Sciences guide

For use from September 2014/January 2015

 Sciences guide
For use from September 2014/January 2015
 Middle Years Programme
Sciences guide

Published May 2014

Updated July 2014

Published on behalf of the International Baccalaureate Organization, a not-for-profit

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© International Baccalaureate Organization 2014

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MYP320
 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong
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Contents

Introduction 1
Purpose of this guide 1

Sciences in the MYP 2

Programme model 2
Nature of sciences 4
Sciences across the IB continuum 5
Aims 8
Objectives 9
Planning a progression of learning 12
Interdisciplinary learning 15
MYP projects 16

Written and taught curriculum 17

Requirements 17
Planning the sciences curriculum 18
Teaching and learning through inquiry 19
Subject-specific guidance 26

Assessed curriculum 29
Alignment of objectives and criteria 29
Assessment criteria overview 30
Sciences assessment criteria: Year 1 31
Sciences assessment criteria: Year 3 36
Sciences assessment criteria: Year 5 42
eAssessment 48

Appendices 49
Related concepts in sciences 49
Sciences glossary 51
MYP command terms for sciences 53
Selected reading 55

Sciences guide
Introduction

Purpose of this guide

This guide is for use from September 2014 or January 2015, depending on the start of the school year.

This document provides the framework for teaching and learning in sciences in the Middle Years
Programme (MYP) and must be read and used in conjunction with the document MYP: From principles into
practice (May 2014), which includes:

• general information about the programme

• the MYP unit planner, with guidance for developing the curriculum that is relevant for all subject
groups
• detailed information about approaches to learning
• advice that supports access and inclusion (including accommodations for students with learning
support requirements)
• a statement on academic honesty.

In MYP publications, requirements appear in a text box like this one.

Additional resources
Teacher support materials (TSM) are available in the online curriculum centre (http://occ.ibo.org). The
TSM for sciences contains support for developing the written, taught and assessed curriculum. It provides
examples of good practice, including subject group overviews, assessment tasks and markschemes, as well
as student work with teacher comments.

An optional process of external assessment can lead to IB MYP course results for sciences courses, and
these results can contribute to the awarding of an IB MYP certificate. More information is available in the
annual publication Handbook of procedures for the Middle Years Programme.

A range of publications that support the MYP are available at the IB store (http://store.ibo.org).

Acknowledgments
The IB gratefully acknowledges the generous contributions of IB World Schools and a global community of
educators who collaborate in the development of the Middle Years Programme.

Sciences guide 1
Sciences in the MYP

Programme model

Figure 1
Middle Years Programme model

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students
to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging
students to make connections between their studies in traditional subjects and the real world. It fosters the
development of skills for communication, intercultural understanding and global engagement—essential
qualities for young people who are becoming global leaders.

The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds
upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares
students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related
Certificate (IBCC).

The MYP:

• addresses holistically students’ intellectual, social, emotional and physical well-being

• provides students opportunities to develop the knowledge, attitudes and skills they need in order
to manage complexity, and take responsible action for the future

2 Sciences guide
 Programme model

• ensures breadth and depth of understanding through study in eight subject groups
• requires the study of at least two languages to support students in understanding their own cultures
and those of others
• empowers students to participate in service with the community
• helps to prepare students for further education, the workplace and a lifetime of learning.

Sciences guide 3
Sciences in the MYP

Nature of sciences

The scientific mind does not so much provide the right answers as asks the
right questions.
Claude Lévi-Strauss
With inquiry at the core, the MYP sciences framework aims to guide students to independently and
collaboratively investigate issues through research, observation and experimentation. The MYP sciences
curriculum must explore the connections between science and everyday life. As they investigate real
examples of science applications, students will discover the tensions and dependencies between science
and morality, ethics, culture, economics, politics, and the environment.

Scientific inquiry also fosters critical and creative thinking about research and design, as well as the
identification of assumptions and alternative explanations. Students should learn to appreciate and respect
the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as
members of local and global communities.

Learning science involves more than simply learning technical terminology. The MYP considers all teachers
to be language teachers and, thus, MYP sciences should enable students to access, use and communicate
scientific knowledge correctly and confidently in oral, written and visual modes.

4 Sciences guide
Sciences in the MYP

Sciences across the IB continuum

The IB continuum of international education provides a progression of learning for students aged 3–19.
In the PYP, science is viewed as the exploration of aspects of the natural world. Science within the IB
programmes encourages inquiry, curiosity and ingenuity. Learners should develop an understanding of the
resources of a rapidly-changing scientific and technological society and how to use those resources wisely.
The MYP sciences curriculum aims to build on what students learn and do in the PYP and other student-
centred programmes of primary education. There are no prior formal learning requirements.

The main approach to teaching and learning sciences is through structured inquiry in the context of
interdisciplinary units. Students are encouraged to investigate science by formulating their own questions
and finding answers to those questions, including through research and experimentation.

Scientific inquiry enables students to develop a way of thinking and a set of skills and processes that they
can use to confidently tackle the internal assessment component of DP subjects in biology, chemistry
and physics. Moreover, the MYP sciences objectives and assessment criteria A–D are aligned with the DP
sciences objectives and internal assessment criteria, supporting the smooth transition from the MYP to the
DP (see figures 2 and 3).

All IB programmes share common beliefs and values about teaching and learning science:

• International dimension: Students develop an appreciation that science requires open-mindedness

and freedom of thought transcending gender, political, cultural, linguistic, national and religious
boundaries.
• Aesthetic dimension: Students engage with the complexities, intricacies and beauty of science,
which arouses their curiosity and heightens their learning.
• Ethical dimension: Students reflect on the ethical, social, economic, political, cultural and
environmental implications of using science to solve specific problems. Students develop a personal,
ethical stance on science-related issues.
• Learning through investigation: Students construct meaning by designing, conducting and
reflecting on scientific investigations. The scientific process, which encourages hands-on experience,
inquiry, and critical thinking, enables students to make informed and responsible decisions, not only
in science but also in other areas of life.
• Collaboration: Students are provided opportunities to work individually and with their peers to learn
about science within and beyond the classroom. They develop safe and responsible working habits in
practical science.
The IB learner profile provides a strong foundation for teaching and learning science in IB programmes and
is integral to its successful application.

Sciences guide 5
Sciences across the IB continuum

Diploma
Programme Biology Chemistry Physics

Middle Years
Programme Sciences

Primary Years
Programme Science

Figure 2
IB continuum pathway to Diploma Programme subjects—biology, chemistry and physics

Diploma Environmental Sports, exercise

systems and and health
Programme societies science

Middle Years Physical

Programme Individuals and
societies
Sciences and health
education

Primary Years Personal, social

Programme Social studies Science and physical
education

Figure 3
IB continuum pathway to Diploma Programme subjects—sports, exercise and health science
and environmental systems and societies

6 Sciences guide
 Sciences across the IB continuum

MYP sciences also helps to prepare students for overall success in the IB Diploma Programme.

The knowledge, skills and attitudes that students develop in sciences courses provide a meaningful
foundation for further study and help to prepare students for careers in academic and corporate research,
as laboratory assistants and managers, in scientific consultancy for a range of companies and NGOs, in
teaching, in fieldwork and journalism.

Sciences guide 7
Sciences in the MYP

Aims

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of MYP sciences are to encourage and enable students to:

• understand and appreciate science and its implications

• consider science as a human endeavour with benefits and limitations
• cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct
explanations and judge arguments
• develop skills to design and perform investigations, evaluate evidence and reach conclusions
• build an awareness of the need to effectively collaborate and communicate
• apply language skills and knowledge in a variety of real-life contexts
• develop sensitivity towards the living and non-living environments
• reflect on learning experiences and make informed choices.

8 Sciences guide
Sciences in the MYP

Objectives

The objectives of any MYP subject group state the specific targets that are set for learning in that subject.
They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive
dimensions of knowledge.

