Science 10 H/MYP Course Outline

Size: px

Start display at page:

Download "Science 10 H/MYP Course Outline"

Osborne Porter
5 years ago
Views:

Name: Class: Science 10 IBMYP/H Block: Science 10 H/MYP Course Outline 2013-2014 Instructor: H.Grijo(Helen.Grijo@@ecsd.

1 Name: Class: Science 10 IBMYP/H Block: Science 10 H/MYP Course Outline Instructor: Overview Science 10 emphasizes three concepts (Matter, energy and change) across four main units of study (Chemistry, biology, physics and global systems). The diversity of learning experiences in the program provide students with opportunities to explore, analyze and appreciate the relationships between the scientific disciplines, technology, society and the environment. Textbook Text: Science 10 Sandner and Lacey: Addison Wesley, 2004 Additional reading/notes/resources as provided by the instructor and as posted on the Virtual Classroom on myecsd.net Science 10 Units of Study- please see text for subtopics per unit: (All Students) Units Covered Unit Time Frame (Subject to Change) Energy and Matter in Chemical Change Unit A Approx. 27 classes Energy Flow in Technological Systems Unit B Approx. 20 classes Cycling of Matter in Living Systems Unit C Approx. 22 classes Energy Flow in Global Systems Unit D Approx. 15 classes FINAL EXAM Evaluation (All Students) Marks for this class are cumulative (each terms mark will be a continuous running total from the beginning of the year). Summative Assessments = 100% Exams* 50% Summative Assessments** 30% Common Final 20% *Exams may include assessments covering the entire unit or significant part of a unit. ** Summative assessments may include quizzes, in class assignments and labs. Formative assessments include: Homework and other practice work done in preparation for a summative assessment. Formative assessments are vital to achieve success in summative evaluations. Formative assessments have a weighting of zero.

2 Evaluation Protocol (All Students) Due Dates Assignments are due at the beginning of the class on the assigned due date. Late Assignments If the late is excused due to an excused absence, ensure that the excused note is brought in to the office as soon as possible so that school records show it as an excused absence. If the late is excused due to another reason, ensure that a legitimate parental note accompanies the assignment during hand in. If the late is unexcused, a deduction of 10% / class late will be administered to the assignment. Missed Summative Missed summative assessments must be re-scheduled immediately with the instructor. Assessments If a test is missed due to an excused absence, the student must register to retake the test in Exam Hall, writings during class time are not permitted. Exam hall time/schedule TBA. Power School Codes The following codes may be seen on Power School: Power School Updates Codes Meaning When is it used L Late For both excused and unexcused late assignments. Excused lates have no deduction penalties applied. Unexcused lates have a deduction penalty of 10%/class. M Missing For any assessment that has not been submitted. Until the assignment is submitted and corrected the code will remain on power school and will calculate as a score of zero until it can be replaced with a numerical value. C Comment A comment accompanies the assignment, giving further detail to the assignment in question. C Exempt Under special circumstances eg: Extended medical absence, special curricular circumstances; certain assignments will be exempted from being calculated into the overall grade. Use of this code is at the discretion of the teacher. Marks on PowerSchool are updated regularly. Ex Please Note: A range of assessment information is used to determine a student s final grade. At Archbishop MacDonald High School, individualized assessments provide specific information regarding student progress and overall performance in the course. Student assessment may vary from student to student to adapt to differences in student needs, learning styles, preferences, and paces. Due to special circumstances assessment criteria may vary from student to student in the same course. 2

