Social Emotional Learning, Physical Health and Body Systems (Fall)
Cells and Genetics (Fall/Winter)
Earth and Space Sciences (Winter/Spring)
Microbiology (microscopes) (Spring)
Students who require additional assistance with assignments for whatever reason(s) will be given extra time to make up and/or complete their work. All work must be completed even if it is turned in late. Late work will not necessarily receive full credit. Students will be given multiple opportunities to demonstrate their learning, including improving upon assignments. STUDENTS are responsible for knowing what assignments to complete. Use Google Classroom, schooltool, the learning assignments page, and agenda daily.
As IB learners we strive to be:
INQUIRERS: We nurture our curiosity, developing skills for inquiry and research. We know how to independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
KNOWLEDGEABLE: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
THINKERS: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
COMMUNICATORS: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
PRINCIPLED: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
OPEN-MINDED: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
CARING: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
RISK-TAKERS: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
BALANCED: We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
REFLECTIVE: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We will work on improving these important skills:
COMMUNICATION SKILLS: Exchanging thoughts, messages, and information.
SOCIAL SKILLS: Collaboration--working effectively with others.
SELF MANAGEMENT SKILLS: Organization--managing time and tasks effectively; Affective Skills--managing state of mind; Reflection--(re)considering the process of learning.
RESEARCH SKILLS: Information Literacy--finding, interpreting, judging and creating information; Media Literacy--interacting with media to use and create ideas and information.
THINKING SKILLS: Critical Thinking--analyzing and evaluating issues and ideas; Creative Thinking--generating novel ideas and considering new perspectives; Transfer--using skills and knowledge in multiple contexts.
Throughout MYP Sciences Year 1, students’ knowledge, understanding and skill ability will be assessed in multiple ways.
Formative assessments will be given throughout a unit. These assessments are used by the teacher to collect information about students' grasp of course content and level of skill. These assessments could include homework, classwork, impromptu quizzes, and other activities that measure current achievement. The teacher will use formative assessments to determine where students are in their learning and provide feedback to identify strengths and areas to improve. Performance on a formative assessment will be reported using feedback letters. Summative assessments will be given towards the end of each quarter. The work produced on a summative assessment demonstrates the degree to which students have mastered the criterion. These assessments could include a unit test, paper, project, investigation, or other activity that summarizes students' abilities. Summative assessments are scored on a scale of 0-8.
All grading is recorded in schooltool for Sciences Year 1. No grades are recorded in the Marinelli Google Classroom.
Sophisticated (S) (7-8) Produces work of perceptive quality or understanding and/or makes extensive use of the concept or skill.
Demonstrating (D) (5-6) Produces work of competent quality or understanding and/or makes substantial use of the concept or skill.
Exempt (EX) The student is not required to complete the work.
Sciences Assessment Criteria Year 1 At JEMS, Year 2 (7th grade) is a combination of these criteria and Year 3 (8th grade) criteria.
Criterion A: Knowing and Understanding
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to: select scientific knowledge; select scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments with limited success.
3-4 The student is able to: recall scientific knowledge; apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations; apply information to make judgments.
5-6 The student is able to: state scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations; apply information to make scientifically supported judgments.
7-8 The student is able to: outline scientific knowledge; apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations; interpret information to make scientifically supported judgments.
Criterion B: Inquiring and Designing
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to: select a problem or question to be tested by a scientific investigation; select a testable prediction; state a variable; design a method with limited success.
3-4 The student is able to: state a problem or question to be tested by a scientific investigation; state a testable prediction; state how to manipulate the variables, and state how data will be collected; design a safe method in which he or she selects materials and equipment.
5-6 The student is able to: state a problem or question to be tested by a scientific investigation; outline a testable prediction; outline how to manipulate the variables, and state how relevant data will be collected; design a complete and safe method in which he or she selects appropriate materials and equipment.
7-8 The student is able to: outline a problem or question to be tested by a scientific investigation; outline a testable prediction using scientific reasoning; outline how to manipulate the variables, and outline how sufficient, relevant data will be collected; design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
Criterion C: Processing and Evaluating
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to: collect and present data in numerical and/or visual forms; interpret data; state the validity of a prediction based on the outcome of a scientific investigation, with limited success; state the validity of the method based on the outcome of a scientific investigation, with limited success; state improvements or extensions to the method that would benefit the scientific investigation, with limited success.
3-4 The student is able to: correctly collect and present data in numerical and/or visual forms; accurately interpret data and outline results; state the validity of a prediction based on the outcome of a scientific investigation; state the validity of the method based on the outcome of a scientific investigation; state improvements or extensions to the method that would benefit the scientific investigation.
5-6 The student is able to: correctly collect, organize and present data in numerical and/or visual forms; accurately interpret data and outline results using scientific reasoning; outline the validity of a prediction based on the outcome of a scientific investigation; outline the validity of the method based on the outcome of a scientific investigation; outline improvements or extensions to the method that would benefit the scientific investigation.
7-8 The student is able to: correctly collect, organize, transform and present data in numerical and/or visual forms; accurately interpret data and outline results using correct scientific reasoning; discuss the validity of a prediction based on the outcome of a scientific investigation; discuss the validity of the method based on the outcome of a scientific investigation; describe improvements or extensions to the method that would benefit the scientific investigation.
Criterion D: Reflecting on the Impacts of Science
0 The student does not reach a standard described by any of the descriptors below.
1-2 The student is able to, with limited success: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; apply scientific language to communicate understanding; document sources.
3-4 The student is able to: state the ways in which science is used to address a specific problem or issue; state the implications of using science to solve a specific problem or issue, interacting with a factor; sometimes apply scientific language to communicate understanding; sometimes document sources.
5-6 The student is able to: outline the ways in which science is used to address a specific problem or issue; outline the implications of using science to solve a specific problem or issue, interacting with a factor; usually apply scientific language to communicate understanding clearly and precisely; usually document sources correctly.
7-8 The student is able to: summarize the ways in which science is applied and used to address a specific problem or issue; describe and summarize the implications of using science and its application to solve a specific problem or issue, interacting with a factor; consistently apply scientific language to communicate understanding clearly and precisely; document sources completely.
Criterion D factors: Morals and Ethics, Social, Economic, Political, Cultural, Environmental
(Guaranteed Viable Curriculum in blue)
Please note that the following middle school standards are covered in a manner that best meets the varying learning levels and styles of our early middle-level learner.
LIFE SCIENCE: (human body, cells, genetics)
*Includes NYS mandated health component: human reproduction, puberty, and adolescence. (moved from 5th grade to 6th grade when Mr. M moved from fifth to sixth grade in 2005; physical education teachers used to show fifth graders a puberty video during one class period)
MS-LS 1-1. Construct investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS 1-2. Develop and use model to describe function of cell as a whole and ways parts of cells contribute to function.
MS-LS 1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
MS-LS 1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
MS-LS 1-8. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
MS-LS 3-1. Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and functions of the organism.
EARTH and SPACE SCIENCES: (seasons, weather, moon phases, eclipses, solar system, rocks and minerals, plate tectonics, earthquakes, and volcanoes)
MS-ESS 1-1. Develop and use a model of the Earth-sun-moon-system to describe cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
MS-ESS 1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS 2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
MS-ESS 2-5. Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions.
MS-ESS 2-6. Develop and use a model to describe how unequal heating and rotation of Earth causes patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS 3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS 3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Science and Engineering Practices that are covered in Years 1 through Year 3 (Grades 6 through 8):
Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Mathematical and Computational Thinking
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information