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CAMBRIDGE Unit planner 1

Teacher(s) SUMITA BHATIA Subject group and GLOBAL PERSPECTIVES and


course CAMBRIDGE LOWER SECONDARY

Course UNIT-1 What makes us human? Year 1 or 2 LS 1, 2 & 3 Dates 7th APRIL- 22nd
part and MAY
topic

Unit description and texts Assessment(s) for unit

This unit is all about developing research, analysis and reflection 3 Formative Assessment
skills. You will look at humans and other species and determine
1 Summative Assessment
the characteristics that make us human.

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or
apply, their knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding
from the teacher.

 to form an opinion about the key characteristics of humans


 to reflect on your opinion when presented with new information
 to learn how to create good research questions
 to learn to recognise arguments for and against something
 to learn how evidence can be used to support an argument

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ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process


Check the boxes for any pedagogical approaches used
during the unit. Aim for a variety of approaches to help
facilitate learning.

Students will know the following content: Learning experiences and strategies/planning for self-
supporting learning:
Topic One: Humans and other species
 Lecture
APRIL- WEEK 2 & 3:
Before you begin the module, complete the self-assessment sheet. ☐ Socratic seminar
COMPLETE: Self-assessment sheet.
 Small group/pair work
Introduction
 PowerPoint lecture/notes
In this topic, you will learn to justify your opinion and then reflect on your
opinion when presented with new information.  Individual presentations

Working through your course book ☐ Group presentations


 Read through and complete the activities on pages 16-19 of the textbook. ☐ Student lecture/leading
Jot your answers and ideas down in your notebook.
☐ Interdisciplinary learning
On these pages you will learn to understand how being human makes us different
Details:
to any other species. You will also learn about free thinking and what it means.
Some of the activities you will see will be group discussions. You could ask a ☐ Other/s:
parent or another adult to help you with these tasks or sometimes, it will be
possible to do them on your own.
 In your notebook, jot down five characteristics which make humans Formative assessment:
similar to other animals and five characteristics which make humans
different to other animals. Refer- April (week 3)
Refer- May (week 1)

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 Watch the following video which describes how characteristics of Refer- May (week 3)
humans have developed over time and complete the worksheet 'What
makes us human'.
WATCH- https://education.nationalgeographic.org/resource/what- makes- us-
human/#what- makes- us-human Summative assessment:
COMPLETE - What Makes Us Human Worksheet Written assignment at the end of the unit
FA1-
 Humans are the only intelligent animal. Do you agree? Jot down your
thoughts in your notebook. Differentiation:

 Watch the following videos showing animals carrying out different tasks Affirm identity—build self-esteem
and answer the questions in your notebook.  Value prior knowledge
https://www.youtube.com/watch?v=YH1yqFSs9NA ☐ Scaffold learning
https://www.youtube.com/watch?v=NGaUM_OngaY ☐ Extend learning
https://www.youtube.com/watch?v=P8NRh9UI1aQ ☐ Details:
https://www.youtube.com/watch?v=OsoNKlyFtpI
https://www.youtube.com/watch?v=nq7vAGGSjVM
 What are the animals doing in each of the video clips?
 Do you think these activities show intelligence?
 Rank these animals in order of intelligence. Explain why you have put
them in this order.
Review
Look back at your list of the characteristics which make humans different to
other animals.

 Have your ideas changed? Why have your ideas changed?

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 Which characteristic do you think is most important to being human?

You could jot down your thoughts in your notebook.


Support activity for this topic
If you feel you need extra help with this topic complete the worksheet below.
COMPLETE - Are all animals intelligent?
Extension activity for this topic
Complete Coding Activity on page 30 of the textbook.
Complete Biology Activity on page 31 of the textbook.
Topic Two: Developing questions about humans
APRIL- WEEK 4 & MAY- WEEK 1:
Introduction
In this topic, you will learn to recognise and construct good research questions
Working through your course book
 Produce a mind map of as many questions about humans as you can think
of e.g. one question we could ask about humans is - are humans the only
intelligent animal?
 Read though the information on page 20 in the textbook to learn the
features of a good research question.
 Complete activity ‘good questions’ on page 21. You could ask a parent or
another adult to help you with this task or you could write down your
ideas in your notebook.
 Look back at your mind map of questions. Highlight the questions which
are good research questions. Write down reasons why each of the ones
you have not highlighted are not good research questions.

