Interdisciplinary inquiry A

Student resource pack – MYP 3

Based on pre-release material for the November 2016 Interdisciplinary on-screen examination.

The pre-release material can be found at http://idprm.ibo.org/n16.html#/English

Teachers should review ‘support’ sections of task overviews before issuing to students.

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International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Interdisciplinary inquiry A – Overview
The statement of inquiry and inquiry questions for this interdisciplinary project are below. See the flow chart below to
see how it is structures. Your teacher may provide you with further guidance on how they might like you to approach
the tasks.

Pre-release
http://idprm.ibo.org/n16.html#/English November 2016
material sources

Statement of Individuals, communities and governments, with their different perspectives, all have a role to
inquiry play in promoting environmental sustainability.

Global context Globalization and sustainability

Key/ related Perspective; Change; Systems; Communities

concepts that
may be explored Governance; Environment; Choice; Cause and consequence; Adaptations

Factual
What is sustainability?
What are the benefits of sustainability?
What measures can communities and/or individuals take to help protect the environment?

Conceptual
In what ways do our individual choices contribute to global issues?
How do humans interrupt natural environmental processes?
How can designers balance the needs of the environment with the needs of stakeholders?
Inquiry questions How can data inform individuals?
How can evidence be used to change perspectives?

Debatable
Do governments and communities/individuals have equal responsibility to protect the
environment?
Are all perspectives equally valid?
Are systems essential for a sustainable future?

Please note that some questions may be factual or conceptual, based on the discipline through
which it is being explored or the stage of a student’s education.

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Tasks

Task A Subject Integrated sciences Pre-release material sources 1

How do humans interrupt natural environmental processes?

Relevant
Do governments, communities and individuals have equal responsibility to protect the
inquiry
environment?
questions
What measures can communities and/or individuals take to help protect the environment?

You are a scientist tasked with providing a report for a politician about to go through an election
campaign. Your report must brief the politician about human impacts on the environment,
particularly those related to carbon emissions. The politician and their team need enough
information to help them decide what their environmental policy should include; the report
should also give them enough information to be able to answer scientific questions during the
campaign.

The politician’s team have given you some questions that they would like answered in your
report:

 What are the natural processes in the carbon cycle?

 How do human activities affect the carbon cycle?
 How do human activities damage the environment, and what are the consequences?
 Are there any long-term consequences that could emerge or get worse in the future,
Task and how might this affect people?
description  What changes/alternatives could individuals and governments implement to help
protect the environment?

The report should:

 Give an opinion about which causes and consequences are the most significant

 Recommend changes/alternative methods the politician should support, and why they
would be beneficial

Before beginning to collect information for your report, you should decide which area you
would like to focus on. This could be the area in which you live, it could be an area you have
visited, it could be an area you have studied or it could be an area that interests you.

* Use at least one source from the materials provided and at least one other source.

Teachers may add/edit additional support here:

Support

Relevant Ai. explain scientific knowledge

objective
strands Aiii. analyse and evaluate information to make scientifically supported judgments.

Di. explain the ways in which science is applied and used to address a specific problem or issue

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 Task B Subject Individuals and societies Pre-release material sources 5, 6*, 7

Do governments, communities and individuals have equal responsibility to protect the

Relevant environment?
inquiry
What measures can communities and/or individuals take to help protect the environment?
questions
Are all perspectives equally valid?

You are a research assistant working for the mayor of a coastal city. This city has a fishing
port, and a beach that is responsible for its high level of tourism. Your task is to prepare the
mayor for a ‘town hall’ meeting where he/she will answer questions and listen to views from
the community on possible changes to the law that the government is proposing. The new law
will require that fishermen use only sustainable fishing methods.

The mayor has asked for a briefing that includes information on the following:

1. Perspectives. How the law changes will affect different people; what their views on
this will be, and why (do this for as many of the people below as you can)

 Fishers
Task  Marine biologist
description  Supermarket chain CEO
 Corporate fishing organization CEO
 Consumer

2. Argument. Present the advantages and disadvantages of different fishing methods;

their impact on the environment; and which ones the government are most likely
allow in the new laws.

3. Sources. Which sources are you basing your briefing on, and what is their
origin/purpose? How confident you are in their reliability?

** You should use sources 5-7 provided in the pre-release material, but you should research
further and cite the sources you have used.

Teachers may add/edit additional support here:

Support
*Please note that teachers may need to offer support when analyzing source 6.

