no. of grade 9 (science) assessment objective learner … · absorption, assimilation and egestion...

SCIENCE GRADE 9 Navrachana International School, Vadodara (2013-2014)

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NO. OF SESSIONS

GRADE 9 (SCIENCE) ASSESSMENT OBJECTIVE (based on Assessment Criteria)

LEARNER PROFILE/ ATTITUDES

ATL SKILLS/ SUBJECT SPECIFIC SKILLS

INTERDISCIPLINARY

10 TOPIC- Cell Structure AOI- Health and Social Education SIGNIFICANT CONCEPT- Cell is the structural and functional unit of life. CONTENT - 1.State that living organisms are made of cells. 2. Identify and describe the structure of a plant cell (palisade cell) and an animal cell(liver cell), as seen under a light microscope. 3. Describe the differences in structure between typical animal and plant cells. 4. Calculate magnification and size of biological specimens using millimetres as units. Movement in and out of cells 1 Define diffusion 2 Describe the importance of diffusion

CRITERIA A Knowledge and understanding CRITERIA B Application CRITERIA C Reflection CRITERIA D Personal engagement

Students should be able CRITERIA A- • explain the ways in which science is applied and used to address specific problems or issues • discuss the effectiveness of science and its application in solving problems or issues • discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues.

LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled Caring Open Minded ATTITUDE Curiosity Empathy Enthusiasm Integrity

FOCUS ON- Communication Collaboration Reflection Thinking SKILLS- Analyzing Classifying Communicating Controlling variables Defining Evaluating Experimenting Hypothesizing Inquiring Interpreting data Measuring Modeling Observing Recognizing patterns Recording Synthesizing

Mathematics English Art


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of gases and solutes and of water as a solvent. MYP UNIT QUESTION- How did we evolve?

CRITERIA B • use scientific language correctly • use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science • acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. CRITERIA C students should be able to:


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• recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable


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hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method • judge the validity of a hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant.


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NO. OF SESSIONS




INTERDISCIPLINARY

4 Topic- Characteristics of Living organisms AOI- Health and Social Education SIGNIFICANT CONCEPTS Living things show different characteristics from non living things. CONTENT- 1- Nutrition 2- Excretion 3- Respiration 4- Sensitivity 5- reproduction 6- Growth 7- Movement MYP UNIT QUESTION- How do you find yourself different from a stone?

CRITERIA C- Knowledge And Understanding of Science

Students should be able to CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • Critically analyze and evaluate information to make judgments supported by scientific understanding.

LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective ATTITUDE Curiosity Empathy Enthusiasm Integrity

FOCUS ON- Thinking Transfer Reflection SUBJECT SPECIFIC SKILLS- Analyzing Classifying Communicating Defining Modeling Observing

English

NO. OF SESSIONS




INTERDISCIPLINARY

4 TOPIC-Enzymes CRITERIA B. Students should LEARNER FOCUS ON- Mathematics


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AOI- Health and Social Education SIGNIFICANT CONCEPTS Understanding Rate of Biological Reactions Factors that affect the rate of reaction factors which can CONTENT: ●many chemical reactions, called metabolic reactions, take place inside and around cells which are catalysed by enzymes. ●know that all enzymes are proteins & are denatured(destroyed) by high temperatures ●draw a graph to show how temperature affects the rate of an enzyme reaction. MYP UNIT QUESTION- How can we control the rate of a reaction?

Application CRITERIA C. Reflection

be able to- CRITERIA B • use scientific language correctly • use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science • acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. CRITERIA C

PROFILE Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled Caring Open Minded ATTITUDE Curiosity Empathy Enthusiasm Integrity

Communication Collaboration Reflection Thinking SUBJECT SPECIFIC SKILLS- Analyzing Classifying Communicating Controlling variables Defining Evaluating Experimenting Hypothesizing Inferring Inquiring Interpreting data Measuring Modeling Observing Predicting Recognizing patterns Recording

English


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• recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding

NO. OF SESSIONS




INTERDISCIPLINARY

8 TOPIC- Nutrition AOI- Health and Social Education, Community and service SIGNIFICANT CONCEPT- Importance of balanced diet in our life. Malnutrition is due to

