science grade 7 navrachana international school, vadodara (2013-2014)

SCIENCE GRADE 7 Navrachana International School, Vadodara (2013-2014)

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NO. OF SESSIONS

GRADE 7 (SCIENCE) ASSESSMENT OBJECTIVE (based on Assessment Criteria)

LEARNER PROFILE/ ATTITUDES

ATL SKILLS/ SUBJECT SPECIFIC SKILLS

INTERDISCIPLINARY

12 TOPIC- Elements, Compounds and Mixtures AOI- Human Ingenuity SIGNIFICANT CONCEPTS Components of a mixture can be separated by physical means. Methods of separation depend upon the characteristic properties of the constituents. CONTENT- 1-Different kinds of mixtures 2- Solutions 3- Saturated solution. 4- Solubility 5-Different methods of separation of mixtures. a- solid/solid mixture b- insoluble solid/liquid mixture c- Centrifugation . d- solute from solute / solvent mixture e- Chromatography f- separating solvent from solute/solvent mixture

CRITERIA D Scientific Investigations CRITERIA E Data Processing CRITERIA F Attitudes in Sciences

Student Should be able to- CRITERIA D 1. State a focused problem or research question to be tested by a scientific investigation on any of the listed separation techniques and the factors that influence separation techniques. 2. Formulate a testable hypothesis and explain it using scientific reasoning 3. Design and carry out scientific investigations that include variables and

LEARNER PROFILE 1.Thinker 2. Risk Taker 3. Reflective 4. Principled 5. Open minded 6. Caring 7. Communicator 8. Inquirer ATTITUDES Curiosity Appreciation Creativity Tolerance.

FOCUS ON: Reflection Thinking Organization Collaboration Information literacy SUBJECT SPECIFIC SKILLS Analyzing Controlling Variable Defining Evaluating Experimenting Inferring Hypothesizing Recording Observing

Mathematics Art


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g- separating two immiscible liquids MYP UNIT QUESTION- How will you choose the apparatus to separate the constituents of a mixture?

controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed 4. Evaluate the validity and reliability of the method used to explain the complete investigation along with aims and objectives Of Sciences guide 5. Judge the validity of a hypothesis based on the outcome of the investigation 6. Suggest improvement to the method or further inquiry, when relevant. CRITERIA E


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1.Collect and record data using units of measurement as and when appropriate 2. Organize, transform and present the collected data using numerical and visual forms 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 2. Work responsibly with regards to the living and non-living environment 3. Work effectively as


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

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC – How plants grow AOI- Environments SIGNIFICANT CONCEPTS Structure and function of root, stem, leaf, flower. CONTENT 1-Testing starch in plant. 2- Contribution of the scientists to conclude that carbon dioxide and water react in the presence of light to form glucose/starch. 3- Investigations to prove that water and carbon dioxide are involved in the formation of starch. 4- Oxygen is released by plants during photosynthesis. 5-How to investigate

CRITERIA C Knowledge and understanding in science. CRITERIA D Scientific Investigations CRITERIA E Data Processing CRITERIA F Attitudes in Sciences

Student Should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on structure and functions of plant parts. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to plant

LEARNER PROFILE: 1.Knowledgeable 2.Thinker 3.Open Minded 4.Reflective 5.Inquirer 6. Principled 7.Risk Taker 8. Communicator ATTITUDE 1. Confidence 2. Creativity 3. Tolerance

FOCUS ON: Communication Thinking Reflective Transfer SUBJECT SPECIFIC SKILLS Analyzing Controlling Variable Defining Evaluating Experimenting Inferring Hypothesizing Recording Observing

Mathematics.


