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