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Social Studies - Greene Middle School

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“MYP individuals and societies encourage learners to respect and understand the world around them and equip them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that impact individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts. MYP individuals and societies incorporate disciplines traditionally studied under the general term “the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology, and political science).”

MYP Individuals and Societies Guide 2014. pg 4.


To develop critical thinking by analyzing social science in a way that will pique their interest as members of society and positively impact their respective contexts.


Students will be exposed to the various content areas of the Individuals and Societies class through visually engaging presentations, accompanied by comprehensive explanations from the teacher. Furthermore, their understanding and progress will be assessed through interactive discussions, workshops, hands-on activities, investigative tasks, and written evaluations. Lastly, the summative assessment will be conducted using the Project-Based Learning (PBL) approach, which fosters the cultivation of critical thinking and reflective skills in students, enabling them to apply their acquired knowledge in practical and meaningful real-life contexts.



Topic / Unit



1st semester

Continental Geography.

Introduction to Geography.

Compass rose, cardinal points, parallels, and meridians.

Continental Models.

American Continent.

African Continent.

European Continent.

Asian Continent.

Australia Continent.

End of the nomad civilizations.

Approximately 28 hours

1st semester

Human History.

Concept of Societies.

Ancient Civilizations.

Ancient Civilizations in Asia.

Ancient Civilizations in Africa.

Ancient Civilizations in Europe.

Ancient Civilizations in America.

Approximately 36 hours

2nd semester

Basic Economy.

Introduction to Economics.

Production, consumption, and distribution.

Offer, demand, different ways of commerce.

Consumerism, wants and needs.

Maslow’s Hierarchy of Needs.

Poverty. Relative and Extreme Poverty.

Poverty line.

Poverty cycle.

Approximately 40 hours

2nd semester

How to be a citizen?

Introduction to political concepts:

- Power.

- Government.

- Citizenship.

- Justice.

- Democracy.

Historical background of the Colombian Political Constitution.

Rights and Responsibilities according to the Colombian Political Constitution.

Protection of Human Rights.

Specific human rights issues in Colombia.

Reflection on the Behavior Manual of the school.

Approximately 28 hours


  1. Knowing and understanding: 25%

  • Use vocabulary in context.

  • Demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations, and examples. 

  1. Investigating: 25%

  • Explain the choice of a research question.

  • Follow an action plan to explore a research question.

  • Collect and record relevant information consistent with the research question.

  • Reflect on the research process and result.

  1. Communicating: 25%

  • Communicate information and ideas with clarity.

  • Organize information and ideas effectively for the task.

  • List sources of information in a way that follows the task instructions.

  1. Thinking Critically: 25%

  • Identify the main points of ideas, events, visual representations, or arguments.

  • Use the information to give an opinion.

  • Identify and analyze a range of sources/data regarding origin and purpose.

  • Identify different views and their implications.

Escuela infantil, convivencia, niño, presentación, amistad png | PNGWing


El área de servicio tiene como eje principal fortalecer y promover el componente del SER de los estudiantes desde grado Quinto hasta Noveno para garantizar el óptimo desempeño en el Programa de años intermedios y CAS que se brinda en los grados Décimo y Undécimo en el Diploma.

 Por lo tanto, se busca cumplir con una propuesta que permita establecer un compromiso con contextos locales e internacionales dando prioridad al servicio como una virtud que humaniza y facilita el aprendizaje de los diferentes contextos y realidades.

 Se busca que los estudiantes de grado Séptimo  fortalezcan y promuevan   el concepto de convivencia mediante estrategias para la prevención de conflictos.


Promover y fomentar en los estudiantes el concepto de convivencia mediante estrategias para la prevención de conflictos y la resolución pacífica de los mismos.



          Habilidad de pensamiento creativo: utilizar lluvia de ideas técnicas para crear mapas      y preguntas.

·         Crear soluciones novedosas para un problema.

·         Autogestión, Habilidad organización: Utilizar un sistema organizado y lógico de carpetas y cuadernos de información

·          Planificar y gestionar actividades para desarrollar una solución o realizar un proyecto.

·         Habilidad afectiva: Demostrar persistencia y perseverancia

·         Habilidad de reflexión: Crear un registro de cambios y mejorar del aprendizaje personal.

·         Investigación, Habilidad de gestión de la información: Utilizar medios diferentes para obtener distintas perspectivas.

·         Sociales, Habilidad de colaboración: Delegar y asumir responsabilidades cuando sea apropiado.

