Welcome to the MYP3 and MYP4 Science Page!

Class Schedule:
Academic Year: 2012 – 2013
Period
Time
Tuesday
Period
Time
Wednesday
Period
Time
Thursday
1
08:05 - 08:50
MYP 3/4 /209
1
08:05 - 08:50
MYP 3/4 /209
3
09:55 - 10:40
MYP 3/4 /209
2
08:50 - 09:35
MYP 3/4 /209
2
08:50 - 09:35
MYP 3/4 /209
4
10:40 - 11:25
MYP 3/4 /209





Unit 4: Simple Machines (6 weeks)

IB Objectives: A and C

A: - Gives examples of science and scientific applications and discusses some of their positive and / or negative effects on people, societies, and the environment.

A: -Describes and explains how science and technology depend on each other for the development of knowledge and technological applications.

C: - Explains and applies scientific information to solve problems in familiar and, with guidance, in unfamiliar situations.

C: -Discusses scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and comments on its credibility.



Unit 3: Waves (6 weeks)

IB Objectives: C and E

C: -Analyses simple scientific information by identifying basic components, relationships and patterns, both in experimental data and ideas.

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

E:-Organizes and transforms data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts).

E:-Draws conclusions supported by explanations that are consistent with the analysis of the data.

E:-Collects and records data using appropriate units of measure.



Daily Agenda Trimester 03:







Week 27, Class 1: Talk about Simple Machine Project:
Jimin - Lever
Oliver - Wheel and axel
Seoungwoo - Screw
Hania - Wedge
Shivangi - Inclined Plane


Week 26, Class 2: Lab: lever

Week 26, Class 1: Lab: inclined plane






Trimester 03 Units:





Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP

April
3 - 5
26
Gears and Simple Machines
How do machines make our life easier?
-Understand why we use different tools.
Community and Service
Transfer
Knowledgeable
8 - 12
27
15 - 19
28
22 - 26
29
May
6 - 10
30
Acid/Bases
How do things neutralize?
-Understand that some reactions can cancel each other out to become neutral.
Health and Social Education
Collaboration
Caring and Balanced
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 Agenda Trimester 02:


Week 25, Class 2: Research Wheel and axel comparing buggy to modern car.

Week 25, Class 1: Lab: wheel and axel



Week 24, Class 3: Field Trip to Billards:
MYP3Pool 024.jpg

MYP3Pool 023.jpg

MYP3Pool 022.jpg

MYP3Pool 021.jpg

MYP3Pool 020.jpg

MYP3Pool 018.jpg

MYP3Pool 017.jpg

MYP3Pool 016.jpg

MYP3Pool 010.jpgMYP3Pool 008.jpg

MYP3Pool 007.jpgMYP3Pool 004.jpgMYP3Pool 005.jpg

MYP3Pool 001.jpg
Week 24, Class 2: Finish video. Review Reflection of billard balls. Determine the experiment the student will be doing for Billards tomorrow.

Week 24, Class 1: Simple Machine examples in everyday life. Watch a video clip and choose all of the simple machines seen.




Week 23, Class 3: Simple Machine lab.



Week 23, Class 2: Talk about mechanical advantage of levels, ramp, and pulley:




HW: Finish the first six pulley MA

Week 23, Class 1: Finish discussion about simple machines and complete problems related to work, power, mechanical advantage and efficiency. Watch movie Pee Wee Big Adventure and discuss the simple machines found in the movie.





Week 22, Class 3: No class, Boleslawiec trip.

Week 22, Class 2: Took notes on the different types of simple machine.
HW: Finish the notes in your foldable. There will be a test over this powerpoint on Tuesday.

Week 22, Class 1: Introduction to Simple Machines:




HW: Find and bring or take a picture of a simple machine.

Simple Machine Intro Lab 011.jpgSimple Machine Intro Lab 006.jpg

Simple Machine Intro Lab 010.jpgSimple Machine Intro Lab 001.jpg

Simple Machine Intro Lab 009.jpg

Simple Machine Intro Lab 008.jpgSimple Machine Intro Lab 004.jpg



Week 21, Class 3: Review of light, Reflection of the Unit
Light webquest: http://missionscience.nasa.gov/ems/02_anatomy.html


Week 21, Class 2: Discussion of LAB from Monday. Review packet on Light.

Week 21, Class 1: Lab, different types of Mirrors:

HW: Complete the lab report DUE Wednesday

Picture grade 8.jpgPicture grade 8 01.jpg

Picture grade 8 04.jpgPicture grade 8 03.jpg

Picture grade 8 02.jpg



Week 20, Class 3: Light videos and lab discussion.

Week 20, Class 2: Introduction to light, short light Labs.

Week 20, Class 1: Presentations of wave project.





Week 19, Class 1-3: Work on the wave project. Most lessons lost due to the ISA test.
HW: Complete wave project by next Tuesday.

Photo Jan 30, 8 52 28 AM sm.jpg





Week 18, Class 3: Research: Wave project.

Week 18, Class 2: Research: Wave project.

