3
Spotlight on
Science Skills
Draft
Grade 5
Acknowledgements
The New Brunswick Department of Education and Early Childhood Development gratefully acknowledges
the contributions of the following groups and individuals toward the development of the New Brunswick
Spotlight on Science Skills – Grade 5.
 Development Team:
•
Judson Waye – ASD-N
 NB Department of Education and Early Childhood Development
•
Kathy Hildebrand, Learning Specialist, Science and Mathematics
 Science Learning Specialists and science teachers of New Brunswick who provided invaluable input
and feedback throughout the development and implementation of this document.
3
Objective
The Atlantic provinces’ science curriculum is guided by the vision that all students will have an
opportunity to develop scientific literacy.
“Scientific literacy is an evolving combination of the science-related attitudes, skills, and
knowledge that students need to develop inquiry, problem-solving, and decision-making
abilities, to become lifelong learners, and to maintain a sense of wonder about the world
around them.” Page 11 foundation document
The Spotlight on Science Skills series of documents:
- Clusters the existing Atlantic Canada skill outcomes into nine scientific practices
(questioning, predicting/hypothesizing, variables, experimental design, collecting
data/observations, organizing/displaying data, analyzing data, making conclusions,
applying learning).
- Provides educators with an elaboration of the scientific practice including explanations of
specialized terminology. It indicates what students have learned in previous grades and
what the focus is for learning in the current grade.
- Provides a list of achievement indicators with an accompanying rubric for each scientific
practice to further clarify expectations and guide educators in determining whether their
students have met the outcome.
Overview of Outcomes
GCO: Plan & Perform (PP) - Ask questions, make predictions about object and events and
develop fair tests to investigate those questions. Observe and investigate their environment
and record the results
SCO: PP1 - Propose scientific questions
SCO: PP2 - State a prediction and a hypothesis based on an observed pattern of events
SCO: PP3 - Identify major variables to control and test in investigations
SCO: PP4 - Plan a set of steps to solve a practical problem
SCO: PP5 - Recording observations and collecting relevant data
GCO: Analyze & Explain (AE) - Interpret findings from investigations using appropriate
methods. Work collaboratively to carry out science-related activities, and communicate ideas,
procedures and results.
SCO: AE1 - Classify by Attributes & Display of Relevant Data
SCO: AE2 - Analysis of Data Representations: Trends, Discrepancies & Sources of Error
SCO: AE3 - Conclusions
SCO: AE4 - Applications of Learning
Scientific Skill - Questioning
4
GCO: Plan & Perform (PP) - Ask questions, make predictions about object and events and
develop fair tests to investigate those questions. Observe and investigate their environment
and record the results
SCO: PP1 - Propose scientific questions
Scope and Sequence of Outcomes
Grades k-3
200-1 Ask Questions that lead to
the exploration and investigating
200-2 Identify problems to be
solved
Grades 4-6
Grades 7-9
204-1 Propose questions to
investigate and practical
problems to solve
208-2 Identify questions to
investigate arising from practical
problems and issues
204-2 Rephrase questions in
a testable form
208-1 Rephrase questions in a
testable form and clearly define
practical problems
208-3 Define and delimit
questions and problems to
facilitate investigation
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
In Grade 4, students make the distinction between a good scientific question and
a testable question. The focus at Grade 5 is to further develop the skill of writing
a good testable question.
Connection to
Communication
 Communicate
questions, ideas,
and intentions,
and listen
 Ask others for
advice or opinions
Testable questions are always about changing one thing to see what the effect is on another
thing. Testable questions have two parts: variable to test and variable to measure
The independent variable (IV) is the variable that will be changed by the scientist. A good
experiment has only one independent variable. The dependent variable (DV) is the variable
being measured in the experiment.
• Scaffold 1- Does changing __(variable to test)___ affect __(variable to
measure)___?
• Scaffold 2 - How does changing __(variable to test)___ affect __(variable to
measure___?
• Scaffold 3 - If I change __(variable to test)___, will it affect __(variable to
measure)___?
“If they wash their hands (variable to be tested), will the number of days
students are absent decrease (variable to measure)?
Initial Scientific Question
(Variable to Test Only)
What happens if I use another tuning fork?
What changes can be made to make this work
more efficient?
New Brunswick Spotlight on Science Skills: Grade 5
Testable Question
(Variable to Test and Variable to Measure)
If we use different types of tuning forks, will the
sound vibrations rate be the same?
Does changing the type of light bulb affect
energy consumption?
July 2015
Scientific Skill - Questioning
5
A part of the refining process should be for students to understand that precise language is very
important to writing a good testable question. For example, terms such as “better” should be
replaced with the specific measure to be improved.
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
i.
ii.
iii.
iv.