Schools must use the objectives provided in this guide for years 1, 3 and 5 of the programme.

Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning
expectation.

Subject groups must address all strands of all four objectives at least twice in each year of the MYP.

These objectives relate directly to the assessment criteria found in the “Assessed curriculum” section of this
guide.

Together these objectives reflect the holistic nature of science and the real-world work of scientists. They
enable students to engage with all aspects of science, either through individual objectives or connected
processes.

A Knowing and understanding

Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and
theories) and apply it to solve problems and express scientifically supported judgments.

Tests or exams must be assessed using this objective. To reach the highest level students must make
scientifically supported judgments about the validity and/or quality of the information presented to them.
Assessment tasks could include questions dealing with “scientific claims” presented in media articles, or the
results and conclusions from experiments carried out by others, or any question that challenges students to
analyse and examine the information and allows them to outline arguments about its validity and/or quality
using their knowledge and understanding of science.

In order to reach the aims of sciences, students should be able to:

i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments.

Sciences guide 9
Objectives

B Inquiring and designing

Intellectual and practical skills are developed through designing, analysing and performing scientific
investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasizes
experimental work and scientific inquiry.

When students design a scientific investigation they should develop a method that will allow them to
collect sufficient data so that the problem or question can be answered. To enable students to design
scientific investigations independently, teachers must provide an open-ended problem to investigate. An
open-ended problem is one that has several independent variables appropriate for the investigation and
has sufficient scope to identify both independent and controlled variables. In order to achieve the highest
level for the strand in which students are asked to design a logical, complete and safe method, the student
would include only the relevant information, correctly sequenced.

In order to reach the aims of sciences, students should be able to:

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

ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations.

C Processing and evaluating

Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that
have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which
they can use to evaluate the method and discuss possible improvements or extensions.

In order to reach the aims of sciences, students should be able to:

i. present collected and transformed data

ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method.

D Reflecting on the impacts of science

Students gain global understanding of science by evaluating the implications of scientific developments
and their applications to a specific problem or issue. Varied scientific language will be applied in order to
demonstrate understanding. Students are expected to become aware of the importance of documenting
the work of others when communicating in science.

Students must reflect on the implications of using science, interacting with one of the following factors:
moral, ethical, social, economic, political, cultural or environmental, as appropriate to the task. The student’s
chosen factor may be interrelated with other factors.

10 Sciences guide
 Objectives

In order to reach the aims of sciences, students should be able to:

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
iii. apply scientific language effectively
iv. document the work of others and sources of information used.

Sciences guide 11
Sciences in the MYP

Planning a progression of learning

Throughout the programme, students should engage with the curriculum and be expected to demonstrate
their understanding at increasing levels of sophistication. The range of assessed skills, techniques, and
concepts, as well as the complexity of their application, must increase as students progress through the
programme.

Year 1 Year 3 Year 5

In order to reach the aims of In order to reach the aims of In order to reach the aims of
sciences, students should be sciences, students should be sciences, students should be
able to: able to: able to:

Objective A: Knowing and understanding

i. outline scientific i. describe scientific i. explain scientific

knowledge knowledge knowledge
ii. apply scientific knowledge ii. apply scientific knowledge ii. apply scientific knowledge
and understanding to and understanding to and understanding to
solve problems set in solve problems set in solve problems set in
familiar situations and familiar and unfamiliar familiar and unfamiliar
suggest solutions to situations situations
problems set in unfamiliar iii. analyse information iii. analyse and evaluate
situations to make scientifically information to make
iii. interpret information supported judgments. scientifically supported
to make scientifically judgments.
supported judgments.

Objective B: Inquiring and designing

i. outline an appropriate i. describe a problem or i. explain a problem or

problem or research question to be tested by a question to be tested by a
question to be tested by a scientific investigation scientific investigation
scientific investigation ii. outline a testable ii. formulate a testable
ii. outline a testable hypothesis and explain it hypothesis and explain it
prediction using scientific using scientific reasoning using scientific reasoning
reasoning iii. describe how to iii. explain how to manipulate
iii. outline how to manipulate manipulate the variables, the variables, and explain
the variables, and outline and describe how data will how data will be collected
how data will be collected be collected iv. design scientific
iv. design scientific iv. design scientific investigations.
investigations. investigations.

12 Sciences guide
 Planning a progression of learning

Year 1 Year 3 Year 5

In order to reach the aims of In order to reach the aims of In order to reach the aims of
sciences, students should be sciences, students should be sciences, students should be
able to: able to: able to:

Objective C: Processing and evaluating

i. present collected and i. present collected and i. present collected and

transformed data transformed data transformed data
ii. interpret data and outline ii. interpret data and describe ii. interpret data and explain
results using scientific results using scientific results using scientific
reasoning reasoning reasoning
iii. discuss the validity of a iii. discuss the validity of a iii. evaluate the validity of a
prediction based on the hypothesis based on the hypothesis based on the
outcome of the scientific outcome of the scientific outcome of the scientific
investigation investigation investigation
iv. discuss the validity of the iv. discuss the validity of the iv. evaluate the validity of the
method method method
v. describe improvements or v. describe improvements or v. explain improvements or
extensions to the method. extensions to the method. extensions to the method.

Objective D: Reflecting on the impact of science

i. summarize the ways in i. describe the ways in which i. explain the ways in which
which science is applied science is applied and science is applied and
and used to address a used to address a specific used to address a specific
specific problem or issue problem or issue problem or issue
ii. describe and summarize ii. discuss and analyse the ii. discuss and evaluate the
the various implications various implications of various implications of
of the use of science and the use of science and its the use of science and its
its application in solving a application in solving a application in solving a
specific problem or issue specific problem or issue specific problem or issue
iii. apply scientific language iii. apply scientific language iii. apply scientific language
effectively effectively effectively
iv. document the work of iv. document the work of iv. document the work of
others and sources of others and sources of others and sources of
information used. information used. information used.

Sciences guide 13
Planning a progression of learning

Visualizing the scientific process

The scientific process of inquiring, designing, processing and evaluating is represented by MYP sciences
objectives B (inquiring and designing) and C (processing and evaluating). The visual representation in figure
4 shows the dynamic relationship between the four areas of experimental design and reporting.

Discuss Explain the

improvements or problem or
extensions to the question to be
method tested

Evaluate the
method
In
e

qu
at

ire Formulate
alu

and explain
Ev

Evaluate the a testable

hypothesis hypothesis

Processing Inquiring
and and
evaluating designing
Explain how
to manipulate
the variables
Interpret and
Pr and how
n

explain the
oc data will be
sig

results
es collected
De

Collect, organize, Design a safe, logical and

transform and present complete method
data

Figure 4
The experimental cycle

14 Sciences guide
Sciences in the MYP

Interdisciplinary learning

Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but extends
disciplinary understanding in ways that are:

• integrative—bringing together concepts, methods or modes of communication from two or more

subject groups, disciplines or established areas of expertise to develop new perspectives
• purposeful—connecting disciplines to solve real-world problems, create products or address
complex issues in ways that would have been unlikely through a single approach.
Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental
needs of students in the MYP. It prepares students for further academic (inter)disciplinary study and for life
in an increasingly interconnected world.

The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledge
across subject groups and disciplines. Fostering interdisciplinary teaching and learning in the MYP (2014)
contains more information, including a detailed process for planning and recording interdisciplinary units.

MYP schools are responsible for engaging students in at least one collaboratively planned
interdisciplinary unit for each year of the programme.

MYP sciences offer many opportunities for interdisciplinary teaching and learning. Possible interdisciplinary
units in this subject group could include inquiries into:

• using mathematics to interpret and present data

• designing lighting and sound for arts productions using quantitative analysis
• investigating the properties of materials for design projects.
Interdisciplinary learning can take place through large- and small-scale learning engagements. Authentic
interdisciplinary learning often requires critical reflection and detailed collaborative planning. However,
teachers and students can also make interdisciplinary connections through spontaneous learning
experiences and conversations.

