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

  
 

MYP UNIT OVERVIEWS 2012-2013

ARTS 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 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.
Grade 10 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Working Why is community • The way drama operates and • Movement Dynamics Create an original
collaboratively important in drama? functions • Voice Dynamics drama game with the
Can my towards a common • Basic theater exercises on group and • Improvisation purpose of creating a
community goal fosters a sense self-awareness. • Trust-building sense of community.
be made of community and • The drama skills required to creative • Confidence
stronger builds ensemble. a functioning ensemble. • Cooperation Peer Constructive
through • Working in pairs, small group and as • Empathy feedback and self-
drama? a whole group. reflection on the
• Listening
success of creating a
• Creativity sense of community.
• Concentration

Drama Unit: Page to Stage

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE By developing a How can drama be • Voice Dynamics • Articulation, Projection, Pace, A public performance
believable character used to • Movement Dynamics Pitch, Emphasis, Rhythm. of a monologue using
Can Drama and situation in communicate • Introduction to Stage Space: Stage • Basic script analysis effective
help us drama, we can emotion and areas, actor’s positions • Creating an appropriate character communication /
understand communicate with situation? • Overcoming Public Speaking • Using voice and body to portray a acting skills.
human others. Anxiety (PSA) character
behavior, • Identify Character, Objective, • Effectively using stage space.
emotion, and Obstacle and Audience. • Overcoming PSA Peer Constructive
how we • Script Work: blocking, script- feedback and self-
relate to each marking reflection on actor’s
other? • Rehearse and perform. ability to
communicate
emotion and
situation.

Music Unit: Elements of Music (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The elements of How does the • Listen to examples of elements in • Be able to practice in groups and Students will create
music are a toolbox interaction of action. perform in front of their peers. an Elements Poster/
for creating. elements create • Notate rhythms in simple time • Develop simple melodic and presentation: (A)
what we know as signatures. rhythmic ideas.
music? • Understand treble clef. • Repeat short rhythmic patters. Students will
• Recognize how sounds are made compose and perform
and changed. an Elements Rap:
• Perform with awareness of (B,D)
others.
Students will
complete ongoing
reflections and
produce a final
reflection: (C)

Music Unit: Instruments of the Orchestra (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI A full sound How can we • Listen to orchestral music. • Understand the organization and Produce a podcast
requires low, achieve a full sound • Watch Britten’s orchestra video. composition of the Western about a family of
medium and high in a composition? • Notate rhythms and pitches. orchestra. instruments (A,D)
pitches. • Investigate a family of instruments • Understand the classification of
in depth. instruments into families and Create question and
• Know which orchestral answer compositions.
instruments belong to each family. (B,D)
• Be able to aurally identify
orchestral families and individual Ongoing reflection.
orchestral instruments.
  

Music Unit: Form in Music (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Sources of How does form help • Listen to music in binary, ternary • Understand the concepts of Form and structure
inspiration can be shape ideas? and rondo forms. ternary, binary and rondo form. presentation (A).
reflected in a • Revise music notation. • Reinforce musical notation.
musical • Introduce concept of ostinato. • Compose a piece of music using Compose using a
composition. structural knowledge. standard structure
(B,D).

Ongoing reflection
(C).
  
Arts Grade 7
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.
Grade 10 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Drama Unit: Ensemble Building

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S There are important How can I be a • Identify and understand the skills • Movement Dynamics Create an original
skills that are more effective and necessary to build community / • Voice Dynamics drama game,
Can my necessary in useful community ensemble. • Improvisation targeting specific
community building a sense of member? • Practice various exercises to • Trust-building skills, with the
be made community and strengthen these skills. • Confidence purpose of creating a
stronger ensemble in drama. • Cooperation sense of community.
through • Empathy
drama? Reflect on how your
• Listening
experience leading
• Creativity your game,
• Concentration influenced your
participation in the
other games.

Drama Unit: Comedy Matters

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The topics which What purpose does • Identifying and Understanding • Developing a comic character Perform a Comic
are comedic to a Comedy hold in Elements and Characteristics of • Using movement and voice to Scene utilizing the
The comedy community, as well society? Comedy create comedy elements and
we create has as the form that • Watching and analyzing comedy characteristics of
a distinct comedic from different time periods. comedy.
impact on performances take, • Improvisation
our reflect the society, • Comic Monologues/Scenes
community. culture and time in
which the work is
Our created.
community
has a distinct
impact on the
comedy we
create!

Drama Unit: Clowning Around

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Through the art of How does my • What is a clown? • Non-verbal communication A live clown
clowning, we are clown character • Why are they funny? • Exaggerated emotions performance for a
able to reflect on reflect who I am? • History of Clowns • Developing a unique clown targeted audience.
human nature, teach • Physical Comedy character.
important lessons, • Mime and Pantomime • Choreography
and most • Creating scenarios • Costuming
importantly, laugh. • Structuring a Clown Routine

Visual Arts Unit: Color Theory

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Primary, secondary What is the • Learn about theory of color • Mixing of paint colors to create Painting showing
and tertiary colors. importance of the combinations and their use in art new values hues and shades. appropriate use of
ATL use of color in the production. • Appropriate use of different brushes. Solid colors
Analogous and production of art? • Practice color mixing. brushes. well mixed. Variety
complementary • Practice the correct use of brushes. • Appropriate use of temperas. of tones.
colors.
  
Visual Arts Unit: 3 Dimensionality
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Art is a reflection of To what extent does • Study different cultures and • Use of plaster gauze. Mask made with
social uses and context reflect purposes to use masks • Decoration techniques. plaster gauze and
ENV conditions. upon, and have an • Different materials to make masks • Use of a variety of materials to creatively decorated.
influence on, art? • Plaster Gauze technique create art.
Masks are used in • Decoration of masks
different cultures
for different reasons

Visual Arts Unit: Composition for Drawing and Painting

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Show volume How do we show 3 • Foreground and background • Observation of reality Pencil drawing of a
through shading. dimensions on a 2 • Shading techniques • Use of different types of pencils still life that includes
ATL dimensional surface • Proportions for specific purposes bottles, fruits, plants
Show distance (paper)? • Locations • Proportions and locations of and/or cloth.
through object • Use of different types of pencils. objects in reality.
sizes. • Textures with pencils and paint Painting of a still life
• Human portrait proportions and that includes bottles,
Show distance and locations. fruits, plants and/or
volume through cloth.
color values.
Portrait pencil
Show different drawing.
textures with
different media

Visual Arts Unit: Printing

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Development of the How can we create • What is a printing press? • Use of carving tools on rubber. Designing and
Movable Types many copies of the • What is a stamp? • Making a rubber stamp. printing at least 10
ATL Printing Press by J. same art work? • History of Printing Press and mass • Work with “printing layers” in copies in 3 colors
Guttenberg. Communication different colors. each.
• Rubber stamps • Using printing plates and rollers.
Beginning and • Sequenced carving technique
importance of Mass • 3 colored prints with one same
Communication. stamp
Different ways of
creating stamps.
  
Arts Grade 8
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.
Grade 10 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Visual Arts Unit: Color Theory

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Colors: Primary, What is the • Learn about theory of color • Mixing of paint colors to create Painting showing a
secondary and importance of the combinations and their use in art new values, hues and shades. warm or cold
ATL tertiary colors; use of color in the production. • Appropriate use of different atmosphere.
analogous and production of art? • Practice color mixing. brushes. Appropriate use of
complementary • Practice the correct use of • Appropriate use of temperas. brushes. Solid colors
colors; cold and brushes. • Application of warm and cold well mixed.
warm colors; • “Atmosphere” of a painting. colors.
contrast; are all
important in the
production of art

Visual Arts Unit: Graphic Design

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Simplicity: Less can How can we create a • What is a logotype? • Use of lines and shapes. 1. Logotype design
be more. simple design that has • Evolution of logotypes in time • Design with paper cut-outs. with two letters and a
ENV a lot of meaning and according to the needs of the • Design with markers. frame.
represents a company society and/or the company? 2. Graphic Word
or product? • Creativity behind logotypes design.
design.
• Paper cut-outs (Henri Matisse)

Visual Arts Unit: 3 Dimensionality

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Use of clay for How was the use of • Study different cultures and uses • Techniques for working with Ceramic piece
utilitarian and clay important for of clay. clay. Slabs, coils and modeling. finished and
ENV decoration purposes. the development of • Different techniques to work with • Attaching parts of clay. creatively decorated.
ancient clay: slabs, coils, modeling. • Hollowing pieces.
Appropriate disposal civilizations? • Introduction to pottery wheel. • Decoration techniques.
of materials to avoid • Decoration of clay pieces.
wasting and
contamination.

Visual Arts Unit: Perspective: One Vanishing Point

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI 2 dimensional How do we show • One vanishing point perspective. • Observation of reality 1. Composition of a
surfaces can be used “DEPTH” and three •3 Dimensions: length, height and • Proportions and locations of pile of boxes
ATL to show 3 dimensions on a depth. objects in reality. considering balance.
dimensions. two dimension • Proportions. •Composition with geometrical 2. Design of a room
surface? (paper) • Locations. figures (boxes). using perspective,
• Balance. considering
proportions, locations
and balance.
  

Music Unit: Film Music (8 weeks).

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI How music How do we evaluate • Investigate the role of music in • Understand the different Group PowerPoint
encapsulates the sounds and music to films, and listen to various film functions of music in films presentations.
concept of mood in create the right scores to analyze their musical • Understand the theoretical basis
films. atmosphere for the characteristics. of chromatic and whole-tone Public performance of
video clip? scales film.
• As a group, you will compose a • Understand a range of relevant
How will piece of music, incorporating sound compositional devices and Reflection
technology help me effects, for a video clip using a musical imagery
create the YouTube video of your choice. • Be able to use the chromatic Developmental
soundtrack? and whole tone scales in Workbook.
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

Music Unit: Blues and Jazz (8 weeks).

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Different cultures “What is/are • Blues and Jazz music. • Improvisation. Performance of a jazz
help inform our own Blues?” • Using 12-bar blues, 32-bar standard and
learning and • You will learn about the origins song, blues scale and dorian improvisation.
experiences “What are the and history of Blues; the musical mode, students develop
characteristics of characteristics of the genre and its improvisatory skills Research and Individual or group
Blues music?” expressive potential. discuss the Blues and the history PowerPoint
of the 1910 -30 North America presentation of a “jazz
“When/Where/Why • You will write your own Blues • Write a short essay about how giant”.
did Blues lyrics, and devise Blues and why the blues came around
originate?” performances in small groups. Compare (written and spoken) Reflection
with other music styles
“Do we have any • Listening and responding in Developmental
previous knowledge writing and verbally to the Blues Workbook
that can help Compose blues style piece of
us understand music and learn to play own
Blues?” composition
• Speak and present their ideas
“How does Blues and play their composition
music empower • Feedback to each other about
people to express presentation – peer assessment.
themselves?”

“In what ways does

contemporary music
show the influence
of Blues?”?
  
Music Unit: Songwriting (8 weeks).
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI We can What different • Students compose their own songs • Develop knowledge of four Individual PowerPoint
communicate methods do song- using given lyrics. chords from Blues and Jazz unit, presentation on a
through song? writers use to • You will utilize your adding two more chords (II and studied band and song.
compose songs? understanding of chords and chord VI)
sequences, and investigate pop • Listen and analyze songs that Recorded performance
What knowledge songs from the 1950’s and 60’s. carry a message. test.
and understanding •Compose your own songs, using a • Write sections of songs-
do we need to standard chord sequence and melody, harmony, lyrics. Reflection
compose our song? structure, adding a keyboard or • Teacher-assessment of theory-
guitar accompaniment and using the related homework Developmental
What makes a good ‘Sibelius’ or 'Noteflight' notation • Assessment of group song Workbook
song? programme as a composing tool compositions
• Teacher assessment of Personal
How are songs reflection and evaluation
structured?
  
Drama Grade 9

Grade 9 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Unit 1:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL
UNDER CONSTRUCTION

Unit 2:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE
UNDER CONSTRUCTION

Unit 3:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI
UNDER CONSTRUCTION

Unit 4:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV
UNDER CONSTRUCTION

Unit 5:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S
UNDER CONSTRUCTION
  
Drama Grade 10

Grade 10 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Unit 1:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL
UNDER CONSTRUCTION

Unit 2:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE
UNDER CONSTRUCTION

Unit 3:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI
UNDER CONSTRUCTION

Unit 4:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV
UNDER CONSTRUCTION

Unit 5:
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S
UNDER CONSTRUCTION
  
Music Grade 9
Grade 9 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Unit 1: Patterns in Music (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL A lot of our music How does a • Students practice scales, rhythms • Performing complex rhythm Recorded
is based on patterns. conscious use of and vocal exercises. exercises with steady pulse and performance test.
patterns contribute • Pulse, rhythm, timbre and phrasing good tone.
to quick and to explore how these elements • Performance as a learning tool Take home test on
effective results? contribute to the development of • Techniques and processes needed patterns.
practical abilities to make music on instruments /
voice. Written Reflection.

Unit 2: Ensemble (7 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Common ways of How do I use • Performing music in a large • Effective practice and rehearsal. Recorded
practicing reduces ensemble playing in ensemble. • Contribution to an ensemble. performance test.
HI the time it takes to individual • Students explore, investigate and
accomplish goals. development? participate in traditional formations Public performance.
such as concert band, orchestra and
choir. Group Powerpoint
Presentation.

Unit 3: Form and design (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI A reason for What are the • Form of popular songs. • Recognizing form in pop music. Analysis of pop
popular music being similarities and • Popular music in different cultures. • Performing pop music with songs: self-study and
HSE popular is its differences between • Performing popular music. understanding of form. test.
relevance to the contemporary
listener. popular music in Reflection.
different cultures?

Unit 4: Ensemble - Chamber Groups (10 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL A performer How do I use my • Performing music in a small • Effective practice Live group
influences a group’s individual skills to ensemble. • Contribution to an ensemble performance.
HI effort. contribute to a small • Students explore, investigate and
group performance? participate in traditional formations Group presentation.
such as duet, trio, quartet, quintet, etc.
Reflection.

Unit 5: Composition – Limits that Unlimit Us (Interdisciplinary Unit – 6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Limits help to Can knowledge of • Students study theory and form. • Writing organized phrases. Composing,
organize one’s music theory and • Students create their own music • Use of chords. performing and
individuality form help within limits presented to them. • Use of music to emphasize a analyzing a one-voice
expressing • Students learn methods to theme. piece of music with
individual ideas communicate musical ideas based on • Use of music to accompany a simple
through music? Western notation system and compose presentation. accompaniment.
their own music.
• Recognize notation systems used by Music with the
different cultures and attempt to use dramatic
these systems to their own presentation.
composition.
• Students apply music to a dramatic
presentation.

Unit 6: World Music heritage: Peru, Africa, India (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV All cultures develop What are common • Common music practices in Peru, • Recognizing similarities and Presentation of a
their own music and roles that music Africa and India. differences between cultures. culture.
C&S none is superior to plays in different • Recognize similarities and • Recognizing role and social
others. cultures? differences between these cultures; aspects of music.
rhythm, melody, harmony, texture,
timbre and form.
  
Music Grade 10

Grade 10 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Unit 1: Ensemble – Chamber Groups (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL A performer How do I use my • Performing music in a small • Effective practice Group Powerpoint
influences a group’s individual skills to ensemble. • Contribution to an ensemble. Presentations
HI effort. contribute to a small • Researching composers and styles. • Ability to characterize a style
group performance? • Students explore, investigate and using elements of music. Recorded
participate in traditional formations performance test.
such as duet, trio, quartet, quintet, etc.
Public performance
of a chamber piece.

Unit 2: Blues - Jazz – Improvisation (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Improvisation is an Can knowing the • Practicing blues and dorian scales • Improvisation. Performance of a jazz
essential element of music of “jazz and syncopated rhythms. • Using 12-bar blues, 32-bar song, standard and
jazz. giants” help me • Researching “jazz giants”. blues scale and dorian mode, improvisation.
become a more • Students explore the origins of blues students develop improvisatory
interesting and jazz and how they connect with skills Individual
improviser? contemporary music Powerpoint
Presentation of a
“jazz giant”.

Unit 3: Music Heritage of European Composers (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI European music How music of the • Students study music of Classical • Recognizing similarities and Individual
developed past influences and Romantic composers and differences between styles of Powerpoint
characteristics that music of the investigate its influence on music. Presentation on a
are still present in present? contemporary art with an emphasis on • Performing music in style. studied composer.
contemporary film music. • Students perform originals and/or
music. • Common music practices in arrangements of music from these Recorded
Baroque, Classical and Romantic periods. performance test.
periods and in 20th century music.
• Performance of pieces from these
periods.

Unit 4: Form: Symphony, Sonata, Variations, Rondo (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Most music follows How knowledge of • Classical and Romantic forms such • Recognizing form elements. Test on form.
certain form a form can help to as the symphony, sonata form,
conventions. enjoy complex art variations, and rondo Analysis of a piece
pieces? written in sonata
form.

Unit 6: Advanced Composition (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Composers How can • Students study advanced harmony, • Use of elements of music in Composing,
manipulate knowledge of music melody, instrumentation and texture creating original pieces. performing and
elements of music theory and form and investigate how these elements • Students write a multi-voice analyzing a multi-
to acquire desired help in expressing contribute to a final musical product. composition according to standard voice piece of music.
effects. individual ideas • Students study advanced theory. conventions
through music? • Students create their own • Students experiment with new
2-voice music. sound sources and use them in their
own compositions.
  
