Class Information and Checklist

Teacher: ________________________________    Class: ________________________________

Learning intention: Students identify conduction, convection and radiation, explain that heat moves from warmer to cooler objects, and justify ideas using evidence.

Codes: E = Emerging    D = Developing    A = Achieved    Safety and collaboration: Yes / Not yet

Key: Cond. = conduction   Conv. = convection   Rad. = radiation   Warmer→cooler = explains direction of heat transfer   Evidence = uses investigation evidence   CER = claim, evidence, reasoning

Whole-Class Observation Checklist

Columns: Student name | Cond. | Conv. | Rad. | Warmer→cooler | Evidence | CER | Safe | Collaborates | Overall | Notes

Teacher Rating Guide and Individual Observation

Identifies conduction: E – does not yet link heat transfer with touching; D – identifies a touching example with prompting; A – accurately identifies heat transfer through direct contact.

Identifies convection: E – does not yet recognise movement in a fluid; D – identifies moving air or water with prompting; A – explains convection using movement in air or water.

Identifies radiation: E – thinks touching is required; D – identifies sunlight or a lamp with prompting; A – explains that radiation transfers heat across space.

Explains warmer to cooler: E – gives an incorrect or unclear direction; D – states the direction with support; A – clearly explains that heat moves from a warmer object to a cooler object.

Uses investigation evidence: E – gives an opinion without an observation; D – refers to a relevant observation; A – uses a specific observation to support a claim.

CER reasoning: E – gives an incomplete claim, evidence or reasoning; D – includes some parts with prompting; A – links a clear claim to evidence and explains the reasoning.

Individual Observation Record

Student: ____________________________________    Date: ____/____/________

Station/task: ________________________________________________________________

Observed strength:

Misconception or next step:

Evidence or student quote:

Follow-up action:

Whole-Class Summary and Teacher Reflection

Record the number of students at each level for the key science skills.

Skill      Emerging (E) ______    Developing (D) ______    Achieved (A) ______

Identifies conduction:   E ______   D ______   A ______

Identifies convection:   E ______   D ______   A ______

Identifies radiation:   E ______   D ______   A ______

Explains warmer to cooler:   E ______   D ______   A ______

Uses investigation evidence:   E ______   D ______   A ______

Completes CER reasoning:   E ______   D ______   A ______

Teacher Reflection

Which concept needs revisiting?

Which students need support?

What evidence shows learning?