Concept Based Physics (Grade 10)
Aims:
Develop scientific literacy to enable students to communicate internationally
Develop an understanding of the scientific method
Develop the knowledge and skills needed for IB Physics
Reading the unit plans:
The units were developed to be short so they can be extended as required. The design workflow for the units was as follows: I started with a key concept/theme that I wanted to develop, then imagined the assessments I could use to see the students building to this central concept. I then tried to write generalisations (sometimes called related concepts) as bridges between the key concept and assesssments where needed. The formative assessments were the backward planned to develop the student self-assessment rubrics (the only form of learning outcomes I use). The 'Assessment and Skills' section guides my teaching and I use it as a rough timeline.
This course was built using MYP concepts, MYP global contexts, and ATLs (approaches to learning) from the MYP.
ATLs explicitly taught through the course:
Communication
Organise and depict information logically
Use and interpret a range of discipline-specific terms and symbols
Research
Collect, record, and verify data
Process data and report results
Thinking - Creative
Apply existing knowledge to generate new ideas or processes
Thinking - Critical
Evaluate evidence and arguments
Test generalisations and conclusions
Use models and simulations to explore complex systems and issues x 4
Thinking - Transfer
Apply skills and knowledge in unfamiliar situations
Key Concepts Used:
Change x4
Communicate x2
Communities
Connections
Form x2
Logical
Perspectives
Systems
Global Contexts Used:
Globalisation and sustainability
Scientific and technical x2
Fairness and development
Personal and cultural
Time, place, and space