·         Habilidad de comunicación: Tomar nota de manera eficaz, en clase y durante el estudio.





Evaluación formativa

Constantemente se revisará el diario de campo que contiene las actividades individuales y grupales. Además, se tendrá en cuenta la participación y las reflexiones orales y escritas.

Evaluación sumativa

Presentación del proyecto final el cual condensará todo lo trabajado durante el semestre con respecto a la convivencia (Cuidado de plantas por seis meses y trabajo con huevo conciliador) trabajo escrito.



Criterios de evaluación


Investigación: Identificar conocimientos previos y conocimientos específicos de la
asignatura que sean pertinentes para el proyecto


Planificación :Planificar y registrar el proceso de desarrollo del proyecto .


Acción: Demostrar habilidades de comunicación y habilidades sociales.


Reflexión: Sobre su desarrollo de las habilidades de los enfoques de




First vs. second language acquisition » Maka

Course introduction

Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.

The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

General objective

Language acquisition in the MYP aims to develop a respect for, and understanding of, other languages and cultures, and is equally designed to equip the student with a skills base to facilitate further language learning.


The methodology employed in the IB Year 2 Language Acquisition course is designed to foster a deep understanding of language, literature, and their cultural contexts while enhancing critical thinking, communication skills, and cultural awareness. The course employs a variety of teaching strategies to engage students in meaningful learning experiences. Here are some key elements of the methodology:

1. Literary Analysis and Discussion:

  • Students analyze a diverse range of literary texts, including novels, plays, poetry, and non-fiction, focusing on themes, literary techniques, and cultural contexts.
  • Guided class discussions encourage students to share interpretations, engage in debates, and consider alternative viewpoints, fostering critical thinking and active engagement.

2. Close Reading:

  • Students engage in close reading exercises to examine the nuances of language, imagery, symbolism, and narrative structure within texts, honing their ability to identify layers of meaning.

3. Literary Theories:

  • Students explore various literary theories and critical approaches, such as feminist theory, postcolonial theory, and structuralism, to enrich their understanding of texts and expand their analytical toolkit.

4. Creative Responses:

  • Students have the opportunity to respond creatively to texts, such as writing original pieces inspired by a literary work, creating multimedia projects, or reimagining scenes from different perspectives.

5. Research and Inquiry:

  • Independent research projects encourage students to explore literary topics in-depth, allowing them to develop research skills and gain expertise in specific areas of interest.

6. Individual and Collaborative Learning:

  • A balance between individual exploration and collaborative activities promotes self-directed learning and teamwork, preparing students for both independent study and group work in higher education and beyond.

7. Writing Workshops:

  • Writing workshops provide students with guidance and feedback to improve their written expression, refine argumentative skills, and develop effective essay structures.

8. Oral Presentations:

  • Students deliver oral presentations that involve analyzing and discussing literary texts, enhancing their ability to articulate ideas clearly and persuasively.

9. Cultural Exploration:

  • Exploring texts from diverse cultural backgrounds fosters cultural awareness and empathy, encouraging students to consider different worldviews and perspectives.

10. Reflective Learning:

  • Regular reflection on personal growth, understanding of literature, and evolving perspectives helps students develop metacognitive skills and a deeper sense of self-awareness.

11. Technology Integration:

  • Utilizing digital resources, online platforms, and multimedia tools enhances learning experiences and equips students with digital literacy skills.

12. Assessment for Learning:

  • Formative assessments, peer reviews, and constructive feedback support students' continuous development, helping them identify strengths and areas for improvement.
The methodology is designed to align with the IB's learner profile, emphasizing attributes such as open-mindedness, critical thinking, communication skills, and a commitment to global awareness. This student-centered approach empowers learners to become active participants in their education, fostering a lifelong love for literature, language, and the exploration of diverse cultural perspectives.


The course content is organized into thematic units that encompass a variety of language skills and cultural topics. The content is designed to progressively challenge and build upon students' language proficiency.


Criterion A: Listening 25 %

i. identify explicit and implicit information (facts and/or opinions, and supporting details) 

ii. analyse conventions 

iii. analyse connections.

Criterion B: Reading 25 %

i.identify explicit and implicit information (facts and/or opinions, and supporting details)

 ii.analyse conventions 

iii.analyse connection

Criterion C: Speaking 25 %

i.use a wide range of vocabulary

ii.use a wide range of grammatical structures generally accurately

 iii.use clear pronunciation and intonation in comprehensible manner 

iv.communicate all or almost all the required information clearly and effectively

Criterion D: Writing 25 %

i.use a wide range of vocabulary

 ii.use a wide range of grammatical structures generally accurately

 iii.organize information effectively and coherently in an appropriate format using a wide range of simple and some complex cohesive devices

 iv.communicate all or almost all the required information with a clear sense of audience and purpose to suit the context.

