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Science Education Assignment 2 Jessica Wiseman

Unit Planner for Learning in Mathematics and Science


Learner context
Topic Focus: Grouping living things based on characteristics
Level of schooling: year 3
School and class context: MOC is a low-socio economic school in the northern suburbs. The class has 23 students,
including 3 ESL, and students with varying abilities in literacy and mathematics ranging from very low to quite proficient.
There is not a lot of evidence of science within the classroom. The students have one 100-minute NIT lesson of science
per week.

What is the learning focus?


Concept(s): Thinking and Working Scientifically/Mathematically:
Living things have a variety of characteristics that will be Generating ideas and making predictions based on prior
displayed to different degrees: they respire, move, knowledge
respond to stimuli, reproduce and grow (Deakin, 2005).
Animals and plants are the main ‘kingdoms’ (Deakin, 2005) Identify and generate questions that can be investigated

Living things have the characteristics of being able to grow Plan and conduct investigations based on questions
and reproduce at least at some stage of its life cycle
(Primary Connections, 2012)
Collecting data and interpreting it in useful ways

Communicating observations, ideas and findings

Dispositions:
 Students to develop a curiosity about living things including how animals are classified.

 Students are able to engage with the topic, linking it to real world experiences and living things they find in
their school grounds.

 Students develop questions as their curiosity grows and can identify the gaps in their knowledge which they
want to investigate.

How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)

Prior Knowledge/Engagement Learning Experiences (s):


Engagement activity
 As a class read ‘My little world’ and ‘A Home for Bilby’ books
 Ask students what they saw in the book (animals)
 Ask students if they were living or non-living things
 Students to suggest other living things which were present (plants) and what other categories there are
(non-living)

Prior knowledge activity one


 Students identify cards as being living or non-living (appendix A)
 As a class students move to different side of the room depending if they think the card is living or non-living
 Students discuss similarities that the different living things have in each category
 Students invited to write down any questions they have on the question board

Prior knowledge activity two


 Students to write on two separate pieces of paper ‘what a living thing is’ and ‘what a non-living things is’.
 Students may choose to share with the class and give explanations for their reasoning.
 Students are also invited to write down any questions they have for the question board

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Science Education Assignment 2 Jessica Wiseman
Exploratory /Explore & Explain Learning Experiences:
Explore
Learning experience 1
 Students discuss the different characteristics that living and non-living things have and how you can identify them
 Students will identify animals and plants that they know are living things and fill out sheet (appendix B)
 Students will then identify what characteristics the plants have and which characteristics the animals have
(colour code)
 Different small animals and plants will be brought into the class (pictures used as well) Students will discuss if
they are living or non-living. They will fill out the sheet (appendix B) to identify if they fit the criteria of being
living
 Students invited to write down any questions they have for the question board

Learning experience 2
 Students watch ‘classifying animals’ video
 Students use the dichotomous key (appendix C) to see what the different animals are (as a class)
 Students will play a ‘what am I game’
 They will plan what clues they will provide the class with before they present. For e.g. a spider, I am an animal
and I have eight legs and I am an invertebrate.

Explain
Learning experience 4
 Student will play a game where the teacher will call out different living or non-living things, and based on the
characteristics students discovered that living things have, they will stand up if they think it is living and sit down
if not

Learning experience 5
 Introduce students to journals (appendix D)
 Students explore outside choosing something that they believe is 1: living and 2: non-living. (appendix E)
 Students to draw diagram and label
 Students to explain why they think it is either living or non-living based on the characteristics they discovered
that living things (animals and plants) have. (if it is an animal classifying using dichotomous key)
 Students have class discussion and sharing time

Investigations /Problem solving/Elaboration Learning Experiences:


What types of living things can be found at school?
 Students will predict what they will find first
 Students will go outside a collect ‘leaf litter’
 Students will observe and find what living things (animals) are present they will also look at what living things
(plants + animals) they can observe outside.
 Student may want to use microscopes and magnifying glass, to observe the small animals to find out what they
are (using dichotomous key) students will take pictures to record all the different living things they find
 Students can also identify what non-living things they can find in the ‘leaf litter’

Students own question


 Students will also develop their own question which relates the main question being investigated, it must be
investigable. E.g. ‘are there more different plants than animals living at school?’

