CODE: GD-GAC-FR-

ST. VIATOR BILINGUAL INTERNATIONAL SCHOOL VERSIO 04

ACADEMIC MANAGEMENT DATE:
RUBRIC

DATE: SUBJECT: Biology

TEACHER: Bárbaro Eliecer Covián Grau

TOPIC: The Amazing Human Machine: A Guide to Organ Systems and Wellness TERM: 3
OBJECTIVE: Criterion A Knowing and understanding. Objective B: Inquiring and designing. Objective C: Processing
and evaluation.

STUDENT: CLASS: 7- SCORE:

The Amazing Human Machine: A Guide to Organ Systems and Wellness

Rubric - Summative assessment
First trimester
Key concept: System
Related concept(s) Balance
Identities and relationships. Explorations: Health & Wellness.
Global context and
Knowledge of our health and wellness, as well as that of others, allows us to have a
exploration
more productive and active society
Inquirers
The IB learning profile Thinker.
Balanced
Statement of inquiry Health and wellness as part of a balance in society
Critical thinking
Information exchange
SKILLS
Affective
Collaboration skills

GOAL: Study and analyze the variables that help in the improvement of health
and wellness to sustain the balance in our society.
ROLE: Nutritionist.
AUDIENCE: The students of seventh grade.
SITUATION: Warned about the consequences of poor nutrition in adolescents.
Global health problems have increased, which has led to cost problems and low
economic rates for many countries. The school’s health committee has looked
for students in seventh grade, to study strategies to promote a healthier lifestyle
for wellness and balance at school.
PRODUCT: Students must submit the following products: Exam for criterion
A and Research for criteria B and C.

INSTRUCTION FOR RESEARCH

1. Students will use statistical data collected through research that will be carried out among a population of
teenagers.
2. In this investigation, the students will work in groups of 4 and will take anthropometric measurements such as
Body Mass Index (BMI) and waist circumference.
3. They will conduct a simple dietary habits survey, questioning preferences and behaviors related to healthy and
unhealthy eating. The survey will also evaluate the socio-psychological variable (level of physical activity,
including frequency and type of exercise).”. These data will later be compared with These data will be compared
with the World Health Organization standards according to the analyzed age range.
 4. Sample: Age range between 11 and 14 years old.
5. Sample size: 20 students per team

To assess criterion A:
1. They present a written exam in which they solve open and multiple-choice questions based on “Pruebas Saber”.
The topics that will be included in the exam are:

- Biomolecules (carbohydrates, lipids proteins)

- Nutrition: autotrophs vs heterotrophs.
- Digestion and excretion in the human body. Function and structures of the organ systems involved in those
processes.
- Cell membrane: structure, and function.
- cell transport: active transport (exocytosis, endocytosis, sodium potassium pump) Passive transport
(facilitated diffusion, and osmosis)
- Cell cycle: (mitosis and meiosis)

2. Scientific document: Students present their research in the following order:

a. Title:
b. Abstract:
c. Introduction:
d. Methodology:
e. Results
f. Analysis:
g. Conclusions:
h. Bibliography
STANDARDS: Criteria A, B and C

Objective A: Knowing and understanding.

i. Describe scientific knowledge about nutrition and metabolism.
ii. Apply scientific knowledge and understanding to solve problems about nutrition and metabolism set in familiar
and unfamiliar situations.
Activity 1: written exam.
1. Students develop flash cards using the topics listed above to study for the exam.
2. Students present the exam during one class session.

Activity 2: working on the research report.

Instructions:
Writing the title: it presents the research’s topic; it must be closely related to the variables included in the scientific
investigation.

