SCIENCE GRADE 10 Navrachana International School, Vadodara ... · PDF fileNavrachana...

SCIENCE GRADE 10 Navrachana International School, Vadodara (2013-2014)

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NO. OF SESSIONS

GRADE 10 (SCIENCE) ASSESSMENT OBJECTIVE (based on Assessment Criteria)

LEARNER PROFILE/ ATTITUDES

ATL SKILLS/ SUBJECT SPECIFIC SKILLS

INTERDISCIPLINARY

16 TOPIC- Reproduction AOI- Health and Social Education/community and service SIGNIFICANT CONCEPTS Asexual and sexual reproduction. Sexually transmitted diseases. Application of knowledge of reproduction in plants and animals. Its effect on environment and society. CONTENT- Asexual and sexual reproduction 1.Define asexual reproduction 2. Define sexual reproduction Sexual reproduction in plants 1. Identify and draw, using a hand lens if necessary, the sepals, petals, stamens, anthers, carpels, ovaries and stigmas of one, locally available, named, insectpollinated,

CRITERIA A- One world CRITERIAB-Communication In Science CRITERIA C- Knowledge And understanding

Students should be able to- CRITERIA A •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 • 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.

LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled Caring ATTITUDE Creativity Appreciation Integrity Respect Curiosity Commitment

FOCUS ON: Information Literacy Reflective Communicator SKILLS- Analyzing Classifying Communicating Defining Inquiring Interpreting data Modeling Observing Recognizing patterns

Humanities English Art


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dicotyledonous flower, and examine the pollen grains under a light microscope or in photomicrographs. 2.State the functions of the sepals, petals, anthers, stigmas and ovaries. 3. Candidates should expect to apply their understanding of the flowers they have studied to unfamiliar flowers. 4. Define pollination 5.Name the agents of pollination. 6.Investigate and state the environmental conditions that affect germination of seeds: Sexual reproduction in humans 1 Identify on diagrams of the male reproductive system, state the functions of parts. 2. Identify on diagrams of the female reproductive system, and state the functions of parts. 3. Describe the menstrual cycle in

CRITERIA B students should be able to: • 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 appropriately documenting them using a recognized referencing


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terms of changes in the uterus and ovaries. 4. Describe fertilisation 5. Outline early development of the zygote . 6. Describe the methods of transmission of human immunodeficiency virus (HIV),and the ways in which HIV/AIDS can be prevented from spreading. MYP UNIT QUESTION- How life originates?

system. CRITERIA C 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 analyse and evaluate information to make judgments supported by scientific understanding.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Ecosystem and the environment AOI- Environments SIGNIFICANT CONCEPT-

CRITERIA C- Knowledge And Understanding

Students should be able to-CRITERIA C students should

LEARNER PROFILE Knowledgeable Thinker Risk Taker

FOCUS ON: Organization Thinking Reflective

Humanities English Art Mathematics


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All organisms on earth are interlinked. Species conservation is important. Biotic and abiotic components are interdependent. CONTENT : 1 State that the Sun is the principal source of energy input to biological systems. 2 Define the terms: • food chain • food web • producer • consumer • herbivore • carnivore 3 Describe the carbon cycle. 4.List the undesirable effects of deforestation 5. Describe the undesirable effects of pollution 6. Describe the need for conservation • species and their habitats, • natural resources (limited to water and non-renewable materials including fossil fuels). MYP UNIT QUESTION- Are humans a help or hindrance in saving the

of Science CRITERIA E- Processing Data

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 analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA E- students should be able to: • collect and record data using units of measurement as and when appropriate • organize, transform and present data

Reflective Communicator ATTITUDE Creativity Curiosity Commitment

Communicator SKILLS- Analyzing Classifying Communicating Controlling variables Defining Evaluating Experimenting Hypothesizing Inferring Inquiring Interpreting data Measuring Modelling Observing Predicting Recognizing patterns Recording Synthesizing Using numbers Using time–space relationships


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world? using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

NO. OF SESSIONS




INTERDISCIPLINARY

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TOPIC- Inheritance of Biological Characters AOI- Health and Social Education SIGNIFICANT CONCEPTS Inheritance of characters from parents. Replication of genome in asexual reproduction. Mechanism of Mitosis and meiosis. Mutations. Haploid effects CONTENT : 1 Define inheritance as the transmission of genetic information from generation to generation. 2 Define the terms: • chromosome

CRITERIA A- One world CRITERIA B-Communication in Science CRITERIA C- Knowledge And Understanding of Science

Student should be able to CRITERIA A- •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 • discuss and evaluate the moral, ethical, social,

