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Science Biologia Grade 8 first class. 2011 / 2012. First class Objectives. Students will receive class and unit specific objectives to inform them of the aims of the unit. A summary of the unit goals and tasks will be provided during lesson 1. Laboratory Rules.

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Science biologia grade 8 first class

ScienceBiologiaGrade 8firstclass

2011 / 2012


First class objectives
FirstclassObjectives

  • Students will receive class and unit specific objectives to inform them of the aims of the unit. A summary of the unit goals and tasks will be provided during lesson 1.


Laboratory rules
Laboratory Rules

  • NEVER ENTER THE LABORATORY IF YOUR TEACHER IS NOT ALREADY PRESENT.

  • THE DOOR IS CLOSED 5 MINUTES AFTER THE CLASS BELL HAS RUNG WHEN YOU ARE COMING FROM ANOTHER CLASS (IF IT IS DURING BREAKTIME THE DOOR WILL BE CLOSEDAS SOON AS THE BELL RINGS). DO NOT OPEN IT FOR ANOTHER STUDENT UNLESS PERMISSION HAS BEEN GIVEN BY THE TEACHER. ANYONE ARRIVING TO CLASS AFTER THIS TIME (WITHOUT WRITTEN PERMISSION) WILL BE DEEMED ‘LATE’.

  • SCHOOLBAGS MUST BE PLACED UNDER THE SINKS AT THE BEGINNING OF EACH CLASS. IT IS THE RESPONSIBILITY OF EACH STUDENT TO HAVE THEIR TEXTBOOK, NOTEBOOK AND CORRECT EQUIPMENT READY AT THE BEGINNING OF EACH CLASS.

  • NO SWEETS OR SUGARY DRINKS MAY BE CONSUMED IN THE LABORATORY. FRUIT AND WATER ARE PERMITTED BUT YOU MUST CLEAN UP AFTER YOURSELF AND IF THERE ARE ANY SPILLS YOU WILL BE RESPONSIBLE FOR THE CLEAN UP.

  • ENSURE THAT YOU WEAR THE APPROPRIATE P.P.E (PERSONAL PROTECTIVE EQUIPMENT- LAB COT AND GLASSES) FOR ANY PRACTICALS. LONG HAIR MUST BE TIED BACK DURING PRACTICALS.

  • (STUDENTS WHO DO NOT BRING THE APPROPRIATE P.P.E WILL BE EXCLUDED FROM THE PRACTICAL. THEY MUST THEN ARRANGE TO COMPLETE IT AFTER SCHOOL, WITHIN ONE WEEK. OTHERWISE A MARK OF ZERO WILL BE GIVEN).

  • NO PHONES, IPODS OR OTHER ELECTRONIC DEVICES (APART FROM LAPTOPS- WITH PERMISSION FROM THE TEACHER) WILL BE PERMITTED IN THE CLASSROOM - ALL SUCH ITEMS WILL BE CONFISCATED IMMEDIATELY. NO WARNINGS- THIS IS YOUR WARNING!!!


Laboratory rules 2
Laboratory rules (2)

  • FOLLOW ALL SCHOOL RULES WITH REGARD TO PERSONAL BEHAVIOUR.

  • ENSURE THAT YOU WASH AND CLEAR AWAY ALL EQUIPMENT DURING PRACTICALS. LEAVE YOUR DESK AND ANY WORK AREA IN A CLEAN AND TIDY STATE AT THE END OF EACH CLASS.

  • ALL BREAKAGES MUST BE REPORTED TO THE TEACHER IMMEDIATELY. UNREPORTED BREAKAGES OR MISSING EQUIPMENT WILL BE DEEMED THE RESPONSIBILITY OF THE ENTIRE CLASS AND MUST BE PAID FOR AT THE END OF THE SCHOOL YEAR.

