Content Standard: J. Inquiry and Problem Solving
Students will apply inquiry and problem-solving approaches in science and technology.
Common Assessment(s):  

Performance Indicators Students will be able to:	Essential Elements (Specific grade level learning objectives)			Suggested Performance Activities	Suggested Classroom Assessments	Vocabulary
1. Make accurate observations using appropriate tools and units of measures.	Students know how to read measurements such as those on a ruler or thermometer.			Examples of practice activities: Using a microscope C3, The mass of objects I2, Maine LAD task: Seeing Cells, C3 Cells , and M. Implications of Science and Technology (Grade 3) Positions of sun, moon, planets G1	Given a task which involves using a tool or a unit of measure, the student can make accurate observations.	collect data analyze data conclusions conduct experiments draw conclusions fair/ unfair tests interpret data inventions make predictions observe tools of measurement units of measure variables in experimentation
2. Conduct scientific investigation: make observations, collect and analyze data, and do experiments.	Students need to understand how to observe, collect, and analyze data. To observe is to watch something carefully over time.			Examples of practice activities: Grow bean plant observing chemical changes E1, Energy H2, Force and motion I2, I3 (Grade 3) Modeling the water cycle F4, (See Science for Life & Living)	Given a specific scientific investigation, the student demonstrates the ability to make observations, collect and analyze data, and do experiments
3. Use results in a purposeful way: design fair tests, make predictions based on observed patterns, and interpret data to make further predictions.	Students need to understand what a fair test is.			Examples of practice activities: Examining change in a species D3, Predicting chemical changes E1, Map Task, Disappearing Lifesaver (see E. Structure of Matter) (Grade 3) Understanding the phases of the moon G4 (See Science for Life & Living)	Given a task which involves using results in a purposeful way, the student can design fair tests, make predictions, and interpret data.
4. Design and build an invention.	Students need to know how to plan what materials are needed for an invention and how to sequence the steps.			Students will discuss and learn about inventors, their inventions and the inventive process. Students will be supplied with a wide variety of materials with which to build a model of their personal invention. (See Science for Life & Living, Unit 3)	Students demonstrate the ability to problem solve in designing and building their invention. (i.e., the problem they choose to solve, the materials they select, the ability to change when unsuccessful, etc.)
5. Explain how differences in time, place, or experimenter can lead to different data.	Students understand variables.			Examples of practice activities: experiments with chemical changes E1, (Grade 3) Observing the water cycle F4	The student will be able to explain why results were different in a given experiment.
6. Explain how different conclusions can be derived from the same data.	Students understand that experimenters can have a different point of view or interpretation of data.			Examples of practice activities: experiments with chemical changes E1, E2, (Grade 3) Observing the water cycle F4	See #5 above