Preventing Extinction
Assessment Type
Reflecting on the Impacts of Science
MYP Assessment Criteria
Criterion D: Reflecting on the impacts of
science
MYP Criterion Level
MYP 1
MYP Command Terms Used
summarize, describe, apply, document
MYP Global Context
Personal and cultural expression
MYP Key Concept(s)
Relationships
MYP Related Concept(s)
Environment, Interaction, Consequences
MYP Branch of Science
Biology



MYP Topics and Skills
Particle and kinetic theory of matter
Research and communication skills
Documenting sources

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Prior Knowledge Needed
Interactions between organisms
Conservation methods
Assessment Description
In this assessment, students can choose an endangered species that they want to investigate,
then research and answer the questions in the scaffolded document.
Materials Needed
Laptop, IUCN Red List
Task-specific instructions / Recommendations


Students can use the answers to the scaffolded research questions below to then produce
their final product (a presentation, poster, podcast or video to educate people about your
species).
It may also be worth reminding students of the citation expectations in your school (for
example MLA9).
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Inquiry Statement
The relationship between and interaction with human cultural expression and the natural
environment can have intended and unintended consequences.
ATL Skill(s):
Key Concept(s):
Related Concept(s):
Global Context and Exploration:
(G)oal
(R)ole
(A)udience
(S)ituation
Reflection: Consider ethical, cultural, and
environmental implications
Relationships
Environment, Interaction & Consequences
Personal and cultural expression
The goal is to reflect on the causes that lead to a species becoming endangered
and the possible solutions to avoid or reverse this.
You are a conservationist who works for the World Wildlife Fund (WWF).
The people of the country your species is native to.
Your product needs to be published in some way to educate the general public.
You will produce a presentation, poster, podcast or video to educate people about
your species.
You will identify a species that is endangered, outline the causes for this and
summarise the conservation methods that are being used or could be implemented
to protect them. You will also describe and summarise the benefits and limitations
of this conservation method. You should communicate these ideas clearly and
precisely and document all research sources correctly.
(S)tandards Your report must need to meet all strands of the MYP 1 criterion D.
(P)roduct
Factors
Cultural
Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals, and
practices that characterise groups of people.
Economical
Production, distribution, and use of income, wealth, and commodities.
Environmental
The circumstances, objects, or conditions by which one is surrounded.
Ethical
The process of rational inquiry to decide on issues as right or wrong, as
applied to the people and their actions.
Moral
Principles of right or wrong behaviour derived from a particular society.
Political
Relate to government or the public affairs of country.
Social
Interactions between groups of people involving issues such as welfare,
safety, rights, justice, or class.
© The EdVaults – All Rights Reserved
Task Instructions
1.
Using the IUCN Red List Search, choose an animal or plant that is endangered or critically
endangered.
To do this open the link above and click on “Advanced”
Click on “Red List Category”
Select “Critically Endangered” and “Endangered”.
To narrow your search further you can also select “Habitat”, “Land
Region”, “Threats” or “Country / Marine Regions” etc
2. When you have selected the animal or plant you are interested
in investigating more about, research and answer the following
questions. Make sure to save your sources.
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1. Summarise in your own words the reasons behind why your chosen
species is endangered.
Key Points
Research Source
*add or remove rows as needed*
2. Research a solution that would help mitigate, prevent or reverse
the potential extinction of your chosen species. Describe and
summarise the solution.
Key Points
Research Source
*add or remove rows as needed*
3. Describe a benefit of your identified solution linking to social,
economic, environmental, moral/ethical, political or cultural
factors.
Key Points
Research Source
*add or remove rows as needed*
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4. Describe a limitation of your identified solution linking to
social, economic, environmental, moral/ethical, political or
cultural factors.
Key Points
Research Source
*add or remove rows as needed*
5. Document your sources in a works-cited list.
Works-cited list
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Assessment Criterion D: Reflecting on the impacts of science
Achievement Level Descriptor
(MYP1)
7-8
5-6
3-4
1-2
0
Task Specific Descriptor
The student does not reach a standard described by any of the descriptors below.
The student is able to, with limited success:
The student is able to:
i.
state the ways in which science is used to
i.
State a way in which science is used to conserve
address a specific problem or issue
the endangered species you are investigating and
ii. state the implications of using science to
state a reason why the species is endangered
ii. state the benefits and limitations of the
solve a specific problem or issue, interacting
with a factor
conservation method and link it to a factor
iii. apply scientific language to communicate
iii. sometimes apply scientific language of
understanding
environmental biology and conservation to
iv. document sources.
communicate understanding
iv. attempt to document at least 1 source.
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, interacting
with a factor
iii. sometimes apply scientific language to
communicate understanding
iv. sometimes document sources correctly.
The student is able to:
i.
state how the conservation method helps the
endangered species you are investigating and
state the reasons why the species is endangered
ii. state the benefits and limitations of the
conservation method, linking to a factor
iii. sometimes apply scientific language of
environmental biology and conservation to
communicate understanding
iv. document at least 1 source completely or 2 with
minor errors or omissions.
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, 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.
outline a way in which science is used to conserve
the endangered species you are investigating or
outline the reasons the species is endangered or
at risk
ii. outline the benefits and limitations of the
conservation method and link it to a relevant
factor
iii. usually apply scientific language of environmental
biology and conservation
iv. document at least 2 sources completely or 3 with
minor errors or omissions.
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 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.
The student is able to:
i.
summarise a way in which science is used to
conserve the endangered species you are
investigating and summarise the reasons the
species is endangered or at risk
ii. describe and summarise the benefits and
limitations of the conservation method and link it to
a factor
iii. consistently apply scientific language of
environmental biology and conservation
iv. document at least 3 sources completely in a
works cited list.
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