Download MYP Year 2 Sciences 7

MYPYear2 Sciences7
Andria Macdonald
Room 307
[email protected]
(808) 261-0707 ext. 3070
The seventh grade life science course is designed to develop scientifically-literate, inquisitive students with a
solid understanding of basic life science concepts and inquiry skills. The year begins with a study of the brain
and an exploration of how we learn. Students learn about the form and functions of cells, focusing on the role
of bacteria in our world. Then, to further the development of scientific inquiry skills, each student will conduct
an individual science inquiry project and present the results of his or her learning at the middle school Science
Fair in January. The year continues with a study of heredity and genetics and ends with an examination of
populations and evolution, with an emphasis on invasive species in Hawaii.
2014 – 2015 Scope and Sequence: August-June
All unit dates are projected and may be subject to change.
Unit 1: Where Do I Stand
August-Mid-October
Key concept: Perspective
Related concept: Evidence
Global context: Identities and Relationships
Statement of inquiry: A personal perspective is formed based on evidence, facts, observations and ideas.
Inquiry questions:
Factual: How does your brain make sense of the world?
Conceptual: How does evidence shift perspective?
Debatable: How does your perspective relate to your perception of right or wrong?
Content
 Know: Anatomy and physiology of the human brain and eye,
 Understand: The uniqueness of each of our brains, responses by the brain differ between
individuals, learning is an important brain function and there are factors that affect learning, the
ability of the brain to learn is not fixed.
 Do: Dissection skills, designing, conducting and communicating the results of a scientific
investigation, collecting, interpreting and analyzing data.
 Labs: Learning/memory brain investigation
Summative Assessment Task(s)
 I-Search paper - in collaboration with Language A (Criterion D)
 Brain Memory/Learning Investigation (Criterion B and C)
Unit 2: An Invisible Army
Mid-October-End of November
Key concept: Relationships
Related concept: Consequences
Global context: Scientific and Technical Innovation
Statement of inquiry: Understanding the science behind relationships between organisms allows us to
respond effectively to the consequences of these interactions.
Inquiry questions:
Factual: What are the differences between plant, animal and bacterial cells?
Conceptual: How do bacteria affect humans and the environment?
Debatable: Who is most likely to survive: humanity or bacteria?
Content

