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IA 6 - Social Science - Class X - UP6 - T2

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12 views5 pages

IA 6 - Social Science - Class X - UP6 - T2

Uploaded by

smaurya2009sm
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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INTERNAL ASSESSMENT 6

Grade MYP Year 5 (Grade 10)

Subject domain Individuals and Societies

Subtopics (if Consequence, Pattern and Consumption


applicable)

Unit / Unit name 6 / Interconnected World

Type of task Advertisement Analysis

Objective of the task Students will analyse the role of advertisement in changing the consumption pattern
of the product among consumers.

LO (can be multiple Students will be able to demonstrate the following skills:


LOs)  Explain the intentions of the makers of advertisements.
 Select and use the most appropriate data collection tools for analysing the
advertisement.
 Analyse advertisements with the help of concepts they have read in the unit.

Task description Students with the help of the concepts of modern advertisement, can select any one
advertisement and explain the intentions of the makers of that advertisement and
how it has changed the consumption of the product it is advertising.
INTERNAL ASSESSMENT 6

Instructions for You have read that people in previous generations often consumed very few goods
students than ours. One of how big businesses keep on increasing the demand for their product
is through advertisement. You have also read how modern advertising works and
when and where it took its initial form.

With the help of your understanding of modern advertisement, you can select any
one advertisement and explain the intentions of the makers of that advertisement
and how it has changed the consumption of the product it is advertising.

Write a report of your analysis. The report should also contain your reflection on the
process of analysis i.e.

 selection of advertisement
 process of analysis
 possible biases in your analysis.

Before you turn in your work.

 Please check your work against the criteria to be sure that you have met all
aspects mentioned in the criteria.
 Please check if all the materials taken from other sources have been
acknowledged.
 Please check that your work and spelling are grammatically correct.
 While writing reports make sure that you quote the sources through which
you interpreted.
 You will be assessed based on the criteria mentioned at the end of the
document.
 Investigation criteria will be assessed on point 3 of the task.

Note:

 The last date for submission of this task is DD/MM/YYYY (non-negotiable).

 In case you are not able to submit your work on time please discuss with your
teacher to find an alternate date of submission to avoid penalty for late
submission or no submission.
INTERNAL ASSESSMENT 6

Instructions for  Explain the tasks to students.


teachers  Familiarise them with a range of tools with which data can be collected but
don’t suggest to them which tool to use in this task.
 Do not let your knowledge and opinion interfere with your task description in
class.
 Also provide students with the marking guide (rubric).

Resources required

By students Pen and paper/ word processor and internet

By teachers Printouts of the assessment criteria and a sample case study along with the research
questions.

Assessment criteria
Criterion A: Knowing and understanding
(can be more than
(i) Use a range of terminology in context
one)
(ii) Demonstrate knowledge and understanding of subject-specific content and
concepts, through descriptions, explanations, and examples.

Criterion D: Thinking critically

(ii) Synthesise information to make valid, well-supported arguments


(iii) Analyse and evaluate a wide range of sources/data in terms of origin and purpose,
examining values and limitations
(iv) interpret different perspectives and their implications.
INTERNAL ASSESSMENT 6

Task assessment criteria (RUBRIC) – The task will be assessed on the below-listed
criteria.

Criteria Score 1 Score 2 Score 3 Score 4


(Level 1-2) (Level 3-4) (Level 5-6) (Level 7-8)

Knowing and
understanding
(Criterion A)

i. use a range Students make Students make Students use a Students


of terminology limited use of some range of consistently
in context terminology terminology terminology and use a wide
accurately and appropriately range of
appropriately terminology
effectively

(ii)Demonstrate Students Students Students Students


knowledge and demonstrate demonstrate demonstrate demonstrate
understanding basic knowledge adequate substantial detailed
of subject- and knowledge and knowledge and knowledge and
specific content understanding of understanding understanding of understanding
and concepts, content and of content and content and of content and
through concepts with concepts concepts through concepts
descriptions, minimal through accurate through
explanations, descriptions satisfactory descriptions, thorough,
and examples. and/or examples. descriptions, explanations, and accurate
explanations, examples. descriptions,
and examples. explanations,
and examples.

Thinking
Critically
(Criterion D)

(ii) summarise Students Students Students Students


information to summarise summarise summarise summarise
make valid, information to a information to information to information to
INTERNAL ASSESSMENT 6

well-supported limited extent to make make valid make valid,


arguments make arguments arguments arguments well-supported
arguments

(iii) analyse Students Students Students Students


and evaluate a describe a limited analyse and/or effectively effectively
wide range of number of evaluate analyse and analyse and
sources/data in sources/data in sources/data in evaluate a range evaluate a
terms of origin terms of origin terms of origin of sources/data in wide range of
and purpose, and purpose and and purpose, terms of origin sources/data in
examining recognises few recognising and purpose, terms of origin
values and values and some values recognising and purpose,
limitations limitation and limitations values and recognising
limitations values and
limitations

(iv) interpret Students identify Students Students interpret Students


different different interpret different thoroughly
perspectives perspectives and different perspectives and interpret a
and their minimal perspectives their implications. range of
implications. implications. and some of different
their perspectives
implications. and their
implications.

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