Writing the abstract: Summarize the research paper using scientific knowledge. It includes the problem question the
methodological approach and the main findings in one descriptive paragraph (approx. 200 words.) (Criterion A, i)

Writing the introduction

1. Describes the problem situation using scientific knowledge about nutrition and metabolism (100 words)
(criterion A, ii)
2. Explains in the framework the main keywords to sustain their reasoning using scientific knowledge. (200 –
300 words). It must include references using APA style 7th edition. (For example, explains what BMI is, the
connection between basal metabolism rate and calory intake requirements in adolescents) (criterion A, i)

Write in the section of analysis the answer to their research problem question using scientific knowledge and their
findings. For this purpose, students must:
1. Solve the problem question by analyzing the information collected in their research and contrasting it with their
framework to write one descriptive paragraph solving the problem question and making scientifically supported
judgments. (Criterion A, ii)
Objective B: Inquiring and designing.
Students should be able to:
i. describe a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis and explain it using scientific reasoning
iii. describe how to manipulate the variables, and describe how data will be collected
iv. design scientific investigations.

Activity: working on the research document.

Instructions for the research report:

While writing the introduction

1. Design and writes the problem question that will lead the research about nutrition, metabolism, health, and
wellness. (Criterion B, i)
2. Suggest the hypothesis (including dependent and independent variable) (criterion B, ii)

While writing the methodology

3. Outline the methodological approach, by indicating which approach will be used, either quantitative or qualitative
methods. (Criterion B. iii)
4. Describe the strategies, steps, and tools to collect data involving the dependent and independent variables.
(Criterion B, iv)
5. Design a survey that consists of 10 questions that inquire about data to find BMI, abdominal perimeter, food intake
schedule, and daily routines. (Criterion B, iv)

Objective C: Processing and evaluation.

Students should be able to:

i. present collected and transformed data
ii. interpret data and describe results using scientific reasoning
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
iv. discuss the validity of the method
v. describe improvements or extensions to the method.

Activity: working on the research report

Instructions:

Writing the results for the research paper:

1. Present the research findings in an organized way using charts and graphs.
Remember: The results display your findings from the survey and other tools used to collect data. (Criterion C, i)
2. Describe the results by writing their interpretations of their findings using scientific reasoning about nutrition,
metabolism, health, and wellness. (Criterion C, ii)

Writing the analysis for the research report:

3. Analyze and contrast the research findings with the hypothesis and answer the following questions in two
paragraphs:
· Was your hypothesis /problem statement accurate? Why? (Criterion C, iii)
· Did you collect enough information to give answers to your problem question? (Criterion C, iv)
· What extinction to the method can be done to have more accurate results? (Criterion C, v)

Writing the conclusion for the research paper:

4. Write one paragraph following the questions below as a guideline.

· What did you learn from your research related to health and wellness?
· How can this research promote a better understanding of the systems involved in nutritional patterns and
lifestyle? (Criterion C, vi)
 · What can be done to improve the research process in your team? (Criterion C, v)

Writing the Bibliography

5. Document all the sources of information used for your scientific investigation using APA style 7 th edition.
Example of a bibliography

Bibliography
Henry, C. (2007, January 2). Basal metabolic rate studies in humans: measurement and development of new equations.
Retrieved from Cambridge University Press:
https://www.cambridge.org/core/journals/public-health-nutrition/article/basal-metabolic-rate-studies-in-humans-
measurement-and-development-of-new-equations/61A9EA486ABFA478FEF2FCE1E70D5BEE
Jones, M., Fellowes-Freeman, D., & Sang, D. (2013). Cambridge Checkpoint Science 9 Coursebook. Cambridge
University Press.

ASSESSMENT

CRITERION A B C
Achievement level

Criterion A: Knowing and understanding.

Students should be able to:
i. describe scientific knowledge.
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations.

Achievement
Level descriptor Activity clarification.
level
The student does not reach a standard indicated There is no evidence of work in the summative
0
by any of the descriptors below. assessment. (Exam and research paper)
The student is able to: Students recall scientific knowledge about
i. recall scientific knowledge nutrition and metabolism for the description of the
problem situation.

