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Standards & Emerging Developing Using Applying

Evidences (Can do with much teacher (Some guidance is needed but can ICan do consistently and (Can apply skills and/or concepts to
guidance and prompting). do independently as well). independently. May need new and/or different situations with
occasional propmting). little guidance).

Asks When prompted by the Students need occasional Students can independently Questions continue to be
Questions teacher "what do you wonder prompting to ask questions ask questions about spontaneous and driven by
about the about?" the student will about observations and observations and curiosity about their world.
World respond. Student will ask a investigations. Questions are investigations. Questioning is
Around question about an more directly related to more spontaneous and Students independently ask
Them (7.1a) observation with guidance. observations and consistent. "what if" questions during and
investigations. after observations and
Expresses curiosity about Students begin to express investigations.
their world and seeks Students continue to express curiosity beyond what is
information by asking "why" curiosity about their world directly observable. Student Student questions often
questions. "How" and "what" and ask "how" and "what" can ask "what if" questions extend observations and
questions may be generated questions more with less prompting. investigations to new levels.
with guidance. independently.
Occasionally questions posed Students may ask ideas
Questions may not always With prompting and modeling may extend observations and about how ideas and events
relate to what's being students may begin to ask investigations. are connected.
observed or investigated. "what if" questions.

Uses Senses Students can use the sense Students continue to use the Students use more than one Students consistently use
to Observe of sight to observe objects sense of sight to observe and sense to observe with little more than one sense to
(7.1b) and events and sort these can use other senses with guidance. Students can inde- observe objects and events.
accordingly by properties and some prompting. Students pendently sort by more than Students can sort by more
non-properties (i.e.: smooth, can sort by more than one one property and classify complex properties and
not smooth). With prompting property with less quidance. objects into groups. independently identify and/or
students can observe using explain the rule.
other senses and sort by Students can compare and Students can often identify
more than one property. contrast objects and events the rule for classifying. Students may begin to make
according to a stated rule. connections among multiple
Students are able to describe With prompting can classify Students are able to make groups of objects and
1 or 2 simple observations objects into groups. more complex observations compare and contrast these.
and with guidance provide and consistently use detail in
detail about their Students are able to describe describing these. Students are able to make
observations. several observations and use numerous observations and
some detail in their describe these using
descriptions. careful detail.
Standards & Emerging Developing Using Applying
Evidences (Can do with much teacher (Some guidance is needed but can ICan do consistently and (Can apply skills and/or concepts to
guidance and prompting). do independently as well). independently. May need new and/or different situations with
occasional propmting). little guidance).

Investigates Students can begin to make Students begin to make Students can independently Students make predictions
Objects, predictions or guesses with predictions that are based make predictions that are based upon prior knowledge,
Materials guidance. upon prior knowledge and based upon prior knowledge experience, and investigation.
and experience. and experience. Students may begin to
Phenomena Students are able to follow hypothesize with teacher
(7.1c, 7.2a) simple procedures to Students are able to follow Students are able to follow guidance ("I think
investigate ideas but need simple and complex complex procedures more this...because...")
guidance with more complex procedures with less independently.
steps. guidance. Students are able to follow
Students frequently complex procedures and/or
With teacher prompting Students begin to investigate investigate their own ideas develop their own procedures
("what could you do to find their own ideas during during observations and for investigating. Students
out?") students may observations and explorations explorations. may begin to recognize the
investigate ideas they have by trying different things. idea of fair testing.
during observations and Students are able to collect
explorations. With continued guidance data and information during Students consistently
students are able to collect investigations more investigate their own ideas
With guidance and structure data and information during consistently and with less and questions and can begin
students can begin to collect investigations. structure provided by the to design structures for
simple data or information. teacher. collecting data and
information during
investigations.
Standards & Emerging Developing Using Applying
Evidences (Can do with much teacher (Some guidance is needed but can ICan do consistently and (Can apply skills and/or concepts to
guidance and prompting). do independently as well). independently. May need new and/or different situations with
occasional propmting). little guidance).

Proposes Students can frequently Students are able to move Students are able to propose Students propose abstract
Ideas and restate what they observed. beyond restating what they more abstract ideas and ideas and explanations about
Explanations directly observed by posing explanations about what they what they observed and
About Students are able to attempt concrete ideas and observed. investigated.
Concepts explanations of observations explanations.
being with teacher prompting and Students need less prompting Students can independently
Learned questioning. Students may still need and questioning to draw draw relevant conclusions
(7.1d, 7.1e) prompting and questioning to relevant conclusions based based upon data and
With extensive prompting draw relevant conclusions upon data and information information gathered.
students are able to draw about investigations. gathered.
some conclusions based Students can more
upon investigations and Students continue to have Students may alter independently revise
information gathered. misconceptions but may misconceptions and misconceptions.
begin to recognize and conclusions when confronted
Students may have a number understand alternative ideas with new evidence or ideas. Students begin to extend
of misconceptions about what when prompted. their ideas and explanations
was learned. by posing "what if?"
questions and can connect
their learning to real life
events and phenomena.

Communi- Students are able to orally Students are able to orally Students are able to orally Students are able to orally
cates and communicate what they communicate what they communicate what they communicate what they did,
Presents observed and what they observed and what they observed and what they what they observed and what
Learning learned with prompting and learned with less prompting learned more independently. they learned independently.
(1.17a, b) questioning. and questioning.
Students use scientific Scientific language and
Little or no scientific language Students begin to use more language more consistently to vocabulary is used
is used to describe scientific language to describe observations and consistently.
observations. describe observations. investigations.
Pictorial representations are
Students can represent their Pictorial representations Pictorial representations detailed and include
learning with simple pictorial include more detail. include detail and may appropriate labeling. Students
representations. include labeling. are able to represent
numerous ideas and
information.