“Authentic tasks increase student motivation to learn.”   

-Stipek (2002)

“Student’s beliefs about real-world significance of what they are learning were a strong predictor of their interest and enjoyment of math class.”                -Mitchell (1993)

“Students give highest interest ratings to classes that make them think hard and require them to participate actively in thinking and learning.”         

-Newmann (1992)

learning

knowledge skills

performance

progress

To test prior knowledge/ the learning process and the outcome of learning

What went well?

Even better if.

Assessment to identify gaps in students learning and respond accordingly to meet students needs

Assessment is the process of collecting and analyzing information to evaluate performance.

It is used to measure learning progress.

They must:

1. Investigate: Collect and analyze data about an energy source (solar, wind, hydro, etc.).

2. Apply Physics: Use calculations (e.g., energy efficiency, power output, cost-effectiveness).

3. Create a Product: Develop a real-world proposal (poster, digital presentation, or prototype model).

4. Communicate & Reflect: Present findings and justify choices with evidence.

🎯 Objectives (MYP Physics Criteria)

• Criterion A (Knowing & Understanding): Apply physics concepts to energy systems.

• Criterion B (Inquiring & Designing): Plan and design an energy solution.

• Criterion C (Processing & Evaluating): Analyze efficiency, reliability, and limitations.

• Criterion D (Communicating): Present findings clearly using physics language and representations.

🌍 Performance of Understanding

Instead of a test, students demonstrate learning by showing how physics explains and supports a real solution.

🔀 Differentiation

• Content: Students choose their energy source/community context.

• Process:
  

  • Higher-level learners: Full efficiency and cost-benefit analysis, equations with real data.

  • Developing learners: Guided data sets provided, simpler calculations (e.g., % efficiency only).

• 
  

• Product: Choice of final format—video, model, slideshow, or report.

• Support: Graphic organizers, formula sheets, and scaffolding for calculations.

Assessment Questions

Strand i – Demonstrating Knowledge

(Demonstrate knowledge and understanding of scientific facts, ideas, and concepts)

1. Define density in your own words.

2. Write the mathematical formula for density, including the correct units.

3. A wooden block has a mass of 150 g and a volume of 200 cm³.

(a) Calculate its density.

(b) State whether it will float or sink in water (density = 1.0 g/cm³).

Strand ii – Applying Knowledge

(Apply scientific knowledge and understanding to solve problems in familiar and unfamiliar situations)

4. A cube of metal has sides of 5 cm and a mass of 625 g.

(a) Calculate the cube’s volume.

(b) Calculate its density.

(c) Compare with standard values: Aluminum (2.7 g/cm³) and Iron (7.9 g/cm³). Which metal is the cube most likely to be?

5. A solid object floats in water but sinks in alcohol. Explain this observation in terms of density differences.

Strand iii – Analysing Information

(Analyse and interpret data to make scientific judgments)

6. A student collects the following data:

Substance Mass (g) Volume (cm³)

A 90 30

B 120 60

C 250 50

(a) Calculate the density of each substance.

(b) Which substance would float in water? Justify your answer using scientific reasoning.

Strand iv – Evaluating Scientific Information

(Evaluate scientific information and make evidence-based judgments)

7. Oil spills float on ocean water and spread quickly. Using your knowledge of density, explain why this happens and discuss one environmental consequence.

8. Large ships are built from steel, which is denser than water, yet they float. Explain how the concept of average density helps to understand this phenomenon.

They will:

1. Record data (wattage, usage time, estimated energy cost).

2. Perform calculations (energy used, efficiency, cost per week).

3. Reflect on which device is more sustainable and why.

4. Present findings in a short mini-report or infographic.

🎯 Objectives (MYP Physics Criteria)

• Criterion A: Apply energy and power equations correctly.

• Criterion C: Interpret results and comment on efficiency.

• Criterion D: Communicate findings with graphs, tables, or visuals.

🔀 Differentiation

• Content: Students choose appliances relevant to their own home context.

