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• uses appropriate skills and processes • uses appropriate skills and processes
• is able to orally describe observations, effectively in a variety of situations
experiences, or thinking • is able to independently record
• is able to record and organize observations and communicate
observations using realistic pictures, thinking clearly
charts, words and symbols, includes • makes drawings, charts, or
some details representations that are realistic and
• identifies similarities and differences detailed; may be coded or labeled to
when comparing objects, events, or enhance communication or show
organisms movement
• is able to classify a set when provided • is able to accurately compare objects,
with descriptive labels and criteria events, or organisms and make
• is usually able to create and label own interpretations
categories and classify a set in more • when classifying a set, is able to
than one way create and label own categories, and
to classify a set in more than one
way, often using unique attributes
Note: Any small animals could be used for this task – worms, sowbugs, snails,
ladybugs, butterflies, etc.
Learning Outcomes
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.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
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
MEETS EXPECTATIONS (MINIMAL LEVEL)
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
FULLY MEETS EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
EXCEEDS EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
Prescribed Learning Outcomes
The BC performance standards for Grade 1 Physical Science reflect the following
prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated Resource
Package (2005).
• uses appropriate skills and processes • uses appropriate skills and processes
• is able to orally describe observations, effectively in a variety of situations
experiences, or thinking • is able to independently record
• is able to record and organize observations and communicate
observations using realistic pictures, thinking clearly
charts, words and symbols, includes • makes drawings, charts, or
some details representations that are realistic and
• identifies similarities and differences detailed; may be coded or labeled to
when comparing objects, events, or enhance communication or show
organisms movement
• is able to classify a set when provided • is able to accurately compare objects,
with descriptive labels and criteria events, or organisms and make
• is usually able to create and label own interpretations
categories and classify a set in more • when classifying a set, is able to
than one way create and label own categories, and
to classify a set in more than one
way, often using unique attributes
• is able to show how forces can be • is able to show and explain in some
applied to change the motion of an detail how a variety of forces can
object (push/pull) change the motion of an object
• is able to identify the invisible forces • is able to identify all the invisible
(magnetism, gravity, friction) acting on forces (friction, magnetism, gravity)
particular objects and events, may be acting on particular objects or events
some omissions • is able to show and explain multiple
• is able to show some ways to increase ways to increase or decrease speed
or decrease speed of motion in a given of motion in a given situation
situation; e.g., slope, texture
Chart for Planning or Observation: Grade 1 Physical Science
Aspect Fully Meets Expectations
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”.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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 appropriate skills and processes • uses appropriate skills and processes
• is able to orally describe observations, effectively in a variety of situations
experiences, or thinking • is able to independently record
• is able to record and organize observations and communicate
observations using realistic pictures, thinking clearly
charts, words and symbols, includes • makes drawings, charts, or
some details representations that are realistic and
• identifies similarities and differences detailed; may be coded or labeled to
when comparing objects, events, or enhance communication or show
organisms movement
• is able to classify a set when provided • is able to accurately compare objects,
with descriptive labels and criteria events, or organisms and make
• is usually able to create and label own interpretations
categories and classify a set in more • when classifying a set, is able to
than one way create and label own categories, and
to classify a set in more than one
way, often using unique attributes
Learning Outcomes
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.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.