Welcome to the MYP1 Science Page!

Class Schedule:

Academic Year: 2012 – 2013
Period
Time
Monday
Period
Time
Wednesday
Period
Time
Friday
1
08:00 – 08:50
MYP 1 / 209
3
09:55 - 10:40
MYP 1 / 208
1
08:00 – 08:50
MYP 1 / 208
2
08:50 – 09:35
MYP 1 / 209
4
10:40 - 11:25
MYP 1 / 208
2
08:50 – 09:35
MYP 1 / 208








Daily Agendas Trimester 03:




Week 34, Class 1 - 3: Students worked on bridges. During the last class the students wrote reflections on the process.



Week 35, Class 2: Students received supplies and started working on their bridges.

Week 35, Class 1: Students finished planning and drawing their bridge designs.


Week 26, Class 1: Types of matter review.

HW: Bring something so we can classify it as either homogeneous mixture, element, compound, heterogeneous.



Week 25, Class 1: Finish notes on classification of matter.


LAB: What is the effect of different compounds when it is mixed with Vinegar?




Month

Date

Week

Unit Topic

Unit Question

AOI / GC

ATL
LP

April
3 - 5
26





8 - 12
27
15 - 19
28
22 - 26
29
Bridges
How are things held together?
-Understand basic physical properties that allow a bridge to remain standing when a stress is added.
Community and Service
Transfer and Thinking
Thinker and Knowledgeable
May
6 - 10
30
13 - 17
31
20 - 24
32
27 - 29
33
June
3 - 7
34
Green School Prep




10 - 14
35
Green School




17 - 21
36
Green School




24 - 28
37
Reflection





Daily Agendas Trimester 02:




Week 24, Class 3: Present element project. Introduction to elements on the periodic table.

Wee 24, Class 2: Library: element project.

Week 24, Class 1: Library: start research on your element project.




Week, 23, Class 3: Review the differences between physical and chemical changes. Start notes on classifying mixtures, compounds, and elements.
http://www.gamequarium.org/dir/Gamequarium/Science/Physical_and_Chemical_Changes/


Week 23, Class 2: Watched videos demonstrating physical or chemical changes.

Week 23, Class 1: Edit Crystal lab.
HW: Find two videos that demonstrate physical change and two videos that demonstrate a chemical change.




Week 22, Class 3: Introduction to Chemical and Physical Change
HW: send crystal lab report by email.

Week 22, Class 2: Finish Crystal report. Practice presentations for Assembly.

Week 22, Class 1: Review MRS NERG, Look at crystal results, work on LAB REPORT.


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Week 21, Class 3: Crystal lab and discussion of zoo field trip. Zoo reflecion.
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Week 21, Class 2: Zoo field trip.



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Week 21, Class 1: Review content from before the break.




Week 20, Class 3:
Students will present their animal projects. Farewell to Seung Myeon.

Week 20, Class 2:
Students will be given the opportunity to finish their animal project. If students finish early they will be allowed to practice giving their presentations for Friday

HW Presentations on FRIDAY FEBRUARY 15.

Week 20: Class 1:
Students will work on their animal project from "Finding Nemo."



Week 19: Classes 1-3: Students will work on their animal presentations; however, most of the classes were lost due to the ISA exam.




Week 18, Class 3:
Students discussed the taxonomy of how animals are classified and they created their own mnemonic devices on how to remember the different groups. Students finished watching the movie. Students were introduced to the animal classification project.





Sim: Great White Shark
Vuyo: Blue Whale
Hojung: Blue Tang
Areez: Swordfish
Seung Myeon: Clownfish
Dhaya: Jellyfish


Week 18, Class 2:
Students were introduced to the concept of Mrs. Nerg, a way to remember the characteristics of life.





Students continued watching the movie "Finding Nemo".

Week 18, Class 1: Students exchanged dichotomous keys to check if they did them correct. Students started watching "Finding Nemo" writing down the everything they believe to be alive in the movie.




Week 17, Class 3: Classifying own object, Dichotomous key activity (difficult)

Week 17, Class 2: Introduction to classification. Dichonomous key activity (simple)
HW: Bring an object to classify.