• Process:
  

  • Higher-level learners: Collect real-time data using watt-meters or online appliance specs.

  • Developing learners: Use teacher-provided data sets.

• 
  

• Product:
  

  • Option A: Written mini-report (1 page).

  • Option B: Infographic/poster with visuals.

• 
  

Role:
You are a team of energy auditors tasked with evaluating the energy efficiency of a local building.

Audience:
Your audience includes the building owner and the local community, who are interested in reducing energy costs and improving environmental sustainability.

Situation:
The community has launched an initiative to promote energy efficiency in buildings. As part of this initiative, your team has been given access to sample thermograms of various buildings. You will analyze these thermograms to identify areas of heat loss and suggest practical improvements.

Product/Performance:
Your team will create a presentation that includes:

• An introduction to energy auditing and its importance.

• Analysis of the assigned thermogram, highlighting key areas of heat loss.

• Suggested improvements for enhancing energy efficiency in the building.

• A conclusion emphasizing the benefits of implementing your recommendations for the owner and the community.

Standards for Success:
Your presentation will be evaluated based on the following criteria:

• Clarity of the introduction to energy auditing (accuracy and relevance).

• Depth of analysis of the thermogram (identification of heat loss areas).

• Practicality and feasibility of suggested improvements.

• Engagement and professionalism in the presentation (use of visuals, teamwork, and communication skills).

Steps to Complete the Task:

1.      Research Energy Auditing: (10 min.)

o    Begin with a video on energy auditing to understand its purpose and significance. Discuss key points as a group. Watch the video on Google Classroom, PPT Presentation.

2.      Analyze Thermograms: ( 10 min.)

o    Each group will receive a thermogram to analyze. Identify areas of heat loss, discuss possible causes, and brainstorm suggestions for improvements.

3.      Create the Presentation: (15 min.)

o    Organize your findings into a cohesive presentation. Include:

§  An introduction to energy auditing.

§  Analysis of your thermogram.

§  Suggested improvements categorized by cost (low, medium, high).

§  Conclusion with the overall benefits of your recommendations.

4.      Present to the Class: ( 5 min.) ( to be discussed next class)

o    Present your findings to the class, acting as energy auditors. Be prepared to answer questions from your audience.

5.      Reflection: ( 5 min.) ( to be discussed next class)

o    After the presentations, individually reflect on what you learned about energy auditing and the role of thermograms in assessing energy efficiency.

Animation design 

The GRASPS are:

G: Your goal is to design an animation to inspire positive behavioral change and raise awareness of human impact on the environment.

R: Your role will be an animator.

A: Your audience consists of the general public.

S: The situation you find yourself in:

An environmental charity is running a competition called “Be The Change”. They are asking for submissions of short animations to raise awareness of humans’ impact on the environment. These should aim to change people’s behaviors.

P: A description of the product:
The video can be no more than three-minutes long and can take the form of the following animations: 2D, 3D, stop motion, whiteboard or other.

S: This stands for standards and criteria for success. Your work will be judged by Criteria:
A: Inquiring & analyzing (iii, iv).
B: Developing ideas (i, ii).
C: Creating the solution (ii, iv).
D: Evaluating (i,ii,iii,iv).

R Your role is a molecular biologist working for a biotechnology company.

A Your audience for your investigation report is the company's research and development team who will relying on your results to inform their research.

S The biotechnology company you work for has been approached by a client who wants to develop

an understanding of the genetic

information and study its reliability of DNA testing. The situation you find yourself in is to design an experiment to extract DNA from strawberries using everyday household materials and analyze its quality and quantity.

Then, your task is to investigate the scientific basis of DNA extraction and its implications in Genetics, its limitations, and to make

recommendations to the company and the client.

P The product that you will be in charge of is gathering and processing data. All findings will be displayed in the form of a well-organized laboratory report that includes a summary of the experiment, a discussion of the results, and a reflection on the importance of DNA extraction in Genetics research.

S This stands for standards and criteria for success. Your work will be judged by Criteria R (Inquiring and designing), C (Processing Evaluating) and Criterion D (Reflecting on the impacts of science)

Global Context: Identities and Relationships

TASK: (Estimated time: 30-40 minutes)

Use the textbook P 419-420 and watch the given simulation to answer the following questions in your notebook:

1.  List the signs of a chemical reaction.

2.  Draw a table to identify whether a change is physical (P) or chemical (C)and the possible reason (s):

Criteria: B (Organizing) and C (Producing text)

Task: Students will create a social media profile based on one of the main characters from A Tale of Two Cities. The profile should creatively depict the selected character using a combination of visuals (posts, images, and stories) and concise textual analysis (captions, quotes, and reflections).

Global Context: Fairness and Development

Related Concepts: Theme and Intertextuality

Key Concept: Perspective

GRASPS

Your goal is to create a social media profile (Instagram or Snapchat) that analyzes a character from A Tale of Two Cities. Through posts, captions, and visual content, you will highlight how Dickens develops the character through key moments, quotes, and conflicts.

Your role is that of a social media influencer who curates a page that brings the character’s thoughts and experiences to life. You must clearly convey the character’s traits and conflicts in a creative and engaging way.

Your audience consists of your classmates, who will view the social media profile and gain insight into the character’s journey.

The situation is that you must interpret a significant character from A Tale of Two Cities and communicate their thoughts, conflicts, and development through social media posts. You will use key quotes and visual elements to illustrate their experience and perspective.

The product is an A3-size illustrative poster that represent your chosen character.

This stands for standards and criteria for success.

Your work will be judged by Criteria B, C and D.

وضح كيف تقدم النصيحة لأحد اصدقائك الّذي رأيت عليه تقصيراً وخللاً ظاهراً في آدائه للصلاة، وبين الأدلة الشرعية من خلال الكتاب والسنة، مقتدياً بهدي النبي محمد صل الله عليه وسلم في في تقديم النصيحة.

المعيار:

التحليل- التركيب

(Area of the Pentagon)

Goal:
You are asked to calculate the area of the Pentagon building in Washington, D.C., one of the world’s largest office buildings.

Role:
You are an urban planner/engineer tasked with presenting the area calculation.

Audience:
A group of architecture students and city planners who want to understand how geometric formulas apply to real-world landmarks.

Situation:
The Pentagon is a regular pentagon (all sides equal). Each outside wall is about 281 m long. You need to calculate its area to estimate land coverage.

Product/Performance:
Prepare a calculation report showing:

• A sketch of the Pentagon with side length labeled

• The formula for the area of a regular pentagon

• Step-by-step calculation

• The final area in square meters and an interpretation

Standards/Success Criteria:

• Correct formula for the area of a regular polygon

• Accurate substitution and calculation

• Clear explanation with labeled diagram

• Proper units

=============

Question:

The U.S. Pentagon is shaped like a regular pentagon. Each side measures 281 meters.

(a) Draw and label a sketch of the Pentagon.

(b) Suppose the government wants to cover the entire roof of the Pentagon with solar panels. If each square meter of solar panels costs 150 USD, calculate the total cost.

(c) Reflect: Why is it useful for engineers and architects to understand geometric formulas when designing and maintaining real buildings?

Storytelling and literature reflect and shape human identity and social change across time.

GRASPS Assessment Task

Goal

Your goal is to design and deliver a multimedia presentation for a contemporary human rights organization that wants to use literature to raise awareness about themes of justice, sacrifice, and social inequality. You will draw parallels between Dickens’ A Tale of Two Cities and current global issues of inequality, revolution, and resilience.

Role

You are a literary consultant and creative communicator. Your role is to interpret the novel in ways that connect its themes, characters, and historical context to modern-day struggles for justice and human dignity.

Audience

Your audience is a 21st-century global youth summit on justice and equity (simulated in class). The participants include young leaders, activists, and educators who believe literature can inspire social change.

Situation

Dickens’ A Tale of Two Cities offers insights into social injustice, oppression, and sacrifice. Your task is to show how this classic can help today’s young generation reflect on inequality, conflict, and transformation in their own societies.

