MYP22013-2014

=Welcome to MYP2 Science =

Rm 209 ||  ||   ||   ||   || Rm 209 ||  ||   ||   ||   || Rm 209 ||  || MYP 1/2 Rm 209 || Rm 209 ||  ||   ||   || Rm 209 ||  ||   ||   || =Daily Agenda: Trimester 01=
 * ~ 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 ||  ||   ||   ||   ||

http://iceage.wikia.com/wiki/List_of_Species



Exercise Website: http://www.passion4profession.net/en/muscle-exercises/

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.

IB MYP 2 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 <span style="font-family: Verdana,Geneva,sans-serif;"> (Attitudes in Science) <span style="font-family: Verdana,Geneva,sans-serif;"> -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. || <span style="font-family: Verdana,Geneva,sans-serif;"> -Gives examples of science and scientific applications and describes how these could affect people, societies and the environment in positive and negative ways. <span style="font-family: Verdana,Geneva,sans-serif;"> -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. <span style="font-family: Verdana,Geneva,sans-serif;"> -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. || <span style="font-family: Verdana,Geneva,sans-serif;">-Understands basic scientific language and begins using the scientific language relevant to the units of work covered. <span style="font-family: Verdana,Geneva,sans-serif;"> -Provides scientific information using appropriate modes of communication: oral, written, visual representation (formulae, graphs, tables, diagrams) with little or no guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -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. <span style="font-family: Verdana,Geneva,sans-serif;"> -Recognizes and starts to demonstrate 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 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. || <span style="font-family: Verdana,Geneva,sans-serif;">-Recognizes and recalls scientific <span style="font-family: Verdana,Geneva,sans-serif;"> information relevant to the units <span style="font-family: Verdana,Geneva,sans-serif;"> of work covered <span style="font-family: Verdana,Geneva,sans-serif;"> -Explains and applies simple <span style="font-family: Verdana,Geneva,sans-serif;"> scientific information to solve <span style="font-family: Verdana,Geneva,sans-serif;"> problems in familiar and, with <span style="font-family: Verdana,Geneva,sans-serif;"> guidance, in unfamiliar situations <span style="font-family: Verdana,Geneva,sans-serif;"> -Understands 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 minimal guidance, the problem or research question to be tested by a scientific investigation. <span style="font-family: Verdana,Geneva,sans-serif;"> -Formulates with guidance a simple hypothesis. <span style="font-family: Verdana,Geneva,sans-serif;"> -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. <span style="font-family: Verdana,Geneva,sans-serif;"> -Comments on the method and the quality of the results, with minimal guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -Suggest improvements to the method, with minimal guidance. || <span style="font-family: Verdana,Geneva,sans-serif;">-Collects and records data using appropriate units of measurement, with minimal 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 minimal guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -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). <span style="font-family: Verdana,Geneva,sans-serif;"> -Interprets data by identifying trends, patterns and relationships, with minimal guidance. <span style="font-family: Verdana,Geneva,sans-serif;"> -Draws appropriate conclusions based on the data, with minimal guidance. || <span style="font-family: Verdana,Geneva,sans-serif;">-Carries out scientific investigations, with minimal guidance, using materials and techniques safely and skillfully. <span style="font-family: Verdana,Geneva,sans-serif;"> -Works effectively as members of a team, with minimal guidance collaborating, acknowledging and supporting others as well as ensuring a safe working environment. <span style="font-family: Verdana,Geneva,sans-serif;"> -Shows respect for themselves and others, and deals responsibly with the living and non-living environment. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Criterion A
 * <span style="font-family: Verdana,Geneva,sans-serif;">-Makes comments and begins to explain ways in which science is applied and used to solve local and global problems.