Standards & Emerging
Evidences (Can do with much teacher
guidance and prompting).
Asks When prompted by the
Questions teacher "what do you wonder
about the about?" the student will
World respond. Student will ask a
Around question about an
Them (7.1a) observation with guidance.
Expresses curiosity about
their world and seeks
information by asking "why"
questions. "How" and "what"
questions may be generated
with guidance.
Questions may not always
relate to what's being
observed or investigated.
Uses Senses Students can use the sense
to Observe of sight to observe objects
(7.1b) and events and sort these
accordingly by properties and
non-properties (i.e.: smooth,
not smooth). With prompting
students can observe using
other senses and sort by
more than one property.
Students are able to describe
1 or 2 simple observations
and with guidance provide
detail about their
observations.
Developing
(Some guidance is needed but can
do independently as well).
Students need occasional
prompting to ask questions
about observations and
investigations. Questions are
more directly related to
observations and
investigations.
Students continue to express
curiosity about their world
and ask "how" and "what"
questions more
independently.
With prompting and modeling
students may begin to ask
"what if" questions.
Students continue to use the
sense of sight to observe and
can use other senses with
some prompting. Students
can sort by more than one
property with less quidance.
Students can compare and
contrast objects and events
according to a stated rule.
With prompting can classify
objects into groups.
Students are able to describe describing these.
several observations and use
some detail in their
descriptions.
Using
ICan do consistently and
independently. May need
occasional propmting).
Students can independently
ask questions about
observations and
investigations. Questioning is
more spontaneous and
consistent.
Students begin to express
curiosity beyond what is
directly observable. Student
can ask "what if" questions
with less prompting.
Occasionally questions posed Students may ask ideas
may extend observations and about how ideas and events
investigations. are connected.
Students use more than one
sense to observe with little
guidance. Students can inde-
pendently sort by more than
one property and classify
objects into groups.
Students can often identify
the rule for classifying.
Students are able to make
more complex observations
and consistently use detail in
Applying
(Can apply skills and/or concepts to
new and/or different situations with
little guidance).
Questions continue to be
spontaneous and driven by
curiosity about their world.
Students independently ask
"what if" questions during and
after observations and
investigations.
Student questions often
extend observations and
investigations to new levels.
Students consistently use
more than one sense to
observe objects and events.
Students can sort by more
complex properties and
independently identify and/or
explain the rule.
Students may begin to make
connections among multiple
groups of objects and
compare and contrast these.
Students are able to make
numerous observations and
describe these using
careful detail.
Standards & Emerging
Evidences (Can do with much teacher
guidance and prompting).
Investigates Students can begin to make
Objects, predictions or guesses with
Materials guidance.
and
Phenomena Students are able to follow
(7.1c, 7.2a) simple procedures to
investigate ideas but need
guidance with more complex
steps.
With teacher prompting
("what could you do to find
out?") students may
investigate ideas they have
during observations and
explorations.
With guidance and structure
students can begin to collect
simple data or information.
Developing Using Applying
(Some guidance is needed but can ICan do consistently and (Can apply skills and/or concepts to
do independently as well). independently. May need new and/or different situations with
occasional propmting). little guidance).
Students begin to make Students can independently Students make predictions
predictions that are based make predictions that are based upon prior knowledge,
upon prior knowledge and based upon prior knowledge experience, and investigation.
experience. and experience. Students may begin to
hypothesize with teacher
Students are able to follow Students are able to follow guidance ("I think
simple and complex complex procedures more this...because...")
procedures with less independently.
guidance. Students are able to follow
Students frequently complex procedures and/or
Students begin to investigate investigate their own ideas develop their own procedures
their own ideas during during observations and for investigating. Students
observations and explorations explorations. may begin to recognize the
by trying different things. idea of fair testing.
Students are able to collect
With continued guidance data and information during Students consistently
students are able to collect investigations more investigate their own ideas
data and information during consistently and with less and questions and can begin
investigations. structure provided by the to design structures for
teacher. collecting data and
information during
investigations.
Standards & Emerging Developing Using Applying
Evidences (Can do with much teacher (Some guidance is needed but can ICan do consistently and (Can apply skills and/or concepts to
guidance and prompting). do independently as well). independently. May need new and/or different situations with
occasional propmting). little guidance).

Proposes Students can frequently Students are able to move Students are able to propose Students propose abstract
Ideas and restate what they observed. beyond restating what they more abstract ideas and ideas and explanations about
Explanations directly observed by posing explanations about what they what they observed and
About Students are able to attempt concrete ideas and observed. investigated.
Concepts explanations of observations explanations.
being with teacher prompting and Students need less prompting Students can independently
Learned questioning. Students may still need and questioning to draw draw relevant conclusions
(7.1d, 7.1e) prompting and questioning to relevant conclusions based based upon data and
With extensive prompting draw relevant conclusions upon data and information information gathered.
students are able to draw about investigations. gathered.
some conclusions based Students can more
upon investigations and Students continue to have Students may alter independently revise
information gathered. misconceptions but may misconceptions and misconceptions.
begin to recognize and conclusions when confronted
Students may have a number understand alternative ideas with new evidence or ideas. Students begin to extend
of misconceptions about what when prompted. their ideas and explanations
was learned. by posing "what if?"
questions and can connect
their learning to real life
events and phenomena.

Communi- Students are able to orally Students are able to orally Students are able to orally Students are able to orally
cates and communicate what they communicate what they communicate what they communicate what they did,
Presents observed and what they observed and what they observed and what they what they observed and what
Learning learned with prompting and learned with less prompting learned more independently. they learned independently.
(1.17a, b) questioning. and questioning.
Students use scientific Scientific language and
Little or no scientific language Students begin to use more language more consistently to vocabulary is used
is used to describe scientific language to describe observations and consistently.
observations. describe observations. investigations.
Pictorial representations are
Students can represent their Pictorial representations Pictorial representations detailed and include
learning with simple pictorial include more detail. include detail and may appropriate labeling. Students
representations. include labeling. are able to represent
numerous ideas and
information.