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Middle Years Program

Science Year 3 2015-2016


International Baccalaureate
*Course Aims
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 endeavor 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.

*Objectives and Assessment


The main approach to teaching and learning sciences is through structured inquiry in the context of interdisciplinary
units. Students are encouraged to investigate science by formulating their own questions and finding answers to those
questions, including through research and experimentation.

All IB programms share common beliefs and values about teaching and learning science:
International dimension: Students develop an appreciation that science requires open-mindedness and freedom of
thought transcending gender, political, cultural, linguistic, national and religious boundaries.
Aesthetic dimension: Students engage with the complexities, intricacies and beauty of science, which arouses their
curiosity and heightens their learning.
Ethical dimension: Students reflect on the ethical, social, economic, political, cultural and environmental
implications of using science to solve specific problems. Students develop a personal, ethical stance on sciencerelated issues.
Learning through investigation: Students construct meaning by designing, conducting and reflecting on scientific
investigations. The scientific process, which encourages hands-on experience, inquiry, and critical thinking, enables
students to make informed and responsible decisions, not only in science but also in other areas of life.
Collaboration: Students are provided opportunities to work individually and with their peers to learn about science
within and beyond the classroom. They develop safe and responsible working habits in practical science.
The IB learner profile provides a strong foundation for teaching and learning science in IB programmes and is
integral to its successful application.

*Criterion A: Knowing and understanding


points

At the end of year 3, students should be able to:


I. Outline scientific knowledge

II. Apply scientific knowledge and understanding to solve problems set in familiar situations and suggest
solutions to problems set in unfamiliar situations

III. Interpret information to make scientifically supported judgments.

*Criterion B: Inquiring and designing

8 points

At the end of year 3, students should be able to:


I.
Outline an appropriate problem or research question to be tested by a scientific investigation
II.
Outline a testable prediction using scientific reasoning
III.
Outline how to manipulate the variables, and outline how data will be collected
IV.
Design scientific investigations.

*Criterion C: Processing and evaluating

8 points

At the end of year 3, students should be able to:


I. Present collected and transformed data
II Interpret data and outline results using scientific reasoning
III Discuss the validity of a prediction based on the outcome of the scientific investigation

IV Discuss the validity of the method


V Describe

improvements or extensions to the method.

*Criterion D: Reflecting on the impacts of science


points

At the end of year 3, students should be able to:


I. Summarize the ways in which science is applied and used to address a specific problem or issue

II. Describe and summarize the various implications of using science and its application in solving a specific
problem or issue
III Apply communication modes effectively

IV. Document the work of others and sources of information used.

* Taken from the occibo.org website

UNITS
Unit 1: Science Makes Sense!

Statement of Inquiry: As an Eighth grader, why is do we need to study science concepts skills?

Time Allotment: 8 Weeks

Global Context: Orientation in Space and Time, Fairness and Development

Key/Related Concepts : structure, patterns and systems

Summative Assessment (A brief description): Summative assessment,: Students will develop and design an
experiment to problem solve: Does the shape of the marshmallow affect its density?
They will identify variables, create a hypothesis and design a testable experiment.
Each student will also gather and analyze data from their experiment and draw a conclusion based on their
gathered data to answer the question, Does the shape of the marshmallow affect its density?
After they have concluded, they will develop further testable questions based on their finding.

Criterion & Objectives Assessed in this unit: (See above description)


Criteria B Inquiring and designing
Criteria C - Processing and evaluating
Interdisciplinary Connections:
Math :

Unit 2: Moving on up!


Statement of Inquiry: Scientist create investigations to solve problems that they encounter and use these
investigations to explain the world around them.
Time Allotment: 10 Weeks
Global Context: Scientific and Technical innovations

Key/Related Concepts : Movement and Energy Transfer


Summative Assessment (A brief description): Summative assessments,: Students will design an investigations to
solve the problem, Does mass affect objects acceleration? Also, Students will apply their knowledge and write
a position essay using scientific evidence to support the global issue of, Does seat belts save lives?
Criterion & Objectives Assessed in this unit: (See above description)
Criteria A - Knowing and Understanding
Criteria B Inquiring and designing
Criteria C Process and evaluating
Criteria D - Reflecting on the impacts of science
Interdisciplinary Connections:
Physical Education: English

Unit 3: Earth will keep us together.


Statement of Inquiry: Earth systems affect our daily life.
Time Allotment: 10 weeks
Global Context: Global and Sustainability
Key/Related Concepts: (Systems) Environment and Consequences
Summative Assessment: Students will design a brochure on one of the earth systems: lithosphere, hydrosphere,
atmosphere and geosphere. This brochure will include an illustration of their chosen earth system, charactertics of their system and 3 impact/importance on society. Students will reflect on their brochure after viewing
other students work and each brochure contains a section on how their system impacts human life
Criterion & Objectives Assessed in this unit(See above description)
Criteria A - Knowing and Understanding
Criteria C - Processing and evaluating
Interdisciplinary Connections:
Art : Technology
Unit 4: Natural Disasters, are they out of control?

Statement of Inquiry: Natural disasters impact society both environmentally and socially.
Time Allotment: 8 weeks
Global Context: Scientific and Technical innovations and Identities and relationships
Key/Related Concepts: Balance and consequences
Summative Assessment: Summative assessment,:
For the summative assessment, the students will design news report presentation with a visual aide explaining
to the viewers the conditions causing the natural disaster, the potential impact (environmental and social) to the
viewers and how we can prepare for this event.
Criterion & Objectives Assessed in this unit: (See above description)
Criteria A - Knowing and Understanding
Criteria D - Reflecting on the impacts of science
Interdisciplinary Connections:
English and Technology

Final Grading Level Descriptors:


Students summative and formative assessments throughout the year will help to determine each
students ability based

on the level descriptors below.