WELCOME TO THE 1ST GRADE SCIENCE CLASS
TERM I
1. Identifies characteristics and changes of states of matter to record data from purposeful observations
2. Studies properties, characteristics and changes of matter to describe patterns observed
3. Observes characteristics of specific materials to infer relationships between the material and its properties
4. Identifies problem questions or situations regarding properties of matter to construct arguments using examples or counterexamples
5. Describe and classify different kinds of materials by their observable properties to make hypothesis according to problem questions or situations about potential uses of the material
6. Explores properties and states of matter with specific examples to develop models about them
7. Engages in focused explorations to sequence given instructions according to the task.
8. Monitors focused explorations to reflect on mistakes and accomplishments of his own performance
TERM II
1. Seeks information of living beings’ habitats and needs to organize characteristics of structure/function and/or cause/effect relationships
2. Organizes information about living beings needs and habitats to link structures to their function and/or causes to their effects
3. Observes examples of living beings needs and the habitats they live in to characterize structures and functions
4. Organizes information of structure/function and/or cause/effect links to relate habitat characteristics to organisms needs
5. Lists characteristics of living beings’ needs and habitats to formulate hypothesis of cause/effect and/or structure/function situations
6. Uses purposeful observation of living beings’ and their needs determined by their habitat features to construct description models of patterns and relationships
7. Follows strategies given to complete a coherent sequence of steps with teacher’s assistance.
8. Uses written and oral feedback from teacher to identify the steps that worked best and those that did not during his learning process.
1. Identifies characteristics and changes of states of matter to record data from purposeful observations
- Excelente: His data integrates explicit and implicit information with minor teacher's guidance
- Sobresaliente: His data includes implicit information worked in class under teacher's guidance
- Bueno: His data is organized and shows explicit information worked in class under teacher's guidance
- Insuficiente: His data show previous ideas that approaches to the explicit information worked in class
- Deficiente: His data does not represent any idea or concept from the conceptual framework
2. Studies properties, characteristics and changes of matter to describe patterns observed
- Excelente: His description includes specific characteristics of each of the states of matter and causes of its changes and/or detailed information when mixtures are formed
- Sobresaliente: His description includes recognition of variables that determine the states of matter accompanied by specific examples and/or characteristics of the mixtures studied
- Bueno: His description show identification of the variables involved in the definition of matter, recognition of its different states and/or definition of what a mixture is
- Insuficiente: His description show confusion in the variables that determine the definition of matter, in the states and in the understanding of what a mixture is
- Deficiente: His description shows no understanding of the definition of matter and does not recognize the states and/or what a mixture is
3. Observes characteristics of specific materials to infer relationships between the material and its properties
- Excelente: Includes some potential uses of the material according to the properties or established implicit/explicit characteristics
- Sobresaliente: Shows implicit characteristics of the material that comes from deductions built in class
- Bueno: Identifies the explicit characteristics of the material which help them to recognize its properties
- Insuficiente: Show accessory characteristics that do not determine properties of the material
- Deficiente: Shows information that does not match with intended observations made in class based on the conceptual framework
4. Identifies problem questions or situations regarding properties of matter to construct arguments using examples or counterexamples
- Excelente: His claims incorporates detailed information that allows to see the relationship between the claim and the examples or counterexamples used
- Sobresaliente: His claims are supported with examples and counterexamples discussed in class
- Bueno: His claims are accompanied with examples seen and discussed in class
- Insuficiente: His claims are supported with previous unrelated ideas
- Deficiente: His claims are not supported with any kind of example
5. Describe and classify different kinds of materials by their observable properties to make hypothesis according to problem questions or situations about potential uses of the material
- Excelente: His hypothesis integrates both explicit and implicit information supported with examples and/or counterexamples
- Sobresaliente: His hypothesis includes implicit information worked in class
- Bueno: His hypothesis uses explicit information worked in class
- Insuficiente: His hypothesis uses previous ideas
- Deficiente: Shows difficulties constructing predictive claims
6. Explores properties and states of matter with specific examples to develop models about them
- Excelente: His model is supported with descriptions of implicit characteristics or properties of the states of matter
- Sobresaliente: His model includes descriptions of explicit information of the states of matter or other properties
- Bueno: His model represents the states of matter with no further descriptions
- Insuficiente: His model shows inconsistencies of the properties or states of matter
- Deficiente: His model cannot represent by itself the observations made in class about the characteristics of the states of matter or other properties
7. Engages in focused explorations to sequence given instructions according to the task.
- Excelente: His sequence of instructions shows the steps modelled by the teacher and offers additional ones.
- Sobresaliente: His sequence of instructions evidences the steps modelled by the teacher, supporting the connection among them.
