/* SAVE YOURSELF HOURS... /* IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM /* No.1 in GOOGLE - "BEST TEACHER REPORTS APP": /* - TRUSTED by 1000s of teachers, since 2012 /* - QUICKLY create personalised reports /* - PASTE into your school system, Word etc /* - GENDER NEUTRAL option /* - DEMO video at SchoolReportWriter.COM /* FOR HELP see end of this document. /* Subjects: Science, Information Technology, Marketing, Engineering Design COMMENTS: Gr 7 Geological Timescale 1=#N was able to able to fully conceptualize the geological time scale by using a calendar model and can point to specific examples of fossil evidence that illustrate key events in the evolution of life on Earth. 2=#N understands the vast nature of geological time and can point to examples of fossil evidence that illustrate key events in the evolution of life on Earth. 3=#N is starting to understand the scope of geological time and can point to some examples of fossil evidence that illustrate the evolution of life on Earth. COMMENTS: Engineering Design 1 1=During our unit on programming and using the Arduino microprocessor #N was able to design and test a number of working circuits using a breadboard, resistors, leads, LED's and the programmable processor. 2=#N was able to safely experiment with demonstrations of Newton's 3rd Law of Motion while creating and modifying gliders, match-stick rockets and balloon powered rockets. 3=During the planning and design phase of our airborne video exercise, #N took a leadership role by breaking the problem into smaller pieces, establishing priorities, and offering solutions. 4=Using the Arduino microprocessor as a power supply #N was able to design and test a number of working circuits using a breadboard, resistors, leads, LED's and the programmable processor. COMMENTS: Engineering Design 2 1=#E participated appropriately within a small group to facilitate the completion of specific tasks including: planning, obtaining and preparing materials, and trouble-shooting of mechanical and technical equipment. 2=While applying fundamentals of science and engineering #e was able to engage in a wide range of building and designing activities that allowed scope to pursue a personal interest. 3=Throughout our activities #e demonstrated an enthusiastic and curious attitude to problem solving by repeatedly analyzing a problem and testing a possible solution. COMMENTS: Engineering Design 3 1=#N applied the engineering design process effectively in modelling a solution to a real-life problem. 2=#N is familiar with the stages of the engineering design process and has attempted to apply these in creating a solution to a life-like scenario. 3=#N was introduced to the stages of the engineering design process and worked with a group to attempt to apply these to create a solution to a problem. COMMENTS: Extracting info and sharing - Hubble 1=#E thoughtfully assessed the quality of information presented regarding the Hubble Space Telescope and synthesized key points to share in a well-crafted paragraph. 2=#E was able to clearly express in written form key facts regarding the Hubble Space Telescope in paragraph form. 3=#E created a brief summary, with appropriate commentary, of some key points regarding the Hubble Space Telescope. 4=#E accurately extracted and shared in writtend form key information from a reference regarding the Hubble Space Telescope. COMMENTS: Gr 6 - electronics and robotics - robotics 1=#N is adept at the use of Lego NXT robots as a platform to further explore the use of electronic components to create useful machines by programming, testing and trouble-shooting robots and then applying the principles of the engineering design process to improve the behaviours of these robots. 2=#N has started to use the Lego NXT robots as a platform to further explore the use of electronic components to create useful machines by programming, testing and trouble-shooting existing robots. 3=#N has started to use the Lego NXT robots to apply principles of testing and trouble-shooting when attempting to achieve specific behaviours. COMMENTS: Gr 6 - Extracting info and sharing - Hubble 1=#E thoughtfully assessed the quality of information presented regarding the Hubble Space Telescope and synthesized key points to share in a well-crafted paragraph. 2=#E was able to clearly express key facts regarding the Hubble Space Telescope in paragraph form. 3=#E created a brief summary, with appropriate commentary, of some key points regarding the Hubble Space Telescope. 4=#E accurately extracted and shared, in written form, key information from a reference regarding the Hubble Space Telescope. COMMENTS: Gr 6 - Kinesthetic Astronomy 1=By demonstrating the relative motions of the Sun, stars and planets using #h body and simple props #N was able to show #h understanding of these concepts is novel and expressive way. 2=While using #h body and simple props in a group #N was able to demonstrate good understanding of the relative motions of the Sun, stars and planets. 3=#N was able to demonstrate the positions of various constellations in the night sky at specific time of year and to recognize the Sun will move through these constellations in a regular cycle over the course of a year. 4=#N was able to combine the use a printed star chart with basic understanding of compass directions and seasons to predict approximately where and when specific constellations would be visible. COMMENTS: Gr 6 - Space Exploration 1=#E created a detailed prop and planned and delivered an interesting and accurate presentation, based on research #e conducted regarding a space exploration mission of #h choice. 2=#E planned and delivered an interesting and accurate presentation, based on research #e conducted regarding a space exploration mission of #h choice. 3=A highlight of #h term was the production of a detailed model that assisted in the delivery of an interesting and accurate presentation, based on research #e conducted regarding a space exploration mission of #h choice. 4=#E was able to research accurate and complete answers to specific questions on a space exploration mission of #h choice. COMMENTS: Gr 6 Brain Research 1=#E produced and confidently shared an accurate and sensitive presentation on #BrainResearchTopics that demonstrated a connection between our nervous system studies and a topic of personal interest. 2=#E shared a presentation on #BrainResearchTopics that demonstrated an understanding of how our nervous system studies connected to a topic of personal interest. 