Summative Assessment for the unit «Independent project»
I variant
|
Learning objectives |
10.5.7 Use independently appropriate layout at text level on a range of general and curricular topics 10.4.4 Read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
|
|
Assessment criteria |
it
|
|
Level of thinking skills |
Application Higher order thinking skills
|
|
Duration |
20 minutes |
Reading text: Asteroids
A In 2010, the planetary defence team at NASA had identified and logged 90 per cent of the asteroids near Earth measuring 1km wide. These ‘near-Earth objects’, or NEOs, are the size of mountains and include anything within 50 million kilometres of Earth’s orbit. With an estimated 50 left to log, NASA says none of the 887 it knows about are a significant danger to the planet.
B Now NASA is working towards logging some of the smaller asteroids, those measuring 140 metres wide or more. Of the 25,000 estimated asteroids of this size, so far about 8,000 have been logged, leaving 17,000 unaccounted for. Considering that a 19-metre asteroid that exploded above the city of Chelyabinsk in Russia in 2013 injured 1,200 people, these middlesized asteroids would be a serious danger if they enter Earth’s orbit.
C Whether NASA can find the remaining middle-sized NEOs depends on getting the money to build NEOCam, a 0.5-metre space telescope which would use infrared light to locate asteroids. If it did get the money, it could probably achieve its goal in ten years. Once logged, the planetary defence team would still need to work out how to defend the planet against being hit by the truly worrying asteroids – the PHAs
D ‘Potentially Hazardous Asteroids’ are rocks close enough to pass within 7.5 million kilometres of Earth’s orbit. NASA has created a map of 1,400 PHAs, none of which are expected to be a threat in the next one hundred years. With technology already available, NASA can track these objects and make predictions about possible impact, at which point two defence solutions could be launched.
E The first is DART – the Double Asteroid Redirection Test. Plans are scheduled to test DART on the moon of an asteroid called Didymos. ‘Didymoon’ is 150 metres wide, orbiting its 800- metre mother, and hopefully the impact of DART will knock it out of its orbit enough for Earthbased telescopes to pick up.
F Another suggested defence against a PHA on course to hit Earth is to blow it up using a nuclear weapon. It may sound like a plot from a film, and it was the subject of the 1998 film Armageddon, but the Hypervelocity Asteroid Mitigation Mission for Emergency Response (HAMMER) is a genuine NASA proposal. The eight-ton rockets would be fired at an approaching asteroid with the hope of bumping it off course. If the asteroid was too close to Earth for this plan to work, the rockets would carry nuclear bombs to blow it up instead.
Are the sentences true or false or is the information needed to answer them not given?
1. Earth does not appear to be in any danger from any asteroids that measure one kilometre wide. True False Not given
2. We don’t need to worry about small asteroids under 20 metres wide.
True False Not given
3. A special telescope will provide a complete defence against asteroids hitting Earth.
True False Not given
Writing
Write an opinion essay (120-180 words)
‘Science and technology has made people’s life easy. Do you agree or disagree?’