Students apply scientific knowledge and

1–3 ii. apply scientific knowledge and understanding of nutrition and metabolism to
understanding to suggest solutions to suggest solutions to problems set in familiar
problems set in familiar situations situations presented in the results and analysis
presented in their scientific report.

Student got 1 to 5 points in the written exam.

4 The student is able to: Students state scientific knowledge about
i. state scientific knowledge nutrition and metabolism for the description of
the problem situation.

Students apply scientific knowledge and

ii. apply scientific knowledge and understanding to solve problems set in familiar
understanding to solve problems set in situations reflected in the results and analysis of
familiar situations their scientific report.
 Student got 6 points in the written exam.
The student is able to: Students outline scientific knowledge about
i. outline scientific knowledge nutrition and metabolism for the description of the
problem situation.

Students apply scientific knowledge and

5–6 ii. apply scientific knowledge and understanding to solve problems about nutrition
understanding to solve problems set in and metabolism set in familiar situations and
familiar situations and suggest solutions suggest solutions to problems set in unfamiliar
to problems set in unfamiliar situations. situations reflected in the results and analysis of
their scientific report.
Student got 7 to 8 points in the written exam.
The student is able to: Students describe scientific knowledge about
i. describe scientific knowledge nutrition and metabolism for the description of
the problem situation.

Students apply scientific knowledge and

7–8 ii. apply scientific knowledge and understanding to solve problems about nutrition
understanding to solve problems set in and metabolism set in familiar and unfamiliar
familiar and unfamiliar situations situations reflected in the results and analysis of
their scientific report.
Student got 9 to 10 points in the written exam.

Command term Definition

Recall Remember or recognize from prior learning experiences
State Give a specific name, value, or other brief answers without explanation or calculation.
Outline Give a brief account or summary
Describe Give a detailed account or picture of a situation, event, pattern, or process.
Criterion B: Inquiring and designing.
Students should be able to:
i. describe a problem or question to be tested by a scientific investigation.
ii. outline a testable hypothesis and explain it using scientific reasoning.
iii. describe how to manipulate the variables, and describe how data will be collected.
iv. design scientific investigations.
Achievement
Level descriptor Activity clarification.
level
The student does not reach a standard The student does not reach a standard identified by any
0
identified by any of the descriptors below. of the descriptors below.
The student is able to:
i. state a problem or question to be Students state a problem or question to be tested by a
tested by a scientific investigation, scientific investigation about the variables that affect
with limited success nutrition and metabolism, with limited success in
ii. state a testable hypothesis scientific report introduction.
iii. state the variables evaluated in the
scientific investigation Students state a testable hypothesis that relates
iv. design a method for the research variables such as body mass index, age, and gender to
1–3 with limited success. metabolism in their scientific report introduction.

Students state the variables evaluated in the scientific

investigation about nutrition, health, and wellness. in
their scientific report methodology.

Students design a method for the research on

nutrition, health, and wellness with limited success in
their scientific report methodology
The student is able to:
i. state a problem or question about the Students state a problem or question about the
variables to be tested by a scientific variables that affect nutrition and metabolism to be
investigation tested by a scientific investigation introduction

Students outline a testable hypothesis using scientific

ii. outline a testable hypothesis using reasoning that relates variables such as body mass
scientific reasoning. index, age, and gender to metabolism in their
scientific report introduction
4
Students outline how to manipulate the variables and
iii. outline how to manipulate the state how relevant data will be collected and
variables and state how relevant
evaluated in the scientific investigation of nutrition,
data will be collected and evaluated.
health, and wellness in their scientific report
methodology
iv. design a safe method for the
research in which he or she selects Students design a safe method for the research about
materials and equipment. nutrition, health, and wellness in which he or she
selects materials and equipment in their scientific
report methodology
 The student is able to:
i. outline a problem or question about Students outline a problem or question about the
the variables to be tested by a variables that affect nutrition and metabolism to be
scientific investigation tested by a scientific investigation in the scientific
report introduction.

