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This course explores three key science disciplines (chemistry, biology, and earth science) over the semester through an integrated hands-on approach. Students are encouraged to make connections between scientific concepts, and reflect on how science is at work in everyday life. The applications of what is learned in the classroom will allow students to understand the things that connect us as well as the things that make us unique, a direct correlation between science and social science. Finally, the work explored will be done through the lens of both the MYP and the Next Generation Science Standards (NGSS) to ensure scholars are ready for their high school years and beyond.
Unit 1: Inheritance, Natural Selection and Evolution
The method of inheritance for organisms will be examined in depth during this unit. The use of genetics to combat racism, and bias, and embrace diversity, will be woven throughout. Research, debates, and presentations from experts in the field, will allow students to fully conceptualize the mechanisms of inheritance, the importance of biodiversity, and the impacts of human endeavors as they study and manipulate genomes. Students will also have an opportunity to explore bioethics as they study emerging gene manipulation technologies, such as CRISPR. They will have a field trip to Cornell Laboratories, where they will be exposed to cutting-edge technology and scientists making a difference in the field of genetics.
Race and Genetics Posters
In these presentations, the 8th grade class was tasked with reading 2 articles with differing opinions on the connection between race and genetics. After reading these articles, they worked in groups to make posters detailing the following elements:
- A Golden Line: one particular line from the articles that the students found meaningful, surprising or thought-provoking.
- 2-3 things in the articles that caused them to reconsider their opinions on race and genetics (and why)
- 2-3 things that they disagreed with in these articles (and why)
- 2-3 ‘Aha’ moments: moments of sudden insight, realization or comprehension
- A one-paragraph summary of the group’s understanding and opinions on the connections between race and genetics using evidence from both articles
Strawberry DNA Extraction
In this experiment, the class split up into groups to extract strawberry DNA using a mixture of detergent, water and salt. This allowed the DNA to be extracted and analyzed under a microscope. The students then sketched what they observed and filled out a worksheet detailing their findings.
DNA Structure Projects
The class was tasked with showcasing the structure of a DNA strand using Twizzlers, gummy bears and toothpicks. Each group was given a predetermined sequence of bases, and was told to construct their model based on that sequence using different gummy bear colors for each base. Additionally, each group was asked to create a model for a straightened helix (to show the base pairs) and a twisted helix (to show what the strand would look like naturally).
Unit 2: Natural Selection and Evolution
Understanding the factors that allow for natural selection and how they can lead to evolution is the main focus of this very small unit. In this unit, students will look at real-world examples of natural selection and how they lead to evolution in the past. They will analyze data and make predictions of future outcomes. Students will also look at the theory of evolution as espoused by Charles Darwin and the work done by scientists on the Galapagos Islands to document the process of natural selection and speciation. By the end of the unit, students will be asked to create their own natural ecosystem and introduce factors to explain the speciation of organisms they have created.
Unit 3: Neutralization in Daily Life
Understanding and predicting the outcome of neutralization reactions (combining acids and bases) is the main focus of this unit, this will be achieved via experimentation and lab investigations. Additionally, students will explore how neutralization impacts our daily lives, facilitating the application of knowledge to real-world situations and understanding the implications.
Unit 4: Climate Justice
Students will explore the concept of environmental injustice, examining its main causes and impacts through real-world examples, with a special focus on New York City. They will investigate the challenges that marginalized communities often face, including both the biological and socioeconomic effects of these injustices. Students will also consider efforts that have been made to address these issues and explore possible strategies for reducing their impact. As part of their learning, students will take a field trip to compare different socioeconomic communities and observe the real-world consequences of environmental injustice. For their final project, they will participate in a forum where they will use their field trip as a case study, discuss the issues they observed, and propose practical, local solutions.
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