CRITERIA A- One world CRITERIA B- Communication in Science CRITERIA C-

Students should be able to- CRITERIA A- • explain the ways in which science is applied and used to

LEARNER PROFILE Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled

FOCUS ON- Communication Information Literacy Reflection Thinking SUBJECTSPECIFIC

Humanities Mathematics English


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insufficient or unbalanced diet. CONTENT: 1. List the chemical elements that make up: • carbohydrates, • fats, • proteins. 2. Describe the structure of large molecules made from smaller basic units, i.e. • simple sugars to starch and glycogen, • amino acids to proteins, • fatty acids and glycerol to fats and oils. 3. Describe tests for: • starch (iodine solution), • reducing sugars (Benedict’s solution), • protein (biuret test), • fats (ethanol). • proteins, • vitamins (C and D only), • mineral salts (calcium and iron only), • fibre (roughage) • water Describe the deficiency symptoms for: • vitamins (C and D

Knowledge And Understanding of Science

address specific problems or issues • discuss the effectiveness of science and its application in solving problems or issues • discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues. CRITERIA B- students should be able to: • use scientific language correctly • use appropriate communication modes such as verbal (oral, written), visual

Caring ATTITUDE Appreciation Commitment Confidence Creativity

SKILLS- Analyzing Classifying Communicating Controlling variables Defining Evaluating Experimenting Hypothesizing Inferring Inquiring Interpreting data Measuring Modeling Observing Predicting Recognizing patterns Recording Synthesizing


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only), • mineral salts (calcium and iron only. Plant nutrition 4.Define photosynthesis 5. State the word equation for the production of simple sugars and oxygen. 6. Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using appropriate controls. 7. Describe the intake of carbon dioxide and water by plants. 8. Identify and label the cuticle, cellular and tissue structure of a dicotyledonous leaf,as seen in cross-section under the light microscope and describe the significance of the features of a leaf in terms of functions, to include: • distribution of chloroplasts – Photosynthesis, • stomata and mesophyll cells – gas

(graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science • acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. CRITERIA C- students should be able to: • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific


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exchange, • vascular bundles (xylem and phloem) transport and support. 9. Describe the importance of: • nitrate ions for protein synthesis, • magnesium ions for chlorophyll synthesis. 10. State what is meant by the term balanced diet and describe a balanced diet related to age, sex and activity of an individual. 11. Define ingestion 12. Define egestion 13. Identify the main regions of the alimentary canal and associated organs 14. Describe the functions of the regions of the alimentary canal listed above, in relation to ingestion, digestion, absorption, assimilation and egestion of food. 15. Define digestion 16.Identify the types of human teeth and describe their structure and functions.

knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding.


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17. State the causes of dental decay and describe the proper care of teeth. 18. State the significance of chemical digestion in the alimentary canal in 19. State where, in the alimentary canal, amylase, protease and lipase enzymes are secreted. 20.State the functions of a typical amylase, a protease and a lipase, listing the substrate and end-products. 21.Define absorption 22. Identify the small intestine as the region for the absorption of digested food. 23.Describe the role of the liver in the metabolism of glucose (glucose →glycogen). 24. Describe the role of fat as an energy storage substance. MYP UNIT QUESTION- To what extent are we healthy?


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NO. OF SESSIONS




INTERDISCIPLINARY

8 TOPIC- Respiration AOI- Health and Social education SIGNIFICANT CONCEPTS Respiration is an oxidation process inside a living cell and releases energy required by the body. CONTENT : 1- Breathing is physical process 2- Respiration is chemical process inside a living cell 3- Anaerobic and aerobic respiration 4- Respiratory system of human 5- Structure and function of different respiratory organs. MYP UNIT QUESTION- Do we inhale only oxygen?

CRITERIA C- Knowledge and Understanding of Science CRITERIA F- Attitude in Science

Students should be able to- CRITERIA C- students should be able to: • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA F- students should be able to: • work safely and

LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective Communicator Caring Open Minded ATTITUDE Integrity Interdependence Respect Tolerance.