After views & reflection/ Evaluation learning Experience Primary


Students presentations
 Students will create a representation of what living things are found at the school. Students will group the living
things based on observable features, e.g. plants and animals, and then classify the animals depending on their
class (from observable features, using dichotomous key)
 Student will draw diagrams or have pictures of the living things and label them, explaining why they are living

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Science Education Assignment 2 Jessica Wiseman
 Student will discuss patterns or observations they have made about the living things that can be found at the
school (e.g. you won’t find fish or mammals)
 Students will present this to the class in pairs or small groups

Definitions of living and non-living things


 Student will then again write what they now thing a living thing is, and what a non-living thing is to compare their
views and understandings

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & How will you What forms of
Who leads the record your feedback will you
assessment? assessments? provide?
Concept(s):
Formative assessment At the beginning of Keeping the Oral, talking
Living things have the – students write the unit- students’ copy of with students
characteristics of being able to definitions of what a prior knowledge students’ about their
grow and reproduce at least at living thing and non- definitions reasoning
some stage of its life cycle living things is (at behind their
(Primary Connections, 2012) beginning of unit). ‘definitions’
Animals and plants are the main
Summative At the end of the unit- Checklist- used Annotated
‘kingdoms’ (Deakin, 2005)
assessment - students to see students to assess if notes
write definitions of learning. Keep students have
what a living thing and students first met learning
non-living things is (at ‘definitions’ from the outcomes,
the end of unit) start of unit and their
compare with understanding
‘definitions’ at the end has changed.
of unit (appendix F)

Living things have a variety of


Formative
characteristics that will be
assessment- students’ End of the lesson, Keeping copy Oral feedback,
displayed to different degrees:
ability to identify living collecting students of students discussing
they respire, move, respond to
and non-living things. work. work with students.
stimuli, reproduce and grow
(Explorers journal)
(Deakin, 2005).

Thinking and Working Mathematically/


Scientifically:

Generating ideas and making


predictions based on prior
Summative At the end of unit Rubric Oral, straight
knowledge
assessment - Student present in (appendix G) after their
presentation. Students pairs or small groups. presentation
Identify and generate questions
are to show their
that can be investigated
understanding of what
living thigs are and
Plan and conduct investigations
how they are grouped
based on a question
depending on their
features and
Collecting data and interpreting
characteristics (plants,
it in useful ways
animals, class of
Communicating observations, animal)
ideas and findings

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Science Education Assignment 2 Jessica Wiseman

Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Science Understanding Sub- Strand: Biological sciences
Descriptor: : Achievement Standards: Elaborations General capability
Living things can be By the end of year 3, Recognising Critical and Creative Thinking:
grouped on the basis students group living characteristics of living
 Identify and clarify
of observable features things based on things such as growing,
information and ideas
and can be distinguished observable features moving, sensitivity and
from non-living and distinguish them reproducing  Organise and process
things (ACSSU044) from non-living things. information
Recognising the range of Literacy:
different living things  Understand learning area
vocabulary
Sorting living and non-
living things based on
characteristics

Strand: Science as a Human Endeavour Sub- Strand: Nature and Development of Science
Descriptor: : Achievement Standards: Elaborations General capability
Science involves making By the end of year 3, Considering how posing Numeracy:
predictions and students use their questions helps us plan for  Recognise and use patterns
describing patterns and experiences to make the future. and relationships
relationships predictions about
(ACSHE050) scientific investigations.
They suggest possible
reasons for their
findings, based on
patterns in their data.

Strand: Science Inquiry Skills Sub- Strand: Questioning and Predicting


Descriptor: : Achievement Standards: Elaborations General capability
With guidance, identify By the end of year 3, Listing shared experiences Literacy:
questions in familiar students use their as a whole class and
contexts that can be experiences identifying possible  Understand learning area
investigated to identify questions investigations. vocabulary
scientifically and make and make predictions Critical and Creative Thinking:
predictions based on about scientific  Pose questions
prior investigations.
 Identify and clarify
knowledge (ACSIS053)
information and ideas
 Seek solutions and put ideas
into action
Personal and Social Capability
 Communicate effectively
 Work collaboratively
 Make decisions