Created in


MYP individuals and societies encourage learners to respect and understand the world around them and equip them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts.

This subject incorporates disciplines traditionally studied under the general term “the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology, and political science). 

Students can engage with exciting, stimulating, and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes, and beliefs. Courses in this subject group are important for helping students to recognize that content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty. 

The IB’s approach to individuals and societies includes a strong focus on inquiry and investigation. Students collect, describe and analyze data used in studies of societies; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research, and analysis is an essential aspect of the subject group. 

The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities. These explorations of our common humanity are intrinsically interesting, and disciplines in this subject group are filled with potential for creating in students a lifelong fascination with “the human story” as it continues to evolve in an era of rapid change and increasing interconnectedness. Studies in individuals and societies are essential for developing empathy and international-mindedness, including the idea that “other people, with their differences, can also be right” (IB mission statement).

IB Individuals and Societies guide, page 4. 2014. 


An IB education aims to transform students and schools as they learn, through dynamic cycles of inquiry, action and reflection.  Teachers enable and support students as they develop the approaches to learning they need – for both academic and personal success.

Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. An IB education empowers young people for a lifetime of learning, independently and in collaboration with others.

Criteria and Objectives

The criteria and objectives reflect the expectations placed on the students by the end of the school year. They are divided in the following four categories.

Criterion A: Knowing and understanding 

At the end of year 2, students should be able to: 

i. Use a range of terminology in context 

ii. Demonstrate knowledge and understanding of subject-specific content and concepts, through descriptions, explanations and examples.

Criterion B: Investigating 

At the end of year 2, students should be able to: 

i. Formulate/choose a clear and focused research question, explaining its relevance 

ii. Formulate and follow an action plan to investigate a research question 

iii. Use methods to collect and record relevant information 

iv. Evaluate the process and results of the investigation, with guidance.

Criterion C: Communicating 

At the end of year 2, students should be able to: 

i. Communicate information and ideas in a way that is appropriate for the audience and purpose 

ii. Structure information and ideas according to the task instructions 

iii. Create a reference list and cite sources of information.

Criterion D: Thinking critically

At the end of year 2, students should be able to: 

i. Analyse concepts, issues, models, visual representation, and/or theories 

ii. Summarize information to make valid, well-supported arguments 

iii. Analyse a range of sources/data in terms of origin and purpose, recognizing value and limitations 

iv. Recognize different perspectives and explain their implications.

Evaluation Criteria


Knowing and understanding






Thinking critically


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                                                                                      Image taken from 

INTRODUCTION. The natural sciences rely on logical reasoning and the methodological apparatus of the formal sciences to understand the phenomena that make up the world. In the natural sciences course, the students will be provided with the resources, techniques and knowledge that will allow them to understand and enter the world of science, thus strengthening their learning process. Additionally, the course will be taught in the English language, to improve the student's skills in the second language and to open the borders to a global context.

GENERAL OBJECTIVES • Understand and value science and its implications.• Consider science as a human activity that has benefits and limitations.• Form an analytical, inquiring, and flexible mindset to ask questions, solve problems, elaborate explanations, and judge arguments.• Develop skills to design and conduct investigations, evaluate evidence, and reach conclusions • Become aware of the need to collaborate and communicate effectively.• Apply their knowledge and language skills in a variety of real-life situations.• Develop sensitivity towards living and inert elements of the environment.• Reflect on learning experiences and make informed decisions.

METHODOLOGY - Student guided inquiry.- Master class.- Workshops.- Laboratory practices.- Unit guided projects.- Expositions.- Discussions.- Consolidation of own ideas from audiovisual material.


 Unit 1: The cell 

 Cell division 

 Meiosis

 Mitosis 

 Cell reproduction 

Unit 2: Cell metabolism 

 Cellular respiration 

 Aerobic 

 Anaerobic 

 Structure of a cell 

 Membranes

 Membrane transport 

 Active & Passive transport 

Evaluation Criteria Percentages

Knowledge and understanding 25%

Inquiry and design 25%

Processing and evaluation 25%

Reflection on the impact of science 25%

Picture made by the teacher Juana.



