STUDENT LEARNING OBJECTIVE
TEACHER TEMPLATE
Teacher Name: Kanani Hale
Grade: 4
Content Area: Science
School: Loihi Elementary School
Course Name:
Complex: Mauka-Makai-Ewa
Period:
Student Population:
Total Number of Students __26___ Males __13___ Females__13___ SPED Inclusion __1___ SPED Pullout __2___ ELL
__1___ GT __3___ Any Other _Disadvantaged __2___
_____________ _____
______________ _____
Additional Information:
SLO
Components
Learning Goal
For a complete description of SLO components and guiding questions, use the “Student Learning
Objective Planning Document” attachment.
Learning Goal:
By the end of Semester 1, Grade 4 students will conduct a Science investigation, focusing on describing
and writing testable hypotheses and experimental procedures, as well as explaining the differences
between observations and inferences. This process will be integrated with selected Science content
benchmarks from Quarters 1 and 2.
Big idea:
 Scientists conduct investigations to study and understand the world around us.
 The sun impacts life on Earth.
Standards/Benchmarks:
Science Standard 1: Scientific Investigation--Discover, invent, and investigate using the skills
necessary to engage in the scientific process.
 SC 4.1.1: Describe a testable hypothesis and an experimental procedure.
 SC 4.1.2: Differentiate between an observation and an inference.
Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand the
unity, diversity, and interrelationships of organisms, including their relationship to cycles of matter
and energy in the environment
 SC.4.8.3: Describe the relationship between the sun and the Earth's daily rotation and annual
revolution (Quarter 1 Science HCPS III Gr. 4 Benchmark Map)
Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand the Earth
and its processes, the solar system, and the universe and its contents
 SC.4.3.1: Explain how simple food chains and food webs can be traced back to plants (Quarter 2
Science HCPS III Gr. 4 Benchmark Map)
Rationale:
1. In School Year 2010-11, 26.9% of the school’s 4th-graders scored “not proficient” on the Hawaii
State Assessment (HSA) for Science. In SY 2011-12, 31.2% of the 4th-graders scored “not proficient” on
the HSA for Science, an increase of 4.3% from the previous year. Students scored lowest in the inquiry
process, followed by Earth-Space Science. Therefore, to improve students’ performance in science,
they must have hands-on, minds-on activities focused on inquiry integrated with Earth-Space Science.
2. The learning goal requires 4th-graders to describe a testable hypothesis and an experimental
procedure (Level 2 Depth of Knowledge), both of which are essential components of scientific inquiry
and conducting investigations. Students must differentiate (Level 3 Depth of Knowledge) between
observation and inference, which is also important in scientific inquiry. Students will understand that
hypotheses and experimental procedures are essential components of the scientific investigations.
Students will use this process to explore and understand the basic ideas of the flow of energy,
interdependence, and the relationship between the Sun and Earth in the Solar System.
Interval of instruction necessary to address goal: ___ yearlong
Assessments,
Scoring and
Criteria
__X_ semester
Planned assessments and criteria used to determine levels of performance:
Assessments:
Teachers from the Gr. 4 Data Team will select questions related to targeted benchmarks from the
Riverside Formative Science Items to create a pre-/post-test to assess student progress. Teachers will
also include constructed-response items to determine student understanding of the specific criteria
identified below, such as “describe a testable hypothesis” and “give an example”.
“Observe Then Infer” lesson:
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S05_BB_L06_I03_01.pdf
The pre-assessment from this lesson will be used to gather baseline data on students’ understanding of
the difference between observations and inferences. After the lesson, students will be assessed with
the post-assessment and rubric in the lesson.
During each quarter, students will use scientific investigation skills to explore science content
benchmarks listed above on a weekly basis. Using the Elementary Inquiry Rubric (attached), students
will self-review their investigation reports share their reports for peer review, and make necessary
revisions. Then, they will submit their inquiry investigation reports to the teacher for feedback on their
understanding of the inquiry process and the science concepts learned.
Scoring:
At the beginning of each quarter in the second semester, students will take the pre-test (developed by
the Gr. 4 Data Team) focused on scientific inquiry integrated with the targeted science concepts. At
the end of each quarter, students will take a post-test, then compare scores to reflect on their
progress. Gr. 4 Data Team teachers will create a rubric to determine levels of proficiency for the
pre/post-test and monitor student progress towards meeting/exceeding targeted HCPS III Gr. 4 Science
benchmarks.