MYP Visual Art Grade 9
Grade 9 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Unit 1: Creativity and Expression

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Different How can we create • Relaxation and meditation • Relaxation • Abstract artwork
approaches to the an artwork foster the creativity • Put in contact with inner • Reflection in
ATL creativity expressing our • • Emotion and feeling expression feelings and emotions Developmental
• Relationship feeling and through art • Visual expression of our Workbook
between our feelings emotions? • • Visual expression in a non feelings and emotions
and emotions and our figurative way (abstract)
art expression
• First approach and
understand the
Abstract Art

Unit 2: Elements of Design

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Concept and How can we • The 7 elements of design • Use of colors, values, lines, Artwork composition
classification of understand and create • • Appreciation and application of shapes, forms, space and emphasizing a
ATL Elements of Design ART using the the elements of design in textures to create art specific designated
• Color, Value, Line, Elements of design? different artworks element
Shape, Form, Space
and Texture in Art
design

Unit 3: Color Theory

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Hue, Intensity and How can we create • Learn how to obtain different • Mixing of paint colors to create Monochromatic
value ART using one intensities and values (tints and new intensities and values artwork applying the
ATL • Color Wheel single color and all shades) of a color • Appropriate use of different most different
• Cold and warm its possibilities? • Practice color mixing. brushes and tempera intensities and
colors. • Practice the correct use of • Application of warm and cold values, to show
• Basic color brushes. colors. depth, volume and
perspective • Depth and volume of a painting. atmosphere

Unit 4: Perspective: two vanishing point

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Volume and How do we show • Two vanishing point perspective. • Observation of reality and the Design of a space
perspective. the space, depth and •3 Dimensions: length, height and perspective using perspective
ATL • Distance and three dimensions on depth. • Proportions and locations of with two vanishing
different object sizes a two dimensions • Proportions. objects in reality points, considering
with perspective. surface with two • Locations. •Composition of a three proportions, locations
•Locations and vanishing points? • Balance. dimensional space using two and balance.
proportions using vanishing points
perspective.

Unit 5: Free Topic

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Application of How can we • Originality in creation • Brainstorming to find our topic Artwork
different media and develop our own • • Visual expression planning and • Plan and design the idea
ATL techniques to create idea in a visual creating • Application of different media
art way? and techniques in creation
expression of our
own and original idea
  
Unit 6: Art History
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Historical context How can we • Art movements characteristics • Investigation Power Point visual
affects the artistic understand the • • Historical and social context • Relate different information and oral presentation
ATL creation development of • Biography and relevant events in understanding the connection sharing the
• Art Movement ART through the artist’s live • Analyze the characteristics of an information of the
influence the artistic life and creative • Different Art Styles Art Movement artist’s life, art style
creation process of an artist? and art works
• An artist develop
his/her own Art
Style

Unit 7: Art History

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Specific art How can we • Art movements characteristics • Apply the main characteristics Artwork creation
characteristics and understand the and styles of an art movement to the creation following the
ATL style of the main Art characteristic and • • Ways to perceive and represent of the artwork characteristics and
Movements since the style of an Art the reality in the different Art style of a specific Art
Renaissance until Movement through Movements Movement
today the creation of an • • Material, techniques and topics
artwork? through the art timeline
•

Unit 8: 3 dimensionality
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Use of different • How can we • Research of tridimensional art • Techniques for working with Tridimensional
materials (clay, wire, create a tri different materials artwork
ENV paper mache or dimensional art
cardboard) to create a piece?
tri dimensional art
work
• Appropriate
disposal of materials
to avoid wasting and
contamination.

Unit 9: Final Free Topic

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI • Application of How can we • Originality in creation • Brainstorming to find our topic Artwork
different media and develop our own • • Visual expression planning and • Plan and design the idea
ATL techniques to create idea in a visual creating • Application of different media
art expression of our way? and techniques in creation
own and original idea
  
Visual Art Grade 10

Grade 10 students concentrate on ONE of the three Arts disciplines (Music, Drama, or Visual Art) for the entire year.

Unit 1
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Artists consider How can you find • Teaching new ways of using a well • Problem solving skills Finish painting
multiple approaches original images know media: INK (Wet over Wet, Dry • Communication skills
HI to visual problems. through a chaotic Ink over Wet, etc.) • Appropriate use of the Ink DWB entry
composition? • Stretch a cartulina (Developmental
• Enlarge a drawing Workbook)

Unit 2
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Communicate a How to portray • Review of Human figure • Mix the appropriate colors to Finish painting
personal or social depth through proportions achieve depth
HSE concern through human figure • Learn how to portray depth through • Draw using Human Body DWB entry
painting. Compositions? color proportions
• Communicate a concern through
Be able to portray painting
depth through color • The vocabulary of the arts

Be able to paint
Human Figures in a
realistic
composition

Unit 3
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The process of How to achieve a • Modeling with Clay • Communication skills Finish painting
acquiring three three dimensional • How to achieve 3D in a clay art • Problem Solving and Thinking
HSE dimensionality piece through a clay work Skills DWB entry
art piece? • Different modeling techniques • Reflection
ATL Understand some
modeling
techniques

Unit 4
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Learn how to solve How can you • An explanation on perspective will • Communication skills Finish painting
visual problems achieve depth and a come first along with motivation on • Problem Solving and Thinking
ENV through the sense of reality the importance of feeling confident in • Skills DWB entry
achievement of through a Still Life drawing realistic things. • Reflection
perspective. composition? • Students will expand their
knowledge on perspective by learning
Art has been created the use of two vanishing points and
by all people, in all the importance of composition when
times and in all drawing.
places. • 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.

Unit 5
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Art may be created How will you • Develop a significant theme with the • Artistic skills Finish painting
solely to fulfill a develop your own appropriate media showing high • Communication skills
HSE need to create. idea by combining standards • Problem Solving and Thinking DWB entry
media that you have Skills
ATL just learned? • Reflection
  
Unit 6
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Different Where do artists get • How meditation fosters creativity? • To relax Group presentation
approaches to their ideas from? • How can you use the Brainstorming • To work in Teams of the poem
HI creativity strategy to list all the attributes of an • Develop Fluency and Flexibility
object? in Visual Problem solving Drawing of a
ATL Relationships • How to create a poem and an image • To write reflections in the DWB composition
between Visual Arts by using the list of attributes?
and Literature

Unit 7
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Artists must How will you create • Different ways of using and • To work in Teams Final art piece
understand media, an art piece by applying recycled materials • Develop Fluency and Flexibility
HSE techniques and using recycled • Develop Global awareness in Visual Problem solving
processes as tools to materials? • Students will learn how to develop a • To write reflections in the DWB
HI communicate. group art piece, take decisions, accept
others feedback and work together.
ATL

Unit 8
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Artists learn rules in How will you • Portrait Drawing and its structure • Problem solving and Thinking Final art piece
order to break them. develop a realistic • Light and shade in portrait drawing skills
ATL portrait? • To achieve volume and expression • Learn to achieve volume
in drawing a face • Be able to depict a realistic
portrait

Unit 9
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Art is a universal How can you • To discover how to find problems • Collaboration skills Group critique
symbol system that change students’ • To learn how to support and • Reflections skills presentation
HI transcends language attitudes? research them • Communication Skills
barriers. • How to find solutions for those • Problem Solving and Thinking Process of the work
HSE problems by developing an ad Skills
campaign Art pieces done
ATL • To learn how to work in groups (creativity and skills)
• 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

Unit 10
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Art may be created How will you • Develop a significant theme with the • Artistic skills Final painting
solely to fulfill a develop your own appropriate media showing high • Communication skills
HSE need to create. idea by combining standards and what was learned during • Problem Solving and Thinking DWB entry
media that you have the year. Skills
ATL just learned? • Reflection
  
 

MYP UNIT OVERVIEWS 2012-2013

HUMANITIES 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

  
Humanities Grade 6

Unit 1: Maps
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Maps have different Why are maps • Terminology • Comparing and contrasting Test
uses useful? • What is geography • Using BOLTS
• The difference between a map and a • Using atlases
globe • Reading and understanding
• The different lines of a globe longitude and latitude
• The different components of a map coordinates
• Lines of longitude and latitude

Unit 2: Every Drop Counts

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Access to fresh Why are we running • Terminology • Highlighting Audio-visual clip
water is influenced out of fresh water? • How are rivers formed? • Cause and effect raising awareness
by both humans and • Why are rivers important? • Persuasive writing about the one of the
nature. • The different methods of irrigation causes for fresh water
• The effects of irrigation shortage.
• The causes for freshwater shortage

Unit 3: Digging Up The Past

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI We continue to How does • Terminology • Collaboration skills Simulation dig:
interpret history by unearthing evidence • Tools used by archaeologists to find • Drawing conclusions by piecing Report and oral
piecing together change our information together evidence presentation
evidence from the interpretation of the • The job of a historian • Presentation skills
past. past? • Primary sources and secondary
sources
• Problems archaeologists and
historians encounter
• Case study about the mysteries
surrounding the demise of Pompei

Unit 4: Ancient Civilizations

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Systems play an How did past • Terminology • Introduction to research skills Research Project
essential role in the civilizations • Systems and their components • Paraphrasing skills explaining how man
development of develop? • Cultural universals • Writing a bibliography using made systems
civilizations. • The evolution of the Incan Noodlebib allowed a past
civilization civilization to
develop.
  
Humanities Grade 7

Unit 1: Culture
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Culture and How does culture • What is culture • Terminology Making of Me –
experience shape our lives? • Elements of Culture • Universal elements of culture Presentation (product
influence our • Peruvian Culture • Identifying the universal form is students’
behaviour and • Beauty and culture elements of culture within choice) identifying
identity. • Behavior and culture different cultures the different cultures
• Third culture kids • Analyzing and comparing and elements that
• How development affects culture different cultures with Peruvian shape their lives.
• Understanding our own culture(s) culture
and how they shape who we are • 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

Unit 2: Rainforests
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV People’s How can we sustain • What and where are rainforests • Terminology Group presentation –
interactions with the rainforests? • Climate • Mapping skills of rainforests sustainably of a
environments affect • Humans’ connection and use of the around the world rainforest
sustainability. rainforests • Constructing & Analyzing
• Threats to the rainforests climate graphs
• Analyzing our impact on the • Explanation writing
environment – ecological footprints • Analyzing ecological footprints
• What & who is helping to sustain • Identifying problems and
the rainforests possible solutions
• How can we live more sustainably • 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

Unit 3: Poverty
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S People are poor in How can we fight • Different types of poverty • Terminology Poverty
different ways. poverty? • Poverty levels around the world • Identify links between causes, Documentary
We are all • Development and poverty process and consequences
responsible for • Causes & Effects of poverty • ICT mapping skills using poverty
fighting poverty. • Poverty simulations indicators
• Connection of Children’s rights and • Photo analysis
poverty • Evaluate poverty statistics
• Who is helping in the global • Interpret population pyramids
community • Analyze editorial cartoons
• Poverty aid • Reflect on the issues of poverty
• Our responsibilities for fighting • Inquire and research into different
poverty poverty organizations
• Documentary making using
technology (video cameras, imovie)
presentation
• Orally present and express
information and ideas to an
audience
  
Unit 4: Tale of Two Empires
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Time, place and Which empire was • Empires and how they are built • Map skills using Roman and Five-paragraph essay
space influence an most successful? • Roman empire basic history Mongol empires – Which empire was
Empire’s • Roman leadership – Julius Caesar • Time lines better, the Roman or
development. • Roman military – example of battle • Viewing videos for information the Mongol?
of Alessia • Journal writing
• Roman legacies • Researching Roman legacies and
• Mongol empire basic history justifying their significance
• Mongol leadership – Genghis Khan • Researching and writing an
• Mongol military – example of battle eulogy
in Beijing • Analyzing and comparing
• Mongol legacies components of empires
• Writing a 5-paragraph essay
which explains and justifies
which empire was more
successful.
  
Humanities Grade 8

Unit 1: Renaissance
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Innovative ideas How does human • Middle Ages lifestyle • Terminology Renaissance Legacy
have impacts on ingenuity change • Middle ages organization • Paraphrasing Project – video
human societies and the world we live • Humanism • Summarizing debate of the most
create lasting in? • Leonardo da Vinci • Persuasive writing significant legacy and
changes in the way • Advancement in art, medicine, • Formulating an argument its influence today.
we live. technology

Unit 2: Infectious Diseases

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Health issues are Why is health a • Globalization • Terminology Investigative journal
being globalized global issue? • Migration • Mapping skills of epidemics with essay response
with increased • Population • Investigative Skills:
movement of both • Trade • Research tools – media center
goods and people. • Impact of diseases (social, political, • Creating an action plan for
economical) research
• Infectious diseases • Collecting a wide range of
• Epidemics sources
• Spread of diseases • Analysis of sources
• Control of diseases • Citation of sources
•

Unit 3: The Environment under Threat

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV People’s How should we use • Fossil fuels • Terminology Research report on
interactions with our natural • Industrial Revolution • Summarizing articles alternative fuels
physical environment? • Global warming • Cost/benefit analysis
environments affect • Acid Rain • Peer teaching – presentation Letter to the
sustainability. • Ozone depletion skills President outlining
• Green fuels • Formulating an argument the advantages and
disadvantages of
biofuels as an
alternative source of
energy.

Unit 4: Leading the Way

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S The traits of a good What makes a • Different traits of a leader • In-text citation Mind map and
leader are timeless person an effective • Character traits of Steve Jobs • Note-taking timeline where
and apply across a leader? • Different styles of leadership • Formulating an argument students reflect on
wide range of • Five paragraph essay their own traits as
cultures, leaders
organizations and
indiviudals
  
Humanities Grade 9 MYP & OPP

Unit 1: Political revolution in the Viceroyalties

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Societies faced with Why does a colony • Peak and decline of the viceroyalties • Oral communication and Presentation (A, D)
seemingly decide to become an • Colonial rebellions and conspiracies presentation
C&S insurmountable independent nation? • Latin America gains independence • Investigative ability Film analysis (B, C)
problems are able to
find political Written exam (A, B,
solutions to C, D)
problems

Unit 2: Building the Nation

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S A nation chooses a Why do people with •The first twenty years of republican • Written communication and Essay (A, C)
common destiny similar interests life presentation
because its need to come •The Guano era • Source analysis Written exam (A, B,
members share together? •Conflict with Spain C, D)
common interests

Unit 3: The eco-regions of Peru

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Non-sustainable How is the •The eleven eco-regions of Peru •Oral communication and Presentation (A, C)
development creates environment •Sustainable and non-sustainable presentation
undesirable affected by the local development •Investigative ability
environmental population?
changes

Unit 4: National Crisis

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Wars alter normal Why do nations go •The War of the Pacific •Written communication and Written exam (A, C)
relations between to war? presentation
neighboring nations •Source analysis

Unit 5: Population and Life Quality

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Demography What is life quality? •Basic demographic indicators •Graph analysis Graph analysis and
provides important •Human development Index •Interpretation of economic and interpretation (C)
HSE data about a society demographic indicators

Unit 6: How are modern states organized?

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The division of How are modern •The Executive branch •Text analysis •Presentation (B, D)
power is necessary states organized? •The Legislative branch •Comparing and contrasting data
C&S for a healthy •The Judicial branch
democracy
  
Humanities Grade 9

Unit 1
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 2
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 3
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 4
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 5
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION
  
Humanities Grade 10

Unit 1
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 2
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 3
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 4
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION

Unit 5
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)

UNDER CONSTRUCTION
  
 

MYP UNIT OVERVIEWS 2012-2013

LANGUAGE A ENGLISH
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

  
Language A English Grade 6

Unit 1: Life Lessons (10 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Literature offers life How does the • Connecting the learner profiles to a • Reading: Active reading skills, Paragraph response
lessons about learner profile collection of short stories finding textual evidence to Literature
different connect to • Parts of a paragraph • Writing: Constructing (Criteria A,B,C)
circumstances that literature? • Being an active reader paragraphs, varying vocabulary
we can learn from • Finding life lessons in literature • Style and language
• Writing Cycle

Unit 2: Taking a Stand (10 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Words can promote What do I stand • World Literature novel • Reading: Comprehension and Persuasive speech
change for? • Persuasive speech interpretation (Criteria A,B,C)
• Parts of a paragraph • Writing: Persuasive speech
Literature can • Good speaking skills writing
impact individuals, • Writing Cycle • Speaking: Giving a speech to the
society, and the class
world • Research: Data to support a cause
• Presenting: Persuading audience
to believe in your argument

Unit 3: Literature Circles (6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE It is important to How do I • Various novels • Reading: Active reading 3D book report
appreciate different communicate my • Collaboration strategies (Criteria A,B,C)
interpretations of understanding? • Reading strategies • Listening: collaboration with
literature • Writing Cycle group mates, respecting viewpoints
and opinions
• Speaking: communicating to
group members
• Writing: note-taking, reflecting,
summarizing, vocabulary and
spelling

Unit 4: The World Around Us (7 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Our environment How does my world • Novel study • Reading: Active reading skills, Novel test and
affects our identity affect me? • Literary Elements literary elements, inferring, vocabulary Test
and how we live. • Animation on ComicLife predicting (Criterion A)
• Parts of Speech • Listening: novel read-aloud,
dictation ComicLife story of
• Writing: parts of a paragraph, journey through 6th
story writing grade
• Speaking: read-aloud and class (Criteria A,B,C)
discussions
• Viewing-creating story as a Reflective writing
comic
  
Language A English Grade 7

Unit 1: Novel Study - The Giver (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S The needs of the What makes a • Utopias are perfect communities in • Reading: Making predictions; Five-paragraph
individual can be in healthy community? theory, but rarely in practice. good reading skills analytic response
conflict with the • Read-aloud/read-along (metacognitive); vocabulary (Criteria A,B,C)
needs of the • Diary entry strategies (context clues)
community. • Journal entry • Writing: writing cycle; hooking
• Formal Letter the reader, periods/complete
• Analytic essay sentences, transitional words,
spelling (homonyms)
• Listening: Read-aloud/audiobook
with read along; tone, pitch, timbre,
fluency
• Speaking: Discussion/debate

