MYP Year 3:

Science/Design Syllabus

Teacher:  Mrs. Burr, Room 402  

Phone: 760-200-3700 x 36402


Text: Holt California Physical Science (may be checked out from Library)

Daily Materials:

Composition Book

Colored Pencils or Markers



Sticky notes

Pencils and eraser

Loose Leaf Lined Paper (college ruled)

Binder Reminder

Pleasure Reading Book

Glue Stick

Scissors (dull point)


Course Description:  Physical science is the study of nonliving matter and its properties. The topics covered in this course include basic physics, chemistry and astronomy.  Students will cover these topics through a variety of activities including: labs, research, group collaboration, lectures and interactive notebooking.  We will also be studying MYP design.  This will incorporate research, engineering, design and evaluation of student design.  

Coursework Evidence:  Students are responsible for keeping an Interactive Notebook up to date and maintain all assignments.  Assignments include: Table of Contents, Cornell notes, Lab Write-ups, Daily IN-Question/Task, Projects, Vocabulary, Notes and Labs. Tests are given at the end of the unit or after a specific lesson series.  We will also be creating a design folder to keep track and record our progress in the MYP design portion of our class.

Grading Policy:  Grading is a total points system.  Assignments are given a specific point value and grades are determined every three weeks by points accumulated per points possible.  Labs are worth anywhere from 25 to 40 points, notes are 10 points per set, projects are 50 points and tests and presentations are anywhere from 10 to 50 points.




90 – 100



80 – 89



70 – 79



60 – 69



< 60



MYP Information: There are also points award for the MYP objectives.  These points are not averaged in with the total points earned; they are a measure of a student’s knowledge of the IB objectives and award in addition to the assignment’s score.  So students will earn 2 scores for some assignments: points possible and MYP points.  

Late work policy:

1.  If you are sick, you have the same number of days you were out to make up any missed assignments; this includes labs, notes, class work, and videos.

2.  Late assignments lose points each day they are late.  Turn assignments in on time to ensure full credit.

3.  An assignment is late when not turned in on the day it is due during class.

Classroom Expectations: 1. Be Respectful  

2. Be Ready: have all materials needed for class

3. Be Responsible: Watch out for yourself and others. Let the teacher know if something is wrong.  

4. Be Safe: Follow lab safety always.

Classroom Consequences:  1. Warning  

2. Move/Change seat

3. Contact Parent

4. Administrative Referral/Parent Meeting


The IB Learner Profiles for Science

IB learner profile  

The aim of all IB programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet and help to create a better and more peaceful world. IB learners strive to be:


They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.


They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.


They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.


They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.


They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.


They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.


They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.


They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


JGMS Science Course Syllabus

MYP Levels I, II, III

Course Description:

MYP Science at John Glenn Middle School follows the California State Standards instructing the students in the fundamentals of the Earth Sciences, Life Sciences and Physical Sciences along with the three fundamental concepts of the MYP which include:

1.  Holistic Learning: emphasizing the links between the disciplines, providing a global view of situations and issues.

•· Working closely with all the science teacher along with the other subjects

•· Provide students with cross curricular activities

•· Provide opportunities for students to appreciate the contribution that science makes to society and to the quality of life

•· Help students to reflect upon the way that science and scientific knowledge have developed and evolved over the years

2.  Intercultural Awareness:  concern with developing students' attitudes, knowledge and skills as they learn about their own and others' social and national cultures.

•· Providing opportunities for students to explore scientific issues locally and globally

•· Help students develop their understanding of how science and society are interrelated and how social, economic, political, environmental, cultural and ethical factors are interdependent

3.  Communication:   a fundamental piece to learning, supporting inquiry and understanding.  Learning the language of science is seen as learning a new language.

•· Develop skills to understand and communicate scientific ideas effectively.

•· Allow opportunities for students to read, write and talk about science

•· Students use a range of modes of communication: oral, visual and written

•· Students use a range of information and communication technologies

The IB Learner Profile:   The profile can be found on the JGMS website and also on the websites of our teachers.  The Learner Profiles are 10 character traits that are incorporated into lessons and projects that students must complete for all subjects.  There are 3 Learner Profiles which are paramount in science;

  • Inquirers:  Through open-ended lab experiences, students will acquire the necessary skills to ask original questions and design experiments to test them.
  • Communicators: Through small group projects students will see the benefit of collaborating with others and looking at the material through the perspectives of others.
  • Knowledge: Students will explore scientific concepts and ideas that have environmental and global significance.


Develop inquiring minds and curiosity about science and the natural world.

Acquire knowledge, conceptual understanding and skills to solve problems and make informed decisions in scientific and other contexts.

Develop skills of scientific inquiry to design and carry out scientific investigations and evaluate scientific evidence to draw conclusions.

Communicate scientific ideas, arguments and practical experiences accurately in a variety of ways scientific and other contexts.

Think analytically; critically and creatively to solve problems, judge arguments and make decisions in scientific and other contexts.

Appreciate the benefits and limitations of science and its application in technological developments.

Understand the international nature of science and the interdependence of science, technology and society, including the benefits limitations and implications imposed by social, economic, political, environmental, cultural and ethical factors.

Demonstrate attitudes and develop values of honesty and respect for themselves, others, and their shared environment.


A.  One World: Enable students to understand the interdependence between science and society.

B.  Communication in Science: Enable students to develop their communication skills in Science.

C.  Knowledge and Understanding of Science: Enable students to understand the main ideas and concepts of science and apply them to solve problems in familiar and unfamiliar situations.

D.  Scientific Inquiry: Enable students to develop scientific inquiry skills to design and carry out scientific investigations.

E.  Processing Data: Enable student to record, organize and process data.

F.  Attitudes in Science: Encourage attitudes and dispositions that will contribute to students' development as caring and responsible individuals and members of society.

  • MYP Areas of Interaction: All science activities are focused through the Areas of Interaction which include: Approaches to Learning, Human Ingenuity, Environment, Health and Social Education and Community and Service.  For example through Human Ingenuity students will complete labs which support scientific principles and concepts.

Texts and Resources:

HoltTextbooks and peripherals

United Streaming

Science Videos

Scientific Magazines and internet searches

Methodology: Students will utilize interactive notebooks, Cornell notes, cooperative groups, individual projects, tests, exams, quizzes, and laboratory investigations.

Methods of Assessment: Students earn scores according to established rubrics for each of the above methods.

Grading: Grades are based on points awarded per assignment and activity.  Points are then translated into the A through F grading system.  IB assignments are scored according to the OBJECTIVES stated above. Each Objective has a specific rubric which assists the students and the teachers in completing and scoring each assignment.