Sciences · MYP 1 (Grade 6)

Integrated Science across four recurring areas — Biology, Chemistry, Physics, and scientific investigation skills — with difficulty rising year-over-year.

Planned — full curriculum scoped below; worksheets not generated yet.

Curriculum fully scoped (4 units, 7 sets) — worksheets not generated yet.

Curriculum — worksheets coming soon

1 unit · 7 sets, fully scoped. Worksheets for this grade haven't been generated yet — this is the final unit/set breakdown, not a placeholder. Click any set to see the learning objectives.

Unit 1 · Integrated Science

Ecology (2 sets)

Set 1 · Food chains, webs & trophic levels(10 objectives)
- State that the Sun is the principal source of energy input to biological systems
- Describe the flow of energy through living organisms, from sunlight through producers to consumers and eventually to the environment
- Describe a food chain as the transfer of energy from one organism to the next, beginning with a producer
- Construct and interpret simple food chains
- Describe a food web as a network of interconnected food chains, and interpret food webs
- Describe a producer as an organism that makes its own organic nutrients using energy from sunlight (photosynthesis)
- Describe a consumer as an organism that gets its energy by feeding on other organisms
- Classify consumers as primary, secondary, tertiary or quaternary according to their position in a food chain
- Describe herbivores, carnivores and decomposers and how each obtains its energy
- Describe a trophic level as an organism's position in a food chain, food web or ecological pyramid, and identify producers and consumers by trophic level
Set 2 · Populations, communities & human impact(6 objectives)
- Describe a population as a group of organisms of one species living in the same area at the same time
- Describe a community as all the populations of different species in an ecosystem
- Describe an ecosystem as a unit containing a community of organisms interacting with their environment
- Identify and explain factors affecting the rate of population growth, limited to food supply, competition, predation and disease
- Use food chains and food webs to explain the impact of overharvesting a food species
- Use food chains and food webs to explain the impact of introducing a foreign (invasive) species to a habitat

Investigating Matter (2 sets)

Set 1 · Scientific investigation skills & measurement(14 objectives)
- Identify whether a hypothesis is testable, and describe how hypotheses can be supported or contradicted by evidence
- Make predictions of likely outcomes for a scientific enquiry based on scientific knowledge, and describe the accuracy of a prediction based on results
- Plan investigations that consider variables appropriately, recognizing that not every investigation can be a fair test
- Know the meaning of common hazard symbols and apply them when planning practical work
- Sort, group and classify phenomena, objects, materials and organisms through testing, observation and using keys
- Choose appropriate equipment for an investigation and use it correctly and safely
- Take appropriately accurate and precise measurements, explaining why accuracy and precision matter, and evaluate whether measurements have been repeated sufficiently to be reliable
- Collect, record and present observations and measurements in an appropriate form
- Describe trends and patterns in a set of results, including identifying any anomalous results
- Make conclusions by interpreting results, explaining the limitations of the conclusions, and suggest realistic improvements to an investigation
- Describe the use of rulers and measuring cylinders to find a length or a volume
- Describe how to measure a variety of time intervals using clocks and digital timers
- Determine an average value for a small distance or a short time interval by measuring multiples (e.g. the period of oscillation of a pendulum)
- State that mass is a measure of the quantity of matter in an object, and know that weight and mass may be compared using a balance
Set 2 · States of matter, particles & density(9 objectives)
- State the distinguishing properties of solids, liquids and gases
- Describe the structure of solids, liquids and gases in terms of particle separation, arrangement and motion
- Describe changes of state (melting, boiling, evaporating, freezing, condensing) in terms of the particle model
- Describe the structure of the atom as a central nucleus of protons and neutrons surrounded by electrons in shells
- Define density as mass per unit volume; recall and use the equation $\rho = m/V$
- Describe how to determine the density of a liquid, a regularly-shaped solid, and an irregularly-shaped solid that sinks (using displacement), including appropriate calculations
- Use density data to determine whether an object will float or sink in a liquid
- Use density data to determine whether one liquid will float on another, given that the liquids do not mix
- Calculate and compare the densities of solids, liquids and gases

Energy and Force (2 sets)

Set 1 · Forces(7 objectives)
- Know that forces may produce changes in the size and shape of an object
- Identify the magnitude, direction, point of application, and plane of application of forces applied to a structure
- Describe solid friction as the force between two surfaces that may impede motion and produce heating
- Know that friction (drag) acts on an object moving through a liquid or a gas (e.g. air resistance)
- Know that gravity is the force that holds components of the Solar System in orbit around the Sun
- Identify the effects of balanced and unbalanced forces on motion
- Know that pressure is caused by a force, exerted by a substance, on an area (pressure = force / area)
Set 2 · Energy — stores, transfer & generation(7 objectives)
- State that energy may be stored as kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal) energy
- Describe how energy is transferred between stores during events and processes — including by forces (mechanical work), electrical currents (electrical work), heating, and electromagnetic, sound or other waves
- Know that energy is conserved, meaning it cannot be created or destroyed
- Know that energy tends to dissipate and, in doing so, becomes less useful
- Describe how useful energy may be obtained or electrical power generated from a range of sources — fossil fuels, biofuels, water (waves, tides, hydroelectric dams), geothermal resources, nuclear fuel, and solar (cells and panels) and wind, including the role of boilers, turbines and generators where relevant
- Describe advantages and disadvantages of different energy-generation methods in terms of renewability, availability, reliability, scale and environmental impact
- Understand, qualitatively, the concept of efficiency of energy transfer

Cell Biology (1 set)

Set 1(7 objectives)
- Describe and compare the structures of a plant cell and an animal cell, limited to: cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, ribosomes, mitochondria, vacuoles
- Describe the structure of a bacterial cell, limited to: cell wall, cell membrane, cytoplasm, ribosomes, circular DNA, plasmids
- Identify plant, animal and bacterial cell structures in diagrams and microscope images
- Describe the function of each cell structure named above
- State that new cells are produced by division of existing cells
- Describe how specialised cells are adapted to their specific functions — including ciliated cells (moving mucus in the trachea and bronchi), root hair cells (absorption), palisade mesophyll cells (photosynthesis), neurones (conducting electrical impulses), red blood cells (transporting oxygen), and sperm and egg cells (reproduction)
- Understand that cells group together to form tissues, organs and organ systems