Unit 2: Short Story (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Literature is a form How can we gain • Analyzing mentor-text short stories • Reading: understanding author’s Writing one original
of art. new perspectives on • Read aloud/read-along. choices unique short story
global issues • Oral presentations of their work • Listening: read-aloud of short (Criteria A,B,C)
through the art of • Free writing activities responding to stories with discussion and
the short story? writing prompts. identification of narrative structures
• Writing conferences • Writing: writing process;
• Literary terms 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

Unit 3: Myths & Legends (6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Different cultures in What are the • Myths • Presenting: dramatic performance Students will create
different times and qualities of a hero? • Graphic organizer (group work) and present a new
places value • Compare/contrast • Listening: paraphrasing and myth in multimedia
different human • Dramatic interpretation summarizing format. (Criteria
qualities and • Reading: understanding other A,B,C)
actions. 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

Unit 4: Media Study (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE You can’t always How can we • Newspapers - parts of a newspaper • Research: works cited, MLA Produce a leaflet with
believe what you recognize truth and • Advertising (print and visual) format, evaluating a variety of newspaper article and
read, see, and hear. lies? • Researching sources advertisement
• Paraphrasing and summarizing • Writing: structure: inverse (Criteria A,B,C)
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
  
Unit 5: Poetry (6 weeks)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Environments shape How do our • Read-aloud of poems from different • Reading: understanding the role Students create an
the imagination. environments shape cultures of environment in register; anthology of at least
what we create? • Different types of poetic structures terminology of poetry, especially 3 poems, presented to
(WL (metaphor, diamond poem, “I figurative language class in multimedia
component) wish…”, Haiku, etc…) • Listening: appreciating the format.
• Independent reading of poetry sounds of language (Criteria A,B,C)
• Creative writing of poems • Writing: writing process;
• Compare and contrast structure: layout; figurative
• Figurative language language, poetic devices for sound,
creative use of punctuation
• Speaking: Dramatic reading
• Presenting: Web 2.0 presentation
tools
  
Language A English Grade 8

Unit 1: Looking Closely (11 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Looking more What do I see when • Select visual, written, and oral texts • Reading: Visualization strategies Descriptive Text
closely at our I look closely? that use descriptive language • Writing: sensory language; (Criteria A, B, C)
environment helps • Using a “Writer’s Notebook” to simple, compound, and complex
us notice specific record personal observations of your sentences Response to a
details surroundings • Viewing: Looking closely for descriptive text
• Creating a personal dictionary specific details (Criteria A, B, C)
• Reading Strategies: Visualization • Listening: Crafting sentences
with tone and imagery

Unit 2: Visions of Change (9 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Effective persuasion How can I persuade • Nonfiction texts, both visual and • Reading: Visualization, making Persuasive campaign
first engages your people in the FDR written stories about inspiring people inferences that promotes a
own heart first, and Community to who helped to change the world • Writing: crafting arguments using positive solution to a
then the audience’s change? • Visual media that highlights global specific evidence, word choice problem at FDR.
heart and mind. problems yet promotes positive global • Listening: tone and voice Each student will
change • Viewing: montage, camera angles create:
• Visual Advertisements -1 visual text
• Reading Strategy: Visualization and -1 written text
Asking Questions -1 spoken text
(Criteria A, B, C)

Unit 3: Poetry (11 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Poetry offers How can poetry • Selected Poetry • Reading: asking (thick and thin) 3 student-written
insights that help us help me navigate • Strategies for writing poetry questions; close text analysis poems & a rationale
gain understanding the journey of life? • Using Figurative Language • Writing: poetry; concise explaining the
and wisdom about • Daily Writer’s Notebook Entries of language; figurative language author’s choices
life. Personal Observations • Listening: rhythm & flow & (Criteria A, B,C)
• Reading Strategy Focus: Asking sentence fluency
Questions • Speaking skills: creating drama in I-Movie about
your oral interpretations favorite poem
• Viewing skills: creating an (Criteria A, B, C)
engaging i-movie
Poetry Portfolio
(ATL)

Unit 4: Different Tasks, Different Talk (9 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Effective How does the task • Features of formal and informal • Reading: reading different Register Continuum
communicators shape my talk? register registers Assessment
choose their • Features of Technical Writing • Writing: Context, audience and (Criteria A and C)
language carefully (Simplicity, conciseness, word choice, intention; Word choice; appeals
to serve a particular active voice) • Listening: spoken versus written Written Research
context, purpose, • Analyzing context, intention, and texts; peer review Report
and audience audience of written and spoken texts • Speaking: spoken text features (Criteria A, B, and C)
and informative presentation how-
tos Oral Presentation
• Viewing: effects of texts with and (Criterion C)
without visual images
  
Language A English Grade 9

Unit 1: (The Danger of a Single Story) 8 weeks

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S People are complex, How can we begin • TEXT: “Of Mice and Men” • Writing: word choice • Class discussion of
and to try to to better understand • Character Analysis • Reading: characterization a character (A)
understand another ourselves or the • Respect and disrespect through • Speaking: using textual evidence • Analytical essay of
person--or even people around us? words and actions in discussion one of your
ourselves--requires • Living in relation to others • Viewing: summarizing and classmates. (A, B,
time, open- • Representations of characters asking questions C)
mindedness, and • Analytical articles about people in • Presenting: if time permits, have
purposeful the news. students share information about
questioning. their partner

Unit 2: (SNAPSHOTS) 4 weeks – WORLD LITERATURE UNIT

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Environments shape How do our TEXT: House on Mango Street • Writing: sentence structure and Presentation of an
us in many ways. environments shape variety image (Criteria A and
us? • Setting • Reading: setting’s impact C)
• Analysis of IMAGES with a focus • Viewing: analysis of
on setting environment’s impacts on Vignette (Criteria B
• Environment and its impact on us characters and C)
• Vignettes from around the world • Presenting:

Unit 3: (Life’s Greatest Lesson) 7 weeks

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI There are many How do we TEXT: Tuesdays with Morrie • Writing: organization Multimedia,
ways we communicate so • Reading: theme Thematic
communicate so that our message is • Theme • Research: citing sources and Presentation.
that our message is understood? • Sending, receiving and works cited (Criteria A, B)
understood. understanding messages • Presenting: organization
• Using multimedia in presentations Thematic Essay
• Research (Criteria A, B and C)

Unit 4: (LYRICALLY DELICIOUS) 8 weeks

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Determining the How do we TEXT: Poetry • Writing: close text analysis and Magazine article
true quality of determine the true incorporating references (Criteria A, B, C)
language requires quality of language? • Tone • Reading: tone
objective, critical • Literary devices • Listening: analysis Commentary
analysis. • Songs as poetry (Criteria A and C)
• Emphasis on revealing identity
orally and through sound.
• Listening to songs without the
text/lyrics

Unit 5: (UNLIMITED PERSPECTIVE) 8 weeks

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Confronting How can limits help TEXT: Romeo and Juliet • Viewing: benefits of film 5-minute adapted
different limitations us create? limitations film done in groups
can help us create, • Film: Romeo and Juliet • Presenting: persuasive language (Criteria A, B)
rather than hinder • Conflict and techniques
us. • Plot • Listening: while collaborating Reflection essay
• Limitations with others (Criteria A, B, C)
• Movie making • Reading: thinking about how to
• Setting adapt text
  
Language A English Grade 10

Unit 1: Coming of Age (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Young people What does it mean • Short Stories • Speaking: presenting and Presenting a formal
‘come of age’ to ‘come of age’? • Literary features collaboration coming of age ritual
through formal and • Research • Reading: annotation, research (Group Presentation)
informal ‘rights of • International coming of age formal • Writing: creative, using literary (Criteria A, B)
passage’ rituals features
• Listening: peer assessment Short Story Writing
• Representing: images in (creative piece for
presentations monitoring)
(Criteria A, C)

Unit 2: Heroes of our International Community (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Attributes of heroes How is the concept • Websites • Reading: for information and Research Essay
represent the culture of a hero reflected • Articles, Newspapers, Etc. paraphrasing (essay piece for
(Unit with and times they in our society? • Research • Writing: a research paper: writing monitoring)
Science - come from. • MLA Citation process, incorporating evidence, (Criteria A, B, C)
event MLA citation (7th Edition).
on/close to • Listening/speaking: discussion
UN day)

Unit 3: Keeping Languages and Cultures Alive (4 – 5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Literature enables How does literature • Drama • Writing: scripts/monologues Monologue writing
communities to preserve languages • South American texts (short stories) • Speaking: dramatic speech (Criterion A)
share their and cultures? • Close text analysis • Presenting: dramatic monologues
languages and • Adapting one genre to another Monologue
cultures. performance
(Criteria C)

Unit 4: Classics (5 weeks – reading done during the Jan./Feb. break)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Some novels are What makes a • Novels • Speaking: nonverbal, Persuasive speaking
considered a ‘must classic? • Public Speaking communication, persuasive (Criteria A, B, C)
read.’ • Persuasive techniques techniques
• World Literature • Listening: speech analysis Listening for content
• Speeches • Reading: student choice (Criterion A)
• Writing: outlining, note cards

Unit 5: ‘Out of the Box’ essays (2 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Essayists employ What is the best • Essay writing • Writing: organization patterns, Essay (Criterion B)
various organization way to organize an • Transitional devices essay
strategies in order to essay in order to be • Organizational patterns of writing • Reading: essay samples
be persuasive. persuasive?

Unit 6: Persuasive Film (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Films are How do films draw • Film genres • Reading: film reviews Film proposal
constructed viewers into their • Film techniques • Viewing: film deconstruction (Criterion A)
environments environments? • Film reviews • Listening: sound aspects of film
(based on genres) • Comparative analysis • Writing: proposal writing and Commentary of a
that draw viewers in • Film deconstruction film reviews film clip
by using film •Speaking: collaboration, (Criterion A, B,C)
techniques persuasive pitch of a film
persuasively. Film Review
(Criterion C)
  
 

MYP UNIT OVERVIEWS 2012-2013

LANGUAGE A SPANISH
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

  
Language A Spanish Grade 6

Unidad 1: Valores (2 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Valores más ¿Por qué es • Valores • Discusiones sobre el tema Organización y
importantes para importante tener • Moral y Etica • Analizar una situación presentación de ideas
nuestro futuro valores en nuestra • Perfil del alumno MYP • Presentar las ideas (Criterio B)
Valores morales y vida? • Relatos cortos
éticos
Dar ejemplo de vida
Creencias
personales

Unidad 2: Uso apropiado de las reglas ortográficas (todo el año)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Comunicación oral ¿Por qué es • Reglas de acentuación • Escribir correctamente Correcta ortografía al
y escrita. necesario • Reglas de ortografía • Identificar la sílaba tónica escribir
Importancia de comprender las • Vocabulario en contexto • Incrementar el vocabulario
tener un rico reglas de ortografía Paso de vocabulario
vocabulario e incrementar el (Criterio C)
vocabulario?

Unidad 3: Aprendiendo sobre nuestro pasado (6 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Fuentes orales, ¿Cómo aprendemos • Legado de nuestros ancestros • Toma de notas Reunir información
escritas y sobre nuestro • Leyendas orales • Clasificación Organización de
HI monumentales pasado? • Localización y antiguedad de las • Comparar y contrastar ideas
culturas pre-incas (Criterios A, B, C)
C&S Similitudes y • Investigan
diferencias entre las ¿Cómo el medio • Caracterísiticas de una clima, • Deducen Presentaciones orales
culturas ambiente influye en relieve, etc • Elaboran y proyecto.
el desarrollo de una • Panorama histórico • Explican Maquetas o afiches
Cultura y cultura? • Avances tecnológicos de la cultura
civilización Inca

Unidad 4: La madurez de acuerdo a las experiencias vividas (5 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Desarrollo del niño ¿Cómo influyen los • El niño aprende de sus modelos • Compara y contrasta Controles de lectura
ambiente saludable, acontecimientos de • Las necesidades y carencia hacen • Demiuestra Comprensión lectora
Experiencias de la vida diaria en la que el niño madure precozmente • Describe Interpretación y
vida madurez de una • Ejemplos de vida • Resume reflexión de textos
persona? • Relata un hecho Proyecto
• Dramatiza (Criterios A, B, C)

Unidad 5: Lectura y creatividad (3 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Partes de un libro ¿Leemos solo por • Revisión de libros • Aprenden a escribir la reseña de Proyecto
Conectar temas placer o para estar • Biografías un libro Trabajo escrito
C&S reales con los informados? • Diferencias entre descripción y • Investigan sobre la vida del autor. Maquetas
eventos de la vida narración • Describen personajes y ambiente (Criterios B, C)
diaria en una ficción • Comentarios

Unidad 6: Invenciones y descubrimientos (3 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Los inventos ¿Cómo los inventos • Cultura y civilización • Investigación Proyecto de Power
facilitaron la vida ayudaron a • Progreso y evolución de las ciudades • Toma de notas Point
Trajeron progreso a desarrollar las • Noticias del día • Diseñan Presentación oral
las ciudades civilizaciones en el • Principales inventos: papel, pólvora, • Describen Paso de vocabulario
pasado? imprenta, mapas, brújula, carabelas • Explican (Criterios A, B)
• Vocabulario en contexto • Valoran
• Destrezas orales
  
Unidad 7: Géneros literarios (6 semanas)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Poema, verso, ¿Por qué es • Género narrativo • Interpreta Evaluación formativa
estrofa, símil, importante conocer • Género lírico • Dramatiza y sumativa
metáfora, novela, los géneros • Género dramático • Valora Poema se gún lo
género, prosa, literarios para • Descripción vs narración • Analiza indicado
diálogo comprender mejor • Compara Platero y yo proyecto
la literatura? • Lectura en voz alta Puntualidad
• Escribir poemas e inventar (Criterio A, C)
capítulos
C&S Partes de un libro ¿Leemos solo por • Reseña de un libro • Aprender a escribir una reseña Proyecto escrito y
Elegir Buena placer o para estar • Biografía • Investigar sobre la vida de un afiches o modelos
literatura informados? • Diferencia entre descripción y autor (Criterio B, C)
Conexión de temas ¿Es posible que narración • Describir características y
con eventos de la todo lo que leamos • Comentario ambiente
vida diaria sea ficción o hechos • Habilidades de comunicación
reales?

Unidad 8: Conquista y virreinato del Perú: Arte virreinal ( 6 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Conquista ¿Por qué la época • Descubrimiento de América • Analizan textos Organización de
Encuentro de dos del Virreinato fue • Conquista del Perú • Cuestionan situaciones ideas y presentación
culturas una etapa decisiva • Captura del Inca Atahualpa • Definen términos oral y C en Personal
Virreinato de nuestra historia? • Fundación de ciudades • Elaboran organizadores gráficos Social
Instituciones • El rey, virrey, la audiencia, • Explican respuestas Después de leer un
virreinales intendencias, cabildos • Técnicas para hablar en público texto, llenan
• Clases sociales • Uso de tecnología organizadores
• Mestizaje gráficos
Presentaciones orales
sobre temas dados
(Criterio A, B)

HI Arquitectura ¿Qué • Pintura y escultura virreinal • Identifican estilos Contenidos,

Cultura manifestaciones • Estilos artístico • Comparan arte Organización de la
Mestizaje culturales son • Manierismo • Contrastan características información
Arte consideradas como • Barroco • Reconocen elementos de las dos Habilidades para el
Estilos arte? • Rococó culturas trabajo
• Neoclásico • Valoran arte mestizo Examen de
conocimientos
(Criterio A, B, C)
  
Language A Spanish Grade 7

Unit 1: Viviendo en Sociedad. (4 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV El ser humano solo ¿Cuáles son los • Conocer y entender cuál es el • Habilidades de investigación Poster y presentación
puede desarrollarse beneficios de vivir significado de Sociedad, cultura, • Apunte de notas grupal: Casos reales
HSE como persona en una sociedad? leyes, normas. • Discusiones grupales, de “niños salvajes.
dentro de una Existen o han • La importancia de adquirir un • Organización de ideas, Examen de la unidad
sociedad, en la cual existido realmente lenguaje. • Presentación oral.
adquiere lenguaje, los “niños • Qué beneficios reporta para cada • Colaboración
normas, cultura, salvajes”? individuo vivir en una sociedad.
valores etc. • Cómo se comportan las personas
. ¿Cuál es mi rol aisladas.
como parte de una • Por qué existen las leyes y normas
sociedad? en una sociedad.

Unidad 2: Importancia de la ortografía y gramática. (30 semanas a lo largo del año escolar)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Adquirir los ¿Por qué es • Reglas de acentuación, sílaba tónica, • Organizar ideas claramente y Pasos ortográficos.
conocimientos importante escribir uso de sinónimos, organización de secuencialmente. Exámenes de
gramaticales nos usando párrafos en idea principal • Escribir usando las reglas de morfología y sintaxis.
hace capaces de correctamente las (introducción) detalles de soporte acentuación (tildes) Redacción escrita
producir y crear reglas de (Cuerpo) y conclusión. • Analizar oraciones diferenciando sobre algún tema en
mejores acentuación? • Análisis morfológico de oraciones y los accidentes gramaticales: particular.
redacciones, usar el ¿Por qué es análisis sintáctico de oraciones sustantivos, adjetivos, verbos,
lenguaje como una importante conocer simples. adverbios, artículos, preposiciones,
herramienta para la gramática de conjunciones y pronombres.
comunicar ideas, nuestro idioma?
mensajes y crear ¿Cómo puedo
versiones literarias. comunicar mejor
mis ideas en una
versión escrita?

