ANIMALFARMTASK

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**Back tasks 4 ESO**

**Versión en español**

**MYP evaluation task**

Inquiry Statement. The system as a measure to establish equity based on scarce resources.

In accordance with **GRASPS**

**Goal** Answer the question.

**Roll.** The one that touches you and that is indicated in the statement. Members of a commission.

**Audience**. An international forum.

**Situation** in the international context ...

**Product** . A report adequate to what is requested.

**Standards**. Satisfy **criteria** **B**, and **D** below mentioned in the tables.

Performance: I hope you are able to work well as a team, meet the requirements of the task, do it in order and respecting the deadlines. All of this will be part of my assessment of each job, in addition to the standards mentioned above.

To evaluate criteria **BI, Ii, III, Iv and D I, Ii and Iii**

Statement of Inquiry:

About economic systems. Create your own inquiry question.

In each topic, a presentation must be made in writing, power point or prezzi, and information obtained from the web or books. (Inquire)

**Criteria B, and D (all)**

**Homework:**

As film critics, after seeing George Orwell's "Farm Rebellion". Produce a critique of the film, the system it addresses, etc. confronting opposing opinions. Establish parallels with the chronology of the historical events that he criticizes and explain the various characters and their equivalences with the real ones. Make a brief profile of the author. Indicate sources and do OPVL analysis

The task format will be done on paper. The information will be obtained from the movie, the net or books. (Inquiring, open-minded, bold)

**Criterion B**

At the end of the fifth year, the student should be able to:

 Formulate a clear and precise research question and justify its relevance

 Formulate and follow an action plan to investigate a research question

 Use research methods to obtain and record appropriate, varied and relevant information

 Evaluate the research process and results

**Achievement level**

Level descriptor

**0**

The student does not reach any of the levels specified by the descriptors below.

**1 - 2**

Student:

 Formulate a clear or precise research question and describe its relevance. In research on the best economic system.

 Formulates a limited plan of action to investigate a research question or does not follow a plan to analyze the advantages and disadvantages of each economic system.

 Obtains and records limited information not always consistent with the research question, according to how to best determine the systems in economics.

 Performs a limited evaluation of the research process and results for each economic system compared.

**3- 4**

Student:

I Formulates a clear and precise research question and describes its relevance in detail in the research on the best economic system.

Ii Formulates and, in a way, follows a partial action plan to investigate a research question plan to analyze the advantages and disadvantages of each economic system.

Iii Uses a research method or methods to obtain and record information that is generally relevant to how best to determine systems in economics.

iV Evaluates some aspects of the research process and results for each economic system compared

**5 - 6**

Student:

I Formulates a clear and precise research question and explains its relevance. In research on the best economic system.

II Formulate and follow a considerable action plan to investigate a research question plan to analyze the advantages and disadvantages of each economic system.

Iii Uses a research method or methods to obtain and record appropriate and pertinent information, according to how best to determine systems in economics.

Iv Evaluates the process and results of the investigation for each economic system compared.

**7 - 8**

Student:

I Formulates a clear and precise research question and justifies its relevance In research on the best economic system

II Formulates and effectively follows a comprehensive action plan to investigate a research question, plan to analyze the advantages and disadvantages of each economic system.

Iii Uses research methods to obtain and record appropriate, varied, and pertinent information, according to how best to determine systems in economics.

Iv Thoroughly evaluates the research process and results for each economic system compared

The maximum grade for the PAI is 8 (which in the Spanish system is 10):

Note PAI Traditional mark

0 0

1 1,25

2 2,5

3 3,75

4 5

5 6,25

6 7,5

7 8,75

8 10

This task has a level \_\_\_\_\_\_ because the student:

This task would have obtained a higher level if the student had

**Criterion D: Critical thinking**

At the end of the fifth year, the student should be able to:

**Discuss** concepts, issues, models, visuals, and theories

**Synthesize** information to develop valid and well-founded arguments

**Analyze** and **evaluate** a wide variety of sources or data regarding their origin and purpose, examining values ​​and limitations

**Interpret** different perspectives and their implications.

**Achievement level**

Level descriptor

**0**

The student does not reach any of the levels specified by the descriptors below.

**1 - 2**

Student:

I Analyze concepts, issues, models, visual representations and theories in a limited way, in research on the best economic system.

II Summarizes information in a limited way to develop plan arguments to analyze the advantages and disadvantages of each economic system.

Iii Describes a limited number of sources or data regarding their origin and purpose, and recognizes few values ​​and limitations according to how best to determine systems in economics.

iV Identify different perspectives and minimal implications for each economic system compared

**3. 4**

Student:

I Analyze concepts, questions, models, visual representations and theories In research on the best economic system.

II Summarizes information to elaborate arguments, to analyze the advantages and disadvantages of each economic system.

IIi Analyzes and / or evaluates sources or data in regards to their origin and purpose, and recognizes some values ​​and limitations according to how to best determine the systems in economics.

Iv Interprets different perspectives and some of their implications for each economic system compared

**5 - 6**

Student

I Discuss concepts, questions, models, visual representations and theories, In research on the best economic system.

II Synthesizes information to develop valid arguments, to analyze the advantages and disadvantages of each economic system.

Iii Effectively analyzes and evaluates a variety of sources or data with regards to their origin and purpose, and recognizes their values ​​and limitations, according to how best to determine systems in economics.

Iv Interprets different perspectives and their implications for each economic system compared

**7 - 8**

Student:

I Conduct a detailed discussion of concepts, issues, models, visuals, and theories in research on the best economic system.

Ii Synthesizes information to develop valid and well-founded arguments, to analyze the advantages and disadvantages of each economic system.

Iii Effectively analyzes and evaluates a wide variety of sources or data in regards to their origin and purpose, and recognizes their values ​​and limitations according to how best to determine systems in economics.

Iv Comprehensively interprets a variety of different perspectives and their implications for each economic system compared

The maximum grade for the PAI is 8 (which in the Spanish system is 10):

Note PAI Traditional mark

0 0

1 1,25

2 2,5

3 3,75

4 5

5 6,25

6 7,5

7 8,75

8 10

**Learning approach skills**:

Thinking skills> critical thinking> Recognize and evaluate propositions, identify obstacles and challenges. Evaluate evidence and arguments.

Communication skills Make inferences and draw conclusions.

To do this, students will have to organize and describe the information in a logical way.

Self-management skills> Organization> understand and use sensory preferences in learning

To do this, they must plan strategies and take measures to achieve personal and academic goals.

Offer and receive relevant feedback

Read critically to understand

**Annexed.**

**Terms of instruction:**

**Analyze**: Separate (the parts of a whole) until the essential elements or structure are identified

**List:** Provide a list of short answers without any explanation.

**Describe:** Explain in detail a situation, event, pattern or process.

**Design**: Come up with a plan, simulation, or model

**Outline**: Expose broadly.

**Explain:** explain in detail

**Formulate**: Express the relevant concepts or arguments clearly and systematically.

**Indicate:** Specify a name, a value or any other type of short answer without providing explanations or calculations