AWARD PROPOSAL for CONSERVATION

SIGNIFICANT CONCEPTS UNIT QUESTION

- Humans are not the only influence on
planet Earth’s systems. Why is it difficult to maintain a balanced
system?
- The more complicated a system is the
more difficult it is to maintain balance.

AOI - ENVIRONMENTS

 Students will gain awareness of non-human

impacts on the environment
 Students will recognize that balance in
ecosystems often sometimes needs to be
redressed.

Overall AIM
To produce a proposal for a monetary award of $40,000 from the UN’s Champions of the Earth organization to
support a local conservation project of your choice.

Objectives
 To show an understanding of ecological issues.
 To demonstrate the impact of a non-human influence on a local ecosystem.
 To follow an appropriate ‘route of enquiry’ and accurate use of research skills in collection data.
 To analyze data.

Timeline, Deadlines and Word Counts

 Specific deadlines will be provided each lesson as the project unfolds.
 A blog will record individual and groups progress and contributions.
 A word count is set for each section on the “Route of Enquiry”.

You will be assessed for the following:

Criteria Section Contributions Skills
A – One World Methodology Group Identify the problems and proposing
Summary Individual solutions.
B – Communication Proposal Group Research (data) and language.
Summary & Bib. Individual
E – Processing Data Supporting Data Identifying patterns in researched data.
Impact Group Data analysis
Outcomes Data presentation methodology
F – Attitudes Blog Individual Collaboration

THE ROUTE of
Introduction of your Justification
(Criterion A - 100 words*)

- Identification of a non-human
influence on the biodiversity of a
local ecosystem.
 TEMPLATE for your PROPOSAL - To be filled in as we go through the process.

* Individual section have a flexible word limits.

PROPOSAL Title
Introduction of your Justification
** Final proposal word limit is fixed.
Supporting Data

Methodology

Impact

Outcomes

Y11 MYP Science – One World Criterion A

Name _______________________________________________

Assignment __________________________________________ MYP Grade:

LEVEL DESCRIPTOR Task Specific Clarification

[ ] The student gives a clear justification that includes
causes and reasons for the need of conservation
The student explains how science is applied and how it
in a local ecosystem.
may be used to address a specific problem or issue in a
local or global context.
[ ] The student gives an account including, where
possible, a range of arguments for and against t
The student discusses the effectiveness of science and their method of conservation and comparisons of
5-6 its application in solving the problem or issue. alternative methods.

[ ] The student gives a detailed account

The student discusses and evaluates the implications
(implications and limitations) of how their
of the use and application of science interacting with at
method of conservation will have a wider impact
least two of the following factors: moral, ethical, social,
on at least two social factor including and assess
economic, political, cultural and environmental.
the implications and limitations of each.

The student describes how science is applied and how it

[ ] The student gives a detailed account of a ther
may be used to address a specific problem or issue in a
method of conservation and how it will be used to
local or global context.
solve the current ecological issue the student(s)
have chosen.
The student describes the effectiveness of science and
3-4 its application in solving the problem or issue. [ ] There is a detailed account of the benefits or
limitations of their method of conservation.
The student describes the implications of the use and
[ ] The student gives a detailed account of how this
application of science interacting with at least one of the
method of conservation will have a wider impact
following factors: moral, ethical, social, economic,
on a social factor (... this impacts .... because....)
political, cultural and environmental.

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.
1-2
The student states the effectiveness of science and its
application in solving the problem or issue.
[ ] The student names a method of conservation to
solve the ecological issue the student(s) have
chosen.
[ ] The student states how well this method solves
the water issue chosen.

0 The student does not reach a standard described by any of the descriptors given below.

Teacher Comments:

Pupil reflection:
To improve my next one world assignment I will…

MYP Science – Communication Criterion B

Name _______________________________________________

Assignment __________________________________________ MYP Grade:

 DESCRIPTOR Task Specific Clarification
LEVEL
[ ] The student uses suitable scientific words in the
right context.
The student uses sufficient scientific language correctly.
[ ] The student succeeds in communicating the
The student communicates scientific information required information.
5-6 effectively.
[ ] The student produces complete list of sources
When appropriate to the task, the student fully
using the MLA referencing format and links each
documents sources of information correctly.
with in-text referencing in an appendix.

[ ] The student uses some scientific words in the

The student uses some scientific language correctly.
right place at the right time.