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 Researching is finding out new information on a topic. Write down in
your notebook three things you could do to research a topic.
 Watch the following video which describes what research is and how it
can be done and answer the questions in your notebook.
WATCH – What is research? https://www.youtube.com/watch?v=EEuul8hBip8
 What are the six steps of research?
 What is a bibliography?
Review
Write down the features of a good research question.
List three methods of researching a new topic.
Support activity for this topic
FA 2- Watch the following video to consolidate your learning on developing
good research questions and complete the worksheet.
WATCH – Choosing a topic and developing a research question
https://www.youtube.com/watch?v=GvGVS1S3Rec
COMPLETE - Developing research questions
Extension activity for this topic
Write down three research questions for a topic of your choice.
What makes them good research questions? Write down your reasons.
Topic Three: Arguments and evidence
MAY
WEEK 2 & 3:
Introduction
In this topic, you will identify evidence which supports or refutes an argument

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Working through your course book

 Read through the text on pages 24-25 in the textbook to learn to


recognise arguments for and against and complete activities 1.6 and 1.7.
(FA3). You could ask a parent or another adult to help you with these
activities or you could write down your ideas in your notebook.
 Complete the tasks on pages 26-27 in the textbook. You could ask a
parent or another adult to help you with these activities or you could
write down your ideas in your notebook
Review
What is evidence? What is evidence used for?
Support activity for this topic
If you feel you need extra help with this topic complete the worksheet below.
COMPLETE – Match the argument to the evidence worksheet.
Extension activity for this topic
Complete the Law activity on page 30 of textbook
After completing the challenge, take a moment to reflect over what you have
learnt in the table given in the textbook on page 31.

Approaches to learning (ATL)


Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the
guide.

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 Thinking
☐ Social
 Communication
☐ Self-management
 Research
Details:
 Thinking: Critical thinking and problem-solving skills are developed through case studies and group discussions.
 Communication: Students engage in group presentations and debates, enhancing their oral communication skills.
 Research: Guided research will help students to explore and elaborate the given concept.

Language and learning TOK connections CAS connections


Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS
learning connections made during the unit. For connections made during the unit connections. If you check any of the boxes,
more information on the IB’s approach to provide a brief note in the “details” section
language and learning, please see the guide. explaining how students engaged in CAS for
this unit.

☐ Activating background knowledge ☐ Personal and shared knowledge ☐ Creativity


☐ Scaffolding for new learning ☐ Ways of knowing ☐ Activity
☐ Acquisition of new learning through practice ☐ Areas of knowledge ☐ Service
☐ Demonstrating proficiency ☐ The knowledge framework ☐ Details:
Details: Details:

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Resources
List and attach (if applicable) any resources used in this unit
 Textbooks by Oxford
 Online resources
 Worksheets and handouts
 Multimedia materials
https://education.nationalgeographic.org/resource/what- makes- us-human/#what- makes- us-human
https://www.youtube.com/watch?v=YH1yqFSs9NA
https://www.youtube.com/watch?v=NGaUM_OngaY
https://www.youtube.com/watch?v=P8NRh9UI1aQ
https://www.youtube.com/watch?v=OsoNKlyFtpI
https://www.youtube.com/watch?v=nq7vAGGSjVM
https://www.youtube.com/watch?v=EEuul8hBip8
https://www.youtube.com/watch?v=GvGVS1S3Rec

Stage 3: Reflection—considering the planning, process and impact of the inquiry

What worked well What didn’t work well Notes/changes/suggestions:


List the portions of the unit (content, List the portions of the unit (content, List any notes, suggestions, or considerations
assessment, planning) that were successful assessment, planning) that were not as for the future teaching of this unit
successful as hoped

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