Science Inquiry
Work Sample
Grade 3-5
Forming a Question or Hypothesis
Steps for Forming a
Question or Hypothesis
Background Knowledge
 Testable Question
 Forming a Hypothesis, Claim or
Prediction
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Prior Knowledge
What is it?
It is the student’s prior knowledge which can
include the following:
 What students have heard at home or school
 What students have read at home or in class
 What students have seen on TV in person
 What students have experienced at home or
at school
Background Knowledge
It may also include the following at each grade level:
3rd grade
 Teacher provided content
 Previous personal experience
 Observation, exploration, demonstration,
video
4th/5th grade – adds the following
 Research
 Literature read
 Expert groups
 Internet
Testable Question
What is it?
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Good investigation questions are interesting.
Am I interested in finding out the answer to this question.
Good investigation questions are those I do not already know
the answers to.
Do I already know the answer to this question?
Good investigation questions leads to a plan of action. (a plan
for what I need to do to answer the question, including the
evidence I need to collect.
Is this question written in a way that clarifies what I need to do
(observe, measure, change, ect.) to answer it.
Good investigation questions are those that can be answered
with available material.
Will I be able to find the material I need to answer the
question?
Good investigation questions are those that can be completed
in a reasonable amount of time.
Will I have the time I need to answer the question?
Science and Children December 2010
Testable Question
Examples:
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Would a house plant grow better in sandy soil or
potting soil?
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Are bulbs brighter in in a parallel circuit or series
circuit?
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What effect does weight have on the distance an
object rolls using a ramp?
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Which boils more quickly, warm water or cold water?
Forming a Hypothesis,
Claim or Prediction
What is a hypothesis?
• An informed prediction based on prior
knowledge and
previous experiences.
• It is framed using ELD sentence frames for making prediction
leading to a hypothesis.
Examples:
- I think that …. will be most effective because ...
- If (I do this) , then I think (this will happen) because
When forming a hypothesis the variables need to
be identified. One of the variables is tested and
the others are controlled.
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Ex. Plant growth: The amount of sunlight, amount of water,
type of soil, or nutrients added.
Science Inquiry
Work Sample
Grade 3-5
Design an Investigation
Design an Experiment
Components of an effective experiment
includes the following:
 A list of materials needed for the experiment
 Relevant tools
 Procedures – what, when, where and how of
the experiment . Includes safe and ethical
considerations.
Design: Materials/Tools
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Equipment and tools needed to make
measurements or used in the process
(ex. thermometer, stopwatch, )
Materials used (Specific sizes and amounts)
(ex. cups, water, Alka-Seltzer, food coloring)
Explain proper use of measurement tools
Safety tools – things you need to keep safe
Explain appropriate use of safety tools
(ex. goggles, hot pad)
Design: Procedures
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Use words and pictures
Describe the step-by-step procedures
Draw a picture of the setup or steps
Make a plan with procedures incorporating multiple
trials or observations
How often are measurements taken?
What data will you collect – what can be measured?
Describe a logical procedure for collecting appropriate
data
Make a plan with details so that others can reproduce it
Science Inquiry
Work Sample
Grade 3-5
Collecting and Presenting Data
Collecting Data
Components of an effective data collection:
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Record measurements and observations
carefully and correctly. (Include pictures,
drawings, or sketches with captions)
Include units in all measurements.
Record the observations or measurements in a
logical and organized form.
Record all changes in your procedure during
the experiment.
Record any observations, ideas or other
comments that you have while performing the
experiment.
Data Presentation
The Presentation of The Data Should Include:
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Neat and organized tables, graphs, diagrams
and/or charts.
(Choose the most sensible way to present the data)
An explanation of any calculations.
The specific units of the measurements.
(ex: meters, grams, degrees in Celsius, and
seconds)
Example
Antibacterial lab
Treatment
Diameter of inhibited
growth in dish # 1
(mm)
Diameter of inhibited
growth in dish # 2
(mm)
Average diameter of
inhibited growth (mm)
Control (water)
4
6
5
Hand Sanitizer
8
12
10
Bleach
18
14
16
Kyolic (Garlic Tablets)
5
7
6
Example
Antibacterial lab
16
14
12
10
Control
Hand Sanitizer
Bleach
Kyolic
8
6
4
2
0
Average Inhibition Diameter (mm)
Science Inquiry
Work Sample
Grade 3-5
Analyzing and Interpreting Results
Summarize and Analyze
Test Results
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The conclusion is based on the data.
Tell whether or not the data supported the
hypothesis, prediction or claim.
Students should use their data to defend their
conclusion. (Students may practice this by
discussing experimental results with
classmates)
This will need to be scaffolded with a lot of
support beforehand
Scoring Guide Terminology
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Using data or observation to support a
reasonable explanation of the results.
States a conclusion which discusses some
variables, errors, limitations, patterns in the data,
or possible explanation of results.
Clearly communicate the relationship of the
results to the original question or hypothesis.
Science Inquiry
Work Sample
Grade 3-5
Assessment and Feedback
Dimension Lessons
SCAFFOLDING IS CRITICAL
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Each dimension can be taught as a lesson in
any unit of study.
Vocabulary should be front loaded.
Science process skills should be introduced
and practiced before doing a work sample.
Essential skills can be modeled in other parts
of the day in other subject areas.
Assessment
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Science inquiry can be used as a formative
and summative assessment.
It is important to give feedback whenever
possible.
Feedback needs to be related to only the
scoring guide if students want to re-do their work
sample.
Science inquiry work samples showcase all
essential skills.