MYP unit planner - Weebly
|Unit Title |Our Relationship with Life’s Blueprint (DNA); from Modern Scientific Marvels to Mutant Monsters. |
|Teacher(s) |David Egan |
|Subject/grade level |8th Grade Science (Biology) |
|Time frame/duration |8 weeks |
MYP Unit Planner
Stage 1: Integrate significant concept, area of interaction and unit question.
|Area of interaction focus | |Significant concept(s) |
|Which area of interaction will be our focus? | |What are the big ideas? What do we want our students to|
|Why have we chosen this? | |retain for years into the future? |
|AOI/Global Context: Scientific & Technical | |Big Ideas- The importance of ethical reasoning and |
|Innovation---Biotechnology & Ethics what is our | |decision making when (applying the science of genetics)|
|Responsibility? | |making difficult choices. |
| | | |
|We have chosen this AOI/GT because of Biotech’s growing | |DNA is the fundamental Structure of all living things. |
|impact on humanity. While the understanding of DNA and | | |
|Genetics continues to unravel many mysteries regarding | |Key Concepts: Form, Structure Relationships & |
|human health and behavior. It also opens the proverbial | |Perspectives |
|Pandora’s box to many ethical debates regarding its | | |
|application. | |Concept Statements- |
| | | |
| | |The form and function of living things is related to |
|ATL- Information Literacy | |the structure of its DNA’s. |
| | | |
| | |There are a variety of perspectives regarding the |
| | |relationship between scientific knowledge and |
| | |understanding and its application. |
| | | |
| | | |
| | |Retained into the Future- When debating the use and |
| | |application of genetics, there are multiple points of |
| | |view. I can make a sound ethical decision regarding my |
| | |position on a range of bioethical issues. |
|MYP Unit Question* |
|Formerly the Guiding Question |
|Teacher Speak Unit Question: |
|What are the ethical implications regarding the use and application of scientific knowledge and |
|understanding of DNA and Genetics? |
| |
|Turn it into a Student Speak Unit Question: |
|How should we use Life’s Blueprint (DNA)? |
| |
|Statements of Inquiry: |
|Students will discuss, evaluate and debate ethical perspectives regarding a range of biotech issues. |
| |
|Students will discuss, evaluate and debate the relationship between scientific |
|understanding/capabilities and their use and application. |
| |
|Students will recognize the relationship between DNA’s structure and how it’s related to the form and|
|function of all living things. |
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|Inquiry Questions: |
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|What is Life’s Blueprint DNA? |
|What is bioethics and what is biotech? |
|What are the positive and negative aspects of various biotechnologies? |
|How has biotech changed our world and what is the future of biotech? |
|How should we regulate biotech and who should regulate it? |
|Assessment |
|What task(s) will allow students the opportunity to respond to the unit question? |
|What will constitute acceptable evidence of understanding? |
|How will students show what they have understood? |
|A piece of writing by the student of approximately 900–1,200 words in length. Criteria A and B must be used to assess this task. |
| |
|An end-of-unit or end-of-term test or examination. Criterion C must be one of the criteria used to assess this task. |
| |
|--What exemplars will students see so that they understand what is required? |
|Each Assessment will be accompanied by a task specific rubric which students receive prior to the assessment. The rubric will be |
|explained in detail and examples relevant to each level descriptor will be given. The One World essay will come with a detailed |
|project outline including examples of student expectations. |
| |
|--What will allow students the opportunity to answer the unit question at some point during the unit? |
|Student understanding of the underlying concepts and principles of genetics is built through labs, activities, problems, |
|discussions and readings. This learning experience cumulates with a concept based test. |
|Next students are introduced to ethical reasoning and decision making. This process will unfold as students discuss and debate the |
|use and application of genetics and its ethical implications. Learning experiences include: inquiry into various bioethical issues |
|via case studies, debates, film, current events and research. Learning cumulates in the answering of the unit question through |
|researching and writing a One World argumentative essay on an bioethical issue of their choice |
| |
|--How will the assessment task be differentiated? |
|Student understanding of the unit question will be assessed using two formats one is and argumentative essay while the other is a |
|test of student’s conceptual understanding. |
|Test- The concept based test will employ a variety and range of questions to assess student’s knowledge and understanding. These |
|range from simple problems involving recall and application to complex problems involving evaluation and analysis. There will also |
|be integration of math concepts (probabilities) in many of the problems. |
|One World Essay- There will be flexibility and choice in terms of topic selection and word limit. |
|Which specific MYP objectives will be addressed during this unit? |
|Directly from MYP Subject Guide. |
| |
|Objective A- This objective refers to enabling students to gain a better understanding of the role of science in society. Students |