Dii. synthesizes information to make valid, well-supported arguments

Relevant
Diii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining
objective
value and limitations
strands
Div. interpret different perspectives and their implications

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 Task C Subject Design Pre-release material sources 6*, 8, 9

Relevant What measures can communities and/or individuals take to help protect the environment?
inquiry How can designers balance the needs of the environment with the needs of communities
questions and/or individuals?

Task Inspired by United Nations Sustainable Development Goal 11: Sustainable Cities and
description Communities, a local community is looking for ways to become more sustainable. The local
authorities are therefore seeking proposals for projects that will make the community more
sustainable.

You have decided to contribute to making the community more sustainable by identifying one
environmental problem and suggesting a solution for it. To improve the chances of your
proposal being accepted, you have decided to include in your proposal a design brief and a
design specification

You must begin by selecting a community; this may be the community in which you live, or it
could be a community with which you are familiar or in which you are interested. You must
include relevant information about your selected community in your design brief.

Once you have chosen your community, you must choose the environmental problem that you
would like to address. If you have selected the community in which you live, you may already
know of a problem; if you have decided to choose a community with which you are not
familiar, you will need to do some research to identify a problem. Sources 6, 8 & 9 may help
you to consider possible environmental problems.

Having identified the problem, you must research products and/or ways that others have used
to solve the same or a very similar problem.

Considering the community, the problem and the solutions you have researched, you must
develop a design brief. The design brief is your response to the design situation, it is based on
your research and it details how you intend to solve the problem you have identified. The
design brief will include an analysis of the relevant findings from your research.

Using the data you have collected and analysed, you must develop a design specification that
outlines the success criteria for the design of a solution to your identified problem. The design
specification must include a precise and accurate list of important facts, such as conditions,
dimensions, materials, process and methods.

Once you have developed both a design brief and a design specification, you should use them
to present some feasible ideas for solutions. (A feasible idea is one that is realistic in the
context of the community you have chosen).

From the different feasible ideas, choose the best one, give reasons for choosing this particular
idea and create planning drawings/diagrams to outline the main details for making the chosen
solution.

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 As you need to present your idea to other people, you must make sure that you present all
information in a way that others can understand it.

Teachers may add/edit additional support here:

Support *Please note that teachers may need to offer guidance and/or support for students to extract
key points from source 6.

Ai. explain and justify the need for a solution to a problem for a specified client/target
audience

Aiii. analyse a range of existing products that inspire a solution to the problem

Relevant Aiv. develop a detailed design brief, which summarizes the analysis of relevant research.
objective Bi. develop a design specification which clearly states the success criteria for the design of a
strands solution

Bii. develop a range of feasible design ideas which can be correctly interpreted by others

Biii. present the final chosen design and justify its selection

Biv. develop accurate and detailed planning drawings/diagrams and outline the requirements
for the creation of the chosen solution.

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 5, 7 (& additional
Task D Subject Mathematics Pre-release material sources resource ‘Tuna fish
farming’)

Do governments, communities and individuals have equal responsibility to protect the

Relevant environment?
inquiry
How do humans interrupt natural environmental processes?
questions
Can individuals really effect global change?

You are the owner of a bluefin tuna farm. Your farm is positioned at sea inside a circular space
with diameter 280 metres and you have 80 000 juvenile bluefin tuna ready to move to the farm.
Your task is to plan the layout of the farm and ensure you make the best use of the available
space to maximize profits.

Note the following information:

 the average weight of a juvenile bluefin tuna 20 kg

 bluefin tuna gain approximately 10 kg in weight per year
 you will sell when the average weight reaches 70 kg.

Your plan should include the following:

Task
description  Technical information – How you can make the best use of the available space for
your juvenile fish

 Bluefin tuna characteristics – How many fish you can keep in the pen, and what are
the feeding requirements?

 Sales and profits of farmed bluefin tuna – Make calculations for the sales and profit
when the fish are sold.

Design a farm with multiple cylindrical pens and make calculations for the relevant factors.

* You should use the additional source supplementary to the pre-release material ‘Infographic
on bluefin tuna farms in Japan’, and you may use any other clearly-referenced sources to help
you as well.

Support Teachers may add/edit additional support here:

It will help to sketch or draw a scale drawing of an aerial view of the farm within the circular
space.