Write questions using language that suggest an investigation
Develop testable questions that indicate the variable to test (independent variable)
Develop testable question that indicate the variable to be measured/observed
Use language that is precise and relevant to the question
Achievement Rubric
Meeting - 3
Excelling - 4
Approaching - 2
Working Below - 1
Testable and
measureable/
observed form but
not specific to the
parameters (may use
Testable
Question
Testable and
measureable/
observed using
specific language
“better” or “improve”)
Scientific question
that includes the
variable to test and is
very specific to the
parameters but does
not include a variable
to measure
Any other answer
GCO: Plan & Perform (PP) - Ask questions, make predictions about object and events and
develop fair tests to investigate those questions. Observe and investigate their environment
and record the results
SCO: PP2 - State a prediction and a hypothesis based on an observed pattern of events
Scope and Sequence of Outcomes
Grades k-3
200-3 Make predictions, based
on an observed pattern
Grades 4-6
204-3 State a prediction and a
hypothesis based on an
observed pattern of events
New Brunswick Spotlight on Science Skills: Grade 5
Grades 7-9
208-5 State a prediction and a
hypothesis based on an
observed pattern of events
July 2015
Scientific Skill - Predicting and Hypothesizing
Elaboration
Connection to
Communication
 Communicate
questions, ideas,
and intentions,
and listen
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
In the elementary grades, students are expected to make predictions. The term
hypothesis will be introduced in middle school.
A scientific prediction is related to the question. When students are asked to make a prediction
in response to a problem or question, they should be using what they already understand about
the subject to explain their prediction.
For example:
 Question: Will adding fertilizer make grass grow bigger?
 Possible predictions:
o I predict that adding fertilizer will make grass grow bigger, because when my dad
added it the flowers grew big.
o I predict that adding fertilizer will make grass grow bigger, because when we put it on
our class beans they grew tall.
A prediction will never be considered right or wrong. Results will always be expected or
unexpected. The conclusion, supported by experimental results, does not have to match the
prediction.
As students develop their understanding of scientific thinking their ability to make a sciencebased prediction should advance as well. In previous grades, students have been making
predictions based mostly on personal experiences. In Grade 4, some emphasis was placed on
students using their scientific experiences to justify their predictions. As students engage in
more inquiry-based tasks, they develop the capacity necessary to make predictions based on
scientific knowledge. At Grade 5 students will continue to make science-based predictions.
For example:
Grade 3
If I add fertilizer then the grass
will grow bigger, because when
my dad added it the flowers they
grew big.
Grade 4
Grade 5
If I add fertilizer then the grass
will grow taller, because our bean
plants with fertilizer grew taller
than the others.
If I add fertilizer then the grass
will grow taller, because it will
give the plants more nutrients
that have been shown to support
growth.
Also, they will begin to use a more formal way to write a prediction, “if...then...because”. This
scaffold is the beginning transition towards students making a true hypothesis in middle school.
Prediction…Justification
I predict that….because…
If...then...because
If the (variable to test) is (describe the changes),
then the (variable to measure) will (predict the
effect), because (state your science justification).
Depending on the context, estimation is a skill that can enhance the ability to make an accurate
scientific prediction. Estimation is a strategy for determining approximate values or quantities,
usually by referring to benchmarks or using referents, or for determining the reasonableness of
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Predicting and Hypothesizing
calculated values. Based on the grade level standards (cross-curricular with Math), students
should use estimation strategies where appropriate.
Achievement Indicators
Guiding Questions:
 What evidence will I look for to know that learning occurred?
 What should students demonstrate to show their understanding of the Scientific Process
Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
i. Write prediction statements that are testable (“if, then” scaffold)
ii.
Write prediction statements with a reason (“if, then, because” scaffold), based on an
observed pattern or scientific knowledge (may come from previous learning or personal
experiences outside school)
Achievement Rubric
Excelling - 4
Prediction
Make a prediction
which is:
- relevant to the
question
- testable
- includes a
reason
and is explained in
detail
Meeting - 3
Make a prediction
which is:
 relevant to the
question
 testable
 includes a
reason, usually
based on
scientific
experiences or
knowledge
New Brunswick Spotlight on Science Skills: Grade 5
Approaching - 2
Make a prediction
including a reason
which may be
relevant but is not
clearly expressed
Working Below - 1
Make a prediction,
but the justification is
missing or irrelevant
Any other answer
July 2015
Scientific Skill - Identifying Variables
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GCO: Plan & Perform (PP) - Ask questions, make predictions about object and events and
develop fair tests to investigate those questions. Observe and investigate their environment
and record the results
SCO: PP3 - Identify major variables to control and test in investigations
Scope and Sequence of Outcomes
Grades k-3
Grades 4-6
Grades 7-9
204-4 Define objects and
events in their investigations
208-7 Formulate operational
definitions of major variables and
other aspects of their
investigations
204-5 Identify and control
major variables in
investigations
208-6 Design an experiment and
identify major variables
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Students should understand that variables are an element in many scientific
process skills. A variable is a set of attributes that can vary (e.g., be high or
low). A typical example of a variable would be temperature. It changes, going
higher or lower based on external conditions.