ii. outline and explain a testable Students outline and explain a testable hypothesis
hypothesis using scientific using scientific reasoning that relates variables such
reasoning that relates variables as body mass index, age, and gender to metabolism in
their scientific report introduction.
5–6
iii. outline how to manipulate the Students outline how to manipulate the variables, and
variables, and outline how outline how sufficient, relevant data will be
sufficient, relevant data will be collected in the scientific investigation of nutrition,
collected in the scientific health, and wellness in their scientific report
investigation
methodology.
iv.
v. design a complete and safe method
for the research in which he or she Students design a complete and safe method for the
selects appropriate materials and research about nutrition, health, and wellness in which
equipment. he or she selects appropriate materials and
equipment in their scientific report methodology.
The student is able to:
i. describe a problem or question about Students describe a problem or question about the
the variables to be tested by a variables that affect nutrition and metabolism to be
scientific investigation tested by a scientific investigation in the scientific
report introduction.

ii. outline and explain a testable Students outline and explain a testable hypothesis
hypothesis using correct scientific using correct scientific reasoning that relates variables
reasoning that relates variables. such as body mass index, age, and gender to
metabolism in the scientific report introduction.
7–8 iii. describe how to manipulate the Students describe how to manipulate the variables,
variables, and describe how and describe how sufficient, relevant data will be
sufficient, relevant data will be collected in the scientific investigation of nutrition,
collected health, and wellness. in their scientific report
methodology
iv. design a logical, complete, and safe
Students design a logical, complete, and safe
method in which he or she selects
method for the research about nutrition, health, and
appropriate materials and
equipment. wellness in which he or she selects appropriate
materials and equipment in their scientific report
methodology.

Command term Definition

State Give a specific name, value, or other brief answers without explanation or calculation.
Outline Give a brief account or summary
Describe Give a detailed account or picture of a situation, event, pattern, or process.
Design Produce a plan, simulation or model.
 Criterion C: Processing and evaluation.
Students should be able to:
vi. present collected and transformed data
vii. interpret data and describe results using scientific reasoning
viii. discuss the validity of a hypothesis based on the outcome of the scientific investigation
ix. discuss the validity of the method
x. describe improvements or extensions to the method.

Achievement Level descriptor Activity clarification.