All MYP subject group teachers are responsible for developing meaningful ongoing opportunities
for interdisciplinary teaching and learning.

Sciences guide 15
Sciences in the MYP

MYP projects

MYP projects
The MYP community project (for students in years 3 or 4) and MYP personal project (for students in year 5)
aim to encourage and enable sustained inquiry within a global context that generates new insights and
deeper understanding. In these culminating experiences, students develop confidence as principled,
lifelong learners. They grow in their ability to consider their own learning, communicate effectively and take
pride in their accomplishments.

Courses in sciences help students to develop key approaches to learning (ATL) that lead to success and
enjoyment in the MYP projects. In this subject group, students have important opportunities to practise ATL
skills, especially organizing and depicting information logically. Collaboration skills are an essential aspect
of the scientific enterprise.

From their learning experiences in this subject group, students can find inspiration for their projects.
Students’ interest in the natural world and in technological innovation provides many points of entry into
projects that involve science, technology, engineering and mathematics.

MYP sciences offers many opportunities for learning through action. Inspiration from sciences for
community projects and personal projects might include inquiries into:

• scientific principles and natural phenomena of personal interest

• applications of science to solve practical problems
• individual, community or global challenges that require scientific understanding
• scientific literacy in local and national communities
• the impact of scientific developments and innovations.

16 Sciences guide
Written and taught curriculum

Requirements

Teaching hours
Schools must allocate the teaching hours necessary to meet the requirements of MYP sciences.

The MYP requires at least 50 hours of teaching time for each subject group in each year of the
programme.

In practice, more time is often necessary to meet subject group aims and objectives and to provide for the
sustained, concurrent teaching that enables interdisciplinary study.

For students pursuing IB MYP course results that can contribute to the awarding of the IB MYP certificate,
the recommended sciences courses should include at least 70 teaching hours in each of the final two years
of the programme (MYP year 4 and MYP year 5).

Organizing sciences in the school

MYP sciences courses usually include biology, chemistry and physics, but schools may develop and offer
other sciences courses as long as students can meet the aims and objectives of the IB subject group.
Additional courses could include environmental sciences, life sciences, physical sciences, sport sciences,
health sciences and earth sciences.

Although schools may vary the structure of the sciences curriculum throughout the five years of the
programme, they should offer either discrete or modular science courses:

Discrete sciences courses generally encompass biology, chemistry and physics, but may include other
science disciplines. Discrete science courses can include interdisciplinary science units that explore
concepts, skills and processes from two or more science disciplines, provided that teachers

• use related concepts from the course’s disciplinary focus

• devote at least fifty per cent (50%) of guided learning hours in the course to its disciplinary focus.
Modular sciences courses include two or more discrete sciences taught in rotation. This structure can also
include interdisciplinary science units, provided that schools

• clearly identify student achievement of MYP sciences objectives for each discipline
• provide a balanced selection of science disciplines.

In every year of MYP sciences, all students must independently complete a scientific investigation
that is assessed against criterion B (inquiring and designing) and criterion C (processing and
evaluating).

Sciences guide 17
Written and taught curriculum

Planning the sciences curriculum

IB World Schools are responsible for developing and structuring MYP sciences courses that provide
opportunities for students to meet the aims and objectives of the programme. Each school’s circumstances,
including local and national curriculum requirements, determine the organization of the sciences within the
school.

MYP standards and practices require schools to facilitate and promote collaborative planning for the
purpose of curriculum development and review.

Sciences objectives for years 1 to 5 of the curriculum provide continuity and outline a progression of
learning. These objectives guide teachers in making decisions about developmentally appropriate learning
experiences, including formative and summative assessments.

As they develop the vertical articulation of sciences over the years of the programme, teachers should
plan increasingly complex units of work that encompass multiple objectives. However, within these units,
discrete tasks or smaller units of work might concentrate on specific objectives or individual strands.

Sciences courses offer many opportunities to build interdisciplinary connections across the curriculum.
Horizontal articulation for each year of the programme should coordinate teaching and learning across
courses in sciences, as well as identify shared conceptual understandings and approaches to learning
(ATL) that span multiple subject groups and help to create a coherent learning experience for students
throughout the year.

18 Sciences guide
Written and taught curriculum

Teaching and learning through inquiry

Inquiry, in the broadest sense, is the process that is used to move to deeper levels of understanding. Inquiry
involves speculating, exploring, questioning and connecting. In all IB programmes, inquiry develops
curiosity and promotes critical and creative thinking.

The MYP structures sustained inquiry in sciences by developing conceptual understanding in global
contexts. Teachers and students develop a statement of inquiry and use inquiry questions to explore
the subject. Through their inquiry, students develop specific interdisciplinary and disciplinary approaches
to learning skills.

Conceptual understanding
A concept is a “big idea”—a principle or notion that is enduring, the significance of which goes beyond
particular origins, subject matter, or place in time. Concepts represent the vehicle for students’ inquiry
into the issues and ideas of personal, local and global significance, providing the means by which they can
explore the essence of the sciences.

Concepts have an important place in the structure of knowledge that requires students and teachers to
think with increasing complexity as they organize and relate facts and topics.

Concepts express understanding that students take with them into lifelong adventures of learning. They
help students to develop principles, generalizations and theories. Students use conceptual understanding
as they solve problems, analyse issues, and evaluate decisions that can have an impact on themselves, their
communities and the wider world.

In the MYP, conceptual understanding is framed by prescribed key and related concepts. Teachers
must use these concepts to develop the curriculum. Schools may identify and develop additional
concepts to meet local circumstances and curriculum requirements.

Key concepts
Key concepts promote the development of a broad curriculum. They represent big ideas that are both
relevant within and across disciplines and subjects. Inquiry into key concepts can facilitate connections
between and among:

• courses within the sciences subject group (intra-disciplinary learning)

• other subject groups (interdisciplinary learning).
Table 1 lists the key concepts to be explored across the MYP. The key concepts contributed by the study of
sciences are change, relationships and systems.

Sciences guide 19
Teaching and learning through inquiry

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global interactions Identity Logic

Perspective Relationships Systems Time, place and space

Table 1
MYP key concepts

These key concepts provide a framework for sciences, informing units of work and helping to organize
teaching and learning.

Change
Change is a conversion, transformation or movement from one form, state or value to another. Inquiry into
the concept of change involves understanding and evaluating causes, processes and consequences.

In sciences, change is viewed as the difference in a system’s state when observed at different times. This
change could be qualitative (such as differences in structure, behaviour, or level) or quantitative (such as a
numerical variable or a rate). Change can be irreversible, reversible or self-perpetuating.

Relationships
Relationships are the connections and associations between properties, objects, people and ideas—
including the human community’s connections with the world in which we live. Any change in relationship
brings consequences—some of which may occur on a small scale, while others may be far reaching,
affecting large networks and systems such as human societies and the planetary ecosystem.

Relationships in sciences indicate the connections found among variables through observation or
experimentation. These relationships also can be tested through experimentation. Scientists often search
for the connections between form and function. Modelling is also used to represent relationships where
factors such as scale, volume of data, or time make other methods impractical.

Systems
Systems are sets of interacting or interdependent components. Systems provide structure and order in
human, natural and built environments. Systems can be static or dynamic, simple or complex.

Systems in sciences describe sets of components that function due to their interdependence or
complementary nature. Common systems in science are closed systems, where resources are not removed
or replaced, and open systems, where necessary resources are renewed regularly. Modelling often uses
closed systems to simplify or limit variables.

Other key concepts can also be important in sciences. For example, development is an important aspect
in the continual growth through change that epitomizes scientific knowledge. Science offers important
perspectives on the definition, measurement and meaning of time, place and space. Creativity is always
important for scientists working together to extend the limits of human understanding.

20 Sciences guide
 Teaching and learning through inquiry

Related concepts
Related concepts promote deep learning. They are grounded in specific disciplines and are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex
and sophisticated conceptual understanding. Related concepts may arise from the subject matter of a unit
or the craft of a subject—its features and processes.