LEARNER PROFILE Communicator Reflective Open Minded Thinker Risk Taker ATTITUDE Creativity Curiosity Commitment Interdependence Respect Appreciation Confidence

FOCUS ON: Organization Communication Reflection Thinking Generating Ideas SUBJECT SPECIFIC SKILLS- Analyzing Communicating Defining Inquiring Interpreting data Modeling Observing Predicting Recognizing patterns

English Mathematics Art


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• gene • allele 3. Describe the inheritance of sex in humans (XX and XY chromosomes). 4.Cell division 5. Monohybrid inheritance Define the terms: • genotype • phenotype • homozygous • heterozygous • dominant • recessive Calculate and predict the results of monohybrid crosses involving 1 : 1 and 3 : 1 ratios. 6.Variation and selection -Describe the role of artificial selection in the production of varieties of animals and plants with increased economic importance. -Define natural selection as the greater chance of passing on of genes by the best adapted organisms.

economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues. CRITERIA B- • 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


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MYP UNIT QUESTION- What connects us to our parents?

others and the sources of information used by appropriately documenting them using a recognized referencing system. CRITERIA C- 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 analyse and evaluate information to make judgments supported by scientific


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understanding. NO. OF SESSIONS




INTERDISCIPLINARY

4 TOPIC- Stoichiometry AOI- Human Ingenuity Approaches to learning SIGNIFICANT CONCEPT- Working out reacting masses of substances. Relation between mole and relative molecular mass. Carrying out analysis using titration. CONTENT- Define the mole in terms of a specific number of particles called Avogadro’s constant. 2 Use the molar gas volume, taken as 24 dm3 at room temperature and pressure. 3 Calculate stoichiometric reacting masses and reacting volumes of solutions; solution concentrations will be expressed in mol / dm3.

CRITERIA C Knowledge and Understanding of Science CRITERIA E Processing Data

Students should be able to- CRITERIA C • 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 analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA E • collect and record data

LEARNER PROFILE Knowledgeable Communicator Risk Taker ATTITUDE Creativity Appreciation Integrity Respect Curiosity Commitment

FOCUS ON: Organisation Thinking Reflective Communicator SUBJECT SPECIFIC SKILLS Observing Recognizing patterns Modelling Evaluating Analysing Interpreting data Measuring Using numbers Synthesizing Inferring

Mathematics


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MYP UNIT QUESTION – Why is getting right numbers important?

using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

NO. OF SESSIONS




INTERDISCIPLINARY

3 TOPIC – Energy changes in chemical reaction AOI –Human Ingenuity Environment SIGNIFICANT CONCEPT Energetics of a reaction - The concept of energy. . Measurement of temperature. CONTENT- 1.Relate the terms exothermic and endothermic to the

CRITERIA C – Knowledge and Understanding CRITERIA E – Processing Data CRITERIA F – Attitude in Science

Students should be able to- CRITERIA C – • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and

LEARNER PROFILE Knowledgeable Thinker Risk Taker Reflective Communicator Caring Open Minded ATTITUDE Curiosity Commitment

FOCUS ON: Organisation Information Literacy Thinking Transfer Reflective Collaboration SUBJECT SPECIFIC SKILLS Observing Inquiring

Environmental Science Mathematics


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temperature changes observed during chemical reactions 2.Demonstrate understanding that exothermic and endothermic changes relate to the transformation of chemical energy to heat (thermal energy), and vice versa. MYP UNIT QUESTION – What will be the future of our present energy? How thermal energy sources can be used ?

understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding CRITERIA F – • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

Interdependence Respect Appreciation Confidence

Controlling variables Evaluating Analysing Interpreting data Measuring Using numbers Synthesizing Inferring

NO. OF SESSIONS

GRADE 10 (SCIENCE) ASSESSMENT OBJECTIVE (based on

LEARNER PROFILE/

ATL SKILLS/ SUBJECT

INTERDISCIPLINARY


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Assessment Criteria)

ATTITUDES

SPECIFIC SKILLS

3 TOPIC – Chemical Reactions AOI- Health and Social Education Approaches to learning SIGNIFICANT CONCEPT Understanding Rate of Chemical Reactions Factors that affect the rate of chemical reaction CONTENT- 1- What is meant by rate of reaction and how to define it. 2- Collision Theory 3- Factors influencing rate of reaction 4- How to investigate to confirm what they know 5- About catalysts and their action 6- About enzymes and their actions 7- Reactions which are reversible 8- About dynamic equilibrium 9 - Factors that affect equilibrium 10- Haber process to manufacture ammonia MYP UNIT QUESTION

CRITERIA C – Knowledge and Understanding CRITERIA E – Processing Data CRITERIA F – Attitude in Science

Students should be able to- CRITERIA C – • 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 analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA E - • collect and record data using units of measurement as and when appropriate

LEARNER PROFILE Communicator Reflective Open Minded Thinker Risk Taker ATTITUDE Creativity Curiosity Commitment

FOCUS ON: Organization Communication Reflection Thinking Generating Ideas SUBJECT SPECIFIC SKILLS Observing Inquiring Evaluating Analysing Interpreting data Measuring Using numbers Synthesizing Inferring

English


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How can we control the rate of a reaction?

• organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning CRITERIA F – • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS

GRADE 10 (SCIENCE) ASSESSMENT OBJECTIVE (based on Assessment



INTERDISCIPLINARY


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Criteria)

4 TOPIC- Organic Chemistry AOI- Environments community and service SIGNIFICANT CONCEPT- Introduction to organic compounds Hydrocarbons Alcohols Fuels Macromolecules Synthetic polymers CONTENT- 1 Identify and draw the structures of methane, ethane, ethene and ethanol. 2.Homologous series of alkanes and alkenes 3.Structures of the unbranched alkanes and alkenes 4.Properties of alkanes, alkenes and alcohols 5.Petroleum 6. Describe the formation of polyethene. MYP Unit question – Why is it being discussed that existence of plastics in future is doubtful?

CRITERIA C - Knowledge and Understanding of Science CRITERIA A- One world Criteria B- Communication in Science

Students should be able to- CRITERIA C • 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 analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA A- • explain the ways in which science is applied and used to address specific problems or

LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective ATTITUDE Creativity Curiosity Commitment Interdependence Respect Appreciation Confidence

FOCUS ON: Reflective Communicator Information Literacy Thinking Transfer SUBJECT SPECIFIC SKILLS Observing Evaluating Analysing Interpreting data Measuring Using numbers Synthesizing Inferring

English Geography Environment Science


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issues • discuss the effectiveness of science and its application in solving problems or issues • 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. CRITERIA B- • use scientific language correctly • use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication


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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 appropriately documenting them using a recognized referencing system.

NO. OF SESSIONS




INTERDISCIPLINARY

3 TOPIC- Sulphur AOI- Community and Service SIGNIFICANT CONCEPT- Manufacture and properties of sulphuric acid. CONTENT- 1 Describe the manufacture of sulfuric acid

CRITERIA B - Communication in science CRITERIA C – Knowledge and Understanding of Science CRITERIA D Scientific Inquiry CRITERIA F-

Students should be able to- CRITERIA C- • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific

LEARNER PROFILE Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled Caring Open Minded

FOCUS ON: Communication Collaboration Reflection Thinking SUBJECT SPECIFIC SKILLS Observing Hypothesing

Environment Science Geography


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by the Contact process, including essential conditions. 2 Describe the properties of dilute sulphuric MYP UNIT QUESTION- What responsibilities we should have while using chemicals?

Attitude in Science

knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and

ATTITUDE Commitment Curiosity Interdependence Appreciation

Comparing Evaluating Analysing Interpreting data

Synthesizing Inferring


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controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method CRITERIA F- • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY


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3 TOPIC – Carbonates AOI - Human Ingenuity SIGNIFICANT CONCEPT- Preparation and properties of carbonates. CONTENT- Describe the manufacture of lime (calcium oxide) from calcium carbonate (limestone) in terms of the chemical reactions involved, and its uses in treating acidic soil and neutralising industrial waste products. MYP UNIT QUESTION- How are salts obtained from different sources ?

CRITERIA C -Knowledge and Understanding of science CRITERIA E- Processing Data

Students should be able to- CRITERIA C • 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 analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA E • collect and record data using units of measurement as and when appropriate • organize, transform and

LEARNER PROFILE Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator ATTITUDE Creativity Appreciation Integrity Respect Curiosity Commitment Confidence

FOCUS ON: Organization Communication Reflection Thinking SUBJECT SPECIFIC SKILLS Observing Comparing Experimenting Recognizing patterns Evaluating Analysing Interpreting data Synthesizing Inferring

Geography Environment Science


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present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

NO. OF SESSIONS




INTERDISCIPLINARY

12

TOPIC- Electricity and Magnetism AOI- Environment SIGNIFICANT CONCEPTS Magnetism, electric charge, e.m.f, resistance, ohm’s law, dangers of electricity ,electromagnetic induction, Transformer, Motor. CONCEPTS- Electromagnets, potential difference, ammeters and voltmeters, types of charges, Ohm’s law, electrical power, Cirtuit diagrams, series and

CRITERIA A One world CRITERIA B Communication in Science CRITERIA C Knowledge and Understanding of science CRITERIA D. Scientific Inquiry CRITERIA E Processing Data CRITERIA F Attitudes in

