Name: Vyanah Lethbridge & Hannah Arbon

Unit Planner for Learning In Science

Learner context
Topic Focus: Plants as living things
Level of schooling: 4

What is the learning focus?

Concept(s): Thinking and Working Scientifically:
Living things have many dependencies such Classifying and critically thinking about living things and determining their survival requirements.
as nutrition, reproduction, respiratory,
growth, movement, light and appropriate
temperatures to survive.
All living things have differentiating stages of Making and recording observations of living things as they develop through their life cycles.
life cycles. Compare life cycles of animals and plants.

Dispositions:
By the end of Year 3:
o Students group living things through observations.
o Students identify features and characteristics that make living things distinguishable from non-living things.
o Students use science investigations to respond to questions.
o Students pose questions and predictions about scientific investigations.
o Students collect and record data, make observations and suggest reasonings for their findings.
o Students use various representations to communicate ideas and findings.

NOTE: An animal unit has been implemented previously.

Unit Overview
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Lesson 1 Lesson 3 Lesson 5 Lesson 7 Lesson 9 Lesson 11
Lesson 2 Lesson 4 Lesson 6 Lesson 8 Lesson 10 Lesson 12

Prior Knowledge/Engagement Learning Experiences (s):

Lesson 1:
Prior Knowledge
o Elicit prior knowledge on living and non-living things through creating a TWLH chart on large butcher paper. Students can record their
ideas and knowledge themselves in the first two columns (writing their names next to the information so that we know who wrote it).
(For classroom display).
o Discussion recap: What makes something living or non-living? Use a think, pair share strategy.
- Key features and characteristics that make living things
distinguishable from non-living things.
o Complete the ‘what makes it living’ task sheet (appendix 1). Students will record living things found in the school yard through making
claims provided on the task sheet. Students re-group to discuss their findings. Assessment (formative)
o Complete the ‘sorting activity’ (appendix 2) in pairs. Students can be creative with the representation of their sorting task (for
classroom display). Re-group to discuss findings and make corrections. Assessment (formative).
o Explain to students over the course of the unit we will be observing and investigating plants as they grow (in alignments with the
animal unit).

Lesson 2:
Engage
|Recap previous lesson|
o Pose question: ‘Do plants have life cycles?’ Students will need to use their prior knowledge and understanding to determine whether
or not plants have life cycles. Record their answers in their science books with dot points explaining why/why not. As a class discuss
student findings.
o Give students jumbled picture of a plant life cycle (appendix 3) - students are to create the life cycle in their science books. Add
information and labels to explain the process. Assessment (diagnostic).
o View the life cycle of a plant -
https://prezi.com/view/jg5m43kYeGjhvnC65f6L/?fbclid=IwAR0pHj1oRrDCR69KiJxieIVgNRHU4E9SKU4AiLoruNnK92MmEdu6_9GKr4I
– discuss key features and stages.
o Introduce idea of investigation – planting bean seeds. Watch the following video to get an idea of the investigation
https://www.youtube.com/watch?v=pg92cspLy0I.
o View life cycle of a bean seed (appendix 3) – Students need to draw the life cycle as an A4 poster with key references to each stage.
o Students will revisit their learning of animal life cycles. Students will make comparisons between animal and plant life cycles. Students
will create a Venn Diagram in their science books representing their findings. Assessment (formative).

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Exploratory /Explore & Explain Learning Experiences:
Lesson 3:
Explain & Explore
|Recap previous lesson|
o Pose question: What do plants depend on to survive? Students use their prior knowledge to create a mind map in their books
followed by a class discussion.
o Students then research this idea using iPads to add to their mind map (using a different coloured pencil to differentiate). – students
share their findings.
o Pose question – how do plants get their food?
o Watch SlowMation – what is photosynthesis? Discuss key features of the video. – link this back to the starting question ‘what to
plants depend on to survive?’

Lesson 4 & 5:
Explain & Explore
|Recap previous lesson|
o What is a habitat? Discussion
o Using iPads, logon to https://www.kidzone.ws/habitats/?fbclid=IwAR2bH0PODumbllUJ97MxTL8El-
m5JObB87JhTi5qetE1ss2esGyAT8KOP-Y. In small groups, students will research as specific habitat. They will take notes to share with
the class. Students can source information elsewhere.
o Explore how different habitats have produces, decomposers and consumers. Explore PowerPoint (appendix 4): ‘What is a Producer,
Consumer and Decomposer’.
o Relate this to ourselves - What are humans?
o What are bean seeds?
o TRICK QUESTION Are bean seeds herbivores, carnivores or omnivores?
o What would happen if plants were removed from the Earth (die out)? – Carbon dioxide
o Students, in pairs, will explore this idea using iPads. Students will present their findings as a PowerPoint presentation. Assessment
(formative).

