Measure mass with an electronic balance
When to use this goal
For high school students who put materials straight on the balance, forget to zero it, or record the number without the unit. Present levels in reading decimals decide fit.
- Baseline
- Observe two measurements and mark each step. Taring is the step most often missed; check the recorded value against the adult's reading.
- Tips
- The same routine applies to kitchen scales and shipping scales, which links the goal to work skills. A talking scale is an option for students with low vision.
- Limits
- Covers one tool. The checklist does not score whether the target amount was measured precisely.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ca-sci-036.
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Goal
By the annual IEP review date, during a chemistry or biology lab with an electronic balance, weigh boats and a substance to measure, the student will measure the mass of a sample with the electronic balance and record it with the unit, performing all 7 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab that uses a balance.
Baseline: 3 of 7 steps independently.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Task-analysis steps fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Task-analysis checklist gives task-analysis steps data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Science Skills.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Science, Social Studies & Digital Literacy - Science Skills
- Baseline
- 3 of 7 steps independently.
- Annual goal384 characters
- By the annual IEP review date, during a chemistry or biology lab with an electronic balance, weigh boats and a substance to measure, the student will measure the mass of a sample with the electronic balance and record it with the unit, performing all 7 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab that uses a balance.
- Timeframe
- By the annual IEP review date
- Condition
- During a chemistry or biology lab with an electronic balance, weigh boats and a substance to measure
- Behavior
- The student will measure the mass of a sample with the electronic balance and record it with the unit
- Criteria
- Performing all 7 steps independently, across 3 consecutive labs
- Evaluation method
- A task-analysis checklist
- Schedule
- At each lab that uses a balance
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Task-analysis checklist. Marks each step in each session.
Task-analysis checklist
Task-analysis steps- Student label:
- Target:
- performing all 7 steps independently
- Mastery rule:
- across 3 consecutive labs
- Collection schedule:
- at each lab that uses a balance
- Method:
- Task-analysis checklist
- Data collector:
Goal: By the annual IEP review date, during a chemistry or biology lab with an electronic balance, weigh boats and a substance to measure, the student will measure the mass of a sample with the electronic balance and record it with the unit, performing all 7 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab that uses a balance.
Key: I completed independently · S completed with support (note prompt type, e.g., G gesture, V verbal, M model, P physical) · N not completed
| Step | Session 1 Date: | Session 2 Date: | Session 3 Date: | Session 4 Date: | Session 5 Date: | Session 6 Date: | Session 7 Date: | Session 8 Date: |
|---|---|---|---|---|---|---|---|---|
| 1. Check that the balance is on a flat, clean surface | ||||||||
| 2. Turn the balance on and wait for it to read zero | ||||||||
| 3. Place an empty weigh boat on the balance | ||||||||
| 4. Press tare to zero the balance with the boat on | ||||||||
| 5. Add the sample to the boat until the target amount or all of it is in | ||||||||
| 6. Wait for the reading to settle and record it with the unit | ||||||||
| 7. Remove the boat and wipe any spilled material | ||||||||
| Steps independent (I) | ||||||||
| Initials / notes |
Preview shows 4 of 12 rows.
- Write the date at the top of each session column. Mark each step I, S, or N.
- Total the number of I marks for the session. The goal counts steps completed independently (target: 7 of 7).
- Use the least intrusive prompt first and record the prompt actually needed.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.