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the effect of light on destarched leaf. 6- Chlorophyll is essential for photosynthesis. 7- Different parts of root. 8- Xylem . 9- Phloem. 10- Functions of root. 11- Functions of stem. 12- Functions of leaf. 13- Internal structure of leaf. 14- Transpiration MYP UNIT QUESTION- How does overcrowding affect an environment?

parts. 3. Analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D 1. State a focused problem or research question to be tested by a scientific investigation on presence of chlorophyll and starch production. 2. Formulate a testable hypothesis and explain it using scientific reasoning 3. Design and carry out scientific investigations that include variables and controls, material and/or


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equipment needed, a method to be followed and the way in which the data is to be collected and processed 4. Evaluate the validity and reliability of the method used to explain the complete investigation with aims and objectives Of Sciences guide 5. Judge the validity of a hypothesis based on the outcome of the investigation 6. Suggest improvement to the method or further inquiry, when relevant. CRITERIA E 1.Collect and record data using units of


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measurement as and when appropriate 2. Organize, transform and present the collected data using numerical and visual forms 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 2. Work responsibly with regards to the living and non-living environment 3. Work effectively as individuals and as part of a group by


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collaborating with others.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Magnetism AOI- Human Ingenuity SIGNIFICANT CONCEPTS Magnetic materials are attracted by magnets. . Magnetic field exists around magnet. and around current carrying wire CONTENT- 1-Iron, cobalt and nickel show strong magnetic properties. 2- Behavior of magnets. 3- Inside a magnet. 4- The magnetic field. 5- The Earth's magnetic field. 6- The earth and Sun's magnetic field. 7- Link between electricity and magnetism. 8- The electromagnets. 9- The electric bell. MYP UNIT QUESTION- Assess the importance of magnetism in the

CRITERIA C Knowledge and understanding in science.

The student should be able to: CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on behavior of magnets and magnetic laws. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to electromagnets. 3. Analyse and evaluate information to

LEARNER PROFILE: Knowledgeable Communicator Thinker Open Minded Inquirer Reflective ATTITUDE Curiosity Appreciation Creativity Tolerance.

Focus on: Organization Communication Information literacy Thinking SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Interpreting data Observing Recognizing patterns Predicting

ART


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devices at home.

make judgments supported by scientific understanding.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Digestion AOI- Health and social Education SIGNIFICANT CONCEPTS Process of digestion. CONTENT 1- Breaking down of food. 2- What happens to the food inside the mouth, stomach, small intestine and large intestine? 3-fate of undigested food. 4- Enzymes. MYP UNIT QUESTION- How do the food that we eat, help in keeping our body healthy?

CRITERIA C Knowledge and Understanding of Science

Students should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on parts of digestive system. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations for the process of digestion. 3. Analyse and evaluate

LEARNER PROFILE: Thinker Risk Taker Reflective Knowledgeable ATTITUDE Curiosity Appreciation Creativity Tolerance.

FOCUS ON: Reflection Thinking Transfer Communication SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Interpreting data Observing

Arts


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information to make judgments supported by scientific understanding.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- A Healthy Diet AOI- Community and service SIGNIFICANT CONCEPTS A healthy body needs balanced diet. Lack of nutrients is the cause of deficiency diseases. CONTENT- 1- Carbohydrates, fats, proteins, minerals and vitamins are nutrients. 2- Functions of each nutrients. 3- beri beri is caused due to deficiency of B1. 4- Importance of calcium and iron in our body. 5- A healthy diet MYP UNIT QUESTION- Design a breakfast which includes all the nutrients.

CRITERIA C Knowledge and Understanding in Sciences

Student Should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations seven main nutrients and their importance. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to


FOCUS ON: Organization Communication Information literacy Thinking SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Interpreting data Observing Recognizing patterns Predicting


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diseases caused because of not eating balanced diet. 3. Analyze and evaluate information to make judgments supported by scientific understanding.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Major Organ Systems AOI- Health and Social Education SIGNIFICANT CONCEPTS Five major organs of plants and nine major organ systems of humans. Function and structure of main organs of each system. CONTENT- 1- Root, stem, leaf, flower and bud are main organs of plant. 2- Circulatory, respiratory, nervous, digestive, excretory, sensory, skeletal,

CRITERIA C Knowledge and Understanding of science

Student Should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on importance of healthy diet. 2.Apply scientific knowledge and understanding to solve problems set in

LEARNER PROFILE: 1.Thinker 2. Risk Taker 3. Reflective 4. Principled 5. Open minded 6. Caring ATTITUDES Curiosity Appreciation Creativity Tolerance.

