MYP

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MYP par Mind Map: MYP

1. IB Learner Profile

2. Broad Inter-Disciplinary Concepts

2.1. Change

2.1.1. Energy

2.1.2. Adaptation

2.1.3. Transformation

2.1.4. Time

2.1.5. Place

2.1.6. Perspectives

2.2. Relationships

2.2.1. Interaction

2.2.2. Cause and Effect

2.2.3. Consequences

2.2.4. Communities

2.3. Systems

2.3.1. Form

2.3.2. Function

2.3.3. Patterns

2.3.4. Balance

2.3.5. Communication

3. Assessment

3.1. 700-1,200 word

3.2. 5-8 min presentation

4. Aims

4.1. consider science as a human endeavor with benefits and limitations

4.2. cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments

4.3. apply language skills and knowledge in a variety of real-life contexts

4.4. demonstrate sensitivity towards the living and non-living environments

4.5. reflect on learning experiences and make informed decsions

4.6. understand and appreciate science and its implications through the areas of interaction

4.7. develop skills to design and perform investigations, evaluate evidence and reach conclusions

4.8. engender an awareness of the need to effectively collaborate and communicate

5. Objectives

5.1. Science in the World

5.1.1. The objective refers to enabling students to gain a global understanding of science.

5.1.2. Science in the world provides the opportunity to apply a variety of communication modes to demonstrate an understanding of science through evaluating the implications of scientific developments and their application to a specific problem or issue

5.1.3. Combined From

5.1.3.1. One World

5.1.3.2. Communication

5.1.3.3. Factors

5.1.3.3.1. moral

5.1.3.3.2. ethical

5.1.3.3.3. social

5.1.3.3.4. economic

5.1.3.3.5. political

5.1.3.3.6. cultural

5.1.3.3.7. technological

5.1.3.3.8. environmental

5.1.4. Students are expected to become aware of the importance of documenting the work of others when communicating in science

5.1.5. At the end of the course, students should be able to

5.1.5.1. EXPLAIN the ways in which science is applied and used to address a specific problem or issue

5.1.5.2. DISCUSS and EVALUATE the various implications of the use of science and its application in solving a problem or issue

5.1.5.3. APPLY communication modes effectively

5.1.5.4. DOCUMENT the work of other and sources of information used

5.2. Using Knowledge

5.2.1. This objective refers to enabling students to use scientific knowledge (facts, ideas, concepts, processes, laws, principles, models, and theories) and to apply it to construct scientific explanations, solve problems and express scientifically supported judgements

5.2.2. At the end of the course, students should be able to

5.2.2.1. CONSTRUCT scientific explanations using knowledge and understanding

5.2.2.2. APPLY scientific knowledge and understanding to SOLVE problems set in familiar and unfamiliar situations

5.2.2.3. ANALYSE and EVALUATE information to make scientifically supported judgments

5.3. Inquiring and Designing

5.3.1. This objective refers to enabling students to develop intellectual and practical skills through designing, analyzing and performing scientific investigationsl

5.3.2. While the scientific method may take on a wide variety of approaches, it is the emphasis of experimental work characterizes MYP scientific inquiry.

5.3.3. At the end of the course, students should be able to

5.3.3.1. STATE a focused problem or research question to be tested by a scientific investigation

5.3.3.2. FORMULATE a testable hypothesis and explain it using scientific reasoning

5.3.3.3. DESIGN scientific investigations

5.3.3.4. ANALYSE the risks involved in scientific investigations taking into account the living and non-living environments

5.4. Processing and Evaluating

5.4.1. This objective refers to enabling students to collect, process and interpret qualitative and/or quantitative data and explain appropriately reached conclusions. Students are expected to develop analytical thinking skills to evaluate the method and explain possible improvements

