| Criteria |
Meets
Standard |
Beginning
to Meet Standard |
Doesn’t
Yet Meet Standard |
| Questioning |
Asks
“testable” questions based on observations; re-states
untestable questions.
Identifies variables.
Distinguishes
between questions that can be answered through observation,
experiments, and research. |
Poses
questions based on observations.
Identifies one
variable.
Does not consistently
distinguish between questions that can be answered through observation,
experiments, and research. |
Asks
questions that may or may not relate to observations.
Does not identify a variable.
Does not distinguish
between questions that can be answered through observation,
experiments, and research. |
| Predicting
and Hypothesizing |
Uses
logical
inferences to predict what may happen or
be observed or
provides a
reasonable
hypothesis related to
evidence. |
Uses
logic to make
a prediction but
does not relate it to
evidence. |
Not
yet able to generate
a hypothesis or
logical prediction. |
Designing
an Experiment/
Investigation |
Student
can create a plan for a fair test that identifies what they
will observe and measure, includes a materials list and sequential
steps, and describes variables
and how all but one will be kept constant, if necessary. |
Student
can develop
a fair test that
includes some of the
elements of a fair
test. |
Student
can not yet
develop a fair test. |
| Investigating |
Follows
a plan for
the investigation.
Records all data systematically and
accurately.
Records
observations of
similarities and
differences.
Chooses appropriate
measurements and
measures accurately.
Draws scientifically
with an appropriate
perspective and with
as many details as possible. |
Follows
a plan for
the investigation.
Records some data but not always systematically or accurately.
Records observations but not always similarities
and differences.
Chooses appropriate
measurements but doesn’t always measure accurately.
Draws scientifically
with an appropriate
perspective and with
as many details as possible. |
Does
not follow the plan for the investigation. Records some data,
but not systematically or accurately.
Records some
observations.
Does not always choose appropriate measurements.
Draws scientifically, but not with many details. |
| Analyzing
and Explaining Data, Drawing Conclusions |
Represents
data
using graphs, charts,
and tables.
Analyzes data based
on evidence and
results of the
investigation.
Explains data using
scientific
terminology.
Uses resources to
support explanation.
Identifies problems
/flaws with the experimental design. |
Represents
data
using graphs, charts
and tables, but may
not have chosen the
appropriate ones.
Analyzes data based
on evidence and
results of the
investigation.
Explains data using some scientific
terminology.
Uses resources to
support explanation.
Cannot identify
problems/flaws with
the experimental
design. |
Does
not represent
data in an organized
manner.
Analyzes data but
does not base
analysis on results/
evidence from the
investigation.
Explains data but
does not use
scientific
terminology.
Does not use
resources to support
explanation.
Cannot identify
problems/flaws with
the experimental
design. |
| Communicating
Investigations and Results |
Considers
audience in selecting what and how to communicate. Communicates
questions, investigation plan, data collection and analysis,
and conclusions with accuracy and clarity.
Critiques own investigation and those of others. |
Communicates
a general description of their plan and findings, but omits
details about the data collection and analysis process.
Is challenged to critique investigation. |
Communication
about investigation lacks key components, clarity, and detail. |