Focus on: Reflection Thinking Organization Collaboration Information literacy SUBJECT SPECIFIC SKILLS Defining Communication

Art


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muscular and endocrine systems of humans. 3- Exercise makes organs more efficient MYP UNIT QUESTION- Many people claim that they do not have time to exercise. How would you motivate such people?

familiar and unfamiliar Situations related to diseases caused because of improper diet. 3. Analyze and evaluate information to make judgments supported by scientific understanding.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Particle Theory AOI- Environments SIGNIFICANT CONCEPTS Matters exist in three states. They are made of particles which exhibit different characteristics. Properties of matter. CONTENT- 1- Solid, Liquid and Gas states of matter. 2- Characteristics of solid, liquid and gas particles. 3- State of solid and liquid changes with

CRITERIA C Knowledge and understanding in science.

Students should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on the states of matter. 2.Apply scientific knowledge and

LEARNER PROFILE: 1.Knowledgeable 2.Thinker 3.Open Minded 4.Reflective 5.Inquirer ATTITUDE 1. Confidence 2. Creativity 3. Tolerance

FOCUS ON: Communication Thinking Reflective Transfer SUBJECT SPECIFIC SKILLS Communicating Defining Modeling Recognizing patterns

English Information Technology


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increase and decrease of temperature. 4- Changes in gas on heating and cooling 5- melting and boiling point. 6- Diffusion. MYP UNIT QUESTION- What makes substances around us to exist as solid, liquid and gaseous state.

understanding to solve problems set in familiar and unfamiliar Situations related changes in these three states of matter. 3. Analyse and evaluate information to make judgments supported by scientific understanding on issues related to the transport system.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Light AOI- Environments SIGNIFICANT CONCEPTS Light is a form of energy released from luminous objects, Objects around us can be classified as transparent, translucent and opaque. Formation of shadow. Real image differs from virtual

CRITERIA C Knowledge and Understanding of science CRITERIA D Scientific Inquiry CRITERIA E Processing Data

Students should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on

LEARNER PROFILE: Knowledgeable Communicator Thinker Open Minded Inquirer Reflective ATTITUDE Curiosity Appreciation

FOCUS ON: Communication Thinking Reflective Transfer SUBJECT SPECIFIC SKILLS Analyzing Controlling Variable

Mathematics


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image. Dispersion of light. Colored objects reflect light of their own color and absorb the rest. CONTENT- 1- Luminous and non luminous objects. 2-Classification of non luminous objects as transparent, translucent and opaque. 3- Formation of shadow and its application to explain solar and lunar eclipse. 4- Reflection of light and its laws. 5- Real and virtual images. 6- Periscope 7- Irregular reflection by rough surfaces. 8- Refraction of light. 9- Dispersion of light and rainbow. 10-Absorbing and reflecting colors, filtering colors, combining colors. 11- color and paints. 12- Detecting light. MYP UNIT QUESTION- What are the different possibilities of light emitted from a bonfire?

CRITERIA F Attitude in Science

shadows, light objects, colours. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to light phenomenon. 3. Analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D 1. State a focused problem or research question to be tested by a scientific investigation on the three phenomenon of light. 2. Formulate a testable hypothesis and explain it using

Creativity Tolerance.

