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The objective is to prepare students for the IA (ORAL). Students should be comfortable speaking about traditions, holidays and festivities and comparing these to ones in their own culture.

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The objective is to prepare students for the IA (ORAL). Students should be comfortable speaking about traditions, holidays and festivities and comparing these to ones in their own culture.

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Watch documentary XV Años. Write down vocabulary: 4 verbs, 5 adjectives, 10 nouns, and 4 common phrases related to this festivity.

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Watch documentary XV Años. Write down vocabulary: 4 verbs, 5 adjectives, 10 nouns, and 4 common phrases related to this festivity.

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After watching XV años, compare your 15th birthday celebration to a quinceañera. Come up with 4 main differences.

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After watching XV años, compare your 15th birthday celebration to a quinceañera. Come up with 4 main differences.

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0:00 / 0:06•Watch full video

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Watch the documentary and write a blog post about a quinceañera you just attended. Talk about the venue, the dress code, and who attended.

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Watch the documentary and write a blog post about a quinceañera you just attended. Talk about the venue, the dress code, and who attended.

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Research the quinceañera and prepare a presentation for the class using images.

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Research the quinceañera and prepare a presentation for the class using images.

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NOT SURE HERE

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research skills
thinking skills

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research skills
thinking skills
communication skills (blog writing)

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research skills
thinking skills
communication skills (presentation)
self-management skills

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Students need to have listening comprehension skills.

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Students need to have listening comprehension skills.

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Students need to be able to use conjunctive adverbs to compare and contrast. They need vocabulary.

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Students need to be able to use conjunctive adverbs to compare and contrast. They need vocabulary.

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Students need vocabulary and they need to know the "text type" blog-- tone, features, parts, register.

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Students need vocabulary and they need to know the "text type" blog-- tone, features, parts, register.

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The objective is for students to be able to formulate their own RQ, design a method, collect data and analyze and evaluate.

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Students investigate the effect of V:SA ratio using different sized agar cubes.

The answer to this inquiry is already known

Skills
Collaboration
Observation
Measuring

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Comparing the osmolarity of potato vs sweet potato using different salt concentrations.

The osmolarity of potato and sweet potato is not known and depends on many factors.

Skills
Collaboration
Observation
Measuring
Analysis
Thinking
Research

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Students modify the previous two experiments to so that they can practice formulating a research question and designing an experiment within a prescribed area (related to the transport across the cell membrane).

Skills
Thinking
Research
Self management

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Students follow their interest and formulate their own RQ and design their own experiment to find the answer to their question.

Skills
Research
Thinking
Self management
Communication

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Students need to understand the properties of water and how these properties support life.

These are the guiding questions:

What are the forces which hold water molecules together?

What properties does this give water?

Why do some substances dissolve easily in water and others don't mix with it at all.

How does the human body transport transport substances which dissolve easily in water and how does it transport those substances which don't dissolve.

What would happen if water didn't have H-bonding?

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Properties of water: Confirmation Inquiry

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Properties of water: Confirmation Inquiry

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During the lesson, students follow a presentation by the teacher on the properties of water with examples and how they support life. Students then complete a worksheet comparing methane vs water to consolidate their understanding.

ATL
- Thinking

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In this lesson, students are given guiding questions and do some research to find the answers to the guiding questions.

ATL
- Research
- Thinking

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In this lesson, students are given examples of how water supports life and work together to determine what these special properties are that can support life.

ATL
- Collaboration
- Research
- Communication
- Thinking

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In this open inquiry, students work with a partner and go around the classroom in which there are stations demonstrating the properties of water. Students need to synthesize the information and determine what the properties are and determine how each property supports life.

This is followed by research to compare the properties of water with that of methane

ATL
- Collaboration
- Self management
- Communication
- Thinking
- Research

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Visual Arts Comparative Study: External Assessment Component 1

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Visual Arts Comparative Study: External Assessment Component 1

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Students analyse and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts.

-Visual Arts Guide First Assessment 2017

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Introduction to Formal Analysis: Eye Spy

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Introduction to Formal Analysis: Eye Spy

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In the previous lesson the teacher leads through one method of "seeing" artwork. When students become familiar with the process, give student a curated piece of artwork with a word bank of objects, visual elements and principles to go along with.

Students are tasked with identifying the words from the word bank in the artwork given. Posed question by teacher: Where do you see (word from word bank)?

Students can confirm the answer by annotating on the artwork reproduction. Students can work independently or collaboratively.

ATLs: thinking, communication, social skills

Skills to teach: note taking, speaking, collaborating

Planning: I could start with a KWL chart or other initial assessment to gauge how my students "see" art before teaching the method I planned for. Perhaps, the students know of other methods that other students will benefit from.

