Primer semestre
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 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 noveno se sensibilicen sobre el abandono en la niñez, adulto mayor de nuestra ciudad.
Adicionalmente trabajaran en el impacto psicológico que genera el abandono buscando crear conciencia en los estudiantes el valor importante de nuestras familias.
OBJETIVO GENERAL: Concientizar a los estudiantes sobre la importancia de los valores en los diferentes ámbitos para una sana convivencia.
COMPETENCIAS / HABILIDADES A DESARROLLAR
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.
I. METODOLOGÍA
· Videos.
· Foros.
· Puesta en común.
· Consultas.
· Exposiciones.
· Procesos de reflexión.
· Presentaciones en Power point, prezzi, presentaciones de Google.
· Trabajo en clase.
· Participación individual y colectiva.
CONTENIDOS Y CONCEPTOS
Qué es convivencia.
Importancia de los valores en la sociedad.
Valores institucionales.
La convivencia dentro del aula.
Reconocer el autoconocimiento y autoestima.
Causas y consecuencias de una mala convivencia.
Resolución de conflictos en el aula.
Inicio presentación trabajo final y proceso de plantas y huevo conciliador
Muestra de su trabajo final
Reflexión Final.
PROCESO DE EVALUACIÓN
|
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 |
Los estudiantes deben ir trabajando durante las clases en el trabajo escrito del proyecto final. Los estudiantes mostraran el proceso del cuidado de sus plantas |
|
Criterios de evaluación |
Porcentajes |
|
Investigación: Identificar conocimientos previos y conocimientos específicos de
la |
25% |
|
Planificación :Planificar y registrar el proceso de desarrollo del proyecto . |
25% |
|
Acción: Demostrar habilidades de comunicación y habilidades sociales. |
25% |
|
Reflexión: Sobre su desarrollo de
las habilidades de los enfoques de
|
25% |
Segundo Semestre
Cuidado del medio ambiente
OBJETIVO GENERAL
Fomentar en los estudiantes la importancia de aprender sobre el concepto del cuidado del medio ambiente .
Concepto clave | Concepto(s) relacionado(s) | Contexto global |
Interacciones globales | Sustentabilidad | La globalización y la sustentabilidad
Exploración Impacto de la actividad de los seres humanos en el medio ambiente
|
Enunciado de la indagación | ||
¿Cómo pueden las interacciones globales y la globalización ser impulsoras de la sustentabilidad, y de qué manera podemos, como estudiantes del PAI, contribuir al desarrollo de prácticas más sostenibles en nuestro entorno inmediato y más allá?
| ||
COMPETENCIAS / HABILIDADES A DESARROLLA
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.
PROCESO DE EVALUACIÓN
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 al cuidado del medio ambiente y la importancia de reciclar , la sumativa del semestre es elaboración de objeto en material reciclado . Adicional deben presentar un trabajo escrito sobre lo investigado |
Criterios de evaluación | Porcentajes |
Investigación: Identificar conocimientos previos y conocimientos específicos de la | 25% |
Planificación :Planificar y registrar el proceso de desarrollo del proyecto . | 25% |
Acción: Demostrar habilidades de comunicación y habilidades sociales . | 25% |
Reflexión: Sobre su desarrollo de las habilidades de los enfoques de
| 25% |
- Profesor: Luz Soto
Taken from: https://149695847.v2.pressablecdn.com/wp-content/uploads/2018/03/cerebro-y-lenguaje.png
Introduction
Language, as a fundamental element of human communication, serves as a bridge that connects cultures, thoughts, and emotions. The journey of language acquisition is a remarkable exploration of how individuals navigate the intricate landscapes of syntax, semantics, and pragmatics to express themselves effectively and engage meaningfully with the world around them. The study of language acquisition delves into the intricate processes through which we acquire, develop, and refine our linguistic abilities, unveiling the mechanisms that underpin our capacity to learn and employ languages.