Product / Performance of Understanding

You will create and perform one of the following (choice given to allow for creativity and multiple intelligences):

A spoken-word performance or monologue by a character reimagined in today’s world (e.g., Sydney Carton as a modern activist).

A multimedia presentation (slides + visuals + narration) comparing themes of A Tale of Two Cities with a modern social justice issue (e.g., refugee crises, wealth inequality, political upheaval).

A short dramatic video or podcast episode where you act as a “literary commentator” explaining Dickens’ relevance to a contemporary audience.

Task (Formative Performance)

Students work in pairs to create a character social media profile (Instagram, TikTok, or Twitter-style mock-up) for one key character (Sydney Carton, Madame Defarge, Lucie Manette, Charles Darnay) reimagined in today’s world.

• Their profile should include:

  • A short bio written in the character’s “voice,” adapted to a modern setting.

  • 3–4 posts (images + captions) reflecting the character’s identity, struggles, and values.

  • At least one post that explicitly links the character’s experience to a current global justice issue (e.g., systemic inequality, migration, resistance).

Formative Assessment Purpose

This task helps students rehearse the core skills they need for the summative GRASPS:

• Analyzing: Understanding Dickens’ character development and historical context.

• Producing Text: Reimagining characters for a new audience (creative adaptation).

• Using Language: Writing in character voice and tone, appropriate to modern digital platforms.

• Intertextual Thinking: Making connections between Dickens’ world and current social issues.

• Task: Students watch a short video or infographic on energy auditing.

• Activity: In pairs, create a short “definition card” with:

  • What energy auditing means.

  • Why it is important.

• Purpose: Ensures they understand the key vocabulary and significance before analyzing thermograms.

  
  

-Hot seat / Role playing

Students would take turns asking questions to the main character (one of the students)

The one in character gets to use the character's attributes, characteristics, motives, and so on, to answer the questions.

Students take turns to be asked in different character roles. This activity acts as a formative assessment as it helps learners be more prepared for creating the social media profiles as characters in A Tale of Two Cities.

يقوم المعلم بتطبيق عملي لحديث عثمان رضي الله عنه التالي:

عن حمران، مولى عثمان، أنه رأى عثمان دعا بإناء، فأفرغ على كفيه ثلاث مرار، فغسلهما، ثم أدخل يمينه في الإناء، فمضمض واستنثر، ثم غسل وجهه ثلاث مرات، ويديه إلى المرفقين ثلاث مرات، ثم مسح برأسه، ثم غسل رجليه ثلاث مرات، ثم قال: قال رسول الله صلى الله عليه وسلم: «مَنْ تَوَضَّأَ نَحْوَ وُضُوئِي هَذَا، ثُمَّ صَلَّى رَكْعَتَيْنِ لَا يُحَدِّثُ فِيهِمَا نَفْسَهُ، غُفِرَ لَهُ مَا تَقَدَّمَ مِنْ ذَنْبِهِ». متفق عليه

وضح الواجبات والسنن في الوضوء من خلال الحديث السابق .

المعيار:

انتاج النص - الترتيب

Students work in pairs to create a character social media profile (Instagram, TikTok, or Twitter-style mock-up) for one key character (Sydney Carton, Madame Defarge, Lucie Manette, Charles Darnay) reimagined in today’s world.

• Their profile should include:

  • A short bio written in the character’s “voice,” adapted to a modern setting.

  • 3–4 posts (images + captions) reflecting the character’s identity, struggles, and values.

  • At least one post that explicitly links the character’s experience to a current global justice issue (e.g., systemic inequality, migration, resistance).

Formative Assessment Purpose

This task helps students rehearse the core skills they need for the summative GRASPS:

• Analyzing: Understanding Dickens’ character development and historical context.

• Producing Text: Reimagining characters for a new audience (creative adaptation).

• Using Language: Writing in character voice and tone, appropriate to modern digital platforms.

• Intertextual Thinking: Making connections between Dickens’ world and current social issues.