FOCUS ON: Thinking Reflective Communicator Collaboration SUBJECT SPECIFIC SKILLS- Analysing Controlling variables Defining Evaluating Experimenting Inquiring Interpreting data Measuring Modeling Observing Predicting Recording

Humanities Art Mathematics


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use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Transportation AOI- Human ingenuity SIGNIFICANT CONCEPT- Understanding the process of Evaporation, Transpiration and Osmosis CONTENT – 1- Structure of xylem and phloem 2- function of xylem and phloem 3- Importance of root hair 4- Movement of water through xylem 5-

CRITERIA A- One world CRITERIA B-Communication In Science CRITERIA C- Knowledge and Understanding of Science CRITERIA D- Scientific Inquiry

Students should be able to- CRITERIA A • explain the ways in which science is applied and used to address specific problems or issues • discuss the effectiveness of science and its application in solving problems or issues

LEARNER PROFILE Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled Caring Open Minded ATTITUDE Appreciation Commitment Confidence Creativity

FOCUS ON- Organization Information Literacy Thinking Reflective Communicator Collaboration SUBJECT SPECIFIC SKILLS- Analyzing Classifying Communicating Controlling

Humanities Mathematics Art


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Movement of food through phloem 5-Loss of water vapor through stomata of leaves 6- Relation of transpiration to surface area, air space and stomata 7- Factors affecting rate of transpiration 8-know that red blood cells carry oxygen, attached to haemoglobin,around the body of a mammal 9-understand how environmental conditions may alter the transpiration rate and thus the rate of water uptake by a plant. Candidates aiming for higher grades could use simple potometers, or data provided by the teacher, to investigate the effects of varying environmental conditions on the rate of water uptake. 10- know that white blood cells prevent infection becoming established

CRITERIA E- Processing Data CRITERIA F- Attitude in Science

• discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues. CRITERIA B students should be able to: • use scientific language correctly • use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas

Curiosity

variables Defining Evaluating Experimenting Hypothesizing Inferring Inquiring Interpreting data Measuring Modeling Observing Predicting Recognizing patterns Recording


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11-know that platelets help in clotting, and that plasma transports glucose, carbondioxide, hormones and urea 12-know the external and internal structure of the mammalian heart, and understand its function 13-be able to explain the events leading to a heart attack and a stroke, and appreciate how life-style may affect the risk of heart attacks or strokes. MYP UNIT QUESTION- How do livings beings fulfill their requirements?

and findings in science • acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system. CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyze and evaluate information to make judgments supported by scientific


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understanding. CRITERIA D students should be able to: • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and


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reliability of the method • judge the validity of a hypothesis based on the outcome of the investigation • suggest improvements to the method or further inquiry, when relevant. CRITERIA E This objective refers to enabling students to collect, process and interpret sufficient qualitative and/or quantitative data to draw appropriate conclusions. Students are expected to develop analytical thinking skills to interpret data and judge the reliability of the data.


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At the end of the course, students should be able to: • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F This objective refers to encouraging students to develop safe, responsible and collaborative working practices in practical science. During the


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course, students should be able to: • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

5 TOPIC- The particulate nature of matter AOI- Human Ingenuity and Environment SIGNIFICANT CONCEPT- Basic constituent of matter – atoms , molecules CONTENT – What are substances made of ? 2- Classifying matter Changing state 4- Change in

CRITERIA C- Knowledge and Understanding of Science CRITERIA E- Processing Data

Students should be able to- CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems

LEARNER PROFILE Knowledgeable Thinker Risk Taker Reflective Communicator

FOCUS ON- Organisation Thinking Communication Reflection SUBJECT SPECIFIC SKILLS : Identifying Classifying Inquiring Comparing Analysing Interpreting

English Mathematics


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arrangement of particles of matter during condensation, boiling , melting etc. MYP Unit Question- How can we sense the properties of the matter ?

set in familiar and unfamiliar situations CRITERIA E- • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

NO. OF SESSIONS




INTERDISCIPLINARY

5 TOPIC- Experimental Techniques AOI - Approaches to learning Human Ingenuity

CRITERIA C- Knowledge and Understanding of Science

Students should be able to- CRITERIA B – • use scientific language

LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective

FOCUS ON- Communication Collaboration Reflection Thinking

Mathematics


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SIGNIFICANT CONCEPT- Importance of pure substance. Physical properties of substances form the basis of method of separation and purification CONTENT- Description of the different methods of separation and purification-filtration,crystallization d,distillation, fractional distillation. Choose a suitable method of separation for a given mixture. Describe paper chromatography. Interpretation of chromatograms. MYP UNIT QUESTION- What is the basis of separation and purification of substances ? What is the importance of purity in our daily life?

