Science: Level 1 MYP Scoring Rubric D. Mayhew & C. Annas

Transcription

1 Criterion A ONE WORLD One world enables students to gain a better understanding of the role of science in society and allows them to explore how scientific developments and applications are applied and used to address specific problems or issues in local and global contexts. Explain the ways in which science is applied and used to address a specific problem or issue Discuss the effectiveness of science and its application in solving the problem or issue Discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues Achievement Descriptor 1-2 The student can state or recall a local or global problem. The student states some ways science may help or is unable to help solve a problem. 3-4 The student describes how science is used to solve a local or global problem in society. The student describes some ways science can help or is limited when solving a problem. The student describes how science impacts them in a least one way socially, financially, politically and environmentally, culturally or ethically. 5-6 The student explains how science is used to solve a local or global problem. The student explains some ways science helps or is limited when solving a problem. The student explains how science impacts them in at least one way socially, financially, politically, environmentally, culturally, or ethically. 7-8 The student can evaluate or judge the effectiveness of science in solving a local or global problem with evidence to support their conclusions. Reflections on back Criterion A: One World

2 Criterion B COMMUNICATION IN SCIENCE Communication in science enables students to develop the communication skills to become competent and confident when communicating information in science. Use scientific language correctly Use appropriate communication modes and formats Acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system Achievement Descriptor 1-2 The student attempts to state scientific information using some scientific language. The student presents little information using few visuals. The student is inaccurate, incomplete, or contains many errors in listing one or more sources. 3-4 The student describes scientific information using scientific language. The student uses properly labeled visuals to provide limited information charts, graphs, diagrams, etc. suitable to the task. The student lists sources with some errors. 5-6 The student explains scientific information using scientific language. The student uses properly labeled visuals to present information charts, graphs diagrams, etc. suitable to the task. The student lists sources with few to no errors. 7-8 The student evaluates scientific information using scientific language. The student presents outstanding information using a variety of properly labeled visuals suitable to the task. The student lists sources with no errors. Criterion B: Communication in Science

3 Criterion C KNOWLEDGE AND UNDERSTANDING Knowledge and understanding of science enables students to determine their understanding of science by applying scientific knowledge to construct scientific explanations, solve problems, and formulate scientifically supported arguments. Recall scientific knowledge and use scientific understanding to construct scientific explanations Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations Critically analyze and evaluate information to make judgments supported by scientific understanding Achievement Descriptor 1-2 The student recalls some scientific knowledge and uses this knowledge to solve simple problems. 3-4 The student describes some science knowledge and uses this knowledge to solve simple problems in familiar situations. Student sometimes applies ideas and knowledge to solve simple problems. 5-6 The student explains some science knowledge and uses this knowledge to solve simple to complex problems in familiar situations. Student frequently applies ideas and knowledge to solve simple problems. 7-8 The student evaluates scientific ideas and concepts by making scientifically supported judgments about the information.and uses this knowledge to solve complex problems in familiar and unfamiliar situations. Student consistently applies ideas and knowledge to solve simple to complex problems. Criterion C: Knowledge and Understanding

4 Criterion D SCIENTIFIC INQUIRY This criterion enables students to design and carry out scientific investigations independently. State a focused problem or research question to be tested by a scientific investigation Formulate a testable hypothesis and explain it using scientific reasoning Design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed, and the way in which the data is to be collected and processed Evaluate the validity and reliability of the method Judge the validity of the hypothesis based on the outcome of the investigation Suggest improvements to the method or further inquiry, when relevant Achievement Descriptor 1-2 The student attempts to define the purpose of the investigation. The student states the variables but they are incomplete, inaccurate or absent. The scientific method is incomplete, inaccurate, or absent. 3-4 The student describes and defines the purpose of the investigation adequately. The student can identify and describe some of the variables involved. The scientific method suggested is complete but analysis of the scientific method is limited. 5-6 The student explains the purpose of the investigation proficiently. The student explains how variables are manipulated. The scientific method is complete and the analysis of the scientific method is partially explained. The student suggests improvements to the method and makes suggestions for further inquiry. 7-8 The student evaluates the investigation showing great insight and exceeds all criteria stated above. The student evaluates the investigation on its reliability and/or validity. The scientific method is complete and the analysis of the scientific method is fully developed. The student suggests specific changes valid improvements for further inquiry. Criterion D: Scientific Inquiry

5 Criterion E PROCESSING DATA Processing data refers to enabling students to organize, process, and interpret quantitative and qualitative data. Collect and record data using units of measurement as and when appropriate Organize, transform and present data using numerical and visual forms Analyze and intepret the data Draw conclusions consistent with the data and supported by scientific reasoning Achievement Descriptor 1-2 The student rarely organizes and labels data appropriately. 3-4 The student sometimes organizes and labels data using simple numerical or diagrammatic forms and sometimes draws an obvious conclusion. 5-6 The student frequently organizes, labels, and transforms data into numerical and diagrammatic forms and often shares it using appropriate communication modes. The student often makes a conclusion appropriate with the data. The student explains simple trends, patterns or relationships in the data using scientific reasoning. 7-8 The student consistently organizes, labels, and transforms data into numerical and diagrammatic forms and presents it logically and clearly, using appropriate communication modes. The student can evaluate the validity and reliability of trends, patterns or relationships using complex data using scientific reasoning. Criterion E: Processing Data

6 Criterion F ATTITUDES IN SCIENCE Attitudes in science encourages students to develop safe, responsible and collaborative working practices when carrying out experimental work in science. Work safely and use material and equipment competently Work responsibly with regards to the living and non-living environment Work effectively as individuals and as part of a group by collaborating with others Achievement Descriptor 1-2 The student requires guidance and supervision when using laboratory equipment. The student handles equipment inappropriately but can work safely. The student is often off-task and requires reminders and redirection. The student s engagement of task(s) and coooperation with others is limited. 3-4 The student sometimes requires some guidance and supervision when using laboratory equipment. The student handles equipment somewhat appropriately and safely. The student is usually on-task but requires somes reminders and redirection. The student is generally engaged and cooperates with other students. 5-6 The student rarely requires guidance and supervision when using laboratory equipment. The student sufficiently handles equipment appropriately and safely. The student is on-task and requires few reminders and redirection. The student is engaged and cooperates well with other students. 7-8 The student works largely independently, uses equipment with precision and skill, and pays close attention to safety and deals responsibly with the living and non-living environment. The student is consistenly on-task and requires little to no reminders and redirection. The student is consistently engaged, works effectively as part of a team Criterion F: Attitudes in Science