Unidad 3: El espacio geográfico y sus habitantes (9 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Entender la ¿Cómo influye el • Conocer y comprender las • Lectura de textos, leyendas. Comprensión de
Geografía como la espacio geográfico características físicas, y culturales de • Tomar notas sobre aspectos ideas fundamentales
HI interacción del en la vida y cultura las regiones del Perú, enfatizándonos importantes de la geografía de la y nuevo vocabulario
hombre y su espacio del hombre? en la SELVA: flora, fauna, clima, selva. (QUIZZ)
C&S terrestre. Cómo el ¿El hombre hace a suelos, río, características y • Investigar artículos periodísticos Responder al
hombre se adapta a su entorno o el costumbres de los habitantes de la sobre el tema en cuestión: cuestionario sobre
lo que su medio entorne hace al selva. (Espacios geográficos, la cultura, el museo etnográfico
geográfico le hombre? • Conocer la realidad actual de la hombre y su entorno, (relacionados Presentación de una
ofrece. selva del Perú: noticias recientes, con LA SELVA) maqueta
Conocer la realidad ¿Es posible conocer gastronomía, educación, problemas • Organizar ideas en un formato de tridimensional donde
actual de la selva la realidad de una sociales o de salud, etc. periódico. expliquen el relato de
del Perú región (SELVA) a • Colaboración al elaborar una la leyenda escogida
través de la ficción maqueta tridimensional sobre la en el espacio
(lectura de leyendas selva y sus habitantes. geográfico (SELVA).
selváticas? • Reflexionar en la comunidad Elaboración de un
¿Por qué es selvática y en mi ayuda periódico
importante respetar comunitaria (trabajo de ayuda informativo.
el espacio social en la selva) Examen teórico de la
geográfico y cultura unidad.
de la selva?
  
Unidad 4: El hombre y la naturaleza (4-5 semanas)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Diferencia entre ¿Es el hombre el • El estudio del paisaje natural • Los alumnos investigarán de Presentación Oral de
paisaje natural y causante de los (geografía física) y el paisaje cultural distintas fuentes (Textos, internet, Power point.
ENV paisaje cultural. cambios en la (geografía humana) videos, artículos periodísticos, etc) Poema escrito.
Elementos de un naturaleza? • El impacto humano en el medio un paisaje natural o un desastre Entrevista en vivo.
HI paisaje natural: ¿Qué valor tienen ambiente y el impacto de la natural escogido por ellos.
accidentes los paisajes Naturaleza en la vida humana. • Toma de notas (20 características
geográficos. naturales para la • Lectura de textos descriptivos sobre mínimas sobre dicho paisaje o
Existen cada vez vida del hombre? distintos paisajes naturales, desastre)
menos paisajes ¿Qué efectos identificando la importancia de • Crear un Power point
naturales y depende producen los adjetivos y adverbios en la • Elaborar un poema o rap que
de la humanidad el desastres naturales descripción. describa el paisaje o desastre
preservarlos. en los paisajes y en investigado. (uso de adjetivos y
Muchos accidentes la vida humana? adverbios)
geográficos son ¿Son prevenibles • Investigación en periódicos sobre
provocados o las consecuencias recientes noticias sobre la
modificados por el de los desastres Naturaleza y sus efectos en la vida
hombre y/o naturales ? de los hombres y viceversa.
desastres naturales. • Organizar entrevistas con
El hombre ¿Cómo puedo preguntas y respuestas bien
transforma su describir de manera elaboradas, que sean claras,
entorno para persuasiva, creativa informativas y explícitas.
satisfacer sus y sensible diversos • Trabajo grupal (colaboración)
necesidades. paisajes naturales ?
Para describir y ¿Qué elementos
sensibilizar a otros gramaticales son
acerca del hombre y necesarios para
su Naturaleza, es elaborar un poema o
necesario el uso de rap que describa
adjetivos y dichos paisajes
adverbios. naturales?

Unidad 5: Novelas para recrear y reflexionar (5 semanas)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Compartir libros ¿Cómo crear una • Análisis literario: Temas, ambiente, • Organización. (Ordenar Presentación oral
leídos versión original personajes. recapitulando secuencialmente un haciendo uso del
HSE recapitulándolos en para contar la • Organizar secuencialmente el trama libro. (ideas claras) “plato de lectura”.
una versión propia y historia de un libro de una novela / historia / cuento leído. • Elaborar un “plan de lectura” Conexiones entre
original. Crear una leído, de tal manera • Hacer conexiones personales y no organizando toda la información personajes de la
forma divertida para que sea divertida? personales. del libro. Crear un “cover que se historia y nosotros
contar una historia y ¿De qué manera • Interpretación de citas textuales. conecte a la historia leída. haciendo uso de los
que sea clara y fácil puedo conectar mi • Comunicación conceptos del perfil
de entender. vida y mi perfil de del alumno MYP.
Puedo evaluar mi alumno MYP con el
perfil como persona libro "Juan Salvador
a través de los Gaviota" de Richard
personajes de Bach?
novelas ficticias. ¿Por qué es bueno
leer variedad de
libros?
¿Es posible
encontrar un
mensaje personal a
cada historia leída?
  
Unidad 6: Los conflictos Sociales (6 semanas)
Area(s) of Significant Unit Question Content Skills Summative
Interaction Concept(s) Assessment(s)
HSE Los valores de ¿ De qué manera el • TEXTOS de lectura: • Communicación y solución de Examen de unidad.
respeto, solidaridad entorno social y • Tristes querellas de la vieja quinta. problemas Demostración de
ENV y tolerancia son económico afecta el • El trompo • Organización de ideas conflictos sociales y
esenciales para la comportamiento y
convivencia relaciones sociales?
• Análisis de tema principal y temas • Reflexión: Discutir y reflexionar habilidades sociales a
humana. ¿Cuál es la secundarios e ideas. sobre los valores encontrados o través de
Necesitamos importancia de la • Análisis de personajes y ambiente. que hacen falta en las obras dramatización de una
desarrollar comunicación y • Describir las características de los • Actuación de personajes, de las obras.
habilidades sociales negociación para personajes de la obra, analizando sus interpretación de citas.
para evitar resolver conflictos? conductas, causas y efectos. • Usar internet para investigar el
conflictos y saber ¿De qué manera • Influencia del ámbito en los ámbito. (lugar y época de ambas
cómo negociar la podemos mejorar personajes. historias)
paz. las relaciones • Indicadores socio económicos.
La situación sociales? • Importancia de habilidades sociales.
socioeconómica de Valores esenciales para convivir en
las personas influye sociedad.
en la forma como se
relaciona con otros.
  
Language A Spanish Grade 8

Unidad 1: Ortografía – todo el año (Comunicación )

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV El trabajar el área ¿Por qué es • Reglas de acentuación. Identificar • Mejorar los hábitos de escritura. Ejercicios
de ortografía es necesario entender las palabras de acuerdo a la sílaba • Practicar exposiciones orales. Pasos.
HSE importante en forma las reglas de tónica. • Aplicar el uso de sinónimos para Exámenes.
escrita como oral, ortografía? • Reglas de ortografías. enriquecer el vocabulario. Proyecto en grupo,
lo que facilitará la • Nuevo vocabulario en la lectura de • Valorar la importancia del etc.
capacidad de ¿La acentuación es novelas, cuentos, etc. idioma. (Criterio A, B)
comunicación y vital? Sinónimos
expresión.

Unidad 2: Abraham Valdelomar, poemas y cuentos (4 semanas - Comunicación )

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI A través de la vida ¿La familia te ayuda • Valores morales que encontramos en • Distinguir la obra de A.V. de Recitar poemas.
y obra podremos a crecer como sus cuentos. otros autores. Crear un cuento.
ENV conocer y valorar el persona? • Idiosincrasia peruana • Apreciar los temas que nos Analizar las figuras
sentimiento • Europa y el Perú- influencia en el presenta en sus cuentos. literarias.
familiar. Iniciador género narrativo. • Argumentar en redacciones. Hacer un periódico.
de la nueva (Criterio B, C)
narrativa peruana .

Unidad 3: Los perros hambrientos. (4 semanas - Comunicación y personal social )

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Analizar los ¿Qué hacer para • Medio geográfico condiciona la vida • Documentar los desastres con Leer y comprender la
desastres naturales salvar la vida del hombre. artículos del periódico. novela.
ENV y diseñar un plan de humana? • El hombre explota los recursos • Investigar qué problemas vive la Interpretar y
acción para naturales. gente en la sierra, en estos reflexionar sobre el
contrarrestar la • La comunidad - trabajo solidario. momentos. texto.
sequía. • Justicia vs. injusticia. • Evaluar las limitaciones y Ensayo sobre algunos
posibilidades. Valorar la riqueza de los temas que se
de vocabulario. tratan en la novela.
• Conocer el medio ambiente Paso de las
geográfico – la región andina. 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Identificar las ¿Cómo el medio • Características geográficas y • Investigar Proyecto grupal para
culturas que se ambiente ejerció climatológicas de los departamentos • Deducir e inferir analizar todo lo
C&S desarrollaron en la influencia en el de Lambayeque y La Libertad. • Apreciar videos. visitado.
costa norte del Perú, desarrollo de las • Evolución en las etapas de la • Visitar los diferentes museos, Presentación de
ver las semejanzas y civilizaciones pre- historia. restos arqueológicos. afiches y maquetas.
diferencias. hispánicas? • Personajes que han destacado en esa • Muestras arquitectónicas y áreas Ensayo fotográfico.
(Lambayeque/Sicán área geográfica. de expansión turística. Presentaciones orales
– Moche – Chimú) • Conocer a fondo las diferentes • Reconocer los diferentes estilos Redacción de un
Experiencias de culturas. que marcan cada época de la ensayo sobre sus
vida compartidas en historia. sentimientos en la
la aldea. aldea infantil.
Personal social:
(Criterio A, B, C)
Comunicación :
(Criterio C)

Unidad 5 : Proyecto de verano - género narrativo (3 semanas - Comunicación)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Saber escoger un ¿Es posible que • La novela como género literario. • Comentar Crear un objeto que
buen libro. todo lo leído suceda • La comunicación del lector con la • Describir represente la novela.
ATL Transmitir el deseo en el mundo real? obra leída. • Elaborar (Criterio B, C)
de leer y disfrutar • Realidad y ficción. • Expresarse oralmente en forma
de la lectura. correcta.
• Organización y juicio crítico.
  
Unidad 6: Género lírico y narrativo (4 semanas - Comunicación )
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Disfrutar del goce ¿Es la ficción parte • Diferenciar entre narrar y resumir. • Usar el diccionario para Presentación de 2
estético de la de nuestra vida • Redactar con claridad. enriquecer nuestro vocabulario. poemas y 1 cuento
HI poesía. diaria? • Transmitir nuestras emociones a • Usar sinónimos. (tema libre).
Uso de recursos ¿Cuál es el través de la narración. • Contar y elaborar nuestro cuento Evaluación:
HSE literarios dentro de problema por el que y poemas. (Criterio B, C)
los poemas y el atraviesa el • Persuadir y exponer.
cuento. protagonista? • Argumentar.
Poder crear para ¿Cómo el manejo • Presentaciones orales.
expresar nuestros del idioma ayuda al
sentimientos y desarrollo y
emociones evolución de cada
persona?

Unidad 7: El verbo (3 semanas - Comunicación)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE El uso del verbo en ¿El verbo nos ubica • Clases de verbos: regulares, • Análisis sintáctico, reconocer el Precisar las acciones.
la comunicación en el tiempo y en el irregulares, defectivos. objeto directo, indirecto y Redactar una noticia.
ENV diaria. espacio? • Función del verbo dentro de la circunstancial. Criterios de
Importancia de la oración. • Complemento agente: voz pasiva. evaluación
adecuada • Conjugación verbal. • Expresarse con corrección. (Criterio A, B, C)
conjugación verbal. • Análisis sintáctico, reconocer el • Hablar con propiedad.
El verbo y el habla objeto directo, indirecto y
diaria. circunstancial.
  
Language A Spanish Grade 9

Unit 1: Los Orígenes del Español

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV La lengua está ¿Por qué el hombre • El lenguaje • Tomar apuntes Contestar la pregunta
siempre en proceso no habla un idioma • Los orígenes del idioma español – • Redacción guía en una
de transformación. universal? lenguas romances • Reflexión composición con una
• El castellano del Perú • Recaudar información del internet reflexión
Cada idioma tiene • Organizar un portafolio
una carga cultural • Ortografía Criterios A y C
que puede variar
hasta dentro del
idioma mismo

Unit 2: Etimología y Razonamiento Verbal

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI El cambio y ¿Por qué creamos • Etimología • Presentación oral Inventar un producto
evolución del nuevas palabras y • Prefijos y sufijos griegos • Creatividad nuevo con un nombre
idioma a través del descartamos otras? • Extranjerismos • Investigación nuevo y producir un
tiempo. • Anglicismos • Uso del diccionario discurso persuasivo
de ventas -
Presentación oral.

Criterio A y B

Unit 3: Género Narrativo

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S El papel del hombre ¿Por qué hay • La narración en el texto literario: • Hacer conexiones con otras Ensayo usando
en la sociedad y personas que que constituye literatura y que materias terminología literaria.
como puede afectar escogen cambiar el constituye textos no literarios. • Usar el internet para buscar
cambio social. rumbo de sus vidas? • Los elementos comunes en todas las información y aplicar Criterio A y C
narraciones literarias. conocimientos.
¿Qué hace que una • El papel del hombre en la sociedad y • Teoría  narrativa  –  sub  -­‐géneros,  
persona quiera como la literatura refleja estas personajes,  espacio,  tiempo.
construir su propia inquietudes y cambios.
vida y no seguir las • Todas las grandes religiones del
expectativas de la mundo tienen elementos comunes.
sociedad en la que • Libros bases: El Principito de
nace? Antoine Saint-Exupery, Siddhartha
de Hermann Hesee.

Unit 4: Género épico

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI El “mito” como ¿Por qué el hombre • Mitología griega • Analizar un texto desde la Contestar la pregunta
relato que delimita crea mitos y héroes? • Características del género épico historicidad radical. guía.
un conjunto de • Estudio de textos clásicos – La • Reconocer características del “Think tac-toe”
valores permitiendo Ilíada, La Odisea, La divina comedia. género épico. proyectos sobre la
su reapropiación y • Críticamente comparar conceptos Ilíada y la Odisea.
reinterpretación modernos con conceptos de la
personal. época y analizar diferencias. Criterio A, B, C

La  influencia  de  los  

mitos  en  la  
existencia  humana  
y  los  arquetipos  
heroicos.
  
Unit 5: Género Dramático
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE El sentido catártico ¿Cómo puede el • El teatro como el género literario • Reconocer textos dramáticos Analizar fragmentos
del teatro - el purgar teatro más antiguo y de origen griego. • Practicar entonación, de obras de teatro.
emociones para ayudarnos con • El teatro como vehículo didáctico pronunciación, representación,
ayudar a la salud nuestra salud para educar a la comunidad. repetición, oratoria. Criterio A y B
mental y emocional mental y emocional • Obras: Edipo Rey, Antígona, El • Analizar textos literarios en
de la comunidad. y nuestra relación avaro. forma y fondo
con la comunidad?

Unit 6: Género lírico

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE La poesía expresa ¿Qué nos transmite • La poesía como vehículo de • Analizar textos líricos. Análisis de un poema
una parte íntima de una poesía que no subjetividad, sensibilidad y goce • Practicar recitación de poesía. en forma y fondo.
la experiencia nos transmite la estético. • Identificar y análisis de forma y
individual del ser prosa? • Versificación fondo y su relación. Criterios A, B y C
humano. • Figuras Literarias
• Poesía clásica del Siglo de Oro.
  
Language A Spanish Grade 10

Unit 1: El Honor
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S ¿Cómo ha ¿En qué consiste el • El caballero medieval • Discusión y debate Presentación oral
cambiado el ser una persona • Solidaridad del siervo hacia el rey. • Investigación grupal
concepto del honor honorable? • Recuperación y pérdida del honor. • Presentación oral
a través del tiempo? • Honor individual y colectivo • Redacción Ensayo
• Comportamiento ético • Creatividad
¿Cuán importante • Contexto histórico • Reflexión
es el honor para ti?

Unit 2: La Mujer
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Los cambios de la ¿Es la mujer • La evolución de la mujer a través del • Investigación Ensayo
mujer a través del considerada el sexo tiempo. • Presentaciones orales Presentación oral
tiempo. débil? • La lucha de las mujeres por • Debates grupal
defender sus derechos. • Dramatización, juegos de roles,
Las costumbres de • Contribuciones de la mujer a la otros.
diversas culturas sociedad. • Reflexión.
con respecto a la • Mujeres ejemplares.
mujer.

Unit 3: Realidad y Ficción

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI ¿Nuestra ¿Es la ficción parte • Realismo mágico • Creación literaria Cuento de ficción
imaginación tiene de nuestra • Dualidades: • Lectura en voz alta y
límites? cotidianeidad? • El libre albedrío vs. Predestinación comprensiva Ensayo
• Fe y razón • Reflexión
¿Qué es la realidad? • Realidad y ficción • Colaboración
• Contexto histórico • Capacidad crítica
La literatura como
reflejo de la vida
misma.

Unit 4: Justicia y Violencia

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S La literatura como ¿Existe la justicia? • Terrorismo y violencia. • Creación literaria Reportaje sobre la
arma de denuncia • Las apariencias engañan. • Lectura en voz alta y diversidad cultural
social. ¿Nos valoramos • Diversidad cultural y racial. comprensiva del Perú.
como seres únicos y • Reflexión
Tolerancia y respeto diferentes? • Discusión grupal Ensayo
a la diversidad • Capacidad crítica
cultural.
  
 

MYP UNIT OVERVIEWS 2012-2013

LANGUAGE B
ENGLISH & SPANISH
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

  
 
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 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.
Phase 2 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.
Phase 3 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.
Phase 4 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.
Phase 5 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.
Phase 6 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.
  
