A RECOMMENDED SCIENCE PROCESS SKILLS COMPETENCY CONTINUUM
FOR
GRADES K-8
PROCESSES OF SCIENCE:
COMPETENCY INDICATOR:
Each indicator is one of many behavioral examples which may be used
to assess student competency. Others may be used to fit
students' needs.
1. OBSERVING
The student will:
a. observe objects or events in a variety of ways using one or more
of the senses.
b. identify properties of an object, i.e., shape, color, size, and
texture.
c. use indirect methods, i.e., hand lenses, microscopes,
thermometers, to observe objects and events.
d. observe objects or events by counting, comparing,
estimating, and measuring.
2. CLASSIFYING
3. INFERRING
a. suggest explanations for events based on observations.
b. distinguish between an observation and an inference.
4. PREDICTING
a. forecast a future event based on prior experience, i.e., observations,
inferences, or experiments.
5. MEASURING
a. compare and order objects by length, area, weight, volume, etc.
b. measure properties of objects or events by using standardized
units of measure.
c. measure volume, mass, weight, temperature, area, length, and
time, using appropriate units and appropriate measuring instruments.
6. COMMUNICATING
a. construct and use written reports, diagrams, graphs, or charts to
transmit information learned from science experiences.
b. verbally ask questions about , discuss, explain, or report observations.
c. after an investigation, report the question tested, the experimental
design used, results, and conclusions drawn, using tables and graphs where
appropriate.
7. USING SPACE/TIME RELATIONS
a. describe an object's position i.e., above, below, beside, etc.,
in relation to other objects.
b. describe the motion, direction, spatial arrangement, symmetry, and
shape of an object compared to another object.
8. DEFINING OPERATIONALLY
a. state definitions of objects or events in terms of what the object
is doing or what is occurring in the event.
b. state definitions of objects or events based on observable characteristics.
9. FORMULATING HYPOTHESES
a. identify questions or statements which can and cannot be tested.
b. design statements, i.e., questions, inferences, predictions, which
can be tested by an experiment.
10. EXPERIMENTING
a. design an investigation to test a hypothesis.
b. conduct simple experiments.
c. recognize limitations of methods and tools used in experiments,
i.e. experimental error.
d. utilize safe procedures while conducting investigations.
11. RECOGNIZING VARIABLES
b. control the variable in an investigation.
12. INTERPRETING DATA
a. organize and state in his/her own words information derived from
a science investigation.
b. revise interpretations of data based on new information
or revised data.
13. FORMULATING MODELS
a. create a mental, physical, or mental verbal representation
of an idea, object, or event.
b. use models to describe and explain interrelationships of ideas,
objects, or events.
This chart, which was revised in 1994, is based on,
and used with the permission of the authors of the following source: Mechling,
K., Bires, N., Kepler, L., Oliver, D., and Smith, B. (1985) A Recommended
Science Competency Continuum for Grades K-6 for Pennsylvania Schools.
Harrisburg, PA. Pennsylvania Department of Education