W.E. Mitchell Middle School Course Description. MYP Course Outline

Transcription

1 W.E. Mitchell Middle School Course Description Name of Course: Sciences, Year 1 MYP Course Outline Teacher and Contact Information: Name: Susan Bertram Phone: (916) x sbertram@fcusd.org Course Description: The Year 1 MYP Sciences (Sixth Grade Middle School Science) program emphasizes individual and active learning. This approach focuses on how a learner fits new information into his or her existing bank of knowledge and attitudes so new concepts will be constructed. Students understand the nature of science both as a way of thinking about the world and as a process. An integration of science, technology, and society will be emphasized to extend the study of science into the student s own home and neighborhood. This program reflects the current state science standards for sixth grade. Science can be organized in many ways; those presented here should be regarded as only some of the ways the concepts of science may be integrated into a curriculum that spans scientific disciplines. Each grade level includes investigation and experimentation as it relates each of the subject area/standards covered. The use of the MYP Global Contexts and Key and Related Concepts will guide units of instruction towards a statement of inquiry. This statement of inquiry will drive the students and teachers alike to understanding and new knowledge, all within the context of being internationally minded. MYP Learner Profile: At W.E. Mitchell Middle school, we are committed to becoming global citizens. All students strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective 1

2 Global Contexts for Learning: The six MYP global contexts provide a framework for the entire W.E. Mitchell Middle School learning community to explore our common humanity and shared guardianship of the planet. These contexts invite rich discussions and reflections on what it means to be members of local, national, and global communities. Over the course of their MYP journey, students will encounter these six global contexts in each subject area. Approaches to Learning Skills: Identities and relationships Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development All MYP units of inquiry provide students with opportunities to develop and practice approaches to learning skills. These skills can be learned and taught and improved with practice. The approaches to learning skills provide a common language for students and teachers to reflect and articulate on the learning process. In essence, these skills help students learn how to learn. Skill Category Communication Social Self-management Research Thinking Skill Clusters Communication Collaboration Organization Affective Reflective Information literacy Media literacy Critical thinking Creative thinking Transfer MYP Subject Area Aims: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience. The aims of MYP sciences are to encourage and enable students to: Understand and appreciate science and its implications Consider science as a human endeavour with benefits and limitations 2

3 Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments 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. MYP Subject Area Objectives: Objective A: Knowing and Understanding Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. Assessment of this objective must be done using tests or exams. To reach the highest level students must make scientifically supported judgments about the validity and/or quality of the information presented to them. Assessment tasks could include questions dealing with scientific claims presented in media articles, or the results and conclusions from experiments carried out by others, or any question that challenges students to analyse and examine the information and allows them to outline arguments about its validity and/or quality using their knowledge and understanding of science. In order to reach the aims of studying sciences, students should be able to Explain scientific knowledge Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations Analyse and evaluate information to make scientifically supported judgments. Objective B: Inquiring and designing Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry. When students design a scientific investigation they should develop a method that will allow them to collect sufficient data so that the problem or question can be answered. To enable students to design scientific investigations independently, teachers must provide an open-ended problem to investigate. An open-ended problem is one that has several independent variables appropriate for the investigation and has sufficient scope to identify both independent and controlled variables. In order to achieve the highest level for the strand in which students are asked to design a logical, complete and safe method, the student would include only the relevant information, correctly sequenced. 3

4 In order to reach the aims of studying sciences, students should be able to Explain a problem or question to be tested by a scientific investigation Formulate a testable hypothesis and explain it using scientific reasoning Explain how to manipulate the variables, and explain how data will be collected Design scientific investigations. Objective C: Processing and Evaluating Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions. In order to reach the aims of studying sciences, students should be able to Present collected and transformed data Interpret data and explain results using scientific reasoning Evaluate the validity of a hypothesis based on the outcome of the scientific investigation Evaluate the validity of the method Explain improvements or extensions to the method. Objective D: Reflecting on the impacts of science Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. A variety of communication modes will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science. Students must reflect on the implications of using science, interacting with one of the following factors: moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student s chosen factor may be interrelated with other factors. In order to reach the aims of studying sciences, students should be able to Explain the ways in which science is applied and used to address a specific problem or issue Discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue Apply communication modes effectively Document the work of others and sources of information used. Key and Related Concepts: Key concepts promote the development of broad curriculum. Teachers use key concepts from their own discipline(s) or subject area(s) to plan disciplinary and interdisciplinary units of inquiry. Key concepts are powerful and abstract ideas that have many definitions. The key concepts for sciences are: Change 4

