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Ask questions about
the natural world.
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When prompted by the
teacher "what do you wonder about the natural world?"
the student will respond. Students will ask questions
with guidance.
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Student needs occasional
prompting to ask questions. Questions are more directly
related to observation and investigations.
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Students can independently
ask questions about observations and investigations.
Questioning is more spontaneous and consistent. Student
begins to express curiosity beyond what is directly
observable. Student can ask "What If" questions with
less prompting.
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Questions continue
to be spontaneous and driven by curiosity about their
world. Students independently ask "What If" questions
during and after observations and investigations.
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Students will develop
an interest in air and weather.
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Little or no scientific
language is used to describe the observation. Students
need prompting and questioning to communicate what they
have learned.
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Students begin to use
more scientific language to describe observations. Less
prompting is needed to get students involved in the
process.
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Students use scientific
language more consistently to describe observations
and investigations. Students orally communicate what
they observed and what they learned more independently.
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Scientific language
and vocabulary is used consistently. Students want to
share and are able to orally communicate what they did,
what they observed and what they learned independently.
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Students are able
to describe objects in terms of color, size, shape,
weight, texture, flexibility, strength, and the type
of materials in the object. Classify by properties.
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With extensive prompting
students are able to classify objects by different properties.
I can't do it yet.
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Students begin to classify
objects by different properties. I can do it some of
the time.
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Students frequently
are able to classify objects by different properties.
I can do it most of the time by myself.
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Students are able to
classify objects by different properties all of the
time. I can do it always!
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