The following tables list related concepts for the study of sciences. Teachers are not limited to the related
concepts listed in this chart and may choose others when planning units, including from other subject
groups.

Related concepts in biology

Balance Development Energy

Environment Evidence Form

Function Interaction Models

Movement Patterns Transformation

Table 2a
Related concepts in biology

Related concepts in chemistry

Balance Conditions Consequences

Energy Evidence Form

Function Interaction Models

Movement Patterns Transfer

Table 2b
Related concepts in chemistry

Related concepts in physics

Consequences Development Energy

Environment Evidence Form

Function Interaction Models

Movement Patterns Transformation

Table 2c
Related concepts in physics

Sciences guide 21
Teaching and learning through inquiry

Related concepts for modular sciences courses

Balance Consequences Energy

Environment Evidence Form

Function Interaction Models

Movement Patterns Transformation

Table 2d
Related concepts for modular sciences courses

The appendix contains a glossary of these related concepts for sciences.

Global contexts for teaching and learning

Global contexts direct learning toward independent and shared inquiry into our common humanity and
shared guardianship of the planet. Using the world as the broadest context for learning, MYP sciences can
develop meaningful explorations of

• identities and relationships

• orientation in space and time
• personal and cultural expression
• scientific and technical innovation
• globalization and sustainability
• fairness and development.

Teachers must identify a global context for teaching and learning, or develop additional contexts
that help students explore the relevance of their inquiry (why it matters).

Many inquiries into sciences concepts naturally focus on scientific and technical innovation. However,
courses in this subject group should, over time, offer students multiple opportunities to explore all MYP
global contexts in relation to the aims and objectives of the subject group.

Statements of inquiry
Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry
and direct purposeful learning. Table 3 shows some possible statements of inquiry for possible units of work
in MYP sciences.

22 Sciences guide
 Teaching and learning through inquiry

Statement of inquiry Key concept Possible project/study

Related concepts
Global context

Scientific and technological • Change Biology: biotechnology

advances enable societies to • Function, transformation
use, control and transform
• Scientific and technical
the function of organisms and
innovation
biological molecules.

Models can represent the • Relationships Biology: DNA and heredity

structural and functional • Models, structure, function
relationship between DNA and
• Identities and relationships
inherited traits.

Organisms interact with • Systems Biology: ecology

the natural environment by • Interaction, environment,
transferring matter and energy. energy
• Scientific and technical
innovation

Population change is a • Change Biology: evolution

consequence of the unbalanced • Consequences, balance
opportunities provided by
• Fairness and development
natural selection.

A person’s health is influenced • Change Chemistry: food chemistry

by cultural and conditional • Influence, culture,
changes to diet. conditions, balance
• Identities and relationships

Knowledge-challenging • Relationships Chemistry: periodic trends

discoveries evolve the periodic • Change, form, function
table’s form to enhance its
• Orientation in space and
function of showing trends
time
in the physical and chemical
properties of the elements.

Scientists observe patterns and • Systems Chemistry: chemical

use them to construct systems • Patterns, development, nomenclature
that explain how the world models
works.
• Personal and cultural
expression

Increasing electrical energy • Change Physics: magnetism and

production to meet the needs of • Environment, electricity
an expanding global population consequences,
can have environmental development, energy
consequences.
• Globalization and
sustainability

Sciences guide 23
Teaching and learning through inquiry

Statement of inquiry Key concept Possible project/study

Related concepts
Global context

Technological advances like • Relationships Physics: nuclear energy

nuclear energy affect the • Consequences, energy,
relationship between humans evidence
and the natural environment.
• Scientific and technical
innovation

Technology designers creatively • Systems Physics: application of physics

apply energy transformations in • Energy, transformation,
order to develop and reinvent development
devices.
• Scientific and technical
innovation

Table 3
Example statements of inquiry

Inquiry questions
Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable
inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and
sequence learning experiences.

Table 4 shows some possible inquiry questions for MYP sciences units.

Factual questions: Conceptual questions: Debatable questions:

Remembering facts and topics Analysing big ideas Evaluating perspectives and
developing theories

• What do cells look like? • How is the universe • Who should have the
• How do scientists measure structured? power to modify and
chemical molecules and • How do models evolve control genetic material?
compounds? and transform? • What are the social and
• Which technologies are • What is the relationship economic consequences
available for producing between microbiology of nuclear energy?
electrical energy at an and natural selection? • What are the limits of
industrial scale? scientific understanding?

Table 4
Examples of factual, conceptual and debatable questions

Approaches to learning
All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL)
skills. These skills provide valuable support for students working to meet the subject group’s aims and
objectives.

24 Sciences guide
 Teaching and learning through inquiry

ATL skills are grouped into five categories that span the IB continuum of international education. IB
programmes identify discrete skills in each category that can be introduced, practised and consolidated in
the classroom and beyond.

While ATL skills are relevant across all MYP subject groups, teachers may also identify ATL skill indicators
especially relevant for, or unique to, a particular subject group or course.

Table 5 suggests some of the indicators that can be important in sciences.

Category Skill indicator

Thinking skills Interpret data gained from scientific investigations.

Social skills Practise giving feedback on the design of experimental methods.

Communication skills Use appropriate visual representations of data based on purpose and
audience.

Self-management skills Structure information appropriately in laboratory investigation reports.

Research skills Make connections between scientific research and related moral, ethical,
social, economic, political, cultural or environmental factors.

Table 5
Examples of sciences-specific skill indicators

Well-designed learning engagements and assessments provide rich opportunities for students to practise
and demonstrate ATL skills. Each MYP unit explicitly identifies ATL skills around which teaching and learning
can focus, and through which students can authentically demonstrate what they are able to do. Formative
assessments provide important feedback for developing discrete skills, and many ATL skills support students
as they demonstrate their achievements in summative assessments of subject group objectives.

Table 6 lists some specific ATL skills that students can demonstrate through performances of understanding
in sciences.

Approaches to learning

Thinking (or critical thinking): Draw justifiable conclusions based on processing, interpreting and
evaluating data gained from scientific investigations.
Communication (or interaction): Use appropriate scientific terminology, data tables and graphs to
make the meaning of your findings clear to an audience of your peers.

Table 6
Examples of sciences demonstrations of ATL skills

Sciences guide 25
Written and taught curriculum

Subject-specific guidance

Mathematical requirements
Throughout the MYP sciences students should have regular exposure to the mathematical skills developed in
MYP mathematics and used by scientists. By the end of the MYP sciences course, students should be able to:

• perform the basic arithmetic functions: addition, subtraction, multiplication and division
• use calculations involving means, decimals, fractions, percentages, ratios, approximations and
reciprocals
• use standard notation (for example, 3.6 × 106)
• use direct and inverse proportion
• solve simple algebraic equations
• solve linear simultaneous equations
• plot graphs (with suitable scales and axes), including two variables that show linear and non-linear
relationships
• interpret graphs, including the significance of gradients, changes in gradients, intercepts and areas
• draw lines (either curves or linear) of best fit on a scatter plot graph
• interpret data presented in various forms (for example, bar charts, histograms and pie charts)

• represent arithmetic mean using x-bar notation (for example, x)

Safety in practical work

Because IB science courses emphasize inquiry and experimentation, schools need to provide many field
experiences and laboratory work for students. Schools should follow these guidelines to help ensure safety
in practical work.

• Assess and manage the risk of potential hazards

• Maintain school science laboratories and ensure that they are safe and well equipped
• Ensure that everyone involved in practical work knows the correct safety codes and procedures to
follow
• Use appropriate class size and supervision of practical work to limit potential risks and hazards
It is a basic responsibility of everyone involved in MYP sciences to make safety and health an ongoing
commitment within the context of local requirements, educational and cultural traditions, financial
constraints and national legal systems. Teachers can use these guidelines developed by the International
Council of Associations for Science Education (ICASE) Safety Committee by The Laboratory Safety Institute
(LSI).

