ISAT Science Performance Definitions
Grade 4
EXCEEDS STANDARDS
11A & B (Inquiry)
Students use science concepts to consistently and accurately formulate
questions on a scientific topic, collect data, and use scientific
process skills such as observing, estimating, measuring data, and
using a control. They use available technology and resources to
construct charts and visualizations to display data. They report
and display the results of individual and group investigations using
a variety of approaches that might include multi-media presentations.
Students consistently and accurately identify a design problem
and propose possible solutions. They can develop a plan and procedure
to address the problem. They can build and test prototypes (e.g.,
students design, build, and test paper rockets) using quantitative
measurements to record data. They can usually modify the plan or
prototype based upon collected data.
12A & B (Life Science)
Students consistently and accurately describe and compare simple
life cycles of plants and animals and the similarities and differences
in their offspring. They are able to consistently record observations
and record the life stages of life cycles (e.g., egg, larvae, pupa,
adult). They are able to compare characteristics of offspring with
their parents. They can categorize features as either inherited
or learned. They can consistently describe relationships among various
organisms (e.g., predator/prey). They can construct a simple food
web. They can identify the physical adaptations of plants and animals
that help them survive in different environments.
12C & D (Physical Science)
Students consistently and accurately identify and give examples
of different types of energy including light, heat, sound, electrical,
and mechanical (e.g., mechanical energy is the energy of moving
objects such as a car). They understand the difference between energy
of motion and stored energy (e.g., chemical energy is stored such
as gasoline). They can consistently and accurately identify and
compare properties of solids, liquids, and gases. They understand
the difference between a chemical and physical change. They can
consistently identify types of motion as well as how actions determine
reactions. They can identify simple machines such as a lever, inclined
plane, and pulley. They can identify forces in nature (e.g., gravity,
magnetism, friction).
12E & F (Earth & Space Science)
Students consistently and accurately identify and explain natural
cycles of Earth’s land, water, and atmospheric systems. They
understand patterns of weather and seasonal changes as well as weather
phenomenon (e.g., tornadoes, hurricanes, lightning). They can describe
the effects of weathering and understand natural disasters such
as earthquakes. Students can identify and classify recyclable materials.
They can identify and explain natural cycles such as the Earth’s
orbit around the sun and patterns in the solar system such as moon
phases and the order of the planets. Students can usually identify
easily recognized star patterns such as the Big Dipper.
13A & B (Science, Technology, and Society)
Students consistently and accurately demonstrate ways to avoid
injury when conducting science activities (e.g., not to taste unknowns,
using caution when using electricity). They can explain why similar
investigations may not produce similar results. Students understand
the importance of keeping accurate and detailed records. They can
explain how technology is used in science for a variety of purposes.
They can usually describe major effects on society of scientific
and technological innovations throughout time (e.g., transportation,
medicine). They can consistently recognize the effects of technology
on the lives and careers of people. Students can consistently compare
the relative effectiveness of reducing, reusing, and recycling various
products and materials. They can understand how specific personal
choices such as recycling or societal choices such as protecting
endangered species affect ecosystems.
MEETS STANDARDS
11A & B (Inquiry)
Students are usually able to formulate questions on a scientific
topic, collect data, and use scientific process skills. Skills include
observing, estimating and measuring and constructing charts and
visualizations to display data. Students are usually able to produce
reasonable explanations of a scientific process. Students are usually
able to report results of individual and group investigations. These
students usually show knowledge in being able to identify a design
problem, develop a plan to solve the problem, build and test a prototype
(e.g., students design, build, and test paper rockets), assess and
report the results on the design problem, and modify the plan based
on collected data.
12A & B (Life Science)
Students are usually able to describe and compare the simple life
cycles of plants and the similarities and differences in their offspring.
They can usually recognize and describe the stages of life cycles
(e.g., egg, larvae, pupa, adult). They can usually compare characteristics
of offspring with their parents. They can usually describe relationships
among various organisms and their environments (e.g., predator/prey).
