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Science Skills IEP goals

Science skills goals help students take part in science class: learning key vocabulary, following lab safety and procedure steps, recording observations, making predictions, reading data from an investigation, and writing a claim with evidence and reasoning. Good goals name the task, the support (a picture procedure, a sentence frame, a word bank), and how the student shows the answer. Measure vocabulary and classifying with accuracy, written explanations with a rubric, and lab procedures with a task analysis.

40 templates · How we write and review goals

Sample science skills goals

Numbers are illustrative; set targets from the student's own baseline (how templates are made).

  • PK, K-2Opportunities

    Tell one observation about a natural object

    Recording observations

    By the annual IEP review date, during a science table or discovery center activity with a natural object such as a leaf, shell or rock, the student will tell or show one color, size, shape or texture they notice on the object independently in at least 4 of 5 opportunities, across 3 consecutive weeks of data, as measured by opportunity-by-opportunity data collected weekly.

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  • PK, K-2Opportunities

    Guess sink or float, then test it

    Making a prediction

    By the annual IEP review date, during a sink-or-float activity at the water table with a tray of everyday objects, the student will choose sink or float for an object before dropping it in, then place it in the matching result bin independently in at least 4 of 6 opportunities, across 3 consecutive sessions, as measured by opportunity-by-opportunity data collected twice weekly.

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  • K-2, PKPercent accuracy

    Sort pictures into living and nonliving

    Classifying living and nonliving things

    By the annual IEP review date, given 10 photo cards of plants, animals and objects and two labeled sorting mats, the student will sort each card onto the living or nonliving mat independently with at least 90% accuracy on living and nonliving sorting cards, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • K-2, 3-5Rubric score

    Draw and label a science journal observation

    Recording observations

    By the annual IEP review date, after observing a plant, insect or object during a science lesson, given a science journal page, the student will draw what they observed with at least two true details and write or dictate a label for each detail independently, earning a score of at least 7 out of 9 on a 3-row science journal rubric scored 0 to 3 per row, on 3 of 4 consecutive scored journal entries, as measured by a defined scoring rubric collected every two weeks.

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  • K-2, PK, 3-5Opportunities

    Record today's weather and choose matching gear

    Everyday science: weather

    By the annual IEP review date, during the morning meeting weather routine after looking out the window, the student will place the matching weather symbol on the class chart and choose one piece of clothing or gear that fits the weather independently in at least 8 of 10 opportunities, across 2 consecutive 2-week data summaries, as measured by opportunity-by-opportunity data collected daily during the weather routine, summarized every two weeks.

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  • K-2, 3-5Percent accuracy

    Point to and name parts of a plant

    Science vocabulary

    By the annual IEP review date, given an unlabeled photo or diagram of a plant and a set of 6 part names (root, stem, leaf, flower, seed, fruit), the student will point to each plant part the adult names independently with at least 83% accuracy on plant part items, on 3 of 4 consecutive weekly probes, as measured by opportunity-by-opportunity data collected weekly.

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  • K-2, 3-5Task-analysis steps

    Follow a picture procedure for a simple investigation

    Following a lab procedure

    By the annual IEP review date, during a hands-on science investigation with a picture procedure card and a materials tray, the student will complete the investigation by following the picture procedure card from start to clean-up, performing at least 6 of 7 steps independently, across 3 consecutive science investigations, as measured by a task-analysis checklist collected at each hands-on investigation.

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  • K-2, 3-5Percent accuracy

    Put life cycle stages in order

    Sequencing a life cycle

    By the annual IEP review date, given 4 picture cards of one life cycle (such as seed, sprout, plant, flower) in random order, the student will put the cards in order from the first stage to the last independently with at least 80% accuracy on life cycle sequences, in 3 of 4 consecutive weekly probes, as measured by work-sample analysis collected weekly.

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  • 3-5, 6-8Percent accuracy

    Complete sentences with unit science words

    Science vocabulary

    By the annual IEP review date, given 10 cloze sentences about the current science unit and a word bank of 12 unit words, the student will write or select the unit word that completes each sentence independently with at least 80% accuracy on cloze sentences, in 3 of 4 consecutive weekly probes, as measured by curriculum-based measurement probes collected weekly.

