Welcome to MYP2 Science

Academic Year: 2013-2014
08:00 – 08:50
MYP 1/2
Rm 209

08:50 – 09:35
MYP 1/2
Rm 209

09:35 – 09:55
09:55 – 10:40

MYP 1/2
Rm 209

MYP 1/2
Rm 209
10.40 – 11:25

11:25 – 12:10

MYP 1/2
Rm 209

12:10 – 12:45
Lunch / Recess
Lunch / Recess
Lunch / Recess
Lunch / Recess
Lunch / Recess
12:50 – 13:35

MYP 1/2
Rm 209

13:35 – 14:20

14:25 – 15:10

Daily Agenda: Trimester 01


Exercise Website:

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

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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:

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.
-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.
-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.
-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, 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.
-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.
-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.