Science in Grade 4

Life Science: Habitats and Communities

Rating Scale
Chart
Sample Task: Impact of Human Choice on the Environment

Physical Science: Light and Sound

Rating Scale
Chart
Sample Task: Create a Sound Device

Earth and Space Science: Weather

Rating Scale
Chart
Sample Task: Measure Temperature
Life Science
Prescribed Learning Outcomes
The BC performance standards for Grade 4 Life Science reflect the following prescribed
learning outcomes from Grade 4 of the Science K to 7 Integrated Resource Package
(2005).

Processes and Skills of Science

It is expected that students will:
• make predictions, supported by reasons and relevant to the content
• use data from investigations to recognize patterns and relationships and reach
conclusions

Life Science: Habitats and Communities

It is expected that students will:
• compare the structures and behaviours of local animals and plants in different
habitats and communities
• analyse simple food chains
• demonstrate awareness of the Aboriginal concept of respect for the environment
• determine how personal choices and actions have environmental consequences
DRAFT Rating Scale: Grade 4 Life Science
Aspect Not Yet Within Expectations Meets Expectations
(Minimal Level)
Skills and • needs support to use appropriate skills • is able to use some appropriate skills
Processes and processes and processes
• observing • may have collected no data or may • may have collected or reported a
• communicating have recorded an incomplete set of partial or incomplete set of data
• classifying data • with prompting and support, can find
• interpreting • may not interpret the data or simple patterns and relationships in
observations interpretation does not match the data; data and provide simple
• making often does not use science interpretations, may use some
inferences terminology scientific terminology
• questioning • provides no prediction or prediction • with support, is able to make some
• measuring and may be illogical reasonable interpretations based on
reporting the data; may not consider all data;
• interpreting may use little science terminology
data • with support, is able to make a logical
• predicting prediction, may be simple or vague
and lack explanation
Attitudes and • may not show interest in science • shows some interest in class science
Dispositions concepts or topics activities
• has a positive • demonstrates little curiosity; does not • sometimes shows curiosity; may
attitude towards ask questions respond to peer’s questions
science • usually does not see the science in • with prompting, may see the science
• demonstrates situations or use science to make in a situation, or attempt to use
the habits of sense of their world science to explain something in their
mind of science world
• recognizes and
uses science
Making • may not be able to make connections • makes some general connections to
Connections to prior experience or knowledge; if prior learning or experience, but with
• connections to prompted, may simply restate little or no explanation or
personal observations explanations are not specific to
experience and • may have difficulty giving examples of context
prior knowledge ways in which personal choices and • with prompting, is able to give some
• connections actions affect may the environment, simple examples of ways in which
among science, but may understand simple examples personal choices and actions affect
technology, provided may the environment
society, and the
environment
Knowledge and • may be able to give examples of • gives some accurate examples plant
Understanding of adaptations but may not be able to or animal adaptations, explanation of
Science explain how they help plants and how each adaptation helps the
Concepts animals survive in their habitats organism survive in its habitat may be
• with support, can construct a simple vague or incomplete
food chain with familiar organisms • is able to construct or analyze simple
food chains containing producers,
consumers, and decomposers, may
be some inaccuracies or missing
connections
 Fully Meets Expectations
• uses appropriate skills and processes
• collects and records appropriate data
• is able to find some patterns and
relationships in data, makes
reasonable interpretations of data
using some appropriate science
terminology
• is able to make relevant predictions
and support them with relevant
explanations
• demonstrates some interest in
exploring science concepts and topics
• asks questions, shows interest in
investigating and exploring
• often sees the science in a situation
and sometimes uses science to make
sense of their world
• makes some relevant connections to
personal experience or prior learning;
may use examples to explain
• is able to explain some ways in which
personal choices and actions affect
may the environment
• gives some accurate examples plant
and animal adaptations, and explains
how each adaptation helps the
organism survive in its habitat
• is able to construct or analyze simple
food chains containing producers,
consumers, and decomposers
Exceeds Expectations
• uses appropriate skills and processes
effectively in a variety or situations
• collects and records an accurate and
complete set of data
• seeks patterns and connections in
data, makes reasonable and perhaps
insightful interpretations that consider
all the data, uses appropriate science
terminology
• makes thoughtful predictions and
supports them with detailed
explanations
• demonstrates a high level of interest
in science, often expresses a desire
to learn beyond the activity
• values questions, has an appreciation
of evidence
• recognizes science in a wide range of
situations and often attempts to use
science concepts to explain or make
sense of their world
• makes personally relevant
connections to prior experience and
knowledge with specific explanations
• is able to give insightful examples of
ways in which personal choices and
actions may affect the environment
• is able to explain a wide variety of
structural adaptations in plants and
animals and behavioural adaptations
in animals
• is able to construct or analyze fairly
complex food webs
Chart for Planning or Observation: Grade 4 Life Science
Aspect Fully Meets Expectations

Skills and • uses appropriate skills and processes

Processes • collects and records appropriate data
• observing • is able to find some patterns and
• communicating relationships in data, makes
• classifying reasonable interpretations of data
• interpreting using some appropriate science
observations terminology
• making • is able to make relevant predictions
inferences and support them with relevant
• questioning explanations
• measuring and
reporting
• interpreting
data
• predicting

Attitudes and • demonstrates some interest in

Dispositions exploring science concepts and topics
• has a positive • asks questions, shows interest in
attitude towards investigating and exploring
science • often sees the science in a situation
• demonstrates and sometimes uses science to make
the habits of sense of their world
mind of science
• recognizes and
uses science
Making • makes some relevant connections to
Connections personal experience or prior learning;
• connections to may use examples to explain
personal • is able to explain some ways in which
experience and personal choices and actions affect
prior knowledge may the environment
• connections
among science,
technology,
society, and the
environment
Knowledge and • gives some accurate examples plant
Understanding of and animal adaptations, and
Science explains how each adaptation helps
Concepts the organism survive in its habitat
• is able to construct or analyze simple
food chains containing producers,
consumers, and decomposers
Sample Task: Impact of Human Choice on the Environment
Context
The class was doing a unit on habitats. Students learned basic vocabulary (habitat,
adaptation, population, community, organism, living, nonliving, extinct, endangered,
conservation, etc.) prior to going out on a habitat walk. Students had recently found out that
new schools will be built in their community.

Learning Outcomes

Processes and Skills of Science

It is expected that students will:
• make predictions, supported by reasons and relevant to the content

Life Science: Habitats and Communities

It is expected that students will:
• determine how personal choices and actions have environmental consequences

Process
Students were asked to create a class web showing how human choices and actions
impact the environment (e.g. oil spills, garbage, cutting trees, etc.) reviewing key
vocabulary. They then went on a habitat walk where they drew individual webs followed by
detailed pictures and written explanation of how the local environment has been affected by
human choice. After the walk, there was a class discussion to develop a “How Humans
Impact the Environment” web on the board. Students were asked to complete a Making
Connections question before proceeding. They were then asked to use their knowledge of
how humans impact the environment to draw and explain their plan for a new school that
they predict would have minimal impact on the environment. Throughout the task, the
teacher observed and recorded students’ attitudes using the “Attitudes and Dispositions”
checklist.
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 designed his future school but it was based on imagination with no
consideration of realistic effects of human impact on the environment.

• prediction is illogical; it is based on imagination rather than the context of the task
(e.g.; “the cruise school”)
• shows some interest in the task but mostly due to social reasons
• is not able to make a personal connection
• gives simple examples of human choices but omits effect on the environment
MEETS EXPECTATIONS (MINIMAL LEVEL)

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
Based on the human impact nature walk the student was able to draw a school that had
minimal impact on the environment. The student illustrated many examples but did not
explain them clearly.

• prediction is logical but lacks explanation (e.g.; picture has many ideas but no
explanation)
• at times shows some interest in the task
• makes general connections but provides no explanation (e.g.; no effect of
personal choice)
• gives simple examples of human choices but does not identify effects on the
environment
FULLY MEETS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
Based on the human impact nature walk, the student drew a school that had minimal
impact on the environment. The student explained his choice for the school design. The
student showed an increased level of interest in this task compared to other learning
activities.

• prediction is logical and is supported with relevant explanation

• shows some interest in the task; e.g., teacher observed increased written output
• connections were personal and relevant to task with explanation how his actions
affect environment
• gives simple examples of human choices and impacts on the environment
EXCEEDS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
Based on the human impact nature walk, the student drew a school that had minimal
impact on the environment. The student’s design and explanations were insightful. The
student was curious during the task and asked many questions. The student’s
questions clearly showed a high level of thought regarding the task.

• prediction is insightful and is supported with some relevant explanations

• shows a high interest in the task because she asks valuable questions (e.g.;
asked the teacher “Aren’t there toilets that you can change the flush?”)
• makes general connections but does not explain the effects on the environment
Physical Science
Prescribed Learning Outcomes
The BC performance standards for Grade 4 Physical Science reflect the following
prescribed learning outcomes from Grade 4 of the Science K to 7 Integrated Resource
Package (2005).

Processes and Skills of Science

It is expected that students will:
• make predictions, supported by reasons and relevant to the content
• use data from investigations to recognize patterns and relationships and reach
conclusions

Physical Science: Sound and Light

It is expected that students will:
• identify sources of light and sound
• explain properties of light (e.g., travels in a straight path, can be reflected)
• explain properties of sound (e.g., travels in waves, travels in all directions)
DRAFT Rating Scale: Grade 4 Physical Science
Aspect Not Yet Within Expectations Meets Expectations
(Minimal Level)
Skills and • needs support to use appropriate skills • is able to use some appropriate skills
Processes and processes and processes
• observing • may have collected no data or may • may have collected or reported a
• communicating have recorded an incomplete set of partial or incomplete set of data
• classifying data • with prompting and support, can find
• interpreting • may not interpret the data or simple patterns and relationships in
observations interpretation does not match the data; data and provide simple
• making often does not use science interpretations, may use some
inferences terminology scientific terminology
• questioning • provides no prediction or prediction • with support, is able to make some
• measuring and may be illogical reasonable interpretations based on
reporting the data; may not consider all data;
• interpreting may use little science terminology
data • with support, is able to make a logical
• predicting prediction, may be simple or vague
and lack explanation
Attitudes and • may not show interest in science • shows some interest in class science
Dispositions concepts or topics activities
• has a positive • demonstrates little curiosity; does not • sometimes shows curiosity; may
attitude towards ask questions respond to peer’s questions
science • usually does not see the science in • with prompting, may see the science
• demonstrates situations or use science to make in a situation, or attempt to use
the habits of sense of their world science to explain something in their
mind of science world
• recognizes and
uses science
Making • may not be able to make connections • makes some general connections to
Connections to prior experience or knowledge; if prior learning or experience, but with
• connections to prompted, may simply restate little or no explanation or
personal observations explanations are not specific to
experience and • may have difficulty giving examples of context
prior knowledge ways in which personal choices and • with prompting, is able to give some
• connections actions affect may the environment, simple examples of ways in which
among science, but may understand simple examples personal choices and actions affect
technology, provided may the environment
society, and the
environment
Knowledge and • is able to identify some common • is able to identify some sources of
Understanding of sources of light, may not include any light
Science natural sources unless prompted • is able to show some properties of
Concepts • may need support to use hands-on light (travel in straight line, can be
materials to show that light travels in a reflected) with hand-on materials
straight line • may need support to identify
• may not be able to identify the properties of sound, and what is
properties of sound or may have vibrating in sources of sound
misconceptions; e.g., that sound • is able to draw a diagram showing
causes vibrations how sound travels from a source to
• is able to draw a simple diagram an eardrum
showing how sound travels from a
source to an ear; may show straight
line rather than waves
 Fully Meets Expectations
• uses appropriate skills and processes
• collects and records appropriate data
• is able to find some patterns and
relationships in data, makes
reasonable interpretations of data
using some appropriate science
terminology
• is able to make relevant predictions
and support them with relevant
explanations
• demonstrates some interest in
exploring science concepts and topics
• asks questions, shows interest in
investigating and exploring
• often sees the science in a situation
and sometimes uses science to make
sense of their world
• makes some relevant connections to
personal experience or prior learning;
may use examples to explain
• is able to explain some ways in which
personal choices and actions affect
may the environment
• is able to identify both natural and
artificial sources of light
• is able to identify some properties of
light (travel in straight line, can be
reflected)
• clearly identifies properties of sound,
identifies vibrations when explaining
how a source produces sound
• is able to identify some properties of
sound (travels in waves, travels in all
directions)
Exceeds Expectations
• uses appropriate skills and processes
effectively in a variety or situations
• collects and records an accurate and
complete set of data
• seeks patterns and connections in
data, makes reasonable and perhaps
insightful interpretations that consider
all the data, uses appropriate science
terminology
• makes thoughtful predictions and
supports them with detailed
explanations
• demonstrates a high level of interest
in science, often expresses a desire
to learn beyond the activity
• values questions, has an appreciation
of evidence
• recognizes science in a wide range of
situations and often attempts to use
science concepts to explain or make
sense of their world
• makes personally relevant
connections to prior experience and
knowledge with specific explanations
• is able to give insightful examples of
ways in which personal choices and
actions may affect the environment
• is able to clearly explain the reflection
and refraction of light
• is able to explain relationship
between size of vibrations and
volume of sound, and the relationship
between frequency and pitch
• is able to explain the effect of different
material on light and sound
Chart for Planning or Observation: Grade 4 Physical Science
Aspect Fully Meets Expectations

Skills and • uses appropriate skills and processes

Processes • collects and records appropriate data
• observing • is able to find some patterns and
• communicating relationships in data, makes
• classifying reasonable interpretations of data
• interpreting using some appropriate science
observations terminology
• making • is able to make relevant predictions
inferences and support them with relevant
• questioning explanations
• measuring and
reporting
• interpreting
data
• predicting

Attitudes and • demonstrates some interest in

Dispositions exploring science concepts and topics
• has a positive • asks questions, shows interest in
attitude towards investigating and exploring
science • often sees the science in a situation
• demonstrates and sometimes uses science to make
the habits of sense of their world
mind of science
• recognizes and
uses science
Making • makes some relevant connections to
Connections personal experience or prior learning;
• connections to may use examples to explain
personal • is able to explain some ways in which
experience and personal choices and actions affect
prior knowledge may the environment
• connections
among science,
technology,
society, and the
environment
Knowledge and • is able to identify both natural and
Understanding of artificial sources of light
Science • is able to identify some properties of
Concepts light (travel in straight line, can be
reflected)
• clearly identifies properties of sound,
identifies vibrations when explaining
how a source produces sound
• is able to identify some properties of
sound (travels in waves, travels in all
directions)
Sample Task: Create a Sound Device
Context
The class was doing a unit on sound using exploratory methods to inquire about the
various principles of sound (vibration of objects produce sound(s); large vibrations
produce louder sounds/smaller vibrations produce quieter sounds ~ volume; faster
vibrations produce higher sound/slower vibrations produce lower sounds ~pitch).

Learning Outcomes

Processes and Skills of Science

It is expected that students will:
• make predictions, supported by reasons and relevant to the content
• use data from investigations to recognize patterns and relationships and reach
conclusions

Physical Science: Sound and Light

It is expected that students will:
• identify sources of light and sound
• explain properties of sound (e.g., travels in waves, travels in all directions)

Process
After exploring how sound is created, and how volume and pitch are altered, students
were asked to apply their knowledge to create their own sound device. The device had
to be able to produce a sound, alter the volume, and alter the pitch, and had to be an
original design (not a copy of something seen elsewhere). Students came up with their
idea and drew a detailed diagram. They were asked to predict how their device would
work, based on existing knowledge, before building their device. Materials were
brought to school by the students who then made their devices. Once built, students
partnered up to share, then had to give a full, written explanation of how their device
worked. After sharing with the whole class, students were asked to make some
connections about how sound applies to their lives, and comment on the extent to which
they enjoyed the task.
NOT YET WITHIN EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student created a sound device but her diagram and explanations demonstrated
some confusion about the properties of sounds. The student did not make connections
about the properties of sound to her life.

• prediction is incomplete
• shows a social interest in learning but not specific to the science activity
• connections are simple lists of sound examples (e.g.; watching TV, listening to
music, kettle whistling)
• confusion about properties of sound (e.g.; “shake it hard and you get a higher
sound”)
MEETS EXPECTATIONS (MINIMAL LEVEL)

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student created a sound device with a clear diagram. His explanations showed
some confusion or were incomplete. The student did not make connections about the
properties of sound to his life but simply listed examples.

• prediction is simple or vague (e.g.; “It can alter the volume by the way you shake
it.”)
• shows interest in hands-on learning but not specific to the science activity
• connections are not specific to the context of the task (e.g.; volume, pitch,
vibration)
• needs support to identify properties of sound (e.g.; teacher prompts to clarify
between concepts of volume and pitch)
FULLY MEETS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student created a sound device with a clear diagram. Her explanations
demonstrated an understanding of most properties of sound. The student was very
enthusiastic during the task and was eager to share her design with the teacher and
others.

• makes relevant predictions with explanations

• shows interest in exploring science topics (Eg. teacher observed student excited
to build and experiment)
• makes personal connections that are specific to the context of the task (e.g.; “We
used this knowledge when we were training our dog.”)
• clearly identifies properties of sound (e.g.; “If I shake it less it makes a quieter
sound and a smaller vibration.”)
EXCEEDS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student created a sound device with a detailed diagram. His explanations
demonstrated an understanding of all properties of sound. As the student was building
his sound device he stopped to explain his reasons for choosing specific materials and
their effect on the sound of his device.

• makes thoughtful predictions with detailed explanations

• shows interest in learning and teaching science topic by explaining to other
students how materials in his sound device will alter pitch.
• makes connections that are specific to the context of the task (e.g.; “I can use
pitch when I am singing.”)
• identifies all properties of sound including the relationship between vibration and
pitch
Earth and Space Science
Prescribed Learning Outcomes
The BC performance standards for Grade 4 Earth and Space Science reflect the
following prescribed learning outcomes from Grade 4 of the Science K to 7 Integrated
Resource Package (2005).

Processes and Skills of Science

It is expected that students will:
• make predictions, supported by reasons and relevant to the content
• use data from investigations to recognize patterns and relationships and reach
conclusions

Earth and Space Science: Weather

It is expected that students will:
• measure weather in terms of temperature, precipitation, cloud cover, wind speed
and direction
• analyse impacts of weather on living and non-living things
DRAFT Rating Scale: Grade 4 Earth and Space Science
Aspect Not Yet Within Expectations Meets Expectations
(Minimal Level)
Skills and • needs support to use appropriate skills • is able to use some appropriate skills
Processes and processes and processes
• observing • may have collected no data or may • may have collected or reported a
• communicating have recorded an incomplete set of partial or incomplete set of data
• classifying data • with prompting and support, can find
• interpreting • may not interpret the data or simple patterns and relationships in
observations interpretation does not match the data; data and provide simple
• making often does not use science interpretations, may use some
inferences terminology scientific terminology
• questioning • provides no prediction or prediction • with support, is able to make some
• measuring and may be illogical reasonable interpretations based on
reporting the data; may not consider all data;
• interpreting may use little science terminology
data • with support, is able to make a logical
• predicting prediction, may be simple or vague
and lack explanation
Attitudes and • may not show interest in science • shows some interest in class science
Dispositions concepts or topics activities
• has a positive • demonstrates little curiosity; does not • sometimes shows curiosity; may
attitude towards ask questions respond to peer’s questions
science • usually does not see the science in • with prompting, may see the science
• demonstrates situations or use science to make in a situation, or attempt to use
the habits of sense of their world science to explain something in their
mind of science world
• recognizes and
uses science
Making • may not be able to make connections • makes some general connections to
Connections to prior experience or knowledge; if prior learning or experience, but with
• connections to prompted, may simply restate little or no explanation or
personal observations explanations are not specific to
experience and • may have difficulty giving examples of context
prior knowledge ways in which personal choices and • with prompting, is able to give some
• connections actions affect may the environment, simple examples of ways in which
among science, but may understand simple examples personal choices and actions affect
technology, provided may the environment
society, and the
environment
Knowledge and • is able to use familiar weather • is able to select and use appropriate
Understanding of instruments independently, but may instruments to measure temperature,
Science need support to select and use participation, air pressure, and wind
Concepts unfamiliar ones speed and direction
• if prompted, may be able to identify • is able to give examples of weather
simple examples of erosion causing erosion
• is able to give some examples of the • is able to give examples of some
effects on living things of weather effects of both seasonal weather and
events, but may not be able to explain extreme weather events, but
them explanations may be vague or
incomplete
 Fully Meets Expectations
• uses appropriate skills and processes
• collects and records appropriate data
• is able to find some patterns and
relationships in data, makes
reasonable interpretations of data
using some appropriate science
terminology
• is able to make relevant predictions
and support them with relevant
explanations
• demonstrates some interest in
exploring science concepts and topics
• asks questions, shows interest in
investigating and exploring
• often sees the science in a situation
and sometimes uses science to make
sense of their world
• makes some relevant connections to
personal experience or prior learning;
may use examples to explain
• is able to explain some ways in which
personal choices and actions affect
may the environment
• is able to select and use appropriate
instruments to measure temperature,
participation, air pressure, and wind
speed and direction
• is able to give examples of weather
causing erosion
• is able to describe some effects of both
seasonal weather and extreme
weather events
Exceeds Expectations
• uses appropriate skills and processes
effectively in a variety or situations
• collects and records an accurate and
complete set of data
• seeks patterns and connections in
data, makes reasonable and perhaps
insightful interpretations that consider
all the data, uses appropriate science
terminology
• makes thoughtful predictions and
supports them with detailed
explanations
• demonstrates a high level of interest
in science, often expresses a desire
to learn beyond the activity
• values questions, has an appreciation
of evidence
• recognizes science in a wide range of
situations and often attempts to use
science concepts to explain or make
sense of their world
• makes personally relevant
connections to prior experience and
knowledge with specific explanations
• is able to give insightful examples of
ways in which personal choices and
actions may affect the environment
• uses weather measurement tools
efficiently and accurately; is able to
make reasonable estimates of cloud
cover
• gives detailed explanations of
erosions
• gives detailed explanations of the
effects of seasonal and extreme
weather events on living things; may
distinguish between short term and
long term effects
Chart for Planning or Observation: Grade 4 Earth and Space Science
Aspect Fully Meets Expectations

Skills and • uses appropriate skills and processes

Processes • collects and records appropriate data
• observing • is able to find some patterns and
• communicating relationships in data, makes
• classifying reasonable interpretations of data
• interpreting using some appropriate science
observations terminology
• making • is able to make relevant predictions
inferences and support them with relevant
• questioning explanations
• measuring and
reporting
• interpreting
data
• predicting