3=#E presented an accurate report on #BrainResearchTopics that demonstrated a connection between our nervous system studies and a topic of personal interest. 4=#E presented interesting and accurate facts to the class on #BrainResearchTopics that demonstrated a personal connection to our nervous system studies. COMMENTS: Gr 6 electronics and robotics 1=#N explored the differences and similarities between series and parallel circuits in by creating these a testing the voltage at various points or the circuit using an electronic voltage and amperage meter. 2=By creating an electronic quiz-board #N was able to show #h ability to properly design, construct, test and trouble-shoot a simple circuit. 3=#N was able to assemble electronic components such as small lamps, switches, conductors and batteries to create working examples of parallel and series circuits. COMMENTS: Gr 6 electronics and robotics - electonics 1=#N learned how to assemble electronic components such as LED's, resistors, power supplies and insulated conductors using a soldering iron to produce an interesting light display. 2=#N learned how to assemble electronic components such as LED's and insulated conductors using a soldering iron to produce a light display. 3=#N used a soldering iron safely to connect electronic components and test these on a bread-board. 4=#N learned the basic components of an electric circuit and used this knowledge to assemble basic circuits that included a power source, conductors, a light or motor as a load, and a switch. 5=#N learned the basic components of an electric circuit and was able to show how a parallel circuit allowed voltage to be maintained for a number of lights in the circuit while a series circuit showed a voltage drop from on lamp to the next. 6=#N was able to use a voltmeter and ammeter to measure voltage and current at different points in a parallel and a series circuit and was able to draw reasonable conclusions from these measurements. COMMENTS: Gr 6 electronics and robotics - electonics 1 1=#N learned how to assemble electronic components such as LED's, resistors, power supplies and insulated conductors using a soldering iron to produce an interesting light display. 2=#N learned how to assemble electronic components such as LED's and insulated conductors using a soldering iron to produce a light display. 3=#N used a soldering iron safely to connect electronic components and test these on a bread-board. 4=#N learned the basic components of an electric circuit and used this knowledge to assemble basic circuits that included a power source, conductors, a light or motor as a load, and a switch. 5=#N learned the basic components of an electric circuit and was able to show how a parallel circuit allowed voltage to be maintained for a number of lights in the circuit while a series circuit showed a voltage drop from on lamp to the next. 6=#N was able to use a voltmeter and ammeter to measure voltage and current at different points in a parallel and a series circuit and was able to draw reasonable conclusions from these measurements. COMMENTS: Gr 6 electronics and robotics - electronics 2 1=Using a breadboard or a large circuit board with a low DC voltage, #e was able to produce both parallel and series circuits that worked properly. 2=Using a breadboard or a large circuit board with a low DC voltage, #e was able to troubleshoot both a series and a parallel circuit containing multiple lamps, switches and conductors. 3=Using a breadboard and small leads correctly assembled a circuit including LED's and resistors. COMMENTS: Gr 6 electronics and robotics - electronics 3 1=#N was able to safely prepare insulated wires with a wirestripper and test batteries with a voltmeter. 2=#N demonstrated patience and resilience in practising and acquiring skills in designing, assembling and testing simple electronic circuits. 3=#N was able to safely operate small hand tools including pliers, wire strippers, wire cutters, soldering irons, hot glue guns and voltmeters. COMMENTS: Gr 6 Endocrine System 1=By incorporating #h understanding of how hormones regulate many critical body functions #N was able to create an engaging public service announcement style poster providing readers with important information to keep them healthy. 2=After acquiring good background understanding of the endocrine system #N created a public service announcement style poster that provided important tips to readers to help them stay healthy. 3=#N was able to successfully acquire and use specialized vocabulary to describe the parts of the endocrine system and their functions. 4=#N was able to successfully acquire and use some specialized vocabulary to describe the parts of the endocrine system and their functions. 5=#N was able to successfully summarize and represent key facts to inform others about making healthy choices to support our endocrine systems. COMMENTS: Gr 6 Kinesthetic Astronomy 1=#N created a dramatic, effective and personal written response to how stars could be used to represent our own mythologies. 2=#N created an accurate and personal written response to place that incorporated a constellation in a personal myth story. 3=#N identified a personal response to a place while using their knowledge of the constellations. 4=#N correctly connected a particular mythology story using Greek or First Nations stories with a constellation in the night sky. COMMENTS: Gr 6 Mixtures 1=#E was able to identify mixtures as being either homogeneous or heterogeneous and could identify and execute suitable methods for separating a variety of mixtures. 2=#E was able to follow the correct procedure for separating a mixture by filtration. 3=During our lab work on mixtures and pure substances #e worked carefully to follow procedures with precision and record robust data. 4=During our lab work on mixtures and pure substances #e followed procedures closely and recorded accurate and careful observations. 5=During our lab work on mixtures and pure substances #e was able to draw meaningful conclusions and recognized potential sources of error in the procedure. COMMENTS: Gr 6 Nervous System Diagram 1=#N used precise language to explain and care in the execution of a detailed scientific drawing to demonstrate #h understanding of how a signal is transmitted through the nervous system. 2=#N created a sufficiently detailed scientific drawing to demonstrate #h understanding of how a signal is transmitted through the nervous system. 