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Introduction to Contextual Analysis: Cultural Broad Scan

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Introduction to Contextual Analysis: Cultural Broad Scan

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Students are required to investigate the local and global contexts surrounding the artwork chosen.

Teacher poses the question: What are the key events / things related to the following categories (Political, Socio-economic, Geographical, and Technological)?

Students research and collect and evaluate general data. They explain why they think this data is important as it relates to the artwork. They can work independently or collaboratively.

ATLs: Thinking, Communication, Social, and Research skills

Skills to teach: Browsing the internet, evaluating online content for authoritative sources, citing sources

Planning: I may need to consult with the other teachers to gauge where my students' research skills are and determine how much time I'll need to invest in other research-based exercises.

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Introduction to Function and Purpose: Justifying Interpretations

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Introduction to Function and Purpose: Justifying Interpretations

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The teacher poses the question "What do you think is the function and purpose, i.e., the reason why the artist might have created the artwork?"

The teacher emphasizes that the goal is not to find a conclusion, but to be able to identify and explain the key data points collected that helped them arrive to their interpretation/conclusion.

Students make connections between the information collected from their formal analysis and their contextual analysis to draw deeper meaning from the artwork. Encouraged to mind map so they can visualize the connections, but how they reach their conclusion is up to them. Students can work independently or collaboratively.

ATLs: thinking, communication, social, self-management skills

Skills to teach: Organizing, filtering, and synthesizing large amounts of data.

Planning: Collaborate with other teachers that work with data sets to determine useful ways of sorting and organizing data.

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The students are tasked with researching and analyzing two more artworks that interest them. This is the beginning of their independent investigation that concludes with a final comparative study that compares three artworks in total.

ATLs: Thinking, communication, self-management, research skills

Skills to teach: time management, mindfulness, agency/risk-taking, journaling

Planning: Collaboratively plan with teachers that have assignments requiring comparing and contrasting

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The goal of the lesson is to fulfill an IB practical requirement. Student must measure the speed of sound.

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Students are given the equation for speed of sound in air (it varies a bit with temperature). Then they are set up with adjustable hollow tubes and tuning forks and walked, step by step through the process of how to use the equipment to measure the speed of sound.

Set a prize for the students with the lowest (properly documented) percent error.

SWBAT: Analyze data, record data, calculate and graph results, properly and safely use laboratory equipment.

ATL - Collaboration (it takes at least 2 pairs of hands). Communication (proper format and language around technical information)

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Students are similarly given the task of measuring the speed of sound in air and they are given the equipment, but it is up to them to both determine the best method for using the equipment and find the equation for the speed of sound in air.

SWBAT: Find pertinent background information on the internet. Draft a proper laboratory procedure + everything from the confirmation inquiry.

ATL: Basic research skills (and referencing). Thinking skills (developing procedures) + everything from the confirmation inquiry.

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Students are asked to measure the speed of sound in... whatever. In groups they work to come up with a procedure that will allow them to determine the speed. (The lesson will come immediately after a lesson on standing waves, which will provide LOTS of hints). Students are welcome to do research to help them develop their procedure as well as to find the speed of sound in their chose material.

SWBAT: Find, read, and understand research procedures designed for secondary or early post secondary students. Find relevant background information (speed of sound). Formulate a measurement procedures + everything from the last two levels.

ATL: Research skills (still internet based, but now extending to procedures). Thinking skills (critical inquiry, what constitutes an accurate and precise measurement and how is it made)+ everything from the last two levels...

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*This may or may not fulfill the IB practicum requirement.* Students are supposed to investigate a property or phenomenon related to the generation or propagation of sound. Past it being related to the physics of sound, they have free choice. MOST topics will still require students to measure (or confirm) the speed of sound as part of the investigation.

SWBAT: Design a procedure to investigate a topic of their choosing, Perform extensive background research to allow them to determine and properly carry out the procedure + all previous levels

ATL: Research (evaluation of quality of sources, for procedure and results), Self-Management (being able both to stay on task AND to reasonably limit their procedure and goals to fit within a set time schedule) + all previous levels

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MYP Physics:

Lesson/Unit on Buoyancy

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MYP Physics

Students determine the density of certain substances; solids and liquids through the calculation of their mass and their volume. At higher grade levels you can begin to have students make calculations regarding absolute and relative errors.

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MYP Physics

Students use choose what they would be the most appropriate methods to determine the density that an object would need to be able to remain buoyant on vegetable oil and also on water.

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MYP Physics

Students have to answer the questions - What makes an object effective at retaining buoyancy?

How can objects retain buoyancy for long periods of time?

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MYP Physics

Students design a floating helipad

Can be done in teams to develop ATL Social and Communication skills. Can also be carried out as an interdisciplinary lesson with art and design.