CRITERIA B – Communication in science CRITERIA D- Scientific Inquiry CRITERIA E- Processing Data CRITERIA F- Attitude in Science

correctly • use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science • acknowledge the work of others and the sources of information used by appropriately documenting CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and

Inquirer Communication

SUBJECT SPECIFIC SKILLS : Defining Experimenting Hypothesizing Interpreting data


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understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material


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and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method . Criterion E • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.


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CRITERIA F • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

8 TOPIC – Atoms , elements and compounds AOI- Human Ingenuity Environment SIGNIFICANT CONCEPT- Characteristic properties of constituents of matter. Physical changes are reversible but chemical changes are irreversible and form new products. Atomic Structure

CRITERIA C- Knowledge and Understanding of Science CRITERIA D- Scientific Inquiry CRITERIA E- Processing Data CRITERIA F- Attitude in Science


LEARNER PROFILE: Knowledgeable Thinker Risk Taker Reflective Inquirer Communicator Principled Caring Open Minded

FOCUS ON: Communication Collaboration Reflection Thinking SUBJECT SPECIFIC SKILLS Observing Evaluating Analysing Interpreting data Measuring Using numbers

Mathematics


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Types of bonds. CONTENT 1. Physical and chemical changes 2. Elements, compounds and mixtures. 3. Atomic structure and the Periodic Table 4. Ions and ionic bonds 5. Molecules and covalent bonds 6. Giant structures MYP UNIT QUESTION – Imagine you are a water molecule in water vapour in the air above sea. What might happen to you in future.

set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding CRITERIA D • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment

Synthesizing Inferring Experimenting


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needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method CRITERIA E • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F


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• work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

4 TOPIC- The Periodic Table AOI – Human Ingenuity SIGNIFICANT CONCEPTS Constrution of Periodic Table. Classification of elements. Periodic Properties CONTENT – 1.Describe the way elements are classified in order of proton number in the Periodic Table.

CRITERIA C Knowledge and Understanding of Science CRITERIA E Processing Data


LEARNER PROFILE: Knowledgeable Communicator Risk Taker Principled ATTITUDE Creativiy Appreciation Integrity Respect Curiosity Commitment

FOCUS ON: Organisation Thinking Reflective Communicator SUBJECT SPECIFIC SKILLS Observing Recognizing patterns Hypothesizing Modelling Evaluating Analysing

Mathematics


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2. Use the Periodic Table to predict properties of elements by means of groups and periods. 3.Periodic trends 4. Group properties 5.Transition elements 6. Noble gases MYP Unit Question – How will you classify things around you ?

set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA E • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

Interpreting data Using numbers Synthesizing Inferring

NO. OF GRADE 9 (SCIENCE) ASSESSMENT OBJECTIVE LEARNER ATL SKILLS/ INTERDISCIPLINARY


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SESSIONS (based on Assessment Criteria)

PROFILE/ ATTITUDES

SUBJECT SPECIFIC SKILLS

5 TOPIC- Stoichiometry AOI – Human Ingenuity Approaches to learning SIGNIFICANT CONCEPTS Working out reacting masses of substances. Working out formulae, percentage yields. CONTENT – 1-Relative atomic mass 2- Relative molecular mass 3- Avagador's Number Calculating moles using Moles = Mass/Molar Mass. 5- Conservation of mass MYP UNIT QUESTION – Why is getting right numbers important?

