To The most common elements in the definitions various purpose.
- Open your Action Plan, and complete the Your Turn.
- Roll over the phases of the diagram to learnmore about each phase and some of the habitsof mind developed during inquiry.
- Click Next to continue.
- Scientific Inquiry Action Plan
Begining of Project
Ocean Ecosystem Presentation Rubric (Excerpt)
4 |
3 |
2 |
1 |
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Ocean Ecosystem Presentation Rubric (Excerpt) |
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Describes the location of the ecosystem, what makes it unique from others, including a description of the web of life in the ecosystem, and relating living and nonliving factors. |
Describes the location of the ecosystem and gives a description of the web of life in the ecosystem. |
Contains some factual or reasoning errors. |
Contains some factual or reasoning errors. |
Describes the location of the ecosystem, what makes it unique from others, including a description of the web of life in the ecosystem, and relating living and nonliving factors. |
Describes the location of the ecosystem and gives a description of the web of life in the ecosystem. |
Contains some factual or reasoning errors. |
Contains some factual or reasoning errors. |
Example
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
Ocean Ecosystem Presentation Rubric (Excerpt)
Ocean |
Ocean |
Ocean |
|
|---|---|---|---|
Describes the location of the ecosystem, what makes it unique from others, including a description of the web of life in the ecosystem, and relating living and nonliving factors. |
✔ |
||
Describes the location of the ecosystem, what makes it unique from others, including a description of the web of life in the ecosystem, and relating living and nonliving factors. |
✔ |
||
Describes the location of the ecosystem, what makes it unique from others, including a description of the web of life in the ecosystem, and relating living and nonliving factors. |
✔ |
Describes the location of the ecosystem, what makes it unique from others |
Example
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
Example
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
Example
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
Example
Ocean Ecosystem Presentation Rubric (Excerpt)
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
Example
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.