The pre- and post-assessments from the “Observe Then Infer” lesson will be scored using the rubric in
the lesson (see link for more detail:
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSC_LP_S05_BB_L06_I03_01.pdf)
Students will engage in at least one inquiry investigation each quarter during the semester to explore
and learn the science concepts listed above (SC.4.8.3, SC.4.3.1). At the end of each investigation,
students will write an investigation report, do self-review, engage in peer review/feedback, and submit
their report to the teacher to demonstrate their understanding of inquiry and science concepts.
Reports will be scored using the Gr. 4 Inquiry Investigation Rubric.
Assessment Criteria: (HCPS III benchmarks as “I can” statements):
 I can describe a testable hypotheses and an experimental procedure for an investigation
 I can explain the differences between an observation and an inference, and give an example of
each.
 I can describe how the sun impacts life on earth
Strand
The Scientific Process
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process
Topic
Scientific Inquiry
Benchmark SC.4.1.1
Describe a testable hypothesis and an experimental procedure
Sample Performance
Assessment (SPA)
The student: Describes a testable hypothesis (e.g., if, then, because
statement) and an experimental procedure to test it.
Rubric
Advanced
Proficient
Partially Proficient
Novice
Create a testable
hypothesis and an
experimental procedure
to test it
Describe a testable
hypothesis and an
experimental
procedure
Identify, with
assistance, a testable
hypothesis and an
experimental
procedure
Recognize, with
assistance, a testable
hypothesis or an
experimental
procedure
Topic
Scientific Knowledge
Benchmark SC.4.1.2
Differentiate between an observation and an inference
Sample Performance
Assessment (SPA)
The student: Observes an object or situation and makes an inference from
the observation, describing how they differ
Rubric
Advanced
Proficient
Partially Proficient
Novice
Explain the difference
Differentiate between
between an observation an observation and an
and an inference and
inference
give examples
Provide examples of
observations and
inferences
Define an observation
and an inference
Strand
Life and Environmental Sciences
Standard 3: Life and Environmental Sciences: ORGANISMS AND THE ENVIRONMENT: Understand
the unity, diversity, and interrelationships of organisms, including their relationship to cycles of
matter and energy in the environment
Topic
Cycles of Matter and Energy
Benchmark SC.4.3.1
Explain how simple food chains and food webs can be traced back to plants
Sample Performance
Assessment (SPA)
The student: Diagrams and explains a simple food chain or food web that
begins with plants.
Rubric
Advanced
Proficient
Partially Proficient
Novice
Compare the
characteristics of simple
food chains with those
of food webs
Explain how both simple
food chains and food
webs can be traced back
to plants
Describe how simple
food chains or food
webs can be traced back
to plants
Recognize that simple
food chains or food
webs can be traced back
to plants
Strand
Physical, Earth, and Space Sciences
Standard 8: Physical, Earth, and Space Sciences: EARTH AND SPACE SCIENCE: Understand the Earth
and its processes, the solar system, and the universe and its contents
Topic
Earth in the Solar System
Benchmark SC.4.8.3
Describe the relationship between the sun and the Earth's daily rotation
and annual revolution
Sample Performance
Assessment (SPA)
The student: Describes the position of the Earth in relation to the sun
during the Earth's rotation and its annual revolution.
Rubric
Expected
Targets
Advanced
Proficient
Partially Proficient
Use evidence to
explain the relationship
between the sun and
the Earth's daily
rotation and annual
revolution
Describe the
Identify the Earth's
relationship between
daily rotation and
the sun and the Earth's annual revolution
daily rotation and
annual revolution
Novice
Recognize that the
Earth rotates daily and
revolves annually
around the sun
Starting point for student performance groups:
 1) Formative Pre-/Post-Assessment created by Gr. 4 Data Team (HCPS III Science Gr. 4
Benchmarks) were used by Gr. 4 Data Team to determine proficiency levels.