26 Sciences guide
 Subject-specific guidance

The Laboratory Safety Institute’s Laboratory Safety Guidelines

40 suggestions for a safer lab
Steps requiring minimal expense
1. Have a written health, safety and environmental affairs (HS&E) policy statement.
2. Organize a departmental HS&E committee of employees, management, faculty, staff and students
that will meet regularly to discuss HS&E issues.
3. Develop an HS&E orientation for all new employees and students.
4. Encourage employees and students to care about their health and safety and that of others.
5. Involve every employee and student in some aspect of the safety programme and give each specific
responsibilities.
6. Provide incentives to employees and students for safety performance.
7. Require all employees to read the appropriate safety manual. Require students to read the institution’s
laboratory safety rules. Have both groups sign a statement that they have done so, understand the
contents, and agree to follow the procedures and practices. Keep these statements on file in the
department office.
8. Conduct periodic, unannounced laboratory inspections to identify and correct hazardous conditions
and unsafe practices. Involve students and employees in simulated health and safety inspections.
9. Make learning how to be safe an integral and important part of science education, your work and your
life.
10. Schedule regular departmental safety meetings for all students and employees to discuss the results
of inspections and aspects of laboratory safety.
11. When conducting experiments with hazards or potential hazards, ask yourself these questions.
–– What are the hazards?
–– What are the worst possible things that could go wrong?
–– How will I deal with them?
–– What are the prudent practices, protective facilities and equipment necessary to minimize the
risk of exposure to the hazards?
12. Require that all accidents (incidents) be reported, evaluated by the departmental safety committee,
and discussed at departmental safety meetings.
13. Require every pre-lab/pre-experiment discussion to include consideration of the health and safety
aspects.
14. Don’t allow experiments to run unattended unless they are failsafe.
15. Forbid working alone in any laboratory and working without the prior knowledge of a staff member.
16. Extend the safety programme beyond the laboratory to the automobile and the home.
17. Allow only minimum amounts of flammable liquids in each laboratory.
18. Forbid smoking, eating and drinking in the laboratory.
19. Do not allow food to be stored in chemical refrigerators.
20. Develop plans and conduct drills for dealing with emergencies such as fire, explosion, poisoning,
chemical spill or vapour release, electric shock, bleeding and personal contamination.
21. Require good housekeeping practices in all work areas.

Sciences guide 27
Subject-specific guidance

22. Display the phone numbers of the fire department, police department and local ambulance either on
or immediately next to every phone.
23. Store acids and bases separately. Store fuels and oxidizers separately.
24. Maintain a chemical inventory to avoid purchasing unnecessary quantities of chemicals.
25. Use warning signs to designate particular hazards.
26. Develop specific work practices for individual experiments, such as those that should be conducted
only in a ventilated hood or involve particularly hazardous materials. Whenever possible, most
hazardous experiments should be done in a hood.

Steps requiring moderate expense

27. Allocate a portion of the departmental budget to safety.
28. Require the use of appropriate eye protection at all times in laboratories and areas where chemicals
are transported.
29. Provide adequate supplies of personal protective equipment—safety glasses, goggles, face shields,
gloves, lab coats and bench-top shields.
30. Provide fire extinguishers, safety showers, eye wash fountains, first aid kits, fire blankets and fume
hoods in each laboratory and test or check monthly.
31. Provide guards on all vacuum pumps and secure all compressed gas cylinders.
32. Provide an appropriate supply of first-aid equipment and instruction on its proper use.
33. Provide fireproof cabinets for storage of flammable chemicals.
34. Maintain a centrally located departmental safety library.
35. Remove all electrical connections from inside chemical refrigerators and require magnetic closures.
36. Require grounded plugs on all electrical equipment and install ground fault interrupters (GFIs), where
appropriate.
37. Label all chemicals to show the name of the material, the nature and degree of hazard, the appropriate
precautions, and the name of the person responsible for the container.
38. Develop a programme for dating stored chemicals and for recertifying or discarding them after
predetermined maximum periods of storage.
39. Develop a system for the legal, safe and ecologically acceptable disposal of chemical wastes.
40. Provide secure, adequately spaced, well-ventilated storage of chemicals.

28 Sciences guide
Assessed curriculum

Alignment of objectives and assessment criteria

In the MYP, assessment is closely aligned with the written and taught curriculum. Each strand from MYP
sciences has a corresponding strand in the assessment criteria for this subject group. Figure 5 illustrates this
alignment and the increasingly complex demands for student performance at higher achievement levels.

Achievement Level descriptor

level
C Processing and 0 The student does not reach a standard identified by any of

evaluating
the descriptors below.

1–2 The student is able to:

At the end of year 5, students should
i. collect and present data in numerical and/or visual forms
be able to:
ii. interpret data
i. present collected and
iii. state the validity of a hypothesis based on the outcome of
transformed data
a scientific investigation
ii. interpret data and explain iv. state the validity of the method based on the outcome of a
results using scientific reasoning scientific investigation
iii. evaluate the validity of a v. state improvements or extensions to the method.
hypothesis based on the
outcome of the scientific 3–4 The student is able to:

investigation i. correctly collect and present data in numerical and/or

visual forms
iv. evaluate the validity of the method
ii. accurately interpret data and explain results
v. explain improvements or
extensions to the method. iii. outline the validity of a hypothesis based on the outcome
of a scientific investigation

iv. outline the validity of the method based on the outcome

of a scientific investigation

v. outline improvements or extensions to the method that

would benefit the scientific investigation.

5–6 The student is able to:

i. correctly collect, organize and present data in numerical

and/or visual forms

ii. accurately interpret data and explain results using

scientific reasoning

iii. discuss the validity of a hypothesis based on the outcome

of a scientific investigation

iv. discuss the validity of the method based on the outcome

of a scientific investigation

v. describe improvements or extensions to the method that

would benefit the scientific investigation.

7–8 The student is able to:

i. correctly collect, organize, transform and present data in

numerical and/or visual forms

ii. accurately interpret data and explain results using correct

scientific reasoning

iii. evaluate the validity of a hypothesis based on the outcome

of a scientific investigation

iv. evaluate the validity of the method based on the outcome

of a scientific investigation

v. explain improvements or extensions to the method that

would benefit the scientific investigation.

Figure 5
Sciences objectives and criteria alignment

Sciences guide 29
Assessed curriculum

Assessment criteria overview

Assessment for sciences courses in all years of the programme is criterion-related, based on four equally
weighted assessment criteria:

Criterion A Knowing and understanding Maximum 8

Criterion B Inquiring and designing Maximum 8

Criterion C Processing and evaluating Maximum 8

Criterion D Reflecting on the impacts of science Maximum 8

Subject groups must assess all strands of all four assessment criteria at least twice in each year of
the MYP.

In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible
achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4);
substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers
use to make “best-fit” judgments about students’ progress and achievement.

This guide provides the required assessment criteria for years 1, 3 and 5 of MYP sciences. In response to
national or local requirements, schools may add criteria and use additional models of assessment. Schools
must use the appropriate assessment criteria as published in this guide to report students’ final achievement
in the programme.

Teachers clarify the expectations for each summative assessment task with direct reference to these
assessment criteria. Task-specific clarifications should clearly explain what students are expected to know
and do. They could be in the form of:

• a task-specific version of the required assessment criteria

• a face-to-face or virtual classroom discussion
• a detailed task sheet or assignment.

30 Sciences guide
Assessed curriculum

Sciences assessment criteria: Year 1

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 1, students should be able to:

i. outline scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest
solutions to problems set in unfamiliar situations
iii. interpret information to make scientifically supported judgments.

Achievement
Level descriptor
level

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

The student is able to:

i. select scientific knowledge
1–2 ii. select scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments, with limited success.

The student is able to:

i. recall scientific knowledge
3–4 ii. apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments.

