CoastMetro-Regional-Standards-for-Performance-Task - In-Science

Coast Metro
Regional Standards for Performance Tasks in

Science, Grades K-6
DRAFT June 2009

Copyright notice
No part of this document may be reproduced in any form or by any means, including electronic
storage, reproduction, execution or transmission without the prior written consent of the Coast
Metro Consortium.
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This document contains information that is proprietary and confidential to the Coast Metro
Consortium. Any reproduction, disclosure or other use of this document is expressly prohibited
except as the Coast Metro Consortium may authorize in writing.
Permission to copy and use this publication in part, or in its entirety, for non-profit educational
purposes within British Columbia and the Yukon, is granted to all staff of BC school board
trustees, including teachers and administrators.
Contents
Table of Contents
About the Coast Metro Consortium Science Project
The development process
Acknowledgements
About the Draft Coast Metro Regional Standards for Performance Tasks in
Science, Grades 1-6
Relationship to BC Performance Standards
Levels of student performance
Using the regional standards
Aspects of Science
Key components
Science in Kindergarten
Performance Assessment of Science in Kindergarten
Life Science: Characteristics of Living Things
Sample Task: Local Finds
Chart
Physical Science: Properties of Objects and Materials
Sample Task: Mystery Boxes
Chart
Earth and Space Science: Surroundings
Sample Task: Winter Walk
Chart
Science in Grade 1
Life Science: Needs of Living Things
Rating Scale
Chart
Sample Task: Design a Habitat for a Slug
Physical Science: Force and Motion
Rating Scale
Chart
Sample Task: Classify Magnetic Effects
Earth and Space Science: Daily and Seasonal Changes
Rating Scale
Chart
Sample Task: Identify Aboriginal Seasonal Activities
Science in Grade 2
Life Science: Animal Growth and Changes
Rating Scale
Chart
Sample Task: Identify the Similarities and Differences Between
Bats and Birds
Physical Science: Properties of Matter
Rating Scale
Chart
Sample Task: Observe States of Matter of Water in Puddles
Earth and Space Science: Air, Water, and Soil
Rating Scale
Chart
Sample Task: Observe Soil Samples
Science in Grade 3
Life Science: Plant Growth and Changes
To come
Physical Science: Materials and Structures
Rating Scale
Chart
Sample Task: Build a Bridge for a Hot Wheels Car
Earth and Space Science: Stars and Planets
Rating Scale
Chart
Sample Task: Ask Questions of Aboriginal Elders
Science in Grade 4
Life Science: Habitats and Communities
Rating Scale
Chart
Sample Task: Impact of Human Choice on the Environment
Physical Science: Light and Sound
Rating Scale
Chart
Sample Task: Create a Sound Device
Earth and Space Science: Weather
Rating Scale
Chart
Sample Task: Measure Temperature
Science in Grade 5
Life Science: Human Body
Rating scale
Chart
Sample task: Test Your Reflexes
Physical Science: Forces and Simple Machines
Rating scale
Chart
Sample task: Design an Experiment
Earth and Space Science: Renewable and Non-Renewable Resources
To come
Grade 6
Life Science: Diversity of Life
Rating scale
Chart
Sample task: Adaptations to Biotic and Abiotic Factors in the
Environment
Physical Science: Electricity
Rating scale
Chart
Sample task: Dim the Light
Earth and Space Science: Exploration of Extreme Environments
Rating scale
Chart
Sample task: Saving the Penguin Eggs
Invitation to participate in the project

Instructions and contact information
Task write-up template
Appendices
Appendix 1: Characteristics of performance tasks
Appendix 2: Attributes and Dispositions
Appendix 3: Making Connections
About the Coast Metro Consortium Science Project
The Development Process
The seeds for Coast Metro Consortium Science Project initiative were sown in
2004 at a Coast Metro Consortium meeting when Delta and Richmond
volunteered to be the lead districts in developing performance standards to
support the new elementary science curriculum.
It was decided that the goals of this work would be:

• to facilitate excellence in science instruction
• to promote inquiry-based learning through collaboration
• to develop science literacy
• to support assessment for learning
The project has focused on building capacity for the thoughtful and meaningful
teaching of science in classrooms, including attention to the ways of knowing and
doing in the discipline of science, fidelity to the prescribed curriculum,
opportunities for students to do hands-on, minds-on science, the development of
performance tasks, and formative assessment. This has been a four-year journey
with seven school districts beginning with 39 teachers across grades 1 to 6 and
expanding to 53 teachers across Grade 1 to 9.
During the 2008-09 school year, grade teams from participating school districts
produced a draft document for grades 1-6 for response and feedback from
teachers across the province. At the same time, they continued to explore their
teaching practice in science and developed performance tasks. It is anticipated
that a draft document for grades 7-9 will be available for response and review in
the 2009-2010 school year.
The Coast Metro Regional Standards for Performance Tasks in Science describe
the professional judgments of participating Lower Mainland educators about
standards and expectations in science. They are intended as a resource to
support ongoing instruction and assessment. They emphasize criterion-
referenced assessment in which students’ performance is compared to explicit
criteria. The standards enable teachers, students, and parents to compare
student performance to regional standards.
The standards focus exclusively on performance assessment, where students

are asked to apply the science skills and processes they have developed to
complete hands-on tasks. Additional information on the characteristics of
performance tasks can be found in Appendix 1.
Acknowledgments
This project has been made possible through
• the vision of the Delta and Richmond School Districts
• the financial support of the Coast Metro Consortium and nine participating
school districts
• the leadership, expertise, and facilitation of Anita Chapman
• the leadership of the Start-Up Advisory Team
• the support of the Coast Metro District Leaders
• the hard work of the educators on the Grade Teams
• the ministry for sharing the revised front matter for the BC Performance
Standards
Startup Advisory Team

Wendy Lim, District Administrator School District #38 (Richmond)
Susan Tse, Teacher Consultant School District #38 (Richmond)
Janice Novakowski, Curriculum Coordinator School District #38 (Richmond)
Judith Kootte, Curriculum Coordinator School District #38 (Richmond)
Susan Martin, District Principal School District #37 (Delta)
Dean Eichorn, Teacher Consultant School District #37 (Delta)
May Wong, Teacher Consultant School District #37 (Delta)
Marie Brewer, District Principal School District #44 (North Vancouver)
Anita Chapman, Project Facilitator Consultant
with recent additional Advisory Team members:

Judy Marshall, District Principal School District #37 (Delta)
Favian Yee, Teacher Consultant School District #37 (Delta)
Rosalind Poon, Teacher Consultant School District #38 (Richmond)
Coast Metro District Leaders

Maureen Dockendorf, Assistant Superintendent School District #43 (Coquitlam)
Steve Cardwell, Superintendent School District #37 (Delta)
Bruce Beairsto, Superintendent School District #38 (Richmond)
Kathy Champion, Director of Instruction School District #38 (Richmond)
Val Overgaard, Associate Superintendent School District #39 (Vancouver)
Alasdair MacKinnon, Director of Instruction School District #36 (Surrey)
Pat Horstead, Director of Instruction School District #36 (Surrey)
Magy Odofer, District Principal School District #48 (Sea to Sky)
Suzanne Hoffman, District Principal School District #35 (Langley)
Grade 1 Team
Janice Novakowski, Team Leader School District #38 (Richmond)
Linda Araki School District #38 (Richmond)
Michelle Hikida School District #38 (Richmond)
Lisa Schwartz School District #38 (Richmond)
Dee-Ann Wozney School District #38 (Richmond)
Grade 2 Team
Selina Millar, Team Leader School District #36 (Surrey)
Patricia Bowers School District #36 (Surrey)
Dave Ellis School District #36 (Surrey)
Dorothy Goodison School District #39 (Vancouver)
Gail Hayes School District #36 (Surrey)
Kirsten Rehnby School District #36 (Surrey)
Mary-Ellen Stewart School District #36 (Surrey)
Tammy Stubbings School District #36 (Surrey)
Grade 3 Team
May Wong, Team Leader School District #37 (Delta)
Sharron Cooke School District #38 (Richmond)
Candace Donaldson School District #36 (Surrey)
Fiona Gray School District #37 (Delta)
Jan Kroeker School District #37 (Delta)
Ellen Martin School District #37 (Delta)
Vanessa Morell School District #37 (Delta)
Leonard Pawer School District #38 (Richmond)
Doug Roch School District #37 (Delta)
Jacquie Schrier School District #37 (Delta)
Kevin Tozer School District #44 (North Vancouver)
Grade 4 Team
Jason Hewlett, Team Leader School District #43 (Coquitlam)
Andrea Mueller, Team Leader Consultant
Dario Demetlika School District #43 (Coquitlam)
Kirk Deutschmann School District #43 (Coquitlam)
Dave King School District #43 (Coquitlam)
Dawn Lessoway School District #38 (Richmond)
Terry Lindburg School District #43 (Coquitlam)
John Pringle School District #43 (Coquitlam)
Rob Seath School District #43 (Coquitlam)
Theo Towler School District #43 (Coquitlam)
Grade 5 Team
Diane Chretien, Team Leader School District #35 (Langley)
Dawn Holden, Team Leader School District #35 (Langley)
Carolyn Johnson, Team Leader School District #35 (Langley)
Dianne Chretien School District #35 (Langley)
Angela Davidson School District #35 (Langley)
Maureen Paterson School District #35 (Langley)
Kyla Regehr School District #35 (Langley)
Karen Walsh School District #35 (Langley)
Grade 6 Team
Don Gordon, Team Leader School District #43 (Coquitlam)
Eric Jones, Team Leader School District #48 (Sea to Sky)
Rob Sidley, Team Leader School District #41 (Burnaby)
Susan Tse, Team Leader School District #38 (Richmond)
Terry Borsoff School District #48 (Sea to Sky)
Heather Briske School District #36 (Surrey)
Lorrie Burnham School District #35 (Langley)
Merle Cuthbert School District #35 (Langley)
Yana Gallagher School District #43 (Coquitlam)
Marcia Garries School District #44 (North Vancouver)
Bryan Gidinski School District #41 (Burnaby)
Wendy Hibberd School District #48 (Sea to Sky)
Dave Hunt School District #48 (Sea to Sky)
Randall Hunter School District #37 (Delta)
Susan Johnston School District #44 (North Vancouver)
Ellen Leroux School District #41 (Burnaby)
Kevin Levenstein School District #38 (Richmond)
Matt Parker School District #48 (Sea to Sky)
Laurelei Primeau School District #43 (Coquitlam)
Marjorie Reimer School District #48 (Sea to Sky)
Shannon Sharp School District #44 (North Vancouver)
Janice Willcox School District #37 (Delta)
Kirby Young School District #48 (Sea to Sky)
About the Draft Coast Metro Regional Standards
for Performance Tasks in Science, Grades 1-6
Relationship to BC Performance Standards
The Draft Coast Metro Regional Standards for Performance Tasks in Science
should not be confused with the BC Performance Standards in Reading, Writing,
Numeracy, and Social Responsibility. Although all have been developed for
voluntary use in BC schools and all are intended as resources to support ongoing
instruction and assessment, there are also important differences.
The BC Performance Standards reflect the participation and collective judgments

of thousands of educators and thousands of students, and were subjected to a
rigorous validation process. The Draft Coast Metro Regional Standards for
Performance Tasks in Science, on the other hand, reflect the participation of four
to six teachers per grade in one or two Lower Mainland and Sunshine Coast
school districts and a few hundred students at each grade level from the same
region. The Draft Coast Metro Regional Standards for Performance Tasks in
Science have also not been subjected to a validation study. Like regional
adaptations of the BC Performance Standards, they should not be viewed as
provincial standards that capture the collective professional judgment of the
educators of BC.
With those cautions, the Coast Metro Consortium offers these regional standards
to teachers across the province for piloting, review, and response.
Levels of Student Performance
The Coast Metro Regional Standards for Performance Tasks in Science describe
levels of achievement in key areas of learning. The performance standards
answer the questions: “How good is good enough? What does it look like when a
student’s work has met the expectations at this grade level?”
The Coast Metro Regional Standards for Performance Tasks in Science were not
designed to reflect outcome-by-outcome matching of curriculum. However, they
were developed in relation to the prescribed curriculum that sets out grade level
expectations in the form of prescribed learning outcomes.
The Coast Metro Regional Standards for Performance Tasks in Science use the
same four levels of student performance as the BC Performance Standards for
Reading, Writing, Numeracy, and Social Responsibility.
NOT YET WITHIN EXPECTATIONS

• the work does not meet grade-level expectations
• there is little evidence of progress toward the relevant prescribed learning
outcomes
• the situation needs intervention
MEETS EXPECTATIONS (MINIMAL LEVEL)

• the work may be inconsistent, but meets grade-level expectations at a
minimal level
• there is evidence of progress toward relevant prescribed learning
outcomes
• the student needs support in some areas
FULLY MEETS EXPECTATIONS

• the work meets grade-level expectations
• there is evidence that relevant prescribed learning outcomes have been
accomplished
EXCEEDS EXPECTATIONS
• the work exceeds grade-level expectations in significant ways
• the student may benefit from extra challenges
Using the Regional Standards
Teachers use a variety of methods to gather the information they need to assess,
evaluate, and report on student learning. Possible methods include observations,
student work portfolios, conferences, self- and peer assessment, classroom
tests, and performance tasks.
give teachers one way to assess students’ abilities to apply their learning in
realistic performance tasks. Used with other methods, they can be an important
part of a comprehensive assessment and evaluation system.
Guidelines
The standards:
• should be used as part of regular classroom learning activities, within the
context of ongoing classroom instruction.
• provide resources for assessing and evaluating the quality of a specific
piece or a collection of student work from various subject areas. They can
help to develop a profile of student achievement, typically based on three
to seven pieces of work.
• assume that in most cases teachers are observing students as they work.
Often, some evidence needed to make decisions comes from
observations and conversations with students.
• allow for teachers to intervene where students are unable to complete a
task independently. The level of assistance required is often one of the
criteria for determining whether or not a student’s work falls within grade-
level expectations.
• may be adapted as needed. For example, this might include creating
class-developed rating scales in age-appropriate language, developing
IEPs or other tailored evaluation, or adjusting expectations for different
times of the year.
The Draft Coast Metro Regional Standards for Performance Tasks in Science are
intended to support instructional decision-making. Teachers may want to
consider the following questions as they plan instruction:
• How do these standards match my/our expectations for students at this
level?
• What kinds of instructional strategies and learning opportunities will help
most students develop the skills they need to meet these expectations?
• What additional support and interventions will be needed to help all
students meet these expectations?
• If there are some students for whom these expectations are not
appropriate, what expectations should they meet?
• What evidence do I/we need to collect to find out if students are making
progress towards the expectations?
Adaptations
Some students may require adaptations in order to meet the prescribed learning
outcomes in the science curriculum for their grade. None of these adaptations
should affect how the students’ work is assessed using the rating scales because
they are working on the same grade level science learning outcomes as other
students. Some adaptations, such as having someone read material aloud to the
student, or scribe for the student, would be modifications in the Language Arts
curriculum if the learning outcomes being addressed were about reading and
writing respectively, but these are always adaptations, not modifications, in the
Science curriculum. With the use of adaptations, ESL students will likely be able
to work on grade level science learning outcomes before they can work on grade
level Language Arts learning outcomes.
Very few students, likely students with special needs in low incidence categories,
may require modifications to their science program. The work of these students
should not be assessed using the grade level rating scales. It should be
assessed in relation to the goals set out in the individual student’s Individual
Educational Plan (IEP). It is possible that an aspect of a rating scale from a
previous grade might be used or modified to assist with this assessment.
Purposes
How the Draft Coast Metro Regional Standards for Performance Tasks in
Science are used depends on the purpose for which they will be used. The first
priority is to improve learning. The chart on the next page provides some
examples of purposes and uses.
Assessment for Learning Assessment as Learning Assessment of Learning
Formative assessment is Formative assessment is Summative assessment
ongoing in the classroom ongoing in the classroom occurs at end of year or at
• teacher assessment, • self-assessment key stages
student self-assessment, • provides students with • teacher assessment
and/or student peer information on their own • in BC this is criterion-
assessment achievement and prompts referenced, based on
• criterion-referenced – them to consider how they provincial curriculum
criteria based on provincial can continue to improve their • information on student
curriculum, reflecting learning performance can be shared
performance in relation to a • student-determined criteria with parents/guardians,
specific learning task based on previous learning school and district staff
• involves both teacher and and personal learning goals • used to make judgments
student in a process of • students use assessment about students’ performance
continual reflection and information to make in relation to regional
review adaptations to their learning standards
• teachers adjust their plans process and to develop new
and engage in corrective understandings
teaching in response to what
they find out
Purpose: Use the Draft Purpose: Use the Draft Purpose: Use the Draft
Regional Standards to focus Regional Standards to Regional Standards to
and monitor learning, engage students in monitor and report on
provide feedback and, discussing, reflecting on, student learning.
adjust instruction. assessing and shaping their Example uses/adaptations:
Example uses/adaptations: own learning. • Document individual student
• Design learning activities Example uses/adaptations: progress in key areas of
and assessment tasks to • Work with students to learning.
provide evidence of the develop ‘kid-friendly’ • Use the regional standards
aspects of learning and the versions of the regional to identify students will
criteria described in the standards that are relevant benefit from intervention.
regional standards. to learning intentions • Adapt the regional
• Develop a profile of a class • Provide copies of the standards to guide reporting
or group of students to regional standards for discussions with parents.
support instructional student reference and self-
decision-making. assessment. Note: The draft and regional
• Focus instruction around • Work with students to nature of the Coast Metro
selected criteria or aspects develop class criteria, based Regional Standards for
from the regional standards, on the regional standards, Performance Tasks in
based on ongoing for specific purposes. Science, as well as the lack of
assessments. • Use the regional standards a validation study, limit their
• Use criteria from the to guide conference and use for district-wide
regional standards to build group discussions about assessments and plans to
shared understanding; make learning intentions and improve achievement.
learning intentions explicit. evidence of learning.
• Use criteria from the • Use criteria from the
regional standards to give regional standards to
students feedback on develop/ use various self-
specific aspects of their assessment prompts and
learning, and on specific formats.
learning tasks. • Have students use selected
criteria from the regional
standards to guide peer
feedback.
Aspects of Science
describe student achievement in the three broad disciplines of science
addressed by the provincial curriculum:
• Life Science
• Physical Science
• Earth and Space Science.
The draft regional standards are intended to help teachers assess the extent to
which students are able to apply the skills and processes, attitudes and
dispositions, and knowledge and understanding of science in purposeful, age-
appropriate science tasks related to the provincial curriculum and to make
connections among science, technology, society, and the environment.
The draft regional standards focus on four aspects of science that are consistent
with the goals of the provincial curriculum:
Skills and Processes