Objective
The primary objective of the Language Acquisition subject within the International Baccalaureate (IB) program is to empower students with the skills and competencies necessary to communicate effectively and meaningfully in a language other than their mother tongue. This objective is rooted in the IB's mission to foster intercultural understanding, promote open-mindedness, and nurture global citizens who can engage empathetically with diverse linguistic and cultural contexts.
Methodology
The Inquiry-Based Methodology in the context of the International Baccalaureate (IB) program is a student-centered approach to learning that emphasizes curiosity, critical thinking, and exploration. It encourages students to actively engage with the subject matter by posing questions, investigating concepts, and seeking answers through research, analysis, and reflection.
Content
Criteria
A. Listening - 25%
- Demonstrate understanding of explicit and implicit spoken information in multimodal texts.
- Demonstrate understanding of conventions.
- Demonstrate understanding of relationships between the various components of the multimodal texts.
B. Reading - 25%
- Demonstrate understanding of explicit and implicit written information in multimodal texts.
- Demonstrate understanding of conventions.
- Demonstrate understanding of relationships between the various components of the multimodal texts.
C. Speaking - 25%
- Use spoken language to communicate and interact with others.
- Demonstrate accuracy and fluency in speaking.
- Communicate clearly and effectively.
D. Writing - 25%
- Use written language to communicate with others.
- Demonstrate accurate use of language conventions.
- Organize information in writing.
- Communicate information with a sense of audience and purpose.
Science
TEACHER: Daniela Margarita Echeverri D.
INSTITUTIONAL EMAIL: daniela.echeverri.d@gmail.com
HOURLY INTENSITY BY CYCLE (HIC): 5 hours per cycle GRADE: 7° Track A
PERIOD: First
INTRODUCTION
7th grade science seeks, through inquiry and analysis, to lead students to explore their environment and their ecological relationships through research, observation, experimentation, and creativity; developing in them a critical thinking where cohesion is established between science and morals, ethics, culture, economics, politics, and the environment.
GENERAL OBJECTIVE
Develop in the student sensitivity towards the living and inert elements of the environment, fostering an analytical, inquiring, and flexible mentality to ask questions, solve problems, elaborate explanations, and judge arguments where science is considered as a human activity that presents benefits and limitations;
also seeking to become aware of the need to collaborate and communicate effectively with the environment.
COMPETENCIES / ABILITIES TO DEVELOP
During the development of the subject, students acquire research skills where they establish connections between scientific research and related moral, ethical, social, economic, political, cultural, or environmental factors.
They strengthen critical thinking skills by interpreting data obtained in scientific investigations.
Communication skills representing visual data appropriately to interested audiences.
METHODOLOGY
•Master class
Inquiries
Workshops
Practice by simulators
Guided projects
Laboratory practices
CONTENT AND CONCEPTS
Key concepts, individual organism, population, community, ecosystem, biome, and biosphere.
Ecological Biodiversity: biotic and abiotic factors
Hierarchical structure of ecosystems
Classification of living things
Classification systems: grouping, naming, hierarchy and kingdoms
Characteristics of organisms according to their classification
. Binomial nomenclature and dichotomous keys.
Theory of natural selection: behavioral and structural adaptations.
History of periodic table
Generalities of periodic table
Transition metals and their uses
Atom and atomic models
Subatomic particles
Differences between atoms and molecules
Determination of atomic mass and atomic number Measurement units, distance, time, velocity, speed, and acceleration
Application in real life situations
Conversion factors
Experimentation and density calculation.
EVALUATION PROCESS
| |
Summative evaluation |
|
| |
| |
|
Evaluation Criteria | Percentages |
Knowledge and understanding | 25% |
Inquiry and design | 25% |
Processing and evaluation | 25% |
Reflection on the impact of science | 25% |
RESOURCES
Resources | |
Technological | iPad or laptop. |
Bibliographic | PAI guidebook. Mindorff, D., & Allott, A. (2019). MYP Life Sciences Years 1-3: A concept-based approach. Oxford University Press-Children. |
Physical | Notebook and papers to write/draw on. |
Take from: Bing image creator
TEACHER: Santiago Vasquez Giraldo
INSTITUTIONAL EMAIL: santiago.vasquez.g@liceopinoverde.edu.co
HOURLY INTENSITY BY CYCLE (HIC): 5 hours
GRADE: 7th A & B (MYP 2) - Track A
PERIOD: 1
I. INTRODUCTION
Mathematics is not just a subject we study; it's a language that helps us make sense of the world around us. In this course, we will explore the beauty and relevance of mathematics in our everyday lives.