|should be aware that science is a global endeavor and that its development and applications can have consequences for our lives. |
| |
|One world should provide students with the opportunity to critically assess the implications of scientific developments and their |
|applications to local and/or global issues. |
| |
|explain the ways in which science is applied and used to address specific problems or issues |
| |
| |
|discuss the effectiveness of science and its application in solving problems or issues |
| |
|describe how science and its application interact with some of the following factors: moral, ethical, social, economic, political, |
|cultural and environmental. |
| |
|Objective B- This objective refers to enabling students to become competent and confident when communicating information in |
|science. Students should be able to use scientific language correctly and a variety of communication modes and formats as |
|appropriate. Students should be aware of the importance of acknowledging and appropriately referencing the work of others when |
|communicating in science. |
| |
|use scientific language correctly |
| |
|use appropriate communication modes, such as verbal (oral, written), visual (graphic, symbolic) and communication formats |
|(laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science |
| |
|acknowledge the work of others and the sources of information used by documenting them using a recognized referencing system. |
| |
|Objective C- This objective refers to enabling students to understand scientific knowledge (facts, ideas, concepts, processes, |
|laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and formulate |
|scientifically supported arguments. |
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|recall scientific knowledge and use scientific understanding to construct scientific explanations |
| |
|apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations |
| |
|analyze and evaluate information critically to make judgments supported by scientific understanding |
|Which MYP assessment criteria will be used? |
|Directly from MYP Subject Guide. |
|Criterion A: One world |
|Maximum: 6 |
| |
|One world enables students to gain a better understanding of the role of science in society and allows them to explore how |
|scientific developments and applications are applied and used to address specific problems or issues in local and global contexts. |
| |
|Students should be able to: |
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|• explain the ways in which science is applied and used to address a specific problem or issue |
|• discuss the effectiveness of science and its application in solving the problem or issue |
|• discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of |
|science and its application in solving specific problems or issues. |
| |
|Assessment tasks should give students the opportunity to explore how science is used to address a specific problem or issue. |
|Students are required to critically discuss and evaluate the implications associated with the use and application of science by |
|considering moral, ethical, social, economic, political, cultural and environmental factors. |
| |
|Suitable assessment tasks for criterion A include: written pieces of work, essays, case studies and research projects, as well as |
|debates, oral and multimedia presentations. |
| |
|Criterion B: Communication in science |
|Maximum: 6 |
| |
|Communication in science enables students to develop the communication skills to become competent and confident when communicating |
|information in science. |
| |
|Students should be able to use different communication modes, including verbal (oral, written) and visual (graphic, symbolic), as |
|well as appropriate communication formats (laboratory reports, essays, and multimedia presentations) to effectively communicate |
|scientific ideas, theories, findings and arguments in science. |
| |
|Students should be able to: |
| |
|• use scientific language correctly |
|• use appropriate communication modes and formats |
|• acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized |
|referencing system. |
| |
|Suitable assessment tasks for criterion B include: scientific investigation reports, research essays, case studies, written |
|responses, debates and multimedia presentations among others. |
| |
|Criterion C: Knowledge and understanding of |
|science |
|Maximum: 6 |
| |
|Knowledge and understanding of science enables students to demonstrate their understanding of science by applying scientific |
|knowledge to construct scientific explanations, solve problems and formulate scientifically supported arguments. |
| |
|Students should be able to: |
| |
|• recall scientific knowledge and use scientific understanding to construct scientific explanations |
|• apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations |
|• critically analyze and evaluate information to make judgments supported by scientific understanding. |
| |
|Suitable assessment tasks for criterion C include: tests, examinations, case studies, written responses and other assignments that |
|combine a range of problems of different complexity, and opportunities for students to makes scientifically supported judgments. |
Stage 2: Backward planning: from the assessment to the learning activities through inquiry
|Content |
|What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit question?|
|What (if any) state, provincial, district, or local standards/skills are to be addressed? |
|How can they be unpacked to develop the significant concept(s) for stage 1? |
|What are the state GLCE’s or HSCE’s? |