The focus of this section is the identification of variables to ensure a fair test.
In practice, a fair test means identical procedures must be preformed where only
one variable is changed at a time.
Connection to
Communication
 Communicate
questions, ideas,
and intentions,
and listen
 Ask others for
advice or opinions
 Identify problems
as they arise and
work
cooperatively with
others to find
solutions
In Grade 5 students were introduced to the three main types of scientific variables:
 Controlled Variables - the variables that are kept constant or monitored to minimize
any effects on the experiment.
 Variable to Test (independent variable)- the variable in the experiment that is
purposely changed or manipulated, either in quantity or quality, also referred to as the
manipulated variable or independent variable.
 Variable to Measure (dependent variable)- the variable in an experiment that changes
in response to the independent variable and, therefore, is also referred to as the
responding variable or the dependent variable.
The variable to test and variable to measure are factors in writing a testable question.
Example: Initial Scientific Question - “How effective are plant-based insect repellants?”
Variable to Test
Different brands of plant-based repellents
New Brunswick Spotlight on Science Skills: Grade 5
Possible Variables to Measure




total number of insect bites
size of insect bites (mm)
color and/or itchiness of insect bites
length of time (min)
July 2015
Scientific Skill - Identifying Variables
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Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
Distinguish between what is tested, what is measured/observed and what is controlled
Identify one variable to test (independent variable), one variable to measure or observe
(dependent variable) with all other variables controlled
iii. Collect evidence relevant to the relationship of the independent and dependent variable
i.
ii.
Achievement Rubric
Controlled
Variable to Test
Variable to
Measure
Excelling - 4
Meeting - 3
Depending on the
complexity of the
investigation, most
or all of the
necessary
variables are
controlled and
described in detail
Depending on the
complexity of the
investigation, most
or all of the
necessary
variables are
controlled
Only controlling
some of the
relevant variables
Students identify
one independent
variable (variable to
be tested) that fits
the question
Students identify
one independent
variable (variable to
Any other answer
be tested) not
relevant to the
question
Students identify
one dependent
variable (variable to
be measured) that
fits the question
Students identify
one dependent
variable (variable to
Any other answer
be measured) not
relevant to the
question
New Brunswick Spotlight on Science Skills: Grade 5
Approaching - 2
Controlling
variables that are
not relevant to the
investigation
Working Below - 1
Any other answer
July 2015
Scientific Skill - Designing Investigations
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GCO: Plan & Perform (PP) - Ask questions, make predictions about object and events and
develop fair tests to investigate those questions. Observe and investigate their environment
and record the results
SCO: PP4 - Plan a set of steps to solve a practical problem
Scope and Sequence of Outcomes
Grades k-3
200-4 Select and use materials
to carry out their own
explorations
200-5 Identify materials and
suggest a plan for how they will
be used
201-7 identify and use a variety
of sources of science information
and ideas
Grades 4-6
204-6 Identify various
methods for finding answers
to given problems, and
ultimately select one that is
appropriate
204-7 Plan a set of steps to
solve a practical problem and
carry out a fair test of a
science-related idea
204-8 Identify appropriate
tools, instruments, and
materials to complete their
investigations
205-8 Identify and use a
variety of sources and
technologies to gather
pertinent information
Grades 7-9
208-4 propose alternative
solutions to a given practical
problem, select one, and develop
a plan
208-6 Design an experiment and
identify major variables
208-8 Select appropriate
methods and tools for collecting
data for solving problems
209-5 Select and integrate
information from various print
and electronic sources or from
several parts of the same source
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Students were introduced to procedural design in Grade 4. The focus of Grade
5 is to continue with procedural design with the addition of minimizing bias.
Students should be able to design a step-by-step plan that they will use to fairly
test an initial idea or question in a safe manner. In practice, a fair test means
identical procedures must be preformed where only one variable is changed at a
time. The focus of these outcomes is the planning of steps and experimental
design. There are a variety of components that make up experimental design.