Criteria for writing
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Focus on Assigned Topic |
The writing is related to the assigned topic and allows the reader to understand much more about the topic. |
Most of the writing is related to the assigned topic. The response is fully developed but the writer doesn't give details though the reader still can learn something about the topic |
Some of the writing is related to the assigned topic, but a reader does not learn much about the topic. |
No attempt has been made to relate the writing to the assigned topic. |
|
Organisation |
The writing is very well organised. One idea follows another in a logical sequence |
The writing is pretty well organised. One idea may seem out of place. Clear |
The writing is a little hard to follow. The transitions are sometimes not |
Ideas seem to be randomly arranged. |
|
|
with clear transitions. |
transitions are used. |
clear. |
|
|
Explanation and Reason |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement |
Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that supports the position statement |
No attempt has been made to support the statements made with relevant explanations. |
|
Grammar and lexical variety |
Demonstrates good knowledge of complex grammar structures with a few mistakes. Uses phrasal verbs, terms related to the topic. |
Demonstrates good knowledge of complex grammar structures though making some mistakes. Uses phrasal verbs, terms related to the topic with spelling mistakes. |
Uses simple grammar structures with a few mistakes. Limited usage of phrasal verbs, some terms are not related to the topic. There is a number of spelling mistakes. |
Uses simple grammar structures with many mistakes. No phrasal verbs are used. Most of the terms are not related to the topic. There are more than 8 spelling mistakes. |
Summative Assessment for the unit «Independent project»
II variant
|
Learning objectives |
10.5.7 Use independently appropriate layout at text level on a range of general and curricular topics 10.4.4 Read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics |
|
Assessment criteria |
it |
|
Level of thinking skills |
Application Higher order thinking skills
|
|
Duration |
20 minutes |
Reading text: Life on Mars
A new study published in the journal Science shows definitive evidence of organic matter on the surface of Mars. The data was collected by NASA’s nuclear-powered rover Curiosity. It confirms earlier findings that the Red Planet once contained carbon-based compounds. These compounds – also called organic molecules – are essential ingredients for life as scientists understand it. The organic molecules were found in Mars’s Gale Crater, a large area that may have been a watery lake over three billion years ago. The rover encountered traces of the molecule in rocks extracted from the area. The rocks also contain sulfur, which scientists speculate helped preserve the organics even when the rocks were exposed to the harsh radiation on the surface of the planet. Scientists are quick to state that the presence of these organic molecules is not sufficient evidence for ancient life on Mars, as the molecules could have been formed by non-living processes. But it’s still one of the most astonishing discoveries, which could lead to future revelations. Especially when one considers the other startling find that Curiosity uncovered around five years ago. The rover analyses the air around it periodically, and in 2014 it found the air contained another of the most basic organic molecules and a key ingredient of natural gas: methane. One of the characteristics of methane is that it only survives a few hundred years. This means that something, somewhere on Mars, is replenishing the supply. According to NASA, Mars emits thousands of tons of methane at a time. The level of methane rises and falls at seasonal intervals in the year, almost as if the planet is breathing it. NASA suspects the methane comes from deep under the surface of the planet. The variations in temperature on the surface of Mars cause the molecule to flow upwards at higher or lower levels. For example, in the Martian winter the gas could get trapped in underground icy crystals. These crystals, called clathrates, melt in the summer and release the gas. However, the source of the methane is still a complete mystery. The world of astrobiology considers both of these studies as historical milestones. According to this information, Mars is not a dead planet. On the contrary, it is quite active and may be changing and becoming more habitable. Of course, this means further research is necessary. Scientists say they need to send new equipment to Mars, equipment that can measure the air and soil with more precision. There are already missions underway. The European Space Agency’s ExoMars ship lands in 2020 and will be able to drill into the ground on Mars to analyse what it finds. Additionally, NASA is sending another Mars rover in the same year to collect samples of Martian soil and return them to Earth. The possibility of life on Mars has fascinated humans for generations. It has been the subject of endless science-fiction novels and films. Are we alone in the universe or have there been other life forms within our Solar System? If the current missions to the Red Planet continue, it looks as if we may discover the answer very soon.
Are the sentences true or false or is the information not given?
1.The study in the journal Science was written by NASA scientists.
True False Not given
2. This is not the first study to suggest that life existed on Mars in the past.
True False Not given
3. A scientific vehicle found very small elements of an organic molecule within water extracted from the planet.
True False Not given
Writing
Write an opinion essay (120-180 words)
“Should we spend huge amounts of money on space exploration?”
