This page is a gateway to the resources I have curated for the various integrated MYP science classes I teach.
You’ll find almost all the resources you need for MYP general sciences on their respective pages: astronomy, biology, chemistry, earth science and ecology, and physics. I’ve tried to make navigation through the notes, videos, homework, and summative tasks as easy as possible by extensively hyperlinking within the “official class notes” presentations shared through Google Drive and Google Classroom. If you’re visiting this site from a school other than where I teach, you may not be able to navigate through all those hyperlinks.
I also really like this clickable Google Slides presentation because it allows students to dig deeper into different parts of the experimental cycle in MYP Sciences. It is not my presentation, so I can’t embed it, but I would if I could.
Below you’ll find scoring rubrics for all 4 assessment criteria in MYP sciences. The rubrics are intended for MYP years 4 & 5 but may easily be scaled for MYP years 1 to 3.
Assessment in MYP Science
Student achievement is assessed against criteria that describe conceptual understanding, procedural knowledge, and metacognition specific to scientific disciplines. The slide deck below breaks down each criterion into student-friendly language and may serve as checklists for work that students submit.
Criterion A: Knowing and understanding
MYP Criterion A assesses students’ ability to explain scientific concepts, solve problems, and evaluate information. Students should be able to tell how something happens and why it happens that way. They must use quantitative and qualitative data to solve problems in familiar situations and new scenarios as well. They should be able to analyze information and evaluate it to reach their own conclusions.
Criterion B: Inquiring and designing
Science is the process by which we learn how our world works. We call this process “the scientific method”. It involves asking questions, generating hypotheses (making predictions), designing investigations to test those hypotheses, collecting and analyzing data, and evaluating the results and the procedure to reach conclusions about our hypotheses.
MYP Criterion B assesses students’ ability to design scientific investigations. It’s about explaining the question, developing testable hypotheses, changing and measuring variables, and designing safe, logical methods using appropriate materials and equipment.
Criterion C: Processing and evaluating
MYP Criterion C assesses students’ ability to evaluate an investigation and reach a conclusion based on its results. It’s about collecting, organizing, and presenting data reliably, interpreting the results, and evaluating the investigation to determine how it could be improved or extended.
Criteria B and C are generally assessed together when students produce a formal lab report about an independent investigation they’ve designed and carried out. Use the slide deck and checklist below to create lab reports that reach the highest achievement levels.
Criterion D: Reflecting on the impacts of science
MYP Criterion D assesses students’ ability to examine and evaluate how scientific innovations shape our planet and our society. It requires that they explain how innovations address an issue, then examine the ecological, economic, ethical, moral, political or social strengths and limitations of the innovation. Criterion D tasks are a great opportunity to introduce Service Learning or Service as Action into the curriculum.
MrKremerScience.com 