Name: ……………….……………….……………….……………….
Criterion Level 1-2
Science
Introduction
o Abiotic elements stated
4–
o A comparable ecosystem
stated
and niches
Habitats
5–
o Two or three habitats stated
o Producers and consumers
6 – Energy transfer
OR auto/heterotrophic
shown
o Most relationships between
organisms shown with lines;
some mistakes have been
made
o One key species stated.
o o
Detritivore OR Saprotroph
given
7 – Species
o One organism classified,
some omissions in taxa
8 – Interspecific
relationships
OPTIONAL: The elements in
this row will only be used to
award extra credit
Level 3-4
o Abiotic factors outlined
partially
o A comparable ecosystem
stated with an argument
o Two habitats stated
o One niche stated
o Producers and consumers
listed by name AND
auto/heterotrophic shown
o All relationships between
organisms shown with lines
o One key species identified
with justification
Detritivore AND Saprotroph
given; not distinguished
o Two organisms classified,
some omissions in taxa
Þ Example of mutualism
AND/OR commensalism,
parasitism in the context of
the ecosystem are outlined
Þ The disadvantages OR
benefits are stated
Final grade:
Level 5-6
o Abiotic factors outlined
o A comparable ecosystem stated
with favourable argumentation
o Three correct habitats stated
o Two or three niches correctly
described
o Producers and consumers correctly
listed by name AND trophic level;
auto/heterotrophic shown
o All relationships between organisms
shown with arrows pointing in the
correct direction
o Two key-species identified also with
Linnaean name with justification
€ HL: Two limiting factors for the two
organisms are described with some
omissions.
o A detritivore AND Saprotroph are
stated; distinguished between stated
niches in context
o Three organisms classified, minor
omissions in taxa
Þ Examples of mutualism AND/OR
commensalism, parasitism in the
context of the ecosystem are
described
Þ The disadvantages OR benefits are
evaluated
……………….
Level 7
o Abiotic factors plus variation described; a climograph is included
o The most important factors are justified
o Two or more comparable ecosystems stated with a balanced
justification
o Four or more correct habitats stated
o Four or more niches correctly described
o Producers and consumers correctly listed by name AND trophic
level with clear (correct) relationships shown; auto/heterotrophic
shown
o All relationships between organisms shown with arrows pointing in
the correct direction; A colour difference in arrows used to signify
trophic level
o Longest food chain is shown with a chain of recognizable arrows
o The food web knows a bottom-up orientation
o Two key-species are identified with Linnaean name with justification
€ HL: Two most influential limiting factors for the two organisms are
justified correctly.
o Clear hypotheses with justification on what would happen if the two
key species would disappear
o Detritivores AND Saprotrophs are stated with Linnaean name; Three
or more; distinguished between the stated niches in context of the
ecosystem
o Two organisms completely classified in correct taxa
Þ Examples of mutualism AND commensalism, parasitism in the
context of the ecosystem are explained
Þ The disadvantages AND benefits are evaluated

9 – Human influences
o One human threat stated
o One approach to
conservation stated
Presentation
o The student uses a limited
range of scientific language
correctly
o The student communicates
scientific information with
Skills
limited effectiveness
o The flyer is colourful OR
knows a clear structure
o The flyer knows a
straightforward text-only
approach
Bibliography
o Less than six references
(bibliography)
o References only with
title/link
Skills
o Knowledge of the topic is
anecdotal, unstructured and
mostly descriptive with
sources not effectively being
used
Reflection
o The reflection on skills is
generic, superficial and/or
(Reflection)
minimal; there is a lack of
Skills
evidence.
o The order of themes is
stated.
o A conclusion on cultural
heritage is stated.
o One human threat outlined
o One approach to conservation
outlined
€ HL: Example of disrupted
nutrient cycling in context of
the ecosystem described OR
example of an invasive
species in the specific
ecosystem described
o The student uses some
scientific language correctly
o The student communicates
scientific information with
some effectiveness
o The flyer is colourful AND
knows
o a clear structure
o An office-template has been
used
o
Six to seven references
o References with title/link and
author
o The selection of source
materials is partially relevant
and appropriate to the
research
o The reflection on skills is
limited to an outline, repetitive
evidence is provided.
o The order of themes is
outlined.
o A conclusion on cultural
heritage is outlined.
o One human threat on macrolevel
described
o One human threat on individual
scale described
o One approach to conservation on
macrolevel described
o One approach to conservation on
individual scale described
€ HL: Example of disrupted nutrient
cycling in context of the ecosystem
described
€ HL: Example of an invasive species
in the specific ecosystem described
o The student uses sufficient scientific
language correctly
o The student communicates scientific
information effectively
o After reading the flyer is clear for
which audience the text is meant
o The flyer is colourful AND knows a
clear structure. It is well-crafted
o A clear home-made template has
been used
o The flyer fits on two sides of one
sheet of A3; per side, three columns
are provided
o Eight or nine references
o References with title/link, author and
date used
o The selection of source materials is
mostly relevant and appropriate to
the research
o The reflection on skills is
descriptive, some evidence is
provided.
o The order of themes is described.
o A conclusion on cultural heritage is
described.
o Most influential human threat(s) on macrolevel justified
o Most influential human threat(s) on individual scale justified
o Best approach(es) to conservation on macrolevel justified
o Best approach(es) to conservation on individual scale justified
o Per approach distinguished between in-situ and ex-situ conservation
€ HL: Example of disrupted nutrient cycling in context of the
ecosystem explained
€ HL: Example of an invasive species and its effect on the specific
ecosystem explained
o The student uses (almost) all scientific language correctly
o The student communicates scientific information effectively and
casually
o It is immediately clear for which audience the flyer is meant
o The flyer is colourful AND knows a clear structure. It is well-crafted
and engages the audience
o The template is home-made AND age-appropriate
o The flyer fits on two sides of one sheet of A4; per side, three
columns are provided
o More than nine references
o References in full MLA9 or Chicago (full) style
o The selection of source materials is clearly relevant and appropriate
to the research
o The reflection on skills is well explained and appropriate evidence is
provided.
o The order of themes is explained.
o A conclusion on cultural heritage is explained.