MYP 2 Grade 7 Science 2019-2020

Teacher: Ms. Margarita Alonso

Course Description
MYP 2 grade 7 Science is meant to give students a chance to explore a variety of disciplines within the area
of Science. This includes the following concepts: Structures and Process of Living Things, Integrations of
Matter, Waves and Energy, Earth Systems and Human Activities. Within the MYP 2 students will work to
continue developing themselves as communicating, caring, inquiring, risk taking, knowledgeable, reflective,
open-minded, principled, balanced, and thinking individuals and will be encouraged to communicate their
ideas and consider the thoughts and opinions of others. Throughout the course every effort will be made to
show how Science connects to other areas of study.

Design Aims and Objectives

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
● 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.

Objectives
A: Knowing and Understanding:
students should be able to: • describe scientific knowledge • apply scientific knowledge and understanding to solve
problems set in familiar and unfamiliar situations • analyze information to make scientifically supported judgment
B: Inquiring and Designing:
students should be able to: • describe a problem or research question to be tested by a scientific investigation •
outline a testable hypothesis and explain it using scientific reasoning • describe how to manipulate the variables, and
describe how data will be collected • design scientific investigations
C: Processing and Evaluating:
students should be able to: • present collected and transformed data • interpret data and explain results using
scientific reasoning • discuss the validity of a hypothesis based on the outcome of the scientific investigation •
discuss the validity of the method • describe improvements or extensions to the method
D: Reflecting on the Impacts of Science:
students should be able to: • describe the ways in which science is applied and used to address a specific problem or
issue • discuss and analyze the various implications of the use of science and its application in solving a specific
problem or issue • apply scientific language effectively • document the work of others and sources of information
used.
Units of Study
Branch of
Unit title Unit Topics Focus Objective
Science
A: Knowledge & Understanding
What do How to think and work scientifically, inquiry Biology B: Inquiring and designing
Scientists do? questions and scientific investigations, variables, Chemistry C: Processing and evaluating
lab safety, lab activities Physics D: Reflecting on the impacts of
science
A: Knowledge & Understanding
Classification of matter, mixtures, suspensions B: Inquiring and designing
Matter
and solutions, Chemical and biotic chemical Chemistry C: Processing and evaluating
changes, and variant mixtures D: Reflecting on the impacts of
science
A: Knowledge & Understanding
Understanding the differences between pure and
B: Inquiring and designing
COMPOUNDS impure substances. Pure substances combine.
Chemistry C: Processing and evaluating
and MIXTURES Atoms combine and form molecules and
D: Reflecting on the impacts of
compounds.
science
How acids and bases dissolve in water. A: Knowledge & Understanding
Formation of hydrogen ions and hydroxide ions. B: Inquiring and designing
ACIDS and
Understanding that acids react in different ways Chemistry C: Processing and evaluating
BASES
with different substances, and that their D: Reflecting on the impacts of
reactivity depends on their dilution. science
A: Knowledge & Understanding
How Can we Characteristics of ecosystems, biotic and abiotic B: Inquiring and designing
Study the factors, scientific innovations that keep Biology C: Processing and evaluating
Living World? ecosystems in balance and healthy D: Reflecting on the impacts of
science
The Solar System, Earth’s geosphere, A: Knowledge & Understanding
hydrosphere, atmosphere, and biosphere, B: Inquiring and designing
Chemistry
CELL BIOLOGY formation and development of the earth, space C: Processing and evaluating
Biology
exploration, geological time, and the chemical D: Reflecting on the impacts of
building blocks of life science
A: Knowledge & Understanding
Understanding how body systems work together B: Inquiring and designing
HUMAN
to sustain a living organism. Interdependence of Biology C: Processing and evaluating
PHYSIOLOGY
body systems. D: Reflecting on the impacts of
science
A: Knowledge & Understanding
Measuring and graphing speed. Difference B: Inquiring and designing
MOTION between speed and velocity. Understanding Physics C: Processing and evaluating
distance-speed graphs and speed-time graphs. D: Reflecting on the impacts of
science
Observed processes in terms of energy changes A: Knowledge & Understanding
involved, potential and kinetic energy, B: Inquiring and designing
ENERGY Heat exchange and temperature, conservation of Physics C: Processing and evaluating
energy, particle motion, and radiant energy D: Reflecting on the impacts of
transfer science
Expectations
The student:
● helps to create a respectful and positive learning environment
● takes responsibility for their learning
● comes to class prepared for challenging and interesting studies
● participates in class discussions and group work
● works safely and responsibly in the science laboratory
The teacher:
● sets homework that is communicated in a timely manner, and is relevant
● uses Alexia and Google Classroom to inform students about homework and resources
● creates an environment where students feel safe to ask questions
● encourages and facilitates students’ personal interest in science

Assessment
All assessment is continuous and varied. It can take the form of a quiz, class activity, oral or written demonstration
of knowledge, project, test, etc. There are three types of assessment practices for science:

1) Pre-assessment ascertains the background knowledge of the students.

Resources
Students will be given access to the student e-book from Hodder Education entitled, Sciences for the MYP2: By
Concept, written by Paul Morris and Patricia Deo. Each student will be able to access this resource on multiple
platforms and we will use it to guide our activities, labs, and projects.

In addition, there is a Google Classroom page set up for MYP Year 2, where all deadlines, assignments, and
communication will be posted. Students and parents will be given access to this resource.

For more information about this course, please see the additional resource of:
1. MYP Science Subject Brief
2. IB LEarner Profile
3. Sciences Assessment Criteria for MYP 1 and MYP 2