CRITERIA C Knowledge and Understanding of Science CRITERIA E Processing Data

Students should be able to- CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA E • collect and record data using units of measurement as

LEARNER PROFILE Knowledgeable Principled Communicator Risk Taker ATTITUDE Creativity Appreciation Integrity Respect Curiosity Commitment

FOCUS ON: Organisation Thinking Reflective Communicator SUBJECT SPECIFIC SKILLS Observing Recognizing patterns Modelling Evaluating Analysing Interpreting data Measuring Using numbers Synthesizing Inferring

Mathematics


30

and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning.

NO. OF SESSION




INTERDISCIPLINARY

5 TOPIC- Metals AOI – Community and Service, Health and social education SIGNIFICANT CONCEPTS Properties of metals Reactivity series Extraction of metals Uses of metals CONTENT – 1 Distinguish between metals and non-metals. 2.Reactions,of the elements with -water or steam,

CRITERIA C Knowledge and Understanding of Science CRITERIA E Processing Data CRITERIA D Scientific Inquiry CRITERIA F- Attitude in Science

Students should be able to- CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and

LEARNER PROFILE: Knowledgeable Reflective Principled Open Minded Thinker ATTITUDE Curiosity Appreciation Commitment Interdependence Confidence Integrity

FOCUS ON: Organisation Reflection Thinking Transfer SUBJECT SPECIFIC SKILLS Observing Recognizing patterns Evaluating Analysing Interpreting data Synthesizing

Environment Science


31

dilute hydrochloric acid 3.Deduce an order of reactivity from a given set of experimental results 4. Relate the method of extraction of a metal from its ore to its position in the reactivity series. 5.Use of carbon in the extraction process. 6.Use of aluminium in aircraft, foils and zinc in galvanizing. MYP UNIT QUESTION : What responsibilities should we have while using elements ?

CRITERIA A- One world

unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D – • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a

Inferring


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method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the method CRITERIA E – • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F- • work safely and


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use material and equipment competently • work responsibly with regards to the living and non-living environment • work effectively as individuals and as part of a group by collaborating with others. CRITERIA A- • explain the ways in which science is applied and used to address specific problems or issues • discuss the effectiveness of science and its application in solving problems or issues • discuss and evaluate the moral, ethical, social, economic, political, cultural and


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environmental implications of the use of science and its application in solving specific problems or issues.

NO. OF SESSIONS




INTERDISCIPLINARY

5 TOPIC- Acids,bases and salts AOI – Environment SIGNIFICANT CONCEPTS Identification of properties of compounds as acids and bases. Meaning of pH CONTENT – The characteristic properties of acids and bases Types of oxides Preparation of salts Identification of ions and gases MYP UNIT QUESTION : How will you classify different food items as acid , base or salt with

CRITERIA C – Knowledge and Understanding of science CRITERIA D -Scientific Inquiry CRITERIA E – Processing data CRITERIA F- Attitude in Science

Students should be able to- CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by

LEARNER PROFILE: Knowledgeable Reflective Open Minded Thinker ATTITUDE Curiosity Appreciation Commitment Interdependence Confidence Integrity

FOCUS ON: Organisation Reflection Thinking Transfer SUBJECT SPECIFIC SKILLS Observing Experimenting Analysing Interpreting data Synthesizing Inferring

Mathematics


35

explanation.

scientific understanding. CRITERIA D – • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and


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reliability of the method CRITERIA E – • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F- • work safely and use material and equipment competently • work responsibly with regards to the living and non-living


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environment • work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

5 TOPIC- Electricity and chemistry AOI – Environment Health and social education SIGNIFICANT CONCEPTS Energetics of a reaction Conversion of electrical energy into chemical and vice versa Content – 1 State that electrolysis is the chemical effect of electricity on ionic compounds, causing them to break up into simpler substances, usually elements. 2 Use the terms electrode, electrolyte, anode and cathode. 4 Describe the electrode

CRITERIA C – Knowledge and Understanding of science CRITERIA D -Scientific Inquiry CRITERIA E – Processing data CRITERIA F- Attitude in Science

Students should be able to- CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific


FOCUS ON: Organisation Reflection Thinking Transfer SUBJECT SPECIFIC SKILLS Observing Recognizing patterns Modelling Evaluating Analysing Interpreting data Measuring Using numbers Synthesizing Inferring