Lesson 7: (mini lesson)

Explain
|Recap previous lesson|
o Teacher led – explain and demonstrate how to plant bean seeds in both cotton balls and soil.

Investigations /Problem solving/Elaboration Learning Experiences:

Lesson 6:
This is an investigative lesson; however it is lesson number 6 which will be implemented before lesson 7 (mini lesson on how to plant seeds).
Investigate
|Recap previous lesson|
o Using iPads or computers, students will investigate what is necessary for their plant investigation such as:
- Amount of watering (daily, every few days, multiple times per day,
soaked, light drizzle etc)
- Amount of sunlight
- Temperatures
- Environment/habitat etc
Students will need to consider their research from the perspective of both soil and cotton ball environments.

Lesson 8-10
Investigate Assessment (summative).
|Recap previous lesson|
o Students work in pairs to conduct a scientific investigation (appendix 5) on the life cycle of a plant. As a class, we will go through the
task card, learning outcomes, seed investigation planner and the observation sheet.
o All materials that will be required to complete their investigation will be provided, (eg. seeds, potting mix, cotton wool).
o We will be using bean seeds for this investigation.
o Students will be required plant their seeds with varying environments:

o In a cup with potting mix.

o In a cup with cotton balls.

o Using the seed investigation planner, students will be able to document the variables that they are going to change, observe and keep
the same. They will pose questions and make predictions around investigations such as:
- which seed will germinate first?
- how big will they grow?
- how long does it take for something to start growing?
- how long is it before there is a leaf?
- how long before there is a flower?
- how long before there is something to eat?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 o Students will use the daily observation sheet to document their findings and keep a visual and written record of the process. Once the
seed has germinated students are to measure in mm the daily growth of the stem.
o Students will photograph the daily growth of their seeds.

Students will be required to observe, measure and record their observations daily.

After views & reflection/ Evaluation learning Experience

Lesson 11 & 12:
Reflect & Evaluate
|Recap previous lesson|
o Students will collate the data collected in their seed investigation booklet.
o During Maths lessons, students will be interpreting and representing their data through various ways such as column graphs.
o Students will finalise the summary of their investigation by completing all components of the report including the evaluation of the
investigation and self-evaluation. Assessment (Self-evaluation/summative).
o Students will reflect what they have learnt over the course of the unit. (TWLH chart)

Now that students have completed this unit successfully, they will be able to use this knowledge to contribute to our school community garden.

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 record What forms of
Who leads the your assessments? feedback will you
assessment? provide?
Concept(s): Formative Assessment Lesson 1 o Note taking o Verbal
Living things have many o What makes it living task o Student led o Collection o Written
dependencies such as sheet. assessment – of task
nutrition, reproduction, o Sorting activity students will sheets.
respiratory, growth, o Discussions complete the o Assessment
movement, light and task unassisted checklist
appropriate temperatures (using their (appendix
to survive. prior 7)
knowledge).
o Teacher led
discussions.

o Plant mind map Lesson 3

o PowerPoint Presentation Lesson 4&5

o Teacher and
Student led –
guided research
and
presentation.

All living things have Diagnostic Assessment Lesson 2: o Note taking o Written
differentiating stages of life o Jumbled plant life cycle o Student led for all
cycles. activity. assessment – individual
students will students.
Formative Assessment complete the
o Venn Diagram task unassisted
(using their
prior
knowledge).
Thinking and Working Formative Assessment Lesson 1 o Rubric o Verbal
Mathematically/ o What makes it living task o Student led (appendix o Written
Scientifically: sheet. assessment – 6) o Self-
Classifying and critically o Sorting activity students will o Note taking evaluation
thinking about living things o Discussions complete the for all
and determining their task unassisted individual
survival requirements. (using their students.
prior o Assessment
knowledge). checklist
o Teacher led (appendix7)
discussions.

o PowerPoint Presentation Lesson 4&5

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 o Teacher and
Student led –
guided research
and
presentation.

