Welcome to the MYP5 Science Page!

Class Schedule:
Academic Year: 2012 – 2013
Period
Time
Monday
Period
Time
Wednesday
Period
Time
Thursday
4
10:40 - 11:25
MYP 5 /209
6
12:50 - 13:35
MYP 5 /209
5
11:25 - 12:10
MYP 5 /209
5
11:25 - 12:10
MYP 5 /209
7
13:35 - 14:20
MYP 5 /209
6
12:50 - 13:35
MYP 5 /209




Daily Agenda Trimester 03





Week 28, Class 3: Earth Day presentation preparation.

Week 28, Class 2: No class because of grade 5 exhibition

Week 28, Class 1: Practice REDOX reactions




Week 27, Class 3: Went over REDOX reaction sheet./ Retake of Photosynthesis and Cellular Respiration TEST.

Week 27, Class 2: Absent, students had to work on REDOX reaction sheet. Focusing on oxidation number.


Week 27, Class 1: Cont REDOX reaction discussion/ Study for Photosynthesis and Cellular Respiration TEST



Week 26, Class 2: Introduction to oxidation and reduction cont. Find the answer to the question: How does industry suffer from the process of oxidation.


Week 26, Class 1: Introduction to oxidation and reduction















Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP
April
3 - 5
26
Redox Reaction
What price to we pay in terms of waste and energy by using iron in industry which is prone to oxidation?
-Understand the application of Redox reactions in industry
Community and Service
Communication
Communicator and Risk Taker
8 - 12
27
15 - 19
28
22 - 26
29
May
6 - 10
30
13 - 17
31
Electromagnetic Spectrum and Thermo Physics
How has the world developed by using electricity, waves, and thermodynamics?
-Understand the application of the electromagnetic spectrum and thermodynamics in technology today
Human Ingenuity
Information Literacy
Principled
20 - 24
32
27 - 29
33
June
3 - 7
34
10 - 14
35
Green School




17 - 21
36
Green School




24 - 28
37
Reflection





Unit 4: Organic Chemistry (4 Weeks)


Assessment Criterion: B and F

B:Uses where appropriate a range of information and communication technology applications to access, process and communicate scientific information.

B:Communicates scientific information using a range of scientific language.

B:Presents scientific information in a variety of formats, acknowledging sources as appropriate.

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

F:Shows respect for self and others, and deals responsibly with the living and non‐living environment.


Unit 3: Organic Chemistry (7 Weeks)


Assessment Criterion: C and D

C:- Discusses and evaluates scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assesses its credibility.
C:- Analyses scientific information by identifying components, relationships and patterns, both in experimental data and ideas.
D:- Suggests improvements to the method
D:-Evaluates the method, commenting on its reliability and or validity.



Daily Agenda Trimester 02






Week25, Class 3: House games

Week 25, Class 2: Book Party

Week 25, Class 1: Review Test, and Farewell to Miss Mignon.





Week 24, Class 3: TEST

Week 24, Class 2: Finish presentation, and present.

Week 24, Class 1: Library, finish research on photosynthesis and cellular respiration.






Week 23, Class 3: Library Research comparing Photosynthesis and Cellular Respiration
Sport Respiration
Rubric
HW: Presentations due Wednesday, TEST on Thursday.

Week 23, Class 2: Anaerobic Respiration





Week 23, Class 1: Phases of Photosynthesis: Flower cultivator activity and introduction to Cellular Respiration







HW: Finish Lab Report by Midnight TONIGHT and send by email. Aerobic dissimulation questions due WEDNESDAY.
erik.bullock.wis@gmail.com






Week 22, Class 3: Elodea LAB:



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Week 22, Class 2: Introduction to Photosynthesis.




HW: Complete the Lab Write up by Monday, MARCH 11

Week 22, Class 1: Introduction to energy.


Grade 10 009.jpg


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Week 21, Class 3: Finish TEST, Reflection of the Unit

Week 21, Class 2: TEST

Week 21, Class 1: Review for the test




Week 20, Class 3: More practice of organic reactions.


Week 20, Class 2: Practice organic reactions


Week 20, Class 1: Student reading and review for test next week.








Week 19, Class 3-1: Independent work on organic chemistry worksheet. Most lessons lost to the ISA test.




Week 18, Class 3: Individual practice of organic compound reactions.

Week 18, Class 2: Explanation of organic reactions.

Week 18, Class 1: Introduction to organic reactions.




Week 17, Class 3: Practice naming compounds.


Week 17, Class 2: Practice naming compounds.

Week 17, Class 1: Review the naming rules of all organic compounds.




Week 16, Class 3: Project presentations on drug/organic compound.

Week 16, Class 2: Discussion of every day application of organic compounds such as aspirin and BO.

Week 16, Class 1: Lab: creating organic compounds. Silly putty reaction.