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Strand: Science Inquiry Skills Sub- Strand: Planning and Conducting
Descriptor: : Achievement Standards: Elaborations General capability
Consider the elements By the end of year 3, Using a variety of tools to Numeracy
of fair tests and use students use their make observations, such
formal measurements experiences as digital cameras,  Estimate and measure with
and digital to identify questions thermometers, rulers and metric units
technologies as and make predictions scales. Information and Communication
appropriate, to make about scientific Technology (ICT) Capability
and record investigations.  Discussing as a whole  Select and use hardware and
observations class ways to investigate software
accurately (ACSIS055) questions and evaluating  Manage digital data
which ways might be Personal and Social Capability
With guidance, plan most successful.
and conduct scientific  Work independently and show
investigations to find initiative
 Discussing safety rules for
answers to questions,  Become confident, resilient
equipment and
considering the safe and adaptable
procedures.
use of appropriate  Communicate effectively
materials and  Work collaboratively
equipment (ACSIS054)
Critical and Creative Thinking
 Seek solutions and put ideas into
action

Strand: Science Inquiry Skills Sub- Strand: Processing and analysing data and information
Descriptor: : Achievement Standards: Elaborations General capability
Compare results with By the end of year 3, Discussing how well Literacy:
predictions, students use their predictions matched
suggesting possible experiences results from an  Understand learning area
reasons for to identify questions investigation and sharing vocabulary
findings (ACSIS215) and make predictions ideas about what was Critical and Creative Thinking
about scientific learnt  Reflect on processes
investigations.  Evaluate procedures and
outcomes

Strand: Science Inquiry Skills Sub- Strand: Communicating


Descriptor: : Achievement Standards: Elaborations General capability
Represent and By the end of year 3, Exploring different ways Literacy
communicate students use their to show processes and
observations, ideas experiences  Understand how visual elements
relationships through create meaning
and findings using to identify questions diagrams, models and
formal and informal and make predictions  Understand learning area
role play. vocabulary
representations (ACSIS about scientific
060) investigations.  Deliver presentations
Using simple  Compose spoken, written, visual
explanations and and multimodal learning area
arguments, reports or texts
graphical representations  Use language to interact with
to communicate ideas to others
other students.
Numeracy
 Interpret maps and diagrams
 Interpret data displays
Personal and Social Capability

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 Communicate effectively
Critical and Creative Thinking
 Think about thinking
(metacognition)
 Reflect on processes

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Used to inform about topic
Australian Academy of Science, 2012. Primary Connections: Feathers, Fur or Leaves? Australian Academy of Science.
Canberra, ACT.

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science. Viewed 20th April 2017. http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Deakin University. 2017. Resources for Teaching Science. Deakin University, Australia. Viewed 21st April 2017.
https://blogs.deakin.edu.au/sci-enviro-ed/

Education and Training, 2014. Learning and Teaching Resources, Living Things. Victoria State Government. Viewed 22nd
April 2017.
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/livingthings.
aspx

Skamp, K. & Preston, C. 2015. Teaching Primary Science Constructively. 5th Edition. Cengage Learning, Vic, Australia.

Used to inform about learning experiences.


Australian Academy of Science, 2012. Primary Connections: Feathers, Fur or Leaves? Australian Academy of Science.
Canberra, ACT.

Australian Curriculum Assessment and Reporting Authority [ACARA]. 2016. V 8.3. Foundation to Year 10 Curriculum. Science.
Viewed 20th April 2017. http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

BrainPOP Educators, 2017. Classifying Animals Activities for Kids. Viewed 21st April 2017.
https://educators.brainpop.com/lesson-plan/classifying-animals-activities-for-kids/

Cooke, J. 2017. Teachers’ notes My Little World. Scholastic, Australia.


http://www.scholastic.com.au/schools/education/teacherresources/assets/pdfs/MyLittleWorld.pdf

Deakin University. 2005. Animals. Deakin University, Australia. Viewed 21st April 2017.
https://blogs.deakin.edu.au/sci-enviro-ed/wp-content/uploads/sites/40/2014/04/animals.pdf

Deakin University. 2005. Plants as Living Things. Deakin University, Australia. Viewed 21st April 2017.
https://blogs.deakin.edu.au/sci-enviro-ed/early-years/plants-as-living-things/

Prior knowledge lesson

Science Web Australia. , 2017. Australian Science Teachers Association. Education Services Australia. Viewed 21st April
2017 http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-five/yr34-unit-2-lesson-5.html

Scootle, 2017. Science / Year 3 / Science Understanding / Biological sciences. Education Services Australia. Viewed 20th
April 2017.
http://www.scootle.edu.au/ec/search?accContentId=ACSSU044&learningarea=%22Science%22&userlevel=%283%29
Skamp, K. & Preston, C. 2015. Teaching Primary Science Constructively. 5th Edition. Cengage Learning, Vic, Australia.

