T2 2020/21 Report Card Comments – Katrina Szumlas (JH Science)

OC1 – Understands and makes connections between concepts

OC2 – Analyzes and solves problems through scientific reasoning
OC3 – Develops skills for inquiry and communication
OC4 – Explores scientific events and issues in society and the environment

Grade 7 Science Comments

T2 2020-21
General Statement In Science this term, students investigated Unit B: Plants for Food and
(Beginning of each Fibre, and Unit C: Heat and Temperature.
comment)
Below OC1 <First name> is experiencing difficulty making connections between
how human needs have resulted in the development of technologies
for gathering and controlling thermal energy. <He/She> does not yet
demonstrate an understanding of the long-term implications of such
technologies on natural resources and the environment.
OC2 With support <he/she> is beginning to analyze scientific principles
such as the Particle Model of Matter, through interactive online
simulations. <First name> cannot yet explain how the Particle Model
of Matter is used to describe the effects of temperature on the motion
of particles.
OC3 <First name> is experiencing challenges inquiring about the needs of
a plant species in a particular environment, and using this knowledge
to invent a species that would be able to reproduce and survive in that
given area while also being used as a source of food and fibre.
<He/She> is in the beginning stages of communicating <his/her>
ideas through a written presentation.
OC4 NA
Approaching OC1 <First name> is working towards making connections between how
human needs have resulted in the development of technologies for
gathering and controlling thermal energy. <He/She> sometimes
demonstrates an understanding of the long-term implications of such
technologies on natural resources and the environment.
OC2 <First name> is beginning to analyze scientific principles such as the
Particle Model of Matter, through interactive online simulations. <First
name> attempts to explain how the Particle Model of Matter is used to
describe the effects of temperature on the motion of particles.
OC3 <First name> is beginning to use inquiry to investigate the needs of a
plant species in a particular environment, and use this knowledge to
invent a species that would be able to reproduce and survive in that
given area while also being used as a source of food and fibre.
<He/She> can communicate basic ideas through a written
presentation.
OC4 NA
Meeting OC1 <First name> can make connections between how human needs have
resulted in the development of technologies for gathering and
controlling thermal energy. <He/She> demonstrates an acceptable
understanding of the long-term implications of such technologies on
 natural resources and the environment.
OC2 <First name> can analyze scientific principles such as the Particle
Model of Matter, through interactive online simulations. <First name>
is able to explain how the Particle Model of Matter is used to describe
the effects of temperature on the motion of particles.
OC3 <First name> can inquire about the needs of a plant species in a
particular environment, and use this knowledge to invent a species
that would be able to reproduce and survive in that given area while
also being used as a source of food and fibre. <He/She> is able to
communicate <his/her> ideas through a written presentation.
OC4 NA
Excelling OC1 <First name> can consistently make relevant connections between
how human needs have resulted in the development of technologies
for gathering and controlling thermal energy. <He/She> demonstrates
an accurate understanding of the long-term implications of such
technologies on natural resources and the environment.
OC2 <First name> can accurately analyze scientific principles such as the
Particle Model of Matter, through interactive online simulations. <First
name> is able to thoroughly explain how the Particle Model of Matter
is used to describe the effects of temperature on the motion of
particles.
OC3 <First name> can proficiently apply inquiry skills related to the needs
of a plant species in a particular environment, and use this knowledge
to meaningfully invent a species that would be able to reproduce and
survive in that given area while also being used as a source of food
and fibre. <He/She> is able to confidently communicate <his/her>
ideas through a written presentation.
OC4 NA
NE There is no submitted evidence supporting that <Name> can inquire
about the needs of a plant species in a particular environment, or that
<he/she> can communicate <his/her> ideas through the form of a
written presentation.
Next Steps -Consider real life examples when completing the unit vocabulary
(1 or NE) booklet in order to further support making connections.
-I encourage <Name> to complete the unit vocabulary booklet in order
to further support conceptual understanding and scientific vocabulary.
-View the media resources provided to <him/her> to further guide
research and facilitate understanding of the concepts being explored.
-I encourage <blank> to begin to make use of the examples provided
in class to communicate with clarity and in detail when completing
projects.
-I encourage <Name> to ask questions during class and to schedule
meetings with me to further support <his/her> learning in Science.
-I encourage <Name> to ask questions to further support making
connections.
Grade 8 Science Comments

