SCIENCE


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 and second

Syllabus: 

https://docs.google.com/document/d/1o05JTbeNajuIVo1Tb5n9xa7S1QNMLcbv/edit

  1. INTRODUCTION

    2nd grade picture

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.


  1. 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.

  1. 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.


  1. METHODOLOGY

•Master class

  • Inquiries

  • Workshops

  • Practice by simulators

  • Guided projects

  • Laboratory practices

  1. CONTENT AND CONCEPTS

  • The cell.

  • Cell division: Meiosis. 

  • Cell division: Mitosis. 

  • División celular: Reproduction.  

  • Cellular Metabolism. 

  • Cellular respiration: Aerobic and Anaerobic.

  • Structure of cell membranes, 

  • Membrane transport: Active and passive.

  • Atom and atomic models.

  • Difference between atom and  molecule.

  • Atomic properties.

  • Classification of elements in the periodic table.

  • Periodic Trends (density, boiling and melting point) of simple substances (metals, nonmetals, metalloids, and noble gases) in the periodic table.

  1. EVALUATION PROCESS


  • Laboratory or simulation experiments will consolidate the importance of what students learn, and how that knowledge can be applied.

Summative evaluation

  • Exams and oral presentations will show the student’s ability to analyze information.


  • Essay or text elaboration will evaluate the capacity of the student to describe inquiries with a scientific context.


  • Debates will test how the students can express the concepts elaborated by them, supported by scientific information.


  • Paper revisions will prove how the student manages the information given.



Evaluation Criteria

Percentages

Knowledge and understanding

25%

Inquiry and design

25%

Processing and evaluation

25%

Reflection on the impact of science

25%


  1. 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.