Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Knowledge and • is able to identify some body • shows some understanding of the
Understanding of structures and their functions but may basic structure and function of
Science not be able to identify them as parts of various human body systems
Concepts body systems • if prompted, can give an example of
• may be unable to give an examples of a way in which two body systems are
how two body systems are interconnected
interconnected
Fully Meets Expectations Exceeds Expectations
Learning Outcomes
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.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
FULLY MEETS EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
Prescribed Learning Outcomes
The BC performance standards for Grade 5 Physical Science reflect the following
prescribed learning outcomes from Grade 5 of the Science K to 7 Integrated Resource
Package (2005).
Knowledge and • is able to sue simple machines in the • is able to show how some forces
Understanding of ways demonstrated affect the movement of objects
Science • may need support to show the • is able to show the mechanical
Concepts mechanical advantage of a simple advantage of some simple machines
machine • attempts to designs a compound
• attempts to design a simple machine machine for a specific purpose, may
but may not be for a specific purpose be flawed
• if prompted, can give a few examples • is able to give a few examples of
of applications of simple and ways simple and compound
compound machines that were machines are used in daily life; may
discussed in class rely on examples used in class
Fully Meets Expectations Exceeds Expectations
Learning Outcomes
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.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
FULLY MEETS EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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
EXCEEDS EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.