Science and Technology Report Card Comments, Grades 4-6 (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 4-6: 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

[Name] evaluates how science and technology affect people and the environment, proposing thoughtful ways to reduce waste and conserve resources at school and at home.
When sharing results in science, [Name] chooses the best format for the audience, such as a graph, model or poster, and explains [his/her/their] reasoning precisely.

Next steps:

Examining a teacher-provided photo sequence of electrical work or carpentry, [Name] might identify where forces, energy or materials matter on the job.

Level 3 (B, 70-79%) B

Strengths

[Name] weighs the benefits and drawbacks of familiar technologies for communities and the environment, giving clear, science-based reasons for [his/her/their] opinions.
[Name] plans and builds science and technology projects with considerable skill, choosing suitable materials and explaining most design decisions clearly.

Next steps:

Using loops in a block-based coding program, [Name] can shorten code that models a science idea and test whether it still works.

Level 2 (C, 60-69%) C

Strengths

[Name] can describe a few ways science and technology affect the environment and, with prompting, suggests a simple action to conserve energy or resources.
[Name] shows some skill in testing [his/her/their] science and technology designs and is developing the habit of noting what worked and what did not.

Next steps:

Following a short coding guide with pictures, [Name] can trace one loop with a counter and state how many times the steps repeat.

Level 1 (D, 50-59%) D

Strengths

During science discussions about the environment, [Name] shows a limited understanding of human impact but can name one way to save energy or resources when given examples.
When testing models in science and technology, [Name] can point to one part that worked and is beginning to suggest a change with teacher help.

Next steps:

Copying a short program from a picture card and running it with a partner, [Name] can see how each block changes the model.

Support at home

A visit to a local park, conservation area or museum on a free day gives your child a chance to observe nature and ask science questions.

How to write science and technology comments for Grades 4-6

Describe fair testing: does the student change one thing, keep everything else the same and record results in a table? A next step such as naming what stayed the same in each trial is precise.
Junior units change every grade, so describe understanding that carries over, such as explaining how forces act on a structure or how living things depend on their habitat, rather than one unit's facts alone.
Use the science journal as evidence: a labelled sketch, test results and one change made after testing. Comment on the improvement and the reason given for it, not on how polished the finished model looks.

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.