The student communicates scientific information with
3-4 some effectiveness.
When appropriate to the task, the student partially
documents sources of information.
[ ] The student succeeds in communicating some of
the required information.
[ ] The student produces complete list of sources
which attempts to use the MLA referencing format.

The student uses a limited range of scientific language [ ] The student uses few suitable scientific words
correctly. correctly

[ ] The students attempts at communicating the

1-2 The student communicates scientific information with
limited effectiveness. required information are valiant.

When appropriate to the task, the student makes little

[ ] The student produces a list of sources.
attempt to document sources of information.

0 The student does not reach a standard described by any of the descriptors given below.

Teacher Comments:

Pupil reflection:
To improve my next communication assignment I will…

MYP Science – Processing Data Criterion E

Name _______________________________________________

Assignment __________________________________________ MYP Grade:

Teacher Comments:
 LEVEL DESCRIPTOR
The student collects sufficient relevant data and records it in a
suitable format.
The student organizes, transforms and presents data in numerical
and/or visual forms logically and correctly.
5-6 The student describes a trend, pattern or relationship in the data
and comments on the reliability of the data.
The student draws a clear conclusion based on the correct
interpretation of the data and explains it using scientific
reasoning.
The student collects sufficient relevant data and records it in a
suitable format.
The student organizes, transforms and presents data in
numerical and/or visual forms, with a few errors or omissions.
3-4
The student states a trend, pattern or relationship shown in the
data.
The student draws a conclusion consistent with the
interpretation of the data.
The student collects some data and attempts to record it in a
suitable format.
The student organizes and presents data using simple
numerical or visual forms.
1-2
The student attempts to identify a trend, pattern or relationship in
the data.
The student attempt to draw a conclusion but this is not
consistent with the interpretation of the data.
0 The student does not reach a standard described by any of the descriptors given below.
Pupil reflection:
To improve my next processing data assignment I will…
MYP Science – Attitudes in Science
Name _______________________________________________
Assignment __________________________________________
Task Specific Clarification
[ ] The student collects required data in a table(s) that are
clear and directly related to the proposals methodology
[ ] The student makes further any required calculations
if applicable (without errors and clearly showing
workings) and places any solutions into in a
clear and descriptively titled graph.
[ ] The students describes any trends (relating them to the
proposal) from the graph and \ identifies any anomalies
if applicable.
[ ] The student gives a clear conclusion that is
scientifically related to the proposals methodology
[ ] The student collects required data and places it in a
table(s) and is closely related to the proposals
methodology.
[ ] The student calculates averages if applicable and
makes further required calculations (with errors) and
places solutions into a clear and descriptively titled
graph.
[ ] The student states any trends from the graph.
[ ] The student states a conclusion that is related to the
proposals methodology.
[ ] The student collects some data and attempts to place
into tables.
[ ] The student makes basic calculations if applicable and
places solutions into a table and graph.
[ ] The students attempts to state any trends from the
graph and attempts to relate it to their proposal.
[ ] The student attempts to state a conclusion with little
reference to the proposal.
Student Prediction:
Criterion F
MYP Grade:
 LEVEL DESCRIPTOR Task Specific Clarification
The student requires no guidance to work
safely and uses material and equipment [ ] The student acts independently and competently
in completeling the proposal.
competently.

5-6 [ ] The students work and effort does not impact

The student works responsibly with regards to others.
the living and non-living environment.
[ ] The student works successfully with others by
When working as part of a group, the student putting in equal effort and consideration.
cooperates with others.
The student requires little guidance to work
safely and little assistance when using [ ] The student generally acts safety AND needs little
help to complete the proposal
material and equipment.

3-4 The student works responsibly with regards

[ ] The student generally keeps equipment tidy.

to the living and non-living environment.

[ ] The student generally work well with others .
When working as part of a group the student
cooperates with others on most occasions.
The student requires some guidance to work
safely and some assistance when using [ ] The student struggles to act safety AND needs
help to complete the proposal
material and equipment.
[ ] The student struggles to tidy equipment away
The student requires some guidance to work
1-2 responsibly with regards to the living and non-
living environment. [ ] The student struggles to work with others

When working as part of a group, the student

needs frequent reminders to cooperate with
others.
0 The student does not reach a standard described by any of the descriptors given below.

Teacher Comments:

Pupil reflection:
To improve my next attitudes in science assignment I will…