 

MYP UNIT OVERVIEWS 2012-2013

MATHEMATICS
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

  
Mathematics Grade 6

Unit 1: Patterns and Algebra

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI There are patterns How do we apply • Variables and expressions • Use letters to represent number End of unit test
all around us rules? • Number patterns and rules patterns (Criteria A, B)
• Describing number patterns • Translate between words and
• Graphs of patterns algebraic symbols
• Coordinate plane • 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

Unit 2: Number Sense

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL An appreciation of How do numbers • even and odd numbers • classify numbers as odd and even What’s your number
numbers and the help me in life? • prime and composite numbers • classify numbers as prime and project
vocabulary of • exponents composite (Criteria A, C)
numbers • square numbers • find factors of numbers
• composite • find factor pairs of numbers
• factors • classify numbers by their
• factor pairs characteristics using Venn
• greatest common factor diagrams as a tool for sorting and
• products classifying
• multiples • develop strategies for finding
• least common multiple common factors
• prime factorization • develop strategies for finding
common multiples
• find factorization of numbers and
then break them down in prime
factorization

Unit 3: Each Part of a Whole is Important!!!

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Understanding what Why do we have to • equivalent fractions • decide which form, fraction or End of unit test
fractions, decimals include each part of • simplify fractions decimal, of a positive number is (Criteria A, D)
and percents are. a whole? • read, write, compare and order appropriate in real-life situations.
fractions • find equivalent fractions
Understanding and • the four number operations • simplify fractions
applying the four (addition, subtraction, multiplication • use benchmarks such as 0, ½, 1,
operations in and division) with multiple digit 1½ and 2 for fractions and decimals
fractions, decimals natural numbers, decimals and simple • read, write, compare and order
and percents. fractions. fractions
• use the four number operations
(addition, subtraction,
multiplication and division) with
multiple digit natural numbers,
decimals and simple fractions.

Unit 4: Creating a Space

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Understanding How can I make a • Different types of polygons • construct different polygons and End of unit test
shapes and space perfect space for • The concept of area circles (Criteria A)
and how they relate. myself? • The concept of perimeter • find the perimeter of polygons
• The concept of pi and irregular shapes Project: design my
• The different elements of a circle • find the circumference of circles dream bedroom
(radius, diameter, circumference, • find the area of rectangles, (Criteria C, D)
chord) triangles, parallelograms and
circles
• estimate the area of irregular
shapes
  
Unit 5: Are we typical?
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Understanding how How can we draw • Tables, line plots, bar graphs, and • Organize and analyze data End of unit test
statistics help us conclusions and pie graphs. • Display data in tables, line plots, (Criteria A)
draw conclusions make predictions • Measures of central tendency (mode, bar graphs and pie graphs
and make informed about our mean, median) and measures of • Find the measures of central What are the
predictions community? spread (range and intervals within the tendency (mean, median, mode) characteristics of a
range) as descriptors of data features • Find measures of spread (range common 6th grader
• Description of the shape of the data and intervals within the range) (Criteria A, C, D)
• Data classifications as categorical or
numerical
• The process of statistical
investigation to answer questions
  
Mathematics Grade 7

Unit 1: Probability
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Probability has a How can you use • simple events • calculate probabilities of simple Students will create a
significant part in probability to create • mutually exclusive events events game that will give
games. a Kermesse game • tree diagrams • calculate probabilities of Roosevelt a profit in
that gives Roosevelt • repeated events mutually exclusive events the Kermesse.
a Profit? • use tree diagrams to determine (Criteria B, D)
the probability of repeated events

Unit 2: Samples and Data Analysis

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Samples enable us How can we use • comparison statements • discern and use different types of Students will predict,
to make inferences tables, graphs to • expanded and exponential notation comparison statements collect, present and
and projections of make informed • ratios • convert standard notation to analyze sample data.
an entire decisions? • proportions expanded and exponential notation (Criteria A, C, D)
population. • rates and unit rates • use ratios, proportions, rates and
• select samples unit rates to solve problems
• make inferences about populations • select samples and make
• line graphs inferences about populations
• define independent and dependent • create tables and graphs
variables • analyze and describe patterns
• tables and graphs • 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

Unit 3: Sets
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Sets provide a How are sets useful • conjunctions and disjunctions • use conjunctions and disjunctions Paper and pencil test
useful way of in organizing my • intersections • use intersections and unions (Criteria A)
picturing life? • universal set • use complementary sets
relationships • complementary sets • use set notation
between different • set notation • use Venn diagrams to solve word
groups of things. • empty set problems
• union and intersection
• subsets
• empty set is a subset of all sets

Unit 4: Volume and Surface Area

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Knowledge of Can I design a cost- • volume • calculate volume of 3D figures Written assessment
volume and surface efficient package? • surface area • calculate surface area of prisms (Criteria A, C)
area is necessary for • nets of figures and cylinders
cost-efficient • scale factor as it relates to surface • draw and use nets Investigations
packaging. area and volume • generate formulas (Criteria B)
• use scale factor to calculate
surface area and volume Create a box for four
ping pong balls
(Criteria A, D)
  
Unit 5: Integers
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Application of rules Can I successfully •  integers • compare and order integers Test (Criteria A)
leads to successful use integers with • the four number operations • use the four number operations
use of integers. the four operations? • ordering numbers on a number line • use opposites and absolute value Menu of activities
• opposites • graph ordered pairs on a (Criteria A, C)
• absolute value coordinate plane
• ordered pairs
• coordinate plane
• quadrants in coordinate plane
  
Mathematics Grade 8

Unit 1: Exponents, Radicals, and Other Numbers (10 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Exponents are Why are scientists • Understand how to convert from • Convert from scientific notation Pre-test (Criteria A)
helpful for so crazy about scientific notation to standard notation to standard notation and vice versa
expressing huge or exponents and how and vice versa. • Correctly use the laws of Summative Test
tiny numbers. do they use them? • Understand and use the laws of exponents (Review of Skills)
exponents • • Solve equations with radicals (Criterion A)
• the four number operations Z, Q using the laws of radicals
• "reciprocal" in division • • Solve equations with exponents Summative Test
• Ordering numbers and number line using the laws of exponents (Criterion A)
• Repeating and terminating decimal • Square numbers
• expressions • Square roots numbers
• order of operations • Add/subtract square roots
• Order different forms of numbers
on a number line
• Solve problems using PEMDAS

Unit 2: Linear Relationships (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Linear relationships How can I • unit rates • Write linear equations Check Up 1
can be expressed as recognize and solve • linear y=mx+b linear equations • Predict the next term in the (Criteria A, B)
tables, graphs and linear relationships? • Graph lines, a tables, graphs number sequence
equations. • slope • Solve linear equations Partner Quiz
• exponential, inverse and quadratic • Graph linear equations (Criteria A, C)
graphs • Find slope
• quadratic relationships • Identify linear relationships Check Up 2
• slopes of perpendicular and parallel • Use slopes to identify parallel, (Criteria A, C)
lines perpendicular lines
Unit Test
• point of intersection • Use GDC to analyze graphs
(Criteria A, B, C)
• Linear equations with GDC

Unit 3: Quadratics (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Speed is the main How far will a car • Algebraic expressions rational • Expand and simplify algebraic Summative
factor which affects travel when numbers expressions Assessment
the braking distance braking? • Multiply monomials • Multiply monomials (Criterion A and C)
of a car, but it is not • Multiply binomials • Multiply binomials
the only factor. • Factor binomials and trinomials • Factor binomials and trinomials

Unit 4: Pythagoras (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The sum of the What is the • square numbers and square roots • Solve problems using the Unit Test
squares of the legs Pythagorean • Pythagorean theorem Pythagoras theorem (Criteria A)
of a right triangle Theorem and how is • Understand the properties of 30-60- • Use 30-60-90 and 45-45-90
are equal to the it useful now? 90 and 45-45-90 triangles properties to solve triangles Performance based
square of the • area of polygons, irregular shapes • determine the area of irregular assessment
hypotenuse. • Cartesian plane shapes (Criteria C, D)
• plotting graphs • plot graphs and find distance
• distances between points between points
  
Unit 5: Networks
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Networks are where What is a network? • paths and tours • Locate paths and tours Draw a network
things of interest are • complete paths, shortest distance • Analyze networks to find
linked by physical paths complete paths, shortest distance
connections or • optimal solutions paths
relationships • procedures for performing complete • Solve problems involving optimal
calculations solutions
• networks and flow charts to solve • Devise and describe procedures
real life problems for performing complete
calculations
•  Use networks and flow charts to
solve problems in real life contexts
  
Mathematics Grade 9

Unit 1: Expression Manipulation

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Just about anything How can we • Greatest common factor • Simplify exponent expressions Exponent
can be manipulated manipulate • Least common multiple • Simplify radical expressions Investigation
to something expressions using • Exponent Rules • Given two or more numbers (Criteria B)
familiar (or simpler) properties of • Operations with radicals determine the greatest common
exponents and • Distribution (including FOILing) factor Test (Criteria A)
radicals? • Given two or more numbers
determine the least common
mulitiple

Unit 2: Finding Solutions

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI There are many Is algebra the only • linear equations • Manipulate, solve, verify and Portfolio
valid methods to valid method to • quadratic equations graph linear equations. Rule of 4 GO with
solve an equation. solve equations? • radical equations • Manipulate, solve, verify and multiple f(x)s
• exponential equations quadratic equations. (Criteria A)
• Manipulate, solve, verify and
radical equations.
• Manipulate, solve, verify and
exponential equations.

Unit 3: Mathematical Modeling

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The real world can How can we model • Domain and Range • Gather experimental data Group chosen
be modeled through the real world using • Real world linear relationships • Creating mathematical models to modeling assessment
mathematics. Mathematics? represent situations with individual
Mathematics can be • Make predictions based off of reflections.
used to predict models (Criteria D)
events in the real • Reflect on the real life
world. interpretations of the models
including restrictions and validity.

Unit 4: Sequences & Series

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Formulas are How can we use • Arithmetic Sequences • create an equation Investigation of
created to simplify models to predict? • Arithmetic Series • manipulate an equation to solve Cubes (Criteria B)
solving problems. • Geometric Sequences for different variables.
• Geometric Series • apply his or her knowledge in Test (Criteria A)
word problems and real world
situations.

Unit 5: Calculator Programming

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Many processes can How can we make • Distance, midpoint formula • Use distance and midpoint Quiz (Criteria A, C)
be done more programs that can • Calculator procedures formula
accurately and more do calculations for • Basic Programming Language • Write a program in GDC
quickly using us?
programs.

Unit 6: Trigonometry
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI We can create rules To what extent can • Pythagorean Theorem • Solving Right triangles, using Investigation
to calculate what we we calculate what • Special Right Triangles • Pythagorean Theorem Estimating Building
can’t measure. we can’t measure? • SOH CAH TOA • SOH CAH TOA Heights
• Angle of depression/elevation • Special relationships (Criteria A, C, D)
• Solving application problems
  
Unit 7: Statistics
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Statistics can be What makes • Central tendency • Calculate mean, median, mode, Project
used to influence numbers • Standard deviation range, inter-quartile range, outliers (Criteria A, C, D)
people’s decisions persuasive? • Frequency, cumulative frequency • Find standard deviation
• Graphs • Find normal distribution
• Organize data • Create appropriate graphs for data
• How to use the calculator sets
• Use the calculator to find
statistics
  
Mathematics Grade 10 (Standard)

Unit 1: Revision and Sets

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL The notation used in How can we • Sets of Numbers N,Z,Q, R • Solve applications problems Summative Test
mathematics. classify objects of • Understand definition of a radical using Venn Diagrams (Criteria A, C)
different nature? • Understand the properties of indices • Simplify, add/sub, mult/divide
• Understand significant figures radicals
• Use the laws of indices
• Use scientific notation and
significant figures

Unit 2: Systems of Equations and Matrices

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S There are a variety How can we • Understand Systems of Linear • Solve systems of linear equations Linear Programming
of correct methods maximize profit and Equations {4 ways} (Criteria C, D)
to solve equations minimize cost? • Understand linear programming • Solve real life problems needing
• Understand the different matrix linear inequalities
operations • Use Matrix operations
• Understand the proper use of the • Use GDC to solve matrix
GDC problems and graph equations.

Unit 3: Quadratic Equations and Graphs

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Quadratic functions What is the • Four operations with polynomials • Factor trinomials, binomials Portfolio (Criteria B)
can be used in real maximum or • Factoring • Multiply, adding, subtracting,
life situations minimum area, • Graphing dividing polynomials Summative Test
including sports and height, etc.? • Symmetry • Rearrange into complete the (Criteria A)
engineering square form
• Graphing with intercepts, axis of
symmetry, vertex
• Find the roots
• Solve application problems

Unit 4: Functions and Logarithms

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C &S? Logarithms and At what time will a • Definition function, domain, range, • Find domain and range of Portfolio (Criteria B)
exponential population of inverse, composite functions
H&SE equations can be bacteria level off or • Definition of logarithm and • Find the asymptotes of functions Summative Test
used in real life be depleted? exponential if applicable (Criteria A)
situations including • Laws Logarithms • Use the Log laws to solve
in medicine and • Rational functions problems
music • Asymptotes • Applications of functions
• Components of graphing • Find inverse function when a
function
• Find composite function

Unit 5: Polynomial Functions

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Graphics calculators How can I • Factoring • Factoring by substitution, Summative Test
are tools that can be maximize? • Division: Synthetic and long grouping, sum/diff. of cubes, (Criteria A)
used to solve • Roots of polynomials remainder theorem
problems • Graphs, increasing/decreasing • Dividing a polynomial with either Creating a box and
• Calculator use linear or higher order degree reflecting (Criteria D)
• Factor and Remainder Theorem divisor
  

Unit 6: Trigonometry
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV The use of How can we • Right triangles SOH CAH TOA, • Solve right triangles Summative Test
trigonometric determine the Pythagorean Theorem • Solve non-right triangles (Criteria A)
graphs and height of an object? • Law of Sines and Cosines • Find area of triangles
equations for real • Area of a Triangle • Convert radians to degrees and Investigating
world applications • Angle measure Radian Degrees vice versa Pythagorean
in the modern • Unit circle and special triangle • Find Trigonometric functions of identities (Criteria B)
technological relationships special angle
world. • Graphs Sine, Cosine • Solve trigonometric equations
• Bearings and Application using graphs

Unit 7: Probability
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Probability How do we know • Sample Space • Drawing tables, trees, and Venn Test (Criteria A)
the probability • Theoretical vs. experimental diagrams
• Definition of Probability • Finding probabilities using trees,
• Combined events including tables and Venn Diagrams
independent events • Use set notation (union,
• Venn Diagrams including mutually intersection) in probability
exclusive events problems.

Unit 8: Reasoning and Geometry Circle

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL There is a process How do we know a • Definition parts of a circle • Use theorems to find angles and Test (Criteria A)
to proving statement is true? • Angles in a circle lengths
statements in • Inscribed polygons • Use correct notation to label Investigation into
mathematics true • Proving hypothesis angles, lines, segments, arcs circles (Criteria B, D)
• Prove the circle theorems
• Apply theorems to real life
situations
  
Mathematics Grade 10 (Extended)

Unit 1: Revision and Sets

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL The notation used in How can we • Sets of Numbers N,Z,Q, R, (C) • Solve applications problems Summative Test
mathematics. classify objects of • Understand definition of a radical using Venn Diagrams (Criteria A, C)
different nature? • Understand the properties of indices • Simplify, add/sub, mult/divide
• Understand significant figures radicals
• (Understand binary operation) • Use the laws of indices
• Complex numbers • Use scientific notation and
significant figures
• (Use Binary Operations)

Unit 2: Systems of Equations and Matrices

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S There are a variety How can we • Understand Systems of Linear • Solve systems of linear equations Linear Programming
of correct methods maximize profit and Equations {4 ways} (Criteria C, D)
to solve equations minimize cost? • Understand linear programming • Solve real life problems needing
• Understand the different matrix linear inequalities
operations • Use Matrix operations
• Understand the proper use of the • Use GDC to solve matrix
GDC problems and graph equations.

Unit 3: Quadratic Equations and Graphs

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Quadratic functions What is the • Four operations with polynomials • Factor trinomials, binomials Portfolio (Criteria B)
can be used in real maximum or • Factoring • Multiply, adding, subtracting,
life situations minimum area, • Graphing dividing polynomials Summative Test
including sports and height, etc.? • Symmetry • Rearrange into complete the (Criteria A)
engineering square form
• Graphing with intercepts, axis of
symmetry, vertex
• Find the roots
• Solve application problems

Unit 4: Functions and Logarithms

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Logarithms and At what time will a • Definition function, domain, range, • Find domain and range of Portfolio (Criteria B)
exponential population of inverse, composite functions
HSE equations can be bacteria level off or • Definition of logarithm and • Find the asymptotes of functions Summative Test
used in real life be depleted? exponential if applicable (Criteria A)
situations including • Laws Logarithms • Use the Log laws to solve
in medicine and • Rational functions problems
music • Asymptotes • Applications of functions
• Components of graphing • Find inverse function when a
function
• Find composite function

Unit 5: Polynomial Functions

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Graphics calculators How can I • Factoring • Factoring by substitution, Summative Test
are tools that can be maximize? • Division: Synthetic and long grouping, sum/diff. of cubes, (Criteria A & C)
used to solve • Roots of polynomials remainder theorem
problems • Graphs, increasing/decreasing • Dividing a polynomial with either
• Calculator use linear or higher order degree
• Factor and Remainder Theorem divisor
  

Unit 6: Trigonometry
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV The use of How can we • Right triangles SOH CAH TOA, • Solve right triangles Summative Test
trigonometric determine the Pythagorean Theorem (SEC, CSC, • Solve non-right triangles (Criteria A)
graphs and height of an object? COT) • Find area of triangles
equations for real • Law of Sines and Cosines • Convert radians to degrees and Investigating
world applications • Area of a Triangle vice versa Pythagorean
in the modern • Angle measure Radian Degrees • Find Trigonometric functions of identities
technological • Unit circle and special triangle special angle (Criteria B)
world. relationships • Simplify Trigonometric equations
• Proofs using identities
• Graphs Sine, Cosine • Prove Trigonometric identities
• Bearings and Application (complex)
• Solve trigonometric equations
using graphs (algebra)

Unit 7: Probability
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Probability How do we know • Sample Space • Drawing tables, trees, and Venn Test (Criteria A)
the probability • Theoretical vs. experimental diagrams
• Definition of Probability • Finding probabilities using trees,
• Combined events including tables and Venn Diagrams
independent events • Use set notation (union,
• Venn Diagrams including mutually intersection) in probability
exclusive events problems.