Students should be able to- CRITERIA A 1. explain the ways in which science is applied and used to address specific problems or issues related to Electricity and Magnetism 2. discuss the effectiveness of science and its application in solving problems or issues related to Dangers of

LEARNER PROFILE: Knowledgeable Communicator Risk Taker Thinker Open Minded Caring Reflective Principled ATTITUDE Appreciation Commitment Confidence Creativity Curiosity Empathy Enthusiasm Integrity Interdependence

FOCUS ON: Communication Information Literacy Reflection Thinking Transfer SUBJECT SPECIFIC SKILLS Analyzing Communicating Controlling Variables Defining Hypothesizing Experimenting Measuring Observing

English Mathematics Geography Economics


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parallel circuits, LDR, transformer, generator, Magnetic effect of current, motor. MYP UNIT QUESTION:

Science

electricity. CRITERIA B 1. use scientific language/ terminology correctly for the physical quantities with their units. 2. use different modes like orally explaining the content and preparing graphs and other communication formats like laboratory reports on experiments performed to effectively communicate the findings of their investigations with respect to Ohm’s Law, series and parallel circuit, electromagnet. CRITERIA C 1. Recall scientific knowledge and use scientific

Respect Tolerance.

Recording Interpreting Data Inferring Evaluating Predicting Synthesizing


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understanding to construct scientific explanations for Potential difference, electrical power, generators, motors,. 2.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations for word problems based on electrical circuits. CRITIERIA D 1.design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the


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way in which the data is to be collected and processed for current passing through a wire placed between a strong U-shaped magnet.. 2. Evaluate the validity and reliability of the method for the investigation performed with respect to electric circuits. CRITERIA E 1. collect and record data using units of measurement as and when appropriate. 2. organize, transform and present data using numerical and visual forms during the investigation in form of graphs. 3. analyse and interpret data from graphs. 4. draw


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conclusions consistent with the data and supported by scientific reasoning for different ohmic resistors. CRITERIA F 1. work safely and use material and equipment competently in the laboratory. 2. work responsibly with regards to the environment. 3. work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

8

TOPIC- Radioactivity AOI- Human Ingenuity SIGNIFICANT CONCEPTS Detection of radioactivity,

CRITERIA A One World CRITERIA B. Communication In Science

Students should be able to- CRITERIA A 1. explain the ways in which science is applied and

LEARNER PROFILE: Knowledgeable Caring Balanced Reflective Inquirer Principled

FOCUS ON: Organization Self Management Communication Informing Others Thinking Generating Ideas

English Art Mathematics Economics Geography


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characteristics of radiations, Radioactive decay, Half-life, Isotopes. CONCEPTS- Alpha, Beta and Gamma radiations and their characteristics, Meaning of radioactive decay, word problems based on Half-life, Safety precautions during radioactive decay, isotopes MYP UNIT QUESTION:

CRITERIA C. Knowledge And Understanding Of Science CRITERIA D. Scientific Inquiry CRITERIA E Processing Data CRITERIA F Attitudes in Science

used to address specific problems or issues related to energy resources and judicious uses of radioactivity 2. discuss the effectiveness of science and its application in solving issues related to nuclear energy. CRITERIA B 1. use scientific language correctly for the physical quantities with their units. 2. use different modes like orally explaining the content and preparing graphs and other communication formats like laboratory reports on experiments performed to effectively communicate

Open Minded Thinker ATTITUDE Creativity Curiosity Appreciation Commitment Interdependence Confidence Integrity

Planning Transfer Making Connections SUBJECT SPECIFIC SKILLS Analyzing Communicating Controlling Variables Defining Hypothesizing Experimenting Measuring Observing Recording Interpreting Data Inferring Evaluating Predicting Synthesizing


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the findings of their investigations. CRITERIA C 1. recall scientific knowledge and use scientific understanding to construct scientific explanations for radioactive decay. 2.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations for radio isotopes and their uses. CRITERIA D 1. state a focused problem or research question to be tested by a scientific investigation like radioactive decay through dice. 2.formulate a


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testable hypothesis and explain it using scientific reasoning. 3.design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed. 4. evaluate the validity and reliability of the method to investigate the factors affecting the half life of a given radioactive sample. CRITERIA E 1.collect and record data using units of measurement as and when


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appropriate 2. organize, transform and present data using numerical and visual forms, plotting graph between activity and decay time. 3. Analyse and interpret data. 4. draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F 1. work safely and use material and equipment competently in the laboratory. 2. work responsibly with regards to the environment. 3. work effectively as individuals and as part of a group by collaborating with others.

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