Requirements of experimental design:
 Identification of needed equipment and materials
• Identification of variables (controls, variable to test, variable to measure)
• Planning a set of steps:
• to test a single question
• design minimizes bias
• may incorporate multiple trials to increase accuracy
• can be repeated by someone else
New Brunswick Spotlight on Science Skills: Grade 5
Connection to
Communication
 Communicate
procedures and
results, using lists,
notes in point
form, sentences,
charts, graphs,
drawings, and oral
language
 Work with team
members to
develop and carry
out a plan
 Ask others for
advice or opinions
 Identify problems
as they arise and
work
cooperatively with
others to find
solutions
 Ensure safety of
self and others
July 2015
Scientific Skill - Designing Investigations
11
Grade 5 Language Arts Reading and Writing Standards
Form: Instructions/Procedures
Purpose: to tell how to do something
Goal or aim: identifies topic by title or opening statement(s)
Materials/Ingredients: lists materials
Method/process: includes key steps in correct order with adequate details focusing on how/when
Conclusion or Evaluation: includes a closing statement or an evaluation (To taste like mine you should add
maple syrup)
Special Features
 May include headings, illustrations, diagrams or labels
 Numbered-steps or words showing sequence (first, next, then)
 Point form or full sentences starting with sequence word or verbs
 Present tense
 May be written in second person (first, you…)
Students are also expected to follow and carry out procedures safely (both teacher directed and
student designed) using appropriate materials and tools effectively.
Bias
The concept of bias is introduced in Grade 5. Holding a scientific bias means to unfairly favour
one variable against another. In order for a test to be deemed fair it must be done in a way that
eliminates one variable having an advantage, identical procedures must be uniformly
performed. For example, every time you release your paper airplane its uniformly performed,
regardless of the type of paper thrown.
Multiple Trials
It is important to test multiple trials of an experiment to ensure that the results are accurate,
reliable, and reproducible. If a variable was accidentally changed in the first trial, this becomes
obvious in the following trials and can be corrected in future trials. The number of trials required
depends on the amount of time needed to conduct the experiment and the nature of the task.
Introduced in Grade 4, the use of multiple trials where appropriate is expected in Grade 5.
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
Plan procedures with a set of steps to test a single question
Plan procedures to minimize experimental bias
Plan procedures with enough detail they can repeated by someone else
Plan procedures identifying needed equipment and materials
Plan procedures with one variable to test and one variable to measure and write it in a
way that controls other major variables
vi. Plan procedures identifying relevant measurements and/or observations to be made
vii. Plan procedures to use multiple trials to increase accuracy, if appropriate
i.
ii.
iii.
iv.
v.
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Designing Investigations
12
Achievement Rubric
Planning an
investigation
Excelling - 4
Meeting - 3
Students can
independently
 Procedures have a
set of steps to test
a single question
 Procedural design
minimizing
experimental bias
 Procedural design
uses multiple trials
to increase
accuracy (if
appropriate)
 Procedures are
detailed enough to
be repeated by
someone else
 Procedure
identifies needed
equipment and
materials
 Procedure
identifies relevant
measurements
and/or observations
to be made
 Procedure has one
independent and
one dependent
variable and is
written in a way
that controls other
major variables
Students can
independently
 Procedures have a
set of steps to test
a single question
 Procedures are
detailed enough to
be repeated by
someone else
 Procedure
identifies needed
equipment and
materials
 Procedure
identifies relevant
measurements
and/or observations
to be made
 Procedure has one
independent and
one dependent
variable and is
written in a way
that controls other
major variables
Students can
independent perform
3-4 of the following:
 Procedures have a
set of steps to test
a single question
 Procedures are
detailed enough to
be repeated by
someone else
 Procedure
identifies needed
equipment and
materials
 Procedure
identifies relevant
measurements
Any other answer
and/or observations
to be made
 Procedure has one
independent and
one dependent
variable and is
written in a way
that controls other
major variables
Students may
require support with:
 Procedural design
minimizing
experimental bias
 Procedural design
uses multiple trials
to increase
accuracy (if
appropriate)
Students require
support with other
achievement
indicators
New Brunswick Spotlight on Science Skills: Grade 5
Approaching - 2
Working Below - 1
July 2015
Scientific Skill - Collecting and Recording Data
13
GCO: Plan & Perform (PP) - Ask questions, make predictions about object and events and
develop fair tests to investigate those questions. Observe and investigate their environment
and record the results
SCO: PP5 - Recording observations and collecting relevant data
Scope and Sequence of Outcomes
Grades k-3
201-4 Observe, using one or a
combination of the senses
201-5 Make and Record Relevant
observations and measurements,
using written language, pictures, and
charts
Grades 4-6
205-5 Make observations and
collect information relevant to
a given question or problem
205-7 Record observations
using a single word, notes in
point form, sentences, and
simple diagrams and charts
Grades 7-9
209-4 Organize data, using a format
that is appropriate to the task or
experiment
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Previously, students have focused on making observations relevant to the
question asked. In Grade 4, students began to be mindful of what would be the
most appropriate type of data to collect for their identified variable. In Grade 5,
students will continue to gain expertise in the selection of appropriate data to
collect as they continue to develop their measurement and observation skills.
