6th Grade Science Scientific Inquiry and Process Skills / 2015-2016
Reporting Cluster: Scientific Inquiry and Process Skills
Topic / Knowledge: / Assessments:
Scientific Investigative Skills / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
·  how to formulate a hypothesis given an investigative question (questioning)
·  how to conduct an experiment following a defined procedure (experimental design)
·  how to record and organize relevant data from an experiment and make a conclusion (data analysis and conclusions)
·  how to communicate scientific findings (scientific communication)
Students demonstrate the ability to:
·  categorize observations as qualitative or quantitative
·  support a claim using evidence from a credible source
·  identify a variable in an experiment
·  represent data graphically
2 / Students will recognize or recall:
Specific vocabulary such as:
hypothesis, qualitative, quantitative, observation, inference, procedure, evidence, claim, conclusion, graph, prediction, model, opinion, cause, effect, independent variable, dependent variable, control, experiment, scientific theory
Basic knowledge such as:
·  distinguish between an observation and an inference
·  understand the relationship between cause and effect
·  understand the different parts of the scientific method
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Scientific Inquiry and Process Skills
Topic / Knowledge: / Assessments:
Scientific Tool Use and Measurement / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
·  how to choose an appropriate tool to measure length, volume, mass and temperature
·  how to use measurement tools and record the quantitative observations, showing the units
·  basic metric units (meter, liter, gram, °C)
2 / Students will recognize or recall:
Specific vocabulary such as:
Meter stick, graduated cylinder, meniscus, volume, length, scale, mass, weight, displacement, beaker, test tube, thermometer, microscope
Basic knowledge such as:
·  the general function and use of each tool
·  general units of measurement
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Suggested Instructional Resources
Sample Learner Objectives / Topic / Textbook Resources / Labs / PBL Ideas
(projects) / Web Resources – websites or resources on http://science.dmschools.org
·  I can analyze a given data set to produce a valid conclusion.
·  I can design a fair experiment to test a scientific question
·  I can create an appropriate scientific graph using a given data set.
·  I can communicate scientific inquiry and findings in a clear and fair way.
·  I can make and identify qualitative and quantitative observations.
·  I can measure length, volume and mass using appropriate metric measurements and equipment.
·  I can convert between common units within the metric system. / scientific investigative skills / definedstem.com
scientific tool use and measurement