Using the Infographic on bluefin tuna farms in Japan, the following calculations will support
your plan:

 circumference and volume of the two cylindrical pens

 the number of bluefin tuna in the larger cylindrical pen
 the number of cylindrical pens that can fit in the space for the 80 000 bluefin tuna
 the approximate weight of feed required for the bluefin tuna each year
 the approximate weight of full grown bluefin tuna on the farm
 the amount of sales for the 80 000 bluefin tuna
 the amount of profit for the 80 000 bluefin tuna.

The following formula will help:

1000 Kilograms = 1 Tonne

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 Diameter = Radius x 2

Circumference of a circle = π × Diameter

Volume of a cylinder = π × Radius2 × Height

Cost = Sales - Profit

Percentage profit = (Profit ÷ Cost) × 100

Ciii. move between different forms of mathematical representation

Di. identify relevant elements of authentic real-life situations

Relevant Dii. select appropriate mathematical strategies when solving authentic real-life situations
objective
strands Diii. apply the selected mathematical strategies successfully to reach a solution

Div. justify the degree of accuracy of a solution

Dv. justify whether a solution makes sense in the context of the authentic real-life situation

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 Final interdisciplinary task – addressing the SOI using findings from subject-grounded tasks

Statement of Individuals, communities and governments, with their different perspectives, all have a
inquiry role to play in promoting environmental sustainability.

Factual
What is sustainability?
What are the benefits of sustainability?
What measures can communities and/or individuals take to help protect the environment?

Conceptual
In what ways do our individual choices contribute to global issues?
How do humans interrupt natural environmental processes?
How can designers balance the needs of the environment with the needs of stakeholders?
Inquiry questions How can data inform individuals?
How can evidence be used to change perspectives?

Debatable
Do governments and communities/individuals have equal responsibility to protect the
environment?
Are all perspectives equally valid?
Are systems essential for a sustainable future?

Please note that some questions may be factual or conceptual, based on the discipline
through which it is being explored or the stage of a student’s education.

Task description

You are an environmental influencer; your task is to raise awareness of one of the issues
highlighted by the subject grounded tasks and/or the pre-release material. You should
produce an awareness *campaign that will attract a large number of followers and
mobilize people to make a difference on a global scale. You must draw on what you have
learned in the subject grounded tasks.

In your *campaign you should raise awareness by:

 combining knowledge from at least two subjects

 considering the perspectives of your target audience
 discrediting fake news and presenting evidence-based information
 citing the pre-release material used (e.g. pre-release material Nov 2016 Source 2
Animal Welfare)
 citing any other sources used.

To attract a large number of followers, you must identify a target audience for your
campaign, (for example, MYP 3 students).

For your identified target audience, you should consider which form(s) of communication
would be most effective, (for example blogs, presentations, podcasts, adverts, social media
posts, three-dimensional structures, infographics, debates, videos, musical compositions,
calls to action).

*Campaign: a planned series of actions. (In this case, it will be several different

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 communications. These can be all the same form – such as a series of blogs – or they can
be in different forms).

You may also wish to include a brief overview of the entire campaign.

Teachers may add/edit additional support here:

Your awareness campaign could be in the form of blogs, presentations, podcasts, adverts,
Support social media posts, three-dimensional structures, infographics, debates, videos, musical
compositions, calls to action or a combination of any of these.

Bi. Synthesize disciplinary knowledge to demonstrate interdisciplinary understanding

Relevant Ci. Use appropriate strategies to communicate interdisciplinary understanding effectively

objective strands
Cii. Document sources

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Assessment materials
Task A – Integrated sciences

MYP 3 – Task A

Level Level descriptor Task-specific clarification

The student:

Ai

 Describes the full journey of carbon in the carbon cycle, including which steps
are influenced by humans or describing how carbon compounds change

Ai. describe scientific  Describes human activities that damage the environment (examples that are and
knowledge are not due to carbon emissions), with a description of what the direct
consequences are
Aiii. analyse information to
make scientifically supported Aiii
7-8 judgments.
 Analyses how several of these consequences may affect future generations and
Di. describe the ways in which how they may link to each other, then makes a scientifically-supported
science is applied and used to judgement about which are the most significant
address a specific problem or
issue  Analyses the effectiveness of the alternatives/ changes by detailing their
advantages and disadvantages, and making a scientifically-supported
recommendation

Di

 Describes a range of alternatives/ changes that would reduce damage to the

environment (including the current activity each would replace)

The student:

