| Questioning and Predicting | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | Begins to show curiosity. Considers others’ questions. Makes obvious predictions and observations. | Regularly shows curiosity by asking straightforward questions. Makes multiple logical predictions and observations.. | Regularly demonstrates curiosity by asking focused questions. Makes appropriate and justified predictions supported by clear observations. | Demonstrates sustained curiosity by asking questions then follows up with further scientific inquiry. Predictions are grounded in both observations and theory. |
| Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world. | Uses the sense of sight to reiterate the wonders and curiosities of others.
Example: I am walking through my local forest and my teacher tells me that I’m supposed to be observing variation among trees. |
Uses more than one sense to build upon or extend the wonders and curiosities of peers.
Example: In my local forest there are a variety of trees. Some are tall and some are small. I think they reproduce sexually or asexually. |
Uses five senses to gather information and demonstrates wonder and curiosity.
Example: Some pine trees in my local forest are tall and some are small. Some pine needles are longer. Some smell strong, others do not. Some pine trees have many cones, some do not. What causes these differences? What variation occurs in sexually reproducing pine trees? |
Uses five senses to gather information and notices novel details. Connects curiosity and wonder to background knowledge and scientific ideas.
Example: What variations occur within a pine tree as a result of sexual reproduction? What alleles exist for tree height, bark thickness, smell, size of cone? What punnett squares can be created for a pine tree in a local forest? What connection can be made between variety and climate change? |
| Formulate multiple hypotheses and predict multiple outcomes | Lists multiple variables in a question or statement related to observations.
Example: Will the marble go farther if I let it go from this height or use multiple pieces of tape in my construction or if I put the loop in the middle of the table or at the end of the table? |
Begins to apply the “if, then, because” framework using multiple variables, but no clear independent, dependent, or controlled variables.
Example: If the marble is released with more force it will go farther because things go further; OR if the marble has an increased mass, it will go further. |
Applies “If, then, because” framework to create statements that includes one independent and one dependent variable, and is testable; and, selects one for investigation.
Example: If the marble is released from a greater height, it will have increasingly greater energy to conquer the loop and travel a further distance because there is more potential energy; OR, if the marble’s mass is increased, then it will have greater energy |
Justifies multiple hypotheses with scientific reasoning using background knowledge and background research, and selects one for investigation.
Example: If a marble with greater mass is released from the same height, it will travel at the same speed through the rollercoaster because both PE and KE are directly related to mass, and energy is conserved. |
| Planning and Conducting | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | Plans parts of an investigation and identifies some variables. In a group, collects and organizes data and follows safe lab practices. | Plans simple, short investigations. Considers several variables and collects and record key data. Follows safe lab practices.. | Plans complete and focused investigations. Considers both safety and ethics in designing investigations. Collects and clearly organizes data, including appropriate units and labels. | Plans sophisticated investigations. Has a deep understanding of controls and variables, and takes steps to minimize error. Adheres to safety and ethics guidelines. Effectively collects and organizes data. |
| Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) | Identifies equipment required and follows instructions to assemble the equipment for the investigation.
Works with clear direction to conduct field work or experiment.
Collects some numerical values related to the experiment and/or some descriptive observations.
Example: Student assembles equipment and materials to conduct the experiment Example: Student assembles equipment to build a marble roller coaster. Student follows instructions to build the rollercoaster with a fixed starting point and a fixed loop. |
Works collaboratively with others to follow a given procedure and to complete field work or a lab experiment.
Collects qualitative data when prompted using one or more sense.Given a table, uses tools and equipment to collect some numerical values related to the experiment. Example: Student uses recommended litmus paper to test one metal-oxide solution, and one non-metal oxide solution to confirm expected outcome. Example: Student builds a marble roller coaster and runs PE > KE tests, varying the height of the release point and the position of the loop. Some data values are collected without accurate units. |
Works as an individual, selects an investigation method from demonstrated methods, and completes the investigation.
Works collaboratively with others to use equipment as demonstrated in order to complete the field and lab investigation.
Collects qualitative data using five senses and descriptive language as modeled in class.