5.4.2. At the end of the course, students should be able to:

5.4.2.1. PRESENT collected and transformed data

5.4.2.2. INTERPRET data and EXPLAIN results using scientific reasoning

5.4.2.3. EVALUATE the validity of a hypothesis based on the outcome of the scientific investigation

5.4.2.4. EVALUATE the validity and the reliability of the method

5.4.2.5. EXPLAIN improvements to the method

6. Areas of Interaction

6.1. Approaches to Learning ATL

6.1.1. Question Types

6.1.1.1. How do I learn best?

6.1.1.2. How do I know?

6.1.1.3. How do I communicate my understanding?

6.1.1.4. How can I learn best in science?

6.1.1.5. What thinking skills and processes are specific to science?

6.1.1.6. What does it mean to be scientifically literate?

6.1.1.7. What is the value of scientific inquiry?

6.1.1.7.1. How do I formulate and test a hypothesis

6.1.1.7.2. How do I design and carry out a scientific investigation?

6.1.1.7.3. How do I identify and manipulate relevant variables?

6.1.1.7.4. How do I plan to collect sufficient valid and reliable data?

6.1.1.7.5. How do I collect, record and communicate data?

6.1.1.7.6. How can I process data to draw reliable conclusions?

6.1.1.8. How can I evaluate scientific information? How can my understanding of science allow me to challenge information and formulate supported arguments?

6.1.1.9. How can I communicate my ideas and findings in an appropriate scientific manner?

6.1.1.10. How do I acknowledge the work of others?

6.1.1.11. How do I reflect on and evaluate my work in science?

6.1.1.12. How can ICT support my learning in science?

6.1.1.13. What are effective ways of working with my classmates? How can I ensure a safe working environment?

6.1.2. Skills

6.1.2.1. Organization

6.1.2.2. Collaboration

6.1.2.3. Communication

6.1.2.4. Information Literacy

6.1.2.5. Reflection

6.1.2.6. Thinking and Transfer

6.2. Community and Service

6.2.1. Question Types

6.2.1.1. How do we live in relation to each other?

6.2.1.2. How can I contribute to the community?

6.2.1.3. How can I help others?

6.2.1.4. What is the role of science in a community and in the world?

6.2.1.5. How does science shape communities and our lives?

6.2.1.6. How is science communicated across time and cultures?

6.2.1.7. How can my understanding of science contribute to my development as a citizen?

6.2.1.8. How can I learn about communities through science?

6.2.1.9. What are the uses and limitations of science in my community and in the world?

6.2.1.10. To what extent do people and/or communities change through scientific experiences?

6.2.1.11. How can science influence a community? How can communities influence science?

6.2.1.12. What is my role in the community? How can I contribute to my community through science?

6.2.1.13. What would the world be like without science?

6.2.2. Overview

6.2.2.1. Community awareness and a sense of belonging and responsibility towards the community so that students become engaged with, and feel empowered to act in response to, the needs of others.