5 Relationships Systems Similar to key concepts, related concepts give focus to units of inquiry. The related concepts for sciences are: Biology Balance Environment Transformation Consequences Energy Evidence Form Function Interaction Models Movement Patterns Chemistry Balance Conditions Transfer Consequences Energy Evidence Form Function Interaction Models Movement Patterns Physics Development Environment Transformation Consequences Energy Evidence Form Function Interaction Models Movement Patterns Modular sciences courses Balance Consequences Energy Environment Evidence Form Function Interaction Models Movement Patterns Transformation Methodology: list teaching strategies NOT tasks students do Pre-assessment Model Based Reasoning strategies for progressive theory/model development Use of manipulatives (toys) for hands-on analogy of phenomena and to build background knowledge Periodic comprehension checks Techniques to develop team/group collaboration and reporting ELA strategies for note taking, summaries, paragraph, essay and report writing Interactive science notebooks Differentiation of activities for academic abilities and learning styles Use of mutually supportive and synergistic direct instruction and investigative activities 5

6 Textbook and Resources: (The current NGSS for California has just been adopted and for the Middle School Level a textbook has not yet been adopted. Therefore, under the assumption that the integrated model will be used, all three levels of the currently available textbooks will be listed as resources.) Auman, Maureen. Step Up to Writing, Longmont, CO; Sopris West, Print California Focus on Earth Science, Boston, Massachusetts; Prentice Hall, California Focus on Life Science, Boston, Massachusetts; Prentice Hall, California Focus on Physical Science, Boston, Massachusetts; Prentice Hall, Keeley Page. Science Formative Assessment, Thousand Oaks, CA; Corwin Press and NSTA Press, Keeley, Page, Francis Eberle and Chad Dorsey. Uncovering Student Ideas in Science, Arlington, Virgina; NSTA Press, Marcarelli, Kellie. Teaching Science with Interactive Notebooks, Thousand Oaks, CA; Corwin Press and SAGE Ltd, California and/or Common Core Standards: Proposed California Next Generation Science Standards for Grade 6 using the integrated model. 1. Growth, Development and Reproduction of Organisms a. MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. b. MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. c. MS-LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. 2. Earth Systems a. MS-ESS2-4 Develop a model to describe the cycling of water through Earth s systems driven by energy from the sun and the force of gravity 3. Weather and Climate a. MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions. b. MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. c. MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. 4. Energy a. 6-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer. 6

7 b. 6-PS3-4. Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. c. 6-PS3-5. Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object 5. Human Impacts a. MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. 6. Engineering Design a. MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successfull solution, taking into account relevant scienctific principles and potential impacts on people and the natural environment that may limit possible solutions. b. MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem c. MS-ETS1-3. Analyze data from tests to determine similarities and differences amoung several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. d. MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. California Common Core Standards ELA/Literacy RST Cite specific textual evidence to support analysis of science and technical texts. RST Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. RST Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. WHST Write arguments focused on discipline content. WHST Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

8 WHST WHST SL.8.5 Mathematics MP.2 MP.4 6.NS.C.5 6.EE.B.6 7.EE.B.4 6.EE.C.9 6.RP.A.1 6.SP.A.2 6.SP.B.4 6.SP.B.5 Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quote or paraphrase the data and conslusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Draw evidence from informational texts to support analysis, reflection, and research. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Reason abstractly and quantitatively. Model with mathematics. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Use variable to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities. Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. Summarize numerical data sets in relation to their context. Summarize numerical data sets in relation to their context. Assessment and Grading Policy: Student progress is determined using IB MYP 8-point rubrics. Each subject area measures student achievement using 4 criteria. At the end of each semester achievement levels are determined and reported. The criteria for mathematics are: A: Knowing and Understanding B: Inquiring and designing C: Processing and evaluating D: Reflecting on the impacts of science 8