TEACHER:  Juana Domínguez Gómez



GRADE: 7th A & B (MYP 1) - Track B



Mathematics is an essential subject because it provides students with the skills and knowledge, they need to navigate the world around them. The study of mathematics enables students to think logically, reason critically and make sense of complex ideas and situations.

Mathematics also plays a vital role in developing important life skills such as budgeting, time management, and decision-making. Understanding mathematical concepts and operations enable students to make informed decisions in their daily lives and in the future.


By the end of this first period, the general objective embraces the following:

·         To enjoy mathematics, develop their curiosity about it, and begin to appreciate its elegance and the possibilities it offers.

·         Develop an understanding of the principles and nature of mathematics.

·         Communicate clearly and confidently in a variety of contexts.

·         develop confidence, perseverance, and independence in mathematical thinking and problem-solving

·         appreciate the contribution of mathematics to other areas of knowledge

  • Understanding: MYP 2 students should be able to understand mathematical concepts and principles and apply them to solve problems and make sense of real-world situations.

  • Problem-solving: MYP 2 students should be able to use mathematical concepts and skills to solve a variety of problems, including those that are unfamiliar or complex.

  • Communication: MYP 2 students should be able to communicate mathematical ideas and solutions clearly and effectively, using appropriate mathematical notation and language.

  • Reflection: MYP 2 students should be able to reflect on their learning, evaluate their understanding, and identify areas for improvement.

  • Applying: MYP 2 students should be able to apply mathematical concepts and skills in real-world contexts, such as in those related to 


1. Establish class objectives

2. Introduction of the topic (video, examples, and digital textbook)

3. Feedback from students (ask questions)

4. Solve practical examples - exercises built together according to age 

5. Solve book worksheet  

·         First individual work

·         Then we discuss the answer (out loud, on whiteboard)

6. Formative assessment - includes mental math and “hands-on” activities

7. Summative assessment






Year (DP only)

Topic / Unit

Content / subtopics





1st Period








Unit 1:


- Order of PEMDAS operations including operations with: integers, decimals and fractions

- Ratios and proportions: simple rule of three (measurement conversion)

- Relationship between decimals, percentages and fractions.

- solve problems

20 class hours


1st Period

Unit 2 Algebra


- Understanding Patterns 

- Addition and Subtraction of Like    Terms

- Multiplication of Pronumerals 

- Division of Pronumerals 



- Inverse Operations

- Solving Equations

- Understanding Inequations

- Solving Inequations


40 hours class




Formative evaluation

·         Quizzes: Short quizzes are given throughout the unit to check understanding and provide students with feedback on their progress. Quizzes could include a mix of multiple-choice, short-answer, and problem-solving questions.

·         Class Discussions: Encourage students to share their understanding and provide feedback to each other. The teacher can ask open-ended questions that promote critical thinking and encourage students to explain their reasoning.

·         Worksheets: They can provide students with an opportunity to practice and apply their understanding of these concepts, while also providing the teacher with a way to check for understanding and provide feedback.

·         Homework assignments: Worksheets can be used as homework assignments to reinforce key concepts and provide students with additional practice.

Summative evaluation

·         Test: A traditional test that includes a mix of multiple-choice, short-answer, and problem-solving questions. The test should measure students' understanding of the properties and operations of integers, decimals, and fractions, probability, and their ability to apply this understanding to real-world scenarios.

·         Project: A project that requires students to apply their understanding of integers, decimals, fractions, and probability to a real-world scenario. Students will design a board game that uses integers and fractions.


Evaluation Criteria


Knowing and Understanding


Investigating Patterns




Applying Mathematics in Real-Life Contexts





  • PowerPoint Presentations & Complementary Texts
  • Videos
  • Tablet Computers
  • Simulations & Animations
  • Online Tests and Activities
  • Khan Academy
  • Edpuzzle
  • Google Forms
  • Quizizz
  • LiveWorksheets


  • McSeveny, A., Conway, R., et al. (2007). International Mathematics for the Middle Years 1.  Pearson Education Australia
  • Vollmar, P., Haese, M., et al. (2008). Mathematics for the International Student 1 MYP 3. Haese and Harris Publications, First Edition
  • Internet Resources


Behavioral recommendations for the proper development of the class

  • Be respectful: Treat all students and the teacher with respect and create a safe and inclusive learning environment where all students feel valued and heard.

  • Be on time: Arrive to class on time and be prepared with all necessary materials.

  • Be engaged: Actively participate in class, ask questions, contribute to discussions, and complete all assigned work.

  • Be organized: Keep track of assignments, and due dates and maintain a clean and organized work area.

