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Vocabulary, Skills, and Assessment Practices K-4, 5-8, 9-12

Science Vocabulary, Skills, and Assessment Practices
Grades 5-8

Vocabulary

- Investigate…means to carry out an experiment to find an answer rather than doing research in the library or on the Internet to find the answer.
- Experiment…the culmination of all science process skills. Experimentation often begins with observations, which lead to questions that need answers. The steps for proceeding include formulating a hypothesis, identifying and controlling variables, designing the procedure for conducting tests, implementing the test, collecting and interpreting the data, and sometimes changing the hypothesis being tested.
- Independent Variable…what is changed.
- Dependent Variable…what is measured (as a result of the independent).
- Constant(s)…the thing(s) that are kept the same.
- Control…what is measured against (not every experiment has a control).
- Experimental group…the group being tested or measured.
- Hypothesis…an if…then (cause and effect) statement.

Skills

- Seventh grade students should be able to identify the following in a science investigation.

1. Independent variable.
2. Dependent variable.
3. Constant(s).
4. Control (not every experiment has a control).
5. Experimental group.
6. Hypothesis.
7. Conclusions.
8. The importance of multiple (or repeated) trials.

- Students at all three grade levels should:

1. Be familiar with appropriate skills found in the back of the state science standards.
2. Be able to read charts, graphs, and Venn diagrams.
3. Be able to identify questions that can be investigated in the classroom.

Generic Science Scoring Rubric

I. Planning
•5. The student presents a clear, concise, and complete plan for investigation. He/she is able to critically discuss the plan.
•3. The student requires some help with the plan.
•1. The student has little idea of how to proceed. Much help is needed.

II. Performance
•5. The student consistently makes appropriate observations and accurate measurements using proper tools.
•3. The student usually observes and measures with proper tools, however, sometimes after being provided with direction.
•1. The student’s measurements are inconsistent and often inaccurate – even with direction.

III. Analysis
•5. The student consistently and accurately summarizes observation and data. He/she cites appropriate relationships and generalizations.
•3. The student summarizes and organizes observations and data but is unable to formulate meaningful generalizations.
•1. The student is unable to go beyond the data collected.

IV. Application
•5. The student finds appropriate applications and proposes related investigation.
•3. The student relates conclusions only to similar work and applications.
•1. The student is unable to relate or extend findings to other situations or investigation.

Last Updated November 26, 2002