Professional Documents
Culture Documents
Ecuador
&
Global
issues
Page 1
Participation;
Interdisciplinary cooperation;
<2 hours
<6 hours
<2 hours
Assessment
The Group 4 Project may be used to contribute a maximum of 10 to the total of 40 (SL & BSQ) or 60 (HL)
hours required in the practical Portfolios, assuming the Project is satisfactorily completed.
The group 4 Project cannot be used for IA assessment criteria.
Practical portfolio requirements
Evidence for satisfactory participation in the project is required. This evidence should be collected together in
one place (this booklet with any extra pages or photos attached) and may include the following:
A copy of the initial instructions and guidelines for the project (this booklet) (obligatory)
A students Project log (obligatory)
The completed planning document (Ps 7 & 8)
A statement written by a student about his/her own individual contribution (P 10) (obligatory)
A copy of the self-evaluation (P 9) made at the end of the project (obligatory)
(A laboratory report or complete project report) the presentations which complete the project
Rough work and/or data collected by a student
Photographs or some other evidence of the final presentation poster (obligatory)
Several students at BSQ do two sciences physics/biology and chemistry. The evidence for participation in the
Group 4 Project should be included in both sciences, though dual science students need only conduct one
investigation.
A Blog has been created for the Group 4 Project: http://blogs.britishschoolquito.edu.ec/group4project/. All the
content from this booklet will be available from the Blog, and more. Some components for assessment must be
submitted or contributed onto the Blog.
Year 12 IB Group 4 Project May 2015
Page 2
ASSESSMENT
Individual performance in the GROUP 4 PROJECT will be assessed according to an overall team
assessment which is then adjusted for each member of the team. The adjustment will result from a
teacher assessment and a self-assessment made by each member of the team.
The GROUP 4 PROJECT will serve as a useful introduction into the demands of the Independently
Assessed Practical Investigation (IA), which is the single, long piece of course work submitted for
moderation in each of the sciences offered for the IB Diploma.
The expectation is that students will review and closely follow the IB assessment criteria and band
levels, doing their best to obtain as a team the highest score out of 24. From the IB assessment
criteria will be derived an assessment for each team
IB ASSESSMENT CRITERIA
PERSONAL ENGAGEMENT
2 marks
EXPLORATION
ANALYSIS
EVALUATION
COMMUNICATION
TOTAL
24
Full details of the assessment criteria and band level descriptors, as well as a check list at completion,
will be available to students and will be published on the Group 4 Project Blog.
INDIVIDUAL ASSESSMENT
Each team will be assessed by the Science teachers, according to the IA assessment criteria, to
generate one overall mark (out of 24).
This mark will then be modified according to the student self-assessment and the other requirements
described on pages 7, 8, 9 & 10, and an evaluation made by the science teachers based on individual
quality of work and completion of all the Project requirements. These will generate one single mark for
each student in the team.
This mark will be translated into the grade awarded for the GROUP 4 PROJECT for each student.
Page 3
Page 4
Page 5
When
Where
Introduction
to the IA and
the Group 4
Project
C-Lab
Preparation
and research
C-Lab
9:40 to 10:20 am
Planning
Action
C-Lab
C-Lab
Final
Assembly of
Poster
Presentations
Library
Presentation
Notes
Description of Group 4 Project, the Blog and handouts
Presentation about the IA and its requirements and
assessment and moderation
Organisation into teams
Introduction of Project theme
Early planning
Teams brainstorm, with the help of PT, JO and SK,
and discuss ways in which to investigate central
topic
Each team decides their area of research and
investigation and completes the summary format
on Page 7 & 8 of this handbook, containing:
1. Names of team members
2. Focused topic for investigation
3. Investigations and research which will be
undertaken
4. Biology, chemistry and physics components
Teams make very short presentation of their
summary in a general meeting, using a mind
map prepared in the planning
Start of research.
Research
Teams review and coordinate their research
Completion of a precise planning document which
must list all needs and be delivered to Ms.
Daniela Espinoza before the end of the day.
The investigations are trialed and modified.
Investigations are completed.
Data collected and tabulated.
Results are analysed and treated.
Conclusions are made.
Watch Powerpoint 'How to Make a Scientific
Poster'. (2:00 pm)
Tasks are allocated and work starts on
presentations
Teams complete all tasks and jobs and assemble
poster presentation
Final rehearsal of presentation
Teams present their work to Year 11 and invited
students and guests.
A plenary session with the audience to discuss the
findings of the Project
Photos
Evaluation rubrics completed
Deliver Project Portfolio to JO
Page 6
How can the sciences collaborate to identify and generate solutions in Ecuador to some global issues?
What questions in each of the subject areas could be experimentally investigated in the
topic you have chosen?
Biology issues
Chemistry issues
Physics issues
What might be one research question which links the different investigations you are
proposing and what is its link to one of the 20 global issues listed in Our Choice, Our
Future?
Page 7
Who are the members of the group? What areas of research and experimentation will
each one of them be responsible for? Include someone who is responsible for
coordinating everything.
Create one planning mind map for the group which outlines what you will be
researching and how everything is linked together. (This mind map will be the basis of
the preliminary presentation made to everyone together at the end of the planning
session.)
Complete an equipment request, for everything you will need from the Science
Department. Things the Department cannot provide must be brought from home.
No Apparatus/Equipment/Che
.
micals
Qty.
Comments
Page 8
GROUP 4 PROJECT
Did not participate in the work of the group; did not stay with the group; showed no consideration, thought,
or interest in the activity; did not contribute in any way; did not want a learning experience.
Only participated because it was obligatory or when instructed to do so, and had to be coerced; did not
voluntarily offer to participate or contribute; put forward no ideas to the group; did not participate or was
unnecessarily negative in discussions; a burden to the group and not a team player; was not motivated to
benefit from a personal learning experience.
Participated reluctantly; only seldom offered ideas or to participate in the planning or design of the
investigation or the poster; not usefully constructive in the group discussions or did not listen; preferred
others to work; was not able to usefully benefit from a personal learning experience.
Participated as needed; prepared to help and work with group members; shared in the planning or design of
the investigation or poster as required; participated usefully in the group discussions; consequently
benefited from a personal learning experience.
Participated and shared in the whole process; offered useful ideas and initiatives; an integral and
constructively active member of the group; aware of the need to benefit from a personal learning
experience.
Helped the group to understand the project, using personal knowledge and experiences; actively helped to
plan and design the investigation and poster; undertook tasks voluntarily; helped to lead the group to good
results; listened to others and accepted their suggestions; was seeking to benefit from a personal learning
experience.
Good leader; active, positive and constructive participation, using personal knowledge and experiences;
helped others throughout the project; did more than his/her share; showed most initiative in the design
of the investigation and poster, and offered many sensible ideas; good insight into problems and offered
rational solutions; dedicated to achieving a personal learning experience and accomplished this most
successfully by understanding personal strengths and weaknesses.
PRINT the full names of your group. INCLUDE YOURSELF IN THIS LIST. Use the rubric above and write a
score (1 to 7) which is your evaluation of the participation of each group member, in the space beside the name.
Names of Group Members
Score (1 to 7)
_________________________________
_________
_________________________________
_________
_________________________________
_________
_________________________________
_________
_________________________________
_________
Page 9
GROUP 4 PROJECT
PERSONAL CONTRIBUTION
Write a short statement, outlining how you contributed to this Group 4 Project. This is not
published on the Blog.
Page 10
Page 11
(http://www.global-issues-network.org/)
GIN MISSION STATEMENT
To help students realise they can make a difference by
empowering them to work internationally with their peers to develop solutions for global
issues.
In 2002, Jean-Francois Rischard published High Noon: 20 Global Problems, 20 Years to Solve Them,
This decisively influential book was published in 2002 and has inspired important environmental debate and
policy making, most especially under the logo, "OUR CHOICE; OUR FUTURE".
Global Issues Network is a worldwide forum which promotes the involvement of students in the active search
for solutions to some of the critical problems which we commonly face.
13 years on, Rischard's book, the logo and GIN could also serve as the keystones for the BSQ 2015 Group 4
Project.
Page 12
Page 13
....BE CREATIVE!!!
Page 14
Page 15
Page 16