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Year 11 Science Objectives Criterion A One World One 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. Criterion B Communication in Science 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. Criterion C Knowledge and Understanding 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. Criterion D Scientific Inquiry This criterion enables students to design and carry out scientific investigations independently. Students should be able to state research questions with a detailed method of how to collect valid data. Criterion E Processing Data Processing data refers to enabling students to organize, process and interpret quantitative and qualitative data. Criterion F Attitudes in Science Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science. (Taken from the IB MYP Science Guide 2010)

Grading Assessments Assessments are designed to allow students to show their ability within each criterion. Students’ work is matched against the descriptors of a criterion and the level that best represents the work is awarded. In year 10 each criteria is out of a maximum of 8. There are four criteria resulting in a maximum total score of 32. In year 11 each criteria is out of a maximum of 6. There are six criteria resulting in a maximum total score of 36. The school’s reports are out of a maximum of a grade 7. The following grade boundaries are used. Year 10 Total out of 32

Year 11 Total out of 36

MYP Report Grade

1-5

0-5

1

6-9

6-11

2

10-14

12-18

3

15-18

19-24

4

19-23

25-28

5

24-27

29-32

6

28-32

33-36

7

Students will be assessed on the criteria throughout the year and will have multiple opportunities for each criterion. The level that best matches the students’ work for that criterion will be used for the semester reports. Most of the assessments will be completed in class. All assessment grades will be recorded in Veracross. In March of Year 11, a sample of students’ work is sent off to be moderated to check if our grading matches other MYP schools. It is used to verify the final IB Year 11 MYP grades.

MYP Science Years 10-11 2013-2014

This year, Y10 students will be part of the pilot program using new criteria that other MYP schools will use in 2014. Year 11 students will continue to use the same criteria that they used in year 10.


Year 10 Science Objectives

Year 11 Science program

Year 10 Science program Criterion A Using knowledge

Units covered:  Genetics and Evolution  Chemical Bonding  Car Safety and Forces  Sports Science During the year we will be developing the following Approaches to Learning (ATL) skills:  Organization—time management  Collaboration—working with others and accepting new ideas  Communication—being informed and informing others  Information Literacy — selecting and organizing information, referencing  Reflection—self evaluation  Thinking — generating ideas, identifying problems and planning  Transfer—making connections to solve problems In the genetics unit, students collect data on inherited characteristics and try to deduce patterns. Scientific issues such as cloning and genetic screening are debated. Different view points and research are evaluated and considered.

This requires students to use scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and express scientifically supported judgments. Criterion B Inquiring and designing This requires students to develop intellectual and practical skills through designing, analyzing and performing scientific investigations. While the scientific method may take on a wide variety of approaches, it is the emphasis on experimental work that characterizes MYP scientific inquiry. Criterion C Processing and evaluating This requires students to collect, process and interpret qualitative and/or quantitative data and explain appropriately reached conclusions. Students are expected to develop analytical thinking skills to evaluate the method and explain possible improvements or extensions. Criterion D Reflecting on the impacts of science This requires students to gain a global understanding of science. Reflecting on the impacts of science provides the opportunity to apply a variety of communication modes to demonstrate an understanding of science through evaluating the implications of scientific developments and their applications to a specific problem or issue. Students are expected to become aware of the importance of documenting the work of others when communicating in science. (Taken from the IB MYP Pilot Science Guide 2011)

Units covered:  Waves  Enzyme Biotechnology  Combustible and Alternative Fuels  Ecology and Conservation During the year we will be developing the following Approaches to Learning (ATL) skills:  Organization—self management and organizing learning  Collaboration—working in groups  Communication—using reading strategies to be informed; informing others  Thinking—planning experiments and analyzing patterns and trends  Information Literacy—selecting and organizing information  Transfer—making connections to solve unfamiliar problems  Reflection—self evaluation At the end of the year, students present to the whole year group a conservation action plan to address a researched global or local environmental issue. The success of the proposal is evaluated and voted on by staff and students to win an imaginary research grant.


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