Mathematics Environment Science


38

products, using inert electrodes, in the electrolysis of: • molten lead(II) bromide, • aqueous copper chloride, • dilute sulfuric acid. 3 Describe electrolysis in terms of the ions present and the reactions at the electrodes. 5 State and use the general principle that metals or hydrogen are formed at the negative electrode (cathode), and that non-metals (other than hydrogen) are formed at the positive electrode (anode). 6 Relate the products of electrolysis to the electrolyte and electrodes used, exemplified by the specific examples in the Core together with aqueous copper(II) sulfate using carbon electrodes and using copper electrodes (as used in the refining

understanding. CRITERIA D – • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the


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of copper). 7 Describe the electroplating of metals, using laboratory apparatus. 8 Predict the products of the electrolysis of a specified binary compound in the molten state, or in aqueous solution. 9 Describe, in outline, the chemistry of the manufacture of • aluminium from pure aluminium oxide in molten cryolite, • chlorine, hydrogen and sodium hydroxide from concentrated aqueous sodium chloride. MYP UNIT QUESTION : - What is the future for batteries?

method CRITERIA E – • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F- • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment


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• work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

4 TOPIC- Air and water AOI – Environment Health and social education SIGNIFICANT CONCEPTS Constituents and properties of air and water. Pollutants and pollution CONTENT – Describe a chemical test for water. 2 Describe and explain, in outline, the purification of the water supply by filtration and chlorination. 3 State some of the uses of water in industry and in the home. 4 Describe the separation of oxygen and nitrogen from liquid air

CRITERIA C – Knowledge and Understanding of science CRITERIA D -Scientific Inquiry CRITERIA E – Processing data CRITERIA F- Attitude in Science Criteria A- One world

Students should be able to- CRITERIA C • recall scientific knowledge and use scientific understanding to construct scientific explanations • apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations • critically analyse and evaluate information to make judgments supported by scientific


FOCUS ON: Organisation Communication Reflection Thinking Transfer SUBJECT SPECIFIC SKILLS Observing Recognizing patterns Evaluating Analysing Interpreting data Synthesizing Inferring

Environment Science


41

by fractional distillation. 5 Describe the composition of clean air as being a mixture of 78% nitrogen, 21% oxygen and small quantities of noble gases, 6 State the common air pollutants as carbon monoxide, sulfur dioxide and oxides of nitrogen, and describe their sources. 7 Explain the presence of oxides of nitrogen in car exhausts and their catalytic removal. 8 Explain why the proportion of carbon dioxide in the atmosphere is increasing, and why this is important. 9 State the adverse effect of common air pollutants on buildings and on health. 10 Describe the formation of carbon dioxide: • as a product of complete combustion of

understanding. CRITERIA D – • state a focused problem or research question to be tested by a scientific investigation • formulate a testable hypothesis and explain it using scientific reasoning • design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed • evaluate the validity and reliability of the


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carbon-containing substances, • as a product of respiration, • as a product of the reaction between an acid and a carbonate. 11 Describe the essential conditions for the manufacture of ammonia by the Haber process including the sources of the hydrogen and nitrogen, i.e. hydrocarbons or steam and air. 12 Describe the rusting of iron in terms of a reaction involving air and water, and simple methods of rust prevention, including paint . MYP UNIT QUESTION: Are humans a help or hindrance in saving the world?

method CRITERIA E – • collect and record data using units of measurement as and when appropriate • organize, transform and present data using numerical and visual forms • analyse and interpret data • draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F- • work safely and use material and equipment competently • work responsibly with regards to the living and non-living environment


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• work effectively as individuals and as part of a group by collaborating with others. CRITERIA A- • explain the ways in which science is applied and used to address specific problems or issues • discuss the effectiveness of science and its application in solving problems or issues • discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues.


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NO. OF SESSIONS




INTERDISCIPLINARY

14

TOPIC- Motion AOI- Human Ingenuity and Community and Service SIGNIFICANT CONCEPTS Measuring and describing motion. Newton's laws of motion CONTENT Views of Aristotle, Galileo, Newton. Distance and displacement, scalar and vector quantities, speed, velocity, acceleration. Equations of motions, Force, work, power and efficiency. MYP UNIT QUESTION: To what extent has motion of objects affected the quality of our lives?