T2 2020-21
General Statement In Science this term, students investigated Unit B: Cells and Systems
(Beginning of each and Unit C: Light and Optical Systems.
comment)
Below OC1 <First name> is experiencing difficulty making connections between
the different properties of light and the importance of light for everyday
technologies.
OC2 With support <he/she> is beginning to analyze light properties such as
reflection and refraction, through interactive online simulations. <First
name> cannot yet explain how problems have been overcome by the
use of light.
OC3 With support <First name> can inquire about factors that can affect the
healthy functioning of organ systems in the human body. <He/she> is
experiencing difficulty communicating <his/her> findings through the
creation of an informative brochure.
OC4 <First name> has a limited understanding of how the lifestyle choices
we make affect have an effect on our organ systems.
Approaching OC1 With support <First name> is beginning to understand and make
connections between the different properties of light and the
importance of light for everyday technologies.
OC2 <He/She> can sometimes analyze light properties such as reflection
and refraction, through interactive online simulations, and attempt to
explain how problems have been overcome by the use of light.
OC3 <First name> is beginning to form basic inquiries about factors that
can affect the healthy functioning of organ systems in the human body,
and communicate <his/her> findings through the creation of an
informative brochure.
OC4 <First name> is developing an understanding of how the lifestyle
choices we make have an effect on our organ systems.
Meeting OC1 <First name> can understand and make connections between the
different properties of light and the importance of light for everyday
technologies.
OC2 <He/She> can analyze light properties such as reflection and
refraction, through interactive online simulations. <First name> can
explain how problems have been overcome by the use of light.
OC3 <First name> can inquire about factors that can affect the healthy
functioning of organ systems in the human body, and communicate
<his/her> findings through the creation of an informative brochure.
OC4 <First name> demonstrates an understanding of how the lifestyle
choices we make have an effect on our organ systems.
Excelling OC1 <First name> can understand and make complex connections
between the different properties of light and the importance of light for
everyday technologies.
OC2 <He/She> can accurately analyze light properties such as reflection
 and refraction, through interactive online simulations. <First name>
can confidently explain how problems have been overcome by the use
of light.
OC3 <First name> can inquire about factors that can affect the healthy
functioning of organ systems in the human body, and thoroughly
inform and engage the audience when required to communicate
<his/her> findings through the creation of an informative brochure.
OC4 <First name> consistently demonstrates an understanding of how the
lifestyle choices we make have an effect on our organ systems.
NE There is no submitted evidence supporting that <Name> can
understand and communicate how the lifestyle choices we make have
an effect on our organ systems.
Next Steps -Consider real life examples when completing the unit vocabulary
(1 or NE) booklet in order to further support making connections.
-I encourage <Name> to complete the unit vocabulary booklet in order
to further support conceptual understanding and scientific vocabulary.
-I encourage <Name> to view the media resources provided to
<him/her> to further guide research and facilitate understanding of the
concepts being explored.
-Begin to make use of the examples provided in class to communicate
with clarity and in detail when completing projects.
-I encourage <Name> to ask questions during class and to schedule
meetings with me to further support <his/her> learning in Science.
-I encourage <Name> to ask questions to further support making
connections.

Grade 9 Science Comments

T2 2020-21
General Statement In Science this term, students investigated Unit D: Electrical Principles
(Beginning of each and Technologies, and Unit E: Space Exploration.
comment)
Below OC1 <First name> is experiencing difficulty making connections between
how energy can be transformed and used in various technologies to
perform different functions.
OC2 With support <he/she> can construct series and parallel circuits
through interactive online simulations, and is rarely able to analyze
this information to solve complex problems.
OC3 <First name> is beginning to form basic inquiries about the needs of a
human in outer space, and with guidance can invent a colony that
would allow humans to survive on Mars. <He/She> cannot yet
communicate <his/her> ideas clearly in the Mission to Mars project.
OC4 <First name> has a limited understanding of how advances in space
technologies are contributing to improving life on Earth.
Approaching OC1 <First name> is beginning to make connections between how energy
can be transformed and used in various technologies to perform
 different functions.
OC2 With support <he/she> can construct series and parallel circuits
through interactive online simulations, and can sometimes analyze this
information to solve complex problems.
OC3 <First name> can form basic inquiries about the needs of a human in
outer space, and can invent a colony that would allow humans to
survive on Mars. <He/She> is able to communicate basic ideas in the
Mission to Mars project.
OC4 <First name> is developing an understanding of how advances in
space technologies are contributing to improving life on Earth.
Meeting OC1 <First name> understands and makes connections between how
energy can be transformed and used in various technologies to
perform different functions.
OC2 <He/She> can construct adequate series and parallel circuits through
interactive online simulations, and is often able to analyze this
information to solve complex problems.
OC3 <First name> can inquire about the needs of a human in outer space,
and applies <his/he> research to invent a colony that would allow
humans to survive on Mars. <He/She> is able to clearly communicate
ideas in the Mission to Mars project.
OC4 <First name> demonstrates an understanding of how advances in
space technologies are contributing to improving life on Earth.
Excelling OC1 <First name> understands and confidently makes connections
between how energy can be transformed and used in various
technologies to perform different functions.
OC2 <He/She> can accurately construct series and parallel circuits through
interactive online simulations, and is able to analyze this information to
solve complex problems.
OC3 <First name> can form purposeful inquiries about the needs of a
human in outer space, and applies <his/her> research to invent a
detailed colony that would allow humans to survive on Mars.
<He/She> is able to thoroughly communicate ideas in the Mission to
Mars project.
OC4 <First name> consistently demonstrates an understanding of how
advances in space technologies are contributing to improving life on
Earth.
NE -There is no submitted evidence supporting that <Name> understands
and can communicate the needs of a human in space or on the planet
Mars.
-There is no evidence of <her/his> ability to construct different types of
circuits through interactive online simulations, and analyze the circuits
in order to solve basic problems due to missing work.

Next Steps -Consider real life examples when completing the unit vocabulary
(1 or NE) booklet in order to further support making connections.
-I encourage <Name> to complete the unit vocabulary booklet in order
to further support conceptual understanding and scientific vocabulary.
-I encourage <Name> to view the media resources provided to
<him/her> to further guide research and facilitate understanding of the
concepts being explored.
-Begin to make use of the examples provided in class to communicate
with clarity and in detail when completing projects.
-I encourage <Name> to ask questions during class and to schedule
meetings with me to further support <his/her> learning in Science.
-I encourage <Name> to ask questions to further support making
connections.