| |
|-HSCE’s |
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|STANDARD B1: Inquiry, Reflection, and Social Implications |
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|B1.1- Scientific Inquiry |
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|B1.2- Scientific Reflection and Social Implications |
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|STANDARD B4: Genetics |
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|L4.p1 Reproduction (prerequisite) |
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|L4.p2 Heredity and Environment (prerequisite) |
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|B4.1 Genetics and Inherited Traits |
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|B4.2 DNA |
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|B4.2x DNA, RNA, and Protein Synthesis |
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|B4.3 Cell Division – Mitosis and Meiosis |
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|B4.4x Genetic Variation |
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|B4.r5x Recombinant DNA (recommended) |
| |
|STANDARD B2: Will be part of a review as students prepare for the genetics unit. |
| |
|NGSS (Next Generation Science Standards) |
|HS-LS3: Heredity: Inheritance and Variation of Traits |
|HS-LS1: From Molecules to Organisms: Structures and Processes (Includes Review Materials) |
|Common Core Standards: |
|ELA/Literacy- |
|RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions|
|the author makes and to any gaps or inconsistencies in the account. (HS-LS3-1),(HS-LS3-2) |
|RST.11-12.9: Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding |
|of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1) |
|WHST.9-12.1: Write arguments focused on discipline-specific content. (HS-LS3-2) |
|Mathematics – |
|MP.2: Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3) |
|What skills and or concepts are embedded in those standards? |
| |
|ATL’s- see below |
| |
|Learner Profile Trait- Inquirer |
|This LP trait has been selected for explicit focus in this unit because through the inquiry cycle students will select a specific |
|issue that they feel passionate about, inquire into it through research and respond to the issue by supporting their position and |
|refuting the opposing side. By taking a position and arguing against the opposing side the students are taking the first step |
|toward action on an individual level. |
| |
|Skills- Analyzing, Classifying, Communicating, Defining, Evaluating, Inferring, Inquiring, Interpreting Data, Modelling, |
|Recognizing Patterns, Reading, Synthesizing and Using Numbers |
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|Command Terms- |
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|Describe: to give a detailed account. |
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|Discuss: to give an account including, where possible, a range of arguments for and against the relative importance of various |
|factors and comparisons of alternative hypotheses. |
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|Evaluate: to assess the implications and limitations. |
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|Explain: to give a clear account, including causes and reasons or mechanisms. |
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|State: to give a specific name, value or other brief answer without explanation or calculation. |
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|Document: to credit fully all sources of information used by referencing (or citing), following one recognized referencing system. |
|References should be included in the text and also at the end of the piece of work in a reference list or bibliography. |
| |
|Analyze: to identify parts and relationships and to interpret information to reach a conclusion. |
| |
|Complex problems: refers to problems that are set in a familiar or unfamiliar context and require analysis. These problems can |
|often be broken down into sub-problems or stages, each of which requires the selection and application of the appropriate |
|principle, rule, equation or method. |
| |
|Simple problems: refers to straightforward problems that are clearly stated and set in a familiar context, and require the student |
|to apply the appropriate principle, rule, equation or method. |
| |
|Personal, Social and Global Awareness (Attitudes and Beliefs)- Controversial Science Issues |
| |
|Key Concepts- Change (Constancy and Change in Life Forms); Structures, Patterns and Systems (Living Systems); Relationships, |
|Perspectives |
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|What is it that I must teach? |
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|Related Concepts- |
|Many of the related concepts or specific content expectations I will teach as part of the genetics unit will be adapted from the |
|HHMI & MIT Hierarchical Biological Concept Framework. Main areas of focus include: cell division, replication, transcription and |
|translation, classic Mendelian genetics, genetic disorders and genetic engineering. These concepts can be found at: |
| |
|Note: Many of the concepts will also be covered as a review of cell biology in order to prepare students for the genetics unit. |
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|Approaches to learning |
|How will this unit contribute to the overall development of subject-specific and general approaches to learning skills? |
|What Approaches to Learning are embedded in the subject-specific MYP Criteria that you are using to assess your MYP task? |
