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MYP 8th Grade Science Syllabus

This document outlines the syllabus for an 8th grade science course following the International Baccalaureate Middle Years Program. The course will incorporate various teaching methods including inquiry-based learning, investigations, and collaboration. Students will cover topics in scientific inquiry, matter, energy, chemistry, ecology, motion, forces, machines, genetics and heredity. Assessment will include formal exams as well as informal observations. The overall goals are for students to demonstrate their understanding of science concepts and apply scientific reasoning skills.

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3K views

MYP 8th Grade Science Syllabus

This document outlines the syllabus for an 8th grade science course following the International Baccalaureate Middle Years Program. The course will incorporate various teaching methods including inquiry-based learning, investigations, and collaboration. Students will cover topics in scientific inquiry, matter, energy, chemistry, ecology, motion, forces, machines, genetics and heredity. Assessment will include formal exams as well as informal observations. The overall goals are for students to demonstrate their understanding of science concepts and apply scientific reasoning skills.

Uploaded by

Jerry D
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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MYP Syllabus

Course: Science
MYP Level: Year 3 (8th grade)
Teacher: Sree Nair
I. Course Description:
In Year 3 of Science, students will work throughout the year (with multiple opportunities) to demonstrate
their knowledge and skills through performance based/project learning, collaborative learning, direct
instruction, formative assessments, and summative assessments. They will reflect on the holistic nature
of science, the real-world work of scientists and engage with all aspects of science, either through
individual objectives or connected processes.
They will incorporate strategies from the International Baccalaureate program. Students will aspire to
reflect those characteristics of the IB Learner Profile. As a result of the high standards, success in the
class will depend on the motivation of the student. Students must keep up with their assignments to
practice the skills, be inquisitive by asking questions, follow expectations, and be balanced by balancing
all aspects of their lives between home, extra-curricular, and school to be successful.

II. IB Aims and Objectives:


A: Knowing and understanding
B: Inquiring and designing
C:Processing and evaluating
D: Reflecting on the impact of science

As a part of the Middle Years Program (MYP), of the International Baccalaureate (IB) program, the aim of
the teaching of science is to encourage and enable the student to:
● describe scientific knowledge
● apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
● analyse information to make scientifically supported judgments
● describe a problem or 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
● present collected and transformed data
● interpret data and describe 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
● describe the ways in which science is applied and used to address a specific problem or issue
● discuss and analyse 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

Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas that are both
relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections
between and among:
• courses within the sciences subject group (intra-disciplinary learning)
• other subject groups (interdisciplinary learning).

The key concepts contributed by the study of sciences are ​change, relationships and systems.

Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and
sophisticated conceptual understanding.

III. Topics:

​1st Quarter
● Scientific Inquiry, lab safety, measurements, equipment, and scientific method
● Matter and Energy
2nd Quarter
● Chemistry
● Ecology-Symbiosis, interactions, adaptations, migration, hibernation, seed dispersal\
3rd Quarter
● Motion and force
● Newton's Laws
● Simple Machines
4th Quarter
● Genetics and Heredity
● Dissection*
● CSI*

* may be subject to change based on time availability

IV. Service Learning:


At KMS, MYP year 3 students will engage in a Community Project. This is a culmination of all the skills
learned from the Service Learning Activities the students have experienced in MYP 2.
Students will choose a community in need, research the needs and how to possibly help, write a project
plan, take action on the plan and complete the service, and then create a presentation of all of their work.
They will demonstrate Learner Profile attributes and will reflect on the Approaches to Learning skills they
are strengthening. This is a semester-long project where the students use a self-paced guide and process
journal and the teacher is a facilitator rather than a direct instructor. The Community Project will be KMS
year 3 students’ C day project.

V. Internationalism
Throughout the year in MYP 3 Science, students will be learning about their global communities.
All IB programmes share common beliefs and values about teaching and learning science. There is an
International dimension: Students develop an appreciation that science requires open-mindedness and
freedom of thought transcending gender, political, cultural, linguistic, national and religious boundaries.
Students may be presented with individual, community, or global challenges that require scientific
understanding, specifically in MYP 3 “How do scientific models evolve and transform?” This includes the
atom, Periodic Table and Newton’s Laws of Motion.
VI. Teaching Methods

Teaching methods include Inquiry, Investigation, and Collaboration.


Much instruction will be directly lead by the teacher, but will also be inquiry-based and student lead as much as
possible.
● Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding.
Inquiry involves speculating, exploring, questioning and connecting. The MYP structures sustain inquiry in
sciences by developing conceptual understanding in global contexts. Teachers and students develop a
statement of inquiry and use inquiry questions to explore science. Through their inquiry, students develop
specific interdisciplinary and disciplinary approaches to learning skills.
● Learning through investigation. Students construct meaning by designing, conducting and
reflecting on scientific investigations. The scientific process, which encourages hands-on experience,
inquiry, and critical thinking, enables students to make informed and responsible decisions, not only
in science but also in other areas of life.
● Collaboration - Students are provided opportunities to work individually and with their peers to learn
about science within and beyond the classroom. They develop safe and responsible working habits in
practical science.

VII. Assessment

​Students will be assessed formally and informally. Formal assessments occur during the end of units and
are in a written format. These assessments may be in the form of a multiple choice exam, short answer
assessment, lab reports and/or projects.
Informal assessment may include bell work, “ticket out the door”, student self-reflection and/or teacher
observations.
Criterion for assessment:
At the end of year 3, students should be able to:
● Outline, design, implement, and interpret data in a scientific investigation.
● Discuss the validity of a hypothesis based on the outcome of the scientific investigation.
● Summarize the ways in which science is applied and used to address a specific problem or issue.
● Apply scientific language effectively.
● Document the work of others and sources of information used.

​VIII. Resources
“Science Guide.” Edited by IBO, ​International Baccalaureate​, International
Baccalaureate, 2014, IBO.org.

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