K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | High School Biology | HS Chemistry | HS Physics | Overview K-2 | Overview 3-4 | Overview 5-8 | Overview 9-12 |
Vocabulary, Skills, and Assessment Practices K-4, 5-8, 9-12

SCIENCE VOCABULARY, SKILLS, AND ASSESSMENT PRACTICES
GRADES K-4

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.
-Property…a description of objects based on the senses (e.g., hard, soft, smooth)
-Observe…using the senses to gather information about objects and events in the environment.
-Classify…a method for establishing order on collections of objects or events.
-Measure…use an instrument to determine length, area, volume, mass, or other physical property of an unknown quantity.

* Note: Terminology such as independent and dependent variables are not yet appropriate for fourth grade students but can begin to be part of the instructional process in fifth grade.

** Note: The term “hypothesis” is not used at the K-4 level.
Skills

*** Note: Science investigations at the primary level are generally whole class investigations.

Fourth grade students should be able to answer the following questions about a science investigation:

1. What did you change in this investigation?
2. What did you measure in this investigation?
3. What things did you keep the same in this investigation?

When developing science inquiry, students will be able to ask a simple question and perform a simple investigation using the following framework:

1. Plan and conduct a simple investigation based on a question formed from student observations.
2. Employ simple equipment and tools to gather and record data.
3. Use data to construct reasonable explanations.
4. Communicate the results of the investigation and give explanations.

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.

Assessment Practices

Student in grades K-4 should be given the opportunity to make observations and then ask a testable question based on these observations. They can then investigate. Questions and investigations at this level should be simple in form.

Components of the rubric:

1. Ask a simple question based on observations.
2. Complete a simple investigation.
3. Answer the question or give a reasonable explanation.
4. Record results in a simple form and share results with others.

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