MYP12013-2014

=Welcome to MYP1 Science=

Rm 209 ||  ||   ||   ||   || Rm 209 ||  ||   ||   ||   || Rm 209 ||  || MYP 1/2 Rm 209 || Rm 209 ||  ||   ||   || Rm 209 ||  ||   ||   ||
 * ~ Academic Year: 2013-2014 ||
 * Period || Time || Monday || Tuesday || Wednesday || Thursday || Friday ||
 * 1 || 08:00 – 08:50 || MYP 1/2
 * 2 || 08:50 – 09:35 || MYP 1/2
 * 3 || 09:35 – 09:55 || Recess || Recess || Recess || Recess || Recess ||
 * 4 || 09:55 – 10:40 ||  ||   || MYP 1/2
 * 5 || 10.40 – 11:25 ||  ||   ||   ||   ||   ||
 * 6 || 11:25 – 12:10 ||  || MYP 1/2
 * 7 || 12:10 – 12:45 || Lunch / Recess || Lunch / Recess || Lunch / Recess || Lunch / Recess || Lunch / Recess ||
 * 8 || 12:50 – 13:35 ||  || MYP 1/2
 * 9 || 13:35 – 14:20 ||  ||   ||   ||   ||   ||
 * 10 || 14:25 – 15:10 ||  ||   ||   ||   ||

=Daily Agenda: Trimester 01=

http://www.sheppardsoftware.com/Elementsgames.htm



http://pixar.wikia.com/Animals_in_Finding_Nemo

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Week 2, Class 3: Practice experiment procedure using Borax and White glue:
 * HW: Students need to bring different types of soda for the experiment on Friday: Soda and Mentos**





Week2, Class 2: Mystery group work. The students had to work together as a class to solve a mystery. We focused on group work and how science is involved in solving crimes.

Week 2, Class 1: National Geographic articles search. The student had to answer the question: What is science? They researched different articles from National Geographic.

Week 1, Class 3: Solving Crimes activity cont.

Week 1, Class 2: Solving Crimes activity:

Week 1, Class 1: Science safety. The students had to figure out
 * HW: Bring supplies by next Monday. 2 A4 notebooks, and 1 A5 notebook.**

IB MYP 1 Science Objectives:

(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. ||  -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. <span style="font-family: Verdana,Geneva,sans-serif;"> -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. || <span style="font-family: Verdana,Geneva,sans-serif;">-Recognizes and recalls scientific information relevant to the units of work covered. <span style="font-family: Verdana,Geneva,sans-serif;"> -Explains and applies simple scientific information to solve problems in familiar and, with guidance, in unfamiliar situations. <span style="font-family: Verdana,Geneva,sans-serif;"> -Identifies basic scientific components, relationships and patterns, both in experimental data and ideas. <span style="font-family: Verdana,Geneva,sans-serif;"> -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. || <span style="font-family: Verdana,Geneva,sans-serif;">-Recognizes, with guidance, the problem or research question to be tested by a scientific investigation. <span style="font-family: Verdana,Geneva,sans-serif;"> -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 … ”). <span style="font-family: Verdana,Geneva,sans-serif;"> -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. <span style="font-family: Verdana,Geneva,sans-serif;"> -Comments on the method and the quality of the results, with guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -Suggests improvements to the method, with guidance. || <span style="font-family: Verdana,Geneva,sans-serif;">-Collects and records data using appropriate units of measurement, with guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -Organizes and transforms data into simple numerical and/or diagrammatic forms, including mathematical calculations and/or visual representations (tables, graphs and charts), with guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -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). <span style="font-family: Verdana,Geneva,sans-serif;"> -Interprets data by identifying trends, patterns and relationships, with guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -Draws appropriate conclusions based on the data, with guidance. || <span style="font-family: Verdana,Geneva,sans-serif;">-Carries out scientific investigations, with guidance, using materials and techniques safely and skillfully. <span style="font-family: Verdana,Geneva,sans-serif;"> -Works effectively as member of a team, by being guided into collaborating, acknowledging and supporting others as well as ensuring a safe working environment. <span style="font-family: Verdana,Geneva,sans-serif;"> -Shows respect for self and others, and deals responsibly with the living and non‐living environment ||
 * Criterion A
 * <span style="font-family: Verdana,Geneva,sans-serif;">-Makes comments on the ways in which science is applied and used to solve local and global problems.