3=#N was able to use a drawing to demonstrate #h understanding of how a signal is transmitted through the nervous system. 4=#N understood that our nervous system consists of many cells working together to both send and receive signals from all over our bodies. COMMENTS: Gr 6 Nervous System Disease 1=#E produced and shared an accurate and sensitive presentation detailing the cause, symptoms and treatment options for a nervous system disorder of #h choice. 2=#E confidently presented an accurate report detailing the cause, symptoms and treatment options for a nervous system disorder of #h choice. 3=#E shared an accurate presentation detailing the cause, symptoms and treatment options for a nervous system disorder of #h choice. 4=#E presented interesting and accurate facts to the class on a nervous system disorder of #h choice. COMMENTS: Gr 6 Observations as Evidence 1=By sharing #h personal experiences and drawing on careful observations in a small group #e was able to form a reasonable explanation regarding a demonstration of the properties of air. 2=After observing demonstrations, #e was able to work with a small group to create a shared explanation and identify some of the properties of air. 3=While discussing a demonstration on the properties of air #e was able to offer personal observations appropriately. 4=With some guidance #e was able to express a personal perspective relating to demonstrations of the properties of air. COMMENTS: Gr 6 Place based star story 1=#N created a dramatic, effective and personal written response to how stars could be used to represent our own mythologies. 2=#N created an accurate and personal written response to place that incorporated a constellation in a personal myth story. 3=#N identified a personal response to a place while using #h knowledge of the constellations. 4=#N correctly connected a particular mythology story using Greek or First Nations stories with a constellation in the night sky. COMMENTS: Gr 6 Responding to Place - Extreme 1=#N created a dramatic, effective and personal representation of an extreme environment that exhibited a considered appreciation of place. 2=#N created an accurate and personal representation of an extreme environment of #h choice showing some details of how humans can live or explore there. 3=#N was able to create a personal response to an extreme environment that displayed some key features of this environment but did not complete all the written components of this assignment. 4=#N was able to create a plan to represent an extreme environment but was not able to sustain focus to see this to a fully successful conclusion. 5=#N was able to create a model of an extreme environment however individual components of the assignment were either missing or poorly executed. COMMENTS: Gr 6 Scale of the Solar System 1=Working collaboratively in a small group, #e was able to extract relevant information from a digital model of the solar system and effectively plan, prepare and deliver this information to a group of younger students. 2=Working as part of a small group, #e was able to select some relevant information from a digital model of the solar system and participate in the re-teaching this information to a group of younger students. 3=Working in a small group, #e was able to assist in the re-teaching of information about the scale of the solar system to a group of younger students. 4=#E was able to take on a specific role in the re-teaching of information about the scale of the solar system to a group of younger students. COMMENTS: Gr 7 - Claim, Evidence, Reasoning part 1 1=#N was able to clearly comprehend scientific arguments by identifying the specific claim made, the supporting evidence referenced and the reasoning used to connect them from materials #e was directed to review. 2=#N was able, in most cases, to comprehend scientific arguments by identifying the specific claim made, the supporting evidence referenced and the reasoning used to connect them from materials #e was directed to review. 3=#N was able to recognize scientific arguments by identifying the specific claim made as well as the supporting evidence referenced from materials #e was directed to review. 4=#N was able to identify specific claims made when reviewing resources containing scientific arguments. COMMENTS: Gr 7 - Claim, Evidence, Reasoning part 2 1=#E was able to accurately and succinctly communicate the key points of a scientific argument without embellishment or by referring to unproven or unknown additional information. 2=#E was able to accurately and succinctly communicate the key points of a scientific argument while using a minimum amount of additional conjecture or assumptions. 3=#E was able to accurately communicate the key points of a scientific argument. 4=#E was able to share scientific hypotheses that were clear and testable. COMMENTS: Gr 7 - Experimenting and Observing part 1 1=#N formed a hypothesis by identifying a potential cause and effect relationship and was able to collect data to test that hypothesis. 2=#N formed a hypothesis and was able to collect data to test that hypothesis while consciously controlling other factors that might affect the outcome. 3=#N was able to collect data to test a hypothesis. 4=#N formed a hypothesis by identifying a potential cause and effect relationship and recorded these as independent and dependent variables. COMMENTS: Gr 7 - Experimenting and Observing part 2 1=By engaging in a process of careful observation #e was able to formulate questions that #e was then able to re-state as a testable hypothesis. 2=#E was able to conduct detailed observations of a scientific nature that demonstrated a good understanding of qualitative and quantitative observation methods. 3=#E was able to combine a template for an experiment design with #h own observations and experience to produce a reasonable experiment on the growing of crystals. 4=#E was able to conduct a simple experiment to grow mineral crystals in the lab including forming a hypothesis and carefully recording a procedure. COMMENTS: Gr 7 Atomic Model 1=#E clearly understands the relationship between compounds and molecules and atoms and elements and has extended this understanding to the use of the Periodic Table of the Elements. 2=#E understands the relationship between compounds and molecules and atoms and elements. 