|
|
 |
Growing grains: assessment |
Years K–2 |
Early assessment
INV ES1.7 Investigates their surroundings by observing, questioning, exploring and reporting.
- Makes observations using all senses and responds to questions about ways to find out.
- Makes collections and identifies features of items collected.
- Tells others about what has been found out.
LT ES1.3 Identifies ways in which living things are different and have different needs.
- Living things have particular needs, which if not met can affect their life and development.
- Humans use plants and animals in their everyday lives for particular needs and wants.
Assessment will be on the following aspects of the task |
|
The following qualities will be present in student's work |
Keeping a plant diary |
|
|
- Draw and write daily observations of the investigation.
|
|
- Diary is dated to show regular data collection.
|
- Include growth information.
|
|
- Drawings clearly show growth development.
|
|
|
|
Understanding the place of grains in the diet Students present
|
|
|
- labeled drawing of the items found in their lunchbox
|
|
- Presents information in a clear and concise way.
|
- why grains are important in their diet.
|
|
- Clearly articulates why grains are important in their diet.
|
|
|
|
Assessment
INV S1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations.
- Responds to stimulus material by asking simple questions such as:
How? Why? What will happen if... ?
- Helps make decisions about ways to investigate.
- Suggests evidence needed to answer each question using a variety of collected data (drawings, photographs, video, digital camera, survey of others).
LT S1.3 Identifies and describes ways in which living things grow and change.
- Plants grow from seeds.
- Plants need various requirements for growth (e.g. water, light).
Assessment will be on the following aspects of the task |
|
The following qualities will be present in student's work |
Presenting the steps of the investigation
Students present a storyboard or drawing sequence to provide:
|
|
|
- an outline of the procedure for the investigation followed including identifying control and variables, e.g. light, water
|
|
- Drawings are clearly labeled and in correct sequence.
|
- an analysis of their test results
|
|
- Observation diary supports storyboard.
|
- recommendations for greater success.
|
|
- Makes suitable recommendation with explanations.
|
|
|
|
Understanding the place of grains in the diet
Students present:
|
|
|
- a list of the grains and legumes found in their pantry search
|
|
- Presents information in a clear and concise way, showing understanding of what food products are grains and legumes.
|
- a written statement of why grains are important in their diet.
|
|
- Writes a clearly articulated statement about the importance of grains in their diet.
|
|
|
|
|
|
|
|
|