Criteria for writing
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Focus on Assigned Topic |
The writing is related to the assigned topic and allows the reader to understand much more about the topic. |
Most of the writing is related to the assigned topic. The response is fully developed but the writer doesn't give details though the reader still can learn something about the topic |
Some of the writing is related to the assigned topic, but a reader does not learn much about the topic. |
No attempt has been made to relate the writing to the assigned topic. |
|
Organisation |
The writing is very well organised. One idea follows another in a logical sequence |
The writing is pretty well organised. One idea may seem out of place. Clear |
The writing is a little hard to follow. The transitions are sometimes not |
Ideas seem to be randomly arranged. |
|
|
with clear transitions. |
transitions are used. |
clear. |
|
|
Explanation and Reason |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement |
Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that supports the position statement |
No attempt has been made to support the statements made with relevant explanations. |
|
Grammar and lexical variety |
Demonstrates good knowledge of complex grammar structures with a few mistakes. Uses phrasal verbs, terms related to the topic. |
Demonstrates good knowledge of complex grammar structures though making some mistakes. Uses phrasal verbs, terms related to the topic with spelling mistakes. |
Uses simple grammar structures with a few mistakes. Limited usage of phrasal verbs, some terms are not related to the topic. There is a number of spelling mistakes. |
Uses simple grammar structures with many mistakes. No phrasal verbs are used. Most of the terms are not related to the topic. There are more than 8 spelling mistakes. |
|
Assessment criteria |
Task № |
Descriptor |
Mark |
|
|
A learner |
||||
|
Write a text keeping the layout and format of a given genre |
1 |
produces writing which is related to the assigned topic and allows the reader to understand much about the topic; |
1 |
|
|
produces writing which is well-organised with clear transitions (includes logical plan); |
1 |
|||
|
produces writing which includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement; |
1 |
|||
|
demonstrates good knowledge of complex grammar structures with minor mistakes; |
1 |
|||
|
uses phrasal verbs, terms related to the topic; |
1 |
|||
|
Skim the extended fiction and non-fiction texts to evaluate it |
2 |
True |
Not given |
1 |
|
False |
true |
1 |
||
|
False |
false |
1 |
||
|
Total |
|
8 |
||
жүктеу мүмкіндігіне ие боласыз
Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз
СОР#8 Асtion 10grade
СОР#8 Асtion 10grade
Summative Assessment for the unit «Independent project»
I variant
|
Learning objectives |
10.5.7 Use independently appropriate layout at text level on a range of general and curricular topics 10.4.4 Read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
|
|
Assessment criteria |
it
|
|
Level of thinking skills |
Application Higher order thinking skills
|
|
Duration |
20 minutes |
Reading text: Asteroids
A In 2010, the planetary defence team at NASA had identified and logged 90 per cent of the asteroids near Earth measuring 1km wide. These ‘near-Earth objects’, or NEOs, are the size of mountains and include anything within 50 million kilometres of Earth’s orbit. With an estimated 50 left to log, NASA says none of the 887 it knows about are a significant danger to the planet.
B Now NASA is working towards logging some of the smaller asteroids, those measuring 140 metres wide or more. Of the 25,000 estimated asteroids of this size, so far about 8,000 have been logged, leaving 17,000 unaccounted for. Considering that a 19-metre asteroid that exploded above the city of Chelyabinsk in Russia in 2013 injured 1,200 people, these middlesized asteroids would be a serious danger if they enter Earth’s orbit.
C Whether NASA can find the remaining middle-sized NEOs depends on getting the money to build NEOCam, a 0.5-metre space telescope which would use infrared light to locate asteroids. If it did get the money, it could probably achieve its goal in ten years. Once logged, the planetary defence team would still need to work out how to defend the planet against being hit by the truly worrying asteroids – the PHAs
D ‘Potentially Hazardous Asteroids’ are rocks close enough to pass within 7.5 million kilometres of Earth’s orbit. NASA has created a map of 1,400 PHAs, none of which are expected to be a threat in the next one hundred years. With technology already available, NASA can track these objects and make predictions about possible impact, at which point two defence solutions could be launched.
E The first is DART – the Double Asteroid Redirection Test. Plans are scheduled to test DART on the moon of an asteroid called Didymos. ‘Didymoon’ is 150 metres wide, orbiting its 800- metre mother, and hopefully the impact of DART will knock it out of its orbit enough for Earthbased telescopes to pick up.