|These ATL’s are embedded in my tasks which will assess Criteria’s A, B & C. These skills will have an implicit focus. |
|Communication (Literacy), Thinking (Critical Thinking and Transfer) and Research (Information and media literacy, critical |
|literacy) |
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|What general Approaches to Learning will I embed in my unit? |
|These general ATL’s will be focused on explicitly in my unit. One of these, Research and its associated skill clusters is also |
|implicitly contained in my assessment task. This ATL skill has a general focus because it is easily transferable across the |
|disciplines throughout the MYP programme. Additionally, Research skills support school wide expectations in relation to use of |
|technology and referencing. Also the Social skill of Collaboration promotes good affect within our students. It also supports a |
|host of LP attributes such as being open-minded and exceptional communicators. |
|Research- (Information and Media Literacy, Critical Literacy) |
| |
|accessing information—including |
|researching from a variety of sources |
|using a range of technologies, |
|identifying primary and secondary |
|sources |
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|selecting and organizing information— |
|including identifying points of view, |
|bias and weaknesses, using primary and |
|secondary sources, making connections |
|between a variety of resources |
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|referencing—including the use of |
|citing, footnotes and referencing of |
|sources, respecting the concept of |
|intellectual property rights |
|Social- (Collaboration) |
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|accepting others—including analyzing |
|others’ ideas, respecting others’ points |
|of view, using ideas critically |
|Learning experiences |Teaching strategies |
|How will students know what is expected of them? Will they |How will we use formative assessment to give students feedback during |
|see examples, rubrics, templates? |the unit? |
|How will students acquire the knowledge and practise the |What different teaching methodologies will we employ? |
|skills required? How will they practise applying these? |How are we differentiating teaching and learning for all? How have we |
|Do the students have enough prior knowledge? How will we |made provision for those learning in a language other than their |
|know? |mother tongue? How have we considered those with special educational |
| |needs? |
|Pre Assessment |Formative Assessment |Differentiation |
|Prior Knowledge- Students prior knowledge will be activated |Cell division, DNA & Genetics will|Assessment and Pre Assessment will |
|via a review and test on cells and traits. Both of these |be assessed through- |be differentiated using a variety |
|topics have been previously covered and required the student|Student will draw the stages of |of Learning Styles/Intelligences |
|to have a simple general understanding of DNA and Heredity. |cell division (mitosis); drawings |such as: |
|It is from this point that we will begin to build and expand|will be labelled and explained. |- Kinesthetic (Hands On |
|student knowledge and understanding in detail. | |Activities/Labs) |
|We will also have an open class discussion around an ethical|Students will print and submit |- Visual (Drawing, Visual Aids, |
|dilemma in order to activate student’s prior informal |results of online activities and |Animation) |
|understanding of ethics. We will then begin building a |labs. |- Interpersonal (Group Work) |
|formal understanding from this point. | |- Intrapersonal (Readings and HW) |
|Cell division, DNA & Genetics will be learned through- |Students will take notes on all |- Linguistic/Audio (Books and |
|Direct instruction and lecture |videos and lectures. |Lecture) |
|The use of visual aids | |- Logical/Mathematical (Genetic |
|Readings |Students will be assigned section |Crosses & Word Problems) |
|Online Activities and Labs |review and chapter review |There is a heavy focus on math |
|Labs |questions on readings. |concepts in this unit. |
|Collaborative Group Work | |Answering higher level questions |
|Vocabulary Definition |Students will be given practice |aimed at assessing conceptual |
|Mind Maps |questions (genetic crosses) as HW |understanding and its application |
|Bioethics will be learned through- |and CW all questions will be |(Critical Thinking & Metacognition)|
|Lecture |discussed as a class. |Activities will employ different |
|Reading | |types of technology (ppt., smart |
|Class Discussion |Students will answer |board, audio, visual and internet).|
|Informal Debate |questions(genetic crosses) on the |Identify students that are |
|Open-ended Questions |smart board and explain their |struggling and use mixed ability |
|Audio/Video Analysis: Current Events, Gattaca, |answers to the class. |grouping for group work. |
|Intellengence2 Debate | |Engage and include students who |
|Note Taking |Students will extract DNA from a |tend to be on the outside of the |
|Case Studies |plant and report on their |social group. |
|Collaborative Group Work |procedure and results |Students have degree of choice and |
|Research | |freedom to choose their One World |
|Expectations: |Students will construct Reebops |Essays focus issue. |
|Some activities will be modelled. |and reflect on their results |The concept based test will employ |
|Formative Assessments Students will be given clear |(Meiosis & Expression of Alleles) |a variety and range of questions to|
