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This is the students' last chemistry class before they graduate so it's really important to show them the real world applications of Chemistry and how that applies outside of the classroom. It's key for them to look at current technologies within the context of the course and also look at the possible implications of those technologies in regards to climate change, waste in our world and sustainability.

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Year 9 - Energy and Balance in Our Universe

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Year 9 - Energy and Balance in Our Universe

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Year 9 is the third and final year of Key Stage 3. Our school has completely welcomed the concept transfer learning model and have rewritten all three curriculum maps using  this lens.
The year 9 story is that of the Universe with four major questions to guide through the story. Unit 1 - How fast is the universe changing? Unit 2 - What keeps the universe balanced? Unit 3 - How and why do we transform finite natural resources? Unit 4 - What labels for the consequences of scientific development are more appropriate, savior or sinner?
The intent of the story here is to guide students to reflect on their role in our universe and responsibilities associated with it.

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How can I become a better athlete? What should I eat in order to improve my health? How can I use scientific knowledge to improve my performance

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The story I would like to tell in my course is how the information contained in DNA determines everything we are as organisms, in this case both our individual behavior as well as how we relate to the environment.

Understanding this will give rise to understanding what possibilities we have to change our environment, get more out of it and generate greater well-being for human beings.

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Year 7 is the start of middle school and so the story that I would like to develop is one that excites students into the experimental world of science and helps develop the fundamental concepts that they will need as they progress through middle school. I believe that this course will set the tone for future years and is therefore very important to get right.
Key concepts would be how scientists use experimentation to uncover patterns which can be used to develop models and theories to understand how the world works. The basics of energy and interaction, structure and function would also be introduced in this course but at a simplistic level.
These key concepts would continue to be revisited in each year but at a more in depth level.

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Cells and Societies: Autopoietic systems

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Cells and Societies: Autopoietic systems

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As the purpose of this course is to prevent alcohol and drug’s consumption, the idea that lies at the heart of my course is to construct an analogy between the autopoietic property of a cell for its correct communication with others, with the property of self-regulation of people to live with others in a society. That’s the reason why the core concepts of the course are: systems and autopoiesis, which will be the vehicles to understand the structure-function relationship of the disciplinary lenses. The evaluation of their final understanding would be based on the argumentation of a responsible decision regarding the consumption of alcohol and drugs, that is, evaluated from a systemic thinking, which means thinking not only of consequences, but of a cause-consequence loop. In this way, the result of this course is not only teaching a student, but teaching one that impacts a society.

The route of this course will be a parallel between the microscopic vision of the altered functioning of a cell in a tissue, with the macroscopic vision of the life of a person with alcohol/drug abuse in a society.

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In this course students will be focusing on the relation between human societies and the environment and how they work as a perfect system.  One aspect that doesn't work will inevitably affect the entire system.

To understand the environmental issues we are facing right now  and to suggest suitable management solutions, both the human and environmental aspects must be understood so students are encouraged to develop from a personal to a global scale.

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In line with UN SDG 11

Make cities and human settlements inclusive, safe, resilient and sustainable, this course will take a look at various urban planning , which cities or places have given great consideration to include the idea or concept of urban ecosystem, and to see which nations or places  makes the effort to promote biodiversity in times of progress.

At the end of the unit, students are given the opportunity to re-design or-reimagine their own locale and offer possible effects on human well-being and the natural environment.

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The course tells the story of the multifaceted relationship that we have with food.  Students will begin by analysing their own diets in order to contextualise their learning and provide links to their own lives. The story will build by talking about the origins of their food, and the relationship between food production, the environment and humans

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A major concept that underlies the entirety of 8th grade earth science is relationships - relationships between people and the Earth, between different Earth systems, and eventually between Earth and our solar system and beyond. first part of our year in Earth Science is spent helping students understand natural resources - where do they come from, and how to humans use them? who has power to make those decisions? Then, we talk about Earth's systems (water cycle, carbon cycle, tectonic plate movement, etc.), and the interactions between these cycles. We use this knowledge to discuss how humans interact with and change these cycles. Lastly, we discuss Earth's place in the solar system and the universe.

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In this course we will focus on sustainability through multiple lens. Students will look at energy availability in trophic levels, nutrient cycling, nutrition needs, and biodiversity. Students will then look at food distribution, farming practices and their chemistry, chemistry of food waste, laws, sustainable efforts/programs  to start thinking about what might be best for a given community.

So far it's split into relationships with the environment, chemistry of a changing world, and a research and solutions part.

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Meeting the Demand: Energy for a Sustainable Future

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Meeting the Demand: Energy for a Sustainable Future

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This course tells the story of the interconnection between humans and the environment. Students will begin with the role of energy in their lives, its types, applications, and characteristics. They will then learn about different forms of energy generation, their similarities and differences, as well as energy transmission and storage. Students will then learn about the role of energy and energy transfer in ecosystems, developing a critical understanding of balance and interdependence in ecosystems. Next, we will investigate the impact of human energy demands on ecosystems before moving on to how this demand impacts human communities. Ultimately, students will investigate energy infrastructure, innovations, and the feasibility of a future without fossil fuels.

I see this course broken down into the following units:

1. Energy in our lives
2. Energy generation, transmission, and storage
3. Energy and ecosystem dynamics
4. The impacts of human energy demands
5. Energy infrastructure: current reality, potential and innovations.

Or something like that :)

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2nd Grade:  Life cycles of different living organisms

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2nd Grade:  Life cycles of different living organisms

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In this unit, a story would naturally unfold as the students discover the sequence of life cycles in various plants and animals in our area. An overarching conceptual question I would possibly introduce at the beginning of the year would be, "How does location affect living and nonliving things?" Students would see in this unit that living organisms found in our area are different than those in other. In the end, I would want them to uncover that they have responsibility to protect their native surroundings.

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1st Grade:Waves and their applications in technologies for information transfer

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1st Grade:Waves and their applications in technologies for information transfer

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This is the content area that deals with light and sound energy.

The main concepts in the standards are:
-properties, materials, communication and distance.

The story of the unit will be around the central idea:
Exploring how sound and light energy has an impact on living things can lead to new discoveries

The story I want to "tell" through the learning is how noise and light pollution can impact living things. Moreover, people can make a change in order to "right a wrong" when it comes to interfering with animal's ability to reproduce.