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• uses appropriate skills and processes • uses appropriate skills and processes
• asks logical questions relevant to the effectively in a variety of situations
content that can be investigated and • poses thoughtful and insightful
explored questions, may suggest how they can
• measures and objects and events be investigated or explored
using appropriate units, may be some • measures and records objects and
inaccuracies or omissions events accurately, completely, and in
• is able to record information on a appropriate units, may independently
template or chart, may be some errors develop appropriate templates or
or omissions charts
Learning Outcomes
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.
NOT YET WITHIN EXPECTATIONS
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
This student lacked engagement with the task and did not persevere with process of
testing and modifying his design.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
This student lacks confidence and relied heavily on her partner to complete the task.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
This student persevered with the task and considered alternative techniques.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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.
• uses appropriate skills and processes • uses appropriate skills and processes
• asks logical questions relevant to the effectively in a variety of situations
content that can be investigated and • poses thoughtful and insightful
explored questions, may suggest how they can
• measures and objects and events be investigated or explored
using appropriate units, may be some • measures and records objects and
inaccuracies or omissions events accurately, completely, and in
• is able to record information on a appropriate units, may independently
template or chart, may be some errors develop appropriate templates or
or omissions charts
• is able to draw a diagram of the solar • is able to draw a detailed map of the
system that includes the sun and solar system that includes asteroids,
planets comets, moons, etc, and explain
• identifies the Sun as a star different orbits; may worry about scale
• is able to identify a couple of common of drawing
and easily seen constellations in the • is able to identify several
night sky constellations in the night sky and can
• identifies examples of the cultural identify seasonal changes in their
significance attached to celestial position
objects in Aboriginal stories
Chart for Planning or Observation: Grade 3 Earth and Space Science
Aspect Fully Meets Expectations
Learning Outcomes
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.
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.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
The student was able to complete the task with some adult and peer support. This
student has a designation as ESL level 2.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
The student was able to complete the task independently and confidently shared his
questions with his peers.
NY MM FM EE
Skills and Processes
Making Connections
Teacher’s Observations
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?