  • THIS IS AN ENGLISH LANGUAGE CLASSROOM. AS SUCH ENGLISH MUST BE SPOKEN AT ALL TIMES- EVEN WHEN SPEAKING TO YOUR CLASSMATES. SPEAKING IN SPANISH WILL RESULT IN POINTS BEING LOST FROM YOUR ATTITUDE GRADE. THESE CAN BE RECOVERED (TIME PERMITTING) BY SPEAKING IN ENGLISH THROUGHOUT THE NEXT THREE LESSONS.

  • JGV Class except (agreement)

  • FAILURE TO HAND IN A COMPLETED HOMEWORK ON TIME WILL RESULT IN AN ATTITUDE GRADE OF 3 FOR THE ACADEMIC PERIOD. FAILURE TO HAND IN TWO ASSESSMENTS DURING AN ACADEMIC PERIOD WILL RESULT IN A MAXIMUM ATTITUDE GRADE OF 2.

  • I HAVE READ AND UNDERSTOOD THE ABOVE RULES AND AGREE TO FOLLOW THEM DURING THE COURSE OF ACADEMIC YEAR 2011- 2012.

  • PRINT NAME ____________________________ SIGN_____________________________


Science and me
Science and me

  • A Little time for a personal reflexion in a paper

    • Who am I?

      • Name, hopes, desires, likes

    • Whatdoesscienceprovide me in a daylylife?

      • why?, how?, where?, when?


Science in myp
Science in MYP

  • The aims of the teaching and study of MYP sciences are to encourage and enable students to:

  • 1. develop curiosity, interest and enjoyment towards science and its methods of inquiry

  • 2. acquire scientific knowledge and understanding

  • 3. communicate scientific ideas, arguments and practical experiences effectively in a variety of ways

  • 4. develop experimental and investigative skills to design and carry out scientific investigations and to

  • evaluate evidence to draw a conclusion

  • 5. develop critical, creative and inquiring minds that pose questions, solve problems, construct

  • explanations, judge arguments and make informed decisions in scientific and other contexts

  • 6. develop awareness of the possibilities and limitations of science and appreciate that scientific

  • knowledge is evolving through collaborative activity locally and internationally

  • 7. appreciate the relationship between science and technology and their role in society

  • 8. develop awareness of the moral, ethical, social, economic, political, cultural and environmental

  • implications of the practice and use of science and technology

  • 9. observe safety rules and practices to ensure a safe working environment during scientific activities

  • 10. engender an awareness of the need for and the value of effective collaboration during scientific

  • activities.


Middle years programme curriculum areas of interaction overview
Middle Years Programme curriculumAreas of interaction (Overview)

  • The five areas of interaction are:

  • approaches to learning

  • community and service

  • human ingenuity

  • environments

  • health and social education.

  • These provide the main focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole


Have you any examples
Haveyouanyexamples?


Can being ´disabled´ give you an advantage?

Our area of interaction is

human ingenuity


Human ingenuity area of interaction
Human IngenuityArea of interaction

  • Awareness and understanding: The student will define the synergistic processes which allow body components to work together to produce reaction and movement so as to understand the underlying basis for motion in humans.

  • The student will investigate various examples of humans who have overcome their physical disabilities to help illustrate that disability can happen to anyone and that human potential is not limited by the loss of a body part.

  • Action: The student will prepare an action plan that will help to address problems which they have identified within their local environment to make it more accessible to those in a situation of disability.

  • Reflection: The student will value the contribution that can be made to our society/ community by those in a situation of disability.


Objectives
Objectives

  • 1. develop curiosity, interest and enjoyment towards science and its methods of inquiry

  • 2. acquire scientific knowledge and understanding

  • 3. communicate scientific ideas, arguments and practical experiences effectively in a variety of ways

  • 4. develop experimental and investigative skills to design and carry out scientific investigations and to

  • evaluate evidence to draw a conclusion

  • 5. develop critical, creative and inquiring minds that pose questions, solve problems, construct

  • explanations, judge arguments and make informed decisions in scientific and other contexts

  • 6. develop awareness of the possibilities and limitations of science and appreciate that scientific

  • knowledge is evolving through collaborative activity locally and internationally

  • 7. appreciate the relationship between science and technology and their role in society

  • 8. develop awareness of the moral, ethical, social, economic, political, cultural and environmental

  • implications of the practice and use of science and technology

  • 9. observe safety rules and practices to ensure a safe working environment during scientific activities

  • 10. engender an awareness of the need for and the value of effective collaboration during scientific activities.