Students are expected to accurately record what is observed even when results
differ from what is expected. Results are never right or wrong, but only expected
or unexpected. Unexpected results still convey important information.
Data that can be measured (quantitative) - Numbers with unit of measurement
are recorded. Examples include: length, height, area, volume, weight, speed,
time, temperature, humidity, sound level, cost, age, and so on.
Connection to
Communication
 Communicate
procedures and
results, using lists,
notes in point
form, sentences,
charts, graphs,
drawings, and oral
language
 Ask others for
advice or opinions
 Identify problems
as they arise and
work
cooperatively with
others to find
solutions
 Ensure safety of
self and others
Data that can be observed but not measured (qualitative) - It usually describes characteristics
or qualities. Examples include: colour, odour, texture, appearance, or data that is described by
category (e.g., the hardness scale for minerals)
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Collecting and Recording Data
14
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
Collect measurement and/or observations collected are relevant to the question being
tested
ii. Collect the type of data appropriate to the variable to measure
iii. Recorded evidence with labels and in an organized manner
iv. Collect quantitative data accurately and recorded with units
v. Record qualitative data factually
i.
Achievement Rubric
Excelling - 4
Data
Collection
Data that
can be
measured
Data that
can be
observed
Routinely:
Records observation
with appropriate
detail and not
inferences
Meeting - 3
Approaching - 2
Routinely collects
data that is: relevant,
appropriately
labeled, organized, &
honest
The type of data
collected is irrelevant
or needs support to
identify relevancy
Routinely:
Measuring
accurately and
recording with units
Accuracy is
inconsistent and/or
units are missing
Routinely:
Records observation
with appropriate
detail
Observations very
general not very
detail
New Brunswick Spotlight on Science Skills: Grade 5
Working Below - 1
Any other answer
May be reluctant to
record observations
contrary to
predictions
Any other answer
Any other answer
July 2015
Scientific Skill - Organizing and Displaying Data
15
GCO: Analyze & Explain (AE) - Interpret findings from investigations using appropriate
methods. Work collaboratively to carry out science-related activities, and communicate ideas,
procedures and results.
SCO: AE1 - Classify by Attributes & Display of Relevant Data
Scope and Sequence of Outcomes
Grades k-3
Grades 4-6
202-1 Use personal observations
when asked to describe
characteristics of materials and
objects studied
202-2 Place materials and objects in
a sequence or in groups according to
one or more attributes
202-3 Identify the most useful
method of sorting for a specific
purpose
Grades 7-9
206-1 Classify according to
several attributes and create a
chart or diagram that shows
the method of classification
210-1 Use or construct a
classification key
204-4 Construct and label concreteobject graphs, pictographs, or bar
graphs
206-2 Compile and display
data, by hand or by computer,
in a variety of formats
including frequency tallies,
tables, and bar graphs
210-2 Compile and display data, by
hand or computer, in a variety of
formats, including diagrams, flow
charts, tables, bar graphs, line
graphs, and scatter plots
210-3 Identify strengths and
weaknesses of different methods of
collecting and displaying data
Elaboration
Guiding Questions:
 What do I want my students to learn?
 What do I want my students to understand and be able to do?
This outcome is about organizing information after data collection.
Qualitative Data – Data that can be observed but not measured. It usually
describes characteristics or qualities. Examples include: colour, odour, texture,
appearance, or data this described by category (e.g., the hardness scale for
minerals)
Organizing qualitative data: In Grade 5, students need to be able to identify
important characteristics that distinguish or are in common across a variety of
items or organisms. It is expected that this information would be organized and
displayed (e.g., tree diagrams).
Connection to
Communication
 Communicate
procedures and
results, using lists,
notes in point
form, sentences,
charts, graphs,
drawings, and oral
language
 Work with group
members to
evaluate
“In Grade 2, students need to build on their prior experiences to sort objects and shapes using
two attributes. If students find it difficult to sort by two attributes at the same time, they may find
it helpful to sort by one attribute and combine two of the sorted groups.” (NB Mathematics
Grade 2 Curriculum, p.70)
“By grade 4, students are expected to use more sophisticated sorting tools such as a Carroll or
Venn diagram. These organizational tools are particularly useful as a form of data display when
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Organizing and Displaying Data
16
the categories for the sorting situation overlap. A Venn diagram is typically drawn with one, two
or three circles. It is important to draw a rectangle around Venn diagrams to represent the
“universe” or entire group that is being sorted. This will show the items that do not fit the
attributes of the circle(s) outside of them, but within the rectangle. Carroll diagrams are tables
that work much like Venn diagrams. For Carroll diagrams, two attributes are being used for
sorting, with one attribute of each characteristic being the focus (Small, 2008, p. 521). A table is
created with four cells to show the four possible combinations of these two attributes. Either the
items themselves, or the count of how many items of each type, are put in the cells.” (NB
Mathematics Grade 4 Curriculum, p.58)
Quantitative Data – Data that can be measured; numbers with units of measurement are
recorded. Examples include: length, height, area, volume, mass, speed, time, temperature,
humidity, sound level, cost, age, and so on.