Week 18, Class 1: Introduction to the wave project. Start reading on applications of waves.





Week 17, Class 3: Students will have the opportunity to work on their lab reports from the decibel lab. Notes TEST
HW: Finish decibel lab by Tuesday

Week 17, Class 2: Decibel Lab: students will record the decibels in different places around the school using a decimeter.

Week 17, Class 1:

















Week 16, Class 3: Review information in wave reading.

Week 16, Class 2:
http://www.educationscotland.gov.uk/resources/s/sound/soundpulse.asp?strReferringChannel=resources&strReferringPageID=tcm:4-248286-64


Week 16, Class 1: Wave Reading and Questions





Week 15: Review waves: Mythbusters can sound break glass? Can sound cause the a building to fall down? , Current Event Essay (Library)

HW: Finish Current Event Essay by Jan. 24.





Week 14, Class 3: Wave lab discussion

Week 14, Class 2: Finish online wave lab.

Week 14,Class 1: Online Waves Lab
Wave Simulation




Week 13, Class 2: Wave Notes and discussion


Week 13, Class 1: Test over Natural Disasters




Trimester 02 Units








Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP
December
3 - 7
13
Waves
How is energy transferred?
Human Ingenuity
Communication
Communicator
10 - 14
14
Winter Holiday!
January
7 - 11
15

-Understand the different ways energy can move.


and Risk Taker
14 - 18
16
21 - 25
17
28 – 1
18
February
4 - 8
19
Gears and Simple Machines
How do machines make our life easier?
Community and Service
Transfer
Knowledgeable
11 - 15
20
25 - 1
21
March
4 - 8
22
11 - 15
23
18 - 22
24





25 - 29
25

Unit 2: Natural Disasters (8 weeks)

IB Objectives: A and B

A: - Describes and explain ways in which science is applied and used to solve local and global problems.

A:-Understands that science is part of the world they live in by describing how science and its applications are affected and/or influenced b some of the following factors: social, economic, political, environmental, cultural, ethical.

B:-Understand and used scientific language relevant to the units of work covered.

B:-Demonstrates honesty when handling data and information and acknowledging sources.

B:-Presents scientific information in formats (such as laboratory reports, experimental accounts, explanations, essays, expositions, audio-visual presentations) appropriate to the work covered, and acknowledge sources.


Photos from Unit 2:

MYP 3 Plate Boundaries 008.JPG


MYP 3 Plate Boundaries 007.JPG



MYP 3 Plate Boundaries 006.JPG


























MYP 3 Plate Boundaries 004.JPG


MYP 3 Plate Boundaries 003.JPG




MYP 3 Plate Boundaries 002.JPG



MYP 3 Plate Boundaries 001.JPG



MYP 3 Plate Boundaries.JPG


MYP 3 Plate Boundaries 009.JPG

Unit 1: Scientific Method (4 weeks)

IB Objectives: D and F


D: -Recognizes and attempts to articulate the problem or research question to be tested by a scientific investigation.

D: -Formulates a simple hypothesis and explains it using logical reasoning and his/her knowledge of sciences (“If I do this, then that will happen because … ”).

D: -Designs scientific investigations that include variables and controls that are identified; identifies materials/equipment needed; describes a method to be followed; suggests the data to be collected.

F: -Carries out scientific investigations using materials and techniques safely and skillfully.

Daily Agenda Trimester 01:




Week 12, Class 3: Jeopardy review game.
​HW: TEST On TUESDAY!!


Week 12, Class 2: Go over review sheet from last class.


Week 12, Class 1: Independent completion of review sheet




Week 11, Class 3: Essay over the four types of natural disasters. DUE: Friday. (Criterion A)

Week 11, Class 2: Hurricane notes


Week 11, Class 1: Hurricane discussion



Week 10, Class 3: Movie on Tsunami,

HW: write a paragraph on why the tsunami in the video is not realistic. DUE TUESDAY.

Week 10, Class 2: Volcano notes cont./ Volcano Lab


Week 10, Class 1: Volcano notes





Week 9, Class 3: Volcanoes
Nova
HW: Write an complete paragraph about the video on Volcanoes. DUE TUESDAY MORNING.

Week 9, Class 2: Lab on Tsunamis


Week 9, Class 1: Notes on Tsunamis. Class discussion on current Hawaiian Tsunami




Week 8, Class 3: Quiz: Triangulation: Lab: Create an Earthquake proof building.

Week 8, Class 2: Myth busters "Earthquake machine" Lab: triangulation cont.

Week 8, Class 1: Lab: Triangulation.




Week 7, Class 3: Lab: P waves and S waves + Lab: Seismograph.


Week 7, Class 2: Notes Earthquakes.

Week 7, Class 1: Lab: different types of plate boundaries.




Week 6, Class 3: Earth layers Foldable. Lab on the asthenosphere.



Week 6, Class 2: Map of the Earth and their current tectonic plates, Notes on Plate Boundaries.


Week 6, Class 1: Students had to finish a webquest on Earthquakes.




Week 5, Class 3: Presentations of Natural Disaster. Finish Introduction to Plate Tectonics Powerpoint.

Week 5, Class 2: Library; Finish researching on Natural Disaster, Start Dynamic Earth Powerpoint and notes


HW: Finish Natural Disaster Research to present on Thursday.


Week 5, Class 1: Library; Start researching on Natural Disaster, Finish Video.
1. Where did happen?
2. What happened?
3. Why did it happen?
4. Brief Definition of your natural disaster.
5. How much damage was caused by your disaster.
6. Any interesting facts. Make sure that you cite your sources.
HW: Finish Natural Disaster Research to present on Thursday.





Week 4, Class 3: Introduction to Natural Disasters Video and class discussion.

HW: Start researching and choose your natural disaster.

Week 4, Class 2: Completed science equipment lab. Reviewed the metric system.
HW: Start looking for a natural disaster that you would like to research. Finish lab due on THURSDAY.


Week 4, Class 1: Wrote a reflection for the month. Finished Airplane lab and started completing poster.
HW: Finish poster due tomorrow Wednesday, Finish lab due on THURSDAY.



Week 3, Class 3: Students revised and edited their lab reports during the first lesson in the library after a class discussion of the results. During the second lesson the students looked at their lab rubric created in class and started the paper air plane lab.


HW: Finish and revise lab report using the rubric created in class.

Week 3, Class 2: Students took a quiz over scientific method. Students finished the lab. What is the effect of amount of milk on the size of a pancake produced? The lab from last class was discussed.
HW: students must type up a sample lab report using the experiment done in class. Due THURSDAY. Make sure that you discuss the problems/observations in the results section. You can come up with a conclusion but make sure that you use the data from the experiment.

Week 3, Class 1: Students will perform a scientific investigation to demonstrate how to properly set up and perform a scientific investigation. What is the effect of amount of milk on the size of a pancake produced? The lab from last class was discussed.
HW: students must type up a sample lab report using the experiment done in class. Due THURSDAY



Week 2, Class 3: Students performed a quick science investigation, we discussed whether or not this was a good example of a science investigation. What is the effect of amount of baking soda on the size of a korean cookie produced?

Week 2, Class 2: Library to work on Current Event, Scientific Method review.

HW: Current Event Essay Due Thursday September 13.

Week 2, Class 1: Introduction to Current Event Essay. Practice IV and DV. Library Second period for research.





Week 1, Class 2: Safety and the Scientific Method


Safety Activity
Video: Review Scientific Method


Week 1, Class1: The curriculum from last year was discussed to see what they remember from last year. This years curriculum was presented to them with an emphasis on the IB Objectives.







Trimester 1 Science Curriculum


Month


Unit
Unit Question
AOI
ATL
LP
September
3 - 7
1
Scientific Method
How do you properly set up an experiment to answer a question?
-Understand the importance of detailed instructions.
Human Ingenuity
Organization
Inquirer and Open Minded
10 - 14
2
17 - 21
3
24 - 28
4
October
1 - 5
5
Natural Disasters
How do natural disasters affect society and the environment?
-Understand how natural catastrophes affect many different aspects of life and the environment.
Environments
Information Literacy and Thinking
Thinker 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 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.
-Describes and explains ways in which science is applied and used to solve local and global problems.
-Gives examples of science and scientific applications and discusses some of their positive and/or negative effects on people, societies and the environment.
-Describes and explains how science and technology depend on each other for the development of knowledge and technological applications.
-Understands that science is part of the world they live in by describing how science and its applications are affected and/or influenced by some of the following factors: social, economic, political, environmental, cultural, ethical.
-Understands and uses 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) consistent with the level of complexity of the units of work covered.
-Presents scientific information in formats (such as laboratory reports, experimental accounts, explanations, essays, expositions, audio‐visual presentations) appropriate to the work covered, and acknowledge sources.
-Demonstrates honesty when handling data and information, and acknowledging sources.
-Uses, where appropriate, information and communication technology applications (World Wide Web, data loggers, databases spreadsheets and/or software for plotting graphs) to access, process and communicate scientific information.
-Recognizes and recalls scientific information relevant to the units of work covered.
-Explain and applies scientific information to solve problems in familiar and, with guidance, in unfamiliar situations.
-Analyses simple scientific information by identifying basic components, relationships and patterns, both in experimental data and ideas.
-Discusses scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and comments on its credibility.
-Recognizes and attempts to articulate the problem or research question to be tested by a scientific investigation.
-Formulates a simple hypothesis and explains it using logical reasoning and his/her knowledge of sciences (“If I do this, then that will happen because … ”).
-Designs scientific investigations that include variables and controls that are identified; identifies materials/equipment needed; describes a method to be followed; suggests the data to be collected.
-Comments on the method and the accuracy and/or precision of the results.
-Suggests improvements to the method.
-Collects and records data using appropriate units of measurement.
-Organizes and transforms data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs and charts).
-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).
-Analyses and interprets data by identifying trends, patterns and relationships.
-Draws conclusions supported by explanations that are consistent with the analysis of the data.
-Carries out scientific investigations 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.




MYP3/4 2011-2012