Defining Evaluating Experimenting Inferring Hypothesizing Recording Observing


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scientific reasoning. 3. 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 4. Evaluate the validity and reliability of the method used to explain the complete investigation along with aims and objectives Of Sciences guide 5. Judge the validity of a hypothesis based on the


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outcome of the investigation 6. Suggest improvement to the method or further inquiry, when relevant. CRITERIA E 1.Collect and record data using units of measurement as and when appropriate 2. Organize, transform and present the collected data using numerical and visual forms 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


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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




INTERDISCIPLINARY

12 TOPIC-The Circulatory System AOI- Health and social education SIGNIFICANT CONCEPTS Heart pumps twice for one complete circulation of blood in human body. CONTENT- 1-Structure and function of heart. 2- Blood vessels. 3- Composition of blood. 4- Moving oxygen, carbon dioxide 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 Heart diseases. 2.Discuss the effectiveness of science and its application in

LEARNER PROFILE: Thinker Risk Taker Reflective Knowledgeable ATTITUDE Curiosity Appreciation Creativity Tolerance.

FOCUS ON: Reflection Thinking Transfer Communication SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Interpreting data Observing

English Information technology.


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glucose to the lungs. 5- A healthy heart. MYP UNIT QUESTION- What will happen if rhythm of an orchestra is broken?

solving problems or issues related to inactive life. 3.Discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving problems or issues on heart diseases. CRITERIA B 1.Use scientific language correctly 2.Use appropriate communication modes such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations)


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to effectively communicate theories, ideas and findings on the issue. 3.Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on the heart, the blood vessels and the blood components. 2.Apply scientific knowledge and understanding to solve


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problems set in familiar and unfamiliar Situations for the same. 3. Analyse and evaluate information to make judgments supported by scientific understanding on issues related to the transport system.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC-The Respiratory System AOI- Community and service SIGNIFICANT CONCEPTS Breathing is gas exchange between air and lungs. CONTENT- 1- Respiratory System- organs and their functions. 2- smoking and health MYP UNIT QUESTION- What are the life

CRITERIA C Knowledge and understanding of Science

Student Should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on the structure of the respiratory system and the


FOCUS ON: Organization Communication Information literacy Thinking SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Interpreting data Observing


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processes that take place to show that an organism is alive?

functions of the parts associated with it. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to lung diseases. 3. Analyze and evaluate information to make judgments supported by scientific understanding.

Recognizing patterns Predicting

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Sound AOI- Environments SIGNIFICANT CONCEPTS Sounds are made by vibrating objects. Medium is necessary for sound to travel. Frequency of sound wave is related to pitch

CRITERIA C Knowledge and understanding of Science CRITERIA E Processing Data

Student Should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding

LEARNER PROFILE: Knowledgeable Communicator Thinker Open Minded Inquirer Reflective ATTITUDE Curiosity

Focus on: Organization Communication Information literacy Thinking Subject Specific

Mathematics


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and amplitude of a sound wave is related to loudness. CONTENT- 1-Vibrations produce sound. 2- Sound waves cannot pass through vacuum. 3- Describing a sound wave (distance/displacement graph) 4- Structure of ear. 5- How is sound wave detected by the ear? 6- Cathode ray oscilloscope to observe sound wave. 7- Loudness of a sound 8- Pitch of a sound. 9- Detecting sound MYP UNIT QUESTION- Why do we hear different sounds around us?

to construct scientific explanations on sound waves and terminologies associated with it and the structure of the Human ear. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations on sound waves. 3. Analyze and evaluate information to make judgments supported by scientific understanding. CRITERIA E 1.Collect and record data for the numerical on sound waves. 2. Organize, transform and present the

Appreciation Creativity Tolerance.

Skills Communicating Defining Inquiring Interpreting data Observing Recognizing patterns Predicting


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collected 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

12 TOPIC- Elements and Atoms AOI- Human Ingenuity SIGNIFICANT CONCEPTS Discovery of elements. Chemical symbols, Atomic model. Fourth state of matter. Symbol, name and atomic structure of first twenty elements. CONTENT- 1- To read the table 2-properties of elements 3- Contribution of the Scientists in providing symbols to the chemical

CRITERIA C

Knowledge and Understanding of science

Students should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on elements and atoms. 2.Apply scientific knowledge and understanding to solve problems set in


Focus on: Organization Communication Information literacy Thinking Subject Specific Skills Communicating Defining Inquiring Interpreting data Observing Recognizing patterns Predicting