The student is able to:

i. state scientific knowledge
5–6 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations
iii. apply information to make scientifically supported judgments.

The student is able to:

i. outline scientific knowledge

7–8 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations and suggest solutions to problems set in unfamiliar
situations
iii. interpret information to make scientifically supported judgments.

Sciences guide 31
Sciences assessment criteria: Year 1

Criterion B: Inquiring and designing

Maximum: 8
At the end of year 1, students should be able to:

i. outline an appropriate problem or research question to be tested by a scientific investigation

ii. outline a testable prediction using scientific reasoning
iii. outline how to manipulate the variables, and outline how data will be collected
iv. design scientific investigations.

Achievement
Level descriptor
level

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

The student is able to:

i. select a problem or question to be tested by a scientific investigation
1–2 ii. select a testable prediction
iii. state a variable
iv. design a method with limited success.

The student is able to:

i. state a problem or question to be tested by a scientific investigation
3–4 ii. state a testable prediction
iii. state how to manipulate the variables, and state how data will be collected
iv. design a safe method in which he or she selects materials and equipment.

The student is able to:

i. state a problem or question to be tested by a scientific investigation
ii. outline a testable prediction
5–6
iii. outline how to manipulate the variables, and state how relevant data will
be collected
iv. design a complete and safe method in which he or she selects appropriate
materials and equipment.

The student is able to:

i. outline a problem or question to be tested by a scientific investigation
ii. outline a testable prediction using scientific reasoning
7–8
iii. outline how to manipulate the variables, and outline how sufficient,
relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects
appropriate materials and equipment.

32 Sciences guide
 Sciences assessment criteria: Year 1

Criterion C: Processing and evaluating

Maximum: 8
At the end of year 1, students should be able to:

i. present collected and transformed data

ii. interpret data and outline results using scientific reasoning
iii. discuss the validity of a prediction based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method.

Achievement
Level descriptor
level

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

The student is able to:

i. collect and present data in numerical and/or visual forms
ii. interpret data
iii. state the validity of a prediction based on the outcome of a scientific
1–2 investigation, with limited success
iv. state the validity of the method based on the outcome of a scientific
investigation, with limited success
v. state improvements or extensions to the method that would benefit the
scientific investigation, with limited success.

The student is able to:

i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and outline results
iii. state the validity of a prediction based on the outcome of a scientific
3–4 investigation
iv. state the validity of the method based on the outcome of a scientific
investigation
v. state improvements or extensions to the method that would benefit the
scientific investigation.

The student is able to:

i. correctly collect, organize and present data in numerical and/or visual
forms
ii. accurately interpret data and outline results using scientific reasoning

5–6 iii. outline the validity of a prediction based on the outcome of a scientific
investigation
iv. outline the validity of the method based on the outcome of a scientific
investigation
v. outline improvements or extensions to the method that would benefit the
scientific investigation.

Sciences guide 33
Sciences assessment criteria: Year 1

Achievement
Level descriptor
level

The student is able to:

i. correctly collect, organize, transform and present data in numerical and/
or visual forms
ii. accurately interpret data and outline results using correct scientific
reasoning
7–8 iii. discuss the validity of a prediction based on the outcome of a scientific
investigation
iv. discuss the validity of the method based on the outcome of a scientific
investigation
v. describe improvements or extensions to the method that would benefit the
scientific investigation.

34 Sciences guide
 Sciences assessment criteria: Year 1

Criterion D: Reflecting on the impacts of science

Maximum: 8
At the end of year 1, students should be able to:

i. summarize the ways in which science is applied and used to address a specific problem or issue
ii. describe and summarize the various implications of using science and its application in solving a
specific problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.

Achievement
Level descriptor
level

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

The student is able to, with limited success:

i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of using science to solve a specific problem or issue,
1–2
interacting with a factor
iii. apply scientific language to communicate understanding
iv. document sources.

The student is able to:

i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of using science to solve a specific problem or issue,
3–4
interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.

The student is able to:

i. outline the ways in which science is used to address a specific problem or
issue
ii. outline the implications of using science to solve a specific problem or issue,
5–6
interacting with a factor
iii. usually apply scientific language to communicate understanding clearly
and precisely
iv. usually document sources correctly.

The student is able to:

i. summarize the ways in which science is applied and used to address a
specific problem or issue
ii. describe and summarize the implications of using science and its application
7–8
to solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding
clearly and precisely
iv. document sources completely.

Sciences guide 35
Assessed curriculum

Sciences assessment criteria: Year 3

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 3, students should be able to:

i. describe scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse information to make scientifically supported judgments.

Achievement
Level descriptor
level

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

The student is able to:

i. recall scientific knowledge
1–2 ii. apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. apply information to make judgments.

The student is able to:

i. state scientific knowledge
3–4 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations
iii. apply information to make scientifically supported judgments.

The student is able to:

i. outline scientific knowledge

5–6 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations and suggest solutions to problems set in unfamiliar
situations
iii. interpret information to make scientifically supported judgments.

The student is able to:

i. describe scientific knowledge
7–8 ii. apply scientific knowledge and understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse information to make scientifically supported judgments.

36 Sciences guide
 Sciences assessment criteria: Year 3

Criterion B: Inquiring and designing

Maximum: 8
At the end of year 3, students should be able to:

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

ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations.

Achievement
Level descriptor
level

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

The student is able to:

i. state a problem or question to be tested by a scientific investigation, with
limited success
1–2
ii. state a testable hypothesis
iii. state the variables
iv. design a method, with limited success.

The student is able to:

i. state a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis using scientific reasoning
3–4
iii. outline how to manipulate the variables, and state how relevant data will
be collected
iv. design a safe method in which he or she selects materials and equipment.

The student is able to:

i. outline a problem or question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using scientific reasoning
5–6
iii. outline how to manipulate the variables, and outline how sufficient,
relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate
materials and equipment.

The student is able to:

i. describe a problem or question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using correct scientific
reasoning
7–8
iii. describe how to manipulate the variables, and describe how sufficient,
relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects
appropriate materials and equipment.

Sciences guide 37
Sciences assessment criteria: Year 3

Criterion C: Processing and evaluating

Maximum: 8
At the end of year 3, students should be able to:

i. present collected and transformed data

ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method.

Achievement
Level descriptor
level

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

The student is able to:

i. collect and present data in numerical and/or visual forms
ii. accurately interpret data

1–2 iii. state the validity of a hypothesis with limited reference to a scientific
investigation
iv. state the validity of the method with limited reference to a scientific
investigation
v. state limited improvements or extensions to the method.

The student is able to:

i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and describe results
iii. state the validity of a hypothesis based on the outcome of a scientific
3–4 investigation
iv. state the validity of the method based on the outcome of a scientific
investigation
v. state improvements or extensions to the method that would benefit the
scientific investigation.

The student is able to:

i. correctly collect, organize and present data in numerical and/or visual
forms
ii. accurately interpret data and describe results using scientific reasoning

5–6 iii. outline the validity of a hypothesis based on the outcome of a scientific
investigation
iv. outline the validity of the method based on the outcome of a scientific
investigation
v. outline improvements or extensions to the method that would benefit the
scientific investigation.

38 Sciences guide
 Sciences assessment criteria: Year 3

Achievement
Level descriptor
level

The student is able to:

i. correctly collect, organize, transform and present data in numerical and/
or visual forms
ii. accurately interpret data and describe results using correct scientific
reasoning
7–8 iii. discuss the validity of a hypothesis based on the outcome of a scientific
investigation
iv. discuss the validity of the method based on the outcome of a scientific
investigation
v. describe improvements or extensions to the method that would benefit the
scientific investigation.

Sciences guide 39
Sciences assessment criteria: Year 3

Criterion D: Reflecting on the impacts of science

Maximum: 8
At the end of year 3, students should be able to:

i. describe the ways in which science is applied and used to address a specific problem or issue
ii. discuss and analyse the various implications of using science and its application in solving a specific
problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.