They can usually construct a simple food web. Students can usually
identify physical adaptations of plants and animals that help them
live in different environments.
12C & D (Physical Science)
Students usually identify and give examples of different types
of energy including light, heat, sound, electrical, and mechanical
(e.g., mechanical energy is the energy of moving objects such as
a car). They understand the difference between energy of motion
and stored energy (e.g., chemical energy is stored such as gasoline).
They can usually identify and compare properties of solids, liquids,
and gases. Students understand the difference between a chemical
and physical change. They can usually identify types of motion as
well as how actions determine reactions. They can usually identify
simple machines such as a lever, inclined plane, and pulley. They
can identify forces in nature (e.g., gravity, magnetism, friction).
12E & F (Earth & Space Science)
Students are usually able to identify and explain natural cycles
of Earth’s land, water, and atmospheric systems. They understand
patterns of weather and seasonal changes as well as weather phenomenon
(e.g., tornadoes, hurricanes, lightning). They can usually describe
the effects of weathering and understand natural disasters such
as earthquakes. Students can usually identify and classify recyclable
materials. They can usually identify and explain natural cycles
such as the Earth’s orbit around the sun and patterns in the
solar system such as moon phases and the order of the planets. Fourth
grade students can usually identify easily recognized star patterns
such as the Big Dipper.
13A & B (Science, Technology, and Society)
Students usually demonstrate ways to avoid injury when conducting
science activities (e.g., not to taste unknowns, using caution when
using electricity). They can usually explain why similar investigations
may not produce similar results. Students understand the importance
of keeping accurate and detailed records. They can usually explain
how technology is used in science for a variety of purposes. They
can usually describe major effects on society of scientific and
technological innovations throughout time (e.g., transportation,
medicine). They can usually recognize the effects of technology
on the lives and careers of people. Students can usually compare
the relative effectiveness of reducing, reusing, and recycling various
products and materials. They can understand how specific personal
choices such as recycling or societal choices such as protecting
endangered species affect ecosystems.
BELOW STANDARDS
11A & B (Inquiry)
Students are occasionally able to formulate questions on a scientific
topic, collect data, and use scientific process skills. Skills include
observing, estimating and measuring and constructing charts and
visualizations to display data. Students are occasionally able to
produce reasonable explanations of a scientific process. Students
are occasionally able to report results of individual and group
investigations. These students occasionally show knowledge in being
able to identify a design problem, develop a plan to solve the problem,
build and test a prototype (e.g., students design, build, and test
paper rockets), assess and report the results on the design problem,
and modify the plan based on collected data.
12A & B (Life Science)
Students are occasionally able to describe and compare the simple
life cycles of plants and the similarities and differences in their
offspring. They can occasionally recognize and describe the stages
of life cycles (e.g., egg, larvae, pupa, adult). They inconsistently
compare characteristics of offspring with their parents. They inconsistently
describe relationships among various organisms and their environments
(e.g., predator/prey). They can occasionally construct a simple
food web. Students inconsistently identify physical adaptations
of plants and animals that help them live in different environments.
12C & D (Physical Science)
Students occasionally identify and give examples of different types
of energy including light, heat, sound, electrical, and mechanical
(e.g., mechanical energy is the energy of moving objects such as
a car). They can occasionally explain the difference between energy
of motion and stored energy (e.g., chemical energy is stored such
as gasoline). They can occasionally identify and compare properties
of solids, liquids, and gases. Students understand the difference
between a chemical and physical change. They inconsistently identify
types of motion as well as how actions determine reactions. They
occasionally identify simple machines such as a lever, inclined
plane, and pulley. They inconsistently identify forces in nature
(e.g., gravity, magnetism, friction).
12E & F (Earth & Space Science)
Students are usually able to identify but may not be able to explain
natural cycles of Earth’s land, water, and atmospheric systems.
They occasionally understand patterns of weather and seasonal changes
as well as weather phenomenon (e.g., tornadoes, hurricanes, lightning).
