Science in Grade 6: Rating Scale Chart Sample Task: Adaptations To Biotic and Abiotic Factors in The Environment

Science in 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
Life Science
Prescribed Learning Outcomes
The BC performance standards for Grade 6 Life Science reflect the following prescribed
learning outcomes from Grade 6 of the Science K to 7 Integrated Resource Package
(2005).
Processes and Skills of Science

It is expected that students will:
• 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
DRAFT Rating Scale: Grade 6 Life Science
Aspect Not Yet Within Expectations Meets Expectations
(Minimal Level)
Skills and • needs support to choose and apply • may need support to choose appropriate
Processes appropriate skills and processes strategies but is able to apply some of
• observing • with support, is able to identify some them independently
• communicating variables that will affect the outcome of an • identifies some variables that will affect
• classifying experiment the outcome of an experiment, may not
• interpreting • with support, is able to draw some be able to distinguish between
observations conclusions from results, may be independent or dependent variables
• making inferences inaccurate or incomplete • is able to draw conclusions from results
• questioning • needs support to identify problem to be but may not link results to independent
• measuring and solved and criteria for success variable
reporting • needs support to outline a plan to test, • clearly identifies problem to be solved but
• interpreting data gather evidence to find a solution, may be may not establish criteria for success
• predicting incomplete or unworkable • is able to develop a plan to test and
• designing • with support, may attempt to communicate gather evidence to find a solution but
experiments results or ideas but these are often plan may be incomplete
• fair testing inaccurate, incomplete or confusing • may require some support to
• controlling communicate results and ideas, some
variables may be confusing
• scientific
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, but • asks questions, but may not exhibit much
attitude towards may show little curiosity intellectual curiosity
science • with support, may exchange ideas with • with prompting, exchanges ideas with
• demonstrates the others, but may be reluctant to change others but may not show a willingness to
habits of mind of opinions; has difficulty considering change opinions, consider and explore
science alternate views or generating multiple alternate views, or generate multiple
• recognizes and options options
uses science • with support, may attempt to use science • if prompted, uses science evidence to
to explain something in their world make sense of the world
Making • with support, may be able to identify • is able to make some connections to prior
Connections relevant connections to personal experiences or knowledge, these may be
• connections to experiences or prior knowledge vague or inaccurate
personal • with support, can identify ways science • is able to explain some links between
experience and uses technology, but may not understand science and technology, may contain
prior knowledge provided examples of how scientific some inaccuracies
• connections knowledge has been used to develop • if prompted, is able to identify some
among science, technologies impacts of personal actions on the
technology, • with support, can identify some impacts of environment
society, and the 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 animals • is able to identify some similarities and
only into kingdoms 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
Fully Meets Expectations Exceeds Expectations
• if prompted, is able to choose some • is able to choose and apply appropriate

appropriate skills and processes and apply science skills and processes
them independently
• identifies variables that will affect the • identifies variables that will affect the
outcome of an experiment, may incorrectly outcome of an experiment and correctly
identify either independent or dependent identifies independent and dependent
variable variables
• links results to independent variable when • links results to independent variable when
drawing conclusions, but may not consider drawing conclusions and considers
experimental fairness experimental fairness in conclusions
• clearly identifies problem to be solved and • clearly identifies problem to be solved and
establishes criteria for success establishes clear and specific criteria for
• clearly outlines plan to test and find success
solution but may not evaluate the results or • clearly outlines a plan to test and find
make modifications where necessary solution; evaluates results and makes
• clearly communicates results or ideas and modifications where necessary
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 some sustained intellectual curiosity, and a
willingness to change opinions, consider strong appreciation of evidence
and explore alternate views, or generate • initiates exchanges of ideas, shows a
multiple options willingness to change opinions, consider
• sometimes uses science to make sense of and explore alternate view, and generate
the natural world multiple options
• independently uses scientific evidence to
make sense of the world
• makes some relevant connections to prior • makes relevant connections to 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 knowledge
• is able to identify some impacts of personal is used in particular technologies
actions on the environment • 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 clearly
• gives examples of adaptations, and in detail
explanations may be somewhat incomplete • is able to explain the similarities and
• is able to identify the main similarities and differences between plant and animal
differences between plant and animal cells cells in detail
• is able to explain the difference between • is able to accurately differentiate single-
single-celled and multi-celled organisms celled and multi-celled organisms
but may have difficulty determining which a • classifies a wide variety of organisms into
microscopic organism is five kingdoms accurately, is able to use a
• classifies some organisms into five key effectively for Monera, Protista, and
kingdoms, may need support to use keys Fungi, is able to describe the
for Monera, Protista, and Fungi characteristics of each kingdom
Chart for Planning or Observation: Grade 6 Life Science
Aspect Fully Meets Expectations
Skills and • if prompted, is able to choose some

Processes appropriate skills and processes and apply
• observing them
• communicating • identifies variables that will affect the
• classifying outcome of an experiment, may incorrectly
• interpreting identify either independent or dependent
observations variable
• making inferences
• links results to independent variable when
• questioning
• measuring and drawing conclusions, but may not consider
reporting experimental fairness
• interpreting data • clearly identifies problem to be solved and
• predicting establishes criteria for success
• designing • clearly outlines plan to test and find
experiments solution but may not evaluate the results or
• fair testing make modifications where necessary
• controlling
• clearly communicates results or ideas and
variables
• scientific problem
can describe thinking if asked
solving
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 some
science willingness to change opinions, consider
• demonstrates the and explore alternate views, or generate
habits of mind of multiple options
science • sometimes uses science to make sense of
• recognizes and the natural world
uses science
Making • makes some relevant connections to prior
Connections 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 personal
• connections actions on the environment
among science,
technology,
society, and the
environment
Knowledge and • uses magnifying glass and microscope
Understanding of correctly
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.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Attitudes and Dispositions
Making Connections
Knowledge & Understanding

of Science Concepts
Teacher’s Observations
The student:
• needs support to communicate ideas
• gives some simple examples of adaptations to biotic factors only; many are not
linked to biome features
MEETS EXPECTATIONS (MINIMAL LEVEL)
NY MM FM EE
Making Connections

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
FULLY MEETS EXPECTATIONS
NY MM FM EE
Making Connections

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
EXCEEDS EXPECTATIONS
NY MM FM EE
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
The BC performance standards for Grade 6 Physical Science reflect the following
prescribed learning outcomes from Grade 6 of the Science K to 7 Integrated Resource
Package (2005).

• 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
DRAFT Rating Scale: Grade 6 Physical Science
(Minimal Level)
• making inferences inaccurate or incomplete • is able to draw conclusions from results
• questioning • needs support to identify problem to be but may not link results to independent
• measuring and solved and criteria for success variable
reporting • needs support to outline a plan to test, • clearly identifies problem to be solved
• interpreting data gather evidence to find a solution, may be but may not establish criteria for
• predicting incomplete or unworkable success
• designing • with support, may attempt to communicate • is able to develop a plan to test and
experiments results or ideas but these are often gather evidence to find a solution but
• fair testing inaccurate, incomplete or confusing plan may be incomplete
• controlling • may require some support to
variables communicate results and ideas, some
• scientific may be confusing
problem solving
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
environment
Knowledge and • is able to give examples of static and • is able to explain the difference between
Understanding of current electricity but may not be able to static and current electricity without
Science Concepts explain the difference reference to electrons
• may not be able to identify a closed and • given examples of circuits, can identify a
open circuit closed and open circuit.
• may not be able to identify that electricity • Is able to identify when electricity can be
can be transformed into light, heat, sound, transformed into light, heat, sound, motion,
motion, or magnetic effects or magnetic effects but explanation may
• may not be able to differentiate between a be absent or confusing
renewable and non-renewable source of • is able to give an example of a renewable
electricity and a non-renewable source of electricity

them independently
variable variables

personal action
• can explain the difference between static • can explain how static electricity can
and current electricity in terms of electrons become current electricity due to electron
• given examples of circuits, is able to flow
identify closed, open, series and parallel • given examples of circuits, is able to
circuits accurately identify a closed, open circuit,
• is able to explain that electricity can be series and parallel circuits and can label
transformed into light, heat, sound, motion, the path electrons will follow
or magnetic effects • may explain how electricity can be
• is able to give examples of renewable and transformed into light, heat, sound,
non-renewable sources of electricity motion, or magnetic effects
• is able to identify the pros and cons of
various methods of electricity production
Chart for Planning or Observation: Grade 6 Physical Science

• observing them
• questioning
• controlling
variables
solving
uses science
among science,
technology,
society, and the
environment
Knowledge and • can explain the difference between static
Understanding of and current electricity in terms of electrons
Science • given examples of circuits, is able to
Concepts 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.
NY MM FM EE
Making Connections

of Science Concepts
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
NY MM FM EE
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
NY MM FM EE
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
NY MM FM EE
Making Connections

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
Earth and Space Science
The BC performance standards for Grade 6 Earth and Space Science reflect the
following prescribed learning outcomes from Grade 6 of the Science K to 7 Integrated
Resource Package (2005).


• explain obstacles unique to exploration of a specific extreme environment
• assess technologies used for extreme environments
• describe contributions of Canadians to exploration technologies
DRAFT Rating Scale: Grade 6 Earth and Space Science
(Minimal Level)
inaccurate or incomplete • is able to draw conclusions from results
• questioning
• measuring and • needs support to identify problem to be but may not link results to independent
reporting solved and criteria for success variable
• interpreting data • needs support to outline a plan to test, • clearly identifies problem to be solved but
• predicting gather evidence to find a solution, may be may not establish criteria for success
• designing incomplete or unworkable • is able to develop a plan to test and
experiments • with support, may attempt to communicate gather evidence to find a solution but
• fair testing results or ideas but these are often plan may be incomplete
• controlling
inaccurate, incomplete or confusing • may require some support to
variables
communicate results and ideas, some
solving may be confusing
Making • with support, may be able to identify • is able to make some connections to prior
Connections relevant connections to personal experiences or knowledge, these may be
• connections to experiences or prior knowledge vague or inaccurate
environment
Knowledge and • may be able to give an example of an • gives examples of extreme environments
Understanding of extreme environment but may not but may identify only the most obvious
Science accurately identify any characteristics that characteristics
Concepts make it extreme • may need support to assess the
• may not be able to assess a suggested effectiveness of a suggested technology
technology • is able to give an example of technology
• with prompting, is able to give an example used in the exploration of a particular
of technology used in the exploration but extreme environment
may not be able to match it to a particular
environment

them independently
variable variables


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

environment that make it extreme characteristics that make an environment
(extremes of temperature, pressure, extreme for humans but perhaps not other
gravity, etc.) 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 that suggestions
help scientists explore extreme • gives detailed examples of technologies
environments, including Canadian or scientist use to explore extreme frontiers;
Aboriginal contributions may describe the scientific value of this
exploration
Chart for Planning or Observation: Grade 6 Earth and Space Science

• observing them
• questioning
• controlling
variables
solving
uses science
among science,
technology,
society, and the
environment
Knowledge and • is able to identify characteristics of an
Understanding of environment that make it extreme
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.
NY MM FM EE
Making Connections

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
NY MM FM EE
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
NY MM FM EE
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
NY MM FM EE
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

Science in Grade 6: Rating Scale Chart Sample Task: Adaptations To Biotic and Abiotic Factors in The Environment

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Science in Grade 6

Life Science: Diversity of Life

Physical Science: Electricity

Earth and Space Science: Exploration of Extreme Environments

Processes and Skills of Science

Life Science: Diversity of Life

• if prompted, is able to choose some • is able to choose and apply appropriate

• demonstrates a desire to learn science • demonstrates a strong desire to learn

• uses magnifying glass and microscope • uses microscope effectively

Skills and • if prompted, is able to choose some

Processes and Skills of Science

Life Science: Diversity of Life

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Processes and Skills of Science

Physical Science: Electricity

• if prompted, is able to choose some • is able to choose and apply appropriate

• demonstrates a desire to learn science • demonstrates a strong desire to learn

Skills and • if prompted, is able to choose some

Processes and Skills of Science

Physical Science: Electricity

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Processes and Skills of Science

Earth and Space Science: Exploration of Extreme Environments

• if prompted, is able to choose some • is able to choose and apply appropriate

• demonstrates a desire to learn science • demonstrates a strong desire to learn

• makes some relevant connections to prior • makes relevant connections to prior

• is able to identify characteristics of an • is able to make generalizations about the

Skills and • if prompted, is able to choose some

Processes and Skills of Science

Earth and Space Science: Exploration of Extreme Environments

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

Attitudes and Dispositions

Knowledge & Understanding

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