Aims and Objectives
The middle school Science courses are designed to encourage students to recognise, describe, use and apply key scientific ideas to explain abstract phenomena even when they appear in unfamiliar contexts.
Scientific inquiry has a central place in science because it helps pupils to understand how scientific ideas are developed and how skills and processes of scientific inquiry are usefully applied. Scientific inquiry provides opportunities for pupils to consider the benefits and drawbacks of applications of science in areas such as technological developments, and in the environment, health care and quality of life. In Science students:
- Test out ideas experimentally
- Develop practical skills
- Carry out investigative fieldwork
- Use collaborative approaches to solving problem
- Appreciate the importance of experimental evidence
The following criteria are used to assess the students' work following the MYP criterion:
A) Knowing and understanding
B) Inquiring and designing
C) Processing and evaluating
D) Reflecting on the impacts of science
A wide range of assessment tasks are undertaken by students. These include: experiment reports , experiment design projects, observation journals, poster presentations, lab tests, informal observations, research essays, quizzes and examinations.
Students are encouraged to develop their independence as learners through self and peer assessment.
In Grade 6 students study the following units: Particles, Energy, Forces, Mixtures, Organisms, and Survival.
What is the universe made of? Students ask big questions and are introduced to the scientific method, with many practical opportunities to learn and develop experimental skills over the course. Through diverse units students explore safe experiment design strategies, sequential report writing, data collection and analysis, and the evaluation of a procedure. There are multiple chances for guided inquiry and research. Students also build their science vocabulary and practice research strategies to investigate forces on their bodies from backpacks, water conservation, the use of reproductive technology, and the ethics of zoos.
In Grade 7 students study the following units: Motion and speed, Mining for mobiles, Waves for communication, Physical and chemical change, Energy for life, Science Fair and Plants and the biosphere.
Ever wondered what is inside an eyeball? In Grade 7 Science, students cut one open to find out! Through exploring units on motion, waves, plants, energy for life and elements and compounds and chemical change, students investigate this question and many more. We also look at bigger issues such as the global impact of technology use and how to spot pseudoscience by looking into what constitutes a ‘super food.’ The year culminates with a science fair project where students can practice their investigation skills to answer a question of their choice.
In Grade 8 students study the following units: Human body, Chemical relationships of acids and bases, Properties of metals, Electrical circuits, Earth and beyond.
Students develop a range of practical skills through units on the chemical relationships of acids, bases and metals, the fundamentals of electricity, astronomy and movement. Some questions students will encounter are: How safe are acids? How can we build a better bicycle? How do we move? Students carry out collaborative and experimental work throughout the course and develop their inquiry, presentation and citation skills with research that relates course concepts to the wider impacts and applications of science.