Week 17, Class 1: Presentation of constellation project.




Week 16, Class 3: Research for constellation project.


Week 16, Class 2: Research for constellation project.


Week 16, Class 1:Research for constellation project.




Week 15, Class 3: Research for constellation project.
HW: Complete the contellation project with projection by Monday January 21!

Week 15, Class 2: Reintroduce constellation project. Research for constellation project.

Week 15, Class 1: Introduction to the new students Sim and Vuyo.



Week 14, Class 3: Reseach constellation for project.

Week 14, Class 2: Research constellation for project.

Week 14, Class 1
http://www.youtube.com/watch?v=FnK0gTSLBTE




Week 13, Class 3: Star cycle video clip.

Week 13, Class 2: Star cycle powerpoint.


Week 13, Class 1: Students will present their planet presentations
HW: Write a paragraph about the life cycle of a star. Remember to use the strategies that Ms. Craig taught you to make a good paragraph. Fix your presentations using the rubric.







Unit 3: That's Life (7 weeks)


Objectives (B and C)

B-Demonstrates understanding of basic scientific language by using appropriate scientific terminology, units of measurement and symbolic representation.

B-Recognizes the need for honesty when collecting and processing data and information, and when acknowledging sources.


C-Recognizes and recalls scientific information relevant to the units of work covered.

C-Identifies basic scientific components found in information from different sources (Internet, newspaper articles, television, scientific texts and publications) and is able to give an opinion justified by his/her knowledge and understanding of sciences.





Unit 2: Solar System (7 weeks)


Objectives (A and E)

-Understands that science is part of the world he/she lives in by giving examples and commenting on ways in which science affects life, society and the world.


-Gives examples of science and scientific applications and describes how these could affect people, societies and the environment.


-Organizes and transforms data into simple numerical and/or diagrammatic forms, including mathematical calculations and/or visual representations (tables, graphs and charts), with guidance.


-With guidance, presents data in a variety of ways using appropriate communication modes (oral, written and visual representation, and use of technologies) and conventions (units of measurement).








Trimester 02 Units










Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP
December
3 - 7
13
Solar System
What else is out there?
-Understand properties of the planets and other celestial objects
Human Ingenuity
Communication
Communicator and Risk Taker
10 - 14
14
Winter Holiday!
January
7 - 11
15
That’s Life
How do you group things together?
-Understand the properties of life and how it is classified.
Environments
Information Literacy
Principled and Open minded
14 - 18
16
21 - 25
17
28 – 1
18
February
4 - 8
19
11 - 15
20
25 - 1
21
March
4 - 8
22
Matter and Changes of State
What are we made of?
-Understand properties of matter.
Human Ingenuity
Reflection
Reflective and Inquirer
11 - 15
23
18 - 22
24
25 - 29
25


Unit 1: Scientific Method (7 weeks)

IB Objectives: (Criterion D, E, F)

-Recognizes, with guidance, the problem or research question to be tested by a scientific investigation.

-Asks questions of the type: What will happen if? Why does this happen when? and becomes familiar with making predictions and providing simple reasoning (“If I do this, then this will happen … ”).

-Identifies, with guidance, the factors that can be measured in an investigation (dependent variables), the factors that can be manipulated (independent variables) and those that must remain constant (control variables); identifies some of the materials/equipment needed; describes a simple method.
-Collects and records data using appropriate units of measurement, with guidance.

-Interprets data by identifying trends, patterns and relationships, with guidance.

-Draws appropriate conclusions based on the data, with guidance.

-Carries out scientific investigations, with guidance, using materials and techniques safely and skillfully.

-Works effectively as member of a team, by being guided into collaborating, acknowledging and supporting others as well as ensuring a safe working environment.

Photos From Unit 1:

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MYP 1 Foam.JPG

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MYP 1 Bungee 002.JPG

MYP 1 Bungee.JPG


MYP 1 Foam 002.JPG






















Daily Agendas Trimester 01:



Week 12, Class 1-3: The students will work in the library on their presentations.



Week 11, Class 3: Students will work in the library on their presentations.

Week 11, Class 2: Students will choose two planets complete a presentation on both using the rubric below.



