Birchfield Skills List: Scientific enquiry

Level 3 Level 4 Level 5

I recognise why it is important to collect data to answer questions. I act on suggestions and put forward my own ideas about how to find the answer to a question. I predict what might happen before I carry out any tests. I use my own knowledge when talking about what I think will happen.

I recognise that scientific ideas are based on evidence. I ask questions which can be answered by an investigation. I recognise those questions which cant be investigated. I can make sensible predictions.

I recognise that scientific ideas are based on evidence which can be verified by observations and measurements. I describe how experimental evidence and creative thinking have been combined to provide a scientific explanation. I find an appropriate approach when trying to answer a question. I make predictions based on my scientific knowledge and understanding.

Planning

With help I can carry out a fair test and explain if it was fair. I measure length, mass, time and temperatures using suitable equipment. I can identify variables that need to be controlled. I can explain what I will do, thinking about safety.

I decide on the most appropriate approach to an investigation. I can create a fair test to answer a question. I can describe how to vary one factor while keeping others the same. I select which information to use from sources provided for me (print and screen). I make observations using materials and equipment that are right for the task. I carry out my tests safely.

I select from a range of sources of information. When investigation involves a fair test, I find the key factors to be considered. I select apparatus and plan to use it effectively. I repeat observations and measurements and offer explanations for any differences I encounter.

Doing

I use scientific vocabulary to describe my observations. I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams.

I decide what observations or measurements I need to make. I record my observations using tables and bar charts. I plot points to make line graphs.

I make a series of observations, comparisons or measurements with precision. I record observations and measurements systematically. I use the computer to collect data (data logging). I use appropriate scientific language and conventions to communicate quantitative and qualitative data. I present (where appropriate) data as line graphs. I use imagination, together with scientific knowledge and understanding to think about why something happens. I draw conclusions that are consistent with the evidence, linked to scientific knowledge and understanding. I can suggest, with reasons, reasons how to improve an investigation. I suggest further investigations I review my work and think of practical reasons why I got the results I did.

Recording

I give reasons for my observations. I look for patterns in my data and try to explain them. I suggest how I can make improvements to my work. I use my own knowledge when talking about what happened.

I use my data to interpret patterns in my data. I consider how changing one variable can alter another and use the convention of er words to describe this (eg. the heavier the load, the longer the spring). I relate my conclusions to these patterns. I use appropriate scientific language. I suggest improvements to my work and give reasons.

Communicating

Birchfield Skills List: Scientific enquiry

Level 2 Level 3 Level 4

I use all of my senses to observe so that I can try to answer questions. I act on suggestions about how to find things out. I can give my first hand experience to try and answer a question. I can think about what might happen before deciding what to do.

I recognise why it is important to collect data to answer questions. I act on suggestions and put forward my own ideas about how to find the answer to a question. I predict what might happen before I carry out any tests. I use my own knowledge when talking about what I think will happen.

I recognise that scientific ideas are based on evidence. I ask questions which can be answered by an investigation. I recognise those questions which cant be investigated. I can make sensible predictions.

Planning

I find information from books or other printed (or screen) sources. I make measurements using simple equipment. (length, time, capacity, weight). I can say if I think a comparison is unfair. I can follow simple instructions to make my test safe.

With help I can carry out a fair test and explain if it was fair. I measure length, mass, time and temperatures using suitable equipment. I can identify variables that need to be controlled. I can explain what I will do, thinking about safety.

I decide on the most appropriate approach to an investigation. I can create a fair test to answer a question. I can describe how to vary one factor while keeping others the same. I select which information to use from sources provided for me (print and screen). I make observations using materials and equipment that are right for the task. I carry out my tests safely. I decide what observations or measurements I need to make. I record my observations using tables and bar charts. I plot points to make line graphs.

Doing

I describe my observations using comparative words (e.g. slower, hotter, and bigger). I record my observations on screen and paper. I can show my findings in diagrams, by completing simple tables or in writing.

I use scientific vocabulary to describe my observations. I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams.

Recording

I make relevant contribution to class/group discussion. I say whether what happened was what I expected. I can give a reason for my idea if asked to do so. I make simple observations about data. I explain what I did to others.

I give reasons for my observations. I look for patterns in my data and try to explain them. I suggest how I can make improvements to my work. I use my own knowledge when talking about what happened.

I use my data to interpret patterns in my data. I consider how changing one variable can alter another and use the convention of er words to describe this (eg. the heavier the load, the longer the spring). I relate my conclusions to these patterns. I use appropriate scientific language. I suggest improvements to my work and give reasons.

Communicating

Birchfield Skills List: Scientific enquiry

Level 1 Level 2 Level 3

I know why I am trying to find out things.

I use all of my senses to observe so that I can try to answer questions. I act on suggestions about how to find things out. I can give my first hand experience to try and answer a question. I can think about what might happen before deciding what to do.

I recognise why it is important to collect data to answer questions. I act on suggestions and put forward my own ideas about how to find the answer to a question. I predict what might happen before I carry out any tests. I use my own knowledge when talking about what I think will happen.

Planning

I ask questions about what I see. I try to answer questions. I can make a guess about what I think will happen. I give some reasons why things may happen. I talk about what I see, hear touch, smell or taste.

I find information from books or other printed (or screen) sources. I make measurements using simple equipment. (length, time, capacity, weight). I can say if I think a comparison is unfair. I can follow simple instructions to make my test safe.

With help I can carry out a fair test and explain if it was fair. I measure length, mass, time and temperatures using suitable equipment. I can identify variables that need to be controlled. I can explain what I will do, thinking about safety.

Doing

I draw pictures of what I see, hear, touch, smell or taste. I can put information on a chart. I make some measurements of what I observe. (e.g loud, quiet, long short etc.) I use the computer to draw what I have observed.

I describe my observations using comparative words (e.g. slower, hotter, and bigger). I record my observations on screen and paper. I can show my findings in diagrams, by completing simple tables or in writing.

I use scientific vocabulary to describe my observations. I record my observations, comparisons and measurements using tables, charts, text and labelled diagrams.

Recording

I can tell others what I have done. I can tell others what I have found out. I can say if my guess was correct. I am surprised if what happened was not what I expected.

I make relevant contribution to class/group discussion. I say whether what happened was what I expected. I can give a reason for my idea if asked to do so. I make simple observations about data. I explain what I did to others.

I give reasons for my observations. I look for patterns in my data and try to explain them. I suggest how I can make improvements to my work. I use my own knowledge when talking about what happened.

Communicating