Primary Process SkillsDevelopmentally Appropriate

for ages 5 & above

Skill Instructional Implication

ObserveObserve• first step in gathering information• require careful observation, point

out overlooked phenomena

CompareCompare

• children identify similarities & differences

• can compare/contrast objects, ideas, concepts

ClassifyClassify

• begins w/ sorting & grouping—first by one property, then two or more

• teach subset—groups with unique characteristic

MeasureMeasure• involves numbers—distances, time, volumes, temperature, etc.

• objects in sequence—seriation

CommunicateCommunicate

• oral or visual descriptions so others can understand

• encourage use of logs, diagrams, graphs, recording results

Skill Instructional Implication

InferInfer

• indirect, unseen—has not happened or cannot be observed

• unlike an observation—requires assumption of prior knowledge

• children make observations, categorize, try to make meaning

PredictPredict

• statement about what you expect to happen

• need prior knowledge for reasonable predictions

• prediction important in developing understanding of cause & effect

• introduced in primary as “best guess”

Intermediate Process Skills

Developmentally Appropriatefor ages 9-11 & above

Skill Instructional Implication

HypothesizeHypothesize • statement of relationship that might exist between two variables—If . . . then

• formal scientific experiments contain a hypothesis & control variable(s)

Define & Define & Control Control VariablesVariables

• in formal experiment, variables are defined & controlled

• Example: when investigating plant growth in dark, also grow plant in light

Advanced Process Advanced Process SkillsSkills

Developmentally Appropriatefor ages 12 & above

Science Process SkillsBasic—developmentally appropriate for age 5 and above

ObservingObserving Using the senses to collect information.

Comparing & Comparing & ContrastingContrasting

Discovering similarities & differences between objects or events.

ClassifyingClassifying Sorting or ordering objects or ideas into groups or categories based on their properties.

MeasuringMeasuring Determining length, area, volume, mass/weight, or time of objects or events by using instruments that measure these properties.

CommunicatingCommunicating

Making ModelsMaking Models

Recording DataRecording Data

Using pictorial, written, or oral language to describe an event, action, or object.

Making pictorial, written or physical representation to explain an idea, event, or object

Writing down results of an observation of an object or event using pictures, words, or numbers.

Intermediate—developmentally appropriate for ages 9-11 & above

PredictingPredicting Guessing what outcome of events will be based on observations &, prior knowledge of similar events.

InferringInferring Making statements about an observation that provide a reasonable explanation.

Advanced—developmentally appropriate for age 12 and above

HypothesizingHypothesizing Stating a problem to be solved as a question.

Planning Planning InvestigationsInvestigations

Determining a reasonable procedure that could be followed to test an idea or hypothesis.

Synthesized from Koch, J. (1999) Science Stories: Teachers & Children as Science Learners, p. 102. NY: Houghton Mifflin; & Jones, M.G. (1994) “Assessment Potpourri.” Science & Children, Oct 94, p. 17.