The document outlines criteria for evaluating student work on science research and communication. For Criterion A, students are evaluated on their ability to explain how science addresses real-world problems at local and global levels, as well as discuss implications. For Criterion B, students are evaluated on correct use of scientific language and effective communication of information with proper sourcing. For Criterion F, students are evaluated on their ability to work safely and responsibly, both individually and collaboratively. The document provides descriptors to guide students in strengthening their work in these areas of science inquiry and application.

1. One World: Think Global, Act Local School Impacts Research & Blog Post
Criterion A: One World Highlight the statements that best represent your work
Level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student states how science is applied and how it may be used to address a specific problem or issue in a local
or global context.
The student states the effectiveness of science and its application in solving the problem or issue.
3–4 The student describes how science is applied and how it may be used to address a specific problem or issue in a
local or global context.
The student describes the effectiveness of science and its application in solving the problem or issue.
The student describes the implications of the use and application of science interacting with at least one of the
following factors: moral, ethical, social, economic, political, cultural and environmental.
5–6 The student explains how science is applied and how it may be used to address a specific problem or issue in a
local or global context.
The student discusses the effectiveness of science and its application in solving the problem or issue.
The student discusses and evaluates the implications of the use and application of science interacting with at
least two of the following factors: moral, ethical, social, economic, political, cultural and environmental.
Criterion B: Communication in ScienceHighlight the statements that best represent your work
Level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student uses a limited range of scientific language correctly.
The student communicates scientific information with limited effectiveness.
When appropriate to the task, the student makes little attempt to document sources of information.
3–4 The student uses some scientific language correctly.
The student communicates scientific information with some effectiveness.
When appropriate to the task, the student partially documents sources of information.
5–6 The student uses sufficient scientific language correctly.
The student communicates scientific information effectively.
When appropriate to the task, the student fully documents sources of information correctly.
Criterion F: Attitudes in ScienceHighlight the statements that best represent your work
Level Level descriptor
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student requires some guidance to work safely and some assistance when using material and equipment.
The student requires some guidance to work responsibly with regards to the living and non-living environment.
When working as part of a group, the student needs frequent reminders to cooperate with others.
3–4 The student requires little guidance to work safely and little assistance when using material and equipment.
The student works responsibly with regards to the living and non-living environment.
When working as part of a group the student cooperates with others on most occasions.
5–6 The student requires no guidance to work safely and uses material and equipment competently.
The student works responsibly with regards to the living and non-living environment.
When working as part of a group, the student cooperates with others.

2. One World: Think Global, Act Local School Impacts Research & Blog Post
Use this checklist as you write the post. More task resources are on One World: Think Global, Act Local
1. Is there a problem?Emphasise the Science
 Identify a perceived problem of CA  Explain the science  Suggest what might happen
community activities/ decisions contributing behind the perceived without an effective solution to the
to local/ global environmental issues. impact. problem in this context.
 Outline why this issues is of importance/  Discuss it from a local and
relevance to you. global perspective.
2. How big is the problem? Collect and analyse data on our impacts
 Outline the method you used to  Present your data in appropriate  Discuss trends, patterns and
gather and analyse data on how formats (tables/ graphs/ figures evidence of cause/ effect where
the school contributes to this issue. where necessary). possible.
 Analyse carefully the data you have  Make clear the scale of the impact
collected. of CA’s actions.
3. Is there a solution?Research and propose solutions or mitigations in our context
 Identify which (potential) solutions  Explain how we might put the  Identify and explain factors that
currently exist for the problem. solution or mitigation to use in the may work against the solution
 Identify solutions that might be community. being effective.
most appropriate in our local/ CA  Identify and explain factors that  Discuss (potential) limitations of
context, with reasons. may contribute to the success of the solution in this context. What
the solution. factors might work against its
success and why?
4. What kind of impact can we make?Evaluate the implications of putting the solution into practice
 Evaluate potential positive  Evaluate potential negative  Give a reasoned estimate of the
implications of the solution if it implications of the solution if it quantifiable difference to our
were put into practice. were put into practice. impacts that this solution might
make.
5. How does this problem and our solution relate to two One World issues?
 Environmental / moral / ethical /  Identify stakeholders in that  Discuss any potential positive
social (health) / political / cultural / context. impacts of the solution on that One
economical.  Outline how they might be World issue.
 Explain why you chose each One affected by the implementation of  Discuss any potential negative
World issue in the context of this the solution. impacts of the solution on that One
problem and solution. World issue.
6. What are my final recommendations to the CA community?
 Write a conclusion to the article, giving your final,  Outline how the proposed action should be implemented,
reasoned recommendation for action to the school along with who is responsible and how it will be measured.
community.
……….o0O0o……….
7. Self-assess and submit
 Check you have provided citations/  Check consistency of in-text citations.  Preview the post to
evidence for all claims made.  Highlight the assessment statements check it looks clear,
 Update and format the references section in the rubrics which best reflect your completed and well-
(remove unused sources). work. Screenshot and upload as presented.
 Check figure captions and citations. Images images at the bottom of the blog post.  Publish the post.
MUST link back to original sources.