Science-Summative Assessment

Student’s Grade MYP Year 1 Date Monday, December 9, 2019

Name

Unit Title: How can we study the living world?

Key Concept Related Concept Global Context

System Balance, Interaction Scientific and Technical Innovation
Exploration
adaptation, ingenuity and progress
Statement of Inquiry: Relationship between SOI and Assessment:
Scientists have developed methods and tools to Students will gain a better understanding of the role of
understand and maintain the interactions that keep science in society, allowing them to dwell into how
ecosystem in balance. scientific developments and applications are
implemented and used to explain specific problems or
issues on a local and global level.

Standard Assessment Criteria:

A: Knowing and Understanding

i. Explain scientific knowledge

D. Reflecting on the impacts of science

i. Explain the ways in which science is applied and used to address a specific problem or issue

ii. Discuss and evaluate the various implications of the use of science and its application in
solving a specific problem or issue

Level 1-2:

Watch the following video.

https://youtu.be/k03vxRYsJ4Y

Now answer:

What is Ecological Succession? Explain using scientific knowledge from the

video. Apply Critical Thinking Skills to formulate your answer.

SA/ Sci / MYP1 Page 1 of 9

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Level 3-4:

Look at the following Food chain and answer the related questions.

1. Name the Producer in the “Food Web”.

________________________________________________________________________________

2. Name the top predator(s) in the given “Food Web”.

________________________________________________________________________________

SA/ Sci / MYP1 Page 2 of 9

 3. What will happen to the population of the Golden Eagle if ground squirrels are finished?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

4. What does the arrow represent in this “Food Web”?

________________________________________________________________________________

LEVEL 5-6:

Look at the following picture of a Rainforest biome:

Now fill the following table

Main characteristics Animal types Plant types Any other unique

of this biome characteristic

Level 7-8:
SA/ Sci / MYP1 Page 3 of 9
Visit the following web site

https://visityellowstonenationalparkyall.weebly.com/yellowstones-wildlife.html

Analyze the Yellowstone National Park in relation to its biodiversity according to the following
statement of inquiry.

“Scientists have developed methods and tools to understand and maintain the interactions that
keep ecosystem in balance.”

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Explain the reasons behind endangered species of this region. Give any one example

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

SA/ Sci / MYP1 Page 4 of 9

Look at the given maps and write the steps taken for the recovery of some of the important
species of this area.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

B. Inquiring and designing

i. Explain a problem or question to be tested by a scientific investigation

Create a plan of action to preserve biodiversity on the area. Use the techniques that you have
learnt to make an action plan e.g recycling
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

SA/ Sci / MYP1 Page 5 of 9

 Procedure:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How can your plan be implemented to create local awareness?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

SA/ Sci / MYP1 Page 6 of 9

Task-specific clarification
You will be assessed on the following criteria:

Criterion A: Knowing and Understanding (max 8) ………………………………………………………… your level

Criterion B : Inquiring and Designing (max 8) ………………………………………………………… your level

Criterion D: Reflecting on the impact of Science (max 8) …………………………………………………………… your level

Achievement Comments
Task Specific Clarification
Level

I did not reach a standard described by any of

the descriptors given below.
0
I was able to :
Select scientific knowledge about
1–2
different ecosystems and the problems
related to them
I was able to:
3–4 Recall scientific knowledge about
different ecosystems and the problems
related to them
I was able to:
5–6 State scientific knowledge about
different ecosystems and the problems
related to them
I was able to:
7–8 Outline scientific knowledge about
different ecosystems and the problems
related to them

B: Inquiring and Designing

Achiev Comments
ement Task Specific Clarification
Level

I did not reach a standard described by any of the

descriptors given below.
0
I was able to :
Select a problem or question about
1–2
sustainability of ecosystems but is unable to
give an actionable plan.
I was able to :
State a problem or question about
3–4
sustainability of ecosystems and an actionable
plan with limited success.
I was able to :
State a problem or question about
5–6
sustainability of ecosystems and gave an
incomplete plan of action

SA/ Sci / MYP1 Page 7 of 9

 I was able to :
Outline a problem or question about
7–8
sustainability of ecosystems and gave a
complete actionable plan.

D. Reflecting on the impacts of science

Achieve Comments
ment Task Specific Clarification
Level

I did not reach a standard described by any of

the descriptors given below.
0
I was able to :
State the ways in which science is used to
1–2
address a specific problem and the
implications of to solve a specific problem
about threats to biodiversity of an ecosystem
with limited success
I was able to :
Only outline the ways in which science is
3–4
used to address a specific problem or issue
and the implications of using science to solve
a specific problem or issue about threats to
biodiversity of an ecosystem
I was able to :
Summarize the ways in which science is
5–6
applied and used to address a specific
problem or issue and describe the
implications of using science and its
application to solve a specific problem or
issue about threats to biodiversity of an
ecosystem
I was able to :
Completely describe the ways in which
7–8
science is applied and used to address a
specific problem or issue and discuss and
analyze the implications of using science
and its application to solve a specific problem
or issue about threats to biodiversity of an
ecosystem.

SA/ Sci / MYP1 Page 8 of 9

STUDENT REFLECTION
What do I feel I did best in this assessment?


What were the biggest challenges for me? How did I address them?


What can I improve on next time?



The most important new perspective I gained …

What were the most significant improvements in my science skills?



TEACHER COMMENTS:

Parent / guardian signature Date

SA/ Sci / MYP1 Page 9 of 9