3 Student Responsibility (All Students) Respect Please respect the learning environment by: Listening to the lesson Listening to questions asked during the lesson Participating in a meaningful manner Materials Please bring the following items to class: Textbook Black /Blue Pen and Pencil Red Pen or a Color other than Black / Blue or Pencil for Marking. Pencil, Eraser and Ruler for graphing. Highlighter Scientific Calculator-NO cell phones, IPhones etc. permitted Your Notes Package (You will only need to bring the current unit to class) Three Ring Binder Metric Graph Paper Dates & Deadlines Assessment due dates will be posted both on the board in the classroom and also on the calendar on the virtual classroom. It is your responsibility to complete and submit items on time. Food No scented food will be allowed into the classroom (this is to prevent the room from smelling like a cafeteria and maintain an undistracted learning environment) You may have snacks as long as they do not disturb the learning environment (that is, they are not seen, heard or smelled). Attendance Attendance is taken at the beginning of class. If you are not present and sitting in your assigned seat during attendance, you will be marked absent. If you are entering class late, you will need to obtain a late slip from the office. Place late slips in the late bin located by the teacher s computer so that attendance can be adjusted later. After 3 unexcused lates, both parents/guardians and administration will be notified. Missed Classes If you miss a class or several classes due to excused reasons it is your responsibility to obtain the missing notes and / or make up the missing work. You must make up missed summative assessments by arrangement with the instructor. Help I am available lunches and sometimes after school by appointment. You may also me with a question that arises. Academic Honesty All students are fully expected to adhere to the code of conduct in the school handbook. No electronic devices are to be used during an assessment. If suspected of cheating, the student will receive a clear verbal warning. If clear evidence of dishonesty (device use, cheat sheet etc.) is found, a zero will result. Electronic Devices Electronic devices ARE NOT PERMITTED DURING INSTRUCTION unless they are being used for note taking. No texting during instructional time. Good Luck for a Successful Course 3

4 IBMYP Evaluation (MYP Students Only) What will IB Assessment Look Like on Powerschool? IBMYP assessment will be communicated to via PowerSchool. The IBMYP achievement will be reported under the category titled IB Evaluation. When you look on PowerSchool, you will notice that these scores appear with a red star. This indicates that these scores are for reporting purposes only and they are not factored into you re the cumulative grade. Recall that IBMYP achievement s are not converted to percentage In most cases, the IBMYP grade will then be scaled for use in the calculation of the course percentage grade. This grade will appear without a star indicating that it was used in calculating the course percentage. Example Caeli Smith Science 10 PowerSchool Task Task Type Score Percent Chapter 1.1 Quiz QUIZ 17/20 85% Chapter 2 Exam EXAM 38/45 84% Critical Essay IB Criterion IB EVALUATION 5* B Critical Essay IB Criterion IB EVALUATION 5* A IBMYP Critical Essay (Scale Factor of 5) Project 50/60 83% *Although there is a percentage (%) equivalent, the IB programme does not recognize percentage as effective communication of achievement. IBMYP Science Criteria Criterion A: One World 1 2 The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student states the effectiveness of science and its application in solving the problem or issue. 3 4 The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student describes the effectiveness of science and its application in solving the problem or issue. The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, ethical, social, economic, political, cultural and environmental. 5 6 The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student discusses the effectiveness of science and its application in solving the problem or issue. The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, ethical, social, economic, political, cultural and environmental. 4

5 Criterion B: Communication in Science 1 2 The student uses a limited range of scientific language correctly. The student communicates scientific information with limited effectiveness. When appropriate to the task, the student makes little attempt to document sources of information. 3 4 The student uses some scientific language correctly. The student communicates scientific information with some effectiveness. When appropriate to the task, the student partially documents sources of information. 5 6 The student uses sufficient scientific language correctly. The student communicates scientific information effectively. When appropriate to the task, the student fully documents sources of information correctly. Criterion C: Knowledge and Understanding of Science 1 2 The student recalls some scientific ideas, concepts and/or processes. The student applies scientific understanding to solve simple problems. 3 4 The student describes scientific ideas, concepts and/or processes. The student applies scientific understanding to solve complex problems in familiar situations. The student analyses scientific information by identifying parts, relationships or causes. 5 6 The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations. The student applies scientific understanding to solve complex problems including those in unfamiliar situations. The student analyses and evaluates scientific information and makes judgments supported by scientific understanding. Criterion D: Scientific Inquiry 1 2 The student attempts to state a focused problem or research question. The method suggested is incomplete. The student attempts to evaluate the method and respond to the focused problem or research question. 3 4 The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning. The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them. The student partially evaluates the method. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant. 5 6 The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed. The student evaluates the method, commenting on its reliability and validity. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant. 5

