2nd to 4th MYP (PAI) English Oscar

December 4th, 2012.

Christmas Activity with your 

"Little Brother" 

Bring by Friday the 7th of 2012

1. Markers

2. Christmas Stamps

3. Glue

4. Colorful cardboards 

5. Candy 

6. Any material to create an awesome Christmas decoration with your little brothers. 

Check your English Level

http://www.englishjet.com/english_courses_files/test_level.asp

"Projects"

Delivered Date: Monday, December 3rd, 2012. 

1^st

Project Suggestions:

Devise a general knowledge quiz. Students either devise the format and rules of the quiz or the teacher decides on these beforehand. In teams students think up and write about 10 questions with the answers. Each team gets together with another. They have a quiz to see which team gets more correct answers. If any answers are disputed, then the teams should research and get proof of correct answer.

2^nd

Project Suggestions:

Devise a general knowledge quiz. Students either devise the format and rules of the quiz or the teacher decides on these beforehand. In teams students think up and write about 10 questions with the answers. Each team gets together with another. They have a quiz to see which team gets more correct answers. If any answers are disputed, then the teams should research and get proof of correct answer.

3^rd

Project Suggestions:

Write a short play and act it out for the class.

November  8, 2012. 

SCIENCE FAIR (ABSTRACT)

An abstract is an abbreviated version of your science fair project final report. For most science fairs it is limited to a maximum of 500 words. Almost all scientists and engineers agree that an abstract should have the following five pieces:

•    Introduction. This is where you describe:

a)     The purpose for doing your science fair project or invention.

b)     Why should anyone care about the work you did? You have to tell them why.

c)     Did you explain something that should cause people to change the way they go about their daily business?

d)     If you made an invention or developed a new procedure how is it better, faster, or cheaper than what is already out there?

e)     Motivate the reader to finish the abstract and read the entire paper or display board. 


•    Problem Statement. Identify the problem you solved or the hypothesis you investigated.


•    Procedures. What was your approach for investigating the problem? Don't go into detail about materials unless they were critical to your success. Do describe the most important variables if you have room.


•    Results. What answer did you obtain? Be specific and use numbers to describe your results. Do not use vague terms like "most" or "some."


•    Conclusions. State what your science fair project or invention contributes to the area you worked in. Did you meet your objectives? For an engineering project state whether you met your design criteria.

Things to Avoid

•    Avoid jargon or any technical terms that most readers won't understand.

•    Avoid abbreviations or acronyms that are not commonly understood unless you describe what they mean.

•    Abstracts do not have a bibliography or citations.

•    Abstracts do not contain tables or graphs.

Science Fair Project Abstract Checklist

What Makes for a Good Science Fair Project Abstract?	For a Good Science Fair Project Abstract, You Should Answer "Yes" to Every Question
Does your science fair project abstract include: •    Introduction •    Problem Statement •    Procedures •    Results •    Conclusions	Yes / No
Did you review the list of "Things to Avoid" in a science fair project abstract?	Yes / No
Did you write the abstract so that the reader is motivated to learn more about your science fair project?	Yes / No

SCIENCE PROJECT RUBRIC

CATEGORY	EXCELLENT 4	GOOD 3		AVERAGE 2		NEEDS TO IMPROVE 1
IDEA	Independently identified a question which was interesting to the student and which could be investigated.		Identified, with adult help, a question which was interesting to the student and which could be investigated.		Identified, with adult help, a question which could be investigated.	Identified a question that could not be tested/investigated or one that did not merit investigation.
VARIABLES	Independently identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).		Independently identified which variables were going to be changed (independent variables) and which were going to be measured		With adult help, identified and clearly defined which variables were going to be changed (independent variables) and which were going to be measured (dependent variables).	Adult help needed to identify and define almost all the variables.
DESCRIPTION OF PROCEDURE	Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. No adult help was needed to accomplish this.		Procedures were outlined in a step-by-step fashion that could be followed by anyone without additional explanations. Some adult help was needed to accomplish this.		Procedures were outlined in a step-by-step fashion, but had 1 or 2 gaps that require explanation even after adult feedback had been given.	Procedures that were outlined were seriously incomplete or not sequential, even after adult feedback had been given.
HYPOTHESIS DEVELOPEMENT	Independently developed an hypothesis well-substantiated by a literature review and observation of similar phenomena.		Independently developed an hypothesis somewhat substantiated by a literature review and observation of similar phenomena.		Independently developed an hypothesis somewhat substantiated by a literature review or observation of similar phenomena.	Needed adult assistance to develop an hypothesis or to do a basic literature review
DISPLAY	Each element in the display had a function and clearly served to illustrate some aspect of the experiment. All items, 6, graphs etc. were neatly and correctly labeled.		Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were neatly and correctly labeled.		Each element had a function and clearly served to illustrate some aspect of the experiment. Most items, 6, graphs etc. were correctly labeled.	The display seemed incomplete or chaotic with no clear plan. Many labels were missing or incorrect.
CONCLUSION/ SUMMARY	Student provided a detailed conclusion clearly based on the data and related to previous research findings and the hypothesis statement(s).		Student provided a somewhat detailed conclusion clearly based on the data and related to the hypothesis statement(s).		Student provided a conclusion with some reference to the data and the hypothesis statement(s).	No conclusion was apparent OR important details were overlooked.