Week 15, Class 3: Research for organic project.

Week 15, Class 2: Research for organic project.

Week 15, Class 1: Project on drug/organic compound.





Week 14, Class 3: Practice naming constituent groups.

Week 14, Class 2: Practice naming: alkeynes

Week 14, Class 1: Practice naming: alkenes.




Week 13, Class 3: Practice naming compounds alkanes.

Week 13, Class 2: Continue notes on Organic Chemistry

Week 13, Class 1: Continue notes on Organic Chemistry





Trimester 02 Curriculum








Month
Date
Week
Unit Topic
Unit Question
AOI / GC
ATL
LP
December
3 - 7
13
Organic Chemistry
How can Carbon be used in society?
Human Ingenuity
Reflection
Reflective and Open Minded
10 - 14
14
Winter Holiday!
January
7 - 11
15





14 - 18
16
21 - 25
17
28 – 1
18
February
4 - 8
19
Cellular Respiration and Photosynthesis
|How are plants and humans similar?
-Understand reversible reactions
Environment
Collaboration
Caring
11 - 15
20
25 - 1
21
March
4 - 8
22
11 - 15
23
Redox Reaction
What price to we pay in terms of waste and energy by using iron in industry which is prone to oxidation?
Community and Service
Communication
Communicator and Risk Taker
18 - 22
24
25 - 29
25

Unit 2: Genetics (7 Weeks)

Assessment Criterion: A and C
A:-Describes and discusses ways in which science is applied and used to solve local and global problems.
A:- Describes and evaluates the benefits and limitations of science and scientific applications as well as their effect on life and society.
C:- Recognizes and recalls scientific information.
C:-Explains and applies scientific information to solve problems in familiar and unfamiliar situations.

Unit 1: Scientific Discoveries (4 Weeks)

Assessment Criterion: D and E
Criterion D: Inquiry in Science
-Designs scientific investigations that include variables and controls, materials/equipment needed, a method to be followed, data to be collected and suggestions for its analysis.
-Defines the problem or research question to be tested by a scientific investigation.
-Formulates a hypothesis and explains it using logical scientific reasoning.

Criterion E: Processing Data
-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).
-Draws conclusions supported by scientific explanations and a reasoned interpretation of the analysis of the data.


Daily Agendas Trimester 01:





Week 12, Class 3: Begin unit on Organic Chemistry


Week 12, Class 1-2: The students will watch the movie "The Island" and write an essay comparing the movie to the book.



Week 11, Class 1-3: Class discussion about the science involved in Unwind. Students had time to work on their project.
HW: Project Due Friday, November 23


Week 10, Class 3: Class discussion about the science involved in Unwind. Students had time to work on their project.

Week 10, Class 2: Class discussion about the science involved in Unwind. Students had time to work on their project.

Week 10, Class 1:
Students finished essay and started research assignment about Unwind.



Week 9, Class 3: Students had to complete an essay on should we use human parts why or why not using evidence from the book Unwind and the current research we read and talked about in the previous classes.

Week 9, Class 2:
Arm Transplant

Week 9, Class 1: Unwind discussion (science aspect)




PBS: Scientists Grow Spare Parts


Week 8:
Students are involved in model UN.




Week 7, Class 1: Project Presentation on comparing Protein Synthesis vs. DNA Replication
HW: Protein Synthesis Project Presentation due: Thursday, Oct. 18, 2012



Week 6, Class 3:
Online Test Protein Synthesis

Week 6, Class 2: Practice Protein Synthesis using works instead of amino acids.

Week 6, Class 1: Notes: Protein Synthesis.



Week 5, Class 3: Library: work on lab report. DNA Origami.

Week 5, Class 2: Students were allowed to work on their written lab reports. DNA Replication notes were finished.
HW: FINAL LAB Report DUE THURSDAY OCT 04.


Week 5, Class 1: Students were allowed to perform their lab of choice and Notes given on DNA Replication.
HW: FINAL LAB Report DUE THURSDAY OCT 04.



Week 4, Class 3: Students were allowed to perform their labs in class.
HW: FINAL LAB Report DUE THURSDAY OCT 04.


Week 4, Class 2: Library, students were allowed to work on their two lab reports..
HW: Finish Lab Reports, and email supplies needed for the labs to perform tomorrow.


Week 4, Class 1: Reviewed Genetics. See packet below.
HW: Finish Lab Report, and Monthly reflection of the class for the Newsletter.




Week 3, Class 3: Students had the opportunity to work on their lab report and complete research on the experiment they wanted to complete next week in class.
HW: Finish Lab report on What is the effect of type of music on memorizing lyrics. DUE: WEDNESDAY.
FINAL LAB report on an experiment of your choice: DUE: Thursday Oct. 04.