Collects quantitative data in a table using tools and units of measurement accurately
Example: Student uses recommended litmus paper to test various unknown solutions to determine if they are metal oxides in water (acidic) or non-metal oxides in water (basic). Student executes one trial and creates a simple data table indicating “basic” or “acidic”. Example: Student builds a marble roller coaster with one loop and tests various release heights to increase the potential energy (corresponding transfer to kinetic energy). Student keeps a clear data table showing rise, run, slope and distance with units; and recognizes the amount of PE need for the marble to achieve the loop. |
Individually plans, selects, and uses equipment to conduct unique field and lab investigations. Takes steps to minimize error.
Works collaboratively with others to plan, select, and use equipment to conduct unique field and lab investigations. Takes steps to minimize error.
Collects qualitative data to fulfill a unique set of observations that is complete and accurate featuring multiple trials.
Collect quantitative data to fill a custom data table resulting in a complete and accurate data set featuring multiple trials.
Example: Student designs experiment to test multiple solutions of metal and non-metal oxides in labeled test tubes using multiple indicators, such as methyl red, litmus, and phenolphthalein. Student designs and completes a clear and concise data table for 3+ trials which includes qualitative and quantitative observations. Example: Performs multiple trials and takes steps to minimize error, such as automating the release point. Calculates velocity. Identifies other energy transfers. Changes one variable at time (size of marble, track material, etc.) to collect other data sets and connects to other scientific principles such as friction and mass. |
| Ensure that safety and ethical guidelines are followed in their investigations | Follows direct safety instructions.
Example: Student watches peers following safe science procedures as they execute a lab |
Follows ethical guidelines.
Example: Student follows safety guidelines with reminders and executes the lab safely. |
Follows safety guidelines as demonstrated – wear PPE, follow key safety procedures, and conduct clean up as directed.
Follows ethical guidelines by reporting honestly – not falsifying, fabricating or misrepresenting data.
Example: Student wears goggles, ties hair back, wears close toed shoes, wafts to smell, and does not eat or drink solutions. |
Identify hazards and mitigate hazards as they arise.
Identifying and mitigating other ethical issues such as environmental concerns or compassion and concern for other living beings.
Example: Student takes initiative to investigate, plan and neutralize acidic and basic solutions before disposing. |
| Processing and Analyzing Data and Information | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | Finds patterns in data and makes a claim based on these patterns; writes simple one point conclusions using scientific vocabulary from the unit. | Identifies and articulates the evidence used to support claims; writes conclusions which draw on two or more points using scientific vocabulary for the unit . | Connects claims to scientific theory; explains reasoning for the claim; compares conclusions to theory and explains differences and the reasons for the errors in the experiment or data. | Explores implications of claims and connects it to other competencies (analyze, evaluate, etc.); explains how the conclusion has relevance for our lives in society, with connections to place/context and to First Peoples’ Principles. |
| Seek patterns and connections in data from their own investigations and secondary sources | Finds the pattern in a data set
Example: Student can rank substances on the pH scale |
Explains the pattern in a data set, identifies connection between variables
Example: Student can explain that some substances are more acidic or more basic or neutral. |
Connects the pattern in a data set to scientific principles
Example: Student connects the pH scale to a relationship of the amounts of hydrogen ions vs hydroxide ions |
Uses the pattern in the data to predict expected values or findings
Example: Student can use multiple indicators to identify a pH range for a compound, and then classify it as an acid or base, while referring to its hydrogen and hydroxides rations. |
| Use scientific understandings to identify relationships and draw conclusions | Finds patterns in data.
Example: Using more reactants will make more products |
Use data to describe a pattern.
Example: The amount of reactants affects the amount of products. When we used 1.0 gram we got 2.0 grams, but when we used 2.0 grams we got 3.5 grams |
Use data to draw a conclusion based on correct scientific reasoning and identify sources of error.
Example: There is a direct relationship between the amounts of reactants and products. This shows the law of conservation of mass. The ratio was 1:2 but we did not get exactly double the amount. |
Use data to draw a conclusion based on correct scientific reasoning and identify sources of error. Identify ways to reduce error and/or possible further investigations.