Organizing quantitative data: Students need to be able to take number based data and display it
in an appropriate format. The focus is taking raw data and creating charts or graphs (concrete
object graphs, pictographs, or bar graphs) that are appropriate to the task. Please refer to Math
curriculum to the standards expected at each level.
Grade 3
Math
Standard
Single
Bar
Graph
Grade 5
Math
Standard
Double
Bar
Graph
title
scale
legend
axis label
intervals
axis label
“Students should be aware that sometimes when two pieces of data are collected about a
certain population, it is desirable to display both sets of data side by side, using the same scale.
For example, census data often shows male and female data separately for different years. This
is usually done using a double bar graph. A legend is used to help the reader interpret a
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Organizing and Displaying Data
17
double bar graph.
It is essential that students include titles, horizontal and vertical axis headings and scale,
legends and category labels in the legend. The pairs of bars should be separated and the
order of the colours must remain the same in the graph.” (NB Mathematics Grade 5 Curriculum,
p.94)
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
Identify relevant characteristics that distinguish or are in common across a variety of
items or organisms.
ii. Organize and display information about characteristics appropriately
iii. Use of Charts or graphs
a. Graphs require data to be correctly displayed, correct scale, appropriate labels (x
and y axis), and an overall title
b. Charts include all necessary headings and units
i.
Achievement Rubric
Excelling - 4
Meeting - 3
Approaching - 2
Working Below - 1
Identify relevant
characteristics of
items or organisms
and group by
similarities and/or
differences
Includes
characteristics not
relevant to the
questions or problem Any other answer
Displaying
Appropriately
Take the initiative
to display the data
in various ways
that reveal various
patterns
Information is
organized and
displayed in a way
appropriate to the
data so that patterns
and trends are
apparent (Venn
diagram, bar graph,
etc.)
The type of
organization of data
selected does not
reveal patterns and
trends or is
inappropriate to the
type of data
Use of
conventions
with displays
Graphs with proper
x and y axis
(Convention in
science is for IV on
the x axis and the
DV on the y axis)
Charts and graphs
having all
appropriate titles and
labels and
information is plotted
correctly
Data or information
need to be plotted
correctly but a minor
error in the labels
may occur
Identify
Relevant
Attributes
New Brunswick Spotlight on Science Skills: Grade 5
Any other answer
Any other answer
July 2015
Scientific Skill - Reflecting and Analyzing
18
GCO: Analyze & Explain (AE) - Interpret findings from investigations using appropriate
methods. Work collaboratively to carry out science-related activities, and communicate ideas,
procedures and results.
SCO: AE2 - Analysis of Data Representations: Trends, Discrepancies & Sources of Error
Scope and Sequence of Outcomes
Grades k-3
202-5 Identify and suggest
explanations for patterns and
discrepancies in observed objects
and events
Grades 4-6
206-3 Identify and suggest
explanations for patterns and
discrepancies in data
Grades 7-9
210-4 Predict the value of a variable
by interpolating and extrapolating
from graphical data
210-9 Calculate theoretical values of
a variable
210-6 Interpret patterns and trends in
data, and infer and explain
relationships among the variables
210-7 Identify and suggest
explanations for, discrepancies in
data
210-5 Identify the line of best fit on a
scatter plot and interpolate or
extrapolate based on the line of best
fit
210-10 Identify potential sources and
determine the amount of error in
measurement
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
This outcome is asking students to analyze data. Interpreting data is a criticalthinking process used by scientific researchers to review the data gathered in the
course of an investigation.
Drawing conclusions is a separate outcome though it is expected that they would
be learned together.
Connection to
Communication
 Communicate
procedures and
results, using lists,
notes in point
form, sentences,
charts, graphs,
drawings, and oral
language
 Work with group
members to
evaluate
At grade 5 students should be able to identify and
explain patterns/trends in data. Students are
expected to suggest a reasonable explanation(s)
noting possible sources of error. Students should be
able to describe the relationship the pattern/trend
indicates. Interpreting data involves sorting into useful
arrangements, looking for similarities and differences,
thinking about missing data or errors, and summarizing
what the data might mean.
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Reflecting and Analyzing
For example:
Grade 3
The bean plant is getting taller
as the days go by
19
Grade 4
The bean plant is getting taller
faster as it gets bigger
Grade 5
The bean plant is growing
taller faster as it gets bigger;
1cm a day between Days 2
and 4 and 2cm a day between
Days 4 and 6.
