Student Name …………………………….

Class: ……………

Unit Title: Approximate Numbers (IDU)

Key concept Related concept(s) Global context

Relationships • Context Fairness and Development

• Empathy (Imagining a hopeful future)

Statement of inquiry

The relationship between justice and rights can be represented by different inputs and
contexts.

Summative Task

Subject: English- Math (IDU) MYP Year: 5

Date of Delivery Due Date

Task Title: Social Issues

There are a lot of social issues in our world that impose their existence and negatively affect

the progress of societies, which lead to the emergence of crimes such as (theft - begging -

kidnapping), which prompts us to find solutions to them as a work of a social search.

Choose one of the following issues to write an article about:

1- Immigration
2- Women's rights
3- Civil rights
4- Domestic violence
5- Homelessness

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Your article you should cover the following:

1- Introduction

2- Collect data about the issue for the last five consecutive years or five different
countries in the last year to include

a- The reasons of the issue

b- The effects of this issue on the society and the individuals

c- The role of both the society and the individuals

3- What are the possible solutions to this issue?

After completing the task answer the following questions:

1- State the information you learned in Math, English, and how you used that
information in implementing the task.
2- Explain the strengths of your task.
3- List one of the obstacles (constraints) you encountered in this task.
4- Mention the steps you followed for the success of this task.
5- Compare your previous knowledge of the subject's relevant to Math and English, and
your current knowledge after studying the two subjects together

Task instructions:
1- Observe the accuracy in writing the elements of the article.
2- Observe the spelling accuracy in writing the article.
3- Consider choosing a suitable font size for the article

Egyptian International School www.eiszayed.comTele.02/38951541-01274834512 [email protected]

Task Criteria
Criterion A: Evaluating Criterion B: Synthesizing Criterion C: Reflecting
Maximum: 8 Maximum: 8 Maximum: 8
In order to address real-world and In order to address real-world and contextual issues and In order to address real-world and contextual
contextual issues and ideas, ideas, students will be able to: issues and ideas, students will be able to:
students will be able to: - create a product that communicates a purposeful • discuss the development of their own
interdisciplinary understanding interdisciplinary learning
-analyse disciplinary knowledge
-evaluate interdisciplinary perspectives - justify how their product communicates interdisciplinary • discuss how new interdisciplinary
understanding. understanding enables action.
within a source, work or text.

Achievement Level descriptor (Criterion A) Level descriptor (Criterion B) Level descriptor (Criterion C)
level
0 The student does not achieve a The student does not reach a standard The student does not reach a standard
standard described by any of the described by any of the descriptors below. described by any of the descriptors below.
descriptors givenbelow.
1–2 The student: The student: The student:
-attempts to analyse by identifying -creates a product that selects disciplinary - states the development of their own
disciplinary knowledge knowledge in an attempt tocommunicate interdisciplinary learning
some interdisciplinary understanding - states how new interdisciplinary
-attempts to evaluate by stating
understanding enables future action.
the strengths or limitations of -states how their product communicates
interdisciplinaryperspectives. interdisciplinary knowledge.
3–4 The student: The student: The student:
-partially analyses by outlining the - creates a product that applies - outlines the development of their own
disciplinary knowledge disciplinary knowledge to partially interdisciplinary learning
communicateinterdisciplinary - outlines how new interdisciplinary
-partially evaluates by outlining
understanding enables action.
the strengths or limitations of understanding
interdisciplinaryperspectives. - outlines how their product
communicates interdisciplinary knowledge.
5–6 The student: The student: The student:
• analyses by describing disciplinary - creates a product that develops - describes the development of their own
knowledge disciplinary knowledge to communicate interdisciplinary learning
interdisciplinary understanding describes how new - - interdisciplinary
- evaluates by describing the
understanding enables action.
strengths and limitations of -describes how their product
interdisciplinaryperspectives. communicates interdisciplinary knowledge.
7–8 The student: The student: The student:
• fully analyses by explaining - creates a product that synthesizes - discusses the development of their own
disciplinary knowledge disciplinary knowledge to communicate interdisciplinary learning
effectively purposeful interdisciplinary - discusses how new interdisciplinary
- fully evaluates by explaining
understanding enables action.
the strengths and limitations of understanding
interdisciplinaryperspectives. - justifies how their product
communicates interdisciplinary knowledge.
Note: Evaluating is based on students’ Note: For this criterion, strand i should be Note: For this criterion, “action” can refer to
integration of disciplinary adapted to be task-specific to the purpose of action taken during the interdisciplinary
knowledge—analysing sources or integration and theproduct. learning process, or to future action that
selecting relevant knowledge from their students have not yet taken, but they may
disciplinary grounding, then evaluating plan to take to extend their interdisciplinary
its contribution to the interdisciplinary understanding. Teachers can also encourage
inquiry. students to “take” action depending on school
context and resources available.

Egyptian International School www.eiszayed.comTele.02/38951541-01274834512 [email protected]

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