evaluating issues and
ideas
Objective C strand ii
Objective C strand iii
Objective C strand iv
Objective C strand v
Problem solving
Investigation planning,
analysis and evaluation
Essay evaluation
Enercity
Objective D strand ii
Creativity and
innovation
Transfer
The skills of invention –
developing things and
ideas that never existed
before
Utilising skills and
knowledge in multiple
contexts
Objective B strand ii
Objective B strand iv
Objective A strand ii
Social
Collaborating
Alternative energy
market place
Working effectively with
others
Communication
Local global warming
action
Objective A strand i
Objective B strand i
Communication
Exchanging thoughts,
messages and
information effectively
through interaction
Problem solving
Objective C strand v
Objective D strand i
Objective D strand iii
Sharing:
Alternative energy
market place
Local global warming
action
Essay
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3
Self-management
Organization
Managing time and
tasks effectively
Reflection
(Re-)considering what
has been learned;
choosing and using
ATL skills
Research
Deadlines set and
suitable research and
referencing tools used
Unit reflection task
including re-considering
assessment task
feedback
Objective A strand iii
Objective C strand i
Information literacy
Finding, interpreting,
judging and creating
information
Objective D strand iv
Finding supporting
evidence:
Problem solving
Evaluation essay
Coal point of view
summarisation
Media literacy
Interacting with media to
use and create ideas
and information
Phet animation tasks
Suitable image selection
to support notes
Action: Teaching and learning through inquiry
Content
1. Can we save planet Earth?
Watch video to provide overview of statement of inquiry
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Learning process
Learning experiences and teaching strategies
Watch video
4
Formative assessment
Video related question sheet
Differentiation
In class questions
2. Making electricity
Introduce the production of electricity as another energy
transformation. Display a basic generator and consider what is
needed to produce electricity – energy to rotate magnet or coil.
Describe the stages a fossil fuel power station

Describe the process of electricity generation in a nonrenewable power stations
Learning experiences and teaching strategies
Demonstration of electricity generation
Formative assessment
In class questions
Generating electricity
Power stations
Differentiation
In class questions
Worksheet options by choice
3. Non-renewable energy sources
Learning experiences and teaching strategies


Formative assessment
Describe the formation of fossil fuels
Discuss some of the advantages and disadvantages of nonrenewable energy sources
Differentiation
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4. Alternative energy sources
Complete a market place activity followed by review tasks


Describe renewable electricity production for wind, solar,
wave, hydroelectric
Discuss some of the advantages and disadvantages of
renewable energy sources
Learning experiences and teaching strategies
Market place plus content review
Formative assessment
In class questions
Wind, solar wave worksheet
Differentiation
In class questions
Worksheet options by choice
5. Alternative investigation
Learning experiences and teaching strategies
Investigate a non-renewable energy source
Formative assessment
Differentiation
6. Greenhouse effect


Describe the greenhouse effect
Identify the impact of the greenhouse effect on Planet
Earth’s temperature
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Learning experiences and teaching strategies
Formative assessment
6
Differentiation
7. Global warming causes
Learning experiences and teaching strategies
 Describe the causes of the enhanced greenhouse effect
Formative assessment
Differentiation
8. Global warming impacts
Learning experiences and teaching strategies
Describe some impacts of global warming
Formative assessment
Differentiation
9. Global warming solutions


Describe local actions that can be made to reduce
greenhouse emissions
Describe national/ international actions that can be made to
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Learning experiences and teaching strategies
Formative assessment
7
reduce greenhouse emissions
10. Alternative energy options
Differentiation
Learning experiences and teaching strategies
Get class to brainstorm other renewable options. Discuss alternative
Formative assessment
energy assignment and allocate different method and country.
Research chosen renewable energy source and identify how this will
benefit chosen country
Differentiation
Use one world template to write 1st draft
Review first draft using related criterion peer review tools
11. Revision
Learning experiences and teaching strategies
Using enercities game and class competition
Formative assessment
Differentiation
Resources
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Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
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During teaching
After teaching the unit
9