Achievement
Level descriptor
level

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

The student is able to:

i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of the use of science to solve a specific problem or
1–2 issue, interacting with a factor
iii. apply scientific language to communicate understanding but does so with
limited success
iv. document sources, with limited success.

The student is able to:

i. outline the ways in which science is used to address a specific problem or
issue
3–4 ii. outline the implications of using science to solve a specific problem or issue,
interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.

The student is able to:

i. summarize the ways in which science is applied and used to address a
specific problem or issue
ii. describe the implications of using science and its application to solve a
5–6
specific problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly
and precisely
iv. usually document sources correctly.

40 Sciences guide
 Sciences assessment criteria: Year 3

Achievement
Level descriptor
level

The student is able to:

i. describe the ways in which science is applied and used to address a specific
problem or issue
ii. discuss and analyse the implications of using science and its application to
7–8
solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding
clearly and precisely
iv. document sources completely.

Sciences guide 41
Assessed curriculum

Sciences assessment criteria: Year 5

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 5, students should be able to:

i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar
situations
iii. analyse and evaluate information to make scientifically supported judgments.

Achievement
Level descriptor
level

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

The student is able to:

i. state scientific knowledge
1–2 ii. apply scientific knowledge and understanding to suggest solutions to
problems set in familiar situations
iii. interpret information to make judgments.

The student is able to:

i. outline scientific knowledge
3–4 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations
iii. interpret information to make scientifically supported judgments.

The student is able to:

i. describe scientific knowledge

5–6 ii. apply scientific knowledge and understanding to solve problems set in
familiar situations and suggest solutions to problems set in unfamiliar
situations
iii. analyse information to make scientifically supported judgments.

The student is able to:

i. explain scientific knowledge

7–8 ii. apply scientific knowledge and understanding to solve problems set in
familiar and unfamiliar situations
iii. analyse and evaluate information to make scientifically supported
judgments.

42 Sciences guide
 Sciences assessment criteria: Year 5

Criterion B: Inquiring and designing

Maximum: 8
At the end of year 5, students should be able to:

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

ii. formulate a testable hypothesis and explain it using scientific reasoning
iii. explain how to manipulate the variables, and explain how data will be collected
iv. design scientific investigations.

Achievement
Level descriptor
level

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

The student is able to:

i. state a problem or question to be tested by a scientific investigation
1–2 ii. outline a testable hypothesis
iii. outline the variables
iv. design a method, with limited success.

The student is able to:

i. outline a problem or question to be tested by a scientific investigation
ii. formulate a testable hypothesis using scientific reasoning
3–4
iii. outline how to manipulate the variables, and outline how relevant data will
be collected
iv. design a safe method in which he or she selects materials and equipment.

The student is able to:

i. describe a problem or question to be tested by a scientific investigation
ii. formulate and explain a testable hypothesis using scientific reasoning
5–6
iii. describe how to manipulate the variables, and describe how sufficient,
relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate
materials and equipment.

The student is able to:

i. explain a problem or question to be tested by a scientific investigation
ii. formulate and explain a testable hypothesis using correct scientific
reasoning
7–8
iii. explain how to manipulate the variables, and explain how sufficient,
relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects
appropriate materials and equipment.

Sciences guide 43
Sciences assessment criteria: Year 5

Criterion C: Processing and evaluating

Maximum: 8
At the end of year 5, students should be able to:

i. present collected and transformed data

ii. interpret data and explain results using scientific reasoning
iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation
iv. evaluate the validity of the method
v. explain improvements or extensions to the method.

Achievement
Level descriptor
level

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

The student is able to:

i. collect and present data in numerical and/or visual forms
ii. interpret data

1–2 iii. state the validity of a hypothesis based on the outcome of a scientific
investigation
iv. state the validity of the method based on the outcome of a scientific
investigation
v. state improvements or extensions to the method.

The student is able to:

i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and explain results
iii. outline the validity of a hypothesis based on the outcome of a scientific
3–4 investigation
iv. outline the validity of the method based on the outcome of a scientific
investigation
v. outline improvements or extensions to the method that would benefit the
scientific investigation.

The student is able to:

i. correctly collect, organize and present data in numerical and/or visual
forms
ii. accurately interpret data and explain results using scientific reasoning

5–6 iii. discuss the validity of a hypothesis based on the outcome of a scientific
investigation
iv. discuss the validity of the method based on the outcome of a scientific
investigation
v. describe improvements or extensions to the method that would benefit the
scientific investigation.

44 Sciences guide
 Sciences assessment criteria: Year 5

Achievement
Level descriptor
level

The student is able to:

i. correctly collect, organize, transform and present data in numerical and/
or visual forms
ii. accurately interpret data and explain results using correct scientific
reasoning
7–8 iii. evaluate the validity of a hypothesis based on the outcome of a scientific
investigation
iv. evaluate the validity of the method based on the outcome of a scientific
investigation
v. explain improvements or extensions to the method that would benefit the
scientific investigation.

Sciences guide 45
Sciences assessment criteria: Year 5

Criterion D: Reflecting on the impacts of science

Maximum: 8
At the end of year 5, students should be able to:

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 using science and its application to solve a specific
problem or issue
iii. apply scientific language effectively
iv. document the work of others and sources of information used.

Achievement
Level descriptor
level

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

The student is able to:

i. outline the ways in which science is used to address a specific problem or
issue
ii. outline the implications of using science to solve a specific problem or issue,
1–2
interacting with a factor
iii. apply scientific language to communicate understanding but does so with
limited success
iv. document sources, with limited success.

The student is able to:

i. summarize the ways in which science is applied and used to address a
specific problem or issue
3–4 ii. describe the implications of using science and its application to solve a
specific problem or issue, interacting with a factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.

The student is able to:

i. describe the ways in which science is applied and used to address a specific
problem or issue
ii. discuss the implications of using science and its application to solve a specific
5–6
problem or issue, interacting with a factor
iii. usually apply scientific language to communicate understanding clearly and
precisely
iv. usually document sources correctly.

46 Sciences guide
 Sciences assessment criteria: Year 5

Achievement
Level descriptor
level

The student is able to:

i. explain the ways in which science is applied and used to address a specific
problem or issue
ii. discuss and evaluate the implications of using science and its application to
7–8
solve a specific problem or issue, interacting with a factor
iii. consistently apply scientific language to communicate understanding
clearly and precisely
iv. document sources completely.

Sciences guide 47
Assessed curriculum

eAssessment

Students seeking IB MYP course results for MYP sciences complete an on-screen examination in which
they can demonstrate their achievement of subject group objectives. Successful results can contribute to
students’ attainment of the IB MYP certificate.

This verification of learning assures accurate and consistently applied standards, as set forth in the Guide to
MYP eAssessment.

48 Sciences guide
Appendices

Related concepts in sciences

Related concept Definition

Balance: biology specific The dynamic equilibrium that exists among members of a stable natural
community; the regulation of the internal environment of an organism.

Balance: chemistry specific A state of equilibrium or stable distribution.

Conditions: chemistry The environment, both physical and chemical, of a reaction or process;
specific factors which contribute to an interaction including temperature,
pressure, concentration, pH and the absence or presence of a catalyst.

Consequences The observable or quantifiable effects, results, or outcomes correlated

with an earlier event or events.

Development: physics The process of applying theory to data and observations in order to
specific improve, progress, or further scientific understanding.

Energy The capacity of an object to do work or transfer heat.

Environment: biology All of the biotic and abiotic factors that act on an organism, population
specific or community and influence its survival, evolution and development.

Environment: physics A description of the universe or a closed system through the application
specific of the laws of physics; the complex of physical conditions or climate
affecting a habitat or community.

Evidence Support for a proposition derived from observation and interpretation

of data.

Form The features of an object that can be observed, identified, described,

classified and categorized.

Function A purpose, a role or a way of behaving that can be investigated; a

mathematical relationship between variables.