Example: “We varied the amount of chemical, but we could have varied the concentration” “Measuring with a beaker is imprecise, a pipette would have been more accurate” “More trials…” |
| Analyze cause-and-effect relationships | Lists variables that affect a result
Example: Sunlight, rain and soil all affect sunflower growth. |
Describes how a change in a variable will affect another
Example: More rain will increase sunflower growth |
Uses scientific principles to explain the relationship between variables
Example: Increased rain will result in more sunflower growth because they gain nutrients through rain |
Applies the relationship to a different context
Example: Variation in rainfall due to climate change will result in changes in sunflower growth by region |
| Evaluating | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | Beginning to explore assumption, bias, sources of error, and possible implications of these. | Identifies obvious instances of assumption, bias, and error. Explains some of the impacts of these assumptions, and proposes some solutions. | Identifies multiple and more nuanced instances of assumption, bias, and error. Fully explains the impacts of these assumptions and proposes appropriate solutions. | Consistently applies strategies to anticipate and reduce error and bias. Communicates the effect biased findings might have on place and community. |
| Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions |
Reflects on the adequacy of their investigation methods in a limited way Example: Student identifies errors in measurement. Conclusion is simple. |
Reflects on the adequacy of their investigation methods identifying a source of error or alternative explanations. Example: Student suggests ways to reduce error (choosing a graduated cylinder vs a beaker). Conclusion is stated, but no connection to evidence collected. |
Reflects on the adequacy of their investigation methods by describing sources of error, confounding variables and possible alternative explanations Example: Student explains how measurement errors could have an affect on the variable being tested. Student makes a conclusion and can relate it to theory. |
Reflects on the adequacy of their investigation methods in a sophisticated way including all sources of error, confounding variables or alternatives explanations.
Example: Student suggests ways to reduce error if given the chance to repeat experiment, can explain how their conclusion is based on the data collected |
| Describe specific ways to improve their investigation methods and the quality of the data | Identifies a source of error and explains how it could have been improved.
Example: Student identifies inaccurate use of a timer during a ball drop, suggests repeated trials |
Identifies multiple sources of error and explains their effect on the data and how to improve
Example: Student identifies how by having inaccurate time data, their calculation of velocity are affected, suggests averaging more trials |
Explains multiple sources of error and suggests appropriate methods to improve investigations
Example: Student explains how they can improve on both their distance and time data to get a more accurate velocity calculation. |
Explains multiple sources of error and suggests sophisticated methods to improve investigations
Example: Student explains how both the distance and time calculation are affected by air resistance, human error, and then provides several ways to improve precision and accuracy. |
| Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modeled | Identifies a strength and a weakness of a given analogy or model.
Example: Student notes that a lewis diagram doesn’t show the nucleus of an atom |
Describes how an analogy or model differs or agrees with the phenomenon being modeled
Example: Student describes how a lewis diagram only shows the electrons that bond |
Critiques the validity and limitations of a model or analogy in relation to the phenomenon being modeled.
Example in context: Student notes that ions rely on the protons in the nucleus to help with ion bonding |
Gives a sophisticated critique of a model or analogy, offering improvements to make it more reflective of the phenomenon being modeled.
Example: Student proposes a model that includes both protons and the valence electrons to explain ionic bonding. |
| Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources | Understands that bias and assumptions are present in scientific work
Example: Student reads news article and responds to comprehension questions |
Recognizes when assumptions have been made and identifies the bias in a source
Example: Student reads scientific journal and identifies the bias (author, funding, publication, finding) |
Explains multiple assumptions or biases in a source and in own work
Example: Student reads scientific journal article featuring a product and recognizes that it is funded by the drug company that produces that product. Student connects to their own bias from upbringing, for example: vaccines are bad. |
Connects the bias and/or assumptions to the perspective/motivations of the source
Example: Student shows how bias can produce messaging that misleads by connecting multiple articles that support a single perspective. |
| Consider the changes in knowledge over time as tools and technologies have developed | Identifies that knowledge has increased as tools and technologies have developed
Example: Student identifies how certain technology has resulted in certain theories (telescopes, satellites, space flight) |
Describes that knowledge has increased as tools and technologies have developed.
Example: Student describes the role of the telescope, satellites in improving our understanding of space |
Explains in detail how the development of tools and technologies has resulted in an increase of knowledge
Example in context: Student describes how space technology changed our understanding of space over time with specific changes in thinking |
Explains in sophisticated ways how the development of tools and technology has resulted in an increase of knowledge. Example: Student compares knowledge pre and post technology and explains how it has affected society. |
| Connect scientific explorations to careers in science | Identifies some scientific careers.