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world. 4- Structure of atom. 5-Plasma- fourth state of matter. 6- First twenty elements, their symbol and structure. 7- Simple compounds and proportions of constituting elements. MYP UNIT QUESTION- When structure of atom was discovered, many found it very similar to solar system. Discuss on this statement.

familiar and unfamiliar Situations related to the structure of atom. 3. Analyse and evaluate information to make judgments supported by scientific understanding.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Metals and Non-metals AOI- Environments SIGNIFICANT CONCEPTS Metals and non metals have different properties.Uses of metals and non-metals. CONTENT- 1-Physical Properties of metals and non metals. 2-Exceptional metals. 3-

CRITERIA- C

Knowledge and Understanding of science

Students should be able to- CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on properties of

LEARNER PROFILE:- Knowledgeable Communicator Thinker Open Minded Inquirer Reflective ATTITUDE- Curiosity Appreciation

FOCUS ON: Organization Communication Information literacy Thinking SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring

English. Information Technology.


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Alloys 4- Chemical Properties of metals and non metals. MYP UNIT QUESTION- How do we decide the right material before constructing/designing an article?

metals and non-metals. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to physical Properties of metals and non-metals. 3. Analyse and evaluate information to make judgments supported by scientific understanding.

Creativity Tolerance.

NO. OF SESSIONS




INTERDISCIPLINARY

12 Topic- Speed AOI- Environments SIGNIFICANT CONCEPTS-Difference in Speed and Velocity. CONTENT- 1.Speed.

CRITERIA C Knowledge and understanding in science. CRITERIA D- Scientific

Student Should be able to- CRITERIA C 1. Recall scientific knowledge and

LEARNER PROFILE:- Knowledgeable Communicator Thinker Open Minded Inquirer

FOCUS ON: Communication Thinking Reflective Transfer SUBJECT

Mathematics


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2- Speed records. 3- Measuring speed. 4- The speed trap gun. 5- The stop watch. 6- Light gates. 7- Distance/time graphs. MYP UNIT QUESTION- What makes bodies around us move differently?

Investigations CRITERIA E- Data Processing CRITERIA F- Attitudes in Sciences

use scientific understanding to construct scientific explanations on speed and instruments used to measure speed. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations related to speed word problems. 3. Analyse and evaluate information to make judgments supported by scientific understanding. CRITERIA D 1. State a focused problem or research question to be tested by a scientific investigation on

Reflective ATTITUDE- Curiosity Appreciation Creativity Tolerance.

SPECIFIC SKILLS Analyzing Controlling Variable Defining Evaluating Experimenting Inferring Hypothesizing Recording Observing


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speed of different objects depending on its mass. 2. Formulate a testable hypothesis and explain it using scientific reasoning 3. 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 4. Evaluate the validity and reliability of the method used to explain the complete investigation with aims and


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objectives Of Sciences guide 5. Judge the validity of a hypothesis based on the outcome of the investigation 6. Suggest improvement to the method or further inquiry, when relevant. CRITERIA E 1.Collect and record data using units of measurement as and when appropriate 2. Organize, transform and present the collected data using numerical and visual forms 3. Analyse and interpret data 4. Draw conclusions consistent with the data and supported by


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scientific reasoning. CRITERIA F 1. Work safely and use material and equipment competently 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




INTERDISCIPLINARY

12 TOPIC – Chemistry in everyday life AOI- Environments SIGNIFICANT CONCEPTS Fast and slow reactions. Cause of rusting and its prevention. Corrosion of Aluminum, Silver and Copper.

CRITERIA A- One World CRITERIA B- Communication in science CRITERIA C- Knowledge and

Students should be able to- CRITERIA A 1. Explain the ways in which science is applied and used to address specific

LEARNER PROFILE: Knowledgeable Communicator Thinker Open Minded Inquirer Reflective

FOCUS ON: Organization Communication Information literacy Thinking SUBJECT SPECIFIC SKILLS

English Information Technology.


