UNIT

OVERVIEW
 THE
ENERGY
DEBATE
UNIT OVERVIEW
CONCEPTUAL FRAMEWORK

Key Concept

Related Concepts

Global Concept

Statement of Inquiry

Unit Content
 NOTE TAKING
THE
ENERGY
DEBATE
Title
UNIT OVERVIEW
CONCEPTUAL FRAMEWORK Solving the Energy
Problem
Key Concept
Subtitle
Related Concepts Planning a local energy
supply systems for Sant
Global Concept
Cugat area
Statement of Inquiry

Unit Content
 The IB, instead of the traditional content-driven, is based on
THE concept or inquiry-based learning. Content just focuses on
facts while concept focuses on making sense of those facts and

ENERGY the world around us.

CONCEPTUAL FRAME
DEBATE
Key Concept
Establishes a common
UNIT OVERVIEW
core (big idea) shared
CONCEPTUAL FRAMEWORK
across academic
Key Concept disciplines, unifying
academic experience
and inviting students to
Related Concepts see connections,
contradictions,
Global Concept alternative
perspectives, and
different ways of
Statement of Inquiry thinking.

Unit Content
Communities
 The IB, instead of the traditional content-driven, is based on
THE concept or inquiry-based learning. Content just focuses on
facts while concept focuses on making sense of those facts and

ENERGY the world around us.

CONCEPTUAL FRAME
DEBATE
Key Concept Related Concepts
Establishes a common Discipline-specific
UNIT OVERVIEW
core (big idea) shared concepts that provide
CONCEPTUAL FRAMEWORK
across academic depth and focus,
Key Concept disciplines, unifying narrowing the scope of
academic experience inquiry. Related concept
and inviting students to s invite teachers and
Related Concepts see connections, students to go beyond
contradictions, studying facts to
Global Concept alternative thinking about what
perspectives, and those facts mean and
different ways of why they are relevant.
Statement of Inquiry thinking.

Unit Content
Resources
Communities &
 The IB, instead of the traditional content-driven, is based on
THE concept or inquiry-based learning. Content just focuses on
facts while concept focuses on making sense of those facts and

ENERGY the world around us.

CONCEPTUAL FRAME
DEBATE
Key Concept Related Concepts Global Concepts
Establishes a common Discipline-specific Offer links between
UNIT OVERVIEW
core (big idea) shared concepts that provide subject and real-world
CONCEPTUAL FRAMEWORK
across academic depth and focus, issue. Answer
Key Concept disciplines, unifying narrowing the scope of questions such as:
academic experience inquiry. Related concept • Why are we engaged
and inviting students to s invite teachers and in this inquiry?
Related Concepts see connections, students to go beyond • Why are these
contradictions, studying facts to concepts important?
Global Concept alternative thinking about what • Why is it important for
perspectives, and those facts mean and me to understand?
different ways of why they are relevant.
Statement of Inquiry thinking.

Unit Content
Resources Fairness and
Communities & Development
 NOTE TAKING
THE
Title
ENERGY Conceptual Frame

DEBATE Think-Pair-Share
What do you understand by the terms:
UNIT OVERVIEW
CONCEPTUAL FRAMEWORK  Communities (Key Concept)
 Resources (Related Concepts)
Key Concept
 Sustainability (Related Concepts)
Related Concepts  Fairness and Development (Global Concepts)
List the words or phrases that you associate with the term.
Global Concept

Statement of Inquiry
Think: Individually "think" what you know about the
Unit Content concept.
Pair: Pair with another student and discuss.
Share: whole-class discussion.
 KEY CONCEPT
THE Communities are groups that exist in proximity defined by space, time

ENERGY or relationship.
Communities include, for example, groups of people sharing particular
DEBATE characteristics, beliefs or values as well as groups of interdependent
organisms living together in a specific habitat.

UNIT OVERVIEW
CONCEPTUAL FRAMEWORK

Key Concept

Related Concepts In this project, you will learn that a

solution to a problem for one
Global Concept community will create
problems for another, some on a
Statement of Inquiry small or even personal scale, while
others may be far-reaching,
affecting communities thousands of
Unit Content
miles away or the global community.
 RELATED CONCEPTS
THE Resources relate to the supply of a commodity. Commodities can be
ENERGY classified as:

DEBATE MATERIALS EQUIPMENT INFORMATION

UNIT OVERVIEW
CONCEPTUAL FRAMEWORK

Key Concept Sustainability is the capacity to endure, which can have environmental,
economic and social dimensions. In MYP design, sustainability can be
Related Concepts considered in the following ways.

Global Concept

Statement of Inquiry ECO-DESIGN CONSUMPTION DEVELOPMENT

Unit Content
 GLOBAL CONTEXT
THE Development is a process that creates Fairness is usually related
ENERGY growth, progress, or positive change. to the concept of justice.
This involves what is right
DEBATE and equal.

UNIT OVERVIEW
CONCEPTUAL FRAMEWORK
Unit Content
Key Concept

Related Concepts Battleship game cover (1967)

Global Concept An inquiry into rights and responsibilities in the struggle to share
Statement of Inquiry finite resources with other people and with other living things;
communities and the relationships within and between them; access to
Unit Content equal opportunities; peace and conflict resolution.