Week 11, Class 1: Students will finish their models of the solar system.
HW: Finish solar system models.


Week 10, Class 3: Students will continue to work on their scale models of the solar system.

Week 10, Class 2: Students will look and try to solve the NASA puzzle. Students will start creating a scale model of the planet sizes using a compass to draw perfect circles. They will also use the color guides given to them from NASA to determine the correct color each planet should be.

Week 10, Class 1: Finish planet puzzle. Watch introduction to How the planets formed.
BBC Different Worlds

Week 9, Class 2: Introduction to Planets: Students will create a planet puzzle from NASA.

Week 9, Class 1: Review Scientific Method and introduction to Planets using cartoon.
HW: complete poster on either the balloon experiment or the elephant tooth paste.



Week 8, Class 3: Students finished the lab report on the elephant tooth paste after watching the video of what happened. Students performed the Balloon lab where they mixed baking soda with vinegar and recorded the size of a balloon. The students determined the IV and DV. The amount of vinegar was chosen at the IV.

Week 8, Class 2: Students performed the elephant tooth paste lab once they determined what IV they wanted to test. We ended up testing two different ones: amount of soap, and amount of yeast. Students started completing a written lab report.

Week 8, Class 1: Watched videos chosen from the students and identified the IV, DV, Controls and Constants for each. Decided on an experiement to complete doing the following class. Elephant toothpaste and Balloon experiment were chosen to complete during the following classes.



Week 7, Class 1: Review Scientific method WS. Added constants to science definitions.
HW: Find experiment video and identify: IV, DV, Controls, and Constants. Be prepared to present your results on Wednesday.



Week 6, Class 3: Review scientific method by using a film.

Week 6, Class 2: Went over homework Sponge Bob part 1 and part 2.
HW: Sponge Bob Part 3

Week 6, Class 1:
HW: Part 1 and Part 2 Sponge Bob WS.


Week 5, Class 3: Finish Barbie Bungee with student bought stuffed animals.

Week 5, Class 2: Start lab on Barbie Bungee.
HW: Bring some sort of doll/stuffed animal to test for bungee jumping activity.

Week 5, Class 1: Egg drop lab.
HW: Finish conclusion for the egg drop lab.



Week 4, Class 3: Finished Measurement lab.

Week 4, Class 2: Started measurement lab.


Week 4, Class 1: Went over the metric system. Completed metic system foldable and started Measurement Scavenger Hunt




HW: Create a container for dropping an egg off the roof of the school. The purpose is to create a container that will keep the egg from breaking DUE: Next Friday, Measurement Scavenger Hunt DUE: Wednesday.



Week 3, Class 3: Created a poster of the experiment we did in class on Wednesday.
HW: Create a container for dropping an egg off the roof of the school. The purpose is to create a container that will keep the egg from breaking. DUE: Next Friday.

Week 3, Class 2: Quiz over science equipment, Review Scientific Method using what is the effect of sugar on the temperature of water, Practice lab techniques using this lab: pipettes, Bunsen Burner and test tubes.
HW: Write a conclusion for does sugar effect the temperature of water. Due FRIDAY.


Week 3, Class 1:Science Equipment introduction.





HW: Quiz over lab equipment, signed safety contract.



Week 2, Class 3: Notes over scientific method. Video of Science Olympian.

Video: Science Olympian


Week 2, Class 2: Test Rockets and Analyze results; how to calculate average.

HW: Definition of Science


Week 2, Class 1: Introduction to scientific method using Rocket Lab.





Week 1, Class 2: Discussion of Safety and passed out safety contract



Lab Safety Activity

Week 1, Class 1: Discussion of last year science curriculum and introduction to MYP science





Trimester 1: Science Curriculum
Month


Unit
Unit Question
AOI
ATL
LP
September
3 - 7
1
Scientific Method
How do you find evidence to answer a question?
-Understand how and why scientists use the scientific method.
-Understand the terms associated with scientific method.
Health and Social Education
Collaboration and Organization
Caring and Balanced
10 - 14
2
17 - 21
3
24 - 28
4
October
1 - 5
5
8 - 12
6
15 - 19
7
22 - 26
8
Solar System
What else is out there?
-Understand properties of the planets and other celestial objects.
Human Ingenuity
Communication
Communicator and Risk Taker
November
5 – 9
9
12 - 16
10
19 - 23
11
26 - 30
12