Also, regardless of the type of data, students should be able to identify a discrepancy within the
data. A Discrepancy is a value or observation that deviates from the standard or norm. It can
usually be explained by measurement error or lack of control of variables. Discrepant data do
not fall within the observed pattern. It is important to record all data, however, discrepant data
can be ignored for the purposes of describing a trend or pattern.
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
i.
ii.
Identify and explain a general pattern/trend/relationship from the observed and
organized data
Identify a discrepancy in data and note possible sources of error.
Achievement Rubric
Excelling - 4
Independently
communicates
Pattern/
additional
Trends/
Relationship pattern/trend/
relationships
Discrepancy
Change to the
experimental design
is suggested to
eliminate the
occurrence of the
source of error
Meeting - 3
Approaching - 2
Working Below - 1
Describes an
appropriate
pattern/trend/
relationships
Pattern/trend/relation
ship is unclear or
overly simplistic
Any other answer
Identifies a
discrepancy, noting a
possible source of
error
Identifies a
discrepancy, but is
unable to explain the
possible source of
error
New Brunswick Spotlight on Science Skills: Grade 5
Any other answer
July 2015
Scientific Skill - Drawing Conclusions
20
GCO: Analyze & Explain (AE) - Interpret findings from investigations using appropriate
methods. Work collaboratively to carry out science-related activities, and communicate ideas,
procedures and results.
SCO: AE3 - Conclusions
Scope and Sequence of Outcomes
Grades k-3
Grades 4-6
206-5 Draw a conclusion,
202-7 Propose an answer to an initial based on evidence gathered
question or problem and draw a
through research and
simple conclusion based on
observation, that answers an
observations or research
initial question
Grades 7-9
210-11 State a conclusion, based on
experimental data, and explain how
evidence gathered supports or
refutes an initial idea
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Students should use information from readings, from previous learning, prior
knowledge, and from evidence gained through investigation to draw conclusions.
To make simple conclusions means that students are able make a statement
based upon logic and the evidence available. Whether the prediction is
supported or refuted is not a measure of success or failure since scientific
knowledge is advanced by either result.
Connection to
Communication
 Communicate
procedures and
results, using lists,
notes in point
form, sentences,
charts, graphs,
drawings, and oral
language
 Work with group
members to
evaluate
Where possible students should compare the results of their investigation to those of others and
recognize that and explain why results may vary. Comparison of findings to those of similar
investigations can add weight to the conclusion.
The conclusion:
 will be framed around the initial question that was tested. As the student analyzes the data
it is important to ask the question: Did what I change make a difference?
 Must express whether the prediction is supported based on the results. Whether it is
supported or not, the findings are valid and not considered “wrong”.
 may comment on whether the investigation was a fair test and suggest improvements to
experimental design.
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
Scientific Skill - Drawing Conclusions
21
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
i.
ii.
iii.
iv.
Make a conclusion based on logic and available evidence
Make a conclusion that answers the initial question
Include a statement that their data either supports or refutes their initial prediction
Justify this claim by providing evidence from data collected
Achievement Rubric
Conclusion
Excelling - 4
Meeting - 3
 Reflects science
understanding and
gives some
reasons for results
based on evidence
 Conclusion states
a relationship
between variables
and supporting
evidence
 Is relevant to initial
question and
prediction
 Must include
suggestions to
improve
experimental
design
 Compares findings
other similar
investigations
 Reflects science
understanding and
gives some reason
for results based on
evidence
 Conclusion states a
relationship
between variables
and supporting
evidence
 Is relevant to initial
question and
prediction/hypothes
is
 May include
suggestions to
improve
experimental
design
New Brunswick Spotlight on Science Skills: Grade 5
Approaching - 2
Working Below - 1
Conclusion restates
only the recorded
results and
observations
Any other answer
July 2015
22
Scientific Skill – Extending Thinking
GCO: Analyze & Explain (AE) - Interpret findings from investigations using appropriate
methods. Work collaboratively to carry out science-related activities, and communicate ideas,
procedures and results.
SCO: AE4 - Applications of Learning
Scope and Sequence of Outcomes
Grades k-3
202-6 Distinguish between useful
and not useful information when
answering a science question
202-8 Compare and evaluate
personally constructed objects with
respect to their form and function
202-9 Identify new questions that
arise from what was learned
Grades 4-6
206-4 Evaluate the usefulness
of different information
sources in answering a given
question
206-6 Suggest improvements
to a design or constructed
object
206-7 Evaluate personally
constructed devices with
respect to safety, reliability,
function, appearance, and
efficient use of materials
206-8 identify potential
applications of findings
206-9 Identify new questions
or problems that arise from
what was learned
Grades 7-9
210-8 Apply given criteria for
evaluating evidence and sources of
information
210-13 test the design of a
constructed device or system
210-14 Identify and correct practical
problems in the way a prototype or
constructed device functions
210-15 Evaluate designs and
prototypes in terms of function,
reliability, safety, efficiency, use of
materials, and impact on the
environment
210-12 Identify and evaluate
potential applications of findings
210-16 Identify new questions and
problems that arise from what was
learned
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Applications of Learning components involve higher order thinking type
activities.