3=#E recognizes that compounds and elements are both pure substances that can only produce other substances by a chemical change. 4=#E has added to #h understanding of the particle model of matter by recognizing that pure substances contain just one kind of particle. 5=#E is continuing to build #h understanding of the atomic model of matter through on-going discussion and demonstrations in class. COMMENTS: Gr 7 Burgess Shale 1=Studying the Cambrian Period and the Burgess Shale Fossil Deposit allowed #m to learn how science creates theories and systems by weaving together multiple facts and pieces of evidence to create a comprehensive explanation. 2=Studying the Cambrian Period and the Burgess Shale Fossil Deposit allowed #m see how science creates theories by combining multiple facts together to create a comprehensive explanation of events. 3=Studying the Cambrian Period and the Burgess Shale Fossil Deposit allowed #m to appreciate how scientists create theories based on evidence. 4=Studying the Burgess Shale Fossil Deposit offered #m a window into how the Earth must've been 530 million years ago and how it has changed since. COMMENTS: Gr 7 Generating Electricity 1=#E understands the fundamental role of electromagnetism in all methods of electrical power generation and can compare and contrast a variety of ways of producing electrical power, including their different environmental impacts. 2=#E recognizes the role of electromagnetism in electrical power generation and can describe a variety of ways of producing electrical power, including some of the different environmental impacts these methods have. 3=#E can list some ways of producing electrical power and is growing #h understanding of how electromagnetism plays a role in the process. COMMENTS: Gr 7 Inferences 1=#N demonstrated a strong ability to draw reasonable scientific inferences based on data and observations presented in class. 2=While #N was able to draw reasonable scientific inferences in many instances based on data and observations presented in class, #e required assistance to extend these more generally. 3=#N demonstrated a consistent pattern of correctly identifying inferences in concrete instances of cause and effect. 4=#N is learning to draw consistently accurate scientific inferences based on data and observations presented in class. COMMENTS: Gr 7 Natural Selection and Survival Needs 1=Through modelling activities and #h "Great Adaptations" project, #N demonstrated a clear understanding of how natural selection is a mechanism for evolutionary change. #E can predict how different selection pressures, related to an organism's survival needs, might influence a given population's development over time. 2=Through modelling activities and #h "Great Adaptations" project, #N demonstrated a growing understanding of how natural selection is a mechanism for evolutionary change. #E can predict how some selection pressures might influence a given population over time. 3=Through modelling activities and #h "Great Adaptations" project, #N demonstrated some understanding of what natural selection is. With guidance, #e can predict how some selection pressures might influence a given population. COMMENTS: Gr 7 Natural Selection Board Game 1=#E created a novel and interesting game that clearly demonstrated the key characteristics of natural selection. 2=#E created an enjoyable and attractive game that demonstrated the key characteristics of natural selection. 3=#H natural selection game incorporated both diversity of traits and the need to adapt to the environment which are central characteristics of this process. COMMENTS: Gr 7 Peppered Moth 1=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to draw accurate conclusions regarding how populations adapt based on the process of natural selection to best suit their environment. 2=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to draw reasonable conclusions regarding how populations adapt based on the process of natural selection to best suit their environment. 3=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to show that a single mutation in a population can result in a dramatic change given sufficient time and a favourable environment. COMMENTS: Gr 7 Preparing for Science Fair 1=In preparation for Science Fair, #e has selected an appropriate area of interest and is currently planning and conducting an experiment based on #?. 2=In preparation for Science Fair, #e has selected an appropriate area of interest and is currently evaluating a range of resources on #? to inform the creation of #h innovation. 3=In preparation for Science Fair, #e has selected an appropriate area of interest and is currently evaluating a range of resources on #? to collect suitable data for #h study. COMMENTS: Gr 7 Presenting and Using Data 1=#N was able to extract, tabulate and graph West Coast salmon fishing data from reports published by the Government of Canada, in order to draw suitable conclusions about the health of the stock over many years. 2=#N was able to extract, tabulate and graph West Coast salmon fishing data from reports published by the Government of Canada. 3=With some support, #N was able to extract, tabulate, and graph West Coast salmon fishing data from reports published by the Government of Canada, and answer some questions regarding stock health based on their presentation of the data. 4=With some support, #N was able to extract, tabulate, and graph West Coast salmon fishing data from reports published by the Government of Canada. COMMENTS: Gr 7 Science Fair 1=#N's science fair project reflected #h strong understanding of how experimental design can be used to explore questions of personal interest and #h excellent ability to gather, interpret, and communicate scientific data. 2=#N's science fair project reflected #h growing understanding of how experimental design can be used to explore questions about the world and #h ability to gather, interpret, and communicate scientific data. 3=#N's science fair project reflected #h developing understanding of experimental design and a growing ability gather, interpret, and communicate scientific data. COMMENTS: Gr 8 IT Behaviour 1=#N demonstrates enthusiasm for #h learning in this subject. 2=#N displays enthusiasm and a positive attitude towards #h learning in this subject. 3=While generally displaying a positive attitude in this class #N needs to ensure best use of class time. 4=#N exhibits enthusiasm for this subject but requires reminders to remain on task for the entire block. 5=#N exhibits enthusiasm for this subject but requires reminders to remain on task for the entire block and not to distract classmates. COMMENTS: Gr 8 IT Coding 1=In both the Scratch and Processing computer programming environments #N was able to demonstrate a willingness to build on #h previous coding background and an excellent ability to absorb new information to successfully complete the assigned projects. 2=In both the Scratch and Processing computer programming environments #N was able to demonstrate a willingness to build on #h previous coding background and a good ability to absorb new information to successfully complete the assigned projects. 3=In both the Scratch and Processing computer programming environments #N was able to demonstrate a willingness to build on #h previous coding background and to absorb some new information to be moderately successful with the assigned projects. 4=In both the Scratch and Processing computer programming environments #N demonstrated a modest interest in the subject but was willing to absorb some new information to attempt the assigned projects. 5=In our computer programming unit #N was able to demonstrate some willingness but limited success in completing the assigned projects beyond a rudimentary level. COMMENTS: Gr 8 IT Illustrator 1=#E was able to complete a tutorial style, self-directed introduction to Adobe Illustrator and complete an interesting and well-designed final project that demonstrated understanding of most of the commonly used tools. 2=#E was able to complete a tutorial style, self-directed introduction to Adobe Illustrator and complete an interesting final project. 3=#E was able to complete a tutorial style, self-directed introduction to Adobe Illustrator but #h final project was not completed with respect to all design criteria given. 4=#E was able to complete a tutorial style, self-directed introduction to Adobe Illustrator but did not submit a final project. COMMENTS: Gr 8 IT Sharing an App 1=#H presentation of an educational app to the class contained all the required elements and was delivered in a clear and engaging manner. 2=#H presentation of an educational app to the class contained all the required elements but the delivery needed to be practised more thoroughly. 3=#H presentation of an educational app to the class contained all the required elements but needed improvements in visual design for focus and clarity. 4=#H presentation of an educational app to the class touched on all the required elements but lacked in providing more specific details. 5=#H presentation of an educational app to the class was missing one or more required components. COMMENTS: Gr 9 20% Project 1=#E made effective use of class time to create an interesting and informative project in an area of interest related to computing technology. 2=#E produced and presented a good overview project of an area of interest related to computing technology. 3=#E produced and presented an overview project of an area of interest related to computing technology that, while effective, did not completely match all assigned criteria. COMMENTS: Gr 9 IT Behaviour 1=#N continues to demonstrate an enthusiasm for #h learning in this subject area. 2=#N continues to display enthusiasm and a positive attitude towards their learning in the subject. 3=While generally displaying a positive attitude in this class #N needs to ensure best use of class time. 4=#N exhibits enthusiasm for this subject but requires reminders to remain on task for the entire block. 5=#N exhibits enthusiasm for this subject but requires reminders to remain on task for the entire block and not to distract classmates. COMMENTS: Gr 9 IT Scratch Game Planning 1=#N meticulously planned out both backstory and game play details in preparation for coding a Scratch game. 2=#N meticulously planned out backstory details while leaving most game play considerations to be developed later in preparation for coding a Scratch game. 3=#N sketched out the key elements of backstory and game play in preparation for coding a Scratch game. 4=#N provided a somewhat limited overview of both backstory and game play components in preparation for coding a Scratch game. COMMENTS: Gr6 Using Personal Data to Draw Conclusions 1=#N independently used data collected on learning style preferences to correctly identify trends and draw accurate conclusions. 2=#N used data collected on classroom learning style preferences to correctly graph summaries. 3=#N drew general conclusions based on a graph created from class data collected on learning style preferences. 4=With assistance, #N was able to collate class data to create a chart to represent a range of learning styles. COMMENTS: Homework Habits 1=X has not yet demonstrated an understanding of the importance of regular homework completion as a component of the learning process. COMMENTS: HS Homework Habits 1=X has not yet demonstrated an understanding of the importance of regular homework completion as a component of the learning process. COMMENTS: IT 8 - work habits/ class behaviour 1=#N has demonstrated enthusiasm for their learning in this subject area. COMMENTS: Marketing 11/12 - classroom behav 1=#N is sometimes unfocused or off task during class. Appropriate use of electronic devices and active participation are necessary to improve #h learning. 2=Inappropriate socializing sometimes causes #N to be unfocused or off task during class. Active participation and engagement would improve #h learning. 3=Punctuality and consistent attendance are vital components of the learning process. #N is often late to class and thus misses instruction. 4=#N has demonstrated excellent leadership qualities by coming to class well-prepared and actively engaging in group discussions. 5=#N demonstrates capability in this course when an effort is made, but inconsistent effort/engagement with the curriculum has hindered achievement. 6=#N demonstrates some capability in this course with consistent effort, but is reminded to make effective use of all in class time. 7=#N consistently completes assigned work on time and participates fully with all class activities. 