IB Science Objectives:
Criterion A
(One World)
- refers to enabling students to understand the interdependence between science and society. Students should be aware of the global dimensions of science, as a universal activity with consequences for our lives and subject to social, economic, political, environmental cultural and ethical factors.
Criterion B (Communication in Science)
-refers to enabling students to develop their communication skills in science. Students should be able to understand scientific information, such as data, ideas, arguments and investigations, and communicate it using appropriate scientific language in a variety of communication modes and formats as appropriate.
Criterion C
(Knowledge and Understanding of Science)
-refers to enabling students to understand the main ideas and concepts of science and to apply them to solve problems in familiar and unfamiliar situations. Students are expected to develop critical and reflective thinking and judge the credibility of scientific information when this is presented to them.
Criterion D
(Inquiry in Science)
-refers to enabling the students to develop scientific inquiry skills to design and carry out scientific investigations.
Criterion E
(Processing Data)
-refers to enabling students to record, organize and process data. Students should be able to collect and transform data by numerical calculations into diagrammatic form. Students should be able to analyze and interpret data and explain appropriate conclusions.
Criterion F
(Attitudes in Science)
-refers to encouraging attitudes and disposition that will contribute to students’ development as caring and responsible individuals and members of society. Students will learn about safety and responsibility when working in science as well as respect for and collaboration with others and their shared environment.
-Makes comments on the ways in which science is applied and used to solve local and global problems.
-Gives examples of science and scientific applications and describes how these could affect people, societies and the environment.
-Give examples of ways in which science has played a part in the development of technology, and ways in which technology has played a part in the development of science.
-Understands that science is part of the world he/she lives in by giving examples and commenting on ways in which science affects life, society and the world.
-Demonstrates understanding of basic scientific language by using appropriate scientific terminology, units of measurement and symbolic representation.
-Provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) with guidance.
-Presents scientific information in appropriate formats (such as, laboratory reports, experimental accounts, explanations, essays, expositions, audio‐visual presentations) with guidance, and become familiar with the system used in the school to acknowledge sources.
-Recognizes the need for honesty when collecting and processing data and information, and when acknowledging sources.
-Uses, with guidance, information and communication technology applications (World Wide Web, data loggers, databases, spreadsheets or software for plotting graphs) to access, process and/or communicate scientific information.
-Recognizes and recalls scientific information relevant to the units of work covered.
-Explains and applies simple scientific information to solve problems in familiar and, with guidance, in unfamiliar situations.
-Identifies basic scientific components, relationships and patterns, both in experimental data and ideas.
-Identifies basic scientific components found in information from different sources (Internet, newspaper articles, television, scientific texts and publications) and is able to give an opinion justified by his/her knowledge and understanding of sciences.
-Recognizes, with guidance, the problem or research question to be tested by a scientific investigation.
-Asks questions of the type: What will happen if? Why does this happen when? and becomes familiar with making predictions and providing simple reasoning (“If I do this, then this will happen … ”).
-Identifies, with guidance, the factors that can be measured in an investigation (dependent variables), the factors that can be manipulated (independent variables) and those that must remain constant (control variables); identifies some of the materials/equipment needed; describes a simple method.
-Comments on the method and the quality of the results, with guidance.
-Suggests improvements to the method, with guidance.
-Collects and records data using appropriate units of measurement, with guidance.
-Organizes and transforms data into simple numerical and/or diagrammatic forms, including mathematical calculations and/or visual representations (tables, graphs and charts), with guidance.
-With guidance, presents data in a variety of ways using appropriate communication modes (oral, written and visual representation, and use of technologies) and conventions (units of measurement).
-Interprets data by identifying trends, patterns and relationships, with guidance.
-Draws appropriate conclusions based on the data, with guidance.
-Carries out scientific investigations, with guidance, using materials and techniques safely and skillfully.
-Works effectively as member of a team, by being guided into collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
-Shows respect for self and others, and deals responsibly with the living and non‐living environment.


MYP1 2011-2012