Know: Cell organelles and functions, the differences among plant, animal and bacterial cells, the
differences between bacteria and viruses
 Understand: The process of osmosis, bacteria are both beneficial and harmful
 Do: Microscope skills, designing, conducting and communicating the results of a scientific
investigation, research skills
 Labs: Osmosis Investigation
Summative Assessment Task(s)
 Summative Test (Criterion A)
 Presentation on a specific bacterium (Criterion D)
Unit 3: Scientific Inquiry Individual Project
End of November- Beginning of January
Key concept: Relationships
Related concepts: Evidence, Interactions
Global context: Scientific and Technical Innovation
Statement of inquiry: Scientific Inquiry allows us to explore the relationship between two observable
phenomena by collecting evidence of their interactions.
Inquiry questions:
Factual: What is the desired outcome of any scientific inquiry?
Conceptual: How is a relationship linked to its resulting hypothesis?
Debatable: Should scientific inquiry be pursued when a possible outcome might prove harmful to
society or our world?
Content
 Know: Identify the independent, dependent and controlled variables in an experiment
 Understand: A scientific investigation explores the relationship between two variables.
 Do: Design, conduct and communicate the results of a scientific investigation, collect, interpret and
analyze data.
Summative Assessment Task(s)
 Science Fair Project (Criteria A,B, C, D)
Unit 2: Scientific Inquiry Individual Project
November- Mid- January
Key concept: Relationships
Related concepts: Evidence, Interactions
Global context: Scientific and Technical Innovation (Systems, models, methods,
products,
processes and solutions)
Statement of inquiry: Scientific Inquiry allows us to explore the relationship between two
observable phenomena by collecting evidence of their interactions.
Inquiry questions:
Factual: What is the desired outcome of any scientific inquiry?
Conceptual: How is a relationship linked to its resulting hypothesis?
Debatable: Should scientific inquiry be pursued when a possible outcome might
prove harmful to society or our world?
Content
 Know: Identify the independent, dependent and controlled variables in an experiment
 Understand: A scientific investigation explores the relationship between two variables.
 Do: Design, conduct and communicate the results of a scientific investigation, collect,
interpret and analyze data.
Summative Assessment Task
 Science Fair Project (Crit. A,B, C, D)
Unit 3: An Invisible Army
Mid-January - March
Key concept: Relationships
Related concepts: Consequences
Global context: Scientific and Technical Innovation (Use of scientific knowledge to
quality of life)
impact
Statement of inquiry: Understanding the science behind relationships between organisms allows
us to respond effectively to the consequences of these
interactions.
Inquiry questions:
Factual: What are the differences between plant, animal and bacterial cells?
Conceptual: How do bacteria affect humans and the environment?
Debatable: Who is most likely to survive: humanity or bacteria?
Content
 Know: Cell organelles and functions, the differences among plant, animal and bacterial
cells
 Understand: The process of osmosis, bacteria are both beneficial and harmful
 Do: Microscope skills, designing, conducting and communicating the results of a scientific
investigation, research skills
 Labs: Osmosis Investigation
Summative Assessment Task(s)
 Unit 3 Summative Test (Crit, A)
 Bacterium Presentation (Crit, D)
 Osmosis Inquiry Lab (Crit. B, C)
Unit 4: What Lies Ahead?
March – Mid-April
Key Concept: Change
Related concepts: Consequences, Patterns
Global Context: Scientific and Technical Innovation (Opportunity, risk, consequences and
responsibility)
Statement of Inquiry: Technology can potentially change natural patterns of
inheritance.
Inquiry Questions:
Factual: What is DNA and how are genetic traits passed from one generation to
the next?
Conceptual: How can a change in the way we inherit genes transform the
natural patterns of inheritance?
Debatable: If we have the technology to genetically modify living organisms,
should we allow it to be used?
Content:
 Know: Basic patterns of inheritance, phenotypes and genotypes, structure of DNA
 Understand: How traits are passed from generation to generation, the process of protein
synthesis, the consequences of genetic engineering
 Do: Use Punnett squares to determine the probability of inheritance of traits, research and
apply information to examine issues related to genetic engineering in a debate format
Summative Assessment Task(s)
 Unit 4 Summative Test (Crit. A)
 Genetic Engineering Debate (Crit. D)
Unit 5: Who Will Survive?
Mid-April – June
Key Concept: Change
Related concepts: Balance, Consequences
Global Context: Globalization and Sustainability (Human Impact on the Environment)
Statement of Inquiry: Changes in a biological system affect the balance, with consequences for
the sustainability of organisms in the system.
Inquiry Questions:
Factual: What is natural selection?
Conceptual: How do humans affect evolution?
Debatable: Should humans try to guide the process of evolution?
Content:


Know: The meaning of evolution, natural selection, adaptation, variation, invasive species
Understand: The process of natural selection and how it leads to evolution, the role of genetics
in evolution, how the introduction of invasive species affects an environment.
 Do: Conduct and communicate the results of a scientific simulation, collect, interpret and
analyze data, research skills.
Summative Tasks:
 Natural Selection Simulation (Crit. B, C)
 Invasive Species Unwanted Poster (Crit. D)
Sciences Grading Criteria
Sciences Assessment Criterion
A. Knowing and Understanding
B. Inquiring and Designing
C. Processing and Evaluating
D. Reflecting on the Impacts of Science
Achievement
Levels
0-8
0-8
0-8
0-8
Please refer to the MYP Parent Assessment Handbook for more information on MYP grading.
You are also welcome to contact me, Vicki McNeill (HS Principal), Damian Rentoule (MS Principal),
or Diane Smith (MYP Coordinator) with any questions about the MYP grading philosophy and practices.
Office hours in room 307
Students are encouraged to use study hall or lunch recess to receive extra learning support. In addition,
afterschool meetings can be arranged dependent upon scheduled faculty meetings.