Throughout the year, we will delve into various mathematical concepts, from numbers and operations to algebra, geometry, statistics, and more. Our goal is not just to master these concepts but also to understand how they interconnect and apply them to solve real-world problems.
II. GENERAL OBJETIVES
- Foster a deep understanding of numbers and their properties, enabling students to fluently manipulate numerical representations and solve mathematical problems with confidence.
- Improve students' ability to articulate mathematical ideas and strategies effectively, both orally and in writing, fostering clear and concise communication within the mathematical community.
- Promote a conceptual understanding of fundamental mathematical concepts, ensuring that students grasp the underlying principles behind numerical operations and representations.
- Illustrate the relevance of mathematical concepts in real-world scenarios, enabling students to recognize the practical applications of numerical reasoning in everyday life and future endeavors.
III. COMPETENCES / ABILITIES TO DEVELOPKnowing and understanding: Proficiency in mathematics involves selecting and applying appropriate mathematical concepts effectively to solve problems across various contexts with accuracy and adaptability.
Investigating patterns: Applying mathematical problem-solving techniques involves the recognition of patterns and their description as relationships or general rules consistent with findings. It's essential to verify whether these patterns hold true for other examples, ensuring their reliability and applicability beyond the initial instances.
Communicating: Using suitable mathematical language, notation, symbols, and terminology in oral and written statements ensures clarity. Employing appropriate forms of mathematical representation enhances information presentation. Communicating coherent mathematical reasoning promotes understanding and logical flow.
Applying mathematics in real-life context: Identifying real-life elements, selecting suitable mathematical strategies, and applying them successfully lead to solutions. Explaining solution accuracy and relevance to the real-life context ensures practicality.
IV. METHODOLOGY
1. Talk about the topic of the previous class.
2. Provide the guidelines for the work to be done in the class.
3. Indicate the objectives of the class.
4. Ask questions to generate a debate among students and to explore the concepts.
5. Explain the topic and provide the corresponding examples.
6. Carry out individual or group activities.
7. Conclude reflection on the class.
|
Period/ Year (DP only) |
Topic / Unit |
Content / subtopics |
Length (hours) |
|
1st Period |
Unit 1: Arithmetic |
- Dividing a quantity according to a given ratio. - Converting between different units of measurement and different currencies. - Identifying the different components of the cartesian plane: axes, origin, coordinates (x, y), and points. - Finding a constant of proportionality and formulating equations. - Performing operations with integers. |
40 class hours |
|
Unit 2: Statistics |
- Plotting and interpreting graphs. - Calculating the mean, median, and mode. - Choosing the best measure of central tendency. |
20 class hours |
|
|
2nd Period |
Unit 3: Geometry |
- Finding the perimeter and area of complex 2d shapes. - Finding the volume of cylinders and basic prisms. - Solving problems employing the properties of angles in parallel lines and between intersecting lines. - Transforming a figure through rotation, symmetry, translation, and homothety. - Solving the properties of regular polygons. |
20 class hours |
|
Unit 4: Algebra |
- Developing and simplifying algebraic expressions. - Expressing one variable in terms of another in a formula. - Using substitution to evaluate expressions. - Solving equations involving algebraic fractions. |
20 class hours |
VI. RESOURCES
Technological
- Powerpoint presentation.
- Videos
- Kahoot
- Wheels to select people
- Puzzles
- LiveWorksheets
Bibliography
- Mathematics - 1 - Weber, Kunkel, Simand and Medved - Second Edition - Oxford 2021