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Science Education Assignment 2 Jessica Wiseman
Used for Teaching
Appendix F & G

Cooke, J. 2011. My Little World. Omnibus Books, Australia.

Crawford, J. 2004. A Home for Bilby. Magabala Books, Australia.

Student Resources (resources that engage students with the learning)


 Appendix (A, B, C, D,)
 Range of ‘living and non-living’ things
 Microscopes
 Magnifying glasses
 IPads (for photos)
 Book – Cooke, J. 2011. My Little World. Omnibus Books, Australia.
 Book – Crawford, J. 2004. A Home for Bilby. Magabala Books, Australia.
 Video – BrainPOP Jr, 2017. Classifying animals. Viewed on 20th April 2017.
https://jr.brainpop.com/science/animals/classifyinganimals/

Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:

What worked?

What didn’t work?

Was it worth learning?


Why and why not?

How were the skills


integrated into other
learning areas?
How was the learning
shared with others?

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References

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science. Viewed 20th April 2017. http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science Understanding (ACSSU044). Viewed 20th April 2017.
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science as a Human Endeavour (ACSHE050). Viewed 20th April 2017.
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science Inquiry Skills (ACSIS053). Viewed 20th April 2017.
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science Inquiry Skills. (ACSIS054) Viewed 20th April 2017.
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science Inquiry Skills. (ACSIS055) Viewed 20th April 2017.
http://www.australiancurriculum.edu.au/science/curriculum/f-10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science Inquiry Skills (ACSIS215) Viewed 20th April 2017. http://www.australiancurriculum.edu.au/science/curriculum/f-
10?layout=1#level3

Australian Curriculum Assessment and Reporting Authority [ACARA], 2016. V8.3. Foundation to Year 10 Curriculum:
Science Inquiry Skills (ACSIS060) Viewed 20th April 2017. http://www.australiancurriculum.edu.au/science/curriculum/f-
10?layout=1#level3

BrainPOP Educators, 2017. Classifying Animals Activities for Kids. Viewed 21st April 2017.
https://educators.brainpop.com/lesson-plan/classifying-animals-activities-for-kids/

BrainPOP Jr, 2017. Classifying animals. Viewed on 20th April 2017.


https://jr.brainpop.com/science/animals/classifyinganimals/

Cooke, J. 2011. My Little World. Omnibus Books, Australia.

Cooke, J. 2017. Teachers’ notes My Little World. Scholastic, Australia.


http://www.scholastic.com.au/schools/education/teacherresources/assets/pdfs/MyLittleWorld.pdf

Crawford, J. 2004. A Home for Bilby. Magabala Books, Australia.

Deakin University. 2017. Resources for Teaching Science. Deakin University, Australia. Viewed 21st April 2017.
https://blogs.deakin.edu.au/sci-enviro-ed/

Deakin University. 2005. Animals. Deakin University, Australia. Viewed 21st April 2017.
https://blogs.deakin.edu.au/sci-enviro-ed/wp-content/uploads/sites/40/2014/04/animals.pdf

Deakin University. 2005. Plants as Living Things. Deakin University, Australia. Viewed 21st April 2017.
https://blogs.deakin.edu.au/sci-enviro-ed/early-years/plants-as-living-things/

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Science Education Assignment 2 Jessica Wiseman
Education and Training, 2014. Learning and Teaching Resources, Living Things. Victoria State Government. Viewed 22nd
April 2017.
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/Pages/livingthings.
aspx

Primary Connections, 2012. Primary Connections: Feathers, Fur or Leaves? Australian Academy of Science. Canberra,
ACT.

Science Web Australia. , 2017. Australian Science Teachers Association. Education Services Australia. Viewed 21st April
2017 http://scienceweb.asta.edu.au/years-3-4/unit2/lesson-five/yr34-unit-2-lesson-5.html

Scootle, 2017. Science / Year 3 / Science Understanding / Biological sciences. Education Services Australia. Viewed 20th
April 2017.
http://www.scootle.edu.au/ec/search?accContentId=ACSSU044&learningarea=%22Science%22&userlevel=%283%29

Skamp, K. & Preston, C. 2015. Teaching Primary Science Constructively. 5th Edition. Cengage Learning, Vic, Australia.

