Understanding Goals:

• Students will learn how to communicate scientific knowledge using formal, academic writing.

  
  

• Students will understand how language choices (e.g., transitions, vocabulary, structure) affect clarity in nonfiction.

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Approach: Backward Design (Wiggins & McTighe, 2005)

Focus

Focus Text Type: Informational Science Report

Disciplinary Focus: Science (Water Systems)

BC Curriculum Links

• Science 5 Big Ideas: Water moves through the environment and affects weather and climate.

• Science Competencies: Observe, infer, communicate using visuals and scientific terms.

• ELA Competencies: Create purposeful texts using features like headings, diagrams, and transitions; revise for clarity.

Language Objectives (Sedita, 2018; Beacco et al., 2016)

• Use academic and scientific vocabulary

• Build clear, coherent sentences

• Structure writing using genre features

• Communicate ideas through labeled diagrams

• Integrate oral rehearsal, partner talk, and writing supports

(linked to BC Curriculum + research):

• Report structure and organization (Shanahan, 2019)

• Use of science vocabulary (Sedita, 2018)

• Cause-effect transitions (Zwiers, 2019)

• Diagram with labels (BC Science 5; Sedita, 2018)

• Clarity and grammar (Zwiers, 2019).

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Assessment will be based on these clearly defined criteria, supported by scaffolded instruction and peer/teacher feedback.

This Padlet shows my Grade 5 performance task: The Water Cycle in Our World.

It is a cross-curricular Science and ELA unit using backward design.

Students research the water cycle, organize ideas, write an informational report, and reflect.

This task is based on BC's Literacy and Numeracy Learning Progressions and includes student voice, peer feedback, and success criteria.

I revised my task after peer feedback to add a stronger real-world connection and more scaffolds.

Student Success Criteria (Checklist)

• I describe all 4 stages of the water cycle using science words

• I include a labeled diagram

• I use headings and transition words

• I connect my learning to real life

• I revise using feedback

• I reflect on my learning

This performance task was intentionally designed to align with the BC curriculum and K-5 literacy learning progressions. In response to peer feedback, I strengthened the task by incorporating real-world connections and expanding opportunities for student reflection. The Padlet captures the entire learning process, supported by a co-created student rubric and integrated cross-curricular outcomes.

• Water cycle – Кругообіг води

• Evaporation – Випаровування

• Condensation – Конденсація

• Precipitation – Опади

• Collection – Накопичення

• Sun – Сонце

• Clouds – Хмари

• River – Річка

• Lake – Озеро

• Ocean – Океан

• Rain – Дощ

• Snow – Сніг

• Water vapour – Водяна пара

• Groundwater – Підземні води

• Surface runoff – Поверхневий стік