Inquiry

= Atoms = **1. What are atoms?** ** 6. Why can't we see atoms?
 * 2. Where can you find atoms?**
 * 3. Why are they important?**
 * 4. What do atoms do?**
 * 5. Where are atoms?**

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 * ===Research Report : Inquiry Learning Rubric Level 4=== ||  ||

Self Reflection: I feel i will be above or at expectation. Next time i think i should put more thought into my work then try to make all my marks above expectation.
 * CATEGORY || **Critical** || **Below Expectation** || **At Expectation** || **Above Expectation** ||
 * **Topic Choice** || Topic choice is not suitable for Inquiry Based Learning. Student is unable to work independently. || Topic choice is suitable for Inquiry Based learning. Student required a lot of teacher support. || Topic choice is suitable for Inquiry Based Learning. Student demonstrates lower order thinking skills in selection of topic. || Topic choice demonstrates deliberate thought and draws on higher order thinking skills. Topic is relevant to today and is of public and social interest. ||
 * **Question Generation** || Student has generated questions that are irrelevant to topic. || Student has generated mainly closed type questions. Teacher support needed. || Student has generated mainly open type questions which indicate some higher order thinking skills. Minimal teacher support needed. || Student has generated thought provoking questions which demonstrate higher order thinking skills. Able to work completely independently. ||
 * **Locating Information** || Student is unable to locate information on topic. || Student requires teacher support to locate information on topic. || Student is able to locate and retrieve information on topic with minimal teacher support. || Student is able to locate and retrieve information on topic independent of teacher. ||
 * **Quality of Information** || Information located has little or nothing to do with the topic. || Information located mainly relates to the topic. Answers are written briefly with no detail. || Information clearly relates to the main topic. Answers are written with some detail. || Information clearly relates to the main topic. Answers include several supporting details and/or examples. ||
 * **Summarising/Paraphrasing** || Student has copied and pasted all information with no attempt to re-write in own words. || Student has copied and pasted some information. Has made some effort to summarise information into own words. || Student has summarised and paraphrased information. Sentences are mainly simple and compound. || Student has summarised and paraphrased information succinctly. Sentences are well constructed using a variety of sentence structures for effect. ||
 * **Surface Features** || Grammatical and spelling errors are numerous. Exceedingly difficult for the reader to make meaning of. || Some spelling and grammatical errors are present. || Few spelling and grammatical errors are present but do not detract from the understanding of the reader. || Grammatically correct and error free. ||
 * **Layout and Design** || Layout is completely disorganised with no thought given to background colour and fonts. Has no reader impact. Images are irrelevant to topic. || Layout is somewhat disorganised. Evidence of some thought given to background colour and font but has little impact on the reader. Images are mostly relevant to the topic. || Layout is organised neatly with suitable background colours and fonts. Clear and easy to read with some impact on the reader.Images are relevant to topic. || ===== Layout is well organised with deliberate thought given to background colours and fonts. Has the wow factor. Images added enhance the overall impact. ===== ||