Myp intro 2014 unit 3 2º
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This document outlines a unit plan for a Natural Science class focusing on ecosystems. The unit will examine key concepts around ecosystems like nutrition levels, trophic chains, energy and matter transfer, and biotic relations. Students will develop skills in areas like communication, collaboration, organization, reflection, information literacy, critical thinking, and transferring skills across disciplines. The unit will assess students through projects, tests, essays and activities focusing on objectives related to ecosystems. It aims to develop learner profiles like being inquisitive, knowledgeable, thoughtful, communicative and reflective.
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Back to school
Ms. Erin Mooney welcomes parents and guardians to her biology course. She outlines her expectations for students, including promptness, preparedness, respect, academic honesty, hard work, and laboratory safety. Her philosophy is that biology explores living organisms through scientific exploration. Key concepts include organization and development, matter and energy transformation, interdependence, heredity and reproduction, and evolution and diversity. She has a BA in biology and integrates 21st century skills like technology, research, collaboration, and problem-based learning into the classroom. She provides her contact information and encourages communication.
CHAPTER 1EDUCATING FOR GLOBAL COMPETENCEGroup 1
CHAPTER 1
EDUCATING FOR
GLOBAL
COMPETENCE
Group 1
● Global competence is the ability to understand and act on global issues.
● Globalization, the accelerating traffic of goods, ideas, people, and capital around the world, has
changed the face of labor. (Coatsworth, 2004). Understanding changing economies in a multipolar
world is critical to youth if they are to participate thoughtfully in the economies of tomorrow.
● Jobs that demand expert thinking and complex communication will remain in growing demand in
the world over.
● Schools now bear a new fundamental responsibility: to prepare students for difference and
complexity in the world they live in. Emergence of initiatives to foster international understanding
in school curricula has brought attention to the importance of global competence.
WHAT IS GLOBAL COMPETENCE?
● Globally Competent Students:
○ Investigate the world beyond their immediate environment.
○ Recognize perspectives of others and their own.
○ Communicate ideas effectively with diverse audiences.
○ Take action to improve conditions
● Applying knowledge to real life situations makes understanding deeper. This helps shape the perspectives that form part of
global competency in students.
● Weigh and integrate evidence from varied sources to create coherent responses and draw defensible conclusions.
● Hanvey’s Five Dimensions on Global Competence are being incorporated around the world in schools. It is one way to delineate
the steps to create globally competent citizens. The accepted definition on global competence is from the Task Force on
Global Competence.
GLOBALLY COMPETENT STUDENTS
WHY IS GLOBAL COMPETENCY
ESSENTIAL FOR 21ST CENTURY
STUDENTS?
Students have a responsibility
to be good stewards of Earth.
It’s important to adapt to
climate change and be aware
and take action to combat the
effects of global warming on
Earth, since it affects every
human currently living and
future generations.
=Climate Instability
Students need to know
how to live in diverse
societies. All educators
have the responsibility to
help students learn global
competence across all
subject areas.
Global Migration
It would be beneficial for
students to have
knowledge about other
countries and cultures, to
think creatively and to use
systems thinking, and to
know more than one
language.
Flattened Global
Economy
GLOBAL COMPETENCY IN ACTION
“Educators are expected to teach core sets of concepts
and skills that curriculum experts at national, regional, and
local levels deem essential. Preparing youth for the work of
their generation involves revisiting such core concepts and
skills and putting them to the service of a deeper, better,
and more participatory understanding of the world in which
we live. Nurturing students’ global competence enables
education leaders to examine how engaging crucial global
issues can catalyze learning of this core content and how
learning such content c ...
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- The 5E model is presented as a way for teachers to structure constructivist lessons, including engaging students, allowing exploration, explaining concepts, elaborating on ideas, and evaluating understanding.
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This document outlines an interdisciplinary unit plan focusing on the future. The unit will examine how human activity has shaped and will continue to shape the world through environmental impact, energy use, globalization, and consumerism. Students will explore these concepts through science, language and literature, and individuals and societies. They will create a final project envisioning and justifying what the future may hold regarding issues like the economy, environment, technology, and species. Formative assessments will include analyzing models and debates to help students develop their understanding across disciplines in preparation for the summative assessment.