Connection to
Communication
 Ask others for
advice or opinions
 Work with group
members to
evaluate
Depending on the task, this can take different forms. The overall theme is that students are
discussing and reflecting:
• evaluating relevance of information
• evaluating the fairness of an experimental design
• evaluating the usefulness of a constructed design
• extending those initial ideas by creating new questions to test
• evaluating their own/other’s thinking and explanation in terms of plausibility and scientific
evidence
may
apply conclusions reached to real world scenarios
•
Students should be engaged in metacognition which is, put simply, thinking about one’s
thinking. The burden of learning does not fall on the teacher alone. Students need to be aware
of what they need to do to learn, to self-monitor.
New Brunswick Spotlight on Science Skills: Grade 5
July 2015
23
Scientific Skill – Extending Thinking
It includes:
• The awareness of the need to connect how new knowledge relates to what one already knows
• Opportunities for self-assessment such as explaining their thinking via discussions (with
varying views) or journal writing
• Opportunities to test one’s ideas such as with investigations or designing items
Achievement Indicators
Guiding Questions:
• What evidence will I look for to know that learning occurred?
• What should students demonstrate to show their understanding of the Scientific Process Skill?
Use the following set of indicators as a guide to determine whether students have met the
corresponding specific outcome.
i.
Demonstrate higher order thinking depending on the task communicated during
discussion and/or reflection
Achievement Rubric:
Excelling - 4
Consistently
demonstrates
evidence of making
of one or more of the
following:
• Justifies
statements by
making
connections to
scientific
knowledge,
• Displays
evaluation of the
concept taking into
Applications
account other
of Learning
scientific
knowledge,
• Identifies how
findings can be
applied to other
situations
• Evaluates the
relevancy and
reliability of
sources
Extending idea to
foster a new ideas
Meeting - 3
Generally
demonstrates
evidence of making
of one or more of the
following:
• Justifies
statements by
making
connections to
scientific
knowledge,
• Displays
evaluation of the
concept taking into
account other
scientific
knowledge,
• Identifies how
findings can be
applied to other
situations
• Evaluates the
relevancy and
reliability of
sources
• Extending idea to
foster a new idea
New Brunswick Spotlight on Science Skills: Grade 5
Approaching - 2
Working Below - 1
Needs support or
prompting to:
 Justify statements
by making
connections to
scientific
knowledge,
 Display evaluation
of the concept
taking into account
other scientific
knowledge,
 Identify how
findings can be
Any other answer
applied to other
situations
 Evaluate the
relevancy and
reliability of
sources
 Extend an idea to
foster a new idea
July 2015
24
Appendix A –End of Year Reporting Rubrics (Plan and Perform)
4 - Excelling
Independently and
consistently
states clearly testable
questions identifying all
necessary observable or
measurable characteristics
Independently and
consistently selects all
relevant variables to test,
control, and measure
(quantitatively)
Independently and
consistently makes prediction
supported by scientific
learning and research
Independently and
consistently designs
experiments to collect
intended evidence; steps are
complete, concise and can
be understood by others
Independently and
consistently chooses
appropriate materials and
equipment
Independently and
consistently conducts
experiments that control all
needed variables
Independently and
consistently uses materials,
techniques and equipment
competently
Independently and
consistently measures
accurately
Independently and
consistently observes
relevant evidence
Independently and
consistently records evidence
appropriately (symbols, units,
labels, readability)
Independently and
consistently identifies and
uses safety procedures
2 - Approaching
1 - Working Below
Generally rephrases clearly
questions in a testable form
identifying necessary
observable or measurable
characteristics)
3 - Meeting
Sometimes (or with support) states a
question answerable by doing an
experiment identifying some
observable or measurable
characteristics
Generally selects relevant
variables to test, control, and
measure
Sometimes (or with support) selects
some variables to test, control, and
measure
Has difficulty (even with
support) stating a question
answerable by doing an
experiment seldom
identifying observable or
measurable characteristics
Has difficulty (even with
support) identifying
variables
Generally makes plausible
prediction supported by
scientific learning
Sometimes (or with support) makes
prediction supported by scientific
learning
Has difficulty (even with
support) making a
prediction
Generally designs
experiments to collect
intended evidence; steps are
complete and can be
understood by others
Sometimes (or with support) designs
experiments to collect intended
evidence; some steps may be
incomplete or missing
Has difficulty (even with
support) designing a
complete experiment
Generally chooses
appropriate materials and
equipment