Summative Assessment
o Bean seed investigation Lesson 8-10
o Student led –
pose questions
and predictions,
make
observations,
record data,
reflect, evaluate
and summarise.
Self-assessment:
o Evaluation of investigation Lesson 11&12
experience o Student led

Making and recording Summative Assessment Lesson 8-10 o Rubric o Verbal

observations of living o Bean seed investigation o Student led – (appendix o Written
things as they develop pose questions 6) o Self-
through their life cycles. and predictions, o Note taking evaluation
make for all
observations, individual
record data, students.
reflect, evaluate o Assessment
and summarise. checklist
(appendix
Self-assessment: Lesson 11 & 12 7)
o Evaluation of investigation Student led
experience

Compare life cycles of Formative Assessment

animals and plants. o Venn Diagram Lesson 2:
o Student led
assessment –
students will
complete the
task unassisted
(using their
prior
knowledge).

Links with the ACARA Framework

Strand: Science Understanding Sub- Strand: Biological Sciences

Descriptor:
Living things have life cycles (ACSSU072).
Elaborations:
- investigating how Aboriginal and
Torres Strait Islander peoples
understand and utilise the
lifecycles of certain species
- making and recording
observations of living things as
they develop through their life
cycles
- describing the stages of life cycles
of different living things such as
insects, birds, frogs and flowering
plants
- comparing life cycles of animals
and plants
Achievement Standards: General capability
By the end of Year 4, students describe
relationships that assist the survival of living
things and sequence key stages in the life Literacy
cycle of a plant or animal. They identify • Understanding learning area
when science is used to understand the vocabulary
effect of their actions. • Navigate, read and view
learning area texts
Students follow instructions to identify
• Interpret and analyse learning
investigable questions
about familiar contexts and make area texts
predictions based on prior knowledge. They • Compose spoken, written, visual
describe ways to conduct investigations and and multimodal learning area
safely use equipment to make and record texts
observations with accuracy. They use • Use knowledge of text
provided tables and column graphs to
structures
organise data and identify patterns.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 - recognising that environmental
factors can affect life cycles such
as fire and seed germination
Living things depend on each other and the
environment to survive(ACSSU073).
Elaborations:
- recognising how Aboriginal and
Torres Strait Islander peoples
perceive themselves as being an
integral part of the environment
- investigating how plants provide
shelter for animals
- investigating the roles of living
things in a habitat, for instance
producers, consumers or
decomposers
- observing and describing
predator-prey relationships
- predicting the effects when living
things in feeding relationships are
removed or die out in an area
- recognising that interactions
between living things may be
competitive or mutually
beneficial.
Strand: Science as a Human Endeavor
Descriptor:
Science involves making predictions and
describing patterns and relationships
(ACSHE061)
Elaborations:
- considering how scientific practices
such as sorting, classification and
estimation are used by Aboriginal and
Torres Strait Islander peoples in
everyday life
- exploring ways in which scientists
gather evidence for their ideas and
develop explanations
Strand: Science Inquiry Skills
The unit will incorporate all Science Inquiry Skills; however it will deeply
focus on the following.
©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
Students suggest explanations for
observations and compare their findings
with their predictions. They suggest reasons Critical and Creative Thinking
why a test was fair or not. They use formal • Identify and clarify information
and informal ways to communicate their and ideas
observations and findings. • Organise and process
information
• Seek solutions and put ideas
into action
Aboriginal and Torres Strait
Islander Histories and Cultures
Sustainability
Numeracy
• Estimate and measure with
metric units
• Operate with clocks, calendars
and timetables
Sub- Strand: Nature and
development of science
Achievement Standards: General capability
By the end of Year 4, students describe
relationships that assist the survival of living
things and sequence key stages in the life Numeracy
cycle of a plant or animal. They identify • Estimate and measure with
when science is used to understand the metric units
effect of their actions.
Students follow instructions to identify Literacy
investigable questions • Understanding learning area
about familiar contexts and make
vocabulary
predictions based on prior knowledge. They
• Navigate, read and view
describe ways to conduct investigations and
learning area texts
safely use equipment to make and record
observations with accuracy. They use • Interpret and analyse learning
provided tables and column graphs to area texts
organise data and identify patterns.
Students suggest explanations for
Intercultural Understanding
observations and compare their findings
with their predictions. They suggest reasons • Explore and compare cultural
why a test was fair or not. They use formal knowledge, beliefs and practices
and informal ways to communicate their
observations and findings.
Sustainability
Critical and Creative Thinking
• Identify and clarify information
and ideas
• Organise and process
information
Sub- Strand: Processing and
analysing data and information
 Descriptor:
Use a range of methods including tables
and simple column graphs to represent
data and identifying patterns and trends
(ACSIS068).
Elaborations:
- identifying and discussing
numerical and visual patterns in
data collected from students'
investigations and from other
sources
- using provided graphic
organisers to sort and represent
information
- discussing with teacher
guidance which graphic
organisers will be most useful in
sorting or organising data arising
from investigations
Compare results with predictions,
suggesting possible reasons for findings
(ACSIS216).
Elaborations:
- discussing how well predictions
matched results from an
investigation and proposing
reasons for findings
- comparing, in small groups,
proposed reasons for findings
and explaining their reasoning
Achievement Standards: General capability
By the end of Year 4, students describe
relationships that assist the survival of living
Literacy
things and sequence key stages in the life
cycle of a plant or animal. They identify • Understand how visual
when science is used to understand the elements create meaning
effect of their actions. • Understanding learning area
vocabulary
Students follow instructions to identify
• Navigate, read and view
investigable questions
about familiar contexts and make learning area texts
predictions based on prior knowledge. They • Interpret and analyse learning
describe ways to conduct investigations and area texts
safely use equipment to make and record • Compose spoken, written, visual
observations with accuracy. They use and multimodal learning area
provided tables and column graphs to
texts
organise data and identify patterns.
• Use knowledge of text
Students suggest explanations for structures
observations and compare their findings • Compose texts
with their predictions. They suggest reasons • Comprehend texts
why a test was fair or not. They use formal
and informal ways to communicate their
observations and findings.
Numeracy
• Recognise and use patterns and
relationships
• Interpret data displays
• Interpret chance events
Critical and Creative Thinking
• Identify and clarify information
and ideas
• Organise and process
information
• Evaluate procedures and
outcomes

Strand: Science Inquiry Skills Sub- Strand: Communicating

Descriptor:
Represent and communicate observations,
ideas and findings using formal and
informal representations (ACSIS071).
Elaborations:
- communicating with other
students carrying out similar
investigations to share
experiences and improve
investigation skills
- using simple explanations and
arguments, reports or graphical
representations to communicate
ideas to other students
Achievement Standards:
By the end of Year 4, students describe
relationships that assist the survival of living
things and sequence key stages in the life
cycle of a plant or animal. They identify
when science is used to understand the
effect of their actions.
Students follow instructions to identify
investigable questions
about familiar contexts and make
predictions based on prior knowledge. They
describe ways to conduct investigations and
safely use equipment to make and record
observations with accuracy. They use
provided tables and column graphs to
organise data and identify patterns.
Students suggest explanations for
observations and compare their findings
with their predictions. They suggest reasons
why a test was fair or not. They use formal
and informal ways to communicate their
observations and findings.
General capability
Literacy
• Compose texts
• Deliver presentations
• Compose spoken, written, visual
and multimodal learning area
texts
• Use language to interact with
others
• Understand how visual
elements create meaning
• Understand learning area
vocabulary
• Use spelling knowledge
• Use knowledge of text
structures
• Use knowledge of text cohesion
• Use knowledge of words and
word groups

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 • Use knowledge of sentence
structures
• Navigate, read and view
learning area texts
• Comprehend texts

Numeracy
• Interpret maps and diagrams

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Primary Connections – Year 4 Biological Sciences

https://www.youtube.com/watch?v=_xeYNnzwpSE

https://worksheets.theteacherscorner.net/make-your-own/word-search/

https://nurturestore.co.uk/growing-seeds-experiment

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016.

Australian Curriculum Science: Science and understanding Year 4, Version 8.3 Accessed 1, April 2019 at https://www.australiancurriculum.edu.au

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016.

Australian Curriculum Science: Science as a Human Endeavour Year 4, Version 8.3 Accessed 1, April 2019 at
https://www.australiancurriculum.edu.au

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016.

Australian Curriculum Science: Science Inquiry Skills Year 4, Version 8.3 Accessed 1, April 2019 at https://www.australiancurriculum.edu.au

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2016. Australian Curriculum Science: Achievement Standards Year 4 Version
8.3 Accessed 1, April 2019 at https://www.australiancurriculum.edu.au

Edwards, J 2003, ‘Butterfly Business: Connecting Science and Service Learning’, Feature article, Investigating, Vol 19, no , pp 8-11.

Hackling, M, Peers, S & Prain V 2007,

’Primary Connections: Reforming science teaching in Australian primary schools’ Teaching science, Vol 53, no 3, pp 12-16

Murcia, K 2007, ’Science for the 21st century teaching for scientific literacy in the primary classroom’, Teaching science, Vol 53, no 2, pp 16-19

Primary Connections 2012, Plants in action, Year 4 Biological science, The Australian Academy of Science, Canberra.

Skamp, K 2007, ’Conceptual learning in the primary and middle years: The interplay of heads, hearts and hands-on science’ Teaching science, Vol
53, no 3, pp 18-22

Smith, G 2002, ’Going Local’, Association for supervision and curriculum development, pp 30-33.

Student Resources (resources that engage students with the learning)

See appendix.

https://www.youtube.com/watch?v=pg92cspLy0I

https://prezi.com/view/jg5m43kYeGjhvnC65f6L/?fbclid=IwAR0pHj1oRrDCR69KiJxieIVgNRHU4E9SKU4AiLoruNnK92MmEdu6_9GKr4I

https://www.kidzone.ws/habitats/?fbclid=IwAR2bH0PODumbllUJ97MxTL8El-m5JObB87JhTi5qetE1ss2esGyAT8KOP-Y.

Teacher Evaluation (Reflection: How effective have you been?)

To consider:

What worked?

What didn’t work?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 Was it worth learning?
Why and why not?

How were the skills

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

Appendix 1

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
Appendix 2

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 3

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 4

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 5

Task Card
Learning Intention: Your task is to observe and measure the growth of bean seeds in varying environments and dependencies.
Learning Outcome: Students make and record observations of plants as they develop through their life cycles. Students will
determine the survival requirements of seedlings in varying environments.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

When you begin observations and record keeping….:
o Look closely. Draw what you see.

o Look again, perhaps with a magnifying glass, and draw some more.

o Label your drawing. Note the details you can see, where you found your item, and the date.

o Wonder. Ask questions. Think about what you see and why things look the way they do.

o Share your findings with others. Ask them if they know about your item. Research in books and online to find out
more. Learn and discover!

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

1 x set for soil/1 x set for cotton balls

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 Graph the growing rates of your seedlings

___________________________ ___________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Explaining the results of the investigation
What happened to the different seeds in the varying environments?

Why did this happen?

Did your results match your predications?

Evaluating the Investigation

What challenges did you experience doing this investigation?

How could you improve the investigation?

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

THE FOLLOWING CAN BE COMPLETED AS EXTRA ACTIVITIES

Name:
Created with TheTeachersCorner.net Word Search Maker

PLANTS
Search for and circle or highlight the hidden words. Words can be found horizontal, vertical or diagonal.

E R U T A R E P M E T I N M Y L J A F I
Z O J W X B G D Y H Y G X D R Z B V J Q
H O E C X R Y H I S C S D U Q E E P N H
S T O X T W H Z R X R E U O A L F V N G
L S B I Y R N O K O O F S N E E R G W E
J N K K X H C S E R O I - O L K J P T R
X O N O B B P T I G S S D A I I Q O Z C
W I S T L R R H H I E E P - D L G C N R
E T H L O F T U O E F D R G N N A H T R
W A V U A P B I D T L V C E O O N G T G
D N T L S T Y K W C O T N C T Q B Z H F
T I W O R G E M K D G S M B T A M R O B
P L E A V E S P D J Z E Y Q C R W Y A K
Y L T Q E J R E Z P T J R N O T B M D C
B O Q N R E E L S S F K G M T G L D F B
W P I L J S A C K N J B F Z I H B O I S
N M X F B S F X X B I C Z E B N E O K I
A I R U S C X R P Z A A X Y I Y A S T W
W X L H Z I I O U C F N S F Y C W T I E
F M G S S B B K M P K F E S Z L T I E S
AIR BEAN-SEED CARBON-DIOXIDE
GERMINATE GREEN GROW
LEAVES PETALS PHOTOSYNTHESIS
POLLINATION ROOTS SEED
SOIL SPROUT STEM
SUNLIGHT TEMPERATURE WATER

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 W X L H Z I I O U C F N S F Y C W T I E
F M GORDER
ALPHABETICAL S S B B K M P K F E S Z L T I E S
AIR BEAN-SEED CARBON-DIOXIDE
GERMINATE GREEN GROW
LEAVES PETALS PHOTOSYNTHESIS
POLLINATION ROOTS SEED
SOIL SPROUT STEM
SUNLIGHT TEMPERATURE WATER

1. ____________________________________

2. ____________________________________

3. ____________________________________

4. ____________________________________

5. ____________________________________

6. ____________________________________

7. ____________________________________

8. ____________________________________

9. ____________________________________

10. ____________________________________

11. ____________________________________

12. ____________________________________

13. ____________________________________

14. ____________________________________

15. ____________________________________

16. ____________________________________

17. ____________________________________

18. ____________________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

 DEFINITIONS

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

5. _________________________________________________________________

6. _________________________________________________________________

7. _________________________________________________________________

8. _________________________________________________________________

9. _________________________________________________________________

10._________________________________________________________________

11._________________________________________________________________

12._________________________________________________________________

13._________________________________________________________________

14._________________________________________________________________

15._________________________________________________________________

16._________________________________________________________________

17._________________________________________________________________

18._________________________________________________________________

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Appendix 6
Plant Investigation
Teacher Name: Hannah Arbon & Vyanah Lethbridge
Student Name: ________________________________________
CATEGORY 4 3
Components of the report All required elements are
present and additional
elements that add to the
report (e.g., thoughtful
comments, graphics) have
been added.
Question/Purpose The purpose of the lab or
the question to be
answered during the lab is
clearly identified and
stated.
Variables All variables are clearly
described with all relevant
details.
Experimental Hypothesis Hypothesized relationship
between the variables and
the predicted results is
clear and reasonable based
on what has been studied.
Materials All materials and setup
used in the experiment are
clearly and accurately
described.
Journal/Notebook Clear, accurate, dated
notes are taken regularly.
Data Professional looking and
accurate representation of
the data in tables and/or
graphs. Graphs and tables
are labelled and titled.
Conclusion Conclusion includes
whether the findings
supported the hypothesis,
possible sources of error,
and what was learned from
the experiment.
Summary Summary describes the
skills learned, the
information learned and
some future applications to
real life situations.
Spelling, Punctuation and One or fewer errors in
Grammar spelling, punctuation and
grammar in the report.
Drawings/Diagrams Clear, accurate diagrams
are included and make the
experiment easier to
understand. Diagrams are
labelled neatly and
accurately.
©Planning for learning in mathematics and science, 2018 drafted by B.O.P.
2 1
All required elements are present. One required element is missing, Several required elements are missing.
but additional elements that add
to the report (e.g., thoughtful
comments, graphics) have been
added.
The purpose of the lab or the The purpose of the lab or the The purpose of the lab or the question to
question to be answered during question to be answered during be answered during the lab is erroneous
the lab is identified but is stated the lab is partially identified and or irrelevant.
in a somewhat unclear manner. is stated in a somewhat unclear
manner.
All variables are clearly described Most variables are clearly Variables are not described OR the
with most relevant details. described with most relevant majority lack sufficient detail.
details.
Hypothesized relationship Hypothesized relationship No hypothesis has been stated.
between the variables and the between the variables and the
predicted results is reasonable predicted results has been stated
based on general knowledge and but appears to be based on
observations. flawed logic.
Almost all materials and the setup Most of the materials and the Many materials are described
used in the experiment are clearly setup used in the experiment are inaccurately OR are not described at all.
and accurately described. accurately described.
Dated, clear, accurate notes are Dated, notes are taken Notes rarely taken or of little use.
taken occasionally. occasionally, but accuracy of
notes might be questionable.
Accurate representation of the Accurate representation of the Data are not shown OR are inaccurate.
data in tables and/or graphs. data in written form, but no
Graphs and tables are labelled graphs or tables are presented.
and titled.
Conclusion includes whether the Conclusion includes what was No conclusion was included in the
findings supported the hypothesis learned from the experiment. report OR shows little effort and
and what was learned from the reflection.
experiment.
Summary describes the Summary describes the No summary is written.
information learned and a information learned.
possible application to a real life
situation.
Two or three errors in spelling, Four errors in spelling, More than 4 errors in spelling,
punctuation and grammar in the punctuation and grammar in the punctuation and grammar in the report.
report. report.
Diagrams are included and are Diagrams are included and are Needed diagrams are missing OR are
labelled neatly and accurately. labelled. missing important labels.
 Appendix 7

Identifies the difference

✓ On-target

between living and non-

Assessment Checklist

 Not on-target

living.
Identifies water as a survival
need.
o Somewhat on-target

Identifies food as a survival

need.

Identifies air as a survival

need.

Identifies
environment/habitat as a
survival need.

©Planning for learning in mathematics and science, 2018 drafted by B.O.P.

Identifies shelter as a survival
need.

Identifies sunlight as a
survival need.

Identifies certain
temperatures as a survival
need.
Living things move, respire,
respond to stimuli.

Understands roles of
producers, composers and
decomposers.

Understands the roles of

herbivores, carnivores and
omnivores.
Understands, describes and
compares life cycles of plants
and animals.