8=While #N consistently completes all assigned work, consistent participation with in class activities and discussions will support deeper understanding. COMMENTS: Marketing 11/12 - creativity/design process 1=#E has engaged fully with the design process to create a unique, informative and interesting simulation of the marketing principles we have studied this term. 2=#E designed a creative and informative simulation of the marketing principles we have studied this term. 3=Despite a slow start on this project, #e developed an accurate simulation of the marketing principles we have studied this term. 4=#E created a simulation of the marketing principles we studied this term by re-designing some features of a well-known game. 5=#E produced an interesting simulation which demonstrated good understanding of the main elements of key marketing principles. 6=#E produced a creative but somewhat simple game which demonstrated some elements of the marketing principles we have studied. COMMENTS: Marketing 11/12 - seg, tar, 4P, Masl 1=#N was able to apply #h understanding of segmentation and target marketing in a variety of circumstances. However responses to written questions tended to be very brief and did not include direct reference to readings or other supporting materials. 2=#N demonstrated clear understanding of each of the 4P's of marketing. 3=#N was able to apply Maslow's Hierarchy to analyze the target audience for a print advertisement. 4=#N demonstrated good verbal understanding of segmentation and targeting but provided very brief written answers when applying these concepts to various scenarios. 5=#N was able to use Maslow's Hierarchy with mixed effectiveness to analyze the target audience for a print advertisement. 6=#N is beginning to acquire the background knowledge and language associated with Maslow's Hierarchy, the 4P's of marketing, segmentation and targeting in marketing. 7=#N is developing an understanding of the background knowledge and language associated with Maslow's Hierarchy, the 4P's of marketing, segmentation and targeting in different contexts. 8=#N is applying the background knowledge and language associated with Maslow's Hierarchy, the 4P's of marketing, segmentation and targeting in different contexts. COMMENTS: Marketing 11/12 Competition 1=#E was able to demonstrate a beginning awareness of how to assess the ways in which competitors to a specific brand used their strategic advantages to gain a particular share of the market. 2=#E was able to demonstrate a developing understanding of how to assess the ways in which competitors to a specific brand used their strategic advantages to gain a particular share of the market. 3=#E was able to consistently apply a clear understanding of how to assess the ways in which competitors to a specific brand used their strategic advantages to gain a particular share of the market. 4=#E did not submit an assignment on how to assess the ways in which competitors use their strategic advantages to gain market share. COMMENTS: Marketing 11/12 Gillette Response 1=By attempting to analyze the responses of marketing experts to a new ad campaign #N has shown a beginning understanding of how to critique a position taken by a particular brand on a social issue. 2=By developing an analysis to the responses of marketing experts to a new ad campaign #N has shown a good understanding of how to critique a position taken by a particular brand on a social issue. 3=By applying an evidence based approach in creating an analysis to the responses of marketing experts to a new ad campaign #N has shown a very good understanding of how to critique a position taken by a particular brand on a social issue. 4=Using a combination of an evidence based analysis and supported expression of personal opinion #N has demonstrated outstanding ability to critique a position taken by a particular brand on a social issue. 5=#N did not submit an assignment for our lesson on assessing a new marketing campaign by a major brand. COMMENTS: Marketing 11/12 SWOT analysis 1=#E has shown limited ability to organize and analyze collected stakeholder information for strengths, weakness, opportunities and threats from an organizational and/or business point of view. 2=#E has shown average ability to organize and analyze collected stakeholder information for strengths, weakness, opportunities and threats from an organizational and/or business point of view. 3=#E has shown good ability to organize and analyze collected stakeholder information for strengths, weakness, opportunities and threats from an organizational and/or business point of view. 4=#E has shown above average ability to organize and analyze collected stakeholder information for strengths, weakness, opportunities and threats from an organizational and/or business point of view. COMMENTS: Preparing for Science Fair 1=In preparation for Science Fair, #e has selected an appropriate area of interest and is currently planning and conducting an experiment based on #?. 2=In preparation for Science Fair, #e has selected an appropriate area of interest and is currently evaluating a range of resources on #? to inform the creation of their innovation. 3=In preparation for Science Fair, #e has selected an appropriate area of interest and is currently evaluating a range of resources on #? to collect suitable data for their study. COMMENTS: Presenting and Using Data 1=#N was able to extract, tabulate and graph west coast salmon fishing data from reports published by the Government of Canada, in order to draw reasonable conclusions about the health of the stock over many years. 2=#N was able to extract, tabulate and graph west coast salmon fishing data from reports published by the Government of Canada. 3=With some teacher support, #N was able to extract, tabulate, and graph west coast salmon fishing data from reports published by the Government of Canada, and answer some questions regarding stock health based on their presentation of the data. 4=With some teacher support, #N was able to extract, tabulate, and graph west coast salmon fishing data from reports published by the Government of Canada. COMMENTS: Robotics 6 - Comment 1 1=#N demonstrated an excellent team attitude by being able to both communicate #h ideas and listen to input from others to design and build a robot to solve a particular problem. 2=#N demonstrated a good team attitude by communicating #h ideas clearly to #h peers and but is learning to listen to input from others when designing and building a robot to solve a particular problem. 3=#N demonstrated a good team attitude by listening to input from others but is learning to communicate #h ideas clearly to #h peers when designing and building a robot to solve a particular problem. 