IB Life Science
Welcome to Mr. Manning's 7th grade IB Life Science class.
The following information is intended to help you learn more about both the IB science program and the life science class. This is a "work in progress" and therefore you will see additions and updates on a regular basis.
My intention is to provide a roadmap for parents and students to better understand where we are going and how we plan to reach our destination.
I appreciate your comments on how well this information achieves that goal. Any suggestions for improving this resource will be greatly appreciated.
The IBO Mission Statement
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
Introduction to the MYP
The Middle Years Programme (MYP) of the International Baccalaureate Organization (IBO) is a course of study designed to meet the educational requirements of students aged between 11 and 16 years. The flexibility of the curriculum allows the demands of national, regional or local legislation to be met while still offering the possibility of being taught as an entity in itself.
The eight subject groups of the MYP provide a broad, traditional foundation of knowledge, while the pedagogical devices used to impart such knowledge should increase students' awareness of the relationships between subjects. Students are encouraged to question and evaluate information critically, to seek out and explore the links between subjects, and to develop an awareness of their place in the world.
The MYP is based on the premise that education can foster understanding among young people around the world, enabling future generations to live more peacefully and productively than we do today: intercultural awareness is central to the programme.
Through the Middle Years Program, faculty and staff are committed to preparing students for the global world of the future.
The program is recognized internationally for promoting academic rigor and effective teaching practices using the existing local curriculum standards.
The MYP guides, standards, and ideals are all research-based and designed to meet the unique needs of the adolescent learner.
Teaching practice, learning activities, and expectations are all geared to this age group (11 - 16 year olds).
Special concerns of adolescents, such as social development and peer interaction, are addressed.
It is a program to create an exemplary environment for middle school learners.
Young adolescents are confronted with a vast and often bewildering array of choices; the MYP is designed to provide them with the values and opportunities that will enable them to develop sound judgment and to choose wisely. Learning how to learn and how to evaluate information critically is as important as the content of the disciplines themselves.
While insisting on the thorough study of the various academic subjects, the MYP accentuates their interrelatedness and advances a holistic view of knowledge. As a part of the International Baccalaureate Organization's curriculum, the programme fosters intercultural awareness, promoting better understanding of and respect for other cultures as well as concern for international issues. The MYP also stresses the importance of communication, through good command of one's own language, foreign language acquisition, and the appreciation of different modes of thinking and expression.
Areas of Interaction
An integral part of the IBMYP is the Areas of Interaction. These are designed to teach students to recognize relationships between school subjects and the world outside school by combining knowledge, experience, and critical observation. The Areas of Interaction consists of five overarching themes and are used to conect all eight subjects of the MYP. These five Areas of Interaction are central components, which need to be understood by all involved with the program. Students are required to explore and experience the five areas of interaction. These are:
Approaches to Learning
(ATL) - Study skills and fostering the learning process (helping the students learn how to learn and appreciating learning styles).
- Each year in grades six through seven
Health and Social Education
- mental and physical health; making informed choices for the body and mind in order to live up to the potential we all hold.
- the interdependence of humans and nature; maintaining a fit world for today and our future generations.
Homo faber (man the maker)
- the creative and inventive genius of humans and their impact on society and the human mind
The areas of interaction (AOL) are at the core of the MYP programme and will be taught through the medium of the subjects, thereby fulfilling their integrative function. The AOL pervade and recur throughout the years of the MYP, through the eight subject groups, through interdisciplinary teaching and projects, whole school activities and the MYP personal project. The areas of interaction are not directly assessed nor awarded individual grades, since they are themes rather than subjects. They are, however, indirectly assessed through the personal project.
The following link provides examples for each Area of Interaction.
The following diagram represents the curriculum model of the Middle Years Programme of the International Baccalaureate Organization. In this model, the five areas of interaction connect the development of the individual (at the center) and the educational experience in all subject groups (on the corner of the polygon).
These interactive areas are common to all disciplines, each subject developing general and specific aspects of the areas. In turn, the subject groups are linked by the areas of interaction, thus exemplifying the interdisciplinary potential of the MYP. The five areas of interaction have no clear boundaries, but merge to form a context for learning that contributes to the student's meaningful experience of the curriculum.
The aims of all subjects and of the personal project in the Middle Years Programme of the IBO state in a general way what the teacher may expect to teach or do, and what the student may expect to experience or learn, in addition to the ways in which the student may be changed by the learning experience.
The objectives of any MYP subject and of the personal project state in a specific way the targets set for the course, defining what the learner will be able to do, or do better, as a result of following that course.
The aims and objectives of the subject groups address all dimensions of learning, including knowledge, understanding, application and attitude.
Knowledge: the facts that the student should be able to recall to ensure competence in the subject.
Understanding: how the student will be able to interpret or predict aspects of the subject.
Application: how the student will be able to apply what has been learnt in new situations.
Attitude: how the student is changed by the learning experience.
This is an independent piece of work that is intended to be the culmination of the student's involvement with the five areas. It may be an essay, an artistic production or other form of expression, with the topic chosen in consultation with teachers.
Assessment in the IB MYP
Teachers assess student work with guidance from the IBO according to prescribed, published criteria that state final levels of achievement in each discipline.
The programme places special emphasis on formative assessment, which is used at different stages of the learning process to measure the progress of the student and make necessary adjustments to teaching plans and methods. The students are also involved in formative self-assessment of their work and they reflect on their own approaches to learning.
The final result - A portfolio of achievement
The student's accomplishments, measured during the school's assessment process, are recorded by the school in a portfolio of achievement. The IBO provides a portfolio for each student who completes the MYP. It includes documents from the IBO as well as papers and certificates from the school that reflect the content and nature of the local programme. The portfolio, which has a self-evaluation by the student, may contain academic results, information about community service, the personal project and extracurricular achievements.
IBO Web Site
For more information about the International Baccalaureate Organization, programs, and services click on the following link: