Science in Grade 1

Life Science: Needs of Living Things

Rating Scale
Chart
Sample Task: Design a Habitat for a Slug

Physical Science: Force and Motion

Rating Scale
Chart
Sample Task: Classify Magnetic Effects

Earth and Space Science: Daily and Seasonal Changes

Rating Scale
Chart
Sample Task: Identify Aboriginal Seasonal Activities
Life Science
Prescribed Learning Outcomes
The BC performance standards for Grade 1 Life Science reflect the following prescribed
learning outcomes from Grade 1 of the Science K to 7 Integrated Resource Package
(2005).

Processes and Skills of Science

It is expected that students will:
• communicate their observations, experiences, and thinking in a variety of ways
(e.g., verbally, pictorially, graphically)
• classify objects, events, and organisms

Life Science: Needs of Living Things

It is expected that students will:
• classify living and non-living things
• describe the basic needs of local plants and animals (e.g., food, water, light)
• describe how the basic needs of plants and animals are met in their environment
DRAFT Rating Scale: Grade 1 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 • needs support to orally describe • uses limited science vocabulary or
• communicating observations, experience, or thinking; details in orally describing
(sharing) may not use science vocabulary observations, experiences or thinking
• communicating • needs support to record or organize • drawings or recordings may be
(recording) recording of observations with pictures limited, with few details; may include
• classifying or words unrelated objects (i.e., hearts, human,
• needs support to compare objects, or cartoon features)
events, or organisms, often needing • focuses on what features are the
language provided same when comparing objects,
• may be able to replicate the events, or organisms
classification of a set of objects, • often is able to classify a set of
events, or organisms that has been objects, events, or organisms when
modeled provided with descriptive labels and
criteria
• attempts to create and label own
categories but needs support to
explain classification criteria;
categories are often unrelated
Attitudes and • often has limited interest in science • shows some interest and
Dispositions activities, needs encouragement to engagement in science activities
• has a positive engage in activities • demonstrates curiosity and a sense of
attitude towards • may not be curious or express sense wonder about some things, perhaps
science of wonder those related to personal interests
• demonstrates • may have limited awareness of • needs prompting to notice science
the habits of science, may not see science in a
mind of science situation even when it is pointed out
• recognizes and
uses science
Making • may not be able to make a personal • if prompted, is able to make some
Connections connection to the materials, events or connections to personal experiences
• connections to task, even with support • usually understands connections that
personal • may have difficulty understanding are demonstrated or explained but
experience and connections that are demonstrated or may not be able to generate
prior knowledge explained additional examples
• connections
among science,
technology,
society, and the
environment
Knowledge and • may be able to identify some things as • is able to identify most things as living
Understanding of living or non-living, some errors or non-living, confused about ‘dead’
Science • if prompted, may be able to identify • is able to identify some needs of living
Concepts some needs of living things things, e.g., food, water, air, light
• may be able to explain or show how • is able to explain or show how some
some structure of a plant helps meet plant structures help plants meet their
its needs needs
• if prompted, may rely on previous is able to explain or show how some
examples to show how an animal’s of an animal’s needs are met in its
needs are met in its environment environment
 Fully Meets Expectations
• uses appropriate skills and processes
• is able to orally describe observations,
experiences, or thinking
• is able to record and organize
observations using realistic pictures,
charts, words and symbols, includes
some details
• identifies similarities and differences
when comparing objects, events, or
organisms
• is able to classify a set when provided
with descriptive labels and criteria
• is usually able to create and label own
categories and classify a set in more
than one way
• shows an interest in science activities
• demonstrates curiosity and a sense of
wonder
• sees science in many places
• if prompted, can provide personal
examples of similar events
• if prompted, is able to make some
connections to the world or to other
science experiences
• if prompted, is able to describe other
ways to use the materials or results
from the task
• is able to accurately identify a variety of
things as living or non-living
• is able to identify the needs of living
things, e.g., food, water, air, light
• is able to explain or show how the
structure of a plant helps meet its
needs
• is able to explain or show how a given
animal’s needs are met in its
environment
Exceeds Expectations
• uses appropriate skills and processes
effectively in a variety of situations
• is able to independently record
observations and communicate
thinking clearly
• makes drawings, charts, or
representations that are realistic and
detailed; may be coded or labeled to
enhance communication or show
movement
• is able to accurately compare objects,
events, or organisms and make
interpretations
• when classifying a set, is able to
create and label own categories, and
to classify a set in more than one
way, often using unique attributes
• seeks opportunities to do science
activities
• wonders, ponders observations, and
questions
• sees science in many places and
wants to share observations and
questions with others
• provides personal examples of similar
or related events
• makes connections to the world or
other science tasks without prompting
• suggests ways to apply what has
been learned to other situations or
tasks
• is able to explain or why a variety of
things are living or non-living
• is able to identify and prioritize the
specific needs of living things
• is able to show how the structures of
different plants help them meet their
needs in different environments
• is able to explain or show how the
needs of different animals are met in
different environments
Chart for Planning or Observation: Grade 1 Life Science
Aspect Fully Meets Expectations

Skills and • uses appropriate skills and processes

Processes • is able to orally describe observations,
• observing experiences, or thinking
• communicating • is able to record and organize
(sharing) observations using realistic pictures,
• communicating charts, words and symbols, includes
(recording) some details
• classifying • identifies similarities and differences
when comparing objects, events, or
organisms
• is able to classify a set when provided
with descriptive labels and criteria
• is usually able to create and label own
categories and classify a set in more
than one way
Attitudes and • shows an interest in science activities
Dispositions • demonstrates curiosity and a sense of
• has a positive wonder
attitude towards • sees science in many places
science
• demonstrates
the habits of
mind of science
• recognizes and
uses science
Making • if prompted, can provide personal
Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to other
experience and science experiences
prior knowledge • if prompted, is able to describe other
• connections ways to use the materials or results
among science, from the task
technology,
society, and the
environment
Knowledge and • is able to accurately identify a variety
Understanding of of things as living or non-living
Science • is able to identify the needs of living
Concepts things, e.g., food, water, air, light
• is able to explain or show how the
structure of a plant helps meet its
needs
• is able to explain or show how a given
animal’s needs are met in its
environment
Sample Task: Design a Habitat for a Slug
Context
As part of a mini-science unit on the needs of living things, the class engaged in
brainstorming the needs of living things and classified living and non-living things on a
walk outside. Students were read an informational text about slugs and snails to provide
some background knowledge.

Note: Any small animals could be used for this task – worms, sowbugs, snails,
ladybugs, butterflies, etc.

Learning Outcomes

Processes and Skills of Science

It is expected that students will:
• communicate their observations, experiences, and thinking in a variety of ways
(e.g., verbally, pictorially, graphically)

Life Science: Needs of Living Things

It is expected that students will:
• describe the basic needs of local plants and animals (e.g., food, water, light)
• describe how the basic needs of plants and animals are met in their environment

Process
The students were asked to design a habitat to meets the needs of a slug, if the class
was going to keep a slug in their classroom for a few days. The students were asked to
draw, label and explain their thinking and choices. The teachers interviewed each
student for further explanation and connection making.
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 make-believe house (like a dollhouse) instead of a slug habitat,
not considering the needs of the animal. The student seemed to not understand the task
being asked her and had no engagement with the science aspect of the task, but
instead focused on “decorating” the house she designed.

• uses limited science vocabulary or details when she was discussing her slug
house
• needs support to record and organize her thoughts and drawings
• shows some interest in the task
• when prompted, is able to make a personal connections to what a house was in
relation to an animal habitat
• when prompted, is unable to identify the needs of a slug
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 was interested in the task and is enthusiastic about science. He was able
to identify some basic needs of a slug. Even with prompting, he could not make a
personal connection to the animal or its needs.

The student:
• uses limited science vocabulary or details in describing his thinking
• drawings are limited in detail
• seeks opportunities to do science activities; very enthusiastic
• unable to make a personal connection, even with prompting
• able to identify some needs of a slug
• able to explain or show how some of the slug’s needs would be met in the habitat
he designed
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 approached the task confidently and was eager to explain his thinking.
When interviewed, he was able to orally provide examples of how the slug’s needs were
met. For example, holes in the habitat for air and carrots for food.

The student:
• able to record and organize his thoughts about the slug habitat with pictures and
words
• orally describes his thinking about the slug’s needs
• shows an interest in science activities
• demonstrates curiousity while designing his habitat
• able to provide a personal example (where he had seen a slug before)
• able to identify the needs of a slug
• able to show and describe how he slug’s needs would be met in the habitat that
he designed
EXCEEDS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
The student was very interested in the task and enthusiastic about designing the
habitat. She applied background knowledge to the task, considering what aspects of a
habitat would be important for a slug.

• able to independently clearly record and organize her thoughts with pictures and
words
• labeled diagram is realistic and detailed
• shows an interest in science activities
• able to make a personal connection to her own pet fishes’ needs
• identifies the needs of a slug, including specific examples
Physical Science
Prescribed Learning Outcomes
The BC performance standards for Grade 1 Physical Science reflect the following
prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated Resource
Package (2005).

Processes and Skills of Science

It is expected that students will:
• communicate their observations, experiences, and thinking in a variety of ways
(e.g., verbally, pictorially, graphically)
• classify objects, events, and organisms

Physical Science: Force and Motion

It is expected that students will:
• demonstrate how force can be applied to move an object
• compare the effect of friction on the movement of an object over a variety of
surfaces
• demonstrate and describe the effects of magnets on different materials
DRAFT Rating Scale: Grade 1 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 • needs support to orally describe • uses limited science vocabulary or
• communicating observations, experience, or thinking; details in orally describing
(sharing) may not use science vocabulary observations, experiences or thinking
• communicating • needs support to record or organize • drawings or recordings may be
(recording) recording of observations with pictures limited, with few details; may include
• classifying or words unrelated objects (i.e., hearts, human,
• needs support to compare objects, or cartoon features)
events, or organisms, often needing • focuses on what features are the
language provided same when comparing objects,
• may be able to replicate the events, or organisms
classification of a set of objects, • often is able to classify a set of
events, or organisms that has been objects, events, or organisms when
modeled provided with descriptive labels and
criteria
• attempts to create and label own
categories but needs support to
explain classification criteria;
categories are often unrelated
Attitudes and • often has limited interest in science • shows some interest and
Dispositions activities, needs encouragement to engagement in science activities
• has a positive engage in activities • demonstrates curiosity and a sense of
attitude towards • may not be curious or express sense wonder about some things, perhaps
science of wonder those related to personal interests
• demonstrates • may have limited awareness of • needs prompting to notice science
the habits of science, may not see science in a
mind of science situation even when it is pointed out
• recognizes and
uses science
Making • may not be able to make a personal • if prompted, is able to make some
Connections connection to the materials, events or connections to personal experiences
• connections to task, even with support • usually understands connections that
personal • may have difficulty understanding are demonstrated or explained but
experience and connections that are demonstrated or may not be able to generate
prior knowledge explained additional examples
• connections
among science,
technology,
society, and the
environment
Knowledge and • shows awareness that a force is a push or a pull but • is able to show how some forces can
applies this only to forces that involve visible actions
Understanding of be applied to change the motion of an
Science • may not be able to identify invisible object (push/pull)
Concepts forces; may have difficulty generalizing • may not be able to identify the
about what materials are magnetic invisible forces (magnetism, gravity,
• if prompted, is able increase or friction); may identify the magnet,
decrease speed of motion in a given rather than magnetism, as the force
situation in the ways modelled is able increase or decrease speed of
motion in a given situation in the ways
modelled
 Fully Meets Expectations
• uses appropriate skills and processes
• is able to orally describe observations,
experiences, or thinking
• is able to record and organize
observations using realistic pictures,
charts, words and symbols, includes
some details
• identifies similarities and differences
when comparing objects, events, or
organisms
• is able to classify a set when provided
with descriptive labels and criteria
• is usually able to create and label own
categories and classify a set in more
than one way
• shows an interest in science activities
• demonstrates curiosity and a sense of
wonder
• sees science in many places
• if prompted, can provide personal
examples of similar events
• if prompted, is able to make some
connections to the world or to other
science experiences
• if prompted, is able to describe other
ways to use the materials or results
from the task
• is able to show how forces can be
applied to change the motion of an
object (push/pull)
• is able to identify the invisible forces
(magnetism, gravity, friction) acting on
particular objects and events, may be
some omissions
• is able to show some ways to increase
or decrease speed of motion in a given
situation; e.g., slope, texture
Exceeds Expectations
• uses appropriate skills and processes
effectively in a variety of situations
• is able to independently record
observations and communicate
thinking clearly
• makes drawings, charts, or
representations that are realistic and
detailed; may be coded or labeled to
enhance communication or show
movement
• is able to accurately compare objects,
events, or organisms and make
interpretations
• when classifying a set, is able to
create and label own categories, and
to classify a set in more than one
way, often using unique attributes
• seeks opportunities to do science
activities
• wonders, ponders observations, and
questions
• sees science in many places and
wants to share observations and
questions with others
• provides personal examples of similar
or related events
• makes connections to the world or
other science tasks without prompting
• suggests ways to apply what has
been learned to other situations or
tasks
• is able to show and explain in some
detail how a variety of forces can
change the motion of an object
• is able to identify all the invisible
forces (friction, magnetism, gravity)
acting on particular objects or events
• is able to show and explain multiple
ways to increase or decrease speed
of motion in a given situation
Chart for Planning or Observation: Grade 1 Physical Science
Aspect Fully Meets Expectations

Skills and • uses appropriate skills and processes

Processes • is able to orally describe observations,
• observing experiences, or thinking
• communicating • is able to record and organize
(sharing) observations using realistic pictures,
• communicating charts, words and symbols, includes
(recording) some details
• classifying • identifies similarities and differences
when comparing objects, events, or
organisms
• is able to classify a set when provided
with descriptive labels and criteria
• is usually able to create and label own
categories and classify a set in more
than one way
Attitudes and • shows an interest in science activities
Dispositions • demonstrates curiosity and a sense of
• has a positive wonder
attitude towards • sees science in many places
science
• demonstrates
the habits of
mind of science
• recognizes and
uses science
Making • if prompted, can provide personal
Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to other
experience and science experiences
prior knowledge • if prompted, is able to describe other
• connections ways to use the materials or results
among science, from the task
technology,
society, and the
environment
Knowledge and • is able to show how forces can be
Understanding of applied to change the motion of an
Science object (push/pull)
Concepts • is able to identify the invisible forces
(magnetism, gravity, friction) acting on
particular objects and events, may be
some omissions
• is able to show some ways to increase
or decrease speed of motion in a given
situation; e.g., slope, texture
Sample Task: Classify Magnetic Effects
Context
As part of a science study of force and motion, the class explored invisible forces,
including magnetism. Students worked on a variety of investigations such as testing to
see whether magnets worked through water and testing the strength of different
magnets.

Learning Outcomes

Processes and Skills of Science

It is expected that students will:
• communicate their observations, experiences, and thinking in a variety of ways
(e.g., verbally, pictorially, graphically)
• classify objects, events, and organisms

Physical Science: Force and Motion

It is expected that students will:
• demonstrate and describe the effects of magnets on different materials

Process
The students were given a collection of classroom objects such as pencils, erasers,
scissors, paperclips, elastic band and coins. The students worked in partners and were
given a magnet. Students were asked to sort the objects into groups and then give a
name to their groups.

Note: The teacher used the term “sort” as this class had a high ESL population and did
not seem confident with the term “classify”.
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 needed many prompts in order for him to be able to describe one thing he
learned and noticed about the task. The student did not understand the concept of
putting items in groups and randomly tested each object with the magnet.

• needs support to orally describe thinking

• needs support to record and organize his thoughts and drawings
• unable to compare the objects or see how any were the same
• enjoys experimenting with the magnet
• unable to make a personal connections to when he might have used magnets,
even with prompting
• unable to generalize that some materials are magnetic, if they “stick” to the
magnet
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 was interested in the task but did not ask further questions or extend the
task for himself. He sorted the objects into two distinct categories but couldn’t
generalize how the objects in each category were similar.

• able to orally describe experiences with some support

• drawings are limited in detail
• able to sort objects and events into two distinct groups
• is aware of the force of magnetism but did not have the scientific vocabulary to
describe it
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 approached the task confidently but was shy to orally communicate her
thinking. She used scientific vocabulary to record how she sorted the objects into two
distinct groups.

• able to record and organize thoughts with pictures and words

• uses scientific vocabulary
• able to sort objects into two distinct categories
• makes connections to previous investigations with magnets
• able to identify the force of magnetism and how it acts on different objects
• notices that the materials that were magnetic have common characteristics
(metallic)
EXCEEDS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student has had many rich science experiences at home and has a very developed
vocabulary. He was very engaged in the task and was curious and inquisitive about his
findings.

• able to record and organize thoughts with pictures and words

• uses scientific vocabulary as a way of communicating his thinking
• sorts the objects into three distinct categories, with one of the groups overlapping
the characteristics in the two other groups
• makes connections to previous investigations with magnets and to magnetic toys
he has at home
• able to identify the force of magnetism and how it acts on different objects
• notices that the materials that were magnetic have common characteristics
(metallic)
Earth and Space Science
Prescribed Learning Outcomes
The BC performance standards for Grade 1 Earth and Space Science reflect the
following prescribed learning outcomes from Grade 1 of the Science K to 7 Integrated
Resource Package (2005).

Processes and Skills of Science

It is expected that students will:
• communicate their observations, experiences, and thinking in a variety of ways
(e.g., verbally, pictorially, graphically)
• classify objects, events, and organisms
• demonstrate and describe the effects of magnets on different materials

Earth and Space Science: Daily and Seasonal Changes

It is expected that students will:
• describe changes that occur in daily and seasonal cycles and their effects on
living things
• describe activities of Aboriginal peoples in BC in each seasonal cycle
DRAFT Rating Scale: Grade 1 Earth and Space
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 • needs support to orally describe • uses limited science vocabulary or
• communicating observations, experience, or thinking; details in orally describing
(sharing) may not use science vocabulary observations, experiences or thinking
• communicating • needs support to record or organize • drawings or recordings may be
(recording) recording of observations with pictures limited, with few details; may include
• classifying or words unrelated objects (i.e., hearts, human,
• needs support to compare objects, or cartoon features)
events, or organisms, often needing • focuses on what features are the
language provided same when comparing objects,
• may be able to replicate the events, or organisms
classification of a set of objects, • often is able to classify a set of
events, or organisms that has been objects, events, or organisms when
modeled provided with descriptive labels and
criteria
• attempts to create and label own
categories but needs support to
explain classification criteria;
categories are often unrelated
Attitudes and • often has limited interest in science • shows some interest and
Dispositions activities, needs encouragement to engagement in science activities
• has a positive engage in activities • demonstrates curiosity and a sense of
attitude towards • may not be curious or express sense wonder about some things, perhaps
science of wonder those related to personal interests
• demonstrates • may have limited awareness of • needs prompting to notice science
the habits of science, may not see science in a
mind of science situation even when it is pointed out
• recognizes and
uses science
Making • may not be able to make a personal • if prompted, is able to make some
Connections connection to the materials, events or connections to personal experiences
• connections to task, even with support • usually understands connections that
personal • may have difficulty understanding are demonstrated or explained but
experience and connections that are demonstrated or may not be able to generate
prior knowledge explained additional examples
• connections
among science,
technology,
society, and the
environment
Knowledge and • may have limited awareness of the • is able to give some examples of how
Understanding of effects of daily weather and seasonal daily weather and seasonal changes
Science changes on living things, but may be have an effect on living things and
Concepts able to give personal examples if their habits and activities
prompted • if prompted, is able to give some
• may have limited awareness of what basic examples of seasonal activities
seasonal Aboriginal activities are, but of Aboriginal peoples
can identify own seasonal activities
 Fully Meets Expectations
• uses appropriate skills and processes
• is able to orally describe observations,
experiences, or thinking
• is able to record and organize
observations using realistic pictures,
charts, words and symbols, includes
some details
• identifies similarities and differences
when comparing objects, events, or
organisms
• is able to classify a set when provided
with descriptive labels and criteria
• is usually able to create and label own
categories and classify a set in more
than one way
• shows an interest in science activities
• demonstrates curiosity and a sense of
wonder
• sees science in many places
• if prompted, can provide personal
examples of similar events
• if prompted, is able to make some
connections to the world or to other
science experiences
• if prompted, is able to describe other
ways to use the materials or results
from the task
• is able to explain or show how daily
weather and seasonal changes have
an effect on living things and their
habits and activities
• is able to explain or show some
seasonal activities of Aboriginal
peoples
Exceeds Expectations
• uses appropriate skills and processes
effectively in a variety of situations
• is able to independently record
observations and communicate
thinking clearly
• makes drawings, charts, or
representations that are realistic and
detailed; may be coded or labeled to
enhance communication or show
movement
• is able to accurately compare objects,
events, or organisms and make
interpretations
• when classifying a set, is able to
create and label own categories, and
to classify a set in more than one
way, often using unique attributes
• seeks opportunities to do science
activities
• wonders, ponders observations, and
questions
• sees science in many places and
wants to share observations and
questions with others
• provides personal examples of similar
or related events
• makes connections to the world or
other science tasks without prompting
• suggests ways to apply what has
been learned to other situations or
tasks
• is able to explain or show how
unusual daily weather and seasonal
patterns can have a significant effect
on living things and their habits and
activities
• is able to explain or show how a
variety of Aboriginal activities differ
during the seasons and in the various
seasonal patterns across B.C.
Chart for Planning or Observation: Grade 1 Earth and Space
Aspect Fully Meets Expectations

Skills and • uses appropriate skills and processes

Processes • is able to orally describe observations,
• observing experiences, or thinking
• communicating • is able to record and organize
(sharing) observations using realistic pictures,
• communicating charts, words and symbols, includes
(recording) some details
• classifying • identifies similarities and differences
when comparing objects, events, or
organisms
• is able to classify a set when provided
with descriptive labels and criteria
• is usually able to create and label own
categories and classify a set in more
than one way
Attitudes and • shows an interest in science activities
Dispositions • demonstrates curiosity and a sense of
• has a positive wonder
attitude towards • sees science in many places
science
• demonstrates
the habits of
mind of science
• recognizes and
uses science
Making • if prompted, can provide personal
Connections examples of similar events
• connections to • if prompted, is able to make some
personal connections to the world or to other
experience and science experiences
prior knowledge • if prompted, is able to describe other
• connections ways to use the materials or results
among science, from the task
technology,
society, and the
environment
Knowledge and • is able to explain or show how daily
Understanding of weather and seasonal changes have
Science an effect on living things and their
Concepts habits and activities
• is able to explain or show some
seasonal activities of Aboriginal
peoples
Sample Task: Identify Aboriginal Seasonal Activities
Context
This task was a culmination of an ongoing study of seasonal changes and how the
traditional Aboriginal way of life was often determined by the seasons. Students had
made regular observations of the weather, movement of the wind, and how the trees
changed over the seasons. The class discussed how the weather and seasons might
affect jobs, activities, clothing, and ceremonies both for themselves and for traditional
Aboriginal peoples. Guests to the classroom shared artifacts including Aboriginal
blankets, baskets, and tools. The students also observed different foods and how they
are preserved, such as dried fruit, and made connections to Aboriginal culture and food
preservation.

Learning Outcomes

Processes and Skills of Science

It is expected that students will:
• classify objects, events, and organisms

Earth and Space Science: Daily and Seasonal Changes

It is expected that students will:
• describe changes that occur in daily and seasonal cycles and their effects on
living things
• describe activities of Aboriginal peoples in BC in each seasonal cycle

Process
The students were shown a chart divided into four quadrants, one for each season of
the year. The students were asked to create their own chart, labeling each section with
a season’s name. The students were asked to draw, label or write about different
traditional Aboriginal activities that occur in each season, explaining the importance of
each activity.

After completion of the four season charts in their science notebooks, the students had
an opportunity to share and discuss their work with each other. As an extension to this
task, the teacher provided an opportunity to the students to refine their thinking and to
represent their understanding of this content in another way. Connecting to the idea of a
medicine wheel, the students created large circular posters divided into four parts.
There were two layers with the top layer having drawings for each season, with each of
the four parts lifting up to reveal word labels and writing underneath. These posters
were proudly displayed on a bulletin board in the school. See an example of a student-
created poster on the next page.
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 was able to complete the task with adult support and prompting. An adult
scribed his thinking while the student was able to create drawings for each season. The
student was able to think of one object or event for each season.

• needs support to orally describe thinking

• needs support to record and organize his thoughts and drawings
• needs support to replicate the classification of events into seasonal categories
• did not express curiousity in the task
• made connections to science experiences leading up to this task
• had limited awareness of the effects of daily weather and seasonal changes on
activities
• had limited awareness of what seasonal Aboriginal activities are
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 needed some support to generate and record his ideas. The teacher felt
the student had some confusion about some of the summer and fall activities, or just
recorded his thoughts in a way that was not clear to the reader. The student referred to
previous science experiences such as the preserved fruit observations and examining
cooking baskets.

• able to orally describe events and experiences with some support

• drawings are limited in detail
• able to classify objects and events when provided with seasonal category labels
and specific criteria
• able to make connections to other science tasks
• able to give some examples of seasonal activities of Aboriginal peoples
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 had been very engaged in the science experiences leading up to this task.
She confidently was able to record at least one event or object that related to each
season, and also explained why that seasonal activity was important to Aboriginal
peoples.

• able to record and organize thoughts with pictures and words

• able to classify events when provided with descriptive seasonal labels and
criteria
• very interested and eager to share what the class has learned
• demonstrates a sense of wonder by asking thoughtful questions during
discussions
• makes connections to past activities (ie the lady who brought the baskets and
how they were used to store food)
• able to explain how weather and seasonal changes have an effect on living
things and daily activities
• able to explain how seasonal changes affected the traditional activities of
Aboriginal peoples
EXCEEDS EXPECTATIONS

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding

of Science Concepts

Teacher’s Observations
This student was very interested in sharing her knowledge that she had acquired in
experiences related to this task. The student asked many thoughtful questions and
contributed to class discussions. She made connections to her previous knowledge
about fishing in ponds and streams.

• able to independently record her thinking using words

• able to classify events when provided with descriptive seasonal labels and
criteria
• has lots of thoughtful, wonder questions
• makes connections to other science tasks
• able to explain how weather and seasonal changes have an effect on living
things and daily activities
• able to explain how seasonal changes affected the traditional activities of
Aboriginal peoples