 2) Student self-reflection and teacher feedback on investigation reports using Gr. 4 Inquiry
Investigation Rubric
 3) Pre-Assessment data from “Observe Then Infer” lesson (rubric in lesson will be used to place
students into proficiency groups)
Expected target for each student performance group:
At the beginning of the school year, proficiency levels for grade 4 were established by the Gr. 4 Data
Team. Below is a table showing the results for students in my class after taking the pre-assessment.
Number of Students
2
6
13
5
Proficiency Level (Formative Pre/PostAssessment)
4 More than adequate progress (exceeding
the standards—90% or higher on assessment)
3 Adequate progress (meeting the
standards—70-89% on assessment)
2 Limited progress (approaching the
standards—50-69% on assessment)
1 No progress (well below the standards—
below 50% on assessment)
At the end of the semester, all of my students will improve at least one proficiency level on the
pre/post-Science Formative Assessment. Students who exceed the standards will be asked to apply
their knowledge to develop an idea for a Science Fair Project.
Near the end of each quarter, the Gr. 4 Inquiry Investigation Rubric will be used to assess student
understanding of conducting a Science investigation, with a focus on making a hypothesis and
experimental design in Semester 1. All of the 4th-grade students in my class, scoring in levels 1-3 in the
“Hypothesis” and “Experimental Design” sections of the Elementary Inquiry Rubric at the beginning of
the semester, will increase at least one level by the end of the semester. Those students who are
already proficient in “Hypothesis” and “Experimental Design” will strive for proficiency (or higher) in
the “Data”, “Data Analysis”, and “Discussion/Conclusion” sections of the rubric.
Rationale for expected targets: After conducting inquiry-based Science investigations each quarter,
Instructional
Strategies
students will have a better understanding of how to describe and write testable hypotheses and
experimental procedures. Students will also be able to explain the differences between observations
and inferences as they practice this skill during investigations. By incorporating Gr. 4 Science content
benchmarks into inquiry-based investigations, students will gain a better understanding of both
process and content in Science.
Instructional strategies for each level of performance (all students):
 Pre-assessment: Use KWL, Riverside Formative Assessment items, and/or short constructed
responses of inquiry and selected concepts to assess students’ understanding.
 5-E Learning Cycle: Engage, Explore, Explain, Elaborate, and Evaluate to involve students in
collaborative, hands-on, minds-on science inquiry experiences that integrate process with content.
Students should experience at least one inquiry investigation each quarter.
 Use of cues, questions, and advanced organizers in presentations by teacher and students.
 Formative assessment: Use reflection, peer review/feedback, class discussion, to monitor progress
toward learning goal.
 Generating and testing hypotheses in inquiry investigations--Engage students in a variety of
structured tasks that include processes such as problem solving, experimental inquiry, and
investigation. Along with written work, ask students to explain their hypotheses and their
conclusions.
Students not reaching proficient levels will be re-taught materials in smaller groups with individualized
attention during class time (and before/after school, if needed). Students will also have the
opportunity to use computer-based learning programs and kinesthetic/auditory/visual aids to re-learn
class materials. Students will be given the opportunity to show what they have learned with
alternative assessments such as videos, cartoons, dance, and songs (or other methods discussed and
agreed upon by student and teacher).
Resources for creating a Science SLO can be found at: http://www.livebinders.com/play/play/931189
To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives”
attachment
Results
SLO Rating Scale
Teacher should attach the class record for students assessed. Teacher should also have available accompanying student
assessments and scored rubrics.
Rating rubric for teachers with a class of 5 or more students.
☐ Highly Effective
☐ Effective
At least 90-100% of
students met or exceeded
expected target.
At least 75-89% of students
met or exceeded expected
target.
☐ Developing
☐ Ineffective
At least 60-74% of students
met or exceeded expected
target.
Fewer than 60% of students
met or exceeded expected
target.
Rating rubric for teachers with a class of 4 or less students.
☐ Highly Effective
☐ Effective
Based on individual growth
outcomes, all students met
expected targets and some
exceeded the targets.
Based on individual growth
outcomes, all students met
expected targets.
☐ Developing
☐ Ineffective
Based on individual growth
outcomes, some students
met or exceeded expected
targets.
Based on individual growth
outcomes, no students met
expected targets.