Science and Technology Performance Task – Grade / Division K-8 CRITERIA Performance Indicators Level 1 Level 2 Level 3 Level 4 Process plan Develops a plan with Develops a workable Develops a clear Develops a workable limited clarity and a plan with some clarity workable plan plan and modifies the few steps and some steps including steps in a plan as necessary logical sequence Design Process use Uses tools, Uses tools, Uses tools, Uses tools, of materials equipment, and equipment, and equipment, and equipment, and materials with limited materials with some materials safely materials safely and regard to safety regard to safety appropriately Design Process use Demonstrates little Demonstrates some Uses the design Uses the design of design process use of the design use of the design process (plan, build, process (plan, build, process (plan, build, process (plan, build, test, evaluate, test, evaluate, test, evaluate, test, evaluate, communicate) communicate) communicate) communicate) effectively Model Translates design Translates design Successfully Successfully translate plan to plans into a working plans into a working translates design translates design plan model model, with model with limited plan into a working into a working model assistance assistance model based on based on criteria criteria required required Model Creates model that Creates model with Creates model that Creates model that model performs performs intended some evidence of functions functions beyond intended task function in a limited intended function successfully expectations manner according to specifications Communication Uses little appropriate Uses some Uses most Uses all appropriate terminology terminology for grade appropriate appropriate terminology for grade level terminology for grade terminology for level level grade level Communication Report lacks clarity Communicates with Communicates Communicates clarity some clarity clearly and clearly, precisely, and precisely (e.g., oral insightfully or written) through all stages of task Communication Limited awareness of Uses a presentation Chooses a Skilfully chooses a presentation skills / importance of style to style that is presentation style presentation style style suit purpose somewhat that is appropriate that maximizes the appropriate to to purpose and impact for purpose purpose and audience audience and audience
Science and Technology Performance Task – Grade / Division K-8 CRITERIA Performance Indicators Level 1 Level 2 Level 3 Level 4 Process plan Develops a plan with limited clarity and a few steps Develops a workable plan with some clarity and some steps Develops a clear workable plan including steps in a logical sequence Develops a workable plan and modifies the plan as necessary Design Process use of materials Uses tools, equipment, and materials with limited regard to safety Uses tools, equipment, and materials with some regard to safety Uses tools, equipment, and materials safely Uses tools, equipment, and materials safely and appropriately Design Process use of design process Demonstrates little use of the design process (plan, build, test, evaluate, communicate) Demonstrates some use of the design process (plan, build, test, evaluate, communicate) Uses the design process (plan, build, test, evaluate, communicate) Uses the design process (plan, build, test, evaluate, communicate) effectively Model translate plan to model Translates design plans into a working model, with assistance Translates design plans into a working model with limited assistance Successfully translates design plan into a working model based on criteria required Successfully translates design plan into a working model based on criteria required Model model performs intended task Creates model that performs intended function in a limited manner Creates model with some evidence of intended function Creates model that functions successfully according to specifications Creates model that functions beyond expectations Communication terminology Uses little appropriate terminology for grade level Uses some appropriate terminology for grade level Uses most appropriate terminology for grade level Uses all appropriate terminology for grade level Communication clarity Report lacks clarity Communicates with some clarity Communicates clearly and precisely (e.g., oral or written) through all stages of task Communicates clearly, precisely, and insightfully Communication presentation skills / style Limited awareness of importance of style to suit purpose Uses a presentation style that is somewhat appropriate to purpose and audience Chooses a presentation style that is appropriate to purpose and audience Skilfully chooses a presentation style that maximizes the impact for purpose and audience
gr8_matterenergy.docx