Learning

Scientific
Inquiry Skills

HASS Inquiry: Questioning &
Researching

Area/ General
Capability

Learning
Intention

RUBRIC

Strategies

Developing

Achieved

Exceeded

Pose a question in
response to the
prompt

Pose a question
in response to the
prompt

Pose a main question in
response to the prompt,
and 3 follow-up
questions.

Pose a main question in
response to the prompt,
and 3 follow-up
questions.

Research your
answer

Use 3 information
sources to
develop your
answer

Gather evidence from
different types of
sources to develop your
answer

Research and reference
your answer.
Evaluate your sources

Identify the
source of your
data.

Evaluate the reliability
and validity of your data

Identify “the
average”

Calculate the mean and
range. Identify any
outliers.
Plot data onto an
appropriate graph or
chart.

Collect information
and data to answer
your question(s)
Evaluate processes,
data and conclusions
Create a table of
data
Analyse your data

Plot data from
table onto a
graph or chart

Use correct units of
measurement

Provides units of
measurement for
data

Numeracy

Create a graph

Provides correct units of
measurement for data.

Brainstorm Graffiti: “The
World”
Developing an Inquiry
question – Beyond ThinkPair-Share

Teacher
Resources
http://www.edutopia.or
g/blog/inquiry-basedlearning-asking-rightquestions-georgia-mathis
Information sources can
include –
 Websites
 Videos
 Books
 Maps etc
Evaluating sources

Blake’s Science Guide

Describe the data, using
mean/range, identifying
the effect of outliers
Use correct
graphing/data
representation
protocols, including
title, labels etc.
Uses consistent units of
measurement for data,
including converting
between units of
measurement where
necessary

Demonstrate
comprehension of
texts
Create a vocabulary
glossary

Literacy

Create a text

Use correct text
structure for text
type (eg – narrative)

Use correct sentence
structure &
punctuation.

Complete 3-2-1
RIQ for one
information
source
List 10 words that
are
useful/necessary

Complete 3-2-1 RIQ for
5 information sources

Complete 3-2-1- R-I-Q
for >5 information
sources

List 10 useful/necessary
words with your own
description of them.

Create a text in
response to the
prompt
Create a
narrative,
including
Orientation,
Complication &
Resolution.

Plan, draft and publish a
(genre) text in response
to the prompt.
Create a narrative
including Orientation,
Complication &
Resolution.
Use a range of
descriptive language to
develop
Characterisation and
Setting
Use a range of sentence
structures. Use correct
punctuation.

List >10 words with
descriptions and
etymology (to support
spelling)
Plan, draft, edit and
publish a (genre) text in
response to the prompt
In addition, use
appropriate literary
devices, such as
imagery,
metaphor/simile,
euphemism etc.

Use a range of
sentence
structures,
including simple,
compound and
complex

Use a range of sentence
structures purposefully
– to enhance the
texture and pace of the
narrative.

Blakes’ Comprehension
Guide

Story maps
Character profile/setting
graphic organisers
Blake’s Writer’s Guide

Exemplars
Beyond Think-Pair-Share
Learning Intention – students will expand their understanding of framing questions through sharing different questions in response to the Prompt
Warm up - Discuss what makes a good inquiry question:



Open vs Closed questions
Questions that INTEREST you – make you curious to find out the answer
Questions that prompt further questions
Questions that have some direction – even if you don’t know the destination

Activity:





Students Think of a question in response to a prompt.
Students Share with a partner. The Pair discuss which question makes them most curious
Two pairs join together, and seek consensus regarding which question makes them most curious.
Pairs/groups of four SHARE with the class – eg Padlet App
Class discussion & reflection on their questions
Students write their OWN inquiry question, in response to the prompt (see RUBRIC)