Ai

 Outlines details of most of the steps in the carbon cycle

Ai. outline scientific knowledge  Outlines details of human activities that damage the environment (including
examples that are due to carbon emissions), with an outline of some
Aiii. interpret information to consequences
make scientifically supported
judgments. Aiii
5-6
Di. summarize the ways in  Interprets how some of these consequences may affect future generations, and
which science is applied and makes a scientifically-supported judgement about which are the most significant
used to address a specific
problem or issue  Interprets the effectiveness of the changes by detailing how they would help, and
making a scientifically-supported recommendation

Di

 Summarizes some general and specific changes that individuals/ governments

could make that would reduce damage to the environment

3-4 Ai. state scientific knowledge The student:

Aiii. apply information to make Ai

scientifically supported
judgments  States a range of steps in the carbon cycle

Di. outline the ways in which  States human activities that damage the environment, and states some future
science is used to address a consequences
specific problem or issue
Aiii

 Applies information to make a scientifically-supported judgement about which

consequences are the most significant, but without giving details about how it was

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 decided

 Applies information to make a scientifically-supported recommendation about

which change(s) should take priority, but without giving details about how it was
decided

Di

 Outlines details of some general changes that individuals/ governments could

make that would reduce damage to the environment

The student:

Ai

 Recalls the names of some stages of the carbon cycle

 Recalls some human activities that damage the environment, and some future
Ai. recall scientific knowledge
consequences
Aiii. apply information to make
Aiii
judgments.
1-2
 Applies information to make a judgement about which consequences are the most
Di. state the ways in which
significant, but without giving details about how it was decided
science is used to address a
specific problem or issue  Applies information to make a recommendation about which change(s) should
take priority, but without giving details about how it was decided

Di

 States some changes that individuals/ governments could make that would reduce
damage to the environment

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Task B – Individuals and societies

MYP 3 – Task B

Level Level descriptor Task-specific clarification

The student:

Dii

 Summarizes information about the advantages and disadvantages of at least 5

Dii. summarizes information to
fishing methods, with links to the wellbeing of the environment. Some
make consistent, well-supported
comparisons of different methods may be given
arguments
 Gives a conclusion that is well-supported by highlighting the deciding factors in
Diii. effectively analyses a
their argument
range of sources/data in terms of
7-8 origin and purpose, consistently Diii
recognizing value and
limitations  Analyses the origin and purpose of all relevant provided sources and at least 2
additional sources, and consistently uses this to recognize their value and
Div. clearly recognizes different
limitations
perspectives and consistently
explains their implications. Div

 Recognizes at least 3 different stakeholder perspectives on sustainable fishing,

then explains what the implications of the law changes will be for all of them,
and the causes of each implication

The student:

Dii

 Summarizes information about the advantages and disadvantages of at least 4

Dii. summarizes information in
fishing methods, with occasional links to the wellbeing of the environment. Each
order to make usually valid
method is summarized in isolation
arguments
 Gives a valid conclusion that mostly reflects the factors detailed in their
Diii. analyses sources/data in
argument
terms of origin and purpose,
5-6 usually recognizing value and Diii
limitations
 Analyses the origin and purpose of most relevant provided sources and at least 2
Div. clearly recognizes different
additional sources, and usually uses this to recognize their value and limitations
perspectives and describes most
of their implications. Div

 Recognizes at least 3 different stakeholder perspectives on sustainable fishing,

then describes what the implications of the law changes will be for at least 2 of
them

The student:

Dii

 Summarizes information about the advantages and/or disadvantages of at least 3

Dii. summarizes information to
fishing methods. Each method is summarized in isolation
make some adequate arguments
 Gives a conclusion
Diii. analyses sources/data in
terms of origin and purpose,
Diii
3-4 recognizing some value and
limitations  Analyses the origin and purpose of some relevant provided sources and at least 1
additional source, and sometimes uses this to recognize their value and
Div. recognizes different
limitations
perspectives and suggests some
of their implications. Div

 Recognizes at least 2 different stakeholder perspectives on sustainable fishing,

then suggests what the implications of the law changes will be for at least 1 of
them (though this may be incomplete or incorrect)

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 The student:

Dii
Dii. begins to identify
connections between  Identifies simple points about at least 2 fishing methods, but it may not be clear
information to make simple if these are presented as advantages or disadvantages
arguments
 A simple comparison may be made, but no conclusion is given
Diii. recognizes the origin and
1-2 purpose of few sources/data as Diii
well as nominal value and
limitations of sources/data  Uses information from some relevant provided sources only, and recognizes the
origin and purpose of one source, but may not use it to recognize its value and
Div. identifies different limitations
perspectives.
Div

