IB Course Description
Course Name: 7th Grade Honors Science
Course #: SC19
Grade Level: Year 2
# of Credits: One (1)
I. Course Outline
Year 2 Science will be adhered to as outlined in the Mesa Public Schools Arizona Academic Content Standards for 7th Grade Honors Science.
Throughout this course, IB students will be asked to reflect on their progress along the Learner Profile continuum, which includes becoming motivated and principled learners. Students will expand their global outlook through research, problem-solving, and communication.
Key Concepts for this course will include change, relationships, and systems. Related Concepts will include balance, consequences, energy, environment, evidence, form, function, interaction, models, movement, patterns, and transformation.
II. IB Aims and Objectives
The aims of MYP Science Year 2 are to encourage and enable students to:
- understand and appreciate science and its implications
- consider science as a human endeavor with benefits and limitations
- cultivate analytical, analytical, inquiring, and flexible minds that pose questions, solve problems, construct explanations, and judge argument
- develop skills to design and perform investigations, evaluate evidence, and reach conclusions
- build an awareness of the need to effectively collaborate and communicate
- apply language skills and knowledge in a variety of real-life contexts
- develop sensitivity towards the living and non-living environments
- reflect on learning experiences and make informed choices
The objectives of MYP Science Year 2 are for students to demonstrate:
- Knowing and Understanding
- Inquiring and designing
- Processing and evaluating
- Reflecting on the impacts of science
Outside of these, ATL (Approaches to Learning) is always present and helps students “learn to learn” with tools to enable them to become life-long, independent learners. ATL skills include thinking, social, communication, and research skills.
Major topics for this course include Inquiry Process, History and Nature of Science, Science in Personal and Social Perspectives, Life Science, Physical Science, Earth and Space Science.
IV. Global Contexts
Global Contexts provide a framework on which to build each unit of study. The six Global Contexts will be integrated within the various units of study to reinforce the connections between the sciences as it relates both to content and universal concepts. The six Contexts are Identities and Relationships, Scientific and Technical Innovation, Fairness and Development, Orientation in Space and Time, Globalization and Sustainability, and Personal and Cultural Expression; however, of particular emphasis in this subject content will be Scientific and Technical Innovation.
Internationalism for this content will include realization of the global perspective through participation and interaction in classroom discussions and activities, consider and study other cultural perspectives within each unit, read about current global events, and participate in Socratic discussions.
VI. Teaching Methods
Teaching methods for this class incorporate study skills with such as lectures, inquiry-based research, Socratic dialogue, hands-on cooperative learning experiences, research projects and essays, and formative and summative presentations using a variety of modalities.
Students are given an opportunity to demonstrate mastery of knowledge and the Criterion A-B-C-D skills using a variety of assessments such as small and large group discussions, inquiry-based investigations, reflective and analytical writing, and long-term projects. Students will be assessed in their content and skills knowledge through a variety of formats including ongoing formative assessment, written tests and quizzes, written reflection, research projects, case studies, oral and media presentations, and Socratic discussions. Students for most projects will receive a rubric, linked to IB MYP assessment criteria, outlining the details of the assignment and the grading criteria based on a scale of 0-6 with 6 showing the highest level of achievement. Performance-based assessments are often evaluated first by the student using the assessment criteria outlined in the assessment guide sheet or on a rubric. This way, students are given an opportunity to self-reflect and refine their product prior to teacher evaluation.
VIII. Texts and/or Resources
· Holt Science and Technology textbooks
· Relevant newspaper and magazine articles
· Video and computer animations and simulations
· Discovery Education
· Outdoor environment
· Arizona State University
· Parent experts
· NASA Jet Propulsion Lab