MYP Year 3 Science

Dave Eachus
Room 306
david.eachus@lejardinacademy.org
(808) 261-0707 x 3060

Andria Macdonald
Room 307
andria.macdonald@lejardinacademy.org
(808) 261-0707 x 3010

MYP-3 Science is an introduction to Chemistry and Physics. The year begins with a short
introduction to the Scientific Method and the principle tools and techniques of a scientist. Then it’s
time to launch into the study of matter, the elements, the principles of chemistry, and finally an
investigation of polymers and the impact they are having on our environment. Just before
Thanksgiving break, we will begin our preparation for the Middle School Science Fair in January.
Each student will conduct an individual science inquiry project and present the results of their learning
at the Science Fair. Second semester will find us going back in time, to discover how the science of
Physics developed. We will investigate the laws of motion developed by Sir Isaac Newton and build a
few simple machines to throw things around the lab. After Spring Break we will conclude the year
with an investigation of electricity and magnetism and how these two fundamental forces act together
in our Universe.

2014 – 2015 Scope and Sequence: August-June

All Unit Dates are projected and may be subject to change.

Unit 1: I am a Scientist 20 Aug – 5 Sep

Key concept: Systems Related concepts(s): Patterns, Form, Function

Global context: Science and Technical Innovation
Inquiry statement: The Scientific Method allows us to investigate the form and function of patterns
observed in natural systems.
Inquiry questions:
Factual: How do scientists use the Scientific Method?
Conceptual: How does experimental science expand our body of knowledge?
Debatable: Can the Scientific Method of inquiry be used to solve any problem?
Content
 Know: Scientific Method, Extinction Level Events
 Understand: How the Scientific Method is used to answer questions. The linkage between
ELE’s and mass extinctions.
 Do: Lab Safety, Scientific Method/Experimental Cycle, variables and hypothesis
formulation, Lab report format.
Summative Assessment Tasks
 ELE Poster (Crit. A,D)
Unit 2: A Period Matters! 8 Sep - 14 Nov

Key concept: Change Related concepts(s): Models, Patterns, Consequences

Global context: Science and Technical Innovation
Inquiry statement: Scientists use models to understand the patterns of change in matter and the
consequences of science and technology on our world.
Inquiry questions:
Factual: How are elements organized in the periodic table?
Conceptual: Why is Conservation of Matter so important in chemistry?
Debatable: Should society have control/approval over scientific research?
Content
 Know: Structure and states of matter, elements of the Periodic Table, atomic models,
types of chemical reactions, field study methods.
 Understand: How the atomic theory of interactions is the basis for chemical reactions.
How to translate theory into practical application (stoichiometry).
 Do: Mass Lab, Volume Lab, Density Lab, Acids/Bases Lab, Endo/Exothermic Lab, Polymer
Field Study.
Summative Assessment Tasks
Baby Element Scrapbook (Crit. A/D)
Density Lab (Crit. B/C)
Polymer Field Study (Crit. A/B/C/D) (4 hrs. of S&A)

Unit 3: Science Individual Inquiry Project (Science Fair) 17 Nov - 16 Jan

Key concept: Relationships Related concepts(s): Evidence, Interaction

Global context: Science and Technical Innovation
Inquiry statement: Scientific inquiry allows us to explore the relationship between two observable
phenomenon by collecting evidence of their interactions.
Inquiry questions:
Factual: What is the desired outcome of any scientific inquiry? ,
Conceptual: How is a relationship linked to its resulting hypothesis?
Debatable: Should scientific inquiry be pursued when a possible outcome might prove harmful
to society or our world?
Content
 Know: Scientific Method and Experimental Cycle.
 Understand: How to conduct scientific inquiry to answer a question.
 Do: Identify a question to answer, propose a hypothesis, design and conduct an
experiment to test the hypothesis, analyze the results, draw conclusions, communicate the
results in the form of a science fair project entry.
Summative Assessment Tasks
Science Fair Project (Crit. A/B/C/D)
Unit 4: Forces and Motion 20 Jan - 20 Mar

Key concept: Change Related concepts(s): Transformation, Movement, Energy

Global context: Orientation in Space and Time
Inquiry statement: Observing changes in movement allows scientists to detect and understand the
transformation of energy.
Inquiry questions:
Factual: Why are "unbalanced" forces so important in the understanding of physics?
Conceptual: How are the Laws of Conservation of Motion and Energy related?
Debatable: Must religion and science always be at odds with one another?
Content
 Know: Newton’s Laws of Motion, What is velocity and acceleration, Newton’s Universal
Law of Gravity.
 Understand: How unbalanced forces result in the changes we observe in physics.
 Do: Simple Machines Lab, Mover Lab, Velocity Lab, Acceleration Lab, Position and Time
Lab, Buoyancy Lab.
Summative Assessment Tasks
Tennis Ball Trebuchet Project (Crit. A/B/CD)

Unit 5: Faraday’s Fundamental Force. 30 Mar - 29 May

Key concept: Systems Related concepts(s): Balance, Energy, Consequences

Global context: Globalization and Sustainability
Inquiry statement Understanding the balance between the uses of energy and the consequences of
its production will allow us to develop sustainable global systems.
Inquiry questions:
Factual: How is magnetism related to the production of electricity?
Conceptual: How does energy density affect the development of an energy source?
Debatable: Are we using too much energy in the world, today?
Content
 Know: Fundamental of electric current and magnetism, Electro-magnetic energy and its
applications, Sources of Energy in our world, Basics of electric power generation, the
causes of the Low Energy Future
 Understand: The relationship between electricity and magnetism. The consequences of
the Low Energy Future for Hawaii and the world. Why the current range of alternatives to
fossil fuels is inadequate to the needs of the world.
 Do: Current Lab, Magnetic Field Lab, Energy Field Study, Alternative Energy Lab
Summative Assessment Tasks
Wind Generation Lab (Crit. B/C)
Low Energy Future Essay (Crit. A/D)
The Great Energy Debate (Crit. A/D)
Science Grading Criteria

Achievement
Levels
A. Knowing and Understanding 0-8
B. Inquiring and Design (1st half of Experimental Cycle) 0-8
C. Processing and Evaluation (2nd half of Experimental Cycle) 0-8
D. Reflecting on the Impacts of Science 0-8

Please refer to the MYP Parent Assessment Handbook for more information on MYP grading.
You are also welcome to contact me, Vicki McNeill (HS Principal), Damian Rentoule (MS Principal),
or Diane Smith (MYP Coordinator) with any questions about the MYP grading philosophy and
practices.

Contact Information: email only (no phone in classroom) david.eachus@lejardinacademy.org

 Parents with questions or concerns may directly contact any instructor.
 Students are encouraged to use study hall or lunch recess to obtain additional learning
support. In addition, afterschool help can be arranged dependent upon scheduled faculty
meetings and enrichment activities. Students and/or parents should use email to contact their
instructor to make arrangements.