|instructions and examples (checklists, rubrics, templates, | |assess student’s knowledge and |
|handouts) which will be discussed in class. | |understanding. |
|Summative Assessments Will be accompanied by a task specific|Anecdotal Notes |Identifying and correcting student |
|rubric which students receive prior to the assessment. The |Class Discussion (Q & A) these are|misconceptions about core concepts.|
|rubric will be explained in detail and examples relevant to |based on topics/concepts, and |-The assessment tasks will be |
|each level descriptor will be given. |inquiry activities. |differentiated as follows: |
|The One World essay will come with a detailed project |Marazano’s Vocabulary Definitions |The unit question will be assessed |
|outline including examples of student expectations. |Mind Map of DNA |using two formats an argumentative |
| | |essay and a conceptual test. |
| |Construct DNA out of found objects|Test- The concept based test will |
| | |employ a variety and range of |
| |Bioethics will be assessed |questions to assess student’s |
| |through- |knowledge and understanding. These |
| |Introduction to Ethics Activities |range from simple problems |
| |Anecdotal Notes |involving recall and application to|
| |Check Points/Deadlines for |complex problems involving |
| |Project---Spot checking by asking |evaluation and analysis. There will|
| |students what they are working on.|also be integration of math |
| |Peer evaluations. |concepts (probabilities) in many of|
| |Class Discussion (Q & A) these are|the problems. |
| |based on topics/concepts, and |One World Essay- There will be |
| |inquiry activities. |flexibility and choice in terms of |
| |Brain Storm for One World Essay & |topic selection and word limit. |
| |Bio Ethics Topics |Special Needs- |
| |Research for One World Essay |Students with special needs will be|
| |Rough Draft- One World Essay |accommodated on an individual |
| | |basis- Accommodations may include: |
| |Gattaca Analysis |use of technology, tutoring, change|
| | |in format, amount and difficulty of|
| |Case Study Analysis |work, position in class, |
| | |conferencing with parents and |
| |Notes on all videos |school social worker ETC..,. |
| | |Language Needs- |
| |Intelligence2 Class Poll |If a student has a language need |
| | |then I will work with either a |
| |Informal Debate |language B instructor if Arabic or |
| | |a Native Speaker of the students |
| |**End of Unit Reflection on Unit |language to accommodate that |
| |Question, ATL’s & LP |student. |
|Resources |
|What resources are available to us? |
|How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit? |
|Textbook: Glencoe Science Level Green & Blue |
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|Handouts & Problems: Mendelian Genetic Crosses |
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|Lab: |
|DNA Extraction Lab Materials |
|Simulated PKU Testing Lab & Materials |
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|Online labs and Activities: |
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|Resources for Teaching Ethics: |
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|Videos: |
|DNA & Cell Division Animations |
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|Gattaca |
|Supreme Court Decisions on Genetics Issues |
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|Audio: |
|NPR 1,000$ Genome |
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|Possible Community Members as Guest Speakers (Bio-Patent Law) |
Ongoing reflections and evaluation
|In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning |
|for teaching and learning” section of MYP: From principles into practice. |
|Students and teachers |
|What did we find compelling? Were our disciplinary knowledge/skills challenged in any way? |
|What inquiries arose during the learning? What, if any, extension activities arose? |
|How did we reflect—both on the unit and on our own learning? |
|Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated |
|action? |
|Possible connections |
|How successful was the collaboration with other teachers within my subject group and from other subject groups? |
|What interdisciplinary understandings were or could be forged through collaboration with other subjects? |
|Assessment |
|Were students able to demonstrate their learning? |
|How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure |
|students were invited to achieve at all levels of the criteria descriptors? |
|Are we prepared for the next stage? |
|Data collection |
|How did we decide on the data to collect? Was it useful? |
|Students will reflect on their experience of the unit by using select Learner Profile traits. Their goal is to write a short |
|reflection discussing how the following LP traits are essential to the process of ethical decision making. |
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|Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems,|
|and make reasoned, ethical decisions. |
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|Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the |
|individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. |
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|Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and |
|traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are |
|willing to grow from the experience. |
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|Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to |
|service, and act to make a positive difference to the lives of others and to the environment. |
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