- Bueno: His sequence of instructions presents the most relevant steps needed to complete the task
- Insuficiente: His sequence of instructions ignores important steps from the given model.
- Deficiente: His sequence of instructions presents random steps with no particular order.
8. Monitors focused explorations to reflect on mistakes and accomplishments of his own performance
- Excelente: His reflection leads him to propose personal improvement actions while fulfilling the requirements established by the teacher.
- Sobresaliente: His reflection takes him to appropriate actions that have been suggested by the teacher as a way to improve his performance.
- Bueno: His reflection allows him to use the specific rubric or matrix assigned by the teacher.
- Insuficiente: His reflection leads to improvement actions without taking into account the suggestions given by the teacher
- Deficiente: Confuses improvement actions stopping him from making evident corrections.
TERM II
1. Seeks information of living beings’ habitats and needs to organize characteristics of structure/function and/or cause/effect relationships
- Excelente: Establishes the order according to the type of characteristic (s) chosen
- Sobresaliente: Identifies the types of characteristics that can be used to organize the group of elements
- Bueno: Observes purposefully the elements to be organized answering the guiding questions proposed by the teacher
- Insuficiente: Gathers incomplete data from the guiding questions
- Deficiente: Shows irrelevant data in his observations
2. Organizes information about living beings needs and habitats to link structures to their function and/or causes to their effects
- Excelente: States the link between structures-functions and/or causes-effects in the form of a conclusion
- Sobresaliente: Includes characteristics of the functions and/or effects
- Bueno: Gives characteristics of the structures and/or causes.
- Insuficiente: Confuses characteristics of the structures and/or causes
- Deficiente: Presents no characteristics of structures and/or causes
3. Observes examples of living beings needs and the habitats they live in to characterize structures and functions
- Excelente: Determines the essential characteristic (s) for either structures and/or functions
- Sobresaliente: Rules out characteristics that are accessory but not essential to either structures or functions
- Bueno: Selects accessory characteristics that belong to structures and/or functions
- Insuficiente: Chooses characteristics that do not belong to structures and/or functions
- Deficiente: Shows no selection of any characteristic
4. Organizes information of structure/function and/or cause/effect links to relate habitat characteristics to organisms needs
- Excelente: Formulates the link between the organisms and habitats in terms of adaptations
- Sobresaliente: Incorporates the specific needs of organisms, including plant and/or animals, in terms of food, shelter, water, light and/or reproduction
- Bueno: Establishes the characteristics of the specific habitat (s) in terms of physical conditions and landscape description
- Insuficiente: Presents characteristics of the habitat only in terms of landscape descriptions
- Deficiente: Shows characteristics that are not related to the specific habitat
5. Lists characteristics of living beings’ needs and habitats to formulate hypothesis of cause/effect and/or structure/function situations
- Excelente: His hypothesis includes a logical reasoning connecting causes with their effects or structures with their functions.
- Sobresaliente: His hypothesis incorporates ideas, examples, and counterexamples that emerge in class discussions
- Bueno: His hypothesis is based on previous ideas of daily life experiences that fit with examples seen in class
- Insuficiente: His hypothesis is based on previous ideas
- Deficiente: His hypothesis does not correspond to the situation given
6. Uses purposeful observation of living beings’ and their needs determined by their habitat features to construct description models of patterns and relationships
- Excelente: Formulates the modeled relationships of cause/effect and/or structure/function in the form of patterns
- Sobresaliente: Describes the relationships of structure/function and/or cause/effect modeled situations
- Bueno: Identifies the elements of the model that make-up the structure/function or cause/effect relationships
- Insuficiente: Presents a coherent model but he is not able to identify completely its elements
- Deficiente: Shows unrelated elements in the model regarding the conceptual framework
7. Follows strategies given to complete a coherent sequence of steps with teacher’s assistance.
- Excelente: Proposes a sequence of steps including new ones.
- Sobresaliente: Presents a sequence of steps independently.
- Bueno: Presents a complete sequence of steps with teacher’s assistance.
- Insuficiente: Presents an incomplete sequence of steps.
- Deficiente: There is no evidence of a sequence of steps.
8. Uses written and oral feedback from teacher to identify the steps that worked best and those that did not during his learning process.
- Excelente: Applies his own proposal to the sequence of steps in order to improve his work.
- Sobresaliente: Suggests modifications to the sequence of steps in order to improve his work.
- Bueno: The sequence of steps followed corresponds to the teacher’s feedback.
- Insuficiente: Shows difficulties in understanding the relevance of the steps followed during his learning process.
- Deficiente: Does not identify the sequence of steps followed to complete a task.