level
0 The student does not reach a standard The student does not reach a standard identified by any
identified by any of the descriptors below. of the descriptors below.
1–3 The student is able to: Students collect and present data in numerical
i. collect and present data in numerical and/or visual forms about variables such as age,
and/or visual forms about variables gender, body mass index, and others affecting
nutrition and metabolism in the results section of
ii. accurately interpret data their report
Students accurately interpret data about nutrition,
iii. state the validity of a hypothesis with metabolism, health, and wellness to provide an
limited reference to a scientific answer to their problem question. in the results
investigation. section of their report
iv. state the validity of the method with
Students state the validity of a hypothesis with
limited reference to a scientific
limited reference to a scientific investigation about
investigation about nutrition
metabolism, health, and wellness. nutrition metabolism, health, and wellness in the
v. state limited improvements or analysis section of their report.
extensions to the method used in the Students state the validity of the method with
scientific investigation of nutrition limited reference to a scientific investigation of
metabolism, health, and wellness. nutrition metabolism, health, and wellness in the
analysis section of their report
Students state limited improvements or extensions
to the method used in the scientific investigation of
nutrition metabolism, health, and wellness in the
analysis section of their report
4 The student is able to: Students correctly collect and present data in
i. correctly collect and present numerical and/or visual forms about variables such
data in numerical and/or visual as age, gender, body mass index, and others
forms about variables. affecting nutrition and metabolism in the results
ii. accurately interpret data and section of their report
describe results. Students accurately interpret data and describe
iii. state the validity of a hypothesis results about nutrition, metabolism, health, and
based on the outcome of a wellness in the results section of their report
scientific investigation. Students state the validity of a hypothesis based on
iv. state the validity of the method
the outcome of a scientific investigation about
based on the outcome of a
nutrition metabolism, health, and wellness in the
scientific investigation.
v. state improvements or extensions analysis section of their report.
to the method that would benefit Students state the validity of the method based on
the scientific investigation. the outcome of a scientific investigation about
nutrition metabolism, health, and wellness in the
analysis section of their report
Students state improvements or extensions to the
method that would benefit the scientific
investigation used in the scientific investigation
about nutrition metabolism, health, and wellness in
the analysis section of their report.
5-6 The student is able to: Students correctly collect, organize and present
i. correctly collect, organize and data in numerical and/or visual forms about variables
present data in numerical and/or such as age, gender, body mass index, and others
visual forms. affecting nutrition and metabolism in the results
ii. data and describe results using section of their report
scientific reasoning. Students accurately interpret data and describe
iii. outline the validity of a results using scientific reasoning about nutrition,
hypothesis based on the outcome metabolism, health, and wellness in the results
of a scientific investigation section of their report.
iv. outline the validity of the method
Students outline the validity of a hypothesis based
based on the outcome of a
on the outcome of a scientific investigation of
scientific investigation.
v. outline improvements or nutrition metabolism, health, and wellness in the
extensions to the method that analysis section of their report.
would benefit the scientific Students outline the validity of the method based on
investigation the outcome of a scientific investigation into
nutrition metabolism, health, and wellness in the
analysis section of their report.
outline improvements or extensions to the method
that would benefit the scientific investigation used in
the scientific investigation of nutrition metabolism,
health, and wellness in the analysis section of their
report.
 7–8 The student is able to: Students correctly collect, organize, transform
i. correctly collect, organize, and present data in numerical and/or visual forms
transform and present data in about variables such as age, gender, body mass
numerical and/or visual forms. index, and others affecting nutrition and metabolism
ii. accurately interpret data and in the results section of their report.
describe results using correct Students accurately interpret data and describe
scientific reasoning. results using correct scientific reasoning about
iii. discuss the validity of a nutrition, metabolism, health, and wellness in the
hypothesis based on the outcome results section of their report.
of a scientific investigation.
Students discuss the validity of a hypothesis based
iv. discuss the validity of the method
on the outcome of a scientific investigation of
based on the outcome of a
scientific investigation. nutrition metabolism, health, and wellness in the
v. describe improvements or analysis section of their report.
extensions to the method that Students discuss the validity of the method based on
would benefit the scientific the outcome of a scientific investigation of nutrition
investigation. metabolism, health, and wellness in the analysis
section of their report.
Students describe improvements or extensions to the
method that would benefit the scientific
investigation of nutrition metabolism, health, and
wellness in the analysis section of their report.

Command term Definition

State Give a specific name, value, or other brief answers without explanation or calculation.
Interpret Use knowledge and understanding to recognize trends and draw conclusions from given
information
Outline Give a brief account or summary
Describe Give a detailed account or picture of a situation, event, pattern, or process.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate
evidence
Present Offer for display, observation, examination or consideration
SELF-ASSESSMENT
Self-evaluation: The objective of the self-evaluation is to reflect on your learning process to help you improve study
habits and methods.
Statement Always Sometimes Never
I actively and frequently participate in the development of the
summative assessment.
I ask questions at the right moment to solve my doubts and difficulties.
I do all the assignments proposed by the teacher and turned them in on
time.
I am respectful to the class

SKILLS:
What skills did you work on and improve during the trimester?
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What skill do you think is necessary to continue working on to improve your learning process?
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STUDENT REFLECTION:
In this part, you will assess the way you have worked, and indicate the strengths and difficulties that you perceived in
your process. This will allow you to recognize your possibilities, limitations, and necessary changes to improve your
learning.
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TEACHER’S COMMENTS:
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