Thinking in Scientific Ways

Progress indicators
Key aspects of learning
Level 2 Level 3 Level 4

Suggesting explanations Suggests cause-effect links for observations Suggests explanations supported by some Suggests an explanation and considers
or events. evidence. others linked to the evidence.
Comparing and Prefers one explanation. Explains why they changed or did not Attempts to eliminate or support
evaluating explanations change their ideas, referring to the evidence. explanations using evidence.
Accepts that their ideas may change if
someone suggests a better idea. With support, clarifies or changes their ideas Clarifies or changes their ideas after
in the light of the evidence. considering the evidence and argument.
Evaluating the quality Recognises that "we" are uncertain about an Accepts there is not enough evidence to Is aware of the need to assess the quality of
of evidence and explanation. choose an explanation. evidence.
accepting uncertainty
Understanding how the Recognises that scientists test their ideas to Recognises that scientists develop new Recognises that scientists debate their
science community select the best explanations. ideas, building on previous science ideas. ideas with others in the scientific
operates community.
Explains that scientists seek out evidence to
support or refute ideas. Explains that acceptance of an idea
depends on evidence and argument.

Developing and Communicating Scientific Understanding

Progress indicators
Key aspects of learning
Level 2 Level 3 Level 4
Using scientific ideas in Offers explanations for experiences, using Constructs a plausible explanation for an Constructs an explanation for an
constructing explanations some scientific ideas. experience using some scientific ideas. experience, using appropriate scientific
ideas.

Using scientific Experiments with vocabulary and uses Develops and uses scientific vocabulary Uses a range of scientific terms and
vocabulary correct labels to describe experiences. and symbols. symbols appropriately.

Recognises that some words have special Correctly distinguishes between scientific
scientific meanings. and everyday meanings for terms used.
Communicates Begins to explain with the help of simple Communicates scientific ideas with the Helps an audience to understand a scientific
explanations using aids aids. help of aids. explanation with the help of aids.

Reflecting on their Describes changes in their own Discusses the changes in their own With support, evaluates their own
understanding understanding. scientific ideas. explanations and scientific understanding.

Evidence of Learning during the Erosion Unit

What have you learnt?
I have learned what erosion is and how it works.
I have learned some more scientific words.
I learned about the rock cycle.
I learned about all kinds of different rocks.
How do you know?
Miss Thomson explained about erosion and how it works.
I have picked up some of the words from the rock experts and
Miss Thompson and other peoples presentations. Miss
Thompson put these posters on the wall of new rock vocab.
People like the rock experts talked about it and I Learned.
From listening when the rock experts and Miss Thompson
taught us about all kinds of rocks.
What e-learning tools helped you to
learn this?
I used rock hound from the school Blog, I
also used Google to find information and
facts.
I used Google for information, Microsoft
word for writing.
The interactive white bored has helped
when Miss Thompson wrote on it I read the
info.
Google, Rock hound and videos helped me
alot.