Example: Student identifies the fields of science they are studying with their careers Biologist, Chemist, Physicist, Astronomer |
Describes several scientific careers
Example: Student can describe specific scientific careers (Chemist: food inspector, materials chemist, forensics) |
Connects science learning to several possible careers in science.
Example in context: Student connects areas of learning with specific careers (Roller coaster designer must consider the relationship between potential and kinetic energy) |
Investigates scientific careers beyond those presented in class.
Example: Student investigates the route to a specific career in the local community or one related to a recent scientific news item |
| Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources | Questions claims and asks for evidence.
Example: Student questions how the Big Bang Theory is accepted if no one was around then |
Uses background knowledge and gathers evidence to evaluate claims
Example in context: Student identifies evidence such as background radiation, expansion of the universe to support the BBT |
Gathers evidence from a variety of sources to evaluate the accuracy of a claim
Example: Student evaluates how specific evidence (red shift) supports the BBT |
Searches for evidence, evaluates bias and conducts own investigations to evaluate claims.
Example: Student evaluates how bias affects the acceptance of the big bang theory and how society’s views (religious or scientific) might be in conflict. |
| Consider social, ethical, and environmental implications of the findings from their own and others’ investigations | Identifies a social, ethical, and/or environmental aspect of the findings
Example: Student identifies that genetic mutations can affect the health of an individual |
Considers and explains social, ethical, and/or environmental aspects of the findings
Example: Student explains how a genetic mutation would affect the daily life of an individual |
Connects social, ethical, and/or environmental aspects of the findings and their implications
Example: Student explains how a genetic mutation affects an individual, while explaining the need for social supports for those affected |
Suggests a possible solution for the social, ethical, and/or environmental implications of the findings
Example: Student proposes a need for more government funding to find a cure for certain genetic mutations and explains how it would benefit society |
| Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems | Understands that bias and assumptions are present in scientific work
Example: Student reads an article and understands that the author has focused on one relationship to study |
Recognizes when assumptions have been made and identifies the bias in a source
Example: Student points out assumptions by the author of an article or identifies how the data used for the claim was biased |
Explains multiple assumptions or biases in a source and in own work
Example: Student explains how the researcher’s work showed bias, relates it to bias in their own experiments |
Connects the bias and/or assumptions to the perspective/motivations of the source
Example: Student identifies that how science is funded, can affect the type of research findings presented. |
| Applying and Innovating | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | Beginning to make connections between learning & life beyond the classroom. Works w/ others to finish task. | Makes personal, local, and global connections with some learning. Contributes productively to working with others.. | Understands the causes of personal, local, and global issues. Engagement with a group promotes own growth and that of others. | Works in close collaboration with others to plan and carry out suitable initiative to address a personal, local, or global issue. |
| Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world. | Identifies the needs of self, others, community and the world
Example: Identifies ways that people can reduce their ecological footprint |
Explains how own actions contribute to meet the needs of self, others, community, and/or the world
Example: Explains how reducing their ecological footprint is a benefit to their community and contributes to sustainability |
Creates a plan to address the needs of self, others, community, and/or the world
Example: Develops a plan to reduce their ecological footprint and promote sustainability within their household and community |
Plans and executes an initiative to meet the needs of self, others, community, and/or the world
Example: Develops a plan to reduce their ecological footprint and carries it out. Tracks data and presents the results to their community. |
| Cooperatively design projects with local and/or global connections and applications | Completes tasks assigned by the group
Example: Creates a list of materials found in the school that can be recycled. Example: Make a list of various types of fuels and energy used in schools. |
Collaboratively designs projects and can explain how they connect to the community
Example: Collaboratively designs a recycling program and explains how it would work. Example: Walk around the school and identify the various types of energy used, explore the sources of each energy type and connect to the local context. |
Collaboratively designs projects and independently makes connections to the community
Example: Collaboratively designs a recycling program and discusses with administrators how to implement it in school. Example: Conduct an inventory of fossil fuel use in school and at home. Consider the impact of fossil fuel use on GHG and global warming. |
Collaboratively designs projects and actively applies them in their community
Example: Create materials to inform the community about their new recycling program. Discusses how reduction of plastic waste is related to improvements in health Example: Conduct a full energy audit of the school and home. Connect with types of energy on a local and global scale and connect to sustainability. |
| Contribute to finding solutions to problems at a local and/or global level and implement multiple strategies to solve problems in real-life, applied, and conceptual situations through inquiry | Identifies a local and/or global problem and demonstrates limited problem solving.