They can occasionally describe the effects of weathering and understand
natural disasters such as earthquakes. Students can occasionally
identify and classify recyclable materials. They can occasionally
identify and explain natural cycles such as the Earth’s orbit
around the sun and patterns in the solar system such as moon phases
and the order of the planets. Students can occasionally identify
easily recognized star patterns such as the Big Dipper.
13A & B (Science, Technology, and Society)
Students occasionally demonstrate ways to avoid injury when conducting
science activities (e.g., not to taste unknowns, using caution when
using electricity). They seldom explain why similar investigations
may not produce similar results. Students do not understand the
importance of keeping accurate and detailed records. They seldom
explain how technology is used in science for a variety of purposes.
They can occasionally describe major effects on society of scientific
and technological innovations throughout time (e.g., transportation,
medicine). They can occasionally recognize the effects of technology
on the lives and careers of people. Students occasionally compare
the relative effectiveness of reducing, reusing, and recycling various
products and materials. They can understand how specific personal
choices such as recycling or societal choices such as protecting
endangered species affect ecosystems.
ACADEMIC WARNING
11A & B (Inquiry)
Students are rarely able to formulate questions on a scientific
topic, collect data, and use scientific process skills. Skills include
observing, estimating and measuring and constructing charts and
visualizations to display data. Students are rarely able to produce
reasonable explanations of a scientific process. Students are seldom
able to report results of individual and group investigations. These
students rarely show knowledge in being able to identify a design
problem, develop a plan to solve the problem, build and test a prototype
(e.g., students design, build, and test paper rockets), assess and
report the results on the design problem, and modify the plan based
on collected data.
12A & B (Life Science)
Students are rarely able to describe and compare the simple life
cycles of plants and the similarities and differences in their offspring.
They inconsistently recognize and describe the stages of life cycles
(e.g., egg, larvae, pupa, adult). They inconsistently compare characteristics
of offspring with their parents. They rarely describe relationships
among various organisms and their environments (e.g., predator/prey).
They can rarely construct a simple food web. Students inconsistently
identify physical adaptations of plants and animals that help them
live in different environments.
12C & D (Physical Science)
Students inconsistently identify and give examples of different
types of energy including light, heat, sound, electrical, and mechanical
(e.g., mechanical energy is the energy of moving objects such as
a car). They rarely explain the difference between energy of motion
and stored energy (e.g., chemical energy is stored such as gasoline).
They inconsistently identify and compare properties of solids, liquids,
and gases. Students seldom understand the difference between a chemical
and physical change. They inconsistently identify types of motion
as well as how actions determine reactions. They rarely identify
simple machines such as a lever, inclined plane, and pulley. They
inconsistently identify forces in nature (e.g., gravity, magnetism,
friction).
12E & F (Earth & Space Science)
Students inconsistently identify and explain natural cycles of
Earth’s land, water, and atmospheric systems. They seldom understand
patterns of weather and seasonal changes as well as weather phenomenon
(e.g., tornadoes, hurricanes, lightning). They can not describe
the effects of weathering or understand natural disasters such as
earthquakes. Students inconsistently identify and classify recyclable
materials. They can rarely identify and explain natural cycles such
as the Earth’s orbit around the sun and patterns in the solar
system such as moon phases and the order of the planets. Students
rarely identify easily recognized star patterns such as the Big
Dipper.
13A & B (Science, Technology, and Society)
Students inconsistently demonstrate ways to avoid injury when conducting
science activities (e.g., not to taste unknowns, using caution when
using electricity). They can not explain why similar investigations
may not produce similar results. Students do not understand the
importance of keeping accurate and detailed records. They seldom
explain how technology is used in science for a variety of purposes.
They inconsistently describe major effects on society of scientific
and technological innovations throughout time (e.g., transportation,
medicine). They inconsistently recognize the effects of technology
on the lives and careers of people. Students rarely compare the
relative effectiveness of reducing, reusing, and recycling various
products and materials. They rarely recognize how specific personal
choices such as recycling or societal choices such as protecting
endangered species affect ecosystems.
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