Grade 5 Science Learning Outcome

Describe the living and nonliving components of a wetland ecosystem & the interactions within and among:

• Producers: Green plants that make their own food, using sunlight                        

• Consumers: Animals that eat living plants and/or animals                          

• Decomposers: Organisms, such as molds, fungi, insects and worms, that reuse and recycle materials that were formerly living           

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Heading into this personal communication task the class just finished a unit/lesson on the types of organisms found in wetlands. Students would have come to understand that all plants and animals have unique and important roles within a functioning wetland. The key terminology they would have become familiar with is as follows: wetland, living, non-living, producer, consumer and decomposer. Additionally, the students would have taken a field trip to a wetland just prior to this activity where they were to gather observations. During the trip to students were told to collect valuable information just like scientists. The goal is that the students identify the roles of the different organisms within the wetland they visit. Upon returning to school the students will draw and illustrate the different food chains that exist in the wetland that they visited based on their personal observations.

Performance Task

Grade 3 Social Studies Learning Outcome

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Examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world by exploring and reflecting upon the following question for inquiry:

• What are the traditions, celebrations, stories and practices in the communities that connect the people to the past and to each other (e.g., language spoken, traditions, customs)? 

Heading into this performance task the class would have just finished a unit/lesson on the interconnectedness of communities in the past and present. Previously, the class took a trip to a local museum to observe and learn about their community’s ancestors shared experiences. Also, the students would have brought in an artifact to share about their own family history or to discuss a tradition they have. Lastly, throughout the semester the class has discussed various religious and cultural celebrations. The emphasis of their background knowledge was placed on the value of shared experiences, family traditions, and cultural/ religious celebrations. The task at hand for the students is to create a photo album of an imaginary family demonstrating an understanding of the traditions, celebrations, stories and practices that create a family bond and connect them to their ancestry. Because the families are imaginary the students will be pushed to use their creative thinking skills in order to demonstrate their understanding. Finally, the students will compare and contrast each family. How could they be connected? What similarities do they have? Who could have the same ancestors? Which families are the most different?

Single Point Rubrics