  • Be a good listener: Listen attentively to your classmates and the teacher and give your full attention to the task at hand.

  • Be honest: Be honest about your understanding of the material and your ability to complete tasks and acknowledge when you need help.

  • Be positive: Maintain a positive attitude and a growth mindset, and always strive to improve your understanding of the material.

  • Be collaborative: Work well with others and share resources, ideas, and strategies.









Juana Domínguez Gómez



                                                                Programa de los Años Intermedios del Bachillerato Internacional -  Wikipedia, la enciclopedia libre

Naturaleza de Lengua y Literatura
La lengua es fundamental para aprender, pensar y comunicarse; por lo tanto, es un elemento que está presente en todo el currículo. De hecho, todos los profesores son profesores de lengua y amplían continuamente el horizonte del pensamiento de los alumnos. El dominio de una o más lenguas permite a cada alumno alcanzar plenamente su potencial lingüístico. 
Los alumnos deben aprender a apreciar la naturaleza de la lengua y la literatura, los numerosos elementos que influyen en ambas, y su importancia y belleza. Se les invitará a reconocer que la competencia lingüística es una poderosa herramienta de comunicación en todas las sociedades. Además, el curso de Lengua y Literatura incorpora procesos creativos y favorece el desarrollo de la imaginación y la creatividad a través de la expresión personal.
En todos los programas del IB, la lengua es fundamental para el desarrollo del pensamiento crítico, que, a su vez, es esencial para cultivar el entendimiento intercultural y para formar personas con mentalidad internacional que sean miembros responsables de las comunidades locales, nacionales y globales . La lengua desempeña una función crucial en el desarrollo personal y en la exploración y tenía de la identidad cultural, y ofrece un marco intelectual que sirve de base a la comprensión conceptual. Las seis áreas de habilidades del grupo de asignaturas de Lengua y Literatura del PAI  —comprensión auditiva, expresión oral, comprensión de lectura, expresión escrita y destrezas visuales y presentación— se desarrolla como habilidades independientes pero también interdependientes dentro de un entorno de aprendizaje basado en la indagación. La indagación es la base del aprendizaje de lengua en el PAI, y su objetivo es favorecer la comprensión de los alumnos proporcionándoles oportunidades de explorar, actuar y reflexionar de manera independiente y colaborativa. 
Además de ser un curso riguroso desde el punto de vista académico, Lengua y Literatura del PAI enseña a los alumnos habilidades lingüísticas, analíticas y comunicativas que también pueden emplearse para desarrollar una comprensión interdisciplinaria en los demás grupos de asignaturas. La interacción con los textos seleccionados puede ayudar a entender factores morales, sociales, económicos, políticos, culturales y ambientales, contribuyendo así al desarrollo de las habilidades necesarias para formar opiniones, tomar decisiones y razonar de manera ética, además de desarrollar los atributos de los miembros de la comunidad de aprendizaje del IB. Con el fin de ayudar a alcanzar estas amplias metas, la presente guía proporciona a profesores y alumnos objetivos generales y específicos claros para el curso de Lengua y Literatura del PAI,
objetivos generales 
Los objetivos generales de todas las asignaturas del PAI formulan lo que se espera que el profesor enseñe durante el curso y lo que el alumno podrá experimentar o aprender en las clases. Además, sugiere las formas en que la experiencia de aprendizaje puede transformar al alumno.
Los objetivos generales de Lengua y Literatura del PAI son fomentar y facilitar que los alumnos: 
  • Usen la lengua como vehículo para el pensamiento, la creatividad, la reflexión, el aprendizaje, la expresión personal, el análisis y la interacción social
  • Desarrollar las habilidades relacionadas con la comprensión auditiva, la expresión oral, la comprensión de lectura, la expresión escrita, y las destrezas visuales y de presentación en una variedad de contextos
  • Desarrollen enfoques críticos, creativos y personales respecto del estudio y el análisis de textos literarios y no literarios 
  • Trabajen con textos provenientes de diversas culturas y representativos de distintos períodos históricos
  • Exploren y analicen aspectos de su propia cultura, la cultura anfitriona y otras culturas a través de textos literarios y no literarios
  • Usen una variedad de medios y modos para explorar la lengua
  • Desarrollen el gusto por la lectura como actitud que mantendrán durante toda la vida
  • Apliquen habilidades y conceptos lingüísticos y literarios en una variedad de contextos auténticos
Tomado de  Guía de Lengua y Literatura Programa de Años Intermedios (PAI). Bachillerato Internacional. 
Syllabus semestre 1: