Welcome to the MYP2 Science Page!

Class Schedule:
Academic Year: 2012 – 2013
Period
Time
Monday
Period
Time
Tuesday
Period
Time
Friday
6
12:50 - 13:35
MYP 2 / 209
4
10.40 – 11:25
MYP 2 / 209
3
09:55 – 10:40
MYP 2 / 208
7
13:35 - 14:20
MYP 2 / 209
5
11:25 – 12:10
MYP 2 / 209
4
10.40 – 11:25
MYP 2 / 208





Daily Agendas Trimester 03:



photo.JPG




Week 30, Class 3: Current event for science.
www.sciencenewsforkids.org


Week 30, Class 2: Notes using the Book, and complete insulator and conductor lab.
HW: finish the diagram with the switches and lamps.

Week 30, Class 1: Finish electricity movie.




Week 26, Class 1:
skater lab
http://phet.colorado.edu/en/simulation/energy-skate-park




Trimester 03 Units:









Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP
April
3 - 5
26
Energy and Electricity
What would happen in a world without energy?
-Understand the pathways in which electricity can travel from the power plant to your house.
Community and Service
Transfer and Thinking
Thinking and Knowledgeable
8 - 12
27
15 - 19
28
22 - 26
29
May
6 - 10
30
Chemistry and the Periodic Table
Why are patterns useful?
-Understand how the periodic table is arranged.
Human Ingenuity
Reflection
Reflective and Inquirer
13 - 17
31
20 - 24
32
27 - 29
33
June
3 - 7
34
10 - 14
35
Green School




17 - 21
36
Green School




24 - 28
37
Reflection








Daily Agendas Trimester 02:






Week 25, Class 2: Review Lab. In class calculations.




Week 25, Class 1: Lab: How does the height of a ramp effect the GPE and KE.









Week 24, Class 3: Present roller coaster project. Plan out where the closest amusement park.

Week 24, Class 2: Library, finish roller coaster project.

Week 24, Class 1: Library; roller coaster project and Ms. Mignon classroom evaluation.







Week 23, Class 3: KE and GPE calculations.




Week 23, Class 2: Present Foldable to class. Played taboo.

Week 23, Class 1: Class discussion on Energy Transformations.
HW: Finish energy transformation foldable.






Week 22, Class 3:


Go over the answers from the previous class.
Taboo game: students will create cards related to energy and then play the game.


Week 22, Class 2: Complete Energy questions and start on Current Event Essay.


Week 22, Class 1: Introduction to Energy and Electricity (Library)
Introduction to energy pics.jpgIntroduction to energy pics 001.jpg

Victoria.jpgKris.jpg

Hyoungjun.jpgChiharu.jpg

andrea.jpgYeon soo.jpg


Week 21, Class 3: Imaginary animal in its own biome.
Guessing game: placing animal in a biome using its characteristics.

Week, 21, Class 2: Depate, Biomes and adaptations. Library
drawing
worksheet on adaptation

Week 21, Class 1: Human impact recap. Debate on Oil Drilling
Reading




Week 20, Class 3: Started aqautic biomes, and human impact.
Powerpoint
Matching
Video: short clip of happy feet.

Week 20, Class 2: Present poster project.

Week 20, Class 1: Research for poster project.




Week 19, Class 1 - Class 3: Research in the library on biome project, most classes lost due to ISA.




Class 18, Class 3: Present corrections to energy in ecosystem projects. Started biome project.

Week 18, Class 2: Introduction to Biomes.







HW: Complete the rubric for the poster project. Read the Biome packet. Finish the Energy in Ecosystem.

Week 18, Class 1: Test over outline of chapter six.



Week 17, Class 3: Class time to work on outline and presentations

Week 17, Class 2: Review of how to complete an outline. Students will be given time to complete their outline.

Week 17, Class 1: Outline of Chapter.




Week 16, Class 3: Ecosystem activity and finish chapter 6.
HW: Finish all questions.

Week 16, Class 2: Go over chapter answers. Finish reading chapter and answer questions.
HW: Read the next two sections and complete the questions at the end of the section.


Week 16, Class 1: Presentations: Reading practice for the ISA.
Students will be given the opportunity to make corrections to their energy in ecosystem projects. DUE Friday, March 01.


HW: Read Chapter 6: Natures Cycles Answer questions in first two sections.





Week 15, Class 3: Research for energy in Ecosystem project.