6 Criterion E: Processing Data 1 2 The student collects some data and attempts to record it in a suitable format. The student organizes and presents data using simple numerical or visual forms. The student attempts to identify a trend, pattern or relationship in the data. The student attempts to draw a conclusion but this is not consistent with the interpretation of the data. 3 4 The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms, with a few errors or omissions. The student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with the interpretation of the data. 5 6 The student collects sufficient relevant data and records it in a suitable format. The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly. The student describes a trend, pattern or relationship in the data and comments on the reliability of the data. The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning. Criterion F: Attitudes in Science 1 2 The student requires some guidance to work safely and some assistance when using material and equipment. The student requires some guidance to work responsibly with regards to the living and non-living environment. When working as part of a group, the student needs frequent reminders to cooperate with others. 3 4 The student requires little guidance to work safely and little assistance when using material and equipment. The student works responsibly with regards to the living and non-living environment. When working as part of a group the student cooperates with others on most occasions. 5 6 The student requires no guidance to work safely and uses material and equipment competently. The student works responsibly with regards to the living and non-living environment. When working as part of a group, the student cooperates with others. ICT Outcomes: C1. Students will access, use and communicate information from a variety of technologies. 4.1 plan and perform complex searches, using more than one electronic source 4.2 select information from appropriate sources, including primary and secondary sources 4.4 communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. C2. Students will seek alternative viewpoints, using information technologies. 4.1 consult a wide variety of sources that reflect varied viewpoints on particular topics 6

7 C3. Students will critically assess information accessed through the use of a variety of technologies. 4.2 demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic (specific to 20IB & 30IB) C5. Students will use technology to aid collaboration during inquiry 4.1 use telecommunications to pose critical questions to experts 4.2 participate in a variety of electronic group formats C6. Students will use technology to investigate and/or solve problems investigate and solve problems of prediction, calculation and inference 4.2 investigate and solve problems of organization and manipulation of information 4.3 manipulate data by using charting and graphing technologies in order to test inferences and probabilities 4.4 generate new understandings of problematic situations by suing some form of technology to facilitate the process C7. Students will use electronic research techniques to construct personal knowledge and meaning. 4.1 use appropriate strategies to locate information to meet personal needs 4.2 analyze and synthesize information to determine patterns and links among ideas 4.3 use appropriate presentation software to demonstrate personal understandings F2. Students will understand the role of technology as it applies to self, work and society. 4.1 use technology outside formal classroom settings 4.7 use current, reliable information sources from around the world F3. Students will demonstrate a moral and ethical approach to the use of technology. 4.2 evaluate the influence and results of digital manipulation on our perceptions (specific to 20IB & 30IB) 4.3 respect ownership and integrity of information P1. Students will compose, revise and edit text. 4.1 continue to demonstrate the outcomes achieved in prior grades and course subjects P2. Students will organize and manipulate data. 4.1 manipulate and present data through the selection of appropriate tools, such as scientific instrumentation, calculators, databases and/ or spreadsheets. P3. Students will communicate through multimedia. 4.1 select and use, independently, multimedia capabilities for presentations in various subject areas P4. Students will integrate various applications 4.1 integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. P6. Students will use communication technology to interact with others. 4.1 select and use the appropriate technologies to communicate effectively with a targeted audience. 7

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day

CLASS EXPECTATIONS Respect yourself, the teacher & others 2. Put forth your best effort at all times Be prepared for class each day CLASS EXPECTATIONS 1. Respect yourself, the teacher & others Show respect for the teacher, yourself and others at all times. Respect others property. Avoid touching or writing on anything that does not