F Another suggested defence against a PHA on course to hit Earth is to blow it up using a nuclear weapon. It may sound like a plot from a film, and it was the subject of the 1998 film Armageddon, but the Hypervelocity Asteroid Mitigation Mission for Emergency Response (HAMMER) is a genuine NASA proposal. The eight-ton rockets would be fired at an approaching asteroid with the hope of bumping it off course. If the asteroid was too close to Earth for this plan to work, the rockets would carry nuclear bombs to blow it up instead.
Are the sentences true or false or is the information needed to answer them not given?
1. Earth does not appear to be in any danger from any asteroids that measure one kilometre wide. True False Not given
2. We don’t need to worry about small asteroids under 20 metres wide.
True False Not given
3. A special telescope will provide a complete defence against asteroids hitting Earth.
True False Not given
Writing
Write an opinion essay (120-180 words)
‘Science and technology has made people’s life easy. Do you agree or disagree?’
Criteria for writing
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Focus on Assigned Topic |
The writing is related to the assigned topic and allows the reader to understand much more about the topic. |
Most of the writing is related to the assigned topic. The response is fully developed but the writer doesn't give details though the reader still can learn something about the topic |
Some of the writing is related to the assigned topic, but a reader does not learn much about the topic. |
No attempt has been made to relate the writing to the assigned topic. |
|
Organisation |
The writing is very well organised. One idea follows another in a logical sequence |
The writing is pretty well organised. One idea may seem out of place. Clear |
The writing is a little hard to follow. The transitions are sometimes not |
Ideas seem to be randomly arranged. |
|
|
with clear transitions. |
transitions are used. |
clear. |
|
|
Explanation and Reason |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement |
Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that supports the position statement |
No attempt has been made to support the statements made with relevant explanations. |
|
Grammar and lexical variety |
Demonstrates good knowledge of complex grammar structures with a few mistakes. Uses phrasal verbs, terms related to the topic. |
Demonstrates good knowledge of complex grammar structures though making some mistakes. Uses phrasal verbs, terms related to the topic with spelling mistakes. |
Uses simple grammar structures with a few mistakes. Limited usage of phrasal verbs, some terms are not related to the topic. There is a number of spelling mistakes. |
Uses simple grammar structures with many mistakes. No phrasal verbs are used. Most of the terms are not related to the topic. There are more than 8 spelling mistakes. |
Summative Assessment for the unit «Independent project»
II variant
|
Learning objectives |
10.5.7 Use independently appropriate layout at text level on a range of general and curricular topics 10.4.4 Read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics |
|
Assessment criteria |
it |
|
Level of thinking skills |
Application Higher order thinking skills
|
|
Duration |
20 minutes |
Reading text: Life on Mars
A new study published in the journal Science shows definitive evidence of organic matter on the surface of Mars. The data was collected by NASA’s nuclear-powered rover Curiosity. It confirms earlier findings that the Red Planet once contained carbon-based compounds. These compounds – also called organic molecules – are essential ingredients for life as scientists understand it. The organic molecules were found in Mars’s Gale Crater, a large area that may have been a watery lake over three billion years ago. The rover encountered traces of the molecule in rocks extracted from the area. The rocks also contain sulfur, which scientists speculate helped preserve the organics even when the rocks were exposed to the harsh radiation on the surface of the planet. Scientists are quick to state that the presence of these organic molecules is not sufficient evidence for ancient life on Mars, as the molecules could have been formed by non-living processes. But it’s still one of the most astonishing discoveries, which could lead to future revelations. Especially when one considers the other startling find that Curiosity uncovered around five years ago. The rover analyses the air around it periodically, and in 2014 it found the air contained another of the most basic organic molecules and a key ingredient of natural gas: methane. One of the characteristics of methane is that it only survives a few hundred years. This means that something, somewhere on Mars, is replenishing the supply. According to NASA, Mars