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Appendix A

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Appendix B
Tick the claim the is true for each. Circle the claims that all living things have.

Claim

It has legs

It has feathers

It moves

It has eyes

It has a heart

It is warm

It has roots

It has leaves

It eats

It reproduces

It grows

It needs water

It breathes

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Appendix C
Question: Does it have bones inside its body?

Yes – These animals are called Vertebrates:

 Eagles and chickens are birds; they have lungs, feathers and a beak, and lay eggs with hard shells.
 Snakes and lizards are reptiles; they have lungs and dry scales, and lay eggs with leathery shells on land.
 Kangaroos and people are mammals; they have lungs and have fur. They feed their babies with milk after birth. Echidnas and platypuses are the only
mammals to lay eggs; the others give birth to live young.
 Shark and goldfish are fish; they breathe through gills, have fins and live in the water. Many, but not all, have scales and lay eggs.
 Frogs and axolotls are amphibians; they have a soft moist skin without scales
and breathe through gills at some stage of their life. Tadpoles have gills and then metamorphose into frogs that have lungs. Axolotls are a type of salamander
that no longer go through a metamorphosis and therefore keep their gills and aquatic lifestyle. They have similar gills to tadpoles as well as frilly ‘external gills’
that they use to push water onto their internal gills.

No – These animals are called Invertebrates:

 Earthworms and leeches are annelids; they are soft bodied and have many repeated body segments without legs. On land, they move by elongating and
shortening their bodies while anchoring either the front or the back of their body, for example with tiny bristles or suckers.
 Octopuses and snails are molluscs; they are always soft bodied although some create a shell outside or inside their bodies. For example, cuttlefish have an
internal shell, the cuttlebone, which helps them oat.
 Slaters and crabs are crustaceans; they have hard bodies with jointed legs and two pairs of antennae. Many live in the sea, but some, like slaters, live on
land.
 Millipedes and centipedes are myriapods; they have hard bodies, a single pair of antenna and many repeated body segments with legs. The number of legs
varies from a few to hundreds.
 Ticks and spiders are arachnids; they have hard bodies divided into two main body parts, no antennae and eight legs. Some have fangs.
 Ants and dragonflies are insects; they have hard bodies divided into three main body parts, one pair of antennae and six legs. Some have wings.
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Appendix D

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Appendix E

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Appendix F

Understanding of living and non-living things


Student __________________ Date _______________

Definitions of living and non-living things 1 2 3

Identifies that animals and plants are living things

Describes the characteristics or observable features that


living things have

Identifies that all living things come under the main


‘kingdoms’ of plants and animals

Understands that something that is non-living does not


have any of the observable features that living things
have

Students understanding of living and non-living things


have changed, and ideas have developed.

Comment: /15

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Appendix G

1 2 3 4 5 Total
Living things Little understanding of Gaps in knowledge of Partial understanding of Understanding of living Interpretations and
and non-living living and non-living living and non-living living and non-living and non-living things understandings of living
things things things and partial/limited things, some key ideas clearly demonstrated and and non-living things /5
understanding. may be missing understood beyond specified

Grouping Little understanding of Gaps in knowledge of Partial understanding of Understanding of plants interpretations and
things based animals and plants animals and plants, and animals and plants, some and animals clearly understandings of plants
on observable partial/limited key ideas may be missing demonstrated and and animals beyond /5
features understanding. understood specified
(Animals and
plants)

Classifying Little understanding of Gaps in knowledge of Partial understanding of Understanding of Interpretations and
animals based classifying animals classifying animals and classifying animals, classifying animals understandings of
on observable partial/limited some key ideas may be clearly demonstrated and classifying animals /5
features (class understanding. missing understood beyond specified
of animals)

Task Little progress of task Attempted task Substantial progress Task accomplished Task fully accomplished /5
towards completing
Reasoning and Ineffective reasoning Little evidence of Some evidence of Appropriate analysis, and Communication of
justification and communication analysis and analysis, some clear communication of reasoning and analysis
used. communication of communication of reasoning. beyond specified. /5
reasoning. . reasoning.

Comment /25

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