| 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. |
| Identify a question to answer or problem to solve through scientific inquiry | I can make connections to the topic we are studying | I can ask general questions based on my observations of a topic | I can ask a testable question based on my observations of a topic | I can ask additional testable questions related to the results of my previous question |
| Formulate alternative “if…then…” hypotheses based on their questions | I can select a potential outcome of a scientific investigation | I can identify the variables and outcomes of a scientific investigation | I can predict the potential alternative outcomes of a scientific investigation | I can analyze the potential different outcomes to determine which is most likely to occur |
| 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. |
| Measure and control variables (dependent and independent) through fair tests | I can define independent, dependent, and control variables | I can identify the independent and dependent variables within an investigation | I can identify and control the appropriate variables for a fair test | I can evaluate whether an investigation was a fair test and make suggestions to improve |
| Observe, measure, and record data with accuracy and precision |
I can make observations of an investigation using my five senses I can name basic tools commonly used in scientific investigations I know common SI units and prefixes for measuring quantitative data |
I can describe the difference between qualitative and quantitative observations I can choose appropriate tools to use in a specific investigation I can identify what quantitative data needs to be measured and collected during an experiment |
I can make qualitative and quantitative observations during an investigation I can effectively use appropriate tools to accurately measure quantitative data I can record quantitative data in tables with proper SI units and prefixes |
I can compare and contrast my observations with those of other students I can analyze the difference between various tools (ie, handheld measuring tools and technological measuring tools) I can analyze unexpected results in quantitative data |
| 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. |
| Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information | I can name local First Peoples communities in my area | I can identify sources of First Peoples traditional knowledge that are relevant to the investigation | I can explain how First Peoples traditional knowledge supports the results of the investigation | |
| Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate | I can name various given visual representation methods | I can draw the structural components of the visual representation | I can choose and draw/build an appropriate visual representation with the correct components for the data | I can compare/contrast two or more visual representations for the data |
| Use scientific understandings to identify relationships and draw conclusions | I can identify the variables and units in a given data set | I can describe the relationship between variables in a given data set | I can use science concepts to explain the relationship between variables | I can use additional data and secondary sources to support my explanation |
| 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. |
| Identify possible sources of error and suggest improvements to their investigation methods | I can name several common sources of error in investigations | I can identify specific possible sources of error within my investigations | I can discuss the potential impacts that sources of error had on my investigation and suggest improvements | I can anticipate and minimize possible sources of error within an investigation |
| Demonstrate an awareness of assumptions and bias in their own work and secondary sources | I can define bias and give examples | I can identify bias in my own personal life | I can recognize bias within scientific investigations and secondary sources | I can analyze multiple perspectives about a scientific topic |
| Consider social, ethical, and environmental implications of the findings from their own and others’ investigations | I can define social, ethical and environmental impacts | I can describe an example of a scientific investigation that had social, ethical, and/or environmental impacts (positive and negative) | I can explain/assess the social, ethical, and/or environmental impacts that may arise from an investigation (positive and negative) | I can suggest possible courses of action to limit negative social, ethical, and/or environmental impacts of an investigation |
| 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. |
| Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate | I can make a scientific CLAIM based on the results of my investigation (states what happened) | I can support a scientific CLAIM with EVIDENCE from the investigation such as data, observations, and additional research (explains how we know it happened) | I can explain the results of my investigation using REASONING through scientific concepts and Big Ideas (explains why it happened) | I can communicate an explanation using appropriate scientific language and representations based on my audience |