Assessment Task Sheet

Australian International Academy of Education Ltd, Kellyville

NAME: _____________________________ YEAR LEVEL: 8 SUBJECT: Individuals and Societies
UNIT: Water in the World TASK NAME: Building a Water Well
NOTIFICATION DATE: 31/08/22 DUE DATE: 13/09/2022 Part A: Action Plan
21/09/2022 Part B: Newsletter Article

UNIT INFORMATION
KEY CONCEPT: Systems
RELATED CONCEPTS: Resources AND Sustainability
GLOBAL CONTEXTS Fairness and development.
STATEMENT OF INQUIRY:
Poverty can be linked to the unequal distribution of resources such as water to non-
developed countries.

OUTLINE OF TASK

TASK: Students are required to determine which country need access to water and create an Action Plan
for the ‘Build A Well’ initiative.

The Build A Well Action Plan is targeted to the UN Sustainable Development Group which addresses
Goal 6 Clean Water and Sanitation.

The Newsletter Article is written for the school community which includes students in upper primary
and secondary school, teaching and non-teaching staff, and families of students enrolled at Australian
International Academy.

Students are also required to raise funds for the initiative and will therefore need convince the wider
community, through the newsletter, to donate generously.

PRODUCT:

PART A- ‘Build a Well’ Action Plan (400 words minimum) – due 13/09/2022
PART B- Newsletter Article for Australian International Academy (3 Pages min) – due 21/09/2022
PART C- Evaluation (complete the template) – due 21/09/2022

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
ASSESSMENT OUTLINE
PART A ACTION PLAN: Criteria B (Investigation) is due 13/09/2022
Complete the “Building a Well” Action Plan attached with this outline. This will be the thinking and
planning of your task and build a well fundraiser

Place/ Region in need of water. Somalia

Why have you chosen this country?

How much money is needed to build the The money needed to build this well is $100. We are
well? building the well in a place that needs water.

How will you fund the expenses? (explain

your fundraiser)
Predict possible issues in money collection/
your research and explain how you can
overcome them?
The fundraiser me and my group are raising a $100. The
fundraiser we are doing is face painting for k-4. We are
going to make the face painting $2. It is a fun way to
rase money and is something both girls and boys will
love.
An issue that can occur when doing the face fainting is
that may children not bring the money so to solve that
problem instead of actually telling the children we are
going to send out notes to the parents to inform
everyone.

Why do you think this topic is important and I think this topic is important and relevant to our
relevant to our learning? learning because our topic this term was water and there
are many people in the world that don’t have any water
to drink, shower etc. And me and my group want to
donate somewhere where people usually don’t donate
to. We want to raise money to help those people in
Somalia.
What are 10 planning steps you will take to complete the research/fundraiser?

Step 1 – Read through the assessment outline and understand the requirements.
Step 2 - Choose a country to donate to and website to donate too as well.
Step 3 – Complete the action plan.
Step 4 - Finalise action plan and submit.
Step 5 - Draft out newsletter.
Step 6 - Make the final copy of the newsletter and submit.
Step 7 - Put the letter forward for the donations.
Step 8 – Get permission from the school to do the fundraiser.
Step 9 – Do the fundraiser and donate the money.
Step 10 - Submit assessment task.

PART B Newsletter: Criteria C (Communication) is due 15/09/2022

Based on the country you have selected for the fundraiser, write a 3 page newsletter article targeted at
the school community (using the template provided) answering the following:

1) Provide background information on the country selected e.g. location, population, lifestyle. Include
pictures and a map of your chosen place
2) Explain the water situation in your selected country- what has caused the water shortage? Provide

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
statistics and facts to explain the availability of this resource
3) Explain the social, economic and environmental implications of the water shortages
4) Outline your ‘Well Fundraiser’ and explain reasons the community should donate to your cause for
this selected country
5) Include a Reference List

Part C Evaluating: Criteria B (Investigating) due 21/09/22

ATL SELF REFLECTION:

Communication
Skill demonstration: Yes No
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Negotiate ideas and knowledge with peers and teachers
Read a variety of sources critically and for comprehension
Make inferences and draw conclusions
Use and interpret a range of discipline-specific terms and symbols
Take effective notes in class and make effective summary notes for studying
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences

Self-management Skills:
Skill demonstration: Yes No
Record information accurately
Set goals that are challenging and realistic
Plan short- and long-term assignments and meet deadlines
Keep and use a weekly planner/Agenda for assignments
Plan strategies and take action to achieve personal and academic goals
Make right choices within the stipulated time
Practice focus and concentration
Practice strategies to overcome distractions
Demonstrate persistence and perseverance
Practice strategies to reduce stress and anxiety
Practice positive thinking
Practice “bouncing back” after adversity, mistakes and failures

ATL skills comment:

What ATL skills did you use to complete this task?

How can you improve in future?
What were your strengths / weaknesses with regards to the requirements for each of the ATL? Explain below

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What could you have improved in regards to your research method?

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
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What goal will you set for future tasks?

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What were some issues that occurred during your research?

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Reflect on how you could have minimised those issues and improve the Action Plan
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Teacher: …………………………………… Student: ……………………………………

NESA Outcomes:

GE4-1 locates and describes the diverse features and characteristics of a range of places and
environments
GE4-2 describes processes and influences that form and transform places and environments
GE4-3 explains how interactions and connections between people, places and environments result in
change
GE4-5 discusses management of places and environments for their sustainability
GE4-7 acquires and processes geographical information by selecting and using geographical tools for
inquiry
GE4-8 communicates geographical information using a variety of strategies

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Programme
Australian International Academy of Education, Kellyville
ASSESSMENT TASK RUBRIC
STUDENT NAME: ….……………………………… YEAR LEVEL: 8 SUBJECT: Individuals and Societies (Geography)
NOTIFICATION DATE: 31/08/22 DUE DATE: 13/09/2022
UNIT: Water in the World TASK NAME: Building a Water Well

CRITERIA
B Investigating

LEVEL LEVEL DESCRIPTORS

TASK INDICATORS
(IB MYP PUBLISHED)
0 The student does not reach a standard described by any The student does not reach a standard described by any of
of the descriptors below. the descriptors below.
1–2 The student: The student:
i. identifies a research question that is clear, focused and i. identifies a research question that is clear, focused and
relevant relevant to build a well.
ii. formulates a limited action plan or does not follow a ii. formulates a limited action plan or does not follow a
plan plan how to build a well.
iii. collects and records limited or sometimes iii. collects and records limited or sometimes irrelevant
irrelevant information information how to build a well.
iv. with guidance, reflects on the research process and iv. With guidance, reflects on the research process and
results in a limited way. results in a limited way.

3–4 The student: The student:

i. formulates/chooses a research question that is clear
and focused and describes its relevance
ii. formulates and occasionally follows a partial action
plan to investigate a research question
iii. uses a method(s) to collect and record some relevant
information
iv. with guidance, reflects on the research process and
results.
i. formulates/chooses a research question that is clear and
focused and describes its relevance to build a well.
ii. formulates and occasionally follows a partial action
plan to investigate a research question how to build a well.
iii. uses a method(s) to collect and record some relevant
information
iv. with guidance, reflects on the research process and
results.

5–6 The student: The student:

i. formulates/chooses a clear and focused research
question and describes its relevance in detail
ii. formulates and mostly follows a sufficiently
developed action plan to investigate a research question
iii. uses methods to collect and record appropriate
relevant information
iv. with guidance, evaluates on the research process and
results.
i. formulates/chooses a clear and focused research question
and describes its relevance in detail to build a well.
ii. formulates and mostly follows a sufficiently developed
action plan to investigate a research question on how to
build a well.
iii. uses methods to collect and record appropriate
relevant information how to build a well.
iv. with guidance, evaluates on the research process and
results.

7–8 The student: The student:

i. formulates/chooses a clear and focused research
question and explains its relevance
ii. formulates and effectively follows a consistent action
plan to investigate a research question
iii. uses methods to collect and record appropriate and
varied relevant information
iv. with guidance, provides a detailed evaluation of the
research process and results.
i. formulates/chooses a clear and focused research
question and explains its relevance to build a well.
ii. formulates and effectively follows a consistent action
plan to investigate a research question how to build a well.
iii. uses methods to collect and record appropriate and
varied relevant information how to build a well.
iv. with guidance, provides a detailed evaluation of the
research process and results.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe
MYP Programme
Australian International Academy of Education, Kellyville
ASSESSMENT TASK RUBRIC
STUDENT NAME: ….……………………………… YEAR LEVEL: 8 SUBJECT: Individuals and Societies (Geography)
NOTIFICATION DATE: 31/08/22 DUE DATE: 21/09/2022
UNIT: Water in the World TASK NAME: Building a Water Well

CRITERIA
C Communicating

LEVEL LEVEL DESCRIPTORS

TASK INDICATORS
(IB MYP PUBLISHED)
Achievement Level descriptor Level descriptor
level
0 The student does not reach a standard described The student does not reach a standard described by any
by any of the descriptors below. of the descriptors below.
1–2 The student: The student:
i. communicates information and ideas in a way i. communicates information and ideas in a way that is
that is not always clear not always clear on how to build a well.
ii. organizes information and ideas in a limited ii. organizes information and ideas in a limited way on
way how to build a well.
iii. lists sources of information inconsistently iii. lists sources of information inconsistently on how to
build a well.
3–4 The student: The student:
i. communicates information and ideas in a way i. communicates information and ideas in a way that is
that is somewhat appropriate to the audience and somewhat appropriate to the audience and purpose on
purpose how to build a well.
ii. somewhat organizes information and ideas ii. somewhat organizes information and ideas on how to
iii. creates an adequate reference list and build a well.
sometimes cites sources. iii. creates an adequate reference list and sometimes
cites sources on how to build a well.

5–6 The student: The student:

i. communicates information and ideas in a way
that is mostly appropriate to the audience and
purpose
ii. mostly structures information and ideas
according to the task instructions
iii. creates an adequate reference list and
usually cites sources.
i. communicates information and ideas in a way that is
mostly appropriate to the audience and purpose to build a
well.
ii. mostly structures information and ideas according to
the task instructions on how to build a well.
iii. creates an adequate reference list and usually cites
sources on how to build a well.

7–8 The student: The student:

i. communicates information and ideas in a way
that is completely appropriate to the audience
and purpose
ii. structures information and ideas completely
according to the task instructions
iii. creates a complete reference list and always
cites sources.
i. communicates information and ideas in a way that is
completely appropriate to the audience and purpose to
build a well.
ii. structures information and ideas completely
according to the task instructions on how to build a well.
iii. creates a complete reference list and always cites
sources on how to build a well.

Australian International Academy, Kellyville Assessment Task Sheet Adapted from:

Understanding by Design, written by Grant Wiggins and Jay McTighe