 Identifies at least 2 different stakeholder perspectives on sustainable fishing

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Task C – Design

MYP 3 – Task C

Level Level descriptor Additional notes and definitions of command terms

Additional notes (adapted for MYP 3)
Ai. explains and justifies the need for a
solution to a problem
Criterion A
Aiii. analyses a group of similar products When developing the design brief, students should present only the useful and
that inspire a solution to the problem
relevant information they have found through their *research. They will
Aiv. develops a design brief, which present this information in their own words. Students should not copy and
presents the analysis of relevant research.
paste information from sources without analysis or indicating relevance.

Bi. develops a design specification, which *Research is more than simply using the pre-release materials; students are
outlines the success criteria for the design required to do independent research on the community and on products that
7-8 of a solution based on the data collected
inspire a solution to the problem.
Bii. presents a range of feasible design
ideas, using an appropriate medium(s) and
annotation, which can be correctly Criterion B
interpreted by others • For this task, a feasible idea (Bii) is one that could be created in the

Biii. presents the chosen design and community specified by the student.
outlines the reasons for its selection with
reference to the design specification
• Examples of “planning drawings/diagrams” for digital design solutions
Biv. develops accurate planning include website navigation maps, interface layout—aesthetic considerations
drawings/diagrams and outlines
(websites), detailed sketches (graphic design), detailed storyboards (video
requirements for the creation of the chosen
solution. editing and animations), and so on.

Ai. explains the need for a solution to a

problem. • Examples of “planning drawings/diagrams” for product design solutions
include scale drawing with measurements (orthographic), part and assembly
Aiii. describes a group of similar products
that inspire a solution to the problem drawings, exploded drawings, cutting plans, and so on.

Aiv. develops a design brief, which outlines

the findings of relevant research. Definitions of command terms

Explain: Give a detailed account including reasons or causes. (See also

Bi. develops design specifications, which
“Justify”.)
identify the success criteria for the design of
5-6 a solution
Justify: Give valid reasons or evidence to support an answer or conclusion.
Bii. presents a range of feasible design
ideas, using an appropriate medium(s) and (See also “Explain”.)
explains key features, which can be
interpreted by others
Analyse: Break down in order to bring out the essential elements or structure.
Biii. presents the chosen design and (To identify parts and relationships, and to interpret information to reach
outlines the main reasons for its selection
with reference to the design specification conclusions.)

Biv. develops accurate planning

drawings/diagrams and lists requirements Develop: To improve incrementally, elaborate or expand in detail. Evolve to
for the creation of the chosen solution. a more advanced or effective state.

3-4 Ai. outlines the need for a solution to a

problem. Summarize: Abstract a general theme or major point(s)

Aiii. outlines one existing product that

inspires a solution to the problem Present: Offer for display, observation, examination or consideration.

Aiv. develops a basic design brief, which

outlines some of the findings of relevant

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 research.
Outline: Give a brief account or summary.
Bi. constructs a list of the success criteria
for the design of a solution
List: Give a sequence of brief answers with no explanation
Bii. presents a few feasible design ideas,
using an appropriate medium(s) or explains
State: Give a specific name, value or other brief answer without explanation
key features, which can be interpreted by
others or calculation.

Biii. outlines the main reasons for choosing

the design with reference to the design Create: To evolve from one’s own thought or imagination, as a work or an
specification invention.
Biv. creates planning drawings/diagrams or
lists requirements for the creation of the Identify: Provide an answer from a number of possibilities. Recognize and
chosen solution.
state briefly a distinguishing fact or feature.
Ai. states the need for a solution to a
problem.
Construct: Display information in a diagrammatic or logical form.
Aii. states some of the main findings of
relevant research

Bi. lists a few basic success criteria for the

design of a solution
1-2
Bii. presents one feasible design idea,
which can be interpreted by others

Biii. creates incomplete planning

drawings/diagrams.

