Aims of Sciences

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP sciences are to encourage and enable students to:
  • understand and appreciate science and its implications
  • consider science as a human endeavour with benefits and limitations
  • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments
  • develop skills to design and perform investigations, evaluate evidence and reach conclusions
  • build an awareness of the need to effectively collaborate and communicate
  • apply language skills and knowledge in a variety of real-life contexts
  • develop sensitivity towards the living and non-living environments
  • reflect on learning experiences and make informed choices.
From Sciences Subject Guide



The vision of MYP sciences is to contribute to the development of students as inquirers, scientifically literate, caring and responsible individuals who will think critically and creatively when solving problems and making decisions about aspects affecting themselves, others and their social and natural environments. Science and its methods of investigation offer a way of learning that contributes to the development of an analytical and critical way of thinking. Inquiry is at the heart of MYP sciences and aims to support students’ understanding of sciences by providing them with opportunities to independently investigate relevant issues through both research and experimentation. Learning science relies on understanding and using the language of science, which involves more than simply learning technical scientific terminology. Science is taught in an investigative approach, providing students with a way of knowing through inquiry that contributes to the development of analytical and critical thinking. Science topics are designed to be relevant to the needs and interests of students, providing them with opportunities to explore the role of science in everyday life and the dynamic interactions between science and society.

Adapted from Sciences Subject Guide


Grade 7, Year 2
First Quarter Unit
Unit Title: Studying People Scientifically
Key Concept: Change
Related Concept: Model and Evidence
Global Context: Scientific and Technical Innovation

Statement of Inquiry: Humans create models based on evidence to show change within society.

Overview: Students are recalling, exploring, and extending their investigative knowledge by conducting experiments so they can design and conduct their own experiment. This includes design and performing an independent laboratory investigation manipulating one independent variable, collecting data, and analyzing results. Students will also reflect on their own experiment and discuss their reflections for future investigations.



End of Unit GRASPS

Goal:

  • Ø Your goal is to be an investigative scientific trio and conduct an experiment of your choice with your partners. This process will deepen your understanding of the scientific method and learn about processes, changes, collaboration, proper communication techniques, and how to make connections to everyday problems.

Role:
  • Ø You will work as a team to create a testable experiment, distribute responsibilities, develop a well thought hypothesis, identify all of your variables, record and analyze your data, draw conclusions, and explain this entire process to your peers. You will explain your scientific method, results and make connections to real life circumstances or problems.

Audience:
  • Ø The target audience is your fellow classmates

Situation:
  • Ø The challenge involves creating a testable experiment based on personal interest, designing the lab and method for conducting it, and communicating this information and process to your peers.

Product, Performance, and Purpose:
  • Ø You will create a testable experiment including props and visuals for your audience.
  • Ø You will provide evidence of completion including pictures or tangible evidence.
  • Ø You will reiterate the entire process to your fellow peers and answer any questions they have.

Standards and Criteria for Success:
  • Ø See IB rubric-to follow



At the end of year 1, students should be able to:

  1. i. outline scientificknowledge
  2. ii. applyscientific knowledgeandunderstandingtosolveproblems set in familiarsituations andsuggest solutions toproblems set in unfamiliar situations
  3. iii. Interpretinformationtomakescientifically supportedjudgments.


Achievement level
Achievement level descriptor
Task specific clarifications
0
The student does not reach a standard described by any of the
descriptors below.
The student did not produce any procedure.
1–2
The student is able to:
  1. i. select scientific knowledge
  2. ii. select scientific knowledge and understanding to suggest solutions to problems set in familiar situations
  3. iii. apply information to make judgments,with limited success.
The student actually:
Chose a testable inquiry question and proposed a hypothesis without using any prior knowledge or research, identified 1-2 variables correctly, but did not give a detailed account of their process. Student does not offer any solutions to their inquiry question, nor make any connections to real life circumstances..
3–4
The student is able to:
  1. i. recall scientifick nowledge
  2. ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations
  3. iii. apply information to make judgments.
The student actually:
Chose a testable question, proposed a hypothesis based off of prior knowledge but gave a limited detailed account of the steps to their procedure, identified 2 variables correctly, broke down some of their data but did not offer solution nor make connections to real life circumstances.
5–6
Thestudentisableto:
  1. i. state scientific knowledge
  2. ii. apply scientific knowledge and understanding to solve problems set in familiar situations
  3. iii. apply information to make scientifically supported
judgments.
The student actually:
Chose a testable question, purposed a well-thought hypothesis based off of prior knowledge and or research, gave a detailed account of the steps to their procedure, identified all of their variables, and explained their data with 90 percent accuracy, used knowledge and understanding to offer solutions to real life circumstances.
7–8
Thestudentisableto:
  1. i. outline scientific knowledge
  2. ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations
  3. iii. interpret information to make scientifically supported judgments.
The student actually:
Chose a testable question, developed a well-thought hypothesis based off of prior knowledge and or research, gave a detailed account of the steps to their procedure, identified all of their variables correctly, explained and analyzed all of their data with 100 percent accuracy, offered a well- constructed conclusion, and used knowledge and understanding for real circumstances.


Second Quater Unit
Sixth Grade, Year 1


Key Concept: Logic

Related Concepts: Models, Change

Global Context: Scientific and Technological Innovation

SOI: Scientific models can be used to understand the logic behind changes that occur when pollution becomes a widespread concern in a community.

Overview: Students will be studying the fictional community of Fruitvale. Within this community, various changes have occurred, including more urbanization and development, which have impacted the groundwater supply of the community. Students will perform labs and learn new vocabulary around the topics of groundwater and pollution. Students will also learn about the various types of maps and tools that researchers can use to understand the surface and subterranean features of a location.

Second Quater Unit
Seventh Grade, Year 2


Key Concept: Change
Related Concepts:Energy, Evidence, and Interaction
Global Context: Scientific and Technical Innovation

SOI:
Overview: : Students are identifying physical and chemical properties of matter and applying this to demonstrate physical and chemical changes.