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This unit will cover how living things get the energy they need through vital functions like nutrition and reproduction. Students will study autotrophic and heterotrophic nutrition in animals and plants, and how the transformation of energy impacts ecosystems. The unit objectives are to research healthy nutrition, learn about vital functions through an exam and lab, and apply knowledge through activities. Students will develop approaches to learning skills like organization, collaboration, communication, and reflection. The characteristics of the IB learner profile that will be focused on are being inquirers, knowledgeable, thinkers, communicators, and open-minded.
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curriculum, course and lesson planning endeavours.
Ubd lesson presentation
This lesson plan teaches students about energy flow through ecosystems. Students will learn about producers, consumers, decomposers and their relationships through predation, competition, parasitism, commensalism and mutualism. Students will conduct research and create a digital storybook demonstrating how energy from the sun is transferred through a food web to organisms like humans. The teacher will provide guidelines and online resources for the project. Students will be evaluated using a rubric and teacher observations. Modifications are suggested for remediation and enrichment.
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- The document discusses the importance of conceptual understanding in education over simply memorizing facts. It advocates for instructional designs that develop students' knowledge, understanding, and abilities.
- Key aspects are identifying enduring understandings to guide curriculum rather than just listing objectives. Lessons should engage students emotionally and intellectually for deep understanding.
- Examples show how to write standards focusing on facts, conceptual understanding, and skills rather than just facts. The goal is for students to make connections and transfer learning to new contexts.
Ess student course guide
Over the two-year course, students will study a wide range of ecosystems and environmental issues locally and globally. Topic areas include systems and models, human population growth, conservation, pollution management, and environmental value systems. The course aims to develop students' scientific skills and raise awareness of environmental issues. Students' practical work will be internally assessed based on eight criteria.
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2) Environmental literacy teaches how ecosystems and human activities interact, and empowers citizens to make informed decisions about environmental issues.
3) For citizens to understand complex issues like climate change, water resources, and biodiversity loss, science education must illustrate how carbon, water, and other materials cycle between natural and human systems over various scales of time and space.
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Ms mooney back to school
Ms. Erin Mooney welcomes parents and guardians to her biology course. She outlines her expectations for students, including promptness, preparedness, respect, academic honesty, hard work, and laboratory safety. Her philosophy is that biology explores living organisms through scientific exploration. Key concepts include organization and development, matter and energy transformation, interdependence, heredity, reproduction, evolution, and diversity. She has a BA in biology and MAT in biology education. She integrates 21st century skills like using databases and collaborative technologies into her lessons through activities promoting critical thinking and problem solving. She provides contact information and availability for appointments.
Back to school
Ms. Erin Mooney welcomes parents and guardians to her biology course. She outlines her expectations for students, including promptness, preparedness, respect, academic honesty, hard work, and laboratory safety. Her philosophy is that biology explores living organisms through scientific exploration. Key concepts include organization and development, matter and energy transformation, interdependence, heredity and reproduction, and evolution and diversity. She has a BA in biology and integrates 21st century skills like technology, research, collaboration, and problem-based learning into the classroom. She provides her contact information and encourages communication.
CHAPTER 1EDUCATING FOR GLOBAL COMPETENCEGroup 1
CHAPTER 1
EDUCATING FOR
GLOBAL
COMPETENCE
Group 1
● Global competence is the ability to understand and act on global issues.
● Globalization, the accelerating traffic of goods, ideas, people, and capital around the world, has
changed the face of labor. (Coatsworth, 2004). Understanding changing economies in a multipolar
world is critical to youth if they are to participate thoughtfully in the economies of tomorrow.
● Jobs that demand expert thinking and complex communication will remain in growing demand in
the world over.
● Schools now bear a new fundamental responsibility: to prepare students for difference and
complexity in the world they live in. Emergence of initiatives to foster international understanding
in school curricula has brought attention to the importance of global competence.
WHAT IS GLOBAL COMPETENCE?
● Globally Competent Students:
○ Investigate the world beyond their immediate environment.
○ Recognize perspectives of others and their own.
○ Communicate ideas effectively with diverse audiences.
○ Take action to improve conditions
● Applying knowledge to real life situations makes understanding deeper. This helps shape the perspectives that form part of
global competency in students.
● Weigh and integrate evidence from varied sources to create coherent responses and draw defensible conclusions.