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Task D – Mathematics

MYP 3 – Task D

Level Level descriptor Task-specific clarification

The student:

Ciii

Ciii. move effectively between different  demonstrates the ability to move between all the information provided in the
forms of mathematical representation infographic to the scenario

Di. identify the relevant elements of the Di

authentic real-life situation
 identifies at least three relevant factors

Dii. select appropriate mathematical Dii

strategies to model the authentic real-life
situation  has selected at least two correct mathematical strategies
7-8
Diii. apply the selected mathematical Diii
strategies to reach a correct solution
 has supporting calculations, that are fully correct, for the geometrical shapes,
characteristics of the fish and sales and profit
Div. explain the degree of accuracy of
the solution Div

Dv. explain whether the solution makes  explains the degree of accuracy by considering the averages and by
sense in the context of the authentic rounding values
real-life situation.
Dv

 explains if their calculations make sense by referring to the constraints.

The student:

Ciii
Ciii. move between different forms of
mathematical representation with some  demonstrates the ability to move between most of the information provided
success in the infographic to the scenario

Di. identify the relevant elements of the Di

authentic real-life situation
 identifies at least two relevant factors
Dii. select adequate mathematical Dii
strategies to model the authentic real-life
situation  has selected at least one correct mathematical strategy
5-6
Diii. apply the selected mathematical Diii
strategies to reach a valid solution to the
authentic real-life situation  has supporting calculations, at least two fully correct, for the geometrical
shapes, characteristics of the fish and sales and profit
Div. describe the degree of accuracy of
the solution Div

 describes the degree of accuracy by considering the averages or by rounding

Dv. discuss whether the solution makes values
sense in the context of the authentic
real-life situation. Dv

 describes if their calculations make sense by referring to the constraints.

3-4 Di. identify the relevant elements of the The student:

authentic real-life situation
Di
Dii. select, with some success, adequate
mathematical strategies to model the  identifies at least two relevant factors
authentic real-life situation
Dii

Diii. apply mathematical strategies to  has selected at least one correct mathematical strategy
reach a solution to the authentic real-life
situation

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 Diii

 has supporting calculations, at least one fully correct, for the geometrical
shapes, characteristics of the fish and sales and profit
Div. describe whether the solution
makes sense in the context of the Div
authentic real-life situation.
 describes if their calculations make sense by referring to the constraints.

The student:

Di. identify some of the elements of the Di

authentic real-life situation
 identifies at least one relevant factor
1-2
Dii. apply mathematical strategies to Dii
find a solution to the authentic real-life
situation, with limited success.  has supporting calculations, at least one fully correct, for one of; geometrical
shapes, characteristics of the fish or sales and profit.

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Interdisciplinary task

Final interdisciplinary task – MYP 3

Level Level descriptor Task-specific clarification

The student:

Bi

Bi. synthesizes disciplinary  appropriately and correctly combines knowledge from at least two subjects to raise
knowledge to demonstrate awareness
consistent and thorough  addresses three aspects of the chosen issue.
interdisciplinary understanding
Ci
Ci. communicates interdisciplinary
7-8 understanding that is clear and well  presents all information and ideas clearly
structured, beginning to use the  organizes all information and ideas in a coherent and logical manner
selected forms or media  selects appropriate form(s) of communication for the identified target audience
appropriately  uses some linguistic and/or visual devices, demonstrating awareness of how to enhance
impact on an audience
Cii. documents relevant sources
Cii

 documents all sources

 uses relevant sources.

The student:

Bi
Bi. synthesizes disciplinary
knowledge to demonstrate  appropriately and correctly combines knowledge from at least two subjects to raise
interdisciplinary understanding awareness.

Ci. communicates interdisciplinary Ci

5-6 understanding that is generally well
organized and coherent, recognizing  presents all information and ideas clearly
appropriate forms or media  organizes most information and ideas in a coherent and logical manner
 selects appropriate form(s) of communication for the identified target audience.
Cii. identifies relevant sources.
Cii

 lists relevant sources.

The student:

Bi
Bi. connects disciplinary
knowledge to achieve adequate  appropriately or correctly combines knowledge from at least two subjects to raise
understanding. awareness.

3-4 Ci. communicates interdisciplinary Ci

understanding with some clarity and
coherence  presents some information and ideas clearly
Cii. identifies sources  organizes some information and ideas in a coherent and logical manner.

Cii

 lists sources.

1-2 Bi. establishes few and/or The student:

superficial connections between
disciplines Bi
Ci. communicates interdisciplinary
understanding with little structure,  connects knowledge from at least two subjects.
clarity or coherence

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© International Baccalaureate Organization 2024
 Ci

 presents information and ideas but these may be difficult to follow.

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© International Baccalaureate Organization 2024