emits thousands of tons of methane at a time. The level of methane rises and falls at seasonal intervals in the year, almost as if the planet is breathing it. NASA suspects the methane comes from deep under the surface of the planet. The variations in temperature on the surface of Mars cause the molecule to flow upwards at higher or lower levels. For example, in the Martian winter the gas could get trapped in underground icy crystals. These crystals, called clathrates, melt in the summer and release the gas. However, the source of the methane is still a complete mystery. The world of astrobiology considers both of these studies as historical milestones. According to this information, Mars is not a dead planet. On the contrary, it is quite active and may be changing and becoming more habitable. Of course, this means further research is necessary. Scientists say they need to send new equipment to Mars, equipment that can measure the air and soil with more precision. There are already missions underway. The European Space Agency’s ExoMars ship lands in 2020 and will be able to drill into the ground on Mars to analyse what it finds. Additionally, NASA is sending another Mars rover in the same year to collect samples of Martian soil and return them to Earth. The possibility of life on Mars has fascinated humans for generations. It has been the subject of endless science-fiction novels and films. Are we alone in the universe or have there been other life forms within our Solar System? If the current missions to the Red Planet continue, it looks as if we may discover the answer very soon.
Are the sentences true or false or is the information not given?
1.The study in the journal Science was written by NASA scientists.
True False Not given
2. This is not the first study to suggest that life existed on Mars in the past.
True False Not given
3. A scientific vehicle found very small elements of an organic molecule within water extracted from the planet.
True False Not given
Writing
Write an opinion essay (120-180 words)
“Should we spend huge amounts of money on space exploration?”
Criteria for writing
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Focus on Assigned Topic |
The writing is related to the assigned topic and allows the reader to understand much more about the topic. |
Most of the writing is related to the assigned topic. The response is fully developed but the writer doesn't give details though the reader still can learn something about the topic |
Some of the writing is related to the assigned topic, but a reader does not learn much about the topic. |
No attempt has been made to relate the writing to the assigned topic. |
|
Organisation |
The writing is very well organised. One idea follows another in a logical sequence |
The writing is pretty well organised. One idea may seem out of place. Clear |
The writing is a little hard to follow. The transitions are sometimes not |
Ideas seem to be randomly arranged. |
|
|
with clear transitions. |
transitions are used. |
clear. |
|
|
Explanation and Reason |
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. |
Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement |
Includes 1 piece of evidence (facts, statistics, examples, real-life experiences) that supports the position statement |
No attempt has been made to support the statements made with relevant explanations. |
|
Grammar and lexical variety |
Demonstrates good knowledge of complex grammar structures with a few mistakes. Uses phrasal verbs, terms related to the topic. |
Demonstrates good knowledge of complex grammar structures though making some mistakes. Uses phrasal verbs, terms related to the topic with spelling mistakes. |
Uses simple grammar structures with a few mistakes. Limited usage of phrasal verbs, some terms are not related to the topic. There is a number of spelling mistakes. |
Uses simple grammar structures with many mistakes. No phrasal verbs are used. Most of the terms are not related to the topic. There are more than 8 spelling mistakes. |
|
Assessment criteria |
Task № |
Descriptor |
Mark |
|
|
A learner |
||||
|
Write a text keeping the layout and format of a given genre |
1 |
produces writing which is related to the assigned topic and allows the reader to understand much about the topic; |
1 |
|
|
produces writing which is well-organised with clear transitions (includes logical plan); |
1 |
|||
|
produces writing which includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement; |
1 |
|||
|
demonstrates good knowledge of complex grammar structures with minor mistakes; |
1 |
|||
|
uses phrasal verbs, terms related to the topic; |
1 |
|||
|
Skim the extended fiction and non-fiction texts to evaluate it |
2 |
True |
Not given |
1 |
|
False |
true |
1 |
||
|
False |
false |
1 |
||
|
Total |
|
8 |
||
шағым қалдыра аласыз













