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Science Prep

Science Prep

Ratings: (0)|Views: 1,140|Likes:
Published by Joel C. Yuvienco

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Published by: Joel C. Yuvienco on Dec 17, 2008
Copyright:Attribution Non-commercial

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04/02/2011

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Standards &EvidencesEmerging
(Can do with much teacherguidance and prompting).
Developing
(
Some guidance is needed but cando independently as well).
Using
ICan do consistently andindependently. May needoccasional propmting).
Applying
(Can apply skills and/or concepts tonew and/or different situations withlittle guidance).
AsksQuestionsabout theWorldAroundThem (7.1a)
Questions continue to bespontaneous and driven bycuriosity about their world.Students independently ask"what if" questions during andafter observations andinvestigations.Student questions oftenextend observations andinvestigations to new levels.Students may ask ideasabout how ideas and eventsare connected.Students can independentlyask questions aboutobservations andinvestigations. Questioning ismore spontaneous andconsistent.Students begin to expresscuriosity beyond what isdirectly observable. Studentcan ask "what if" questionswith less prompting.Occasionally questions posedmay extend observations andinvestigations.Students need occasionalprompting to ask questionsabout observations andinvestigations. Questions aremore directly related toobservations andinvestigations.Students continue to expresscuriosity about their worldand ask "how" and "what"questions moreindependently.With prompting and modelingstudents may begin to ask"what if" questions.When prompted by theteacher "what do you wonderabout?" the student willrespond. Student will ask aquestion about anobservation with guidance.Expresses curiosity abouttheir world and seeksinformation by asking "why"questions. "How" and "what"questions may be generatedwith guidance.Questions may not alwaysrelate to what's beingobserved or investigated.
Uses Sensesto Observe(7.1b)
Students consistently usemore than one sense toobserve objects and events.Students can sort by morecomplex properties andindependently identify and/orexplain the rule.Students may begin to makeconnections among multiplegroups of objects andcompare and contrast these.Students are able to makenumerous observations anddescribe these usingcareful detail.Students use more than onesense to observe with littleguidance. Students can inde-pendently sort by more thanone property and classifyobjects into groups.Students can often identifythe rule for classifying.Students are able to makemore complex observationsand consistently use detail indescribing these.Students continue to use thesense of sight to observe andcan use other senses withsome prompting. Studentscan sort by more than oneproperty with less quidance.Students can compare andcontrast objects and eventsaccording to a stated rule.With prompting can classifyobjects into groups.Students are able to describeseveral observations and usesome detail in theirdescriptions.Students can use the senseof sight to observe objectsand events and sort theseaccordingly by properties andnon-properties (i.e.: smooth,not smooth). With promptingstudents can observe usingother senses and sort bymore than one property.Students are able to describe1 or 2 simple observationsand with guidance providedetail about theirobservations.
 
Standards &EvidencesEmerging
(Can do with much teacherguidance and prompting).
Developing
(
Some guidance is needed but cando independently as well).
Using
ICan do consistently andindependently. May needoccasional propmting).
Applying
(Can apply skills and/or concepts tonew and/or different situations withlittle guidance).
InvestigatesObjects,MaterialsandPhenomena(7.1c, 7.2a)
Students make predictionsbased upon prior knowledge,experience, and investigation.Students may begin tohypothesize with teacherguidance ("I thinkthis...because...")Students are able to followcomplex procedures and/ordevelop their own proceduresfor investigating. Studentsmay begin to recognize theidea of fair testing.Students consistentlyinvestigate their own ideasand questions and can beginto design structures forcollecting data andinformation duringinvestigations.Students can independentlymake predictions that arebased upon prior knowledgeand experience.Students are able to followcomplex procedures moreindependently.Students frequentlyinvestigate their own ideasduring observations andexplorations.Students are able to collectdata and information duringinvestigations moreconsistently and with lessstructure provided by theteacher.Students begin to makepredictions that are basedupon prior knowledge andexperience.Students are able to followsimple and complexprocedures with lessguidance.Students begin to investigatetheir own ideas duringobservations and explorationsby trying different things.With continued guidancestudents are able to collectdata and information duringinvestigations.Students can begin to makepredictions or guesses withguidance.Students are able to followsimple procedures toinvestigate ideas but needguidance with more complexsteps.With teacher prompting("what could you do to findout?") students mayinvestigate ideas they haveduring observations andexplorations.With guidance and structurestudents can begin to collectsimple data or information.

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