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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.