6.3. Health and Social Education

6.3.1. Question Types

6.3.1.1. How do I think and act?

6.3.1.2. How am I changing?

6.3.1.3. How can I look after myself and others?

6.3.1.4. How does science impact on society, on individuals and on me?

6.3.1.5. How can science be used to influence people and societies?

6.3.1.6. To what extent can science contribute to the well-being of people and societies?

6.3.1.7. How does science facilitate our understanding of ourselves and others?

6.3.1.8. Is science a luxury or necessity in society?

6.3.1.9. How important is science for personal and social development?

6.3.1.10. How can my knowledge and understanding of science help me to make correct or healthy choices?

6.3.1.11. What behaviors and attitudes will I seek to change in myself as a result of my experiences in science?

6.3.1.12. What safety considerations are relevant for working in science?

6.3.1.13. How can I use my knowledge and understanding of science to look after myself and others?

6.3.2. Overview

6.3.2.1. Physical, social, and emotional intelligence

6.4. Environments

6.4.1. Question Types

6.4.1.1. What are our environments?

6.4.1.2. What resources do we have or need?

6.4.1.3. What are my responsibilities?

6.4.1.4. How can science influence the natural, built and virtual environments?

6.4.1.5. In what ways can environments influence science?

6.4.1.6. What issues do natural, built and virtual environments present for science?

6.4.1.7. In what ways do environments affect scientific development?

6.4.1.8. How can my knowledge and understanding of science enable me to understand different environments

6.4.1.9. How can science impact the school environment?

6.4.1.10. What are realistic changes that I can make that will impact positively on my environment?

6.4.1.11. What are the uses and limitations of science in addressing issues of natural environments?

6.4.1.12. What power and responsibility do scientists have in communicating environmental issues?

6.4.1.13. How do my scientific understanding and skills enable me to understand and improve different environments?

6.4.2. Overview

6.4.2.1. Natural, Built, Virtual

6.4.2.2. How human beings create and affect our environments.

6.4.2.3. Develop positive and responsible attitudes

6.4.2.4. Gain motivation, skills, and commitment to contribute to their environment

6.5. Human Ingenuity

6.5.1. Question Types

6.5.1.1. Why and how do we create?

6.5.1.2. What are the consequences?

6.5.1.3. What is science? Where does science come from? How has science evolved over time?

6.5.1.4. What makes a scientist? What qualifies a person as a scientist?

6.5.1.5. How is human ingenuity portrayed in sciences? How can science initiate change and challenge our thinking?

6.5.1.6. In what ways have humans shaped science? In what ways has science shaped our lives?

6.5.1.7. What would the world be like without science?

6.5.1.8. What is the relationship between science and ethics?

6.5.1.9. Who are the science pioneers in my time, and in earlier times? What makes them pioneers?

6.5.1.10. What is the relationship between science and technology?

6.5.1.11. In what way has technology influenced science? In what way has science influenced technology developments?

6.5.1.12. How have my own views of science, and how science works, changed?

6.5.2. Overview

6.5.2.1. Humans can initiate change, whether for good or bad, and of researching the developments made by people across place, time, and cultures, and the importance of taking time to reflect on these developments.

7. What makes a good unit

7.1. Stage 1 - Setting the Context and Summative Assessment (s)

7.1.1. Is the unit driven by an open-ended, multifaceted unit question that engages students?

7.1.2. Are the significant concepts and unit question conceptually based?

7.1.3. Does it focus on one main area of interaction and potentially leads to interdisciplinary learning?

7.1.4. Will the unit be guided and driven by the MYP unit question that integrates the significant concept(s) of the subject matter with the context provided by the areas of interaction?

7.1.5. Do the assessments distinguish students' engagement with the MYP unit question and learning objectives?

7.1.6. Do the assessments provide varied opportunities for the students to show their knowledge, understanding, skills and attitudes

7.1.7. Have the appropriate criteria been selected and aligned with the subject objectives.?

7.2. Stage 2 - Planning for student learning and development

7.2.1. Does the unit involve students in a range of learning experiences planned in response to the MYP unit question ?

7.2.2. Does the unit plan achieve year level/subject objectives?

7.2.3. Do these experiences aim to have real life applications and develop skills for life as well as subject skills development?

7.2.4. Does the unit build on the prior knowledge of the students and how is this facilitated?

7.2.5. Will the unit use a variety of resources and teaching methodologies that meet the needs of the students?

7.2.6. Will positive attitudes be constructed and encouraged?

7.3. Does it contribute to a coherent, school-wide commitment to inquiry that is framed by contexts of local and global significance?

7.4. Is it a working, organic document rather than a static one?

7.5. Can the unit affect the hearts and minds of the student?

7.6. Guidelines

7.6.1. One area of interaction

7.6.2. Differentiation

7.6.3. Inquiry

7.6.4. Health, Environmental, and Contemporary Decision Making

7.6.5. Interdisciplinary

7.6.6. Students are given clear info about how the work will be assessed , including which objectives are being developed

8. Three Domains of Science Framework

8.1. Skills and Processes

8.2. Concepts of Science

8.2.1. The Concept of Change

8.2.2. The Concept of Energy

8.2.3. The Concept of Systems

8.3. Personal, Social, and Global Awareness (attitudes and beliefs)