Unit 8: Reasoning and Geometry Circle

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL There is a process How do we know a • Definition parts of a circle • Use theorems to find angles and Test (Criteria A)
to proving statement is true? • Angles in a circle lengths
statements in • Inscribed polygons • Use correct notation to label Investigation into
mathematics true • Proving hypothesis angles, lines, segments, arcs circles
• Prove the circle theorems (Criteria B, D)
• Apply theorems to real life
situations
  
 

MYP UNIT OVERVIEWS 2012-2013

PHYSICAL EDUCATION
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

  
Physical Education Grade 6
 
Unit 1: Into the Zone! (2 weeks)
Netball, Korfball, Dodge Ball (Team Games)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Knowing where to Where should we • Man to man defense • Man to man defense Performance –
position oneself on position ourselves • Team work • Passing and catching Student self-
HSE the court is on the court? • Getting “open” evaluation and
important to the • Pivoting with the ball teacher observation
success of the How do restrictions of basic game play
game. change the way you (Criteria C)
play?
Rules and Personal Engagement
restrictions are and Social Skills
opportunities. (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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Safety in adventure What choices must I • Safety zones • Belaying Use of Knowledge –
activities (for make to ensure that • Proper care and use of equipment • Lowering off short answer written
HSE yourself and others) I contribute to a • Set-ups and breakdowns at climbing • Safety communication assessment
is our number one safe environment wall • Collaboration (Criteria A)
priority. for everyone at the • Safety checks • Decision-making to determine
climbing wall? • Safety communication while safe courses of actions Performance – safety
Proper care of climbing • Communication and refusal skills demonstration
equipment helps • Belaying to avoid risky situations (Criteria C)
protect it which in • Decision-making
turn helps to keep Personal Engagement
• Safe behaviors
you safe 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Risk taking can be What’s the risk? • Risk • Evaluating when risks are Social Skills and
both positive and • Being different positive or negative and the Personal Engagement
negative. What options do I • Drugs and peer pressure consequences of each (Criteria D)
have? • Strategies to recognize peer
I am different and pressure
that makes me • Strategies to handle peer pressure
special.

You can learn to

handle peer
pressure and risky
situations with
practice.
 
 
 
 
 
 
  
 
Unit 3: Batter Up! (7 weeks)
Kickball, Slåball, 3-Pitch Softball (Team Games, International Sports and Games)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Balls move faster What do bat and • Rules of the games • Catching (mechanics of) Use of Knowledge –
than people. ball games have in • Object control (throwing and • Throwing (mechanics of) Written Test (Criteria
common? catching) • Batting (mechanics of) A)
Deliberate • Basic sport specific skills (batting) • Placement of hits
placement of hits What are the • Rules, procedures, and etiquette that Performance –
can help advance characteristics of are safe and effective for bat and ball demonstration of
runners. good games batting, catching and
sportsmanship? • Compare and contrast bat and ball throwing and
Sometimes you sports observation of game
need to sacrifice a play
player to advance (Criteria C)
another.
Social Skills and
Personal Engagement
(Criteria D)
 
Unit 4: Wellness Around the World (7 weeks)
International Games (International Sports and Games)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE A healthy lifestyle What activities do • Variety of games/sports from other • Planning and organization Performance – teach
includes daily people in other countries/cultures • Collaboration with others a game or sport to
physical activity. countries/cultures • How to organize and present your • Inquiry your classmates from
do for exercise? game/sport • Reflection a culture different to
It is important to that of Peru
develop good habits Why is it important (Criteria C)
to last a lifetime to exercise?
Personal Engagement
and Social Skills
(Criteria D)
 
Unit 5: Health Education! (2 weeks)
Human Development and Sexual Health (Health Knowledge)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Our health and What makes me • What  is  health?   • Decision making skills Personal Engagement
wellness is based on unique? • What is wellness? • Cooperating – act with social and Social Skills –
the 5 components of • self-esteem maturity and integrity participation in class
health (physical, Why does my body • self-efficacy • Group Decision Making – listen discussions (Criteria
social, emotional, change and how • nutritional needs during puberty to others; discuss ideas; ask D)
mental will my self-esteem • MyPlate nutritional questions; work towards and obtain
and spiritual) and self-image be consensus
recommendations
and we need to keep affected? • Personal Challenge of Respecting
• importance of exercise
the body, the mind Others – listen sensitively to others.
• dealing with sweat and acne
and the spirit in What resources and • Respect cultural differences:
balance. tools do I have • sleep needs during puberty
• good hygiene practices during accept that others’ beliefs,
to help me as I viewpoints, religions and ideas may
Puberty is a time transition through puberty
• media influences on body image differ from one’s own; respect
of many changes, this time in my life? cultural differences and state your
both physical and • effects of Photoshop and air
opinion without hurting others.
emotional and can brushing
• Adopting a Variety of Group
greatly affect our • finding balance in our lives
Roles – understand what behavior
body image and • body changes during puberty
is appropriate in a given situation
self-esteem. • growth spurts and act accordingly.
• decision making
As you grow up, • using problem solving methods for
you get more big dilemmas
freedom which • What are stereotypes?
leads to more • gender stereotypes
responsibility and • labels
more decision
making.

Stereotypes and
labels exist and can
be both
helpful and/or
harmful.
 
  
Unit 6: Get Moving! (6 weeks)
Fitness and Conditioning (Aesthetic Activities) Movement Composition (Aesthetic Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Fitness is a process, Why is physical • Physical Health • Anatomical movements Use of Knowledge –
not a product fitness important? • Cardiovascular fitness • Upper body, lower body, and written test
• Resistance training core strength development through (Criteria A)
Quality is more How do you • Flexibility training body weight exercises and the use
important than maintain physical • Performance (balance, stability, of bands, stability balls and light Movement
quantity – every fitness? amplitude, exactness, extension, body weights Composition –
fitness session form) • Extension of movements creation of aerobic
needs a plan and a • Synchronization and precision routine including
purpose. (FITT) • Collaboration skills written evidence
(Criteria B)

Performance –
movement
composition (video
evidence)
(Criteria C)

Personal Engagement
and Social Skills
(Criteria D)
 
  
Physical Education Grade 7

Unit 1: Fair Play Or Farewell! (7 weeks)

Ultimate Frisbee (Alternative Recreational Activities)
Basketball (Team Games)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Following rules and Why is it important • Specific rules and regulations • Shooting, passing and receiving Use of Knowledge –
playing fair enhance to follow rules and • Play with respect and • Man to man defense 30 second
ATL the value/joy you play fair in games? sportsmanship/fair play • Following the rules of the game commercial video
experience in • Respect (violations & fouls) about the promotion
playing a game • Team work (develop a game sense of fair play in groups
through the application of man-to-man of 3 (Criteria A)
“Spirit of the game” defense to help your game and the
mentality is the creation of open scoring possibilities) Performance –
basis of community teacher observation
recreational of game play
activities (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 Significant Summative
Unit Question(s) Content Skills
Interaction Concept(s) Assessment(s)
HSE Understanding Why is it important • Basic concepts of brain functioning • Listening Social Skills and
substance abuse and to make my own and addiction • Sharing ideas and concepts Personal Engagement
how it affects an decisions? • What is a drug? • Paying attention in class
individual • Peer pressure (Criteria D)
How do my actions • My best card
affect my reactions?

Unit 3: Position Yourself For Success (9 weeks)

Badminton (Individual Games and Activities)
Tennis (Individual Games and Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Positioning on the How does the • Rules and regulations • Forehand/backhand Use of Knowledge -
court is a key factor position of your • Positioning on the court • Serve written test for
in racquet sports opponent and • How to outwit an opponent • Drop Badminton
yourself relate to • Rules for singles and doubles • Clear (Criteria A)
the different shots • Smash
you can make? • Lob Performance –
• Strategy of back to centre teacher observation
of game play
(singles)
(Criteria C)
• Front and back and side by side
(doubles) 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Communicative and How can individual Movement Composition Movement Composition Movement
cooperative skills differences enhance • What makes a good performance? • Synchronization with music and Composition
are key factors that and contribute to • Body extension others Movement
determine the group productivity • Synchronization • Collaboration skills Composition –
success of a group. & synchronicity? • Effective group work • Cooperation skills creation of small
• In what way can motion evoke • Organization group Flash mob
The ability to work emotion? • Coordination and timing including written
with all kinds of report (Criteria B)
individuals is Cooperative Learning Cooperative Learning
important. • Inclusion • Teamwork skills Performance – small
• working together to complete a task • Goal Achievement group Flash mob
performance (submit
• Effective group work • Positive interaction
video evidence)
• Goal Achievement (Criteria C)
• Positive interaction
Public Performance –
Flash mob on FDR
campus (Criteria C)

Cooperative
Learning
Use of Knowledge –
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 &
Cooperative Learning
(Criteria D)

Unit 5: Practice Makes Perfect! (4 weeks)

Aquatics – Water Games
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL The development of How does • Pool safety & procedures • Underwater swimming Performance –
appropriate skills practicing skills • Underwater Hockey • Treading water teacher observation
helps make a make you play • Water Polo • Head up front crawl of game play and
successful player. games better? • Breathing techniques ability to perform the
four skills
Repetition and (Criteria C)
practice lead to the
mastery of skills. Social Skills and
Personal Engagement
Skills learned in a (Criteria D)
game can be useful
in real life
scenarios.
  
Physical Education Grade 8
 
Unit 1: “The Whole is Greater than the Sum of its Parts…” (8 weeks)
Climbing (Adventure Activities) Aquatics (Aesthetic Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Developing How does focusing Climbing Climbing Climbing
kinesthetic on technique help •Review climbing/belaying safety •Keeping center of gravity close to demonstration and
awareness through overall rules and guidelines wall and directly over rock written analysis of a
practice and performance? • 4 successful climbing techniques • Using 3 points of contact on the peer's climbing
reflection helps us and the principles behind them wall techniques
to perform better. • Sequencing moves with interesting • Using inside/outside of foot, (Criteria A, C)
transitions and use of space instead of toes
• Resting on bones, not on muscles Performance –
Aquatics   teacher observation
•Proper technique (arm/leg/body Aquatics (video - possible
alignment/breathing) for freestyle, • Proper technique of freestyle underwater filming)
backstroke, and breaststroke • Proper technique of breaststroke of swimming stroke
• Strategies to improve overall time techniques (freestyle,
• Proper technique of backstroke
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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Preparation is the What are the •Establishing ground rules and •How to make wise decisions Use of Knowledge –
key to wise consequences of creating a safe environment in which regarding sexual health practices Dear Junior Letter
decision-making your decisions? to share. • Strategies for dealing with peer (Criteria A)
• Review of puberty and adolescence. pressure
• Human Development: including Social Skills and
reproduction, pregnancy and Personal Engagement
prevention. – Daily self
•Sexual Health: including sexually- assessment (Crit. D)
transmitted diseases and prevention.
• Making decisions related to sexual
behavior.
• Peer pressure as it relates to sexual
behavior.
 
 
Unit 3: Movement Composition (4 weeks)
(Aesthetic Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Cultures build How does •Independent research of a traditional • Teach a sequence of moves to a Movement
upon knowledge traditional dance dance and its characteristics group of 4-5 students. Composition –
and practices from influence the • Creating original moves with similar • Solicit, consider and use feedback creation of dance
the past, while creation of modern characteristics and reflection to make appropriate including written
looking to the future day dance moves? • Sequencing moves with interesting changes. evidence
transitions and use of space (Crit. B)

Performance –
movement
composition (video
evidence/teacher
observation) (Crit. C)

Social Skills and

Personal Engagement
– Daily self
assessment (Crit. D)
 
 
  
Unit 4: Team Sports (8 weeks)
Softball (International Sports and Games, Team Games) Volleyball (Team Games)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL We can use our How does • Introduction to biomechanical terms, • Correct breakdown and execution Use of Knowledge –
bodies more knowledge of applications and principles of the following Volleyball skills: photo/video analysis
effectively if we physics help us to • The correct technique for Volleyball - Overhead serve of a Volleyball or
follow the laws of perform better? skills: serving, volleying and bumping - Underhand passes (bumps) Softball skill
physics. • The correct technique for Softball - Volleys (Crit. A)
skills: throwing, catching and batting • Correct breakdown and execution
• Application of the rules of physics of the following Softball skills: Performance –
to the skills - Throws teacher observation
• Review of basic Volleyball rules and - Catches (including fly balls and of game play in
strategies (gives parameters to how grounders) partners/small groups
skills are executed and why) - Batting (Crit. C)
• Review of basic Softball rules, • Develop Volleyball and Softball
positions and strategies game sense through the use of the Social Skills and
rules and strategies Personal Engagement
– Daily self-
assessments 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Finding balance How can I find Emotional and Social Health Emotional and Social Health Use of Knowledge –
helps us to enjoy a balance in different • Seeing the positive in self and others • Giving compliments creative visual arts
richer and better areas of my life? • The value of living by principles • Goal-setting steps presentation: balance
life. • Importance of Goal-setting of various aspects of
How can I resist • Developing healthy habits Substance Use and Abuse (2 health; goal-setting
peer pressure to classes taught by ACEPTA) (Crit. A)
maintain personal Substance Use and Abuse (2 classes • Recognize influences on
balance? taught by ACEPTA) decisions. Track and Field
• How much do we know about • Strategies for resisting peer Performance – Peer
alcohol and tobacco? pressure. and teacher
• What parts of the brain do these • Analysis of case studies. observation
drugs affect? (Crit. C)
• Alcohol–the gateway to illegal drugs Nutrition
• Tracking nutritional value of Social Skills and
• What is prevention?
personal diet on mypyramid.gov Personal Engagement
• Analyzing and comparing food – Daily self
Nutrition assessment (Crit. D)
•6 major nutrients of a balanced diet labels.
– Teacher
• Calories in/out: finding the balance • Analyzing diets.
observation in 2
• Reading food labels ACEPTA
• Healthy eating habits Track and Field classes(Crit. D)
• Proper breakdown and execution
Track and Field of high jump, long jump, shot put,
• How to properly execute the discus, sprint, 800 m.
following Track and Field skills: high
jump; long jump; shot put; discus;
sprints; 800 m.
 
 Physical Education Grade 9

Unit 1: Aquatics - Water Safety (4 weeks)

(Health Knowledge)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Knowledge, and How can I use my • Importance of Check, Call, Care in • Demonstrate knowledge of Use of Knowledge –
awareness of our knowledge and considering how to proceed in an General Water safety Tips Water Safety
limits, allows us to awareness of my emergency situation • Survival Strokes: Presentation (in
manage risks in own limitations to • Water rescue techniques: Reach, Survival floating technique group of 3)
water environments. take appropriate Throw…DON’T Go! Elementary backstroke (Criteria A)
actions in different • How to recognize the status of Sidestroke
water swimmers in trouble • Water Rescue Techniques: Performance –
environments? • Hypothermia and cramps Assessment and
Reaching Assist
• Alcohol and water response to an
Throwing Assist
• Recovery Position emergency situation
• Swimming with clothes
(Criteria C)

Social Skills and

Personal Engagement
(Criteria D)

Unit 2: Movement Composition (5 weeks)

(Aesthetic Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Demonstrate How are ideas • Build and understand concepts to • Coordination, timing, Movement
attitudes and communicated create a movement around a theme. synchronization, energy, style, flair Composition – create
strategies that through movement? • Collaboration and cooperation a composition around
enhance their skills a theme including
relationships with individual written
others 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Students will How does the • Different types of games • Inquiry Use of Knowledge –
develop an ability to adapt and • Collaboration with peers written assignment
understanding of think creatively • Presentation of the game to the (Criteria A)
how to adapt to impact on success? class
changing situations Performance –
through thinking presentation of
creatively. games (Criteria C)

Social Skills and

Personal Engagement
(Criteria D)
 Unit 4: Orienteering (5 weeks)
(Adventure Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Building a How can basic • Orientation points • Use of compass and map Use of Knowledge -
repertoire of orienteering skills • Importance of compass in different • Developing orienteering courses question and answer
practical skills help help us become scenarios and arranging orienteering events activity (map skills)
us become better better problem- • Correct use of a compass and a map (Criteria A)
problem-solvers. solvers in real life • Estimate distances Performance – make
situations?
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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Teamwork is How do strategies • Offensive and defensive strategies • Get open Use of Knowledge –
important to the help us to be more • Game play • Give and go written test on
success of any successful as a • Player positions and responsibilities • Work in small groups offensive and
activity. team? on and off the court/field • Defensive position defensive positions
• Rules • Offensive position and strategies
• Pick and roll (basketball) (Criteria A)
• Man To Man Use of Knowledge –
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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Successful skills How do • Running, jumping and throwing • Running technique Track & Field
and techniques are communication, techniques • Posture of entire body Video analysis and
developed through techniques and • Biomechanical movements • Arms (arm angle, arm swing and personal reflection
peer communication skills help me to arm height). (Criteria A)
and participation. develop my social • Foot plant; foot positioning
skills? • Students will demonstrate correct Performance –
performance on
jumping technique
chosen events
• Approach, footwork, body
(Criteria C)
rotation (jumping)
• Grips, A (the V grip), B and C.
• Start, run, crossovers, release and
reverse (javelin)

 
  
Physical Education Grade 10

Unit 1: Team Sports (9 weeks)

Volleyball (Team Games) Softball (International Sports and Games, Team Games)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
Successful “How does Volleyball Volleyball Volleyball
ENV teamwork involves understanding the • Advanced rules of Volleyball • Overhand serve Use of Knowledge -
defining roles, roles and strategies (especially pertaining to serves, • Attack (spike) written test
anticipating plays, of an activity allow spikes, blocks, and net calls) • Defense (block/dig) (Criteria A)
and moving us to put pressure • Use of skills and position to gain • Offensive and defensive positions
accordingly. on the opposition strategic advantage • Transitions from defensive to Performance –
and respond more offensive positions Observation (by
positively under Softball teacher)
pressure?” • Rules specific to Fast-pitch, Softball (Criteria C)
especially regarding base-running, • Successful fielding strategies
stealing bases and leading off. • “Covering” Softball
• Position and movement of fielders Use of Knowledge –
• Anticipating and communicating
for ideal coverage (defense). written test
the play (Criteria A)
• Base-running strategies to improve
opportunities to score (offence).
(C) Performance –
teacher observation
of game play
(Criteria C)

Social Skills and

Personal Engagement
Volleyball & Softball
(Criteria D)

Unit 2: Movement Composition (4 weeks)

(Aesthetic Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Creativity adds “How can we use • Review concepts learned in previous • Group work to create movement Movement
enjoyment to life. our creativity to years: coordination, synchronization, composition Composition
enjoy and improve precision, extension, balance, • individual performance (Criteria B)
the quality of life?” symmetry, energy, flair
• Use of “Garageband” to create Performance of
original music movement
• 30-45 sec individual presentation 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE A repertoire of “How can skills and • Principles of Martial Arts • Practicing Martial Art moves in Use of Knowledge –
skills and strategies strategies borrowed • Principles of self defense partners written test
can help better from other • Wrestling principles • Self defense moves (Criteria A)
prepare me for disciplines help me • Self defense strategies for different
situations where my to better defend situations Social Skills and
safety is threatened. myself in Personal Engagement
potentially (Criteria D)
dangerous situations
?”
  
