Name: ________________________!

Class: ________________________!

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MYP ASSESSMENT TASK SHEET"

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Unit Title

Energy

Significant
Concepts

Structure -- What is energy?!

Systems -- Forms of energy?!
Relationships -- Energy transfer - How the transfer of energy
relates to our lives?

Unit Questions

We cannot create energy; we can only transform energy already

present in our environment.

How do we utilise this present energy that is all around us

and use it to improve our world?

Teacher Task Overview

What do you
have to do?

Your challenge is to design an energy efficient house. You should

design a modest, 3 bedroom house with one bathroom (an ensuite if
desired), kitchen, lounge and laundry. A study is optional. This house
can be in any country of your choice.

The house must be as energy efficient as possible. You must design

your house to suit the environment and climate of your chosen country.

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You will need to submit:
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A labeled design plan

A list of energy efficient features
A typed explanation of why your house is a house of the future

and how it will fit the need of people in other environments/

climates similar to your own.
A bibliography

You will also present your design to the class. The purpose of the
presentation is to develop a convincing pitch that would represent one
given to clients who are looking to purchase an energy efficient home.
The goal is to sell the class on your energy efficient design.
How will you You will be assessed on Criteria A & D in this task. Please see the
be assessed? attached rubrics for more details.
When is the
task due?

Assigned on: Monday 23rd -or- Tuesday, 24th February 2015

Due on: To be determined - March, 2015.

Energy Efficient Home - Directions

You will be designing an energy efficient home that will be the dream of everyone
looking for a home of the future. You will plan your home in a country that interests
you. You will need to research climate features that may effect your design. When
designing your home you will have a house block that is big enough, so that your
house may face in any direction you desire. This way you can best meet the needs
of this environment. You will need to decide if your home is in the mountains, near
the sea, in the tropics, or in snow country.

You will all use a simple free computer program called http://floorplanner.com/. You
can use the software to design your home and all energy efficient features or you
can design the home then print your plan onto A3 paper and then annotate your
design as you investigate and add the required energy saving features. The choice
is yours

Following is the list of factors that need to be considered when building an

energy efficient home design:

site analysis
home orientation
configuration
materials
envelope
space planning
ventilation
heating
cooling
lighting and appliances
water heating

We will discuss all of these factors in class. You will also be provided with an
explanation of each of these factors. A copy of this information will be on
ManageBac and the Grade 6 Science Weebly.

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You will need to present:

your final design - you may wish to include the small diagrams you drew
along the way.
a list of features (this list must be presented in an way that makes sense to
the reader (e.g. by room, by factor).
a neatly typed explanation of why your house is a house of the future and
how it will fit the needs of people in other environments/climates similar to
your own. This must be in your own words.
attached to the explanation should be a bibliographical.
you will also have three minutes to share your design to the class and to
explain the highlights of your energy efficient house. This must explain how it
has been adapted to suit and benefit people who live in your chosen climate.

Required Bibliographical Information for:

Websites:
URL
Date that you used the website
Books:
Title
Author
Publisher
Date of Publication
Videos:
Title of Video
Director (if available)
Date movie was made (if available)

Points to note:

This is an individual project that must be completed by yourself.

You may use the software program to help you design the house but do
not waste time on features that are not necessary to the energy
efficiency of the house.

You can add the extra features, after printing our plan onto A3 paper.

We will have opportunities for discussions, videos and research during

class time though you will be researching for homework.

It is important that you complete at least three, half hour blocks of

homework on this project per week.

Your topic of research for homework will be written on the

whiteboard in the Homework section. It is your responsibility to
note down the topics under research.

You should note down each new topic for research at the beginning of
the time allocated for research during lessons.

I will be checking your progress during class time.

The list, the typed explanation and the bibliography will be emailed to
me.

Your file name should include your name and class ie. energy_deb_6Z

A: Knowing and understanding!

At the end of the first year, students should be able to:

At the end of this assignment, this student should have

shown the following skills:

Achievement level band 1 - 2

I. select scientific knowledge

II. select scientific knowledge and understanding to
suggest solutions to problems set in familiar
situations

III. apply information to make judgments, with limited

success.

Information presented on the following topics:

Energy efficient products sometimes suit the climate
of chosen country
Between six and nine features included
A brief and general explanation of why the house is a
house of the future
States how it will fit the needs of people in other
environments/climates similar to your own.