Attitudes and • demonstrates some interest in

Dispositions exploring science concepts and topics
• has a positive • asks questions, shows interest in
attitude towards investigating and exploring
science • often sees the science in a situation
• demonstrates and sometimes uses science to make
the habits of sense of their world
mind of science
• recognizes and
uses science
Making • makes some relevant connections to
Connections personal experience or prior learning;
• connections to may use examples to explain
personal • is able to explain some ways in which
experience and personal choices and actions affect
prior knowledge may the environment
• connections
among science,
technology,
society, and the
environment
Knowledge and • is able to select and use appropriate
Understanding of instruments to measure temperature,
Science participation, air pressure, and wind
Concepts speed and direction
• is able to give examples of weather
causing erosion
• is able to describe some effects of both
seasonal weather and extreme
weather events
Sample Task: Measure Temperature
Context
Students were engaged in a science study about weather. After understanding what
weather is, students learned how to read a thermometer and collected data on
temperature.

Learning Outcomes

Processes and Skills of Science

It is expected that students will:
• make predictions, supported by reasons and relevant to the content
• use data from investigations to recognize patterns and relationships and reach
conclusions

Earth and Space Science: Weather

It is expected that students will:
• measure weather in terms of temperature, precipitation, cloud cover, wind speed
and direction
• analyse impacts of weather on living and non-living things

Process
Students were shown how to read and record the temperature using a thermometer
located outside the classroom. For five straight days, students collected and recorded
the temperature both in the morning and afternoon, then created line graphs of the
temperature. The teacher measured and recorded the temperature at each specified
time in order to be able to check the accuracy of the students’ measurement and
recording. Students used the temperature data to make up three questions and to
provided reasonable answers based on the patterns they observed. The teacher
observed students while they were collecting, recording, and interpreting the data, with
particular attention to science attitudes.

After completing the recording and interpretation of the data, students were asked the
following questions:
• Have you ever used the measurement/knowledge of temperatures in your life?
Explain.
• In your family’s life? Explain?
• How is your environment (where you live, your school, etc.) affected by the
measurement/knowledge of temperatures? Explain.

Note: In rating the student’s work as NY, MM, FM or EE, the teachers placed the most
emphasis on the skills and processes aspect as that was the focus of the task
(measuring and recording).
NOT YET WITHIN EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student recorded temperatures over a five day period and graphed data. The
student’s questions were based on prior knowledge, not the data collected.

• does not use or refer to the recorded temperature (data) while generating
questions for interpretation
• shows some interest in the task
• makes general connections (e.g.; referring to the Weather Channel)
• uses thermometer appropriately to measure temperature
MEETS EXPECTATIONS (MINIMAL LEVEL)

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student recorded temperatures over a five day period and graphed data. The
student asked simple questions but did not look at all data when making interpretations.

• makes simple interpretations of data, but only considers data for single days.
• shows some interest in the task
• makes general connections with no explanation (e.g.; “If it is cold outside I would
have to wear a jacket.”)
• records temperature appropriately
FULLY MEETS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student recorded temperatures over a five day period and graphed data. The
student recorded several questions based on collected data.
Note: The teacher asked this student to look for and record general trends before
asking their interpretive questions. This student was not observed got Attitudes and
Dispositions.

• considers data collected over several days to make reasonable interpretations in

the form of questions
• does not make any connections.
• records temperature appropriately
EXCEEDS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student recorded temperatures over a five day period and graphed data. Showing
a high level of interest, the student developed several questions based on collected
data. The student provided interpretations that were insightful.

• uses collected data over several days to make reasonable and insightful
interpretations (e.g.; “There were more clouds near the end of the week. Heat
bounced down with clouds.”)
• uses appropriate science terminology (e.g.; “hotter, heat, warmed up”)
• demonstrates a high level of interest by frequently asking questions
• makes specific connections (e.g.; If it was going to be really cold and it might
snow, you would know not to wear a T-shirt and shorts.”)
• records temperature appropriately.