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Mr. Erik Bullock: MYP Science Teacher, MYP 3 Advisor


electron.gifAbout the Teacher:
This is my forth year of teaching MYP Science here in Wroclaw, Poland. I am from Austin, Texas, USA where I was a high school science teacher for seven years (2 years in Austin, Texas, and 5 years in San Antonio, Texas). I enjoy living in Europe and have learned so much about different cultures through my experiences here. I have been to a total of 20 countries in 3 years! I am excited about this new school year. It is going to be a great one! The purpose of this wiki is to facilitate more parent awareness and participation in your child's WIS experience. Please feel free to contact me for any reason.
My email: bullock@fem.org.pl
School Number: +48 71 782 26 26 (Mo - Fr: 7:45 am - 3:45 pm)
School Fax Number:+48 71 782 26 20

My Schedule: Prep times and after school on Fridays are available for parent meetings, just send me an email ahead of time if you would like to meet.

Academic Year: 2013-2014
Period
Time
Monday
Tuesday
Wednesday
Thursday
Friday
1
08:00 – 08:50
MYP 1/2
Rm 209
MYP 4/5
Rm 209
MYP 4/5
Rm 209
MYP 4/5
Rm 209
Prep
2
08:50 – 09:35
MYP 1/2
Rm 209
MYP 4/5
Rm 209
MYP 4/5
Rm 209
Prep
MYP 4/5
Rm 209
3
09:35 – 09:55
Recess
Recess
Recess
Recess
Recess
4
09:55 – 10:40
Prep
Prep
MYP 1/2
Rm 209
MYP 4/5
Library
MYP 1/2
Rm 209
5
10.40 – 11:25
Prep
Prep
Prep
MYP 3
Rm 209
MYP 3
Rm 209
6
11:25 – 12:10
Prep
MYP 1/2
Rm 209
Prep
MYP 3
Rm 209
MYP 3
Rm 209
7
12:10 – 12:45
Lunch / Recess
Lunch / Recess
Lunch / Recess
Lunch / Recess
Lunch / Recess
8
12:50 – 13:35
Prep
MYP 1/2
Rm 209
Core Teaching
Planning
Advisory
MYP 3
Reflection
9
13:35 – 14:20
MYP 3
Rm 209
Leave for
B Campus
Prep
Leave for
B Campus
Coordinator
Meeting
10
14:25 – 15:10
MYP 3
Rm 209
After school
care
Prep
After school
care
Prep




Teacher expectations:

  • Be prepared and prompt for lessons

  • Cell phone will remain on silent during lessons

  • Eating will not be allowed in the classroom

  • Be respectful and caring towards the WIS community (students, parents, faculty and staff)

  • Be consistent and fair to all students

  • Maintain dialogue with parents

  • Update class wiki regularly

Parent expectations:

  • Ensure your student is on time for school everyday

  • Support student expectations

  • Maintain dialogue with teacher

  • Keep up to date with school activities and events through WIS wikis.

Student expectations:

  • Be respectful

    • of yourself

    • of others

    • of the environment (classroom, school, and community)

  • Be responsible

    • of your own leaning

      • asking for clarification and explanation when necessary

      • catching up on missed work when absent

    • Be on time (for school and classes)

    • Be prepared for all your classes: pencil case, notebook, reading journal, writing journal, folder for handouts, homework diary and an English reading book

    • Keep mobile phones on silent mode

  • Be Engaged

    • Record homework in homework diaries

    • Meet homework diaries

    • Use class time appropriately

    • Actively participate in class

Consequences

  • 1st Infraction: Official warning/quiet chat

  • 2nd Infraction: Meeting with Adviser

  • 3rd Infraction: Student writes a reflection about what they did and how they can fix it. Email is sent to parents

  • 4th Infraction: Meeting with the School Counselor, email is sent to parents

  • 5th Infraction: Meeting with parents

  • 6th Infraction: Meeting with administrators, parents and adviser

Homework expectations:

  • Students may receive homework Monday - Thursday

  • Students are expected to write down their homework in their homework journal

  • Students will be required to complete homework in a timely manner

  • Students will not receive homework that introduces new concepts


IB Learning Objectives for science:

IB Objective:
MYP 1
MYP 2
MYP 3
MYP 4
MYP5
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.
-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.
-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.
-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.
-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.
-Describes and explains how science and technology depend on each other for the development of knowledge and technological applications.
-Discusses how science and its applications interact with social, economic, political, environmental, cultural and ethical factors.
-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.
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.
-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.
-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.
-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.
-Communicates scientific information using a range of scientific language.
-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 acknowledges sources.
-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.
-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.
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.
-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 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 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 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.
-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.
Criterion D
(Inquiry in Science)
-refers to enabling the students to develop scientific inquiry skills to design and carry out scientific investigations.
-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.
-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.
-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.
-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.
-Comments on the method and starts to evaluate the accuracy and/or precision of the results.
-Suggest improvements to the method.
-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.
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.
-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.
-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.
-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.
-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.
-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.
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.
-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.
-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.
-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.
-Carries out scientific investigations using materials and techniques safely and skillfully.
-Works effectively as members of a team, 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.
-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.




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