The provincial curriculum defines skills and processes for each grade in
prescribed learning outcomes. The skills and processes addressed by the end of
grade 6 are:
• observing
• communicating
• classifying
• interpreting observations
• making inferences
• questioning
• measuring and reporting
• interpreting data
• predicting
• designing experiments
• fair testing
• controlling variables
• scientific problem solving
Students are expected to use the skills and processes taught in previous grades
with increasing independence and to gradually build their capacity to choose
appropriate skills and processes for specific tasks.
Skills and processes that the provincial curriculum prescribes for each grade are
indicated in bold on the rating scales. Skills and processes from previous grades
are listed as well.
Evidence for Skills and Processes in hands-on performance tasks comes largely
from teacher observations and conferencing with students, although some may
come from the assessment of written work.
Attitudes and Dispositions
• has a positive attitude towards science
• demonstrates the habits of mind of science
• recognizes and uses science
Students will have varying attitudes and dispositions depending on their previous
experiences and personal qualities but the development of these can be fostered
in classroom science activities.
Information on the attributes and dispositions associated with excellence in

science can be found in Appendix 2. Personal attributes and dispositions may be
observed as attitudes towards science and scientific inquiry. Some of the
attributes and dispositions that make good scientists may be construed as
undesirable attitudes in school; e.g., questioning, skepticism, tendency to
consider multiple alternatives. An assessment of science attitudes and
dispositions is quite different from the assessment of attitudes and behaviours at
school required for report cards.
Evidence for Attitudes and Dispositions in hands-on performance tasks comes

largely from teacher observations and conferencing with students.
Making Connections
• connections to personal experience and prior knowledge
• connections among science, technology, society, and the environment
Teachers understand the importance of accessing and assessing prior

knowledge as a starting point for teaching and learning. Encouraging students to
make connections among science, technology, society, and the environment
helps them see the relevance of science in their lives and become informed
citizens.
Evidence for Making Connections in performance tasks comes from teacher

questioning, listening, conferencing, written work, and oral presentations.
Generic prompts that teachers can adapt to the age and grade-level of their
students and particular content are included in Appendix 3.
Knowledge and Understanding of Science Concepts

The provincial curriculum sets out the expectations for knowledge and
understanding of science concepts in prescribed learning outcomes for Life
Science, Physical Science, and Earth and Space Science.
include three rating scales at each grade level – Life Science, Physical Science,
and Earth and Space Science. These rating scales are identical within each
grade for the first three aspects – Skills and Processes, Attitudes and
Dispositions, and Making Connections, and differ only for the fourth aspect –
Knowledge and Understanding of Science Concepts.
Key Components
Rating scale. This scale describes the four levels of performance for each of the
four aspects of science.
Chart. This chart has the description of the four “Aspects” from the rating scale in
the first column and the description of “Fully Meets Expectations” in the second
column. The third column, which is blank, can be used by teachers when they
are planning tasks or as a template for making observations as students work.
Sample task. This is a performance task developed by practising teachers to
provide opportunities to assess student work in science. Teachers may use the
tasks as given or as models. Each sample task identifies the context, the
prescribed learning outcomes, both skills and processes and content outcomes,
that are addressed, and the process that was used in the class.
Student Samples
1 Level of work.
2 Teacher’s observations. These are additional comments by the

teacher and key relevant criteria from the Rating Scale.
3 Rating scale icon. This is a generalized summary of the scale

completed by the teacher.
4 Student work. This shows a reproduction of the student’s work. (Names of

students and teachers have been deleted.)
Science in Kindergarten

Chart

Chart

Chart
Kindergarten students bring varying background knowledge and experiences to
the classroom. As is the case with the BC Performance Standards, to honour our
youngest students, performance standards for science have not been developed
for Kindergarten. Kindergarten students need regular and ongoing science
experiences in the classroom, learning what it means to be a scientist. For the
most part, these experiences in kindergarten are collaborative in nature, with
students often working in small groups, providing opportunities for formative
assessment that informs the teacher’s instructional planning.
By the end of the school year, kindergarten students may be evaluated in relation
to the skills and processes of science, after having a year’s worth of experiences.
Content knowledge is best assessed during the time of focused concentration on
the particular content, for example, during a study of local plants. When planning
classroom experiences, opportunities should be provided for students to apply
the skills and processes of science that they have been practicing.
The following sections provide examples of performance tasks in Science for

Kindergarten classrooms.
Life Science
Prescribed Learning Outcomes
The following prescribed learning outcomes for Kindergarten Life Science are
from the Science K to 7 Integrated Resource Package (2005).
Processes and Skills of Science

It is expected that students will:
• use the five senses to make observations
• share with others information obtained by observing

• describe features of local plants and animals (e.g., colour, shape, size,
texture)
• compare local plants
• compare common animals

Go for a walk outside and have students observe or collect “local finds” such as a
bird’s feather, a pinecone or a fallen leaf. Have students work in small groups (3
or 4) to observe on of the objects. Encourage students to use all their senses,
except the sense of taste. Have them take turns sharing a characteristic of the
object. Use the “say something” strategy so that even repeating someone else’s
observation is okay. Students can also observe plants or animals in their natural
environment and bring clipboards or science notebooks to draw a local plant or
animal. Remind students to wash their hands with soap and water upon return to
the classroom.
Chart for Planning or Observations: Kindergarten Life
Science
Aspect Fully Meets Expectations
Skills and • can observe for colour, form,

Processes texture, smell, and other features
• observing and details
• communicating • with some prompting, is able to
(sharing) orally describe observations
• is able to identify the different
senses and associated body parts
that can be used to make
observations
• with some prompting, is able to
orally share observations with a
classmate, teacher or group of
students using learned vocabulary
• is able to record observations in a
way that can assist the oral
sharing of observations with others
(drawing, labeling a diagram)
Attitudes and • show an interest in science
Dispositions activities
• has a positive • demonstrates curiosity and a
attitude sense of wonder
towards • sees science in many places
science
• demonstrates
the habits of
mind of
science
• recognizes
and uses
science
Making • if prompted, can provide personal
Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to
experience other science experiences
and prior
knowledge
Knowledge and • is able to orally describe and

Understanding compare features of local plants
of Science and animals after experiences
Concepts involving making observations
Physical Science


• describe properties of materials, including colour, shape, texture, size, and
weight
• identify materials that make up familiar objects
• describe ways to rethink, refuse, reduce, reuse, and recycle

Using closed boxes or “feely socks”, place a mystery object inside. Have each
student only use their sense of touch to reach in and feel the object. This works
best in a small group, possibly during centre time. After each student has felt the
object, go around the circle and have each student orally describe the properties
of the object (size, texture, materials used, weight, shape) before having the
students guess what the mystery object is.
Chart for Planning or Observations: Kindergarten Physical
Science

observations
science
• demonstrates
the habits of
mind of
science
• recognizes
and uses
science
and prior
knowledge
Knowledge and • is able to identify and sort

Understanding materials based on their
of Science properties (colour, size, texture)
Concepts
Earth and Space Science


• demonstrate the ability to observe their surroundings
• describe features of their immediate environment

Students go outside for a winter walk and observe signs of winter using their
senses. Have students consider how the environment, weather and local plants
and animals may have changed since the fall. Back in the classroom, the
students each draw a picture of something they observed outside and tell a
partner about it.
Chart for Planning or Observations: Kindergarten Earth and Space Science

observations
science
• demonstrates
the habits of
mind of
science
• recognizes
and uses
science
and prior
knowledge
Knowledge and • is able to orally describe or use

Understanding drawings to share observations of
of Science features and changes in the local
Concepts environment
Science in Grade 1
Rating Scale
Chart

Rating Scale
Chart

Rating Scale
Chart
Life Science
The BC performance standards for Grade 1 Life Science reflect the following
prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated
Resource Package (2005).

• communicate their observations, experiences, and thinking in a variety of
ways (e.g., verbally, pictorially, graphically)
• classify objects, events, and organisms

• classify living and non-living things
• describe the basic needs of local plants and animals (e.g., food, water,
light)
• describe how the basic needs of plants and animals are met in their
environment
DRAFT Rating Scale: Grade 1 Life Science
Aspect Not Yet Within Expectations Meets Expectations
(Minimal Level)
Skills and • needs support to use appropriate • is able to use some appropriate
Processes skills and processes skills and processes
• observing • needs support to orally describe • uses limited science vocabulary or
• communicating observations, experience, or details in orally describing
(sharing) thinking; may not use science observations, experiences or
• communicating vocabulary thinking
(recording) • needs support to record or • drawings or recordings may be
• classifying organize recording of observations limited, with few details; may
with pictures or words include unrelated objects (i.e.,
• needs support to compare objects, hearts, human, or cartoon
events, or organisms, often features)
needing language provided • focuses on what features are the
• may be able to replicate the same when comparing objects,
classification of a set of objects, events, or organisms
events, or organisms that has been • often is able to classify a set of
modeled objects, events, or organisms
when provided with descriptive
labels and criteria
• attempts to create and label own
categories but needs support to
explain classification criteria;
categories are often unrelated
Attitudes and • often has limited interest in science • shows some interest and
Dispositions activities, needs encouragement to engagement in science activities
• has a positive engage in activities • demonstrates curiosity and a
attitude • may not be curious or express sense of wonder about some
towards sense of wonder things, perhaps those related to
science • may have limited awareness of personal interests
• demonstrates science, may not see science in a • needs prompting to notice science
the habits of situation even when it is pointed
mind of out
science
• recognizes and
uses science
Making • may not be able to make a • if prompted, is able to make some
Connections personal connection to the connections to personal
• connections to materials, events or task, even with experiences
personal support • usually understands connections
experience and • may have difficulty understanding that are demonstrated or
prior connections that are demonstrated explained but may not be able to
knowledge or explained generate additional examples
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • may be able to identify some things • is able to identify most things as
Understanding of as living or non-living, some errors living or non-living, confused
Science • if prompted, may be able to identify about ‘dead’
Concepts some needs of living things • is able to identify some needs of
• may be able to explain or show living things, e.g., food, water, air,
how some structure of a plant light
helps meet its needs • is able to explain or show how
• if prompted, may rely on previous some plant structures help plants
examples to show how an animal’s meet their needs
needs are met in its environment is able to explain or show how
some of an animal’s needs are
met in its environment
Fully Meets Expectations Exceeds Expectations
• uses appropriate skills and • uses appropriate skills and

processes processes effectively in a variety
• is able to orally describe of situations
observations, experiences, or • is able to independently record
thinking observations and communicate
• is able to record and organize thinking clearly
observations using realistic • makes drawings, charts, or
pictures, charts, words and representations that are realistic
symbols, includes some details and detailed; may be coded or
• identifies similarities and labeled to enhance communication
differences when comparing or show movement
objects, events, or organisms • is able to accurately compare
• is able to classify a set when objects, events, or organisms and
provided with descriptive labels and make interpretations
criteria • when classifying a set, is able to
• is usually able to create and label create and label own categories,
own categories and classify a set in and to classify a set in more than
more than one way one way, often using unique
attributes
• shows an interest in science • seeks opportunities to do science

activities activities
• demonstrates curiosity and a sense • wonders, ponders observations,
of wonder and questions
• sees science in many places • sees science in many places and
wants to share observations and
questions with others
• if prompted, can provide personal • provides personal examples of

examples of similar events similar or related events
• if prompted, is able to make some • makes connections to the world or
connections to the world or to other other science tasks without
science experiences prompting
• if prompted, is able to describe • suggests ways to apply what has
other ways to use the materials or been learned to other situations or
results from the task tasks
• is able to accurately identify a • is able to explain or why a variety

variety of things as living or non- of things are living or non-living
living • is able to identify and prioritize the
• is able to identify the needs of living specific needs of living things
things, e.g., food, water, air, light • is able to show how the structures
• is able to explain or show how the of different plants help them meet
structure of a plant helps meet its their needs in different
needs environments
• is able to explain or show how a • is able to explain or show how the
given animal’s needs are met in its needs of different animals are met
environment in different environments
Chart for Planning or Observation: Grade 1 Life Science
Skills and • uses appropriate skills and

Processes processes
• observing • is able to orally describe
• communicating observations, experiences, or
(sharing) thinking
• communicating • is able to record and organize
(recording) observations using realistic
• classifying pictures, charts, words and
symbols, includes some details
• identifies similarities and
differences when comparing
objects, events, or organisms
• is able to classify a set when
provided with descriptive labels
and criteria
• is usually able to create and label
own categories and classify a set in
more than one way
Attitudes and • shows an interest in science
• has a positive • demonstrates curiosity and a sense
attitude of wonder
science
• demonstrates
the habits of
mind of
science
• recognizes and
uses science
personal connections to the world or to other
experience and science experiences
prior • if prompted, is able to describe
knowledge other ways to use the materials or
• connections results from the task
among
science,
technology,
society, and
the
environment
Knowledge and • is able to accurately identify a
Understanding of variety of things as living or non-
Science living
Concepts • is able to identify the needs of
living things, e.g., food, water, air,
light
• is able to explain or show how the
structure of a plant helps meet its
needs
• is able to explain or show how a
given animal’s needs are met in its
environment
Context
As part of a mini-science unit on the needs of living things, the class engaged in
brainstorming the needs of living things and classified living and non-living things
on a walk outside. Students were read an informational text about slugs and
snails to provide some background knowledge.
Note: Any small animals could be used for this task – worms, sowbugs, snails,
ladybugs, butterflies, etc.
Learning Outcomes


• describe the basic needs of local plants and animals (e.g., food, water,
light)
• describe how the basic needs of plants and animals are met in their
environment
Process
The students were asked to design a habitat to meets the needs of a slug, if the
class was going to keep a slug in their classroom for a few days. The students
were asked to draw, label and explain their thinking and choices. The teachers
interviewed each student for further explanation and connection making.
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Knowledge & Understanding

of Science Concepts
Teacher’s Observations
This student created a make-believe house (like a dollhouse) instead of a slug
habitat, not considering the needs of the animal. The student seemed to not
understand the task being asked her and had no engagement with the science
aspect of the task, but instead focused on “decorating” the house she designed.
• uses limited science vocabulary or details when she was discussing her
slug house
• needs support to record and organize her thoughts and drawings
• shows some interest in the task
• when prompted, is able to make a personal connections to what a house
was in relation to an animal habitat
• when prompted, is unable to identify the needs of a slug
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This student was interested in the task and is enthusiastic about science. He was
able to identify some basic needs of a slug. Even with prompting, he could not
make a personal connection to the animal or its needs.
The student:
• uses limited science vocabulary or details in describing his thinking
• drawings are limited in detail
• seeks opportunities to do science activities; very enthusiastic
• unable to make a personal connection, even with prompting
• able to identify some needs of a slug
• able to explain or show how some of the slug’s needs would be met in the
habitat he designed
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of Science Concepts
This student approached the task confidently and was eager to explain his
thinking. When interviewed, he was able to orally provide examples of how the
slug’s needs were met. For example, holes in the habitat for air and carrots for
food.
The student:
• able to record and organize his thoughts about the slug habitat with
pictures and words
• orally describes his thinking about the slug’s needs
• shows an interest in science activities
• demonstrates curiousity while designing his habitat
• able to provide a personal example (where he had seen a slug before)
• able to identify the needs of a slug
• able to show and describe how he slug’s needs would be met in the
habitat that he designed
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of Science Concepts
The student was very interested in the task and enthusiastic about designing the
habitat. She applied background knowledge to the task, considering what
aspects of a habitat would be important for a slug.
• able to independently clearly record and organize her thoughts with

pictures and words
• labeled diagram is realistic and detailed
• shows an interest in science activities
• able to make a personal connection to her own pet fishes’ needs
• identifies the needs of a slug, including specific examples
Physical Science
The BC performance standards for Grade 1 Physical Science reflect the following


• demonstrate how force can be applied to move an object
• compare the effect of friction on the movement of an object over a variety
of surfaces
• demonstrate and describe the effects of magnets on different materials
DRAFT Rating Scale: Grade 1 Physical Science
(Minimal Level)
labels and criteria
mind of out
science
• recognizes and
uses science
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • shows awareness that a force is a push or a pull • is able to show how some forces
but applies this only to forces that involve
Understanding of can be applied to change the
visible actions
Science motion of an object (push/pull)
Concepts • may not be able to identify invisible • may not be able to identify the
forces; may have difficulty invisible forces (magnetism,
generalizing about what materials gravity, friction); may identify the
are magnetic magnet, rather than magnetism,
• if prompted, is able increase or as the force
decrease speed of motion in a is able increase or decrease speed
given situation in the ways of motion in a given situation in
modelled the ways modelled

attributes


• is able to show how forces can be • is able to show and explain in

applied to change the motion of an some detail how a variety of forces
object (push/pull) can change the motion of an
• is able to identify the invisible forces object
(magnetism, gravity, friction) acting • is able to identify all the invisible
on particular objects and events, forces (friction, magnetism,
may be some omissions gravity) acting on particular objects
• is able to show some ways to or events
increase or decrease speed of • is able to show and explain
motion in a given situation; e.g., multiple ways to increase or
slope, texture decrease speed of motion in a
given situation
Chart for Planning or Observation: Grade 1 Physical
Science

Processes processes
(sharing) thinking
and criteria
more than one way
attitude of wonder
science
• demonstrates
the habits of
mind of
science
• recognizes and
uses science
among
science,
technology,
society, and
the
environment
Knowledge and • is able to show how forces can be
Understanding of applied to change the motion of an
Science object (push/pull)
Concepts • is able to identify the invisible
forces (magnetism, gravity, friction)
acting on particular objects and
events, may be some omissions
• is able to show some ways to
increase or decrease speed of
motion in a given situation; e.g.,
slope, texture
Context
As part of a science study of force and motion, the class explored invisible
forces, including magnetism. Students worked on a variety of investigations such
as testing to see whether magnets worked through water and testing the strength
of different magnets.
Learning Outcomes


Process
The students were given a collection of classroom objects such as pencils,
erasers, scissors, paperclips, elastic band and coins. The students worked in
partners and were given a magnet. Students were asked to sort the objects into
groups and then give a name to their groups.
Note: The teacher used the term “sort” as this class had a high ESL population
and did not seem confident with the term “classify”.
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of Science Concepts
This student needed many prompts in order for him to be able to describe one
thing he learned and noticed about the task. The student did not understand the
concept of putting items in groups and randomly tested each object with the
magnet.
• needs support to orally describe thinking

• needs support to record and organize his thoughts and drawings
• unable to compare the objects or see how any were the same
• enjoys experimenting with the magnet
• unable to make a personal connections to when he might have used
magnets, even with prompting
• unable to generalize that some materials are magnetic, if they “stick” to
the magnet
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of Science Concepts
This student was interested in the task but did not ask further questions or extend
the task for himself. He sorted the objects into two distinct categories but couldn’t
generalize how the objects in each category were similar.
• able to orally describe experiences with some support

• able to sort objects and events into two distinct groups
• is aware of the force of magnetism but did not have the scientific
vocabulary to describe it
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of Science Concepts
This student approached the task confidently but was shy to orally communicate
her thinking. She used scientific vocabulary to record how she sorted the objects
into two distinct groups.
• able to record and organize thoughts with pictures and words

• uses scientific vocabulary
• able to sort objects into two distinct categories
• makes connections to previous investigations with magnets
• able to identify the force of magnetism and how it acts on different objects
• notices that the materials that were magnetic have common
characteristics (metallic)
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of Science Concepts
This student has had many rich science experiences at home and has a very
developed vocabulary. He was very engaged in the task and was curious and
inquisitive about his findings.

• uses scientific vocabulary as a way of communicating his thinking
• sorts the objects into three distinct categories, with one of the groups
overlapping the characteristics in the two other groups
• makes connections to previous investigations with magnets and to
magnetic toys he has at home
• able to identify the force of magnetism and how it acts on different objects
• notices that the materials that were magnetic have common
characteristics (metallic)
The BC performance standards for Grade 1 Earth and Space Science reflect the
following prescribed learning outcomes from Grade 1 of the Science K to 7
Integrated Resource Package (2005).


• describe changes that occur in daily and seasonal cycles and their effects
on living things
• describe activities of Aboriginal peoples in BC in each seasonal cycle
DRAFT Rating Scale: Grade 1 Earth and Space
(Minimal Level)
labels and criteria
mind of out
science
• recognizes and
uses science
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • may have limited awareness of the • is able to give some examples of
Understanding of effects of daily weather and how daily weather and seasonal
Science seasonal changes on living things, changes have an effect on living
Concepts but may be able to give personal things and their habits and
examples if prompted activities
• may have limited awareness of • if prompted, is able to give some
what seasonal Aboriginal activities basic examples of seasonal
are, but can identify own seasonal activities of Aboriginal peoples
activities

attributes


• is able to explain or show how daily • is able to explain or show how

weather and seasonal changes unusual daily weather and
have an effect on living things and seasonal patterns can have a
their habits and activities significant effect on living things
• is able to explain or show some and their habits and activities
seasonal activities of Aboriginal • is able to explain or show how a
peoples variety of Aboriginal activities differ
during the seasons and in the
various seasonal patterns across
B.C.
Chart for Planning or Observation: Grade 1 Earth and
Space

Processes processes
(sharing) thinking
and criteria
more than one way
attitude of wonder
science
• demonstrates
the habits of
mind of
science
• recognizes and
uses science
among
science,
technology,
society, and
the
environment
Knowledge and • is able to explain or show how daily
Understanding of weather and seasonal changes
Science have an effect on living things and
Concepts their habits and activities
• is able to explain or show some
seasonal activities of Aboriginal
peoples
Context
This task was a culmination of an ongoing study of seasonal changes and how
the traditional Aboriginal way of life was often determined by the seasons.
Students had made regular observations of the weather, movement of the wind,
and how the trees changed over the seasons. The class discussed how the
weather and seasons might affect jobs, activities, clothing, and ceremonies both
for themselves and for traditional Aboriginal peoples. Guests to the classroom
shared artifacts including Aboriginal blankets, baskets, and tools. The students
also observed different foods and how they are preserved, such as dried fruit,
and made connections to Aboriginal culture and food preservation.
Learning Outcomes


• describe changes that occur in daily and seasonal cycles and their effects
on living things
• describe activities of Aboriginal peoples in BC in each seasonal cycle
Process
The students were shown a chart divided into four quadrants, one for each
season of the year. The students were asked to create their own chart, labeling
each section with a season’s name. The students were asked to draw, label or
write about different traditional Aboriginal activities that occur in each season,
explaining the importance of each activity.
After completion of the four season charts in their science notebooks, the
students had an opportunity to share and discuss their work with each other. As
an extension to this task, the teacher provided an opportunity to the students to
refine their thinking and to represent their understanding of this content in
another way. Connecting to the idea of a medicine wheel, the students created
large circular posters divided into four parts. There were two layers with the top
layer having drawings for each season, with each of the four parts lifting up to
reveal word labels and writing underneath. These posters were proudly displayed
on a bulletin board in the school. See an example of a student-created poster on
the next page.
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of Science Concepts
The student was able to complete the task with adult support and prompting. An
adult scribed his thinking while the student was able to create drawings for each
season. The student was able to think of one object or event for each season.
• needs support to orally describe thinking

• needs support to record and organize his thoughts and drawings
• needs support to replicate the classification of events into seasonal
categories
• did not express curiousity in the task
• made connections to science experiences leading up to this task
• had limited awareness of the effects of daily weather and seasonal
changes on activities
• had limited awareness of what seasonal Aboriginal activities are
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of Science Concepts
This student needed some support to generate and record his ideas. The teacher
felt the student had some confusion about some of the summer and fall activities,
or just recorded his thoughts in a way that was not clear to the reader. The
student referred to previous science experiences such as the preserved fruit
observations and examining cooking baskets.
• able to orally describe events and experiences with some support

• able to classify objects and events when provided with seasonal category
labels and specific criteria
• able to make connections to other science tasks
• able to give some examples of seasonal activities of Aboriginal peoples
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of Science Concepts
This student had been very engaged in the science experiences leading up to
this task. She confidently was able to record at least one event or object that
related to each season, and also explained why that seasonal activity was
important to Aboriginal peoples.

• able to classify events when provided with descriptive seasonal labels and
criteria
• very interested and eager to share what the class has learned
• demonstrates a sense of wonder by asking thoughtful questions during
discussions
• makes connections to past activities (ie the lady who brought the baskets
and how they were used to store food)
• able to explain how weather and seasonal changes have an effect on
living things and daily activities
• able to explain how seasonal changes affected the traditional activities of
Aboriginal peoples
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of Science Concepts
This student was very interested in sharing her knowledge that she had acquired
in experiences related to this task. The student asked many thoughtful questions
and contributed to class discussions. She made connections to her previous
knowledge about fishing in ponds and streams.
• able to independently record her thinking using words

• able to classify events when provided with descriptive seasonal labels and
criteria
• has lots of thoughtful, wonder questions
• makes connections to other science tasks
• able to explain how weather and seasonal changes have an effect on
living things and daily activities
• able to explain how seasonal changes affected the traditional activities of
Aboriginal peoples
Science in Grade 2
Rating Scale
Chart
Sample Task: Identify the Similarities and Differences Between Bats and
Birds

Rating Scale
Chart
Sample Task: Observe States of Matter of Water in Puddles

Rating Scale
Chart
Life Science

• use their senses to interpret observations
• infer the probable outcome of an event or behaviour based on
observations

• classify familiar animals according to similarities and differences in
appearance, behaviour, and life cycles
• describe some changes that affect animals (e.g., hibernation, migration,
decline in population)
• describe how animals are important in the lives of Aboriginal peoples in
BC
• describe ways in which animals are important to other living things and the
environment
(Minimal Level)
Skills and • needs support to use appropriate • uses some appropriate skills and
Processes skills and processes processes
• observing • needs support to interpret • with prompting, interprets some
• communicating observations; may not understand simple observations; explanations
(sharing) explanations given often simplistic or inaccurate
• communicating • may guess or express wishes • with prompting, makes inferences
(recording) rather than making inferences from about the probable outcomes of
• classifying observations events and behaviours; may be
• interpreting • needs support to communicate only loosely connected to
observations observations, explanations, and observations, often inaccurate
• making inferences in pictures or words • communicates some
inferences observations, explanations, and
inferences, these may be
incomplete and lack scientific
vocabulary unless prompted
Attitudes and • needs encouragement to complete • shows some interest and
Dispositions task engagement in science tasks
• has a positive • often has limited awareness or • with prompting, ponders
attitude interest in science observations
towards • seldom demonstrates curiosity or • sometimes demonstrates curiosity
science sense of wonder or a sense of wonder
• demonstrates • may have a limited awareness of • needs prompting to see science
the habits of science, may not see science in
mind of situation even when it is pointed
science out
• recognizes and
uses science
Making • may not be able to make a • with support, can make simple
• connections to materials, events or task, even with experience or prior knowledge
prior connections that are demonstrated explained but cannot generate
knowledge or explained additional examples
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • identifies simple similarities and • with prompting, identifies some
Understanding differences among familiar similarities and differences in
of Science animals, may focus on appearance appearance, behaviour, or life
Concepts or animals the student prefers cycles for familiar animals
• with support, is able to identify • gives some examples of animal
some seasonal changes that would adaptations to seasonal changes,
affect animals all examples may be on one
• may identify some animals as adaptation; e.g., migration
important the them, but many be • may make a general statement
unable to explain why animals are about the importance of animals to
important to Aboriginal peoples Aboriginal peoples, without
• may identify an animal’s examples
importance in personal terms, • may make a general statement
rather than in terms of its important about how a familiar animal is
to other living things and the important to other living things
environment and the environment without an
example

• interprets observations; some of situations
explanations may be inaccurate • interprets observations accurately
• makes logical inferences about the • confidently infers the probable
probable outcomes of events or outcomes of events or behaviours
behaviours based on observations based on observations
• communicates observations, • communicates observations,
explanations, and inferences using explanations, and inferences
some appropriate scientific effectively using appropriate
vocabulary scientific vocabulary
• shows interest and enthusiasm for • looks forward to doing science

science activities activities and seeks additional
• demonstrates curiosity or a sense opportunities
of wonder • often demonstrates sense of
• sees science in many places wonder, is curious, spontaneously
asks questions and ponders
observations
• tries to use science to make sense
of their world
• makes some connections to • independently makes connections

previous learning and experiences to previous learning and
• can make some connections to experiences
other science knowledge, their • recognizes and explains
personal lives, or the environment connections to their personal lives,
or the environment
• is able to classify familiar animals • is able to classify many animals

according to similarities and accurately according to
differences in appearance, similarities and differences in
behaviour, and life cycles; may be ways that extend beyond animals’
some inaccuracies appearance, behaviour and life-
• is able to give a variety of examples cycles; e.g. environmental
of animal adaptations to seasonal adaptations
changes (hibernation, migration, • is able to explain examples of
coat change); may include some animal adaptations to seasonal
common misconceptions changes with clarity and insight,
• is able to give some examples of e.g., benefits and risks in
ways in which animals are migration
important to Aboriginal peoples • is able to explain why many
• is able to explain some ways in animals are important to
which a familiar animal is important Aboriginal peoples
to other living things and the • may be able to explain the
environment importance of an unpopular
animal to other living things and
the environment

Processes processes
• observing • interprets observations; some
• communicating explanations may be inaccurate
(sharing) • makes logical inferences about the
• communicating probable outcomes of events or
(recording) behaviours based on observations
• classifying • communicates observations,
• interpreting explanations, and inferences using
observations some appropriate scientific
• making vocabulary
inferences
Attitudes and • shows interest and enthusiasm for

Dispositions science activities
• has a positive • demonstrates curiosity or a sense
attitude of wonder
science
• demonstrates
the habits of
mind of
science
• recognizes and
uses science
Making • makes some connections to
Connections previous learning and experiences
• connections to • can make some connections to
personal other science knowledge, their
experience and personal lives, or the environment
prior
knowledge
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • is able to classify familiar animals
Understanding according to similarities and
of Science differences in appearance,
Concepts behaviour, and life cycles; may be
some inaccuracies
• is able to give a variety of examples
of animal adaptations to seasonal
changes (hibernation, migration,
coat change); may include some
common misconceptions
• is able to give some examples of
ways in which animals are
important to Aboriginal peoples
• is able to explain some ways in
which a familiar animal is important
to other living things and the
environment
Sample Task: Identify the Similarities and Differences
Between Bats and Birds
Context
The class had read the book Stellaluna in which a bat thinks she is a bird.
Students already had background knowledge about bats being mammals and
birds being oviparous animals.
Learning Outcomes

• classify familiar animals according to similarities and differences in
appearance, behaviour, and life cycles
Process
Students were asked to compare bats and birds through group discussions of
what was similar and what was different. Students were then asked to work
individually to do three things:
• draw a Venn diagram to summarize the similarities and differences
between bats and birds
- write about the similarities and differences
- draw the lifecycles of a bat and a bird
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of Science Concepts
This student initially focussed on the task but very quickly lost interest. While he
demonstrated interest in the story at the beginning, he had great difficulty
maintaining focus. Offers of scribing and verbal communication did not enable
this student to complete the task.
 does not use scientific vocabulary

 has difficulty focussing on and distinguishing characteristics
(behaviours, appearance and life cycles)
 is unable to identify similarities and differences between bats and
birds, even when prompted
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of Science Concepts
This student enjoyed the story but was extremely cautious about approaching
and completing the task. She was very hesitant about sharing information even
when prompted. Information drawn out through prompting was inaccurate.
 does not use scientific vocabulary

 is able to make some connections if prompted
 needs support to understand to concepts
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of Science Concepts
The student independently completed the task. She was enthusiastic, curious,
asked questions, and demonstrated critical thinking by making personal
connections. While completing the task, she related her observations and made
inferences. She said she would like to see bats.
 willingly shares thinking and questions with others in the group

 makes a personal connection about seeing the school mascot (stellar
jay) in her own back yard
 gives information that is not completely accurate
 makes detailed observations
 identifies similarities and differences related to different aspects of the
animals’ lives
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Making Connections

of Science Concepts
This student was quiet but eager. She capably demonstrated her knowledge and,
if she did not know something, she sought out more information. She asked
questions without prompting and made connections to prior learning.
 completes the task independently

 is able to make inferences and connections without prompting
 uses scientific vocabulary
 demonstrates curiosity and asks questions
 accurately draws a diagram to demonstrate live birth in the bat life
cycle
Physical Science

observations

• identify the properties of solids, liquids, and gases
• investigate changes to the properties of matter when it is heated or cooled
• investigate the interactions of liquids and solids
(Minimal Level)
science out
• recognizes and
uses science
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • may be able to distinguish among • identifies solids, liquids, and gases
Understanding of solids, liquids and gases, but fairly accurately, but may need
of Science may be confused about gases, and prompting to identify any
Concepts may not be able to identify any properties
properties • identifies when a phase change
• cannot identify the changes to the has occurred but may not be able
properties of matter when it is to identify changes to properties,
heated or cooled may be confused by phase
• may be able to show materials changes involving gases
sinking, floating, and dissolving • is able to show materials sinking,
floating, and dissolving; may have
difficulty making generalizations


observations
of their world

or the environment
• accurately identifies solids, liquids, • accurately identifies states of

and gases; is able to identify the matter and the properties of each
main properties of each state, may • explains changes of state resulting
be a few omissions from heating and cooling
• is able to show or describe changes accurately in terms of changes in
in state that result from heating or properties
cooling and identifies changes to • makes accurate generalizations
properties about states of matter and sinking
• is able to show and explain and floating
materials sinking, floating, and
dissolving; makes some accurate
generalizations about sinking and
floating
Science

Processes processes
inferences

attitude of wonder
science
• demonstrates
the habits of
mind of
science
• recognizes and
uses science
prior
knowledge
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • accurately identifies solids, liquids,
Understanding and gases; is able to identify the
of Science main properties of each state, may
Concepts be a few omissions
• is able to show or describe changes
in state that result from heating or
cooling and identify changes to
properties
• is able to show and explain
materials sinking, floating, and
dissolving; makes some accurate
generalizations about sinking and
floating
Sample Task: Observe States of Matter of Water in
Puddles
Context
The class was studying states of matter. After classroom activities in which
students were asked to identify states of matter and changes in state, they
students were taken outdoors on a cold day to apply their knowledge.
Learning Outcomes

observations

• identify the properties of solids, liquids, and gases
• investigate changes to the properties of matter when it is heated or cooled
Process
Students were asked to observe a puddle. They were then asked to identify the
state of matter of water in the puddle. Each student had a clipboard, paper, and a
magnifying glass as well as access to thermometers, plastic cups, and rulers.
NY MM FM EE
Making Connections

of Science Concepts
The student was not interested in looking at the puddle. He required significant
prompting to identify the states of matter and one-to-one support from the
teacher to complete the task.
 needs significant support to complete the task.

 is unable to identify reasons for change in states of matter
 has difficulty identifying states of matter other than solids
 requires significant support to record ideas
 is unable to access prior knowledge
NY MM FM EE
Making Connections

of Science Concepts
This student was very reluctant to participate. She would try to move away from
the puddle if she thought the teacher was not watching. A significant amount of
teacher prompting was required for the student to complete the task.
 requires teacher support to make the observations

 is unable to make personal connections
 is able to make explanations with prompting
 makes observations using the sense of sight only
NY MM FM EE
Making Connections

of Science Concepts
The student was excited about the task. She spent a significant amount of time
observing and discussing her observations. She recorded personal connections
as she made her observations about the states of matter seen in the puddle.
 uses scientific vocabulary when making observations

 uses a variety of senses to make inferences about the states of matter
found
 makes inferences about what would change the states of matter found
in the puddle
 is eager to share her findings with others
 works independently to identify the states of matter
NY MM FM EE
Making Connections

of Science Concepts
The student was enthusiastic and eager to get started with the task. He wanted
to spend more time testing different ideas about the states of matter found in the
puddle. He posed many questions that demonstrated “testing” of prior
knowledge.
 makes inferences as to how the states of matter were created in the

puddle
 orally identifies many states of matter found in the puddle including
pebbles, twigs, and air pockets
 makes personal connections to prior knowledge about changes to
states of matter; e.g. skating rink
 makes observations using a variety of sense and tools

observations

• describe physical properties of air, water, and soil
• distinguish ways in which air, water, and soil interact
• explain why air, water, and soil are important for living things
DRAFT Rating Scale: Grade 2 Earth and Space Science
(Minimal Level)
science out
• recognizes and
uses science
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • may not be able to identify the • if prompted, is able to identify
Understanding properties of air and water some properties of air and water;
of Science • may not be able to identify may be some inaccuracies
Concepts components of soil, may see soil • may be able to identify the
as one material components of soil if there has
• may have limited understanding of been a hand-on experience of
water cycle making soil
• may not make connections • with support, may be able to
between classroom identify the basic elements of the
demonstrations of erosion and water cycle on a diagram
natural occurrences • is able to show ways that soil can
• with support, may be able to give be eroded, perhaps in ways
simple examples of how air, water, demonstrated in class
or soil is personally important • may be able to identify simple
examples of how air, water, or soil
is important to living things


observations
of their world

or the environment
• is able to identify the properties of • accurately identifies the properties

air (expands/contract, usually of air and water
invisible) and water (changes state, • lists and explains many
shaped by container), may be some components of soil, including air
omissions and water
• is able it identify to main • explains the water cycle
components of soil (sand, clay, accurately and in detail
humus) • is able to give accurate examples
• is able to draw and explain the of how soil can be eroded by wind,
basic elements of the water cycle water, and ice; may make
(precipitation, evaporation, connections to water cycle or
condensation) human actions
• is able to give some accurate • provides detailed and insightful
examples of how soil can be examples of ways living things
eroded depend on air, water, soil
• gives some accurate examples of
ways living things depend on air,
water, soil
Chart for Planning or Observation: Grade 2 Earth and Space
Science

Processes processes
inferences

attitude of wonder
science
• demonstrates
the habits of
mind of
science
• recognizes and
uses science
prior
knowledge
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • is able to identify the properties of
Understanding air (expands/contract, usually
of Science invisible) and water (changes state,
Concepts shaped by container), may be some
omissions
• is able it identify to main
components of soil (sand, clay,
humus)
• is able to draw and explain the
basic elements of the water cycle
(precipitation, evaporation,
condensation)
• is able to give some accurate
examples of how soil can be
eroded
• gives some accurate examples of
ways living things depend on air,
water, soil
Context
The class was doing a unit on air, water, and soil. This was an introductory and
exploratory lesson on soil.
Learning Outcomes

observations

• describe physical properties of air, water, and soil
• distinguish ways in which air, water, and soil interact
Process
Students were given three different soil samples and asked to use their senses of
sight, touch, and smell to make and record observations. They could also draw a
picture of each sample if they wished.
Students were then asked to make and record observations and inferences
about what was in each soil sample, and to make inferences about where each
sample may have come from.
NY MM FM EE
Making Connections

of Science Concepts
The student was very interested in the activity but needed significant teacher
support to stay on task. The student was not able to make personal connections
even with significant teacher prompting. He did not complete the task,
 is able to make record some observations when prompted
 is unable to draw a relevant diagram
 is not able to make personal connections to prior experiences
 is unable to make inferences
NY MM FM EE
Making Connections

of Science Concepts
The student was attentive, engaged and enthusiastic. Teacher support was
required for the student to make limited observations. The student was reluctant
to use senses other than sight. She could not make any personal connections to
prior learning or experience about soil.
 is able to make some observations using sight only

 uses limited science vocabulary to describe the soil samples
 is able to identify a few differences between the samples
 has difficulty making inferences about what is in each sample
inferences, repeats her list of descriptive words
NY MM FM EE
Making Connections

of Science Concepts
The student was enthusiastic and completed the task independently. While
completing the task, she wondered aloud, posing many questions about the
sample soils. Her conversations included many personal connections to prior
knowledge and experiences.
 makes inferences while recording observations and descriptions

 is able to provide explanations of inferences
 is able to pose questions that could lead to further investigations and to
finding more differences in soil samples
 is able to clearly identify the differences between the soil samples
NY MM FM EE
Making Connections

of Science Concepts
The student was constantly engaged while completing the task. As she made her
observations, she made personal connections. After completing the task, she
extended the activity by looking for similarities and differences in the soils in her
backyard. She also extended the activity to look at sans in her backyard.
 makes many observations using many senses

 is able to independently make some accurate inferences orally
 bases some inferences on prior knowledge
 makes clear descriptions with comparisons between the soil samples
Science in Grade 3
Life Science: Plant Growth and Changes
To come

Rating Scale
Chart

Rating Scale
Chart
Life Science
To come
Physical Science

• ask questions that foster investigations and explorations relevant to the
content
• measure objects and events

• describe shapes that are part of natural and human-built structures (e.g.,
domes, arches, pyramids)
• compare the effects of different materials, shapes, and forces on the
strength and stability of different structures
• conduct investigations into ways to improve the strength and stability of
structures
(Minimal Level)
• observing • with support, may be able to ask • if prompted, is able to ask
• communicating some simple questions that they questions that make some
(sharing) know the answers to, these are connection to the topic, may be
• communicating often not related to topic simple, vague, or very concrete
(recording) • needs support in order to make • measures in way modeled,
• classifying measurements; often makes no measurements may be inaccurate,
• interpreting attempt to record inconsistent or incomplete
observations • needs support to record information • if prompted, able to record some
• making on a template or chart simple information on a template
inferences or chart
• questioning
• measuring
and reporting
Attitudes and • demonstrates little or no interest in • demonstrates some interest in
Dispositions science activities science activities, topics or
• has a positive • lacks tendency to consider any phenomena
attitude alternatives, explore views, • considers one plan or idea rather
towards generate multiple options than exploring other views, or
science • usually does not see the science in generate multiple options
• demonstrates situations or use science to make • with prompting, may see the
the habits of sense of their world science in a situation, or attempt to
mind of use science to explain something
science in their world
• recognizes and
uses science
Making • may not be able to articulate • with prompting, makes some
Connections connections between task and connections between task and
• connections to personal experience and/or prior personal experience and/or prior
personal learning, but may understand learning of some science
experience and connections that are explained and concepts; connections may be
prior examples given simple or vague
knowledge • has difficulty understanding the • may not be able to give examples
• connections connections between scientific of connections between scientific
among knowledge and practical knowledge and technology but
science, applications may understand some examples
technology, given
society, and
the
environment
Knowledge and • needs support to identify basic • identifies some basic shapes
Understanding shapes in structures, and prompting typically used in structures and
of Science to apply them to own projects applies them to own projects
Concepts • may focus efforts on selecting • makes some comparisons of the
materials for strength and ignore effects of some different materials,
other factors shapes, and forces on the strength
• may give up on own structure if it and stability of structures
lacks strength or stability • may rely on trial and error to
improve strength and stability or
own structures

processes processes effectively in a variety of
• asks logical questions relevant to situations
the content that can be investigated • poses thoughtful and insightful
and explored questions, may suggest how they
• measures and objects and events can be investigated or explored
using appropriate units, may be • measures and records objects and
some inaccuracies or omissions events accurately, completely, and
• is able to record information on a in appropriate units, may
template or chart, may be some independently develop appropriate
errors or omissions templates or charts
• demonstrates an active interest in • demonstrates a sustained interest

science activities and wonder about and curiosity in the world and in
the world learning science
• if prompted, will consider • independently considers
alternatives, explore views, alternatives, explores views, and
generate multiple options generates options
• often sees the science in a situation • recognizes science in a wide
and sometimes uses science to range of situations and often
make sense of their world attempts to use science to make
sense of their world
• makes some connections between • makes detailed and relevant
task and personal experience connections between task and
and/or prior learning of science personal experience and/ or prior
concepts learning of science concepts; able
• if prompted, can give examples of to give personal examples
connections between scientific • recognizes and explains how
knowledge and technology technological progress and
inventions are a result of scientific
knowledge; able to give detailed
examples
• identifies most of the basic shapes • identifies many shapes used in

typically used in structures and structures and applies them to own
applies them to own projects projects in unique ways
• is able to make accurate • makes accurate generalizations
comparisons of the effects of some about the effects of different
different materials, shapes, and materials, shapes, and forces on
forces on the strength and stability the strength and stability of
of structures structures
• is able to modify the design of own • modifies the design of own
structures to improves strength and structures in ways that greatly
stability increase strength and stability,
design may be innovative
Science

Processes processes
• observing • asks logical questions relevant to
• communicating the content that can be investigated
(sharing) and explored
• communicating • measures and objects and events
(recording) using appropriate units, may be
• classifying some inaccuracies or omissions
• interpreting • is able to record information on a
observations template or chart, may be some
• making errors or omissions
inferences
• questioning
• measuring
and reporting
Attitudes and • demonstrates an active interest in
Dispositions science activities and wonder about
• has a positive the world
attitude • if prompted, will consider
towards alternatives, explore views,
science generate multiple options
• demonstrates • often sees the science in a situation
the habits of and sometimes uses science to
mind of make sense of their world
science
• recognizes and
uses science
Making • makes some connections between
Connections task and personal experience
• connections to and/or prior learning of science
personal concepts
experience and • if prompted, can give examples of
prior connections between scientific
knowledge knowledge and technology
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • identifies most of the basic shapes
Understanding typically used in structures and
of Science applies them to own projects
Concepts • is able to make accurate
comparisons of the effects of some
different materials, shapes, and
forces on the strength and stability
of structures
• is able to modify the design of own
structures to improves strength and
stability
Context
During a study of structures, students were asked to build bridges and test their
strength.
Learning Outcomes


• compare the effects of different materials, shapes, and forces on the
strength and stability of different structures
• conduct investigations into ways to improve the strength and stability of
structures
Process
Students were provided with two blocks, one sheet of paper and a Hot Wheels
car. They were asked to construct a bridge that would support the weight of the
car. They worked in pairs to design and build a bridge, test it, and suggest
modifications and improvements.
NY MM FM EE
Making Connections

of Science Concepts
This student lacked engagement with the task and did not persevere with
process of testing and modifying his design.
• needs support making measurements and comparisons

• lack of interest in task
• has difficulty making connections between science concepts and practical
applications such as building bridges, playing with toys
• did not modify his structure, was not interested in improving its strength
NY MM FM EE
Making Connections

of Science Concepts
This student lacks confidence and relied heavily on her partner to complete the
task.
• needs measuring to be modeled

• able to record some information on the provided template
• only considers one plan/way of designing her bridge
• makes limited connections to background scientific knowledge
• utilizes only one technique (folding/doubling of paper) to strengthen her
structure
NY MM FM EE
Making Connections

of Science Concepts
This student persevered with the task and considered alternative techniques.
• measures events accurately

• able to record information on a template
• demonstrates an interest in science
• considers alternatives and different options for constructing her bridge
• makes some connections between personal experiences and science
concepts
• able to modify her bridge to improve its strength and stability
NY MM FM EE
Making Connections

of Science Concepts
This student is naturally inquisitive, particularly about science, and transferred
what he was learning at school about structures to his play-based constructions
at home. The student orally explained his reasoning and design changes but his
recording skills were limited.
• accurately measures and records objects and events

• demonstrates a passion for construction and science in general
• works independently and perseveres as he considers alternative designs
and techniques
• makes relevant connections between the task and his science knowledge
as well as to other science construction tasks done in class
• identifies the triangle as a strong shape and utilized it in his design
• modifies his own structures to increase strength and stability

content

• describe characteristics and movements of objects in our solar system
• compare familiar constellations in seasonal skies
• demonstrate awareness of the special significance of celestial objects for
Aboriginal peoples
(Minimal Level)
• observing • with support, may be able to ask • if prompted, is able to ask
• communicating some simple questions that they questions that make some
(sharing) know the answers to, these are connection to the topic, may be
• communicating often not related to topic simple, vague, or very concrete
(recording) • needs support in order to make • measures in way modeled,
• classifying measurements; often makes no measurements may be inaccurate,
• interpreting attempt to record inconsistent or incomplete
observations • needs support to record information • if prompted, able to record some
• making on a template or chart simple information on a template
inferences or chart
• questioning
• measuring
and reporting
Attitudes and • demonstrates little or no interest in • demonstrates some interest in
Dispositions science activities science activities, topics or
• has a positive • lacks tendency to consider any phenomena
attitude alternatives, explore views, • considers one plan or idea rather
towards generate multiple options than exploring other views, or
science • usually does not see the science in generate multiple options
• demonstrates situations or use science to make • with prompting, may see the
the habits of sense of their world science in a situation, or attempt to
mind of use science to explain something
science in their world
• recognizes and
uses science
Making • may not be able to articulate • with prompting, makes some
Connections connections between task and connections between task and
• connections to personal experience and/or prior personal experience and/or prior
personal learning, but may understand learning of some science
experience and connections that are explained and concepts; connections may be
prior examples given simple or vague
knowledge • has difficulty understanding the • may not be able to give examples
• connections connections between scientific of connections between scientific
among knowledge and practical knowledge and technology but
science, applications may understand some examples
technology, given
society, and
the
environment
Knowledge and • needs support to make a basic • is able to draw a diagram of the
Understanding drawing of the solar system solar system that includes the sun
of Science • may not understand that the Sun is and planets, may be omissions
Concepts a star or distinguish between • may not understand that the Sun
planets and stars is a star
• is able to identify a common and • is able to identify a common and
easily seen constellation in the night easily seen constellations in the
sky night sky
• is able to identify the celestial • is able to identify how an
objects in an Aboriginal story Aboriginal story explains
something about a celestial object

processes processes effectively in a variety of
• asks logical questions relevant to situations
the content that can be investigated • poses thoughtful and insightful
and explored questions, may suggest how they
• measures and objects and events can be investigated or explored
using appropriate units, may be • measures and records objects and
some inaccuracies or omissions events accurately, completely, and
• is able to record information on a in appropriate units, may
template or chart, may be some independently develop appropriate
errors or omissions templates or charts
• demonstrates an active interest in • demonstrates a sustained interest

science activities and wonder about and curiosity in the world and in
the world learning science
• if prompted, will consider • independently considers
alternatives, explore views, alternatives, explores views, and
generate multiple options generates options
• often sees the science in a situation • recognizes science in a wide
and sometimes uses science to range of situations and often
make sense of their world attempts to use science to make
sense of their world
• makes some connections between • makes detailed and relevant
task and personal experience connections between task and
and/or prior learning of science personal experience and/ or prior
concepts learning of science concepts; able
• if prompted, can give examples of to give personal examples
connections between scientific • recognizes and explains how
knowledge and technology technological progress and
inventions are a result of scientific
knowledge; able to give detailed
examples
• is able to draw a diagram of the • is able to draw a detailed map of

solar system that includes the sun the solar system that includes
and planets asteroids, comets, moons, etc, and
• identifies the Sun as a star explain different orbits; may worry
• is able to identify a couple of about scale of drawing
common and easily seen • is able to identify several
constellations in the night sky constellations in the night sky and
• identifies examples of the cultural can identify seasonal changes in
significance attached to celestial their position
objects in Aboriginal stories
Science

Processes processes
• observing • asks logical questions relevant to
• communicating the content that can be investigated
(sharing) and explored
• communicating • measures and objects and events
(recording) using appropriate units, may be
• classifying some inaccuracies or omissions
• interpreting • is able to record information on a
observations template or chart, may be some
• making errors or omissions
inferences
• questioning
• measuring
and reporting
Attitudes and • demonstrates an active interest in
Dispositions science activities and wonder about
• has a positive the world
attitude • if prompted, will consider
towards alternatives, explore views,
science generate multiple options
• demonstrates • often sees the science in a situation
the habits of and sometimes uses science to
mind of make sense of their world
science
• recognizes and
uses science
Making • makes some connections between
Connections task and personal experience
• connections to and/or prior learning of science
personal concepts
experience and • if prompted, can give examples of
prior connections between scientific
knowledge knowledge and technology
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • is able to draw a diagram of the
Understanding solar system that includes the sun
of Science and planets
Concepts • identifies the Sun as a star
• is able to identify a couple of
common and easily seen
constellations in the night sky
• identifies examples of the cultural
significance attached to celestial
objects in Aboriginal stories
Context
This task was a culmination of an ongoing science study of space with a focus on
the sun, moon and stars. A teacher who would be visiting an Aboriginal
community visited the class and took the students’ questions with her for elders
and educators to respond to.
Learning Outcomes

content

• demonstrate awareness of the special significance of celestial objects for
Aboriginal peoples
Process
The students brainstormed how they used the sun, moon and starts to help them
and what importance they had to them. The students reviewed important aspects
of Aboriginal culture and beliefs that they had been introduced to. The students
were asked to create questions for First Nations elders to answer so that we
could better understand the special significance of celestial objects, both
traditionally and currently.
Many students wrote their questions in letter format as the questions were being
taken to elders to read.
The responses to the questions were shared with the class at a later time and
many powerful connections were made.
NY MM FM EE
Making Connections

of Science Concepts
The student was able to complete the task with adult support and prompting.
• needs adult support to pose questions

• demonstrates an interest in the task
• has difficulty making connections between his background knowledge and
prior learning about space and the task of asking questions
• demonstrates some misconceptions about science content
• shares some knowledge of Aboriginal culture but had difficulty connecting
to the task
NY MM FM EE
Making Connections

of Science Concepts
The student was able to complete the task with some adult and peer support.
This student has a designation as ESL level 2.
• bases her questions on her peer’s questions

• demonstrates an interest in the task
• makes limited connections between her background knowledge and prior
learning about space and the task of asking questions
• demonstrates some misconceptions about who Aboriginal peoples were,
even with multiple examples and questions
NY MM FM EE
Making Connections

of Science Concepts
The student was able to complete the task independently and confidently shared
his questions with his peers.
• asks logical questions, connected to his understanding of Aboriginal

culture
• demonstrates enthusiasm for the task, and was genuinely interested in the
potential of finding out answers to his questions
• makes some connections between his background knowledge and prior
learning about the science of space and the task of asking questions
• shares some knowledge of Aboriginal culture and was very aware and
interested in the role of elders within an Aboriginal community
NY MM FM EE
Making Connections

of Science Concepts
This student made connections between culture and science and was able to
create complex questions independently. The student’s fine motor skills (printing)
are weak, so the teacher re-wrote his questions so that they could be shared with
others.
• asks thoughtful and insightful questions with the purpose of writing for an
elder
• uses different types/levels of questions
• is very curious about science and has vast background knowledge around
science concepts and vocabulary
• makes relevant connections and connects science to the world around
him
• thorough understanding of relevant science concepts
• strong understanding of significance of Aboriginal peoples within a
Canadian context
• connects the significance of celestial objects in his own life as he thought
of questions to ask the elders
Transcription:
1. Do you have special names for the sun and the moon?
2. Do you use the moon to tell days?
3. What is the most useful – the sun, the moon, or the stars?
4. Do you have sun celebrations?
Science in Grade 4
Rating Scale
Chart
Sample Task: Impact of Human Choice on the Environment
Physical Science: Light and Sound

Rating Scale
Chart

Rating Scale
Chart
Life Science

• make predictions, supported by reasons and relevant to the content
• use data from investigations to recognize patterns and relationships and
reach conclusions

• compare the structures and behaviours of local animals and plants in
different habitats and communities
• analyse simple food chains
• demonstrate awareness of the Aboriginal concept of respect for the
environment
• determine how personal choices and actions have environmental
consequences
(Minimal Level)
• observing • may have collected or reported a
• communicating
• may have collected no data or partial or incomplete set of data
• classifying may have recorded an • with prompting and support, can
• interpreting incomplete set of data find simple patterns and
observations • may not interpret the data or relationships in data and provide
• making interpretation does not match simple interpretations, may use
inferences some scientific terminology
• questioning the data; often does not use • with support, is able to make
• measuring and science terminology some reasonable interpretations
reporting • provides no prediction or prediction based on the data; may not
• interpreting may be illogical consider all data; may use little
data science terminology
• predicting • with support, is able to make a
logical prediction, may be simple
or vague and lack explanation
Attitudes and • may not show interest in science • shows some interest in class
Dispositions concepts or topics science activities
• has a positive • demonstrates little curiosity; does • sometimes shows curiosity; may
attitude not ask questions respond to peer’s questions
towards • usually does not see the science in • with prompting, may see the
science situations or use science to make science in a situation, or attempt
• demonstrates sense of their world to use science to explain
the habits of something in their world
mind of
science
• recognizes and
uses science
Making • may not be able to make • makes some general connections
Connections connections to prior experience or to prior learning or experience, but
• connections to knowledge; if prompted, may with little or no explanation or
personal simply restate observations explanations are not specific to
experience and • may have difficulty giving examples context
prior of ways in which personal choices • with prompting, is able to give
knowledge and actions affect may the some simple examples of ways in
• connections environment, but may understand which personal choices and
among simple examples provided actions affect may the
science, environment
technology,
society, and
the
environment
Knowledge and • may be able to give examples of • gives some accurate examples
Understanding adaptations but may not be able to plant or animal adaptations,
of Science explain how they help plants and explanation of how each
Concepts animals survive in their habitats adaptation helps the organism
• with support, can construct a survive in its habitat may be vague
simple food chain with familiar or incomplete
organisms • is able to construct or analyze
simple food chains containing
producers, consumers, and
decomposers, may be some
inaccuracies or missing
connections

• collects and records appropriate or situations
data • collects and records an accurate and
• is able to find some patterns and complete set of data
relationships in data, makes • seeks patterns and connections in
reasonable interpretations of data data, makes reasonable and perhaps
using some appropriate science insightful interpretations that consider
terminology all the data, uses appropriate science
• is able to make relevant predictions terminology
and support them with relevant • makes thoughtful predictions and
explanations supports them with detailed
explanations
• demonstrates some interest in • demonstrates a high level of

exploring science concepts and interest in science, often
topics expresses a desire to learn
• asks questions, shows interest in beyond the activity
investigating and exploring • values questions, has an
• often sees the science in a situation appreciation of evidence
and sometimes uses science to • recognizes science in a wide
make sense of their world range of situations and often
attempts to use science concepts
to explain or make sense of their
world
• makes some relevant connections • makes personally relevant

to personal experience or prior connections to prior experience
learning; may use examples to and knowledge with specific
explain explanations
• is able to explain some ways in • is able to give insightful examples
which personal choices and actions of ways in which personal choices
affect may the environment and actions may affect the
environment
• gives some accurate examples • is able to explain a wide variety of

plant and animal adaptations, and structural adaptations in plants
explains how each adaptation helps and animals and behavioural
the organism survive in its habitat adaptations in animals
• is able to construct or analyze • is able to construct or analyze
simple food chains containing fairly complex food webs
decomposers

Processes processes
• observing • collects and records appropriate
• communicating data
• classifying • is able to find some patterns and
• interpreting relationships in data, makes
observations reasonable interpretations of data
• making using some appropriate science
inferences terminology
• questioning • is able to make relevant predictions
• measuring and and support them with relevant
reporting explanations
• interpreting
data
• predicting
Attitudes and • demonstrates some interest in

Dispositions exploring science concepts and
• has a positive topics
attitude • asks questions, shows interest in
towards investigating and exploring
science • often sees the science in a situation
• demonstrates and sometimes uses science to
the habits of make sense of their world
mind of
science
• recognizes and
uses science
Making • makes some relevant connections
Connections to personal experience or prior
• connections to learning; may use examples to
personal explain
experience and • is able to explain some ways in
prior which personal choices and actions
knowledge affect may the environment
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • gives some accurate examples
Understanding plant and animal adaptations, and
of Science explains how each adaptation
Concepts helps the organism survive in its
habitat
• is able to construct or analyze
simple food chains containing
decomposers
Sample Task: Impact of Human Choice on the
Environment
Context
The class was doing a unit on habitats. Students learned basic vocabulary (habitat,
adaptation, population, community, organism, living, nonliving, extinct, endangered,
conservation, etc.) prior to going out on a habitat walk. Students had recently found
out that new schools will be built in their community.
Learning Outcomes


• determine how personal choices and actions have environmental
consequences
Process
Students were asked to create a class web showing how human choices and actions
impact the environment (e.g. oil spills, garbage, cutting trees, etc.) reviewing key
vocabulary. They then went on a habitat walk where they drew individual webs
followed by detailed pictures and written explanation of how the local environment
has been affected by human choice. After the walk, there was a class discussion to
develop a “How Humans Impact the Environment” web on the board. Students were
asked to complete a Making Connections question before proceeding. They were
then asked to use their knowledge of how humans impact the environment to draw
and explain their plan for a new school that they predict would have minimal impact
on the environment. Throughout the task, the teacher observed and recorded
students’ attitudes using the “Attitudes and Dispositions” checklist.
NY MM FM EE
Making Connections

of Science Concepts
The student designed his future school but it was based on imagination with no
consideration of realistic effects of human impact on the environment.
• prediction is illogical; it is based on imagination rather than the context of

the task (e.g.; “the cruise school”)
• shows some interest in the task but mostly due to social reasons
• is not able to make a personal connection
• gives simple examples of human choices but omits effect on the
environment
NY MM FM EE
Making Connections

of Science Concepts
Based on the human impact nature walk the student was able to draw a school
that had minimal impact on the environment. The student illustrated many
examples but did not explain them clearly.
• prediction is logical but lacks explanation (e.g.; picture has many ideas but
no explanation)
• at times shows some interest in the task
• makes general connections but provides no explanation (e.g.; no effect of
personal choice)
• gives simple examples of human choices but does not identify effects on
the environment
NY MM FM EE
Making Connections

of Science Concepts
Based on the human impact nature walk, the student drew a school that had
minimal impact on the environment. The student explained his choice for the
school design. The student showed an increased level of interest in this task
compared to other learning activities.
• prediction is logical and is supported with relevant explanation

• shows some interest in the task; e.g., teacher observed increased written
output
• connections were personal and relevant to task with explanation how his
actions affect environment
• gives simple examples of human choices and impacts on the environment
NY MM FM EE
Making Connections

of Science Concepts
Based on the human impact nature walk, the student drew a school that had
minimal impact on the environment. The student’s design and explanations were
insightful. The student was curious during the task and asked many questions.
The student’s questions clearly showed a high level of thought regarding the
task.
• prediction is insightful and is supported with some relevant explanations

• shows a high interest in the task because she asks valuable questions
(e.g.; asked the teacher “Aren’t there toilets that you can change the
flush?”)
• makes general connections but does not explain the effects on the
environment
Physical Science

reach conclusions
Physical Science: Sound and Light

• identify sources of light and sound
• explain properties of light (e.g., travels in a straight path, can be reflected)
• explain properties of sound (e.g., travels in waves, travels in all directions)
(Minimal Level)
• communicating
mind of
science
• recognizes and
uses science
technology,
society, and
the
environment
Knowledge and • is able to identify some common • is able to identify some sources of
Understanding sources of light, may not include light
of Science any natural sources unless • is able to show some properties of
Concepts prompted light (travel in straight line, can be
• may need support to use hands-on reflected) with hand-on materials
materials to show that light travels • may need support to identify
in a straight line properties of sound, and what is
• may not be able to identify the vibrating in sources of sound
properties of sound or may have • is able to draw a diagram showing
misconceptions; e.g., that sound how sound travels from a source
causes vibrations to an eardrum
• is able to draw a simple diagram
showing how sound travels from a
source to an ear; may show
straight line rather than waves

explanations

world

environment
• is able to identify both natural and • is able to clearly explain the

artificial sources of light reflection and refraction of light
• is able to identify some properties • is able to explain relationship
of light (travel in straight line, can between size of vibrations and
be reflected) volume of sound, and the
• clearly identifies properties of relationship between frequency
sound, identifies vibrations when and pitch
explaining how a source produces • is able to explain the effect of
sound different material on light and
• is able to identify some properties sound
of sound (travels in waves, travels
in all directions)
Science

Processes processes
• interpreting
data
• predicting

mind of
science
• recognizes and
uses science
personal explain
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • is able to identify both natural and
Understanding artificial sources of light
of Science • is able to identify some properties
Concepts of light (travel in straight line, can
be reflected)
• clearly identifies properties of
sound, identifies vibrations when
explaining how a source produces
sound
• is able to identify some properties
of sound (travels in waves, travels
in all directions)
Context
The class was doing a unit on sound using exploratory methods to inquire about
the various principles of sound (vibration of objects produce sound(s); large
vibrations produce louder sounds/smaller vibrations produce quieter sounds ~
volume; faster vibrations produce higher sound/slower vibrations produce lower
sounds ~pitch).
Learning Outcomes

reach conclusions
Physical Science: Sound and Light

• identify sources of light and sound
• explain properties of sound (e.g., travels in waves, travels in all directions)
Process
After exploring how sound is created, and how volume and pitch are altered,
students were asked to apply their knowledge to create their own sound device.
The device had to be able to produce a sound, alter the volume, and alter the
pitch, and had to be an original design (not a copy of something seen
elsewhere). Students came up with their idea and drew a detailed diagram. They
were asked to predict how their device would work, based on existing knowledge,
before building their device. Materials were brought to school by the students
who then made their devices. Once built, students partnered up to share, then
had to give a full, written explanation of how their device worked. After sharing
with the whole class, students were asked to make some connections about how
sound applies to their lives, and comment on the extent to which they enjoyed
the task.
NY MM FM EE
Making Connections

of Science Concepts
This student created a sound device but her diagram and explanations
demonstrated some confusion about the properties of sounds. The student did
not make connections about the properties of sound to her life.
• prediction is incomplete
• shows a social interest in learning but not specific to the science activity
• connections are simple lists of sound examples (e.g.; watching TV,
listening to music, kettle whistling)
• confusion about properties of sound (e.g.; “shake it hard and you get a
higher sound”)
NY MM FM EE
Making Connections

of Science Concepts
This student created a sound device with a clear diagram. His explanations
showed some confusion or were incomplete. The student did not make
connections about the properties of sound to his life but simply listed examples.
• prediction is simple or vague (e.g.; “It can alter the volume by the way you
shake it.”)
• shows interest in hands-on learning but not specific to the science activity
• connections are not specific to the context of the task (e.g.; volume, pitch,
vibration)
• needs support to identify properties of sound (e.g.; teacher prompts to
clarify between concepts of volume and pitch)
NY MM FM EE
Making Connections

of Science Concepts
This student created a sound device with a clear diagram. Her explanations
demonstrated an understanding of most properties of sound. The student was
very enthusiastic during the task and was eager to share her design with the
teacher and others.
• makes relevant predictions with explanations

• shows interest in exploring science topics (Eg. teacher observed student
excited to build and experiment)
• makes personal connections that are specific to the context of the task
(e.g.; “We used this knowledge when we were training our dog.”)
• clearly identifies properties of sound (e.g.; “If I shake it less it makes a
quieter sound and a smaller vibration.”)
NY MM FM EE
Making Connections

of Science Concepts
This student created a sound device with a detailed diagram. His explanations
demonstrated an understanding of all properties of sound. As the student was
building his sound device he stopped to explain his reasons for choosing specific
materials and their effect on the sound of his device.
• makes thoughtful predictions with detailed explanations

• shows interest in learning and teaching science topic by explaining to
other students how materials in his sound device will alter pitch.
• makes connections that are specific to the context of the task (e.g.; “I can
use pitch when I am singing.”)
• identifies all properties of sound including the relationship between
vibration and pitch

reach conclusions

• measure weather in terms of temperature, precipitation, cloud cover, wind
speed and direction
• analyse impacts of weather on living and non-living things
(Minimal Level)
• communicating
mind of
science
• recognizes and
uses science
technology,
society, and
the
environment
Knowledge and • is able to use familiar weather • is able to select and use
Understanding instruments independently, but appropriate instruments to
of Science may need support to select and measure temperature,
Concepts use unfamiliar ones participation, air pressure, and
• if prompted, may be able to identify wind speed and direction
simple examples of erosion • is able to give examples of
• is able to give some examples of weather causing erosion
the effects on living things of • is able to give examples of some
weather events, but may not be effects of both seasonal weather
able to explain them and extreme weather events, but
explanations may be vague or
incomplete

explanations

world

environment
• is able to select and use • uses weather measurement tools

appropriate instruments to measure efficiently and accurately; is able
temperature, participation, air to make reasonable estimates of
pressure, and wind speed and cloud cover
direction • gives detailed explanations of
• is able to give examples of weather erosions
causing erosion • gives detailed explanations of the
• is able to describe some effects of effects of seasonal and extreme
both seasonal weather and extreme weather events on living things;
weather events may distinguish between short
term and long term effects
Science

Processes processes
• interpreting
data
• predicting

mind of
science
• recognizes and
uses science
personal explain
• connections
among
science,
technology,
society, and
the
environment
Knowledge and • is able to select and use
Understanding appropriate instruments to measure
of Science temperature, participation, air
Concepts pressure, and wind speed and
direction
• is able to give examples of weather
causing erosion
• is able to describe some effects of
both seasonal weather and extreme
weather events
Context
Students were engaged in a science study about weather. After understanding
what weather is, students learned how to read a thermometer and collected data
on temperature.
Learning Outcomes

reach conclusions

• measure weather in terms of temperature, precipitation, cloud cover, wind
speed and direction
• analyse impacts of weather on living and non-living things
Process
Students were shown how to read and record the temperature using a
thermometer located outside the classroom. For five straight days, students
collected and recorded the temperature both in the morning and afternoon, then
created line graphs of the temperature. The teacher measured and recorded the
temperature at each specified time in order to be able to check the accuracy of
the students’ measurement and recording. Students used the temperature data
to make up three questions and to provided reasonable answers based on the
patterns they observed. The teacher observed students while they were
collecting, recording, and interpreting the data, with particular attention to science
attitudes.
After completing the recording and interpretation of the data, students were
asked the following questions:
• Have you ever used the measurement/knowledge of temperatures in your
life? Explain.
• In your family’s life? Explain?
• How is your environment (where you live, your school, etc.) affected by
the measurement/knowledge of temperatures? Explain.
Note: In rating the student’s work as NY, MM, FM or EE, the teachers placed the
most emphasis on the skills and processes aspect as that was the focus of the
task (measuring and recording).
NY MM FM EE
Making Connections

of Science Concepts
This student recorded temperatures over a five day period and graphed data.
The student’s questions were based on prior knowledge, not the data collected.
• does not use or refer to the recorded temperature (data) while generating
questions for interpretation
• makes general connections (e.g.; referring to the Weather Channel)
• uses thermometer appropriately to measure temperature
NY MM FM EE
Making Connections

of Science Concepts
The student asked simple questions but did not look at all data when making
interpretations.
• makes simple interpretations of data, but only considers data for single
days.
• makes general connections with no explanation (e.g.; “If it is cold outside I
would have to wear a jacket.”)
• records temperature appropriately
NY MM FM EE
Making Connections

of Science Concepts
The student recorded several questions based on collected data.
Note: The teacher asked this student to look for and record general trends before
asking their interpretive questions. This student was not observed got Attitudes
and Dispositions.
• considers data collected over several days to make reasonable

interpretations in the form of questions
• does not make any connections.
• records temperature appropriately
NY MM FM EE
Making Connections

of Science Concepts
Showing a high level of interest, the student developed several questions based
on collected data. The student provided interpretations that were insightful.
• uses collected data over several days to make reasonable and insightful
interpretations (e.g.; “There were more clouds near the end of the week.
Heat bounced down with clouds.”)
• uses appropriate science terminology (e.g.; “hotter, heat, warmed up”)
• demonstrates a high level of interest by frequently asking questions
• makes specific connections (e.g.; If it was going to be really cold and it
might snow, you would know not to wear a T-shirt and shorts.”)
• records temperature appropriately.
Science in Grade 5
Rating Scale
Chart
Sample Task: Test Your Reflexes

Rating Scale
Chart
Sample Task: Design an Experiment
Earth and Space Science: Renewable and Non-Renewable Resources

To come
Life Science

• identify variables that can be changed in an experiment
• evaluate the fairness of a given experiment
• describe the steps in designing an experiment

• describe the basic structure and functions of the human respiratory,
digestive, circulatory, skeletal, muscular, and nervous systems
• explain how the different body systems are interconnected
(Minimal Level)
Skills and • needs support to choose and use • needs support to choose
Processes appropriate skills and processes appropriate skills and processes
• observing • may not be able to identify any but is able to use some
• communicating
variables independently
• classifying
• interpreting • does not show a scientific • with prompting, is able to identify
observations understanding of fair testing some variables
• making inferences • may be unable to identify steps in • attempts to explain fair testing,
• questioning designing an experiment but may may be confused
• measuring and
reporting be able to follow steps if provided • identifies some of the steps in
• interpreting data • able to communicate some basic designing an experiment, but
• predicting information orally or in writing, may needs support to design an
• identifying be accurate and confusing with experiment
variables little scientific terminology • communicates basic information,
• fair testing may be incomplete and include
• designing inaccuracies
experiments
Attitudes and • may not show interest in science • shows some interest in science
Dispositions concepts or topics concepts or topics
• has a positive • may not ask questions, or • asks relevant questions without
attitude questions may be unrelated to hypothesizing
towards topic • may consider other options but
science • may be reluctant to consider other not know how to follow through (or
• demonstrates options or points of view unwilling)
the habits of • with support, may attempt to use • if prompted, is able to use science
mind of science to explain something in to explain some things in their
science their world world
• recognizes and
uses science
Making • may not make connections to prior • may refer to some prior
Connections experience or knowledge or may knowledge, but may show an
• connections to only use connections given uncertainty about how to use it, or
personal • with support, may identify the uses it incorrectly
experience and personal relevance of some • if prompted, is able to identify
prior scientific information some ways in which scientific
knowledge • may not understand provided knowledge is personally relevant
• connections examples of how scientific • is able to explain some links
among knowledge has been used to between science and technology,
science, develop technologies may contain some inaccuracies
technology, • with support, can identify some • is able to identify some impacts of
society, and impacts of personal actions on the personal actions on the
the environment environment
environment
Knowledge and • is able to identify some body • shows some understanding of the
Understanding structures and their functions but basic structure and function of
of Science may not be able to identify them as various human body systems
Concepts parts of body systems • if prompted, can give an example
• may be unable to give an of a way in which two body
examples of how two body systems are interconnected
systems are interconnected
• if prompted, is able to choose some • is able to choose and apply

appropriate skills and processes appropriate science skills and
and apply them independently processes independently
• accurately identifies variables, may • accurately identifies all variables
miss some and provides some explanation
• shows understanding of a fair test • clearly explains fairness of
as controlling all variables except experiment using relevant
the one being tested examples
• is able to identify the steps of an • clearly identifies the steps of an
experiment, and to design and experiment and can design a
experiment, may be some complete and workable
omissions in the design experiment
• communicates information clearly • accurately and precisely
using most of the appropriate communicates information using
scientific terminology, may be minor appropriate scientific terminology
omissions or inaccuracies
• shows interest in science concepts • actively looks for ways to engage

or topics in science and extend learning
• asks relevant “what if…?” questions • asks relevant questions and
and hypothesizes about what might generates hypotheses; seeks and
happen values evidence
• considers other options and may • sees value in exploring different
attempt to explore them options
• if prompted, uses science evidence • independently uses scientific
to make sense of the world evidence to make sense of the
world
• uses some prior knowledge or • offers explanations from a store or

experience in explorations or previous scientific knowledge and
explanations relevant experience
• is able to identify some ways in • is able to give detailed and
which scientific knowledge is insightful examples of how
personally relevant scientific knowledge is personally
• is able to give examples of how relevant; may seek relevance if not
scientific knowledge has led to immediately apparent
technologies • is able to explain how scientific
• can identify different points of view knowledge is used to in particular
and the impact of personal actions technologies
on society and/or environment • gives insightful examples of
specific impacts of personal
actions on the environment, may
independently take personal action
• is able to identify and describe the • is able to give clear and detailed
function of most of the main parts of explanations of the basic structure
the human respiratory, digestive, and function of various human
circulatory, skeletal, muscular, and body systems
nervous systems; may be some • is able to give clear and detailed
errors and omissions examples of how the different
• is able to give some accurate body systems are interconnected
examples of how body systems are
related
Skills and • if prompted, is able to choose some

Processes appropriate skills and processes
• observing and apply them independently
• communicating
• accurately identifies variables, may
• classifying
• interpreting miss some
observations • shows understanding of a fair test
• making inferences as controlling all variables except
• questioning the one being tested
• measuring and
reporting • is able to identify the steps of an
• interpreting data experiment, and to design and
• predicting experiment, may be some
• identifying omissions in the design
variables • communicates information clearly
• fair testing using most of the appropriate
• designing scientific terminology, may be minor
experiments omissions or inaccuracies
Attitudes and • shows interest in science concepts
Dispositions or topics
• has a positive • asks relevant “what if…?” questions
attitude and hypothesizes about what might
towards happen
science • considers other options and may
• demonstrates attempt to explore them
the habits of • if prompted, uses science evidence
mind of to make sense of the world
science
• recognizes and
uses science
Making • uses some prior knowledge or
Connections experience in explorations or
• connections to explanations
personal • is able to identify some ways in
experience and which scientific knowledge is
prior personally relevant
knowledge • is able to give examples of how
• connections scientific knowledge has led to
among technologies
science, • can identify different points of view
technology, and the impact of personal actions
society, and on society and/or environment
the
environment
Knowledge and • is able to identify and describe the
Understanding function of most of the main parts of
of Science the human respiratory, digestive,
Concepts circulatory, skeletal, muscular, and
nervous systems; may be some
errors and omissions
• is able to give some accurate
examples of how body systems are
related
Sample Task: Test Your Reflexes
Context
The class had been learning about the various body systems. This was the
second performance task done with the class. They had learned about variables,
controls and scientific fair testing. The class is largely ESL (English as a second
language).
Learning Outcomes


• describe the basic structure and functions of the human respiratory,
digestive, circulatory, skeletal, muscular, and nervous systems
• explain how the different body systems are interconnected
Process
Students worked with a partner to test each other’s reflexes. One partner sat in a
chair with their hand sideways and open wide ready to catch a ball after the first
bounce. The other partner counted to three then dropped the ball. The students
were asked to evaluate the scientific fairness of the task based on the
understanding of keeping all variables the same except the one being tested, in
this case the ability to catch the ball or not (reflexes). The students were then
asked to evaluate their results and apply their knowledge of the nervous system.
NY MM FM EE
Making Connections

of Science Concepts
This student was enthusiastic and focused. His English is developed enough that
he should be have been able to perform this task. He was engaged in the
activity, but required much direction and redirection to complete the experiment.
He understood that the experiment involved catching a ball but was unable to link
it to the function of the nervous system and the concept of fair testing.
• attempts to make sense of science experiments and information

• shows perseverance and interest, but comments are often irrelevant
• requires one-to-one support from teacher or peer to complete tasks
• experiences difficulty understanding concepts and expressing acquired
knowledge in oral or written form
• requires frequent explanation of basic concepts and multiple examples to
acquire understanding
NY MM FM EE
Making Connections

of Science Concepts
This student was able to provide basic information about the controls in the
experiment, but was did not understand the concept of a variable. His responses
to questions were very personalized rather than scientific. His understanding of
“fair test” is emerging but he could not explain why this experiment was fair.
• understands the definition of fair testing, but is not able to apply the
definition to experiments
• able to make a prediction based on prior knowledge
• explanations were simple and incomplete
• able to understand controls and give example but was unable to identify
the variable in the experiment
• requires scaffolding to link prior knowledge to new information and
activities
• shows interest in science
• explanations are simple, incomplete and, in some cases, inaccurate
NY MM FM EE
Making Connections

of Science Concepts
This student does not usually complete classroom work without support and
encouragement. He completed this experiment with his partner. He showed great
interest and completed the written work independently. He followed the
procedure independently, recorded accurately and provided good explanation for
his thinking. He was able to explain and identify variables, and controls. He was
able to link his knowledge and processes to his personal life.
• able to make a prediction based on personal experience and prior

knowledge
• explanations are mostly complete and accurate
• able to identify the variables and controls in the experiment
• uses scientific language in his explanations
• able to identify factors that could impair reflexes
NY MM FM EE
Making Connections

of Science Concepts
This student was able to complete the experiment independently and guide
classmates, as needed. She correctly concluded that the experiment was fair and
explained why.
• identifies and explains the concept of fair testing, including variables and
controls
• follows scientific procedure independently and efficiently
• work is clear, detailed, and logically organized using appropriate scientific
language
• able to synthesize knowledge of reflexes and apply it to personal life
• able to identify potential factors that could impair reflexes
• frequently asks questions and formulates hypotheses
Physical Science


• demonstrate how various forces can affect the movement of objects
• demonstrate mechanical advantage of simple machines, including lever,
wedge, pulley, ramp, screw, and wheel
• design a compound machine
• describe applications of simple and compound machines used in daily life
in BC communities
Science
(Minimal Level)
Skills and • needs support to choose and use • needs support to choose
Processes appropriate skills and processes appropriate skills and processes
• observing • may not be able to identify any but is able to use some
• communicating
variables independently
• classifying
• interpreting • does not show a scientific • with prompting, is able to identify
observations understanding of fair testing some variables
• making inferences • may be unable to identify steps in • attempts to explain fair testing,
• questioning designing an experiment but may may be confused
• measuring and
reporting be able to follow steps if provided • identifies some of the steps in
• interpreting data • able to communicate some basic designing an experiment, but
• predicting information orally or in writing, may needs support to design an
• identifying be accurate and confusing with experiment
variables little scientific terminology • communicates basic information,
• fair testing may be incomplete and include
• designing inaccuracies
experiments
Attitudes and • may not show interest in science • shows some interest in science
Dispositions concepts or topics concepts or topics
• has a positive • may not ask questions, or • asks relevant questions without
attitude questions may be unrelated to hypothesizing
towards topic • may consider other options but
science • may be reluctant to consider other not know how to follow through (or
• demonstrates options or points of view unwilling)
the habits of • with support, may attempt to use • if prompted, is able to use science
mind of science to explain something in to explain some things in their
science their world world
• recognizes and
uses science
Making • may not make connections to prior • may refer to some prior
Connections experience or knowledge or may knowledge, but may show an
• connections to only use connections given uncertainty about how to use it, or
personal • with support, may identify the uses it incorrectly
experience and personal relevance of some • if prompted, is able to identify
prior scientific information some ways in which scientific
knowledge • may not understand provided knowledge is personally relevant
• connections examples of how scientific • is able to explain some links
among knowledge has been used to between science and technology,
science, develop technologies may contain some inaccuracies
technology, • with support, can identify some • is able to identify some impacts of
society, and impacts of personal actions on the personal actions on the
the environment environment
environment
Knowledge and • is able to sue simple machines in • is able to show how some forces
Understanding the ways demonstrated affect the movement of objects
of Science • may need support to show the • is able to show the mechanical
Concepts mechanical advantage of a simple advantage of some simple
machine machines
• attempts to design a simple • attempts to designs a compound
machine but may not be for a machine for a specific purpose,
specific purpose may be flawed
• if prompted, can give a few • is able to give a few examples of
examples of applications of simple ways simple and compound
and compound machines that were machines are used in daily life;
discussed in class may rely on examples used in
class

appropriate skills and processes appropriate science skills and
and apply them independently processes independently
• accurately identifies variables, may • accurately identifies all variables
miss some and provides some explanation
• shows understanding of a fair test • clearly explains fairness of
as controlling all variables except experiment using relevant
the one being tested examples
• is able to identify the steps of an • clearly identifies the steps of an
experiment, and to design and experiment and can design a
experiment, may be some complete and workable
omissions in the design experiment
• communicates information clearly • accurately and precisely
using most of the appropriate communicates information using
scientific terminology, may be minor appropriate scientific terminology
omissions or inaccuracies
• shows interest in science concepts • actively looks for ways to engage

or topics in science and extend learning
• asks relevant “what if…?” questions • asks relevant questions and
and hypothesizes about what might generates hypotheses; seeks and
happen values evidence
• considers other options and may • sees value in exploring different
attempt to explore them options
• if prompted, uses science evidence • independently uses scientific
to make sense of the world evidence to make sense of the
world
• uses some prior knowledge or • offers explanations from a store or

experience in explorations or previous scientific knowledge and
explanations relevant experience
• is able to identify some ways in • is able to give detailed and
which scientific knowledge is insightful examples of how
personally relevant scientific knowledge is personally
• is able to give examples of how relevant; may seek relevance if not
scientific knowledge has led to immediately apparent
technologies • is able to explain how scientific
• can identify different points of view knowledge is used to in particular
and the impact of personal actions technologies
on society and/or environment • gives insightful examples of
specific impacts of personal
actions on the environment, may
independently take personal action
• is able to show how various forces • is able to show and explain how
affect the movement of objects various forces affect the
• is able to show the mechanical movement of objects
advantage of various simple • is able to demonstrate and explain
machines the mechanical advantage of
• designs a compound machine for a various simple machines
specific purpose • designs an efficient compound
• gives examples of ways simple and machine for a specific purpose
compound machines are used in • provides examples of how simple
daily life and compound machines are used
in daily life that show insight
DRAFT Chart: Grade 5 Physical Science

Processes appropriate skills and processes
• observing and apply them independently
• communicating
• accurately identifies variables, may
• classifying
• interpreting miss some
observations • shows understanding of a fair test
• making inferences as controlling all variables except
• questioning the one being tested
• measuring and
reporting • is able to identify the steps of an
• interpreting data experiment, and to design and
• predicting experiment, may be some
• identifying omissions in the design
variables • communicates information clearly
• fair testing using most of the appropriate
• designing scientific terminology, may be minor
experiments omissions or inaccuracies
Attitudes and • shows interest in science concepts
Dispositions or topics
• has a positive • asks relevant “what if…?” questions
attitude and hypothesizes about what might
towards happen
science • considers other options and may
• demonstrates attempt to explore them
the habits of • if prompted, uses science evidence
mind of to make sense of the world
science
• recognizes and
uses science
Making • uses some prior knowledge or
Connections experience in explorations or
• connections to explanations
personal • is able to identify some ways in
experience and which scientific knowledge is
prior personally relevant
knowledge • is able to give examples of how
• connections scientific knowledge has led to
among technologies
science, • can identify different points of view
technology, and the impact of personal actions
society, and on society and/or environment
the
environment
Knowledge and • is able to show how various forces
Understanding affect the movement of objects
of Science • is able to show the mechanical
Concepts advantage of various simple
machines
• designs a compound machine for a
specific purpose
• gives examples of ways simple and
compound machines are used in
daily life
Sample Task: Design an Experiment
Context
The task was done as the opening to a unit on Forces and Machines. While the
class was comfortable doing experiments, this was the first time that students
had been asked to design their own experiment.
Learning Outcomes


• demonstrate how various forces can affect the movement of objects
• demonstrate mechanical advantage of simple machines, including lever,
wedge, pulley, ramp, screw, and wheel
Process
Students were asked to work individually to design an experiment to test which
substance would act as the best lubricant on a ride. The proposed ride had
sliders that would go down an incline plane. The goal was to make the ride as
fast as possible.
Students were given a variety of substances to use as potential lubricants:

vegetable oil, water, body wash, lotion, water, honey, syrup, and yogurt. They
were given cookie sheets, tin foil and pennies to build the ride.
Students designed the experiments one day and then tested them the next. They
were presented with the possibility that they might have to test each otherʼs
experiments so they should include as much detail as possible in their procedure.
All students did their own experiment. As an extension, some students later
exchanged procedures and replicated each otherʼs experiments.
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This student was given additional prompting and support to complete the task.
He was also encouraged to use full sentences when answering questions and
explaining his thinking. The student included a step in the procedure that was not
possible with the supplies provided, the timing of the pennies. He did not realize
this and then did not adjust while doing the experiment. The student attempted to
make explanations when prompted but his explanations were often those
provided in class or included inaccuracies.
• attempts to explain fair testing, but is confused

• requires additional one-to-one support to complete parts of the task
• has little interest in science and does not question
• needs support to identify impacts of personal actions on the environment
• showed little interest in the task and no interest in the science behind the
task
• uses limited scientific terminology in his explanations
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This student enjoys the hands-on tasks and is interested in science concepts. He
made reference to prior knowledge but was uncertain how to use it. The student
was able to identify some variables with prompting. He required support to
identify some impacts of personal actions on the environment. He was able to
show how some forces affect the movement of objects. The student asked
relevant questions but did not hypothesize about possible outcomes.
• is able to show understanding of a fair test as controlling all variables

except the one being tested
• shows real interest in science concepts and topics
• asks relevant questions without hypothesizing
• requires prompting to use science to explain things in their world
• makes use of prior knowledge some of which may be used incorrectly
• shows how some forces affect the movement of objects
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This student shows a keen interest in science concepts. He asked relevant
questions and hypothesized about possible outcomes. He made use of prior
knowledge in his explanations and explorations. The student was able to give
examples of ways simple and compound machines are used in daily life but
relied on examples used in class. He was comfortable explaining how various
forces affect the movement of objects.
• needs prompting to choose appropriate skills and processes and apply

them independently
• able to identify the steps of an experiment, and to design an experiment
with minimal omissions in the design
• has an interest in science topics and concepts
• accesses prior knowledge and experience in explorations and
explanations
• able to show how various forces and affect the movement of objects
• identifies the mechanical advantage of various simple machines
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The student actively looks for ways to engage in science and extend his learning.
He asked relevant questions, hypothesized about possible outcomes, and
offered explanations from a store scientific knowledge. He has a well-developed
understanding and could explain how various forces affect the movement of
objects. The student was able to demonstrate and explain the mechanical
advantage of various simple machines. He is inquisitive by nature and regularly
uses scientific evidence to make sense of the world.
• independently chooses and applies appropriate science skills and

processes
• identifies ways simple and compound machines are used in daily life
• is extremely interested in science and seeks ways to engage in science
and extend learning
• gives explanations from a store of prior scientific knowledge and relevant
experience
• has the ability to show and explain how various forces affect the
movement of objects
• able to demonstrate and explain the mechanical advantages of various
simple machines
To come
To come
Science in Grade 6
Rating Scale
Chart
Sample Task: Adaptations to Biotic and Abiotic Factors in the Environment

Rating Scale
Chart
Sample Task: Dim the Light

Rating Scale
Chart
Sample Task: Saving the Penguin Eggs
Life Science

• manipulate and control a number of variables in an experiment
• apply solutions to a technical problem

• demonstrate the appropriate use of tools to examine living things that
cannot be seen with the naked eye
• analyse how different organisms adapt to their environments
• distinguish between life forms as single or multi-celled organisms and
belonging to one of five kingdoms: Plantae, Animalia, Monera, Protista,
Fungi
(Minimal Level)
Skills and • needs support to choose and apply • may need support to choose
Processes appropriate skills and processes appropriate strategies but is able to
• observing • with support, is able to identify some apply some of them independently
• communicating variables that will affect the outcome of • identifies some variables that will
• classifying an experiment affect the outcome of an experiment,
• interpreting • with support, is able to draw some may not be able to distinguish
observations conclusions from results, may be between independent or dependent
• making inaccurate or incomplete variables
inferences • needs support to identify problem to be • is able to draw conclusions from
• questioning solved and criteria for success results but may not link results to
• measuring and • needs support to outline a plan to test, independent variable
reporting gather evidence to find a solution, may • clearly identifies problem to be solved
• interpreting data be incomplete or unworkable but may not establish criteria for
• predicting • with support, may attempt to success
• designing communicate results or ideas but these • is able to develop a plan to test and
experiments are often inaccurate, incomplete or gather evidence to find a solution but
• fair testing confusing plan may be incomplete
• controlling • may require some support to
variables communicate results and ideas, some
• scientific may be confusing
problem
solving
Attitudes and • may not demonstrate a desire to learn • demonstrates some desire to learn
Dispositions science science, may vary by topic
• has a positive • if prompted, may ask some questions, • asks questions, but may not exhibit
attitude towards but may show little curiosity much intellectual curiosity
science • with support, may exchange ideas with • with prompting, exchanges ideas with
• demonstrates others, but may be reluctant to change others but may not show a willingness
the habits of opinions; has difficulty considering to change opinions, consider and
mind of science alternate views or generating multiple explore alternate views, or generate
• recognizes and options multiple options
uses science • with support, may attempt to use • if prompted, uses science evidence to
science to explain something in their make sense of the world
world
Making • with support, may be able to identify • is able to make some connections to
Connections relevant connections to personal prior experiences or knowledge, these
• connections to experiences or prior knowledge may be vague or inaccurate
personal • with support, can identify ways science • is able to explain some links between
experience and uses technology, but may not science and technology, may contain
prior knowledge understand provided examples of how some inaccuracies
• connections scientific knowledge has been used to • if prompted, is able to identify some
among science, develop technologies impacts of personal actions on the
technology, • with support, can identify some impacts environment
society, and the of personal actions on the environment
environment
Knowledge and • is able to use a magnifying glass, may • is able to use a magnifying class
Understanding of need support to use a microscope effectively, may need some support to
Science Concepts • if prompted, may give examples of use a microscope
adaptations but cannot explain • if prompted, gives simple examples of
• may not be able to distinguish between adaptations, explanation may be
plant and animal cells incomplete
• may be able to classify plants and • is able to identify some similarities
animals only into kingdoms and differences between plant and
animal cells
• is able to classify some familiar
organisms into correct kingdom, may
have difficulty distinguishing single-
celled from multi-celled organisms

appropriate skills and processes and appropriate science skills and
apply them processes independently
• identifies variables that will affect the • identifies variables that will affect the
outcome of an experiment, may outcome of an experiment and
incorrectly identify either independent correctly identifies independent and
or dependent variable dependent variables
• links results to independent variable • links results to independent variable
when drawing conclusions, but may not when drawing conclusions and
consider experimental fairness considers experimental fairness in
• clearly identifies problem to be solved conclusions
and establishes criteria for success • clearly identifies problem to be solved
• clearly outlines plan to test and find and establishes clear and specific
solution but may not evaluate the criteria for success
results or make modifications where • clearly outlines a plan to test and find
necessary solution; evaluates results and makes
• clearly communicates results or ideas modifications where necessary
and can describe thinking if asked • clearly communicates results or ideas
and can elaborate on thinking if asked
• demonstrates a desire to learn science • demonstrates a strong desire to learn

• asks and values questions, exhibits science, takes initiative
intellectual curiosity • asks and values questions, exhibits a
• exchanges ideas with others, shows sustained intellectual curiosity, and a
some willingness to change opinions, strong appreciation of evidence
consider and explore alternate views, • initiates exchanges of ideas, shows a
or generate multiple options willingness to change opinions,
• sometimes uses science to make sense consider and explore alternate view,
of the natural world and generate multiple options
• independently uses scientific evidence
to make sense of the world
• makes some relevant connections to • makes relevant connections to prior
prior experiences or knowledge experiences and knowledge, examples
• is able to give examples of how science often show insight
uses technology, and how scientific • is able to explain how science uses
knowledge has led to technologies technology, and how scientific
• is able to identify some impacts of knowledge is used in particular
personal actions on the environment technologies
• gives insightful examples of specific
impacts of personal actions on the
environment, may independently take
personal action
• uses magnifying glass and microscope • uses microscope effectively

correctly • explains a variety of adaptations
• gives examples of adaptations, clearly and in detail
explanations may be somewhat • is able to explain the similarities and
incomplete differences between plant and animal
• is able to identify the main similarities cells in detail
and differences between plant and • is able to accurately differentiate
animal cells single-celled and multi-celled
• is able to explain the difference organisms
between single-celled and multi-celled • classifies a wide variety of organisms
organisms but may have difficulty into five kingdoms accurately, is able
determining which a microscopic to use a key effectively for Monera,
organism is Protista, and Fungi, is able to describe
• classifies some organisms into five the characteristics of each kingdom
kingdoms, may need support to use
keys for Monera, Protista, and Fungi

Processes appropriate skills and processes and
• observing apply them
• communicating • identifies variables that will affect the
• classifying outcome of an experiment, may
• interpreting incorrectly identify either independent
observations or dependent variable
• links results to independent variable
• questioning
• measuring and when drawing conclusions, but may not
reporting consider experimental fairness
• interpreting data • clearly identifies problem to be solved
• predicting and establishes criteria for success
• designing • clearly outlines plan to test and find
experiments solution but may not evaluate the
• fair testing results or make modifications where
• controlling
necessary
variables
• scientific problem
• clearly communicates results or ideas
solving and can describe thinking if asked
Attitudes and • demonstrates a desire to learn science
Dispositions • asks and values questions, exhibits
• has a positive intellectual curiosity
attitude towards • exchanges ideas with others, shows
science some willingness to change opinions,
• demonstrates consider and explore alternate views,
the habits of or generate multiple options
mind of science • sometimes uses science to make sense
• recognizes and of the natural world
uses science
Making • makes some relevant connections to
Connections prior experiences or knowledge
• connections to • is able to give examples of how science
personal uses technology, and how scientific
experience and knowledge has led to technologies
prior knowledge • is able to identify some impacts of
• connections personal actions on the environment
among science,
technology,
society, and the
environment
Knowledge and • uses magnifying glass and microscope
Understanding correctly
of Science • gives examples of adaptations,
Concepts explanations may be somewhat
incomplete
• is able to identify the main similarities
and differences between plant and
animal cells
• is able to explain the difference
between single-celled and multi-celled
organisms but may have difficulty
determining which a microscopic
organism is
• classifies some organisms into five
kingdoms, may need support to use
keys for Monera, Protista, and Fungi
Sample Task: Adaptations to Biotic and Abiotic Factors
in the Environment
Context
As part of a study of biomes, students were studying the adaptations of organisms
that help them survive in their environment. This assignment was an opportunity for
students to apply their knowledge to designing adaptations for imaginary animals in
imaginary environments.
Learning Outcomes


• analyse how different organisms adapt to their environments
Process
The students were asked to design an environment and define its temperature,
altitude, precipitation, latitude and other features (e.g., vegetation, volcanoes,
mountains, water sources). Students were then asked to design an animal that was
suited to this environment. The animal was required to have 3 adaptations to non-
living factors in its environment (e.g., temperature) and 3 adaptations to living (biotic)
factors in its environment (e.g., food supply, predators). Students were asked to
identify each adaptation, label it as related to living or non-living factors in the
environment, and explain its how it helps the animal survive in this environment.
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The student:
• needs support to communicate ideas
• gives some simple examples of adaptations to biotic factors only; many
are not linked to biome features
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of Science Concepts
The student:
• needs some support to communicate idea
• gives simple examples of adaptations, some are fanciful, or not linked to
biome features
• has some difficulty distinguishing between adaptations related to abiotic
versus biotic factors
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of Science Concepts
The student:
• gives clear explanations for the her ideas
• explains all adaptations but some explanations are incomplete or not
explicitly linked to biome features
• demonstrates an excellent understanding of adaptations related to biotic
factors
• has some difficulty distinguishing between adaptations related to abiotic
versus biotic factors; all adaptations identified relate to biotic factors
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Making Connections

of Science Concepts
The student:
• gives clear, detailed explanations for the their ideas
• uses scientific evidence to make sense of world, connecting all
adaptations to the appropriate biome features
• explains all adaptations clearly in detail
• is able to accurately distinguish between adaptations related to abiotic and
biotic factors in the environment
Physical Science

• apply solutions to a technical problem (e.g., malfunctioning electrical
circuit)

• evaluate various methods for producing small electrical charges
• test a variety of electrical pathways using direct current circuits
• demonstrate that electricity can be transformed into light, heat, sound,
motion, and magnetic effects
• differentiate between renewable and non-renewable methods of producing
electrical energy
(Minimal Level)
• making inaccurate or incomplete variables
inferences • needs support to identify problem to be • is able to draw conclusions from
• questioning solved and criteria for success results but may not link results to
• measuring and • needs support to outline a plan to test, independent variable
reporting gather evidence to find a solution, may • clearly identifies problem to be
• interpreting data be incomplete or unworkable solved but may not establish criteria
• predicting • with support, may attempt to for success
• designing communicate results or ideas but these • is able to develop a plan to test and
experiments are often inaccurate, incomplete or gather evidence to find a solution but
• fair testing confusing plan may be incomplete
• controlling • may require some support to
variables communicate results and ideas,
• scientific some may be confusing
problem
solving
• demonstrates others, but may be reluctant to change others but may not show a
the habits of opinions; has difficulty considering willingness to change opinions,
mind of science alternate views or generating multiple consider and explore alternate
• recognizes and options views, or generate multiple options
uses science • with support, may attempt to use • if prompted, uses science evidence
science to explain something in their to make sense of the world
world
Connections relevant connections to personal prior experiences or knowledge,
• connections to experiences or prior knowledge these may be vague or inaccurate
personal • with support, can identify ways science • is able to explain some links
experience and uses technology, but may not between science and technology,
prior knowledge understand provided examples of how may contain some inaccuracies
environment
Knowledge and • is able to give examples of static and • is able to explain the difference
Understanding of current electricity but may not be able between static and current electricity
Science Concepts to explain the difference without reference to electrons
• may not be able to identify a closed and • given examples of circuits, can identify
open circuit a closed and open circuit.
• may not be able to identify that • Is able to identify when electricity can
electricity can be transformed into light, be transformed into light, heat, sound,
heat, sound, motion, or magnetic motion, or magnetic effects but
effects explanation may be absent or
• may not be able to differentiate confusing
between a renewable and non- • is able to give an example of a
renewable source of electricity renewable and a non-renewable
source of electricity


personal action
• can explain the difference between • can explain how static electricity can
static and current electricity in terms of become current electricity due to
electrons electron flow
• given examples of circuits, is able to • given examples of circuits, is able to
identify closed, open, series and accurately identify a closed, open
parallel circuits circuit, series and parallel circuits and
• is able to explain that electricity can be can label the path electrons will follow
transformed into light, heat, sound, • may explain how electricity can be
motion, or magnetic effects transformed into light, heat, sound,
• is able to give examples of renewable motion, or magnetic effects
and non-renewable sources of • is able to identify the pros and cons of
electricity various methods of electricity
production
Science

• questioning
• controlling
necessary
variables
uses science
among science,
technology,
society, and the
environment
Knowledge and • can explain the difference between
Understanding static and current electricity in terms of
of Science electrons
Concepts • given examples of circuits, is able to
identify closed, open, series and
parallel circuits
• is able to explain that electricity can be
transformed into light, heat, sound,
motion, or magnetic effects
• is able to give examples of renewable
and non-renewable sources of
electricity
Sample Task: Dim the Light
Context
The class was working on a unit on electricity. Students had previously worked with
direct circuits using batteries and insulated wire.
Learning Outcomes

• apply solutions to a technical problem (e.g., malfunctioning electrical
circuit)

• test a variety of electrical pathways using direct current circuits
• demonstrate that electricity can be transformed into light, heat, sound,
motion, and magnetic effects
Process
The students were asked to recreate a direct circuit using a battery, switch, bulb,
and insulated wires and observe the amount of light created. Then they were asked
to insert non -insulated wire in the form of steel wool into the circuit and observe the
amount of light created, then reduce the amount of steel by half, and then again,
each time noting the amount of light created. Students are asked to explain their
results.
In the second part, students are asked to propose what else they could investigate
using the steel wool. They are expected to design an experiment to test their
proposal, conduct the experiment, record results, and offer explanations.
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The student:
• needs support to identify a problem and possible variables, and to create
a plan for testing
• communicates results but these are incomplete and confusing
• is not able to pose questions to test
• is able to make vague connections to prior knowledge; may just be using
known vocabulary
• is able to identify the transformation of electricity into light and heat but
cannot explain it
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Skills and
Processes
Attitudes and
Dispositions
Making
Connections
Knowledge &
Understanding of
Science Concepts
The student:
• identifies material (steel wool) as a possible variable to test
• has an incomplete plan for testing
• is able to communicate results but they are incomplete and lack
explanation
• asks good questions to follow up the experiment
• is able to make vague connections to prior knowledge
• is able to explain that electricity is transformed into light and heat
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Making Connections

of Science Concepts
The student:
• identifies material as a possible variable
• has a complete plan for testing both materials, drawing on prior knowledge
• communicates results clearly (but needs definition of ‘sturdy’)
• asks good questions to follow up the experiment
• is able to ask questions that show curiosity and connections to prior
knowledge
• is able to explain that electricity is transformed into light and heat
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of Science Concepts
The student:
• identifies length as a variable that will affect the outcome of the
experiment and identifies that width must be held constant in the two
samples
• has a clear plan for testing the identified problem and evaluating the
results
• communicates the results clearly and goes beyond to discuss brightness
as well
• is able to ask questions that show depth of curiosity and connections to
prior knowledge
• explains why and how electricity is transformed into light and heat


• explain obstacles unique to exploration of a specific extreme environment
• assess technologies used for extreme environments
• describe contributions of Canadians to exploration technologies
(Minimal Level)
inaccurate or incomplete variables
• questioning
• measuring and • needs support to identify problem to be • is able to draw conclusions from
reporting solved and criteria for success results but may not link results to
• interpreting data • needs support to outline a plan to test, independent variable
• predicting gather evidence to find a solution, may • clearly identifies problem to be solved
• designing be incomplete or unworkable but may not establish criteria for
experiments • with support, may attempt to success
• fair testing communicate results or ideas but these • is able to develop a plan to test and
• controlling
are often inaccurate, incomplete or gather evidence to find a solution but
variables
confusing plan may be incomplete
solving • may require some support to
communicate results and ideas, some
may be confusing
• demonstrates others, but may be reluctant to change others but may not show a willingness
the habits of opinions; has difficulty considering to change opinions, consider and
mind of science alternate views or generating multiple explore alternate views, or generate
• recognizes and options multiple options
uses science • with support, may attempt to use • if prompted, uses science evidence to
science to explain something in their make sense of the world
world
Connections relevant connections to personal prior experiences or knowledge, these
• connections to experiences or prior knowledge may be vague or inaccurate
personal • with support, can identify ways science • is able to explain some links between
experience and uses technology, but may not science and technology, may contain
prior knowledge understand provided examples of how some inaccuracies
environment
Knowledge and • may be able to give an example of an • gives examples of extreme
Understanding extreme environment but may not environments but may identify only
of Science accurately identify any characteristics the most obvious characteristics
Concepts that make it extreme • may need support to assess the
• may not be able to assess a suggested effectiveness of a suggested
technology technology
• with prompting, is able to give an • is able to give an example of
example of technology used in the technology used in the exploration of
exploration but may not be able to a particular extreme environment
match it to a particular environment



personal action
• is able to identify characteristics of an • is able to make generalizations about

environment that make it extreme the characteristics that make an
(extremes of temperature, pressure, environment extreme for humans but
gravity, etc.) perhaps not other species
• is able to assess the effectiveness of • is able to assess the effectiveness of
suggested technologies suggested technologies and offer
• gives some examples of technologies suggestions
that help scientists explore extreme • gives detailed examples of
environments, including Canadian or technologies scientist use to explore
Aboriginal contributions extreme frontiers; may describe the
scientific value of this exploration
Science

• questioning
• controlling
necessary
variables
uses science
among science,
technology,
society, and the
environment
Knowledge and • is able to identify characteristics of an
Understanding environment that make it extreme
of Science (extremes of temperature, pressure,
Concepts gravity, etc.)
• is able to assess the effectiveness of
suggested technologies
• gives some examples of technologies
that help scientists explore extreme
environments, including Canadian or
Aboriginal contributions
Sample Task: Saving the Penguin Eggs
Context
The class was working on an Extreme Environments unit. Students had previously
been working on Diversity of Life unit in which they discussed adaptations. This task
was designed to link learning from the two units.
Learning Outcomes


• assess technologies used for extreme environments
Process
The students were asked to watch the Planet Earth video on penguins and the
Antarctic to learn about environmental conditions and the difficulties in conducting
research there. Students were given the task in the form of a fictional letter outlining
the requirements for their designs. They were all given the same set of materials to
choose from for their task of designing an insulating container for an egg to keep it
from freezing. Students were asked to develop a design, then seek teacher approval
prior to building and testing the design. Groups needed to conduct two tests to keep
their eggs from freezing with the second test using fewer supplies for insulating the
egg. Results were assessed and discussed.
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of Science Concepts
The student:
• needs support to identify criteria for success and to create a plan for
testing; plan is confusing in parts
• communicates results but these are incomplete and incldue little
explanation
• shows little curiosity
• is able to makes vague connections to prior knowledge
• tries to assess the effectiveness of the technology but provides a very
brief explanation
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Making Connections

of Science Concepts
The student:
• identifies the problem and criteria for success but these are somewhat
confusing
• communicates results briefly with little explanation or assessment
• shows little curiosity
• is able to makes connections to prior knowledge although these are not
always relevant
• is able to make some vague links between science and technology
• tries to assess the effectiveness of the technology; explanation is very
brief
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Making Connections

of Science Concepts
The student:
• clearly identifies problem and criteria for success
• develops a clear plan for testing
• evaluates results
• communicates results clearly but briefly
• shows curiosity by asking relevant scientific questions
• makes connections to prior knowledge both from class and home
• makes some links between science and technology
• is able to assess the effectiveness of the suggested technology
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Making Connections

of Science Concepts
The student:
• clearly identifies problem and criteria for success
• develops a plan for testing that is clear and
• evaluates results
• communication of results is clear and detailed
• shows strong curiosity, asking relevant scientific questions based on
results
• makes connections to prior knowledge both from class and home
• makes strong links between science and technology explaining how they
interact
• assesses the effectiveness of the technology and makes additional
suggestions
Invitation to participate in the project
The Coast Metro Consortium Science Project invites teachers across the
province to participate in piloting these draft regional standards for performance
tasks in Science K-6 during the 2009-2010 school year.
Teachers are invited to try the tasks in this document with their classes or to
develop other performance tasks. In either case, participating teachers are
invited to send the Project a task write-up and class set of student work. We may
use some of these examples in the final document.
Instructions and contact information

If you choose to participate in the project, here are some instructions for
proceeding.
Developing a performance task:
❑ Avoid using copyrighted materials

This project is unlikely to use copyrighted materials as we do not have the
resources to get permissions. At any rate, many published tasks do not
have a good match to the BC curriculum and are not performance tasks.
Teachers in our project are now typically developing better activities than
those in many commercially published materials. If you do use copyrighted
materials, please note that and indicate the source.
❑ Address prescribed learning outcomes for both skills & processes

and content
Focus on the prescribed learning outcomes, not the achievement
indicators, etc. in the IRP. Provincial curriculum is defined as the PLOs
and teachers are required to teach to them; the additional materials are
suggestions only and teachers have professional autonomy.
❑ Ask yourself: Is it a performance task?

You can refer to Characteristics of Performance Tasks in Appendix 1, but
if the task has students applying grade level skills and processes to grade
level content, it’s a good start. We have found that simple tasks are often
more effective than complex “projects”.
❑ Address all or most of the four aspects on the scale – Skills &
Processes, Attitudes & Dispositions, Making Connections, and
Knowledge & Understanding of Science Concepts
Use the draft charts to help you think about how you could collect
information about student performance in relation to each of the four
aspects on the scale - Skills & Processes, Attitudes & Dispositions,
Making Connections, and Knowledge & Understanding of Science
Concepts. Some Skills and Processes, for example, recording, are easily
seen in written work, but most require teacher observation. Attitudes and
Dispositions are best ascertained by teacher observation and listening.
Questions on Making Connections and Knowledge & Understanding of
Science Concepts can be built into the task but teachers can listen and
observe and question to elicit additional information. Please consider
recording observations and/or what students said in conferencing or in
response to questioning and prompts. These can be recorded on post-it
notes and attached to the student samples.
Writing up the task:
❑ Name of Task
Do not agonize over this; we simply need something to call it.
❑ Teacher’s name and contact information

In case we have questions and need to contact you.
❑ Context
Use the form “The class was working on a unit on…” or something similar
to describe the context in the past tense. If there is anything quite
extraordinary about the class, it could also be noted here; e.g., and ESL
reception class. In deciding on the voice and amount of information,
remember that your audience is your teacher colleagues.
❑ Learning outcomes
Use the prescribed learning outcomes verbatim, even if whole outcome
does not apply. Do not revise the outcome, add additional outcomes, or
use achievement indicators.
❑ Process
Use the form “Students were asked to…” to describe the task in the past
tense. Again, remember that your audience is teachers.
Sending student samples:
❑ A highlighted scale
Highlight a draft scale for each student sample and staple the highlighted
scale to the student sample.
❑ Send a signed permission form for each student

The originals of the permission forms should be retained by your school or
district depending on local procedures; copies should be stapled to the
student samples that you send to us.
❑ Mail to the Coast Metro Science Project
The package you send to the Project should include a task write-up,
student samples, each with a permission form and a highlighted draft
scale, and your comments on the draft scale. Mail the package to:
Coast Metro Science Project

c/o Wendy Lim
School District #38 (Richmond)
7811 Granville Avenue
Richmond, BC, V6Y 3E3
Questions: Contact Anita Chapman at anitachapman@shaw.ca
Deadline for submissions: March 15, 2010

Task write-up template
Grade: _____
Name of task: _________________________________________________________
Name of teacher:
_______________________________________________________
School/District:
________________________________________________________
Phone and/or e-mail:

___________________________________________________
Context:
e.g., The class was doing a unit on…
Learning Outcomes:
i.e., verbatim from the IRP
Process:
e.g., The students were asked to…
Appendix 1: Characteristics of Performance Tasks
Essential and valid
• task based on identified learning outcomes in grade-level curriculum
• task focuses on key concepts, skills and processes, in curriculum, NOT
tangential
• task deals with "big ideas", big issues in the curriculum and subject discipline
• task stimulates students to make connections and generalizations that will
increase their understanding of the important concepts and processes
Authentic "hands-on" application

• task is active
• students are the "mathematicians" and use the skills and process of
mathematics
• task involves students in real applications of their skills and knowledge, NOT
contrived activities for activities' sake
• task grounded in real-world contexts - real-life problems, real-world
applications
• task has specific purpose and audience
• task uses processes appropriate to the subject discipline
• task assessment answers the question "Can you use it?" rather than the
question "Do you know it?"
Open-ended
• students have some choice selecting or shaping the tasks
• task provides opportunities for decision-making
• task has a variety of acceptable approaches
• task is equitable, allows for a variety of learning styles
• task allows for a broad range or performance
• task leads naturally to extensions
• task has a variety of acceptable solutions, NOT one right answer or set of
answers
• requires complex performance beyond what could be assessed by a typical
pencil and paper assessment
• extended task that involves sustained work and often takes several days
• task is "freeing", it encourages students to be divergent thinkers and
thoughtful risk takers
Engaging, valued
• task is meaningful to students
• task is interesting and engaging for students, it promotes persistence
• students value the outcome of the task
• task stimulates and sustains their thinking
• task is thought-provoking
• task fosters persistence
Appendix 2: Attributes and Dispositions
Attitudes and Dispositions Chart: Teachers can use this chart as they develop performance
tasks or as a template for taking notes while observing students.
Has a positive attitude towards science

• looks forward to doing science
• demonstrates a desire to learn
science
• desires to make sense of the
natural world (qualitatively and
quantitatively)
• sees value and usefulness of a
store of scientific knowledge,
previous scientific knowledge
• uses the language of science
Demonstrates the habits of minds of

science
• is curious, has a sustained
intellectual curiosity
• has a sense of wonder
• ponders observations
• asks questions, values questions
• is open to new ideas
• has a tendency to consider
alternatives, explore alternate
views, generate multiple options
• seeks understanding
• has an appreciation of evidence
• has an awareness of assumptions,
questions the given
• has a healthy, informed skepticism
• suspends judgment
• seeks pattern and connections
• has willingness to change opinion
• has an aversion to superstition
Recognizes and uses science

• uses science to make sense of
their world
• is sensitive to opportunities to apply
science skills and processes
• is inclined to apply science skills
and processes
• uses science to make sense of the
quantitatively)
• offers explanations from store of
scientific knowledge, previous
scientific knowledge
Attributes and Dispositions Checklist #1
Never or Sometimes Often Almost
Rarely always
science
quantitatively)
• values, sees usefulness of a store
of scientific knowledge, previous
Demonstrates the habits of minds of science
• has an awareness of assumptions,
questions the given
• has a healthy, informed skepticism
and processes
their world
• is sensitive to opportunities to
apply science skills and processes
• uses science to make sense of the
quantitatively)
Attributes and Dispositions Checklist #2
Student Teacher
Never or Sometimes Often Almost Never or Sometimes Often Almost
rarely always rarely always

science
quantitatively)
• values, sees usefulness of a store
of scientific knowledge, previous
Demonstrates the habits of minds of science
• has an awareness of
assumptions, questions the given
• has a healthy, informed
skepticism
and processes
their world
• is sensitive to opportunities to
apply science skills and
processes
the natural world (qualitatively and
quantitatively)
Appendix 3: Making Connections
Teachers can use the following prompts when looking for evidence that students are
making connections to personal experience and prior knowledge, as well as among
science, technology, society, and environment.
Prior knowledge
• Have you ever seen this
before?…where?…when?
• Where else might you find something
like this?
• How is this like something you
already know?
Personal experience
• Have you ever used this
information?…has your family?
• How does this affect people?
…you?…your family?…people who
live in other places?
Technology
• How have people used this scientific
understanding to invent things?
• What technology has arisen as a
result of this scientific
understanding?
• What scientific knowledge is this
technology based on?
• How has this technology affected
you?…individual people?…society?
…the environment?
Environment
• How does your environment affect
you?
the science you need to know?
the technology you are interested in?
Society
• Why do you think scientists study
this?
• How can people use this information
in their lives?
• How has this scientific understanding
helped society?
• How does our society decide what
science is studied? …what
technology is developed? …how we
use the environment?

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Coast Metro

Regional Standards for Performance Tasks in

DRAFT June 2009

Invitation to participate in the project

It was decided that the goals of this work would be:

The standards focus exclusively on performance assessment, where students

Startup Advisory Team

with recent additional Advisory Team members:

Coast Metro District Leaders

The BC Performance Standards reflect the participation and collective judgments

NOT YET WITHIN EXPECTATIONS

MEETS EXPECTATIONS (MINIMAL LEVEL)

FULLY MEETS EXPECTATIONS

Skills and Processes

Information on the attributes and dispositions associated with excellence in

Evidence for Attitudes and Dispositions in hands-on performance tasks comes

Teachers understand the importance of accessing and assessing prior

Evidence for Making Connections in performance tasks comes from teacher

Knowledge and Understanding of Science Concepts

2 Teacher’s observations. These are additional comments by the

3 Rating scale icon. This is a generalized summary of the scale

4 Student work. This shows a reproduction of the student’s work. (Names of

Life Science: Characteristics of Living Things

Physical Science: Properties of Objects and Materials

Earth and Space Science: Surroundings

The following sections provide examples of performance tasks in Science for

Processes and Skills of Science

Life Science: Characteristics of Living Things

Sample Task: Local Finds

Skills and • can observe for colour, form,

Knowledge and • is able to orally describe and

Processes and Skills of Science

Physical Science: Properties of Objects and Materials

Sample Task: Mystery Boxes

Skills and • can observe for colour, form,

Knowledge and • is able to identify and sort

Processes and Skills of Science

Earth and Space Science: Surroundings

Sample Task: Winter Walk

Aspect Fully Meets Expectations

Skills and • can observe for colour, form,

Knowledge and • is able to orally describe or use

Physical Science: Force and Motion

Earth and Space Science: Daily and Seasonal Changes

Processes and Skills of Science

Life Science: Needs of Living Things

• uses appropriate skills and • uses appropriate skills and

• shows an interest in science • seeks opportunities to do science

• if prompted, can provide personal • provides personal examples of

• is able to accurately identify a • is able to explain or why a variety

Skills and • uses appropriate skills and

Processes and Skills of Science

Life Science: Needs of Living Things

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

• able to independently clearly record and organize her thoughts with