4=#N is learning to be part of a team to design and build a robot by being able to both communicate #h ideas and listen to input from others to solve a particular problem. COMMENTS: Robotics 6 - Comment 2 1=Throughout the class #e demonstrated a willingness and capacity to engage with technology (robotic components and computers) in a safe, thoughtful and appropriately curious manner. 2=Most of the time, #e demonstrated a willingness and capacity to engage with technology (robotic components and computers) in a safe, thoughtful and appropriately curious manner. 3=Sporadically, #e demonstrated a willingness and capacity to engage with technology (robotic components and computers) in a safe, thoughtful and appropriately curious manner. COMMENTS: Robotics 6 - Comment 3 1=Based on programming models #N had learned and used in structured tasks, #e was able to program a robot to successfully complete simple tasks such as moving forward and backward, turning, starting and stopping by clapping, and following a line. 2=By relying on programming models #N was able to program a robot to successfully complete simple tasks such as moving forward and backward, turning, starting and stopping by clapping, and following a line. 3=With assistance from either peers or the teacher #N was able to program a robot to complete simple tasks such as moving forward and backward, turning, starting and stopping by clapping, and following a line. COMMENTS: Sample intro sentences 1=#N is an outstanding student who has worked very hard throughout the #Time-period and I expect #m to do well in #h exams next year. 2=#N has had a mixed #Time-period but there are signs of improvement in #h behaviour of late. 3=After a difficult start #N has done some excellent work and is now back on target. A very pleasing #Time-period. Well done #N! 4=#N is a friendly and hard-working member of the class and has put in a steady performance throughout the #Time-period. 5=Overall #N has worked very well but there are a few issues with #h time-keeping and homework that #e needs to address. 6=We have been working on the Environmental Issues module throughout the #Time-period. #N seems to enjoy this topic and has made very pleasing progress. COMMENTS: Sample project-work sentences 1=#E has worked hard this year on all of #h projects but I was especially impressed with the high-quality of #h #Science-topics assignment. 2=Project-work has been done to a minimum standard and is often handed in late. To improve #e needs to #How-to-improve. 3=Although #h #Science-topics project-work was satisfactory, I do expect #m to do more background research next time. 4=#H project-work is always excellent as demonstrated in #h #Science-topics assignment. We were all very impressed with #h creative and entertaining website designs which were an inspiration to the class. 5=#H project-work has varied considerably, however #h highly-imaginative #Science-topics project was excellent and was displayed in reception at the School Open Day. An excellent achievement #N. COMMENTS: Sample summing-up sentences 1=#N always tries #h best and has achieved a well-deserved Level #? overall. An excellent performance, keep it up! 2=#N has reached Level #?. This was #h target and #e should be proud of #s. To ensure #e keeps this up next year #e should #How-to-improve. 3=#N has achieved a Level #? overall. #E often works below #h best and with a little more effort #e could easily reach Level #?. To improve #e should #How-to-improve. 4=#N has not had the best of starts this year and is still working at Level #?. #E rarely completes #h work on time. To achieve more next year #e needs to #How-to-improve. COMMENTS: Science Fair 1=#N created an outstanding science fair project 2=#N created an interesting science fair project 3=#N created an good science fair project 4=#N created a science fair project COMMENTS: TRA01: Science Fair 1=#N created an outstanding science fair project 2=#N created an interesting science fair project 3=#N created an good science fair project 4=#N created a science fair project COMMENTS: TRA02: Geo Timescale 1=By using the geological timescale #e was able to organize information and recognize that organisms evolved from simple forms over long periods of time to more complex forms. 2=#E was able to use the geological timescale to place specific events and organisms in meaningful relation to each other. 3=#E as able to use appropriate language and names of periods and eras when discussing the evolution of particular organisms. 4=#E recognized that organisms have evolved over many millions of years to suit their environment and that these environments have changed over many millions of years also. COMMENTS: TRA03: Nat Sel 1 1=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to draw accurate conclusions regarding how populations adapt based on the process of natural selection to best suit their environment. 2=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to draw reasonable conclusions regarding how populations adapt based on the process of natural selection to best suit their environment. 3=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to gain insight into how populations adapt based on the process of natural selection to best suit their environment. COMMENTS: TRA03: Peppered Moth 1=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to draw accurate conclusions regarding how populations adapt based on the process of natural selection to best suit their environment. 2=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to draw reasonable conclusions regarding how populations adapt based on the process of natural selection to best suit their environment. 3=Using the example of the Peppered Moth in Britain in the mid-nineteenth century #N was able to gain insight into how populations adapt based on the process of natural selection to best suit their environment. COMMENTS: TRA04: Nat Sel 2 1=Studying the Cambrian Period and the Burgess Shale Fossil Deposit allowed #m to learn how science creates theories and systems by weaving together multiple facts and pieces of evidence to create a comprehensive explanation. 2=Studying the Cambrian Period and the Burgess Shale Fossil Deposit allowed #m see how science creates theories by combining multiple facts together to create a comprehensive explanation of events. 3=Studying the Cambrian Period and the Burgess Shale Fossil Deposit allowed #m to appreciate how scientists create theories based on evidence. 