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CONTENT- 1- Respiration, combustion, burning and reactions are fast if surface area is more- explosions caused by dust. 2- Oxygen and food. 3- Rusting is slow oxidation of iron in the presence of water/moisture. 4- High temperature and salt speeds up the process of rusting. 5- Methods to prevent rusting. 6-Aluminum and zinc are also oxidized. 7- Silver gets black coating due to oxidation. 8- Bronze gets green coating (patina) due to oxidation 9- Copper gets green coating (verdigris) due to oxidation MYP UNIT QUESTION-How will you justify that Environment is not always meant for giving, sometimes it takes away things from us?

Understanding of Science

problems or issues related to rust formation. 2.Discuss the effectiveness of science and its application in solving problems or issues related rust. 3.Discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving problems or issues on prevention of rust. CRITERIA B 1.Use scientific language correctly 2.Use appropriate communication modes such as verbal (oral,

ATTITUDE- Curiosity Appreciation Creativity Tolerance.

Communicating Defining Inquiring Interpreting data Observing Recognizing patterns Predicting


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written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings on the issue. 3.Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system CRITERIA C 1. Recall scientific knowledge and use scientific understanding to construct scientific explanations on


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exothermic and endothermic reactions and its types, rust formation. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations for the same. 3. Analyse and evaluate information to make judgments supported by scientific understanding on issues related to the transport system.

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Reproduction in humans AOI- Human Ingenuity SIGNIFICANT CONCEPTS The changes in body

CRITERIA A- One World CRITERIA B- Communication in

Students should be able to CRITERIA C 1. Recall scientific

LEARNER PROFILE: Knowledgeable Communicator Thinker

FOCUS ON: Organization Communication Information literacy


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from birth to adult. Changes in behavior in adolescence. The reproductive organs. Fertilization. Birth. CONTENT- 1- Growth hormones. 2- Secondary sexual characters. 3- Male and Female reproductive organs. 4- The menstrual cycle. 5- Sexual intercourse. 6- How the egg is moved. 7- The development of the baby. 8- The placenta, Embryo and foetus. 9- Birth 10- Early life. MYP UNIT QUESTION- How do people change as they grow from a baby to an adult?

science

knowledge and use scientific understanding to construct scientific explanations on hormones and changes associated with triggering of hormones at puberty. 2.Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar Situations. 3. Analyse and evaluate information to make judgments supported by scientific understanding.

Open Minded Inquirer Reflective ATTITUDE- Curiosity Appreciation Creativity Tolerance.

Thinking SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Observing

NO. OF SESSIONS




INTERDISCIPLINARY

12 TOPIC- Diet, drugs and disease AOI- Health and Social

CRITERIA- C

Knowledge and Understanding of

Students should be able to CRITERIA A

LEARNER PROFILE:- Knowledgeable

Focus on: Organization Communication

English Information Technology.


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education SIGNIFICANT CONCEPTS How diet, drugs and disease affects conception and pregnancy, growth and development, behavior and health. CONTENT- 1- Types of diseases. 2- Diet, drugs and diseases- conception and development in the womb, growth and development in young people, behavior, effect on general health, treating malnutrition, starvation, and obesity. 3- Treating and preventing drug abuse. 4- Fighting diseases. MYP UNIT QUESTION- What are the threats to a healthy life?

science

1. Explain the ways in which science is applied and used to address specific problems or issues related to drug abuse. 2.Discuss the effectiveness of science and its application in solving problems or issues related to drug abuse. 3.Discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving problems or issues for the same. CRITERIA B 1.Use scientific language correctly

Communicator Thinker Open Minded Inquirer Reflective ATTITUDE- Curiosity Appreciation Creativity Tolerance.

Information literacy Thinking SUBJECT SPECIFIC SKILLS Communicating Defining Inquiring Interpreting data Observing Recognizing patterns Predicting


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2.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 on the issue. 3.Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system

science grade 7 navrachana international school, vadodara (2013-2014)

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