Interaction The effect or effects two or more systems, bodies, substances or

organisms have on one another, so that the overall result is not simply
the sum of the separate effects.

Models Representations used for testing scientific theories or proposals that can
be accurately repeated and validated; simulations used for explaining or
predicting processes which may not be observable or to understand the
dynamics of multiple underlying phenomena of a complex system.

Movement The act, process, or result of displacing from one location or position to
another within a defined frame of reference.

Patterns The distribution of variables in time or space; sequences of events or

features.

Sciences guide 49
Related concepts in sciences

Related concept Definition

Transfer: chemistry The net movement of matter or particles from one location to another.
specific

Transformation: biology Differentiation of a cell; change of energy form, including at a molecular

specific level; alteration of molecules and metabolism and/or genetic make-up
of an organism or species and consequently a community, relative to
external factors.

Transformation: physics A change from one well-defined state to another well-defined state; an
specific alteration in form or condition, including energy and particle nature.

50 Sciences guide
Appendices

Sciences glossary

Term Definition

Cultural Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals and
practices that characterize groups of people.

Data Measurement of a parameter that can be quantitative (volume, temperature, pH

and so on) or qualitative (colour, shape, texture and so on).

Dependent variable The variable in which values are measured in the experiment.

Economic Production, distribution, and use of income, wealth, and commodities.

Environmental Circumstances, objects, or conditions by which one is surrounded.

Ethical Process of rational inquiry to decide on issues as right or wrong, as applied to

the people and their actions.

Extensions to the Developments for further inquiry as related to the outcome of the investigation.
method

Hypothesis A tentative explanation for an observation or phenomenon that requires

experimental confirmation; can take the form of a question or a statement.

Independent The variable that is selected and manipulated by the investigator in an

variable experiment.

Moral Principles of right or wrong behaviour derived from a particular society.

Numerical forms May include mathematical calculations such as averaging or determining values
from a graph or table.

Political Relates to government or public affairs.

Prediction Give an expected result of an upcoming action or event.

Qualitative data Refers to non-numerical data or information that is difficult to measure in a

numerical way.

Quantitative data Refers to numerical measurements of the variables associated with the
investigation.

Social Interactions between groups of people involving issues such as welfare, safety,
rights, justice or class.

Sciences guide 51
Sciences glossary

Term Definition

Transforming data Involves processing raw data into a form suitable for visual representation. This
process may involve, for example, combining and manipulating raw data (by
adding, subtracting, squaring or dividing) to determine the value of a physical
quantity and also taking the average of several measurements. It might be that
the data collected are already in a form suitable for visual representationin
the case of the distance travelled by a woodlouse, for example. If the raw data
are represented in this way and a best-fit line graph is drawn the raw data have
been processed.

Unfamiliar situation Refers to a problem or situation in which the context or the application is
modified so that it is considered unfamiliar for the student.

Validity of the Refers to whether the method allows for the collection of sufficient valid data
method to answer the question. This includes factors such as whether the measuring
instrument measures what it is supposed to measure, the conditions of the
experiment and the manipulation of variables (fair testing).

Visual forms May include drawing graphs of various types appropriate to the kind of data
being displayed (for example, line graphs, bar graphs, histograms or pie charts).

52 Sciences guide
Appendices

MYP command terms for sciences

Command term Definition

Analyse Break down in order to bring out the essential elements or structure. (To identify
parts and relationships, and to interpret information to reach conclusions.)

Annotate Add brief notes to a diagram or graph.

Apply Use knowledge and understanding in response to a given situation or real

circumstances. Use an idea, equation, principle, theory or law in relation to a given
problem or issue.

Calculate Obtain a numerical answer showing the relevant stages in the working.

Classify Arrange or order by class or category.

Comment Give a judgment based on a given statement or result of a calculation.

Construct Display information in a diagrammatic or logical form.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical

application.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Discuss Offer a considered and balanced review that includes a range of arguments, factors
or hypotheses. Opinions or conclusions should be presented clearly and supported
by appropriate evidence.

Document Credit sources of information used by referencing (or citing), following one
recognized referencing system. References should be included in the text and also
at the end of the piece of work in a reference list or bibliography.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler
(straight edge) should be used for straight lines. Diagrams should be drawn to
scale. Graphs should have points correctly plotted (if appropriate) and joined in a
straight line or smooth curve.

Estimate Obtain an approximate value for an unknown quantity.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons and causes. (See also “Justify”.)

Find Obtain an answer showing relevant stages in the working.

Sciences guide 53
Sciences glossary

Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.

Interpret Use knowledge and understanding to recognize trends and draw conclusions from
given information.

Justify Give valid reasons or evidence to support an answer or conclusion. (See also
“Explain”).

Label Add title, labels or brief explanation(s) to a diagram or graph.

List Give a sequence of brief answers with no explanation.

Measure Obtain a value for a quantity.

Organize Put ideas and information into a proper or systematic order.

Outline Give a brief account or summary.

Plot Mark the position of points on a diagram.

Present Offer for display, observation, examination or consideration.

Recall Remember or recognize from prior learning experiences.

Select Choose from a list or group.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch

should give a general idea of the required shape or relationship, and should
include relevant features.

Solve Obtain the answer(s) using appropriate methods.

State Give a specific name, value or other brief answer without explanation or calculation.

Suggest Propose a solution, hypothesis or other possible answer.

Summarize Abstract a general theme or major point(s).

Verify Provide evidence that validates the result.

Write down Obtain the answer(s), usually by extracting information. Little or no calculation is
required. Working does not need to be shown.

54 Sciences guide
Appendices

Selected reading

Fensham, P. 2011. “Knowledge to deal with challenges to science education from without and within”.
In Corrigan, D, Dillon, J and Gunstone, R, The Professional Knowledge Base of Science Teaching. Monash
University, Melbourne, Australia. Springer.

Kuhlthau, C. 2010. “Guided inquiry: school libraries in the 21st century”. School Libraries Worldwide. Vol 16,
number 1. Pp 17−28.

Rhoton, J. 2010. Science Education Leadership: Best Practices for the New Century. Arlington, Virginia, USA.
National Science Teachers Association Press.

Simon, HA. 1996. “Observations on the sciences of science learning”. Paper prepared for the Committee on
Developments in the Science of Learning for the Sciences of Science Learning: An Interdisciplinary Discussion.
Department of Psychology, Carnegie Mellon University.

Wright, T and Hamilton, S. 2009. Assessing student understanding in the molecular life using a concept inventory.
Queensland, Australia. The University of Queensland.

Laboratory safety resources

Wood, C. 1994. “Safety in School Science Labs”. Wellesley, USA. Kaufman & Associates.

The Laboratory Safety Pocket Guide. Genium Publishing Corporation. 1996. New York, USA.

Safety in Academic Chemistry Laboratories. American Chemical Society. 2003. Washington DC, USA.

“Manual of Safety and Health Hazards in the School Science Laboratory”. Council of State Science
Supervisors. The Laboratory Safety Institute. Massachusetts, USA.

“Safety in the School Science Laboratory”. Council of State Science Supervisors. The Laboratory Safety
Institute. Massachusetts, USA.

“School Science Laboratories: A guide to Some Hazardous Substances”. Council of State Science Supervisors.
The Laboratory Safety Institute. Massachusetts, USA.

Handbook of Laboratory Safety. 4th Edition. CRC Press. 2000. Boca Raton, USA.

Fire Protection Guide on Hazardous Materials. National Fire Protection Association. 2010. Massachusetts, USA.

National Research Council. 1995. Prudent Practices in the Laboratory: Handling and Disposal of Hazardous
Chemicals. 2nd edition. CRC Press. Boca Raton, USA.

“Biosafety in the Laboratory”. The National Academies Press. 1989. Washington DC, USA.

“Learning By Accident”. Volumes 1–3. 1997–2000. The Laboratory Safety Institute. Massachusetts, USA.

Sciences guide 55