Unit 4: A Sport for Everyone (8 weeks)
Flag Football (Alternative Recreational Sports and Activities) Ultimate (Alternative Recreational Sports and Activities)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Successful How does • Basic rules and terminology of • Correct throwing and catching Use of Knowledge –
teamwork involves communication Ultimate Frisbee techniques for American Football written test
good impact the success • Basic rules and terminology of • Successful offensive and (Criteria A)
communication of a team? American Football defensive strategies for Flag
among players. • Basic roles of players Football Performance –
• Compare/Contrast Flag Football communication and
and Ultimate Frisbee execution of an
offensive play in
Football (Criteria C)

Social Skills and

Personal Engagement
(Criteria D)

Unit 5: Outdoor Education (9 weeks)

Camping Skills (Adventure Activities) Kayaking/Canoeing (Adventure Activities) Healthy Eating (Health Knowledge)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV With the enjoyment How can I enjoy a • Canoeing/kayaking basics • Camping basics on campus: tent Use of Knowledge –
of the outdoors reciprocal • Camping basics set-up, fire construction, use of group project:
C&S comes the relationship with • Principles of low-impact camping camp stoves, etc. planning a simple,
responsibility and the outdoors? skills • Basic kayaking and river safety nutritious meal plan
commitment of • Rappelling and zip lining skills (in pool) for 4-day camping
minimizing impact • Cook-off competition trip (Criteria A)
on the environment. • Golden Boot competition
• 4-day, 3-night camping trip to Performance –
Lunahuana, including periodic on-site spot
river-rafting, hiking, cycling, checks to ensure that
horseback riding, rappelling and general low-impact
zip lining. 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)
  
 

MYP UNIT OVERVIEWS 2012-2013

SCIENCES 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

  
 
Sciences Grade 6

Unit 1: The experimental method (6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI 1. The experimental How do scientists • Why do we use the seven separate • Data analysis The recognition and
method is the way investigate the parts of the experimental method? • Creating data tables recall of the steps in
scientists natural world? • What are quantitative and qualitative • Identify variables the experimental
investigate and data? When are they used? method, most notably
attempt to explain • What are variables? Three types: the identification of
the natural world. independent, dependent and control variables and types of
2. The experimental variables results. Test format.
method has distinct (Criteria C, D)
parts and the more
we can isolate and
control our
variables, the more
accurate our results
will be.

Unit 2: Cells (6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE 1. Cells are the How do the basic • What are Cell Organelles? • Microscope Manipulation Microscope
basic building block structures of living • What are the similarities and • Microscope Drawings Use/Drawings
of organic life and things allow them to differences in Plant vs. Animal Cells? • Observing Details (Criteria B, F)
are individually work together to • What are the basic functions of cell • Making wet mount slides
designed and suited survive? Organelles? Test
to the specific task • Microscope Vocabulary. (Criteria C)
they perform.

Unit 3: Cell Processes (6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE 1) Cells have How do living • What are the functions of cell • Describe and draw the process of Bacteria Essay
organelles that things survive? organelles? each of the following: osmosis, (Criteria A & C)
essentially mirror • What is and how do the following passive transport, active transport,
the functions of occur: osmosis, passive transport, respiration and fermentation. Egg lab report
organs in complex active transport, respiration and (Criteria B, D, E &
organisms such as fermentation? F)
animals.
2) Cells and their Test (Criteria C & B)
environment

Unit 4: Properties of matter (8 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI 1. The general How do we describe • Define and use Mass/ Vol.ume • Measuring Mass /Volume Metric Conversion
measurable and measure the /Density • Calculating Density Quiz (Criteria C)
properties of matter physical properties • How can we convert between • Determining Accuracy
are mass, volume, of matter? different metric units? • Triple Beam Balance Lab Practical:
weight and density. • How can we tell if something will • Graduated Cylinders Measuring Volume
2. All scientists use Sink or Float? • Beakers/Flasks and Mass
the SI (metric • Lab Equipment Vocabulary • Digital Balance (Criteria C, F)
system) to measure • Prefix nomenclature
properties of matter. • How to we determine the accuracy Lab Report:
3. Density is the of a measurement? (Criteria B, D, E)
relationship
between mass and
volume.
  
Unit 5: States/phases of matter (6 Weeks)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI 1. Solids, liquids What is matter • What is the Particle Model of • Lab safety Lab Report
and gasses are made made of and how Matter? • Identifying phase changes (Criteria C, D, E)
of particles. does it behave? • Phase Change Vocabulary and • Measuring quantities
2. These states of Definitions • Measuring temperature Test (Criteria B, C)
matter can change • How do we use and define the Basic
back and forth and Gas Laws? Phase Change Essay
are physical • How are Particles arranged in the (Criteria A)
changes that result different states of matter?
due to energy
change.

Unit 6: Plate tectonics (6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV 1. The surface of What happens when • What are the layers of the earth? • Essay writing Test (Criteria C)
the Earth is made of the Earth’s Surface • What are Tectonic plates? • Geographical skills
moving plates that moves in Peru? • What are convection currents? • Essay writing Earthquake Essay
are responsible for • What happens at plate boundaries? • Making data tables (Criteria A & B)
Earthquakes and • What are the different types of plate
Volcanoes. boundaries? Proper Data Tables
2. The people and • What causes volcanoes? (Criterion D & E)
the environment • How do we measure earthquakes?
near tectonic plate
• How does society prepare for these
boundaries can be
greatly affected. natural disasters?
  
 
Sciences Grade 7

Unit 1: Biodiversity (6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Interaction between How do ALL living • What needs are met by an organisms • Analyse the relationships What’s a crowd Lab
all living and non- and non-living environment? between organisms and their Report
living things things in a • What factors limit population environment. (Criteria B, D & E)
determines survival. particular growth? • Explore the different types of
ecosystem interact, • How do an organisms adaptations habitats and the factors in it. Zoo project
depend on and live help it to survive? • Discuss an ecological lab using (Criteria A, B & F)
with one another? • How do organisms in an ecosystem proper scientific vocabulary.
interact? • Demonstrate knowledge of
ecosystem interaction

Unit 2: Elements, Compounds and Mixtures (5-6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE 1) Elements, How do Elements, • What are elements and how do they • Identify and create molecular Test (Criteria C)
Compounds and compounds and relate to compounds? models of Elements, Compound
Mixtures are mixtures affect us in • What are the properties of a and Mixtures Iron/Sulfur ECM lab
distinctly different our daily lives? mixture? • Identify everyday items as (Criteria D, E & F)
because of the • What is the difference between Elements, Compound or Mixtures
physical properties weight and mass? • Explore and manipulate the
of their particles. • What is the structure of an atom? different types of mixtures.
• How are elements described in terms • Use the Periodic table and
2) Everything in the of their atoms? understand how many things in
material world is their world are not found on the
made up of an table although the table contains
element, compound every type of atom known on
or mixture or a Earth.
combination of
them.

Unit 3: Periodic table of elements (3-4 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S The elements in the How does the • What data about the elements are • Distinguish the differences Lithium & Sodium
periodic table and arrangement of found in the periodic table? between elements on the periodic lab
how they are elements in the • How is the organization of the table (Criteria F)
arranged affect our periodic table and periodic table useful for predicting the • Explore the placement and
community. how they combine properties of elements? organization of the elements on the
affect our • What are the properties of metals periodic table Test (Criteria C)
community? and metalloids? • Describe how the elements are
used and affect people in our
community.

Unit 4: Cell Processes (6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Cells and their How do living • What are and how do the following • Describe and draw the process of Bacteria Essay
environment. things survive? occur: osmosis, passive transport, each of the following: osmosis, (Criteria A & C)
active transport, respiration and passive transport, active transport,
fermentation? respiration and fermentation. 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Motion and force How do motion and • Newton’s 3 laws • Distinguish between Newton’s 3 Newton Car lab
are involved in force affect my • When is an object in motion? laws report
every aspect of our daily life? • What kind of motion does • Explain how you know if an (Criteria B, D & E)
daily lives. acceleration refer to? object is in motion?
• What is force? • Investigate friction, force and Science Fair (Criteria
• What factors determine the strength motion A, B, C, D & E)
of the friction force between two • Choose own experiment and
surfaces? investigate Graphing Activity
• Write proper scientific report (Criteria E)
• Process data from own
experiment Test (Criteria C)

Unit 5: Acids and bases in the Human body (4-5 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Acids and bases are How do acids and • What are the properties of acids and • Distinguish between acids and Exercise on CO2
found in our daily bases affect the bases? bases levels lab report
lives including human body? • Where are acids and bases • Investigate acids in digestive (Criteria C, D & E)
inside our bodies. commonly found? system
• Why must your body digest food? • Modeling how your body inhales
• How does pH affect digestion? and exhales.
• What causes your body to inhale and
exhale air?
  
Sciences Grade 8
Unit 1: Chemical Interactions (8 Weeks) CHEMICAL INTERACTIONS
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Matter is not How can we use • Introduction of types of bonding • Analyze elements by writing Lab report using
created nor and change the way using Lewis dot diagrams. them in the Lewis electron dot Vernier –Exothermic
destroyed, it only chemicals interact • Identifying the number of atoms in a diagram. and endothermic
changes form. in our environment. compound. • Classify compounds by their type reactions
• Constructing basic balancing of of bonding. (Criteria D & E)
single and double replacement • Derive chemical equations to be
equations. able to balance them and work out Test (Criteria C)
• Calculating reaction rates of single and double replacement
chemical reactions. equations
• Use Excel spreadsheet for lab
activity.
• Uses excel data to sketch graphs
and tables for lab report.

Unit 2: Sound and Light (7 Weeks) SOUND AND LIGHT

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Mechanical waves How are you able to • Explaining energy and how there are • Exemplify sound through Vernier Sound
transfer energy see lightning and 7 different forms of energy activities – computer skills Multimedia
through a medium. hear thunder? • Thermal energy (heat) is transferred • Design a multimedia presentation presentation on
Heat is a form of in three ways: conduction, convection highlighting all divisions of the Electromagnetic
energy and always and radiation. electromagnetic spectrum spectrum.
transfers from hot to • Explaining types and properties of • Diagrams of ray boxes (Criteria B & C)
cold. waves.
Electromagnetic • Interpreting how reflection, Written assessment
waves can transfer refraction, and diffraction change a (Criteria B & C)
electrical and wave’s direction.
magnetic energy • Explaining sound and how sound
without a medium. waves interact.
• Describing the waves that make up
the electromagnetic spectrum

Unit 3: Electricity and Magnetism (7 Weeks) ELECTRICITY AND MAGNETISM

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Electricity is the Where does energy • Outlining the properties of magnets • Experimenting with how magnets Written summative
continuous flow of come from and and how magnetic poles interact. work. assessment.
electric charges which is the best • Explaining what an electric field is. • Follow lab procedures to (Criteria B & C)
through a material. source? • Describing how an electric current is demonstrate how conductors are
Electromagnetism is produced. different from insulators. Lab Report –
the relationship • Identifying how many paths currents • Design and determine how Building an electric
between electricity can take in series and parallel circuits. parallel and series circuits work. motor (Criteria D &
and magnetism • Describing the characteristics of an • Construct an electric motor. E)
electromagnet.
• Describing what an electric motor
does.

Unit 4: Energy (7 Weeks) MOTION, FORCES AND ENERGY

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Energy is neither Where does energy •Explaining the theory of • Predict how kinetic and potential Pendulum Lab
created nor come from and conservation of energy. energy sum up to a net total energy. (Criteria D & E)
destroyed it only which is the best • Identifying kinetic and potential • Design a lab activity to be able to
changes forms. source? energy. test the insulating properties of Insulating Heat
Energy is either in • Identifying forms of energy. three different substances. Transfer (Criteria D,
motion or stored • Describing Thermodynamics as the •Analyze the differences between E & F)
and is constantly study of how heat moves. convection, conduction and
converting form one • Explaining how heat always radiation heat transfer. Written test
form to another. transfers from hot to cold. (Criterion C)
Thermodynamics is • Outlining how Thermal energy
the study of how (heat) is transferred in three ways:
heat moves. Heat conduction, convection and radiation.
always transfers
from hot to cold
  

Unit 5: Genetics (6 Weeks) CELLS AND HEREDITY

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Heredity is the Why do some • Explaining how the structure of • Analyze in order to identify the Written assessment
passing of offspring resemble DNA helps account for the way in chemical compositions of DNA and on a case study.
characteristics from their parents while which DNA copies itself.. RNA. (Criteria B & C)
parents to offspring others do not? • Describing the roles chromosomes • Predict results by using Punnett
and it is play in inheritance. squares. “It’s my body”
accomplished • Describing the result of Mendel’s Written assessment
through experiments. (Criteria A & B)
chromosomes • Identifying what controls the
which carry genes inheritance of traits in organisms.
from parents to • Defining probability and describing
offspring. how it helps explain the results of
genetic crosses.

Unit 6: Body Systems - Endocrine and Immune systems (6 Weeks) – HUMAN BIOLOGY AND HEALTH
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Homeostasis is the How can my • Defining homeostasis. • Analyze how the endocrine Lab report The skin
process by which an knowledge and • Describing how the endocrine system functions to keep as a barrier.
organism´s internal understanding of system controls body processes. homeostasis in our body. (Criteria D)
environment is kept science help me to • Explaining the relationship between • Use a Venn diagram to compare
stable in spite of make correct or pathogens and infectious diseases in and contrast T cells, B cells, and Model of the
changes in the healthy choices? humans. phagocytes. endocrine glands.
external • Stating how the immune system (Criteria C)
environment. responds to pathogens.
The endocrine
system controls the Written summative
body processes. assessment – T cells,
The immune system B cells, and
helps respond to phagocytes.
pathogens. (Criteria C)
  
Sciences Grade 9

Unit 1: Cradle to grave (8 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Cradle to Grave – Of what • Biospheres, atmosphere, lithosphere, Identifying and controlling variable Design Lab –
Ecosystems (and significance is it for hydrosphere including biotic and in design labs. interaction between
cultures) can be Peru to be abiotic factors and their Collecting data using probes. biotic and abiotic
both fragile and considered a interconnections. Synthesizing data by creating factor (Criteria D, E
resilient. The “Cradle of • Biodiversity – how we value it, how graphs. & F)
health of the Civilization” in the we interact with and impact it
environment is in world? Is Peru including species at risk from Vocabulary Quizzes
our hands. currently digging its endangered to extinction. (Criteria B)
own grave? • Pollution – air pollutants/air quality,
water pollution (local water quality). 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Elements and How do elements • Experimental lab work focused on Identifying chemical reactions Solubility Lab
Compounds are interact with each identifying types of reactions, metal through experimentation. (Criteria E & F)
used by humans to other and with their reactivity, balancing reactions, Observing patterns in the periodic
build our world. environment? predicting products, conservation of table. Design Lab:
How is chemistry mass, ionic and covalent bonding and Recognizing properties of determine ionic or
connected to properties of compounds, writing identified solids through chemical covalent substances
community? chemical formulae, solubility rules, reactions. (Criteria D)
safe use of chemicals in the
environment, and nomenclature. Essay: advantages
and disadvantages of
element (Criteria A
& B)

MYP Formatted unit

test (Criteria C)

Unit 3: Human Innovation (9 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Necessity is the Why do humans • Study of Newton’s laws and Experimental design of kinematic Motion Inventions
Mother of create? Kinematics through experimentation challenges. and Presentations
Invention. How are innovation and invention: Innovation, Distance, Controlling variables in design (Criteria A)
See the world and science linked? Displacement, Scalars, vectors, Speed, challenge.
around you. Velocity, Acceleration, Speed-Time Using time space relationships. Scientific journalism
Understand the and Acceleration time graphing, everyday physics
forces at work. Forces, gravity, air resistance, work, article (Criteria A, B
Manipulate power, energy & E)
variables to your
own will. 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Maintaining health What do I need to • Stages of mitosis, meiosis, haploid Synthesizing and evaluating data. Mitosis/Meiosis
(including know to understand cells, diploid cells, Inquiring reproductive issues on a microscope lab
reproductive health) the miracle of life, • Structure and function of male and local and global scale. (Criteria E & F)
is my responsibility. and then to maintain female reproductive systems,
it within me? fertilization, fetal development, the Math/Science WHO
role of the mother, contraception, Health survey
STDs, human populations. research and
• The role of the mother, presentation (Criteria
contraception, STD’s human A, B, D & E)
populations; health surveys and
statistics. MYP Formatted
Moodle online test
(Criteria B & C)
  
Sciences Grade 10

Unit 1: Metals and Mining (5-6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV How metals impact What are the • Metal extraction processes • Lab skills- measuring, Mining essay
our lives. impacts of mining • Metal reactivity series identifying, predicting (Criteria A, B & F)
C&S on Peru? • Researching metals and identifying • Research and debating
local mining processes including controversial issues involving
informal mines and identify benefits mining. Test (Criteria C)
and limitations to their processes.

