MYP SCIENCE “planning THROUGH INQUIRY”

1. MYP SCIENCE“planning THROUGH INQUIRY” CRITERIA

3. Criterion A: Boundaries Achievement level (Level descriptor) 0 (The student does not reach a standard described by any of the descriptors below). 1–2 (The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student states the effectiveness of science and its application in solving the problem or issue).

4. Criterion A: Boundaries Achievement level (Level descriptor) 3–4 (The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student describes the effectiveness of science and its application in solving the problem or issue. The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, ethical, social, economic, political, cultural and environmental).

5. Criterion A: Boundaries Achievement level (Level descriptor) 5–6 (The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context. The student discusses the effectiveness of science and its application in solving the problem or issue. The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, ethical, social, economic, political, cultural and environmental).

6. Criterion A: Benefits – Example 1* The most common use for fluorides is in toothpaste, preventing tooth decay . It is also put in water for the same reason (Importance and uses). It is also used for Teflon pans, water proof clothing and helps make detergent. Teacher comment to student was:  Thisstates a benefit (Level 1-2). To explainit (Level 5-6) we need to know how fluorides do this. * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX A.

7. Criterion A: Benefits – Example 2* One common biological use of chlorine is food preservation. The reason for this is because micro organisms like bacteria, or fungi, cannot survive with too much NaCl. With too much NaCl osmosis happens in a way that hurts the micro organism’s cell because now water is drawn out of the micro organism’s cells. Teacher comment to student was: Excellent – this is what we mean by EXPLAIN the benefits. * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX A.

8. Criterion A: Benefits – Example 3* Chlorine is also used in many other household appliances including; bleach, computer hardware, plastics, textiles, paper and many more. Teacher comment to student was: Notice that this is a STATEMENT (level 1-2) To get a higher grade, the task sheet says you must DESCRIBE (level 3-4) or EXPLAIN the science behind (Level 5-6). * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX A.

9. Criterion B: Communication in science

10. Criterion B: Communication in science Max. Achievement level 6 Level descriptor The student uses sufficient scientific language correctly. The student communicates scientific information effectively. When appropriate to the task, the student fully documents sources of information correctly.

11. Crit B: Effective CommunicationWhat the intro should look like – Example 1: Halogens are non- metals and are found in group number seventeen on the periodic table. The real name for halogens is “salt-makers”. This is because, every compound that contains a halogen is a salt. Halogens can help us greatly and widely but, they can also be very harmful. I will talk to you about the effects of one particular halogen, chlorine. I will talk about the good and the bad uses and effects of chlorine and from that, base my opinion on if the manufacture of halogens and their compounds should be banned. Teacher comment to student was: It is good that your intro paragraph clearly states what the whole essay is about. With more experience you will find a way to write this without the phrase “I will talk about..”

12. Crit B: Effective Communication

13. Crit B Works Cited – MLA* * FOR MORE DETAILED EXPLAINATION LOOK AT APPENDIX B. Works Cited "Chlorine ." Periodic Table of Elements. Los Alamos National Laboratory's      Chemistry Division, 15 Dec. 2003. Web. 20 Sept. 2009.      < http://periodic.lanl.gov/elements/17.html >. "Chlorination of Water." Rev. of Chlorination of drinking water saves lifes. CFour. N.p., n.d. Web. 20 Sept. 2009. < http://www.cfour.org/pdf/      chlorination.PDF>.<http://74.125.153.132/search?q=cache:FUDw_eNdjIwJ:www.cfour.org/pdf/chlorination.PDF+chlorination+of+drinking+water+saves+lives&cd=1&hl=en&ct=clnk

14. Criterion C: Knowledge and understanding of science

15. Knowledge and understanding of science Grading Rubric* The basic structure Level 1-2: Score level (1-2)= /2 Level 3- 4: Score level (3-4)= /2 Level 5 – 6: Score level (5-6)= /2 * For more information look at appendix C.

16. Criterion D: Scientific inquiry Criterion E: Processing data

17. Criterion F: Attitudes in science

18. Attitude Grading Rubric Contents 1. Independence 2. Precision/ Skill 3. Safety 4. Responsibility • The student works responsibly with regards to the living and non-living environment. 5. Teamwork

19. Thank you The International Academy - Amman Done by Science Department

20. Appendices

21. Appendix A – Crit A: Factors need to be DISCUSSED

22. Appendix A – Crit A Science must be EXPLAINED

23. Appendix B – Crit B Works Cited Problems to avoid neither of these two are ‘cited’ in the essay; put them in Bibliography Double space Indent second line and subsequent lines so it is easy to see the source name Match the source identification with what you put in parentheses for the in-text citation so it is very easy for the reader to find the source in the list.

24. Appendix B – Crit B: Topic and concluding sentences in each paragraph

25. Crit B: Visuals and in-text citation

26. Appendix C - What style of question goes in what section?

27. Science Inquiry and Processing Data Grading Rubric Contents 1. Aim [Cri.D] • Relates to the topic of the lab 2. Hypothesis [Cri.D]  Is a prediction of the outcome of the lab  Explains reasoning behind the prediction  Hypothesis clearly refutes or defends established knowledge and is fully supported 3. Materials [Cri.D] • Complete, and neatly formatted 4. Procedure [Cri.D]  Is written in list form  Can be easily repeated by another student • Clear method given to control at least 3 variables that may affect results 5. Data Collection [Cri.E]  Data are presented in a neat table  Appropriate units are included in the table • Presents the data clearly and logically  Table is clearly titled 6. Data Processing [Cri.E]  Graph is present, and neatly constructed  Graph is give the right title • Graph axes are properly labelled with units 7. Conclusion [Cri.E]  A conclusion is made based on the data  Explains the conclusion using scientific knowledge • Discusses reliability of the data/anomalous results 8. Evaluation [Cri.D]  Limitations of method recognized and explained. with examples given from collected data.  Suggests improvements on procedures