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  • 3-5, 6-8Task-analysis steps

    Follow lab safety steps from start to finish

    Lab safety steps

    By the annual IEP review date, during each hands-on science lab with a lab safety checklist posted at the station, the student will complete each lab safety step on the checklist at the right point in the lab, performing all 9 steps independently, across 3 consecutive labs, as measured by a task-analysis checklist collected at each lab.

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  • 3-5, 6-8Percent accuracy

    Record lab measurements in a data table

    Recording observations

    By the annual IEP review date, during a science investigation with a pre-made data table of at least 6 cells and labeled rows and columns, the student will write each measurement in the correct cell of the data table with its unit at the time it is taken independently with at least 85% accuracy on data table entries, on 3 of 4 consecutive labs, as measured by work-sample analysis collected at each lab.

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  • 3-5, 6-8Rubric score

    Write an if-then-because prediction

    Making a prediction

    By the annual IEP review date, before a science investigation, given the investigation question and a prediction frame (if, then, because), the student will write a prediction that names the change being tested, the expected result and a reason based on something they have seen or read independently, earning a score of at least 5 out of 6 on a 3-row prediction rubric scored 0 to 2 per row, on 3 of 4 consecutive scored predictions, as measured by a defined scoring rubric collected every two weeks.

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28 more science skills templates

Each opens in the builder with its sample goal, notes, objectives, and data sheet.

What science skills involves

  • Learning science vocabulary and using it in answers
  • Following lab safety steps and a lab procedure
  • Recording observations in words, drawings, or tables
  • Making a prediction and checking it against results
  • Reading data from an investigation and classifying, such as living and nonliving or states of matter
  • Writing a claim with evidence and reasoning, including everyday science like weather and health

Baseline and measurement considerations

  • Take a baseline on one unit's vocabulary or one lab, using the same kind of task you will use for probes.
  • Score labs as a task analysis with steps like reading the procedure, gathering materials, following safety rules, and recording results.
  • Use a rubric for claim, evidence, and reasoning, with a row for each part, scored every two to four weeks.
  • Use accuracy for vocabulary and classifying with a fixed set of items per probe.
  • The science teacher and special education teacher share the data; lab notebooks work as samples if the support is noted.

Progress-monitoring methods used in these templates

  • Opportunity (trial) recording: Each planned or naturally occurring opportunity is recorded as correct/independent, prompted, or not demonstrated.
  • Work-sample analysis: Scoring completed student work (permanent products) against a defined answer key or checklist.
  • Rubric scoring: Work or performance is scored against written criteria with defined score levels.
  • Task-analysis checklist: A routine is broken into ordered steps; each step is recorded as independent, supported, or not completed.
  • Curriculum-based measurement: Brief, standardized probes given at regular intervals and scored the same way each time.

How each measure works

Matching data sheets

Each template links to a blank sheet built for its measure. You can also download these sheets on their own:

  • Opportunity tracker: Records each opportunity as independent, prompted, or not demonstrated.
  • Accuracy tracker: Number correct out of number attempted, with percent accuracy and support level.
  • Rubric tracker: Scores each rubric criterion and totals the score for each sample.
  • Task-analysis checklist: Marks each step of a routine as independent, with support, or not completed across sessions.

Common mistakes when writing science skills goals

  • Copying a state science standard as the goal, which names content but no measurable behavior.
  • Measuring with unit test scores that change in content and difficulty every few weeks.
  • Using percent accuracy for lab safety, which is a set of steps and fits a task analysis.
  • Making reading or writing the barrier when the goal is science; allow read-aloud or speech-to-text and name it.
  • Leaving out the support, so data from a day with a sentence frame and a day without one look the same.

Frequently asked questions

How do I write an IEP goal for science?

Pick a science skill that carries across units, such as recording observations or writing a claim with evidence. For example: after a lab, the student will write a claim, two pieces of evidence, and one reasoning sentence using a frame, scoring at least 6 of 8 on a CER rubric. Name any reading or writing supports.

What is a good science goal for elementary school?

Recording observations with drawings and labels, or sorting living and nonliving things, fit K to 5 well. Making a prediction and checking it after a simple investigation also works.

How often should I collect data on science goals?

Every two to four weeks for rubric goals, and at each lab for procedure goals. Short vocabulary probes can run weekly during a unit.

Should science goals be on an IEP if the student is in general education science?

Only when the student needs specially designed instruction to take part, such as following lab steps or writing explanations. Many students need only accommodations, which go in the accommodations section instead of a goal.

References

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