Welcome to 7 th Grade Science MYP – Level 2

1. Welcome to 7th Grade ScienceMYP – Level 2 Mrs. Turkovics Mount Mourne School, an IB World School

2. Science MYP Criterions: Criterion A: one world Criterion B: communication in science Criterion C: knowledge and understanding of science Criterion D: scientific inquiry Criterion E: processing data Criterion F: attitudes in science • Rubrics are specific and range from a score of 0 to 8. Click on the MYP Conversion Chart. • A score of 5 is considered “proficient”. Def. Proficient - well-advanced or competent as measured by the rubric criteria. • All MYP assessments will be posted to the ISS P.A.M. (Parent Assist Module). • This posted score is for your information. As each criterion is assessed a second time, growth is the desired outcome. MYP assessments are required for promotion to the next level. • Formative Assessments will be sent to you bi-monthly by grade level. • The 7th Grade Team will hold two Student Lead Conferences this year. This is an opportunity for your child to discuss his/her MYP assessments with you. Please know that you can view these at any time – upon request. What is MYP?...... See the next several slides…. 

3. Middle Years Programme Curriculum - Sciences • 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.

4. Middle Years Programme curriculum - Areas of interaction (AOI) Overview: • The five areas of interaction are: • approaches to learning • community and service • human ingenuity • environments • health and social education. • These provide the main focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole. • More particularly, the five areas of interaction: • are embedded in the subjects and developed naturally through them • provide both an organization and an extension of learning within and across the subjects, through the exploration of real-life issues • inspire special activities and interdisciplinary projects • form part of the framework for student inquiry and take investigative learning further than subject boundaries • are a vehicle for refining conceptual understanding through different perspectives • guide reflection and lead from knowledge to thoughtful action.

5. Middle Years Programme curriculumAreas of interaction: Approaches to learning Approaches to learning: • How do I learn best? • How do I know? • How do I communicate my understanding? • Through approaches to learning, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is "learning how to learn" and developing in individuals an awareness of how they learn best, of thought processes and of learning strategies. • Approaches to learning also include: • organizational skills and attitudes towards work • collaborative skills • communication • information literacy • reflection • problem-solving and thinking skills • subject-specific and interdisciplinary conceptual understanding. • Recognizing and helping students develop the range of their capacities, positive attitudes and effective habits of mind is the shared responsibility of teachers, and is at the core of all curriculum development and delivery.

6. Middle Years Programme curriculumAreas of interaction: Community and service Community and Service: • How do we live in relation to others? • How can I contribute to the community? • How can I help others? • Community and service starts in the classroom and extends beyond it, requiring students to take an active part in the communities in which they live. • Giving importance to the sense of community throughout the programme encourages responsible citizenship as it seeks to deepen the adolescent's knowledge and understanding of the world around them. The emphasis is on developing community awareness and concern, and the skills needed to make an effective contribution to society. • Students are encouraged to make connections between their intellectual and social growth, thereby refining their affective, creative and ethical as well as cognitive development. This is achieved through a process of discovery of self and community, and reflections inside as well as outside the classroom.

7. Middle Years Programme curriculumAreas of interaction: Human ingenuity • Human Ingenuity: • Why and how do we create? • What are the consequences? • This area of interaction allows students to explore in multiple ways the processes and products of human creativity, and to consider their impact on society and the mind. • Human ingenuity allow students to focus on the evolution, process and products of human creativity and their impact on life and society. Human ingenuity provides opportunities for students to appreciate and develop in themselves the human capacity to create, transform, enjoy and improve the quality of life. • In particular, human ingenuity: • stresses the way humans can initiate change, whether for good or bad, and examines the consequences • emphasizes both the importance of researching the developments made by people across space, time and cultures, and the importance of taking time to reflect on these developments. • In this way, human ingenuity goes beyond the act of creation alone, leading students to examine, experience and reflect on the creative process.

8. Middle Years Programme curriculum Areas of interaction: Environments Environments: • Where do we live? • What resources do we have or need? • What are my responsibilities? • This area of interaction aims to develop students' awareness of their interdependence with the environment so that they understand and accept their responsibilities. It deals with: • the importance of the local and global environment • the concepts of sustainable development in a context of increasing environmental threats • related problems of a socio-economic nature. • The study of environments assists students in: • understanding the links between economic, political and social issues, and how these affect the environment • developing positive and responsible attitudes towards their environments • gaining the skills and commitment to contribute to their environments. • Through coursework and activities, teachers can help students to gain an understanding of related concepts and issues at the personal, local and global levels by guiding their investigations through the perspectives of: • awareness • responsibility • action • reflection.

9. Middle Years Programme CurriculumAreas of interaction: Health and Social Education Health and Social Education: • How do I think and act? • How am I changing? • How can I look after myself and others? • This area of interaction deals with key aspects of development leading to complete and healthy lives. It encompasses physical, social and emotional health and intelligence. The aim is to develop in students a sense of responsibility for their own well-being and for their physical and social environment. • In particular, the exploration of this area in the subject groups allows students to discuss and reflect on the following aspects of health: • physical • psychological • sociological • economic • legal. • Comparisons can also be made across times and cultures. • The scope of this area of interaction goes beyond the acquisition of content knowledge. It necessitates structured learning in terms of: • knowledge • skills • attitudes • values.

10. Learner Profiles • IB learners strive to be: • Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. • Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. • Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. • Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. • Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. • Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. • Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. • Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. • Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. • Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.