4=Studying the Burgess Shale Fossil Deposit offered #m a window into how the Earth must've been 530 million years ago and how it has changed since. COMMENTS: TRA05: Board Game 1=#E created a novel and interesting game that clearly demonstrated the key charaterisitics of natural selection. 2=#E created an enjoyable and attractive game that demonstrated the key characteristics of natural selection. 3=#H natural selection game incorporated both diversity of traits and the need to adapt to the environment which are central characteristics of this process. COMMENTS: Woodworking Attitude 1=#N enthusiastically embraced the opportunity to explore the opportunities presented in this class. 2=Despite an enthusiastic attitude, #N found selecting a project that allowed #m both an opportunity to grow and was sufficiently interesting difficult. 3=While initially enthusiastic, #N did not consistently embrace the opportunity to explore the opportunities presented in this class. 4=#N found it difficult to enter the workshop each with a a solid focus in mind. COMMENTS: Woodworking resourcefulness 1=Throughout the process #N demonstrated an attitude of resourcefulness and confidence. 2=Throughout the process #N demonstrated an attitude of resourcefulness and growing confidence. 3=Throughout the process #N demonstrated an attitude of willingness to try and curiosity. 4=Throughout the process #N demonstrated an attitude of growing resourcefulness and confidence. COMMENTS: Woodworking skills 1=After selecting, and planning a project of #h choice, and completing the required safety checks on the necessary equipment, #e was able to work at #h own pace to bring #h project to completion while practicing skills on various hand and power tools. 2=After selecting a project of #h choice, and completing the required safety checks on the necessary equipment, #e was able, with some support, to bring #h project to completion while practicing skills on various hand and power tools. 3=Having completed the required safety checks, and working on a project of #h choice, #e is gaining skill and confidence on various hand and power tools. LIST: BrainResearchTopics 1=brain fitness 2=the brain when we sleep 3=how much animals sleep 4=the brain and chocolate 5=the skull 6=how strokes happen 7=Einstein's brain 8=the brain versus the computer 9=why we yawn 10=girls brains and boys brains 11=synesthesia 12=the blood/brain barrier 13=laughter and the brain 14="smart" drugs 15=the possible influence of the moon on behaviour 16=the effect of marijuana on the brain 17=brain development 18=the blood supply of the brain 19=how the brain responds to and produces emotions 20=the ventricular system and cerebrospinal fluid LIST: Fair-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth 5=science fair project 6=natural selection 7=geological time scale 8=changes of the earth 9=A Synthetic Solution Nuclear Fusion vs Fission Does Hot Wate LIST: How-to-improve 1=focus more in the lessons 2=put more time aside for homework 3=try not to chat during lessons 4=do more project research on the internet 5=develop #h computer skills 6=pay more attention to instructions LIST: Science-topics 1=Heating and Cooling 2=Light and Sound 3=Exploring Magnetism 4=Changing Earth LIST: Time-period 1=year 2=semester 3=1st semester 4=2nd semester 5=3rd semester 6=4th semester 7=term 8=1st term 9=2nd term 10=3rd term 11=4th term /*========================================= /* HELP: Creating & Importing Files /*========================================= /* /* See also, YouTube Teacher Training Video at: /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* /* #N - Name /* #E - She/He/They /* #e - she/he/they /* #H - His/Her/Their /* #h = his/her/their /* #b - girl/boy/child /* #m - him/her/them /* #s - herself/himself/themself /* #? - be prompted for text later e.g. #N achieved #?% in the exam. /* #your-list-name - select from a list later e.g. #N excelled in #topics. /* {BR} - line break; {BR}{BR} - double line break. /* /* /* DID YOU KNOW? /* /* You can also import comment files in the, /* Teachers Report Assistant format. /* There are 1000s around the web. /* School Report Writer automatically converts them. /* /* /* YOUR EXISTING COMMENTS ARE SAFE: /* /* When you upload, you will be shown the comments /* you are about to import. You will be told if names /* are already in use and you can pick-&-click which /* comments to add to your comment bank. /* /* /* USE 'PLAIN TEXT' (.txt) FILES ONLY: /* /* Import files must be 'plain text'. The easiest way to /* create one is to download a comment file from our site /* and open it on your computer. On most systems it will /* automatically open in a plain text editor. If you /* make changes and save, the file should automatically be /* saved as plain text. On PCs it will usually open in /* NotePad. On Macs, usually TextEdit. In Word, and other /* word processors, use 'save as' (see Word File menu) /* and then choose file type: 'text only/plain text'. /* /* /* ADDING HELPFUL NOTES: /* /* Lines starting /* are for notes (like this line). /* They are ignored when files are imported. /* You can add notes anywhere in the file. Blank lines /* are also ignored and can also be included anywhere. /* /* /* COMMENTS AND LISTS: /* /* Files contain groups of comments and lists. /* Each group should start with either: /* /* COMMENTS: your-comment-name-here /* or /* LIST: your-list-name-here /* /* List names are 2-30 characters long and contain /* only letters, numbers, '&', hyphens and NO SPACES. /* /* Comment names can include spaces, and any other /* characters except: < > \ # (max length 50). /* /* Each group may include up to 20 numbered lines, e.g. /* /* COMMENTS: Science Yr7 project work /* 1= #N's work on #Science-topics was excellent. /* 2= #N gave an inspiring #Science-topics presentation. /* 3= #N received a well-deserved A+ in #Science-topics. /* 4= etc... /* /* LIST: Science-topics /* 1= Heating and Cooling /* 2= Light and Sound /* 3= Exploring Magnetism /* 4= Changing Earth /* 5= etc... /* /* REMINDER... lines beginning /* are for notes. /* So to import the two science examples above, /* you would need to remove the /*, otherwise /* the lines would be ignored when imported. /* /* /* NEED MORE HELP? support@SchoolReportWriter.com - we usually reply the same day. /* /* SCHOOL REPORT WRITER .COM /* https://schoolreportwriter.com/ /* The FREE ONLINE school report writing software & school report card comments bank.