Science and Technology Report Card Comments, Grades 1-3 (Ontario)

Science and Technology combines STEM Skills and Connections, including research, experimentation, the engineering design process and coding, with four content strands: Life Systems, Matter and Energy, Structures and Mechanisms, and Earth and Space Systems.

Below are 13 sample sentences for Grades 1-3: two strengths and one next step for each of the 4 comment levels (Level 4 (A, 80-100%) / Level 3 (B, 70-79%) / Level 2 (C, 60-69%) / Level 1 (D, 50-59%)), plus a tip for families. They are a small selection from the 411 science and technology sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Level 4 (A, 80-100%) · Level 3 (B, 70-79%) · Level 2 (C, 60-69%) · Level 1 (D, 50-59%) · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Level 4 (A, 80-100%) A

Strengths

When building in science and technology, [Name] plans a structure with a labelled drawing, tests it and improves it on [his/her/their] own until it does the job well.
[Name] thoughtfully connects science learning to everyday life and the environment, suggesting practical actions that support sustainability at school and in the community.

Next steps:

Leading a small class project, such as caring for a classroom plant or reducing lunch waste, will let [Name] apply science learning to real life.

Level 3 (B, 70-79%) B

Strengths

During coding activities in science and technology, [Name] arranges instructions in order to move a character along a path and corrects most mistakes after testing.
[Name] communicates science learning clearly, using labelled diagrams, charts and key vocabulary to share results.

Next steps:

Noticing living things and materials on a walk around the schoolyard, then talking about them in class, will help [Name] connect science to daily life.

Level 2 (C, 60-69%) C

Strengths

In science design challenges, [Name] builds a simple structure from classroom materials and, with support, tests whether it stands up or holds an object.
[Name] records findings in [his/her/their] science journal with simple drawings and labels, and is developing the use of science words to describe them.

Next steps:

[Name] can use a sentence starter to name one way to care for plants, animals or the land near our school, and explain why it helps.

Level 1 (D, 50-59%) D

Strengths

With a picture card for each step, [Name] is beginning to put a short set of coding instructions in order during science activities.
[Name] shares science findings with limited detail through drawings and, with a sentence starter, can add a short label or sentence.

Next steps:

With picture cards showing caring actions, [Name] can choose one way to care for a plant, an animal or the schoolyard and practise it with the class.

Support at home

Building with household materials such as cardboard, tape and paper tubes lets your child plan, test and improve a structure at home.

How to write science and technology comments for Grades 1-3

Describe observing with the senses and recording what was noticed: drawing a seedling each week, sorting materials by how they feel, or filling in a picture chart. These skills fit every Grade 1-3 unit.
Name the science words the child uses correctly, such as 'living', 'texture', 'push' or 'stable'. Families can reuse the same words while cooking, on a walk or while building with blocks.
For a design challenge, such as building a tower that stands on its own, say what the child did when it fell: tried a wider base, added supports or explained what went wrong.

Watch out: Avoid describing only the unit, such as 'enjoyed our rocks unit'. Name what the student explained, tested or built, so the comment shows science learning and still reads well months later.

Level 4 (A, 80-100%) language is thorough, independent and applied in new situations; Level 3 (B, 70-79%) is considerable, clear and usually accurate; Level 2 (C, 60-69%) shows some effectiveness, often with a model or support; Level 1 (D, 50-59%) names what the student does with direct support and what is emerging. The grade is already printed, so describe the learning rather than restating the mark.

What Science and Technology covers

Report card strands and skills for science and technology:

STEM Skills and Connections: scientific research and experimentation, the engineering design process, safe practice, communicating findings
Coding and emerging technologies, and connections between science, technology, society and the environment
Understanding of key ideas in Life Systems, Matter and Energy, Structures and Mechanisms, and Earth and Space Systems
Use of science and technology vocabulary, models, diagrams and data to explain ideas

More Ontario subjects comments

How these sentences were made, and what has been checked: About these comments.