● Hanvey’s Five Dimensions on Global Competence are being incorporated around the world in schools. It is one way to delineate
the steps to create globally competent citizens. The accepted definition on global competence is from the Task Force on
Global Competence.
GLOBALLY COMPETENT STUDENTS
WHY IS GLOBAL COMPETENCY
ESSENTIAL FOR 21ST CENTURY
STUDENTS?
Students have a responsibility
to be good stewards of Earth.
It’s important to adapt to
climate change and be aware
and take action to combat the
effects of global warming on
Earth, since it affects every
human currently living and
future generations.
=Climate Instability
Students need to know
how to live in diverse
societies. All educators
have the responsibility to
help students learn global
competence across all
subject areas.
Global Migration
It would be beneficial for
students to have
knowledge about other
countries and cultures, to
think creatively and to use
systems thinking, and to
know more than one
language.
Flattened Global
Economy
GLOBAL COMPETENCY IN ACTION
“Educators are expected to teach core sets of concepts
and skills that curriculum experts at national, regional, and
local levels deem essential. Preparing youth for the work of
their generation involves revisiting such core concepts and
skills and putting them to the service of a deeper, better,
and more participatory understanding of the world in which
we live. Nurturing students’ global competence enables
education leaders to examine how engaging crucial global
issues can catalyze learning of this core content and how
learning such content c ...
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Myp intro 2014 unit 3 2º
- 1. Natural Science 2º ESO
- 3. Perfect systems Key concept
- 4. Perfect systems Related concept(s)
- 6. Statement of inquiry The different ways of interaction and reproduction in living beings determine their role in an ecosystem. What elements form an ecosystem? What are the levels in which we organize living beings according to their nutrition? What tools do we use to study ecosystems? How do food relations between living beings in an ecosystem affect their relations? How do living beings in an ecosystem connected to each other? Human actions affect ecosystems, are this changes irreversible?
- 7. What important concepts are we going to study in this unit? Ecosystems: basic concepts Nutrition in ecosystems Trophic chains and networks Trophic pyramids Transfer of matter and energy 7 Biotic relations Biomes
- 8. What skills are we going to use in this unit?
- 9. What skills are we going to use in this unit? Communication I. Communication skills How can students communicate through interaction? How can students demonstrate communication through language? Social II. Collaboration skills How can students collaborate? Self-management III. Organization skills How can students demonstrate organization skills? IV. Affective skills How can students manage their own state of mind? V. Reflection skills How can students be reflective? Research VI. Information literacy skills How can students demonstrate information literacy? VII. Media literacy skills How can students demonstrate media literacy? Thinking VIII. Critical-thinking skills How can students think critically? IX. Creative-thinking skills How can students be creative? X. Transfer skills How can students transfer skills and knowledge across disciplines and subject groups?
- 10. Assessment tasks for the unit OBJETIVES TASK CRITERION A B C D Research the amount of paper used every year and the impact of this consume on ecosystems worldwide. Project “Save paper, Save trees” x x x Learn the basics about ecosystems and biomes Test Ecosystems and biomes x x Draw a trophic pyramid using data provided “Trophic dynamics” x x Reflect on the importance of zoos as ways of preserving biodiversity Essay Zoos and biodiversity x x Use your previous knowledge to answer basic cuestions on ecosystems Activities Ecosystems x x x Outline of a scientific research Science Fair project x x
- 11. What characteristics of the IB learner profile could we develop in this unit? Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
Editor's Notes
- Incluimos el nombre de nuestra asignatura y el curso en la que se imparte.
- Ponemos la pregunta de la unidad en el título. Si queréis, podéis incluir movimiento y que salga primero la columna izquierda y luego la derecha cuando ya hayáis debatido. En la pregunta con qué otros temas está relacionado, debemos fomentar la conexión interdisciplinar si se puede (aprendizaje holítico)
- Incluimos los conceptos del planificador
- En tarea ponemos en nombre completo de la misma. Intentaremos ser un poco específicos. Por ejemplo, en vez de Examen Unidad 1 pondremos el tema del que se examinan. En vez de Experimento de Laboratorio diremos en qué consiste. En objetivos decimos qué objetivos de nuestra asignatura se trabajan en esa tarea. Cada asignatura tiene un número de criterios. Podéis eliminarlos de la tabla o simplemente poner una línea en los que no se aplican en vuestra asignatura.
- Alentamos el debate de los alumnos y la justificación