Unit 2: What is a mole? (4-5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI How atoms are How do chemists • Stoichiometry to calculate • Lab skills- measuring, Design Electrolysis
building blocks for keep track of theoretical mass using equations. identifying, predicting Lab
compounds gigantic quantities • Empirical formulas • Designing and carrying out a lab (Criteria D, E, & F)
of atoms? • Perform mass to mass calculations. on electrolysis
Test (Criteria C)

Unit 3: IDU: What defines a hero? (1-2 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Applying cultural What cultural • Identifying culturally relevant heroic • Research Presentation and
defining factors determine characteristics based on a country. • Oral presentation. paper
C&S characteristics of whether a scientific • Researching a scientist or scientific (Criteria C and D)
“hero”and “heroic discovery or process.
actions to scientists solution is deemed • Oral presentation to grade 2 and a
or science solutions. “heroic”? teacher

Unit 4: The trends of life (5-6 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HSE Where have we What role does • DNA and RNA models. • Collaborating, researching and Mutations research
come from and chance have in • Monohybrid crosses, sex-linkage organizing. on wiki page
what are the determining who and multiple alleles using punnet • Designing an online resource (Criteria A & B)
building blocks for we are? squares Predicting outcomes from using ICT skills.
the future. pedigree charts. • Identifying patterns and
• Determining gene and chromosome relationships to reach an outcome Test (Criteria C)
mutations including stem cell for genetic problems.
research, cloning, transgenic
organisms and gene therapy.

Unit 5: Evolution – Why the fuss? (1-2 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Evolution is the How has the Earth • Discuss how plate tectonics and • Groups collecting and analyzing Survival of the fittest
result of adaptations and humans changes of landforms create natural selection data. lab on natural
over time. evolved. geographical isolation of species. • Use of graphing skills to process selection (Criteria E)
• Determine how mutations and data collected from natural
natural selection creates variation in a selection lab.
population.
  

Unit 6: Light. From Einstein to Boltzman (7-8 Weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI How we perceive Why does the sun • E=mc(squared) What does this • Solving systems of equations Experiment: Deriving
something does not shine? equation mean? How do stars produce • Organization of materials for the 1/r(squared)
tell us what it light from mass? review purposes relationship of
actually IS. How do we use • Wien's Displacement Law: How is • Utilizing light meters, probe intensity vs. distance
Physical 'Laws' are light to unravel the temperature related to color? interfaces, and computer software (Criteria E)
derived (from greatest mysteries • Luminosity (or power): How is it to take measurements and analyze
experiment) to help of the universe? related to temperature? data Experiment:
create models of • Absorption (or Intensity): how much • Utilizing on-line simulations and Emission Spectra.
reality. of the emitted radiation will be demos (Criteria B)
Light carries a great absorbed by a distant surface? • Collaborate in groups to create
deal of information audio/visual presentations Project: Presentation
about its source. • Graphical analysis on the cost associated
• Identifying relationships 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The movement of What is the • Comparing Heat and Temperature. • Organization of materials for Experiment:
thermal energy is a difference between • How is heat transferred? review purposes Determining the
ENV requirement for heat and • Phase changes • Collaboration in lab: constructing specific heat of a
work to take place. temperature? • Ideal Gas Law PV=nRT engines, taking measurements, data substance. (Criteria
The amount of • Work analysis E)
thermal energy How does the heat • Advanced problem solving utilize • Graphical analysis
absorbed is directly absorbed or lost temperature changes in water to • Identifying relationships Persuasive space
related to the from an object determine properties about the heat • Solving systems of equations research essay.
temperature, and relate to its state? source. (eventually calculating how • Predicting outcomes given initial (Criteria A & B)
distance. many mol/sec of hydrogen are conditions of a system
What is work? converted to helium by the sun.) Experiment: Wee
Brains assessment
with grade 1.
(Criteria B, C & F)

Test (Criteria C)
  
 

MYP UNIT OVERVIEWS 2012-2013

DESIGN TECHNOLOGY
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

  
Design Technology Grade 6

Unit 1: Using Design Cycle (1 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Design Cycle as How can the Design • Group Activities • Consider the success based on Evaluate the activity
used to solve any Cycle help solve • Design Cycle testing. to identify the parts
problems. problems? • Reflection.   • Identify the parts that they found of the Design Cycle.
easy and difficult. Reflect on how
• Working in groups; including students worked as a
delegating and taking team.
responsibility.
• Respecting others points of Criterion E
views.

Unit 2: Technology at FDR (2 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL At FDR we use How do we use • FDR Moodle and its parts • Know when and how to use the Investigates and
various forms of technology at FDR • Design Cycle appropriate medium records information
technology to learn. to learn? • Demonstrates strategies for logically.
documenting the learning process Creates a product that
• Consider the problem. communicates
• Ask useful questions. information clearly.
• Selecting and collecting Reflection
information.
• Create a product Criteria A, D, E
• Reflecting on performance and
parts that were difficult or easy
• Taking screenshots
• Navigating Moodle and other
learning tools

Unit 3: The Perfect Gift (3 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
H&SE Symbols and How do I present • Visual Communication • Mind-mapping and brainstorming Students will create a
visuals can be used myself? • Design Cycle • Using primary resource product for someone.
to tell others about • Produce multiple designs and
you. choose one. The full design cycle
• Choosing own materials and tools Criterion A, B, C, D,
• Design your own project E, F

Unit 4: Robots in the Real World (3 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Technology has an How does • Robots in the real world have an • Understand the concept and Criterion A, C, F
affect on our lives. technology shape impact on our life. importance of design specification.
our lives? • Design Cycle • List the requirements that must be
All designs have • Planning is an important form of met by a product.
specific communication. • Write the steps to create a
specifications or product.
characteristics. •Make effective use of resources
and time.
• Noodle Bib-citing resources
• Oral presentations

Unit 5: Solar Powered Car (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Understanding how How can • How can I create a model car that is • Generate three different designs Plan: 3 different
to solve problems technology help powered by solar energy? that meet the design specification. designs.
by using the design save the • What are renewable resources? • Create a solar panel car following Create: solar panel
cycle environment? • What are the benefits of using solar the plan. car final product and
energy for our environment? • Evaluate the impact of the solar the journal.
Use Knowledge, panel powered car on the Evaluate: reflection
skills and environment. on how technology
techniques to create • Hands-on Materials solutions impact our
a solar panel car of environment.
appropriate quality. Criterion C, D, E, F
  
Unit 6: Business Cards (3 week)
Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
H&SE Symbols and How do I present • Visual Communication • Mind-mapping and brainstorming Students will create
visuals can be used myself? • Design Cycle • Using software to make a three designs and
to tell others about • Business Cards professional business card. choose one.
you. • Produce multiple designs and Create a business
choose one. card.
• Using body language to Carry out test to
communicate information. evaluate the product
• Taking and importing photos.
• Making silhouettes with graphic Criterion B, D, E
editing tools.
• Collecting survey information to
evaluate product success.
• IT Skills

Unit 7: Table-Top Moviemaking (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Solving problems How can I teach • Process to create a Table-Top Movie • Use note cards and Noodlebib for Investigate: problem,
using digital about Cyber safety? • Share the movie using online tools the investigate stage. design brief and the
communication. • Create a movie using a table top design specifications.
• Using recycled materials 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 Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI The design of a How do different • Design Cycle • Design a robot to follow a path Students will create
product can affect design affect an • Design Restrictions and limitations Criterion B, D, F
its outcome. outcome? • Robots: Shapes
• Robots: Outcomes
  
Design Technology Grade 7

Unit 1: Using Design Cycle (1 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Design Cycle as How can the Design • Group Activities • Consider the success based on Evaluate the activity
used to solve any Cycle help solve • Design Cycle testing. to identify the parts of
problems. problems? • Reflection. • Identify the parts that they found the Design Cycle.
easy and difficult. Reflect on how
• Working in groups; including students worked as a
delegating and taking team.
responsibility.
• Respecting others points of Criterion E
views.

Unit 2: Systems of a down (3 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Single components How can individuals • Technology as an assistant for • Generating ideas including the Criterion B & D
play a crucial role influence a system? learning use of brainstorming
as a part of the • Systems: Wholes and Parts • Making connections – including
whole. using knowledge, understanding
and skills across subjects to create
Independent items products or solutions, applying the
interact to achieve a skills and knowledge of unfamiliar
single purpose. 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

Unit 3: E-Banner (3 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
H&SE Symbols and How do I present • Visual Communication • IT Skills
visuals can be used myself • Design Cycle UNDER
to tell others about appropriately? UNDER CONSTRUCTION
you.
CONSTRUCTION

Unit 4: Developing our Skills (2 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL UNDER CONSTRUCTION
http://www.21things4students.net/staying-organized.html

Unit 5: Can you Build It? (3 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Following a plan How can following • Design Cycle • Following a plan Criteria D, E, F
can lead to success. a plan lead to • What goes into making a robot? • Use appropriate Lego building
success? techniques
• Recognize basic pieces and their
use.
  

Unit 6: Wally: Robotics Behavior (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV A program, if it is Which robot is the • What is the importance/benefit of • Use the design cycle to create a Design Folder
not reliable is not a best robot, the one following the design cycle when robot that completes the given task.
good program. that finishes the task approaching a problem. Class observations
faster or the one • Robot (Criteria A-F)
that does it every
time

Unit 7: Repurposing banner (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV We can repurpose How can I • Reusing something that would UNDER CONSTRUCTION
materials into useful repurpose old otherwise go to waste reduces the
and creative new materials into environmental impact.
things. something new? • Recycling
  
Design Technology Grade 8

Unit 1: Using Design Cycle (1 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Design Cycle as How can the Design • Group Activities • Consider the success based on Evaluate the activity
used to solve any Cycle help solve • Design Cycle testing. to identify the parts
problems. problems? • Reflection. • Identify the parts that they found of the Design Cycle.
easy and difficult. Reflect on how
• Working in groups; including students worked as a
delegating and taking team.
responsibility.
• Respecting others points of Criterion E
views.

Unit 2: Robotics Miner Recon (4 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
HI Technology can How can we use • Building Robots • Organize information Criterion A, B, & D
save lives. technology to extend • Research and organization electronically with file names and
our reach into • Evaluating the impact of our folders.
dangerous product • Create detailed drawings of at
environments? least three design options.
• Justify design choice.
• Inventory materials to account for
each piece used during the design
process.

Unit 3: Plan it Sketch Up (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Successful To what extent can UNDER CONSTRUCTION • Organize information clearly and Criterion C
communication is I communicate my logically
essential for others thoughts and ideas
to be able to follow effectively?
a plan.

Unit 4: Published Materials (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
Health and Communication and How can I UNDER CONSTRUCTION
Social self-expression can communicate
Education happen in many through published
forms. media?

Unit 5: Public Service Announcement (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Making a point in How can I influence • Communication • Using still and video clips Criteria A-F
30 seconds is hard, people’s behavior in • Design Cycle
but can be very a given amount of
memorable. time? UNDER CONSTRUCTION
Media affects
people.
  

Unit 6: Form versus Function (4 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV We can give What can I make or • Reusing something that would • Generate three different designs Criteria A-F
creative new uses to do with the tons of otherwise go to waste reduces the that meet the design specification.
old things. old banner we have environmental impact. • Create any useful product using a
lying around on school banner that follows the plan.
campus? • Evaluate the benefit of using
recycled materials.

Unit 7: Learning Through Passion (6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL I can learn to learn. How can following UNDER CONSTRUCTION • Time management Criteria A-F
my interests, enable
me to be a better
learner?
  
Design Technology Grade 9

Unit 1: Using Design Cycle (1 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Design Cycle as How can the Design • Group Activities • Consider the success based on Evaluate the activity
used to solve any Cycle help solve • Design Cycle testing. to identify the parts
problems. problems? • Reflection. • Identify the parts that they found of the Design Cycle.
easy and difficult. Reflect on how
• Working in groups; including students worked as a
delegating and taking team.
responsibility.
• Respecting others points of Criterion E
views.

Unit 2: Advertise it! (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Publicity can help How can I use • Animation software • self directed learning towards a Criteria A, B, D
promote community computer animation software that students have not
initiatives. to publicize an been exposed to.
event in my • learning from peers, tutorials and
community? teacher.
• piecing together information to
create new understanding.

Unit 3: Plan it! (2 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Organizational tools What is the • Gantt charts • Outline a plan Criterion C: and E
can help bring a relationship • Pert charts • Consider a problem from multiple
Certain tools project to successful between planning perspectives; understanding those
can enable completion. and success? points of view.
you to • Organize information clearly and
organize logically to ensure effective
complex communication
tasks. • 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.

Unit 4: Plastic Pollution (6 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
C&S Some old habits are How can a small • The impact of plastic pollution • Individual actions impact Criteria A-F
better than new contribution have a collective ones.
ones. big impact? • Formal observation as an
important aspect of research.
• Understanding that
implementation of solutions is as
important as the solution itself.
  

Unit 5: Interior Design (5 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ENV Our environment What realistic UNDER CONSTRUCTION Criteria A- F
affects our changes can I make
behavior. Our that will impact my
behavior affects our classroom
environment. environment in a
positive way?

Unit 6: Programming 101 (3 weeks)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Technology can How can I teach UNDER CONSTRUCTION • self directed learning Criteria F
help me learn by myself the basics of http://www.codecademy.com/tracks/4 • following instructions
myself. computer f4bdd96848740000300026a
programming?
  
Design Technology Grade 10

Unit 1: Using Design Cycle (1 week)

Area(s) of Significant Summative
Unit Question Content Skills
Interaction Concept(s) Assessment(s)
ATL Design Cycle as How can the Design • Group Activities • Consider the success based on Evaluate the activity
used to solve any Cycle help solve • Design Cycle testing. to identify the parts
problems. problems? • Reflection. • Identify the parts that they found of the Design Cycle.
easy and difficult. Reflect on how
• Working in groups; including students worked as a
delegating and taking team.
responsibility.
• Respecting others points of Criterion E
views.

Unit 2: The Power of Visual Communication Technology

Area(s) of Significant Unit Question Content Skills Summative
Interaction Concept(s) Assessment(s)
HI Visual To what extent do • Visual cues • Products are created for a reason. A, B, C, D, E, F
Communication people change due • Design cycle • People can initiate change
Technology can to technology? • Investigating new material and tools • Research skills Creating a Visual
sometimes be an • Understanding that creativity can be • Developing creativity skills Cue
effective tool for learned • Brainstorming as an individual
distributing • Photoshop or graphic editing and in a team
information and program • Using of Photo manipulation
causing change. • Creating with no limits, except own software
imagination • Understand both how and why
• Analyzing a lot of information 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

Unit 3: There’s an App for That?

Area(s) of Significant Unit Question Content Skills Summative
Interaction Concept(s) Assessment(s)
HSE Understanding my What product can I • Choosing the appropriate tool for the • Investigating new tools A, B, C, D, E, F
limitations can create within my task. • Sharing information and
affect my limits? • Understanding the AoI resources collaborating online Creating an App
contribution (the • Gantt Charts to organize time and • Revisiting the Investigate stage
underlining Health tasks. • Understanding the difference
and Social • Problem solving between a design and a prototype
Education); there is • Understanding limitations and • Seek out and giving constructive
often a double strengths criticism
meaning in the • SWOT • Identifying your limitations,
lessons we are • Understanding the Design Cycle is competencies and personal growth
trying to learn. • Prototyping searching for
cyclical
improvements
• Writing effective tests

Unit 4: Designs that Matter

Area(s) of Significant Unit Question Content Skills Summative
Interaction Concept(s) Assessment(s)
ENV No design works How do we design • Choosing the appropriate tool for the • Mental mapping- Using A, B, C, D, E, F
unless it embodies what matters? task. metacognitive skills to see things in
ideas that are held • Understanding the AoI new perspective. Creating an Model
common by the • Gantt Charts to organize time and • Analyzing large amount of data
people for whom tasks. from surveys to use as a primary
the object is • Problem solving resource.
intended. • Understanding limitations and • Finding compromises within a
strengths shared environment (responsibility
• SWOT within a shared environment
• Understanding the Design Cycle is • Designing for the whole
cyclical community
•Creating a model
• Working in Groups