MYP Science Handbook

Aims

The aims of MYP Sciences are to encourage and enable students to:

  • Understand and appreciate science and its implications.

  • Consider science as a human endeavour with benefits and limitations.

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

  • Develop skills to design and perform investigations, evaluate evidence and reach conclusions.

  • Build an awareness of the need to effectively collaborate and communicate

  • Apply language skills and knowledge in a variety of real-life contexts

  • Reflect on learning experiences and make informed choices.


Objectives

The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation.

These objectives reflect the holistic nature of science and the real-world work of scientists. They enable students to engage with all aspects of science.

A. Knowing and understanding

Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.

In order to reach the aims of sciences, students should be able to:

i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyze and evaluate information to make scientifically supported judgments.

B. Inquiring and designing


Intellectual and practical skills are developed through designing, analyzing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes experimental work and scientific inquiry.


In order to reach the aims of sciences, students should be able to:


i. explain a problem or question to be tested by a scientific investigation.


ii. formulate a testable hypothesis and explain it using scientific reasoning


iii. explain how to manipulate the variables, and explain how data will be collected


iv. design scientific investigations.


C. Processing and evaluating


Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached.


In order to reach the aims of sciences, students should be able to:


i. present collected and transformed data


ii. interpret data and explain results using scientific reasoning


iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation


iv. evaluate the validity of the method


v. explain improvements or extensions to the method.


D. Reflecting on the impacts of science


Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language will be applied in order to demonstrate understanding.

In order to reach the aims of sciences, students should be able to:

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

ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively

iv. document the work of others and sources of information used.

The Experiment Cycle


The scientific process of inquiring, designing, processing and evaluating is represented by MYP sciences objectives B (inquiring and designing) and C (processing and evaluating). The given Experimental Cycle will help in developing the skills needed for these objectives.

In every year of MYP sciences, all students must independently complete a scientific investigation that is assessed against criterion B (inquiring and designing) and criterion C (processing and evaluating).

Key Concepts

The MYP structures sustained inquiry in sciences by developing conceptual understanding in global contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore the subject. Through their inquiry, students develop specific interdisciplinary and disciplinary approaches to learning skills.

Concepts have an important place in the structure of knowledge that requires students and teachers to think with increasing complexity as they organize and relate facts and topics. Concepts express understanding that students take with them into lifelong adventures of learning.

These key concepts provide a framework for sciences, informing units of work and helping to organize teaching and learning.

  • Change

Change is a conversion/shift/movement from one state to another. Exploring change allows students to examine forces that shape the world: past, present and future. Inquiry into the concept of change invites students to consider causes, processes and consequences: natural and artificial, intentional and unintentional, positive and negative.

  • Relationships

Relationships allow students to identify and understand the connections and associations between properties, forces, objects, people, and ideas, including the human community’s connection with the worlds in which we live.

  • Systems

Systems are sets of interacting or interdependent components. Everything in the known universe is a component of a system and generally also a part of multiple interacting and interdependent systems. Systems provide structure and order in both natural and human environments.

Related Concepts

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail.

The following table lists related concepts for the study of sciences.

Global Contexts

Global contexts direct learning toward independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP sciences can develop meaningful explorations of

Identities and relationships

Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Orientation in space and time

Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

Personal and cultural expression

How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

How the world works: an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and sustainability

How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and development

Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Approaches to learning (ATL)

ATL skills are grouped into five categories that span the IB continuum of international education. IB program identify discrete skills in each category that can be introduced, practiced and consolidated in the classroom and beyond.

While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators especially relevant for, or unique to, a particular subject group or course. Well-designed learning engagements and assessments provide rich opportunities for students to practice and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills around which teaching and learning can focus, and through which students can authentically demonstrate what they are able to do.

Formative Teaching and learning through inquiry Sciences guide 27 assessments provide important feedback for developing discrete skills, and many ATL skills support students as they demonstrate their achievements in summative assessments of subject-group objectives.

Table below suggests some of the indicators that can be important in science.

Action and Service

Service as Action is a significant component of developing IB learners who will make a positive difference in the lives of individuals in the community and the environment.

MYP learning outcomes for service

With appropriate guidance and support, MYP students should, through their engagement with service as action:

  • become more aware of their own strengths and areas for growth

  • undertake challenges that develop new skills

  • discuss, evaluate and plan student-initiated activities

  • persevere in action

  • work collaboratively with others

  • develop international-mindedness through global engagement, multilingualism and intercultural understanding

  • consider the ethical implications of their actions.

These learning outcomes identify the substance of students’ self-reflection on service as action.

Student samples for service through curriculum in science:

MYP 1 Students created Instagram and twitter posts , in order to spread awareness on the importance of Mangroves, through one of their science unit- Living in Mangrove swamp.

Note: Any examples of student work included in this are authentic and are presented in their original style, which may include spelling, grammatical and other errors.

Curriculum Overview

MYP 1 Curriculum Overview

MYP 1 Science Overview.docx.pdf

MYP 2 Curriculum Overview


MYP2 Science Overview.docx (1).pdf

MYP 3 Curriculum Overview


MYP 3 Science Overview.docx (1).pdf

MYP Science Command Terms

MYP command terms define a range of learning objectives and assessment criteria in MYP subject groups. These instructional verbs indicate the level of thinking and type of performance (or behavior) that is required of students. They are closely related to general and subject-specific ATL skills.

Students should be familiar with the following key terms and phrases used in examination questions, which are to be understood as described below. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.

MYP Sciences command terms:

Assessment

In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand from MYP sciences has a corresponding strand in the assessment criteria for this subject group.

Assessment for sciences courses in all years of the programme is criterion-related, based on four equally weighted assessment criteria.

In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor which teachers use to make “best-fit” judgments about students’ progress and achievement.

Criteria

Assessment Criteria for MYP 1 and MYP 2

Assessment criteria MYP 1 & 2.pdf

Assessment Criteria for MYP 3

Assessment criteria MYP3.pdf

Exemplars

Assessment criterion A

Summative forces in motion.pdf



MYP Term Assessment samples



MYP 1

MYP1_Science 2 (Bio-Chem)_Term assessment_sample.pdf

MYP 2

MYP2_Science 2 (Bio-Chem)_Term assessment_sample.pdf
Physics-term, grade-7 SAMPLE.docx


MYP 3

Physics -8 term SAMPLE.docx

Assessment criteria B and C

Student sample_MYP1_Criteria B and C_BioChem.pdf
Investigation report MYP 2 B and C.pdf

Assessment Criterion D

Student sample_Criterion D_MYP3_BioChem-converted.pdf

Sources

IB MYP Science Guide , May 2019