Font: Arial 10

DATE SET: NOVEMBER 6^th

DATE DUE (First Draft): November 16^th

DATE DUE (Final Draft)November 28^th

The abstract is considered an evaluation item for December´s grade, it is worth 20% of the final grade.

October 24th, 2012. 

HALLOWEEN IS COMING SOON!

We have to remind you to buy the material to be used with your kids in the Halloween activity. 

Dead line TOMORROW!!!

a) 1 Cotton T-Shirt. 

b) 4 bubble cloth paints.

c) Remember to lable your names and English group. 

d) Bring candies to give to your :) Little Brother or Sister :).  

e)  Make the best out of this experience come with an original Halloween costume.

Project!!!!

FOR 2nd, 3rd AND 4th MYP STUDENTS

I´d like to remind you that the deadline for delivering your projects is the next November 5th, 2012.
Remember that it counts as a 15% of your monthly grade.

Projects are the following according to your MYP grade.

For 2nd MYP:

1.  Produce a page from a travel guide of the local area. 
2.  Students first do some research before starting on the page. 
3.  The pages can be displayed on the walls and should be evaluated by fellow students for attractiveness of design, ease of accessing information, interesting content and quality of language.

For 3rd MYP:

1. Conduct a class/group survey about students’ predictions about their life in the future. 
2. Students should decide on the content/questions of the survey and then present the results in some way. 
3. This could be orally, report, chart, etc.

For 4th MYP:

1. Conduct a classroom survey on a topic to classmates’ values and beliefs. 
2. In groups students decide what kind of information they want to find out about their class (e.g. Is fashion important for you? Is music an important part of your life? Do you think friends or family are more important? Do you believe in ghosts?). 
3. They then collect the information and present it in the form of a chart, table or report and put it up on the wall of the classroom for others to read.

September 11th, 2012

Guys remember......your exams will take place on Wednesday 12th (reading and writing) and Friday 13th (grammar and listening).

Good luckkkk!!!!!!

 


September 10th, 2012. 

Useful Videos for Projects

4th MYP: Pollution

1.  Click here: Air Pollution

2. Click here: Mexico's Anti-Pollution

3. Click here: Water Pollution Awareness

3rd MYP: Recycling

1. Click Here: Low Income Eco-House from Recycle Goods

2. PET Recycling

3. Click here: Can Mexico Learn To Recycle?

2nd MYP: Eco-houses 

1. Click here: Eco-House Design

2. Archival Eco-House

3. Click Here: Low Income Eco-House from Recycle Goods

Courtesy of Teachers: Oscar and Vicky

September 4th, 2012

4th MYP 
Homework: Read and answer pages 14, 15 of your Activate B2 students' book. (Unit 2 Living Earth).
Deadline: September 6th, 2012.
Thanks a bunch




August 22^nd, 2012. 

Homework  for August 23rd, 2012.
Instructions: Copy the Concepts and then write your interpretation in 2 or 3 lines.

IB Fundaments

1.               Holistic Learning:  Representing the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile.

Interpretation:

2.               Intercultural awareness:Representing the notion that school communities should encourage and promote international mindedness by engaging with and exploring other cultures, a key feature of international education as reflected in the attributes of the IB profile.

Interpretation:

3.                Communication: Representing the notion that school encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile.

Interpretation:

 

 Language B Criteria

Criteria A  Oral Communication	·      Listen for specific purposes ·      Respond to specific information ·      Interact socially ·      Speak for specific purposes	0-8
Criteria B Visual Interpretation	·      Interpret and engage with visual text that is presented with spoken and written text ·      Refer closely to the visual text, supporting his or her opinion and personal response with evidence and examples from the text.	0-8
Criteria C Reading Comprehension	·      Understand information ·      Interpret and engage with written text ·      Refer closely to the written text,	0-8
Criteria D Writing	·      Organize and express thoughts, feelings, ideas opinions and information in writing ·      Write for specific purposes ·      Develop accuracy when writing in the target language	0-8

WELCOME BACK DEAR TEACHERS AND STUDENTS

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