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There are a lot of moving parts in the IB Middle Years Programme: 8 subject areas, 4 assessment criteria per subject, 5 clusters of Approaches to Learning skills (ATLs), 6 global contexts, 7 Service as Action (SA) learner outcomes,16 key concepts and several other related concepts. Even within a single subject such as the Sciences, there are 3 key concepts and a dozen related concepts to juggle. Finding ways to bring those concepts alive in class and have students authentically engage with them is a challenge for many teachers.

How can we create authentic experiences that enable students to learn about science and apply what they learn in real-world scenarios?

The answer is to embed service learning projects within the curriculum.

When properly designed, summative tasks in MYP Sciences enable students to engage in authentic inquiry about what science is, how it is used, and why it is important. Combining a Project-based learning (PBL) approach with a Service as Action focus can emphasize the unit’s “why” to consolidate these disparate parts into a cohesive and meaningful whole.

Here are three examples of project-based MYP Sciences summative assessment tasks that can be used to embed Service as Action in your units of study.

Task 1: Positive identity is related to health and well-being

Global Context: Identities and Relationships

Key Concept: Relationships

Project: As part of a biology unit on homeostasis or human body systems, students create a health campaign that aims to raise awareness about a solution to specific health issue in the community. Relevant issues could be vaccinations, STIs or other communicable diseases, or sanitation and hygiene practices. The campaign might include an infographic poster, an audiovisual public service announcement delivered via social media, and a web-based presentation or article with “learn more” links to reliable sources of information. Student products should be designed to attract attention and convey the key message of the campaign using graphs, charts and other ways of communicating scientific information visually.

Project: As part of a biology unit on homeostasis or human body systems, students create a health campaign that aims to raise awareness about a solution to specific health issue in the community. Relevant issues could be vaccinations, STIs or other communicable diseases, or sanitation and hygiene practices. The campaign might include an infographic poster, an audiovisual public service announcement delivered via social media, and a web-based presentation or article with “learn more” links to reliable sources of information. Student products should be designed to attract attention and convey the key message of the campaign using graphs, charts and other ways of communicating scientific information visually.

Assessment: Because this is a Criterion A task, students must explain how and why the health intervention works (assessment strand A.i). They could also interpret and evaluate scientific information as part of their PSA or their presentation/article (strand A.iii).

Service as Action outcomes: This project is an opportunity for students to demonstrate research and advocacy skills (also linked to the MYP Approaches to Learning). Students also have numerous pathways to show Service as Action outcomes. If they share their products with the surrounding community, then students may develop new skills, initiate activities, collaborate with others, and develop international mindedness.

Task 2: Sustainable Urban Systems

Global Context: Globalization and Sustainability

Key Concept: Systems

Project: Investigate the environmental impact of a local business or industry on your community. Collect data on the amount of waste generated, the energy consumption, and the water usage of the business or industry. Analyze the data and identify areas where improvements can be made to reduce the environmental impact.

Assessment: This is a variation of the scientific lab report that students would typically write for Criteria B and C summative tasks. Instead of a standard lab report, students could produce a written report and summary Environmental Impact Assessment (EIA) for a proposed change at school or for a local business. The EIA report should identify current consumption as a ‘baseline’ reference for the background context of the investigation’s research question. Student then use experimental findings to evaluate the business’s environmental impact. They can recommend alternatives – based on research from referenced sources of course – as part of their conclusion.

Task 3: Reflecting on Innovative Climate Action

Global Context: Scientific and Technical Innovation

Key Concept: Change

Project: Scour current science and technology news or stories about people and organisations combatting climate change in creative ways. Don’t focus only on scientific inventions – changes in behaviour, habits and lifestyle are well worth investigating as well. News aggregator sites are a great way to make that process easier for students. Students research the science behind the invention or the behaviour change, then evaluate its societal impacts. They should focus on its environmental, economic, social, or ethical pros and cons.

Assessment: Have students create a multimedia product such as a video or an ad campaign that includes some kind of call to action. This makes an excellent Criterion D task for reflecting on the impacts of science. Assess how well they explain how the science changes the atmosphere’s carbon inputs or outputs, how they evaluate the societal impacts, their use of scientific terminology, and their referencing of sources.

These tasks comply with “MYP: From principles into practice” and “Programme Standards and Practices” as they are designed to promote inquiry-based learning, encourage critical thinking, foster creativity, and address different combinations of MYP Global Contexts and Key Concepts. They also align with the UN Sustainable Development Goals, which aim to promote sustainable development worldwide.