• Wilson Foundation Academy

    MYP Course Outline

    Science Level 2

    Course:           IB MYP Level 2 Science

    Teachers:        Tracy Czudak, Amanda Purver, Doug Schneider, Erin Chisholm

    Year:               2012-2013



    Course Description

    This course fulfills the Level 2 Science requirements for IB MYP Science. This is an integrated science course focusing on the topics of the Scientific Inquiry, Animal Diversity, Human Body Systems, Rocks and Minerals, Plate Tectonics, Energy, and Heat and Conservation of Energy.  An emphasis will be placed on holistic learning, communication and intercultural awareness. 


    Ø  Holistic learning focuses on each student as an individual.  

    Ø  Communication means that we will be focusing on collaboration through group work, cooperative leaning, lab partners and group work.

    Ø  Intercultural Awareness will emphasize learning outside our classroom and appreciating others in the world.


    Interdisciplinary connections will be made throughout the course with Math, Language A, Humanities, Technology, Art, and Physical Education. The IB learner profile provides the learning outcomes for the year. Students will be asked to reflect on the qualities in the learner profile that will be exemplified throughout the course. This integrated science course will not only fulfill the students’ IB MYP aims, but also the state standards shown below.


    Aims & Objectives

    ·         The aims of any MYP subject and of the personal project state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience. 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.


    ·         Scientific Inquiry

    ·         Animal Diversity

    ·         Human Body and Homeostasis

    ·         Rocks and Minerals and Weathering and Erosion

    ·         Plate Tectonics

    ·         Energy

    ·         Heat and Conservation of Energy





    Students will complete a variety of formative assessments including quizzes, tests, projects, homework, quizzes, labs, daily work, presentations and work characteristics (behavior, respect, cooperation, following directions, participation, and the ability to work independently). Students will be provided rubrics that were modified from the IB MYP assessment criteria. There will be various unit assessments used throughout the year.


    WFA MYP Assessment Policy

    ·         Assessment is essential to identify what students know, understand, and can apply.  It is central to all teaching and learning.

    ·         Inquiry-based assessments involve exploring the natural world and making discoveries for new understandings.

    ·         Reflection and evaluation are integral to the evaluation process.

    ·         Authentic assessments require students to apply newly learned skills to real-world situations.

    ·         Formative assessments inform both teachers and students about students’ understanding and allow teachers to provide immediate feedback.

    ·         Summative assessments (given at the end of each unit) are used to determine student mastery of specific MYP objectives and overall understanding.

    ·         Criterion-based evaluations give students the opportunity to clearly understand what the expectations are prior to being assessed.

    ·         Students’ grades represent their abilities to perform with respect to expectations outlined by the State Department of Education and the IB MYP.