Week 15, Class 2: Research for energy in Ecosystem project.

Week 15, Class 1: Introduction to Energy in Ecosystem project.





Week 14, Class 3: Ecosystem Discussion

Week 14, Class 2: Notes cont on Energy in Ecosystems.

Week 14, Class 1: Energy Project Presentations, Introduction to energy in Ecosystems.




Week 13, Class 3: Research Energy Project.

Week 13, Class 2: Research Energy Project.


Week 13, Class 1: Research Energy Project.




Unit 3: Diversity of Life (7 weeks)


IB Objectives: (Criterion C,F)

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.

F- Shows respect for themselves and others, and deals responsibly with the living and non-living environment.



Trimester 02 Units










Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP
December
3 - 7
13
Diversity of Life
Why is everything so different?
Environments
Information Literacy
Open Minded and Risk Taker
10 - 14
14
Winter Holiday!
January
7 - 11
15

-Understand how and why diversity is important in environments.



14 - 18
16
21 - 25
17
28 – 1
18
February
4 - 8
19
11 - 15
20
Energy and Electricity
What would happen in a world without energy?
-Understand the pathways in which electricity can travel from the power plant to your house.
Community and Service
Transfer and Thinking
Thinking and Knowledgeable
25 - 1
21
March
4 - 8
22
11 - 15
23
18 - 22
24
25 - 29
25

Unit 2: Body Systems (8 weeks)

IB Objectives: (Criterion A, B)

A-Uses examples to describe ways in which science plays a part in the development of technology, and ways in which technology has played a part in the development of science.

B-Understands basic scientific language and begins using the scientific language relevant to the units of work covered.

B-Provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) with little or no guidance.

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





Photos from Unit 2:

Human wiki 008.JPG




Human wiki 007.JPG




Human wiki 006.JPG


zmniejsz rozmiar
zmniejsz rozmiar
Human wiki 005.JPG


Human wiki 004.JPG

Human wiki 003.JPG




















Human wiki 002.JPG

Human wiki 001.JPG


MYP 2 body systems.JPG



















Unit 1: Scientific Method (4 weeks)

IB Objectives: (Criterion D, E, F)

D: -Recognizes, with minimal guidance, the problem or research question to be tested by a scientific investigation.
D: -Formulates with guidance a simple hypothesis.
D: -Identifies without guidance, the dependent and independent variables, as well as the control group. Identifies materials that are needed and describe a method for completion.
E: -Collects and records data using appropriate units of measurement, with minimal guidance.
E: -Organizes and transforms data into simple numerical and/or diagrammatic forms, including mathematical calculations and/or visual representations (tables, graphs and charts), with minimal guidance.
E: -Draws appropriate conclusions based on the data, with minimal guidance.
F: -Carries out scientific investigations, with minimal guidance, using materials and techniques safely and skillfully.
F: -Works effectively as members of a team, with minimal guidance collaborating, acknowledging and supporting others as well as ensuring a safe working environment.


Daily Agendas Trimester 01:





Week 12, Class 3: Start on Energy Project.

Week 12, Class 2: Finish immune system movie. Write down reflection about the movie and the humanitarium.

Week 12, Class 1: Humanitarium:



Week, 11, Class 3: Library, fix presentations esp. how technology can be used to fix your system when it fails.

Week 11, Class 2: Presentations. Start movie on the immune system.

Week 11, Class 1: Work on project in the library.


Week 10, Class 3: Work on Project in the Library.

Week 10, Class 2: Digestive System LAB

HW: Finish the Experiment section of the lab write up DUE ON Friday. Work on your individual body system product. DUE on TUESDAY.

Week 10, Class 1: Finish Digestion notes (ADAM videos), and start presentation on a specific body system.


Week 9, Class 2: Cont notes on the Digestive system

Week 9, Class 1: Notes on Digestive System, Virtual dissection

Week 8, Class 3: Introduction to Digestive System

Week 8, Class 2: Library: Interactive surgery

Week 8, Class 1: X-ray lab cont and finish.


Week 7, Class 3: X-ray lab





Week 7, Class 2: Skeletal Station Lab





Week 7, Class 1: Comparing different skeletons





Week 6, Class 3: No class WIS 10th B-day celebration.

Week 6, Class 2: Quiz over muscles, Muscles in the arm lab, Finish muscle fatigue lab. Video: how muscles and bones work in our body.

