Emerging <----------------------- Achieving ---------------------> Excelling

Researching Effectively

Forming My teacher My question was suited My question was My question was open, My question enabled me
Questions (which needed to provide to finding quick and easy challenging and required rich and provocative and to go beyond the scope
supported the me with an answers from a small me to use a range of engaged me in of the classroom inquiry
concepts of effective question number of sources. resources. challenging research and led to authentic
causation and to research. which resulted in new learning and action.
responsibility) learning.

Use of I simply re- I analyzed my research My research was My own voice is present My conclusion is
Information presented the at a basic level and drew analyzed and my in my conclusion, which inventive and authentic,
information I had some conclusions from it. presentation and/ or is supported by sound and shows a combination
researched in a action shows some research and evidence. of effective research and
new format. evidence of it being used. use of evidence.

Can you make informed choices as a result of your understanding of the causes and effects of environmental damage?

Causation and I can identify the I can identify the main I can identify the main I can identify the main I can identify the main
Responsibility main impacts of impacts of excessive impacts of excessive impacts of excessive impacts of excessive
excessive consumption on the consumption on the consumption on the consumption on the
consumption on environment and also environment and can link environment and can link environment and can link
the environment. identify the main my own personal my own personal my own personal
(Oil, electricity, elements of my consumption needs to a consumption needs to a consumption needs to a
forest etc.) consumption. global issue. global issue, then plan an global issue, then plan
action intended to arrest and maintain an action
this issue. which may arrest this
issue.

Action Has not taken any <----------------------- Is considering ways that ---------------------> Is taking action on a
action as a result they can take action and regular, sustained basis.
of this learning. is starting to turn ideas
into actions.

NZ Curriculum; Science
The Planet Earth and Beyond strand; Students learn that Earth provides all the resources required to sustain life except energy from the Sun, and that, as humans, we act as
guardians of these finite resources. This means knowing and understanding the numerous interactions of Earth’s four systems with the solar system. Students can then confront the
issues facing our planet and make informed decisions about the protection and wise use of Earth’s resources.