Achievement level band 3 - 4

I. recall scientific knowledge

II. apply scientific knowledge and understanding to
suggest solutions to problems set in familiar
situations

III. apply information to make judgments.

Energy efficient products suit the climate of chosen

country
A list of energy efficient features (organised into
groups, or room by room). Between ten and fourteen
features included.
An explanation of why the house is a house of the
future
Describes how it will fit the needs of people in other
environments/climates similar to your own.
Describes the implications of the use and application
of science interacting through the use of energy
efficient design with at least one of the following
factors: moral, ethical, social, economic, political,
cultural and environmental.

Achievement level band 5 - 6

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I. state scientific knowledge

II. apply scientific knowledge and understanding to solve
problems set in familiar situations
III. apply information to make scientifically supported
judgments.

Energy efficient products make use of the features

of the climate of chosen country
A list of energy efficient features (organised into
groups, or room by room). Fifteen to more features
included.
A comprehensive explanation of why the house is a
house of the future including an explanation for all
features
Discusses how it will fit the needs of people in other
environments/climates similar to your own.
Discusses and evaluates the implications of the use
and application of science interacting through the use
of energy efficient design with at least two of the
following factors: moral, ethical, social, economic,
political, cultural and environmental.

Achievement level band 7 - 8

I. outline scientific knowledge

II. apply scientific knowledge and understanding to solve
problems set in familiar situations and suggest
solutions to problems set in unfamiliar situations

III. interpret information to make scientifically

supported judgments.

Energy efficient products make use of the features

of the climate of chosen country
A list of energy efficient features (organised into
groups, or room by room). Sixteen or more features
included.
A comprehensive explanation of why the house is a
house of the future including an explanation for all
features
Discusses how it will fit the needs of people in other
environments/climates similar to your own.
Interprets and evaluates the implications of the use
and application of science interacting through the use
of energy efficient design with at least two of the
following factors: moral, ethical, social, economic,
political, cultural and environmental.

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Criterion

Task specific clarification

Criterion D: Reflecting on the impacts of science

At the end of the first year, students should be able to:

At the end of this assignment, this student should have

shown the following skills:

Achievement level band 1 - 2

The student is able to, with limited success:

apply scientific language to communicate

understanding
document sources.

I have attempted to use scientific language

though some language is used incorrectly or
meaning is not clear.
An attempt has been made to use my own words.
I have attempted to list my resources

Achievement level band 3 - 4

The student is able to:

sometimes apply scientific language to

communicate understanding
sometimes document sources correctly.

I have attempted to use scientific language which

is accurate on occasion.
Information has been put in my own words to a
successful level.
I have correctly listed most of my resources for
these body systems

Achievement level band 5 - 6

The student is able to:

usually apply scientific language to communicate

understanding
usually document sources correctly.

My ideas are usually communicated through the

use of clear and precise scientific language on
most occasions.
Information has been successfully changed into
my own words.
I have correctly listed my resources for these
body systems

Achievement level band 7 - 8

The student is able to:

consistently apply scientific language to

communicate understanding clearly and
precisely
document sources completely.

I communicate my ideas through the consistent

use of clear and precise scientific language.
Information has been successfully changed into
my own words.
I have correctly listed all my resources for these
body systems

Select: Choose from a list or group

Recall: Remember or recognise from prior learning experiences
State: Give a specific name, value or other brief answer without explanation or calculation
Outline: Give a brief account
Apply: Use knowledge and understanding in response to a given situation or real circumstances
interpret: Use knowledge and understanding to recognise trends and draw conclusions from given
information
Describe: Give a detailed account or picture of a situation, event, pattern or process
Solve: Obtain the answer(s) using appropriate methods
Unfamiliar situation: Refers to a problem or situation in which the context or the application is
modified so that it is considered unfamiliar for the student
Analyse: Break down in order to bring out the essential elements or structure. To identify parts and
relationships, and to interpret information to reach conclusions.
Explain: Give a detailed account
Evaluate: Make an appraisal by weighing up the strengths and limitations

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Student Self Reflection
What did you learn from
this task?

What helped you to be

successful?

What would you change if

you had to do this task
again?

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Teacher Signature
and Comment

Parent Signature
and Comment

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