Example: Identifies a local littering issue and suggests providing additional garbage cans. |
Identifies a local and/or global problem and demonstrates problem solving.
Example: Identifies a local littering issue, suggests placing more trash bins, and conducts a basic survey to understand why people litter. |
Identifies a local and/or global problem and demonstrates problem-solving with multiple strategies.
Example: Identifies a local littering issue, suggests placing more trash bins, conducts a survey, and organizes a community clean-up event. |
Identifies a local and/or global problem and demonstrates problem-solving with multiple diverse strategies.
Example: Identifies local litter issue, suggests placing more trash bins, conducts survey / interviews, leads a clean-up event, launches a campaign. Uses survey to propose changes, lists their pros / cons |
| Communicating | Emerging (could look like anything up until these descriptors) | Developing | Proficient | Extending (could look like anything starting from to beyond descriptors) |
|---|---|---|---|---|
| Snapshot | Expresses basic facts and findings in everyday language. | Uses scientific vocabulary when presenting ideas.. | Explains, connects, and justifies ideas using scientific vocabulary | Chooses methods of communication that enhance the audience’s understanding and engagement. |
| Formulate physical or mental theoretical models to describe a phenomenon | Attempts to create a basic model that outlines some features of a phenomenon.
Example: Draws a model of a DNA molecule which lacks key structures (e.g. double helix) |
Creates a basic model that describes the basic features of a phenomenon.
Example: Creates a model of a DNA molecule with beads and string that shows the overall structure but lacks finer detail (e.g. correct nucleotide structure or base pairs) |
Creates an accurate and detailed model that describes a phenomenon.
Example: Creates a model of a DNA molecule with beads and string that includes a double helix, nucleotide structure and base pairs |
Creates an accurate and sophisticated model that describes a phenomenon and makes connections to unfamiliar concepts.
Example: Creates a sophisticated model and suggests what bonds might need to be affected in order to copy the genetic code |
| Communicate scientific ideas, info, suggested course of action, for a specific purpose and audience, constructing evidence-based arguments using appropriate scientific language, conventions, & representations | Communicates ideas, information and arguments using non-scientific language
Example: Conducts an experiment involving the reaction of HCl and Zinc and makes observations about the amount of gas produced. |
Communicates ideas, information, and arguments using scientific language and representation
Example: Conducts an experiment involving the reaction of HCl and Zinc and describes how the concentration of the HCl affects the amount of gas produced. |
Communicates ideas, information, and arguments using accurate and relevant scientific language and representations
Example: Conducts an experiment involving the reaction of HCl and Zinc and correctly explains why the concentration of the HCl affects the amount of gas produced. |
Constructs evidence-based arguments that applies familiar concepts to unfamiliar applications
Example: Conducts an experiment involving the reaction of HCl and Zinc and correctly explains how and why the amount of gas produced would differ if H2SO4 was used instead of HCl.Models the difference in reactions between monoprotic and diprotic. |
| Express and reflect on a variety of experiences, perspectives, and worldviews through place | Describes their own experiences and perspectives
Example: Provides a basic description of the Big Bang theory without exploring different cultural or scientific perspectives on the formation of the universe. |
Expresses and reflects on a limited number of experiences and perspectives
Example in context: Describes the Big Bang theory and reflects and draws limited comparisons to different cultural or scientific perspectives on the formation of the universe. |
Expresses and reflects on a variety of experiences, perspectives, and worldviews in relation to place
Example: Describes the Big Bang theory and contrasts it with cultural creation stories, providing detailed reflections on how the formation of the universe is informed through place. |
Expresses / reflects on variety of experiences, perspectives, worldviews
Example: Provides a detailed explanation of Big Bang theory, explores various cultural creation stories, provides detailed reflections on how different cultures view the formation of the universe, reflects on various ways place may impact perspectives |