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As a result of activities in grades K-4, all students should develop
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Abilities necessary to do scientific inquiry
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ASK A QUESTION ABOUT OBJECTS, ORGANISMS, AND EVENTS IN THE ENVIRONMENT. This aspect of the standard emphasizes students asking questions that they can answer with scientific knowledge, combined with their own observations. Students should answer their questions by seeking information from reliable sources of scientific information and from their own observations and investigations.
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PLAN AND CONDUCT A SIMPLE INVESTIGATION. In the earliest years, investigations are largely based on systematic observations. As students develop, they may design and conduct simple experiments to answer questions. The idea of a fair test is possible for many students to consider by fourth grade.
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EMPLOY SIMPLE EQUIPMENT AND TOOLS TO GATHER DATA AND EXTEND THE SENSES. In early years, students develop simple skills, such as how to observe, measure, cut, connect, switch, turn on and off, pour, hold, tie, and hook. Beginning with simple instruments, students can use rulers to measure the length, height, and depth of objects and materials; thermometers to measure temperature; watches to measure time; beam balances and spring scales to measure weight and force; magnifiers to observe objects and organisms; and microscopes to observe the finer details of plants, animals, rocks, and other materials. Children also develop skills in the use of computers and calculators for conducting investigations.
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USE DATA TO CONSTRUCT A REASONABLE EXPLANATION. This aspect of the standard emphasizes the students' thinking as they use data to formulate explanations. Even at the earliest grade levels, students should learn what constitutes evidence and judge the merits or strength of the data and information that will be used to make explanations. After students propose an explanation, they will appeal to the knowledge and evidence they obtained to support their explanations. Students should check their explanations against scientific knowledge, experiences, and observations of others.
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COMMUNICATE INVESTIGATIONS AND EXPLANATIONS. Students should begin developing the abilities to communicate, critique, and analyze their work and the work of other students. This communication might be spoken or drawn as well as written.[See Teaching Standard B ]
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Understanding about scientific inquiry
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Scientific investigations involve asking and answering a question and comparing the answer with what scientists already know about the world.[See Content Standard G (grades K-4)]
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Scientists use different kinds of investigations depending on the questions they are trying to answer. Types of investigations include describing objects, events, and organisms; classifying them; and doing a fair test (experimenting).
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Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses.[See Program Standard C]
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Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.
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Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations.
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Scientists review and ask questions about the results of other scientists' work.
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