Week 6, Class 1: Start muscle fatigue lab.Library student were able to practice naming the muscles and bones.


Week 5, Class 3: Finished notes on muscle system lab. Library: students were able to practice naming the muscles and bones.

Week 5, Class 2:
Started Muscle System Tour LAB.
Muscle Tour Game
Anatomy Aracade

Week 5, Class 1: Muscle System Lab.
HW: Find 3 exercises and name what muscles are being used.



Week 4, Class 3: Bunsen Burner Experiment.

Week 4, Class 2: Measurement Lab.
HW: Finish graphing assignment.

Week 4, Class 1: Finished the paper airplane experiment. Reviewed the metric system.
HW: Complete the lab report by tomorrow. Safety contract.



Week 3, Class 3: Start lab on paper airplanes. Library: Work on lab write up.
HW: Complete a lab report on the Heartrate lab. DUE TUESDAY!!!!


Week 3, Class 2: Completed the lab on heartrate. We discussed how to make a graph. We discussed how to use Excel.
HW: Complete a conclusion for the lab on heartrate DUE on FRIDAY!!!!
Week 3, Class 1: Created a rubric for scientific lab reports. Started a lab: What is the effect of how fast you move on your heart rate?


HW: Find an idea for a lab to do in class. Science Safety Contract signed by parents.



Week 2, Class 3: Library work on Current Event.

HW: Current Event due Monday, September 17

Week 2, Class 2: Scientific Method practice and IB objectives.


Week 2, Class 1: Scientific Method/Current Event, Example of current event using Sweets on the Brain. Student Expectation and consequences.







Week 1, Class 3: Safety/ Scientific Method: Students completed posters on the safety rules and reviewed the scientific method using the Barbie Bungee experiment from last year, notes in notebook.Video: review of the scientific method.
Video: Review Scientific Method
Safety Activity



Week 1, Class 2: Safety/Scientific Method: Students completed activities on safety and the scientific method.



HW: Safety Contract


Week 1, Class 1: Introduction: Students went over what they remembered from last year and studied the planned units for this year.



Trimester 1 Science Curriculum

Month


Unit
Unit Question
AOL
ATL
LP
September
3 - 7
1
Scientific Method
Why do we need systematic steps?
-Understand the importance of processes.
Human Ingenuity
Collaboration and Organization
Caring and Balanced
10 - 14
2
17 - 21
3
24 - 28
4
October
1 - 5
5
Body Systems at Work
Why is interdependence important?
-Understand how the body systems work together to keep us alive.
Health and Social Education
Communication
Communicator and Principled
8 - 12
6
15 - 19
7
22 - 26
8
November
5 – 9
9
12 - 16
10
19 - 23
11
26 - 30
12


















IB 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 and begins to explain 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 in positive and negative ways.
-Uses examples to describe ways in which science plays 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 they live in by commenting on ways in which science and its applications can be influenced and affected by outside factors.
-Understands basic scientific language and begins using the scientific language relevant to the units of work covered.
-Provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) with little or no guidance.
-Presents scientific information in appropriate formats (such as, laboratory reports, experimental accounts, explanations, essays, expositions, audio-visual presentations) with little or no guidance that is appropriate to work covered.
-Recognizes and starts to demonstrate the need for honesty when collecting and processing data and information, and when acknowledging sources.
-Uses, with minimum 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
-Understands 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 minimal guidance, the problem or research question to be tested by a scientific investigation.
-Formulates with guidance a simple hypothesis.
-Identifies without guidance, the dependent and independent variables, as well as the control group. Identifies materials that are needed and describe a method for completion.
-Comments on the method and the quality of the results, with minimal guidance.
-Suggest improvements to the method, with minimal guidance.
-Collects and records data using appropriate units of measurement, with minimal guidance.
-Organizes and transforms data into simple numerical and/or diagrammatic forms, including mathematical calculations and/or visual representations (tables, graphs and charts), with minimal guidance.
-With minimal 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 minimal guidance.
-Draws appropriate conclusions based on the data, with minimal guidance.
-Carries out scientific investigations, with minimal guidance, using materials and techniques safely and skillfully.
-Works effectively as members of a team, with minimal guidance collaborating, acknowledging and supporting others as well as ensuring a safe working environment.
-Shows respect for themselves and others, and deals responsibly with the living and non-living environment.






MYP2 2011-2012