Week 3, Class 2: Scientific Method: Reviewed Scientific Notation, Signifigant figures, Science Math. We worked on the lab: What is the effect of type of music on memorizing lyrics.
HW: Start working on analysis of lab.


Week 3, Class 1: Scientific Method: We worked on the lab: What is the effect of type of music on memorizing lyrics.
HW: Signifigant figures Worksheet




Week 2, Class 3: Class discussion about lab to carry out in class. Idea: What it the effect of type of music on memorizing song lyrics? We started setting up the experiment. The following genres were chosen: Rock, Rap, Hip Hop/Pop, Ballad, Metal (One song from your native tongue). We discussed how to make this as scientific as possible. We are going to listen to a total of 30 seconds of a song once they start singing and then write what lyrics they remember.

Week 2, Class 2: Review DV, IV , constant, and control. Class discussion about how to properly carry out an experiment. Library time to finish scientific journal analysis.
DV: The variable that you observe or measure in an experiment. (Responding variable)
IV: The variable that you change in an experiment (Manipulated variable)
Control: The standard used for comparison
Constants: Things kept the same in an experiment to make sure that the IV is the only factoring influencing the results.
HW: Journal Analysis

Week 2, Class 1: Scientific Method: 1st period the students will have time to work on their assignment that is due on Thursday in the library. The students will also have time to find an experiment they can do in class to write their first scientific report.
2nd period: the students will develop a rubric to use for grading their scientific report using the objectives that have been identified for the unit.
Students will discuss a scientific experiment they can do in class to demonstrate how to properly write a scientific report.
HW: Finish journal analysis, choose a scientific experiment to perform in class




Week 1, Class 2: Scientific Method: reviewed a scientific journal and discussed what is included in each section. See notes below.
Assignment: Choose a scientific journal and identify the following in each section. DUE Sept 13

  1. Abstract
    • What they did?
    • What they found out?
    • What needs to be done now?
  2. Introduction
    • Basic Information
    • Other research
    • Purpose
    • Hypothesis
  3. Material/ Methods
    • procedure of what they did
    • what equipment they used
  4. Results/ Discussion
    • explain the data collected
    • Explain how they did the calculations
    • were there any problems
    • Conclusion can be in this section
      • must be supported with the results found in the experiment
    • Future:
      • What still needs to be done? What other experiments can be done?


Week 1, Class 1: Introduction: reviewed material studied last year, reviewed planned units for this year and discussed how it relates to the DP program.






Trimester 1 Science Curriculum


Month


Unit
Unit Question
AOI
ATL
LP
September
3 - 7
1
Scientific Discoveries
How is communication similar between countries?
-Understand how scientists communicate
Human Ingenuity
Organization
Balanced and Inquirer
10 - 14
2
17 - 21
3
24 - 28
4
October
1 - 5
5
Genetics
How can the world benefit from experimentation?
-Understand how genes are passed from one generation to the next
Health and Social Education
Transfer and Thinking
Thinker and Knowledgeable
8 - 12
6
15 - 19
7
22 - 26
8
November
5 – 9
9
12 - 16
10
19 - 23
11
26 - 30
12
Organic Chemistry
How can Carbon be used in society?
Human Ingenuity
Reflection
Reflective and Open Minded








IB Sciece 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 discusses ways in which science is applied and used to solve local and global problems.
-Describes and evaluates the benefits and limitations of science and scientific applications as well as their effect on life and society.
-Discusses how science and technology are interdependent and assist each other in the development of knowledge and technological applications.
-Discusses how science and its applications interact with social, economic, political, environmental, cultural and ethical factors.
-Communicates scientific information using a range of scientific language.
-Communicates scientific information using appropriate modes of communication.
-Presents scientific information in a variety of formats, acknowledging sources as appropriate.
-Demonstrates honesty when handling data and information, acknowledging sources as appropriate.
-Uses where appropriate a range of information and communication technology applications to access, process and communicate scientific information.
-Recognizes and recalls scientific information.
-Explains and applies scientific information to solve problems in familiar and unfamiliar situations.
-Analyses scientific information by identifying components, relationships and patterns, both in experimental data and ideas.
-Discusses and evaluates scientific information from different sources (Internet, newspaper articles, television, scientific texts and publications) and assesses its credibility.
-Defines the problem or research question to be tested by a scientific investigation.
-Formulates a hypothesis and explains it using logical scientific reasoning.
-Designs scientific investigations that include variables and controls, materials/equipment needed, a method to be followed, data to be collected and suggestions for its analysis.
-Evaluates the method, commenting on its reliability and/or validity.
-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 and conventions (units of measurement).
-Analyses and interprets data by identifying trends, patterns and relationships.
-Draws conclusions supported by scientific explanations and a reasoned interpretation of 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.





MYP5 2011-2012