Shayden Thinking in Scientific Ways

Key aspects of learning	Progress indicators
	Level 2	Level 3	Level 4
Suggesting explanations	Suggests cause-effect links for observations or events.	Suggests explanations supported by some evidence.	Suggests an explanation and considers others linked to the evidence.
Comparing and evaluating explanations	Prefers one explanation. Accepts that their ideas may change if someone suggests a better idea.	Explains why they changed or did not change their ideas, referring to the evidence. With support, clarifies or changes their ideas in the light of the evidence.	Attempts to eliminate or support explanations using evidence. Clarifies or changes their ideas after considering the evidence and argument.
`````````````````Evaluating the quality of evidence and accepting uncertainty	Recognises that "we" are uncertain about an explanation.	Accepts there is not enough evidence to choose an explanation.	Is aware of the need to assess the quality of evidence.
Understanding how the science community operates	Recognises that scientists test their ideas to select the best explanations.	Recognises that scientists develop new ideas, building on previous science ideas. Explains that scientists seek out evidence to support or refute ideas.	Recognises that scientists debate their ideas with others in the scientific community. Explains that acceptance of an idea depends on evidence and argument.

Developing and Communicating Scientific Understanding

Key aspects of learning	Progress indicators
	Level 2	Level 3	Level 4
Using scientific ideas in constructing explanations	Offers explanations for experiences, using some scientific ideas.	Constructs a plausible explanation for an experience using some scientific ideas.	Constructs an explanation for an experience, using appropriate scientific ideas.
Using scientific vocabulary	Experiments with vocabulary and uses correct labels to describe experiences.	Develops and uses scientific vocabulary and symbols. Recognises that some words have special scientific meanings.	Uses a range of scientific terms and symbols appropriately. Correctly distinguishes between scientific and everyday meanings for terms used.
Communicates explanations using aids	Begins to explain with the help of simple aids.	Communicates scientific ideas with the help of aids.	Helps an audience to understand a scientific explanation with the help of aids.
Reflecting on their understanding	Describes changes in their own understanding.	Discusses the changes in their own scientific ideas.	With support, evaluates their own explanations and scientific understanding.

Evidence of Learning during the Erosion Unit

What have you learnt?	How do you know?	What e-learning tools helped you to learn this?
I have learnt about how erosion works.	I know how erosion works because miss Thompson has showed me and helped me to understand it.	On our blog there are some videos on how erosion works
I have leant that rocks are evidence of erosion happening .	If erosion did not happen then we would not have of found our rock at ann street
I have leant that rocks with holes made when the gases are escaping	I know that because miss Thompson showed us some examples.