Criteria in science
Criteria in science

  • A Oneworld

    • understanding of the role of science in society

  • B Communicationin science

    • become competent and confident when communicating informationin science.

  • C Knowledge and understanding of science

    • understand scientific knowledge (facts, ideas, concepts,

      processes, laws, principles, models and theories) and to apply

  • D Scientificinquiry

    • develop intellectual and practical skills to design and carry out scientificinvestigations

  • E Processingdata

    • process and interpret sufficient qualitative and/or quantitative data to draw appropriate conclusions

  • F Attitudesin science

    • safe, responsible and collaborative working practicesin practicalscience.


Proposed learning activities to understand
Proposed Learning ActivitiesTounderstand

  • Introduction to curriculum, grading system, document layout etc

  • The scientific method worksheets (basic version)

  • How to use a microscope activity

  • Motion and movement in living organisms. Video links and discussion on types of motion and biomimicry.

  • Model creation on movement in selected animals

  • Model creation on movement in selected animals

  • Model presentation on selected movement types in selected animals.

  • The human skeletal system

  • The human skeletal system class activity


Tounderstand (2)

9) The human nervous system and the reflex arc

10) The human musculature system

11) The human musculature system

12) Musculo-skeletal systems review

13) Muscle cells and the sliding filament theory (BASIC)

14) Joints of the body

15) Dissection of a chicken thigh joint

16) Design a practical to test range of motion

17) Practical to test range of motion

18) What is disability? open discussion with weblinks

19) Disability and movement- history of prosthetics

20) One world research assignment. Colombia land mine victims.

21 One world essay- the danger of landmines.

22) Prosthetics and robotic motion

23) Prosthetics and robotic motion the future

24) One world assignment – Should the ´blade runner´ compete in the 2012 Olympic games?

25) Assessing the CCB Project planning

26) Assessing the CCB Project information gathering

27) Assessing the CCB Project information gathering

28) Asessing the CCB Project written presentation


Action for today
Actionfortoday

  • Grouping by table (4 or 5 Student)

  • Readproposedclass and actions (part)

  • Howwouldyouimprovetheunit?

    • Do youhaveanyproposalsorsuggestionsthatyouthinkwouldmaketheunit more interestingforyou?

    • Giveusyour ideas… (write )

    • At theendwerecivefeed back

    • One group would be choosen to expose


Action for today1
Actionfortoday

  • Group A

    • The scientific method worksheets (basic version)

    • How to use a microscope activity

    • Motion and movement in living organisms. Video links and discussion on types of motion and biomimicry.

    • Model creation on movement in selected animals

    • Model creation on movement in selected animals

    • Model presentation on selected movement types in selected animals.


Action for today2
Actionfortoday

  • Group B

    • The human skeletal system

    • The human skeletal system class activity

    • The human nervous system and the reflex arc

    • The human musculature system

    • The human musculature system

    • Musculo-skeletal systems review

    • Muscle cells and the sliding filament theory (BASIC)

    • Joints of the body


Action for today3
Actionfortoday

  • Group C

    • Dissection of a chicken thigh joint

    • Design a practical to test range of motion

    • Practical to test range of motion

    • What is disability? open discussion with weblinks

    • Disability and movement- history of prosthetics


Action for today4
Actionfortoday

  • Group D

    • One world research assignment. Colombia land mine victims.

    • One world essay- the danger of landmines.

    • Prosthetics and robotic motion

    • Prosthetics and robotic motion the future



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