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Science and MYP The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented. Among other skills, students are expected to: • use basic laboratory equipment safely and efficiently • make sensible estimates and take accurate measurements • make scientifically supported arguments. • Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical-thinking and problem-solving skills. • Science courses promote an awareness of the increasingly international context of scientific activity—its impact and limitations—as well as the constant evolution of scientific knowledge and understanding. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.
How is the MYP Curriculum different? • Concept focused learning • Common units with common assessments • Summative Assessments determine grade • We evaluate students based on what they learned, what they have achieved, not what they didn’t do, nor how nice they are or how hard they tried.
Unit Planning for Subject Areas: what do I include? Areas of Interaction: Approaches to Learning, Community and Service, Human Ingenuity, Environments, Health and Social Education Each unit is taught through an area of interaction. One area of interaction is the focus along with Approaches to Learning which will be used in all units Student Learning Expectations: Each Area of Interaction has specific Student Learning Expectations There are specific questions outlined in each of the different subject guides to assist you. A real life concept Unit Question not specific to the subject related to the summative assessment Common Formative and Summative Assessments
How do I do grading in MYP? • MKP Grades: • Based on a summative assessment after students have acquired the MYP concepts and skills (already aligned with NYS learning standards and curriculum) through formative assessments • Based on 2 criteria at a time, with the exception of Technology • Based on what students know, not what they do not know
How does MYP change the way we plan our lessons? • All subjects must develop a curriculum which includes 4-6 week uniform units composed of formative assessments that culminate in a summative assessment and are aligned with state requirements.. • Teachers should be involved in the reflecting and revising of units during their planning time. • Teachers must work together and not as independent workers.
Criterion A:One World Maximum: 6One world enables students to gain a better understanding of the role of science in society and allows them to explore how scientific developments and applications are applied and used to address specific problems or issues in local and global contexts. • Students should be able to: • explain the ways in which science is applied and used to address a specific problem or issue • discuss the effectiveness of science and its application in solving the problem or issue • discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues. • Assessment tasks should give students the opportunity to explore how science is used to address a specific problem or issue. Students are required to critically discuss and evaluate the implications associated with the use and application of science by considering moral, ethical, social, economic, political, cultural and environmental factors. • Suitable assessment tasks for criterion A include written pieces of work, essays, case studies and research projects, as well as debates, oral and multimedia presentations.
Criterion B: Communication in Science Maximum 6 Communication in science enables students to develop the communication skills to become competent and confident when communicating information in science. • Students should be able to use different communication modes, including verbal (oral, written) and visual (graphic, symbolic), as well as appropriate communication formats (laboratory reports, essays, and multimedia presentations) to effectively communicate scientific ideas, theories, findings and arguments in science. • Students should be able to: • use scientific language correctly • use appropriate communication modes and formats • acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. • Suitable assessment tasks for criterion B include scientific investigation reports, research essays, case studies, written responses, debates and multimedia presentations among others.
Criterion C: Knowledge and Understanding of Science Maximum: 6 • Knowledge and understanding of science enables students to demonstrate their understanding of science by applying scientific knowledge to construct scientific explanations, solve problems and formulate scientifically supported arguments. • Students should be able to: • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyze and evaluate information to make judgments supported by scientific understanding. Suitable assessment tasks for criterion C include tests, examinations, case studies, written responses and other assignments that combine a range of problems of different complexity, and opportunities for students to makes scientifically supported judgments.
Criterion D: Scientific Inquiry Maximum: 6 • This criterion enables students to design and carry out scientific investigations independently. • Students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method • judge the validity of the hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant. Suitable assessment tasks for criterion D should provide students with the opportunity to design and carry out a scientific investigation independently. Some of the possible types of suitable practical work include laboratory experiments, investigations and field studies among others.
Criterion E: Processing Data Maximum: 6 • Processing data refers to enabling students to organize, process and interpret quantitative and qualitative data. • Students should be able to: • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret the data • draw conclusions consistent with the data and supported by scientific reasoning. • Suitable assessment tasks for criterion E include scientific investigations carried out by students, as well as laboratory reports and studies that provide students with sufficient raw data for processing and further analysis.
Criterion F: Attitudes in Sience Maximum: 6 • Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science. • During the course students are expected to: • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others. • Evidence of performance for this criterion should be collected from the observation of students when working individually and in groups. This criterion should be internally assessed but is not externally moderated.
