Unit Title

21st Century Skills Incorporated into the Grade 10 Science Curriculum through an International Science Fair.


Grade 10 MYP Science

Designed by

Brian Weisenstein, and grade 10 teaching faculty (TBD)

Time Frame

August to December (Semester 1)

Stage 1- Desired Results

The goals of this project are to explicitly add 21st century skills to the grade 10 science curriculum.  This will include the addition of project-based learning into the course, as well as digital technology and information literacy.  Students will culminate their learning in semester 1 by working on a scientific investigation of their choice on a topic related to the curriculum for the year.  Students will plan, carry out, and evaluate their investigation, and present their findings in a digital format that includes various forms of media.  These projects will be shared with the school community, as well as other classrooms globally.  Students will have an opportunity to provide feedback for others, as well as receive feedback.  While there are elements of 21st century skills already embedded into the grade 10 MYP science curriculum, the aim of this project is to make them more robust and prominent.  


Learners will be able to....

What kinds of long-term independent accomplishments are desired?

  • Demonstrate global collaboration by connecting with students in another country.
  • Demonstrate proficiency with a variety of Google Apps        
  • Documents
  • Sheets
  • Forms
  • Slides
  • Demonstrate research skills
  • Use of digital tools in finding and evaluating sources of information
  • Use of proper citation for a variety of sources
  • Demonstrate understanding of the impacts of scientific progress on society
  • Demonstrate the planning, organizing, execution, and evaluation of a scientific investigation

ISTE Standards:

  • 1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • 2c - Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
  • 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
  • 3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
  • 3c - Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
  • 3d - Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
  • 5b - Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
  • 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
  • 7b - Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
  • 7c - Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
  • 7d - Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.



Learners will understand that...

  • Technology presents tools that can help aid scientists in their investigations
  • Communication and collaboration are key elements in scientific inquiry
  • Science is a process of investigation, requiring constant refinement and redefinition of models based on new evidence.
  • Observations are the foundation of scientific evidence.
  • Scientists present their findings to others, and receive constructive feedback on their results and interpretations.

Essential Questions

Learners will keep considering...

  • How science impacts human societies in different ways.
  • How scientific investigations are planned, executed, and evaluated.
  • How can we use digital technology to facilitate global connections?
  • How feedback is a necessary part of scientific inquiry.


Learners  will know…

  • How to use digital tools to effectively research a topic
  • How to properly cite sources of information
  • How to use specific platforms to connect with a wider audience.
  • How to present and communicate research findings.

Learners will be skilled at...

  • Planning, carrying out, and evaluating a scientific investigation. (Applying the scientific method to a problem/question)
  • Using a variety of Google apps and/or other digital tools.
  • Connecting with peers in a global context.
  • Using digital tools to help analyze, organize, and present scientific findings.

Stage 2- Evidence


Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:


Develop 21st Century Skills in the context of scientific inquiry.


Students will utilize digital technology to aid them in researching, conducting, and evaluating a scientific inquiry project, as well as present their results.  


The school community (teachers, students, parents) and classrooms elsewhere.


Students will conduct research, carry out an experiment, and communicate their findings. Students will also give/receive feedback to/from peers and audience members.


A digital platform from which students present the results of their scientific inquiry to the school community as well as a global audience.


Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...


Students will be able to explain the results of their research findings to a wider audience using a digital presentation platform.


Students will be able to interpret the results of their research and data gathering to form the basis of their conclusions and evaluations of their project.


Students will apply the scientific method to a real inquiry based investigation

Have perspective

Understand how science readjusts models of understanding based on new evidence.  Understand how science impacts society locally and globally.


Students will understand how to give meaningful, helpful feedback to others, as well as learn how to receive it themselves.  

Have self-knowledge

Students will better understand their skills as scientific investigators, evaluators, and communicators.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

August - Sept.



November - December

Develop a plan, in conjunction with the secondary school media studies specialists, to teach and train students in current media literacy and research skills.  This will include:

  • Evaluation of sources for reliability.
  • Best practices for using search engines to maximize relevancy of search results.
  • Proper citation of sources.

Introduce students to the use of Google Apps through assignments and tasks throughout the semester.  This will be implemented in conjunction with our Secondary Digital Coach.

  • Students will gain proficiency with:
  • Google Docs
  • Google Slides
  • Google Forms
  • Google Sheets
  • Video making/editing or screencasting

Students will carry out a scientific investigation of their own planning.  This will include the research, planning, execution, and evaluation of a full scientific experiment or research project.  

Students will use digital media to create their own interactive “posters”, which they will present to the school community.  This could be done in the form of an interactive document or slide show, or a blog/website documenting the investigation.  These digital products will be shared with other classrooms globally, so that students can give and receive feedback on their investigations/presentations.  

An approximate timeline:

Beginning of October:  Investigation topic identified.

End of October: Experimental planning completed.  This includes background research, the identification of variables, a method, and list of materials needed.  

Mid November:  Data collection completed.  Time will be given in class for this.

End of November: Rough draft of presentation finished for peer/teacher feedback.

Early December: Posting of final presentations publicly for feedback and viewing.  

Student progress will be monitored at all stages by the teacher, media specialists, and secondary digital coach.  

Resources / Materials:

  • Each student will have their own personal electronic device (Chromebook, laptop, etc.)
  • Each student has a Google account set up with the school, with access to Google Apps.