Nicole Lowe Course Outline Level 2 Science

NorthView School

625 Carolina Ave. N

Statesville, NC 2867

Phone (704) 873-7354

I. DESCRIPTION OF COURSE

This course fulfills the Level 2 Science requirements for IB MYP Science. This is an integrated science course focusing on the topics of Scientific Method, Technology in Science, Atmosphere, The Human Body, Genetics and Force and Motion. An emphasis will be placed on holistic learning, communication, and intercultural awareness.

-Through holistic learning, MYP science seeks to acknowledge that real-world science is a universal & cooperative venture between individuals from

different disciplines within the international community. Students should become aware of how science & scientists work in the real world.

-Through communication, MYP science focuses on the importance of developing the skills to understand & communicate scientific ideas effectively.

Students will be given the opportunity to read, write & talk the language of science.

-MYP science can contribute to the development of intercultural awareness by providing opportunities for students to explore scientific issues locally &

globally while allowing them to reflect upon their roles & responsibilities in their community & in the wider world.

Interdisciplinary connections will be made throughout the course with Math, Language A, Language B, Humanities, Technology, Art and Physical Education. The IB Learner Profile provides the learning outcomes for the year. Students will be asked to reflect on the qualities in the learner profile that will be exemplified throughout this course. This integrated science course will not only fulfill the students’ IB MYP aims, but also the N. C. state standards shown below.

II. NCSCOS and MYP Objectives Addressed by this Course

MYP Subject Objectives / North Carolina DPI Content Standards
·  A. One World
- describe and discuss ways in which science is applied and used to solve local and global problems.
- describe and evaluate the benefits and limitations of science and scientific applications as well as their effect on life and society.
·  B. Communication in science
- communicate scientific information using a range of scientific language
- communicate scientific information using appropriate modes of communication
- demonstrate honesty when handling data and information, acknowledging sources as appropriate
·  C. Knowledge and understanding of science
- recognize and recall scientific information
·  D. Scientific Inquiry
- define the problem or research questions to be tested by a scientific investigation
- formulate a hypothesis and explain it using logical scientific investigation
·  E. Processing Data
- collect and record data using appropriate units of measurement
- organize and transform data into numerical and diagrammatic forms, including mathematical calculations and visual representation (tables, graphs, and charts)
·  F. Attitudes in science
During the course, students should:
- carry out scientific investigations using material and techniques safely and skillfully
- work effectively as members of a team collaborating, acknowledging and supporting others as well as insuring a safe work environment
- show respect for themselves and others, and deal responsibly with the living and nonliving environment / Goal 1: The learner will design and conduct investigations to demonstrate an understanding of scientific inquiry.
Goal 2: The learner will demonstrate an understanding of technological design.
Goal 3: The learner will conduct investigations and utilize appropriate technologies and information systems to build an understanding of the atmosphere.
Goal 4: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of the complementary nature of the human body.
Goal 5: The learner will utilize appropriate technologies and information systems to build an understanding of heredity and genetics.
Goal 6: The learner will conduct investigations, use models, simulations, and appropriate technologies and information systems to build an understanding of motion and forces.

III. ROLE OF THE AREAS OF INTERACTION


The essence of the MYP is the 5 areas of interaction (AOI) which are “lenses” through which to view the curriculum. They include Approaches to Learning, Human Ingenuity, Environments, Community & Service, and Health & Social Education. Through Approaches to Learning, students develop scientific inquiry skills that enable them to question, investigate & evaluate data & information. Through Human Ingenuity, students assess scientific & technological developments & innovations from a social, economic, political, environmental, cultural & ethical perspective. Through Environments, students become aware of their rights & responsibilities as world citizens to prepare them in making responsible choices about environmental issues locally & globally. Through Community & Service, students will realize the role of science in society & the responsibility of scientists and scientific developments in a global setting. Through Health & Social Education, students will develop knowledge and understanding of health-related issues that can threaten or enhance health, creating awareness in the development of healthy habits & behaviors. In order to help students focus on science, each science unit will incorporate a specific AOI to help the student focus upon the content. This will provide a means of broadening their experience, placing learning in context and helping students to develop attitudes & values based on knowledge & skills.

IV. MAJOR INSTRUCTIONAL MATERIALS/RESOURCES

We will be using the McDougal Littell 7th grade science book this year in class. Students can access the book online through classzone.com. We will be doing several in class demonstrations during the year as well as hands-on labs.

Topic / Title / MYP Unit Question / Significant Concept
(AoI
Student Learning Expectation) / ATL / Assessment & Criteria / AoI
Human Body / Grey’s Anatomy 101: An inside look at the blood, guts and glory of the human body! / How can decisions we make affect our lives? / Systems are made up of parts that work together. / -Organizational Skills, Study Practices, Work Attitudes
-Reflection / Criterion A: One World
Criterion B: Communications in Science
Criterion C: Knowledge and Understanding of Science / Health and Social
Genetics / A twisted mess to unravel, why are we who we are?? / How can our environment affect who we are? / Reproduction, It is possible to develop something entirely different from the originals. / -Organizational Skills, Study Practices, Work Attitudes
-Problem-Solving & Thinking Skills
-Communication Skills
-Reflection / Criterion C: Knowledge and Understanding of Science
Criterion D: Scientific Inquiry
Criterion E: Processing Data
Criteria F: Attitudes in Science / Environments
Force and Motion / What a roller coaster of a time! / How does force and motion affect everything we do? / The universe is bound by laws / -Organizational Skills, Study Practices, Work Attitudes
-Problem-Solving & Thinking Skills
-Communication Skills
-Reflection / Criterion C: Knowledge and Understanding of Science
Criterion D: Scientific Inquiry
Criterion E: Processing Data
Criteria F: Attitudes in Science / Human Ingenuity
Weather / Forecast This! / You see meteorologists predict the weather, but why is it that most of the time they are only capable of predicting weather a day or two in advance? / Cues from the outside world can help us see what will come in the future. / -Organizational Skills, Study Practices, Work Attitudes
-Problem-Solving & Thinking Skills
-Reflection / Criterion A: One World
Criterion B: Communications in Science
Criterion C: Knowledge and Understanding of Science / Community and Service

GRADING POLICY

In science, teachers will assess student work at least twice a year using one or more of the six types of criteria: one world, communication, knowledge & understanding, scientific inquiry, processing data and attitudes. The descriptors will be adapted according to the grade level. At least twice yearly parents will have student progress in the MYP communicated in the form of a rubric adapted for each grade level at a student lead conference, and at that time parents will have the opportunity to set up an additional conference.