CRITERIA A One World CRITERIA B Communication In Science CRITERIA C Knowledge And Understanding Of Science CRITERIA D Scientific Inquiry CRITERIA E Processing Data

Students should be able to- CRITERIA A 1. explain the ways in which science is applied and used to address specific problems or issues related to motion of vehicles and other objects in motion. 2. discuss the effectiveness of science and its application in solving problems or issues related to Machines and their efficiency. CRITERIA B 1. use scientific language correctly for the physical quantities with their units. 2. use different

LEARNER PROFILE: Knowledgeable Communicator Thinker Open-Minded Risk Taker Inquirer ATTIDUDE Commitment Confidence Curiosity Enthusiasm Integrity Interdependence Respect

FOCUS ON: Organization Thinking Reflection Communication SUBJECT SPECIFIC SKILLS Analyzing Communicating Controlling Variables Defining Hypothesizing Experimenting Measuring Observing Recording Interpreting Data Inferring Evaluating Predicting Synthesizing

English Mathematics Art Geography Physical Education


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modes like orally explaining the content and preparing graphs and other communication formats like laboratory reports on experiments performed to effectively communicate the findings of their investigations. CRITERIA C 1. recall scientific knowledge and use scientific understanding to construct scientific explanations for newton’s laws and the relation between friction and motion of objects. 2.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar


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Situations for speed, velocity, acceleration, force, work, power and efficiency. CRITIERIA D 1.design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed for an object executing motion. 2.evaluate the validity and reliability of the method for the investigation performed. CRITERIA E 1. collect and


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record data using units of measurement as and when appropriate 2.organize, transform and present data using numerical and visual forms 3.analyse and interpret data 4.draw conclusions consistent with the data and supported by scientific reasoning.

NO. OF SESSIONS




INTERDISCIPLINARY

8

TOPIC- Energy AOI- Environments SIGNIFICANT CONCEPTS Types of energy, energy resources, CONTENT- Kinetic energy, potential energy, energy conversions, renewable and non-renewable resources of energy, advantages and

CRITERIA A One World CRITERIA B Communication In Science CRITERIA C Knowledge And Understanding Of Science

Students should be able to- CRITERIA A 1. explain the ways in which science is applied and used to address specific problems or issues related to energy resources and judicious

LEARNER PROFILE: Communicator- Knowledgeable Principled Reflective ATTITUDE Commitment Curiosity Integrity Interdependence Respect

FOCUS ON: Communication Reflection SUBJECT SPECIFIC SKILLS Communicating Defining Classifying Recognizing Patterns Modeling

Mathematics Geography Economics Art English


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disadvantages of different sources of energy. Efficiency of machines. Numericals with respect to formula of kinetic and potential energy. MYP UNIT QUESTION How are we managing our energy resources?

uses of energy. 2. discuss the effectiveness of science and its application in solving issues related to energy. CRITERIA B 1. use scientific language correctly for the physical quantities with their units. 2. use different modes like orally explaining the content and preparing graphs and other communication formats like laboratory reports on experiments performed to effectively communicate the findings of their investigations. CRITERIA C 1. recall scientific knowledge and

Empathy Tolerance


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use scientific understanding to construct scientific explanations for energy conversions. 2.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations for kinetic and potential energy.

NO. OF SESSIONS




INTERDISCIPLINARY

10 TOPIC: Matter and Thermal Properties AOI- ENVIRONMENT SIGNIFICANT CONCEPT- States of matter and their expansions, Transfer of thermal energy, CONCEPT- Characteristics of states of matter, evaporation, pressure changes, thermal capacity, melting, boiling

CRITERIA C Knowledge and Understanding of science CRITERIA D. Scientific Inquiry CRITERIA E Processing Data CRITERIA F Attitudes in Science

Students should be able to- CRITERIA C 1. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations like transfer of heat in machines. 2. critically

LEARNER PROFILE: Communicator Knowledgeable Reflective Open Minded Thinker Risk Taker ATTITUDE Commitment Confidence Curiosity Enthusiasm Integrity

FOCUS ON: Organization Self Management Communication Informing Others Thinking Generating Ideas Planning Transfer Making Connections SUBJECT

Mathematics


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MYP UNIT QUESTION- How are we responsible for the changing characteristics of states of matter?

analyze and evaluate information to make judgments supported by scientific understanding after investigation. CRITERIA D 1. state a focused problem or research question to be tested by a scientific investigation like conduction in metals, heat transfer through radiation. 2.formulate a testable hypothesis and explain it using scientific reasoning 3.design and carry out scientific investigations that include variables and controls, material

Interdependence Respect

SPECIFIC SKILLS Analyzing Communicating Controlling Variables Defining Hypothesizing Experimenting Measuring Observing Recording Interpreting Data Inferring Evaluating Predicting Synthesizing


51

and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed with respect to determining the specific heat capacity of a given sample of liquid. 4.evaluate the validity and reliability of the method to investigate the factors affecting the boiling point of a give liquid. CRITERIA E 1.collect and record data using units of measurement as and when appropriate 2.organize, transform and present data using numerical


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and visual forms, plotting graph of suface area and rate of evaporation. 3.analyse and interpret data 4.draw conclusions consistent with the data and supported by scientific reasoning. CRITERIA F 1. work safely and use material and equipment competently in the laboratory. 2. work responsibly with regards to the living and non-living environment. 3. work effectively as individuals and as part of a group by collaborating with others.

NO. OF SESSIONS

GRADE 9 (SCIENCE) ASSESSMENT OBJECTIVE (based on

LEARNER PROFILE/

ATL SKILLS/ SUBJECT

INTERDISCIPLINARY


53

Assessment Criteria)

ATTITUDES

SPECIFIC SKILLS

14

TOPIC: Waves AOI- Community and Service SIGNIFICANT CONCEPTS Wave Characteristics, light, reflection of light, refraction of light, lens, dispersion of light, EM Spectrum, Sound. CONTENT- Charactisitcs like frequency, wavelength, amplitude, speed. Laws of reflection, critical angle, Optical fibre, spectrum of light, characteristics of em waves, refractive index, Reflection of sound, wave equation. MYP UNIT QUESTION- How accountable are we in managing the effects of the sea of electromagnetic radiations that engulf us ?

CRITERIA A One world CRITERIA B Communication in Science CRITERIA C Knowledge and Understanding of science CRITERIA D Scientific Inquiry CRITERIA E Processing Data

Students should be able to- CRITERIA A 1. explain the ways in which science is applied and used to address specific problems or issues related to waves and communications 2. discuss the effectiveness of science and its application in solving problems or issues related to characteristics of waves and the related phenomenon. CRITERIA B 1. use scientific language correctly for the physical quantities with their units. 2. use different modes like orally explaining the

LEARNER PROFILE: Knowledgeable Communicator Risk Taker Thinker Open Minded Principled Caring Relfective ATTITUDE Appreciation Commitment Confidence Curiosity Integrity Interdependence Respect Tolerance.

FOCUS ON: Organization Self Management Communication Informing Others Thinking Planning Transfer Making Connections SUBJECT SPECIFIC SKILLS Communicating Controlling Variables Defining Hypothesizing Experimenting Measuring Observing Recording Interpreting Data Inferring Evaluating Predicting Synthesizing

English Mathematics Art Geography


54

content and preparing graphs and other communication formats like laboratory reports on experiments performed to effectively communicate the findings of their investigations. CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations for wave phenomena like reflection, refraction. 2.apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations for waves moving from one medium to the


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other. CRITIERIA D 1.design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed for a wave passing from one medium to the next. 2. Evaluate the validity and reliability of the method for the investigation performed. CRITERIA E 1. collect and record data using units of measurement as


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and when appropriate 2.organize, transform and present data using numerical and visual forms 3.analyse and interpret data 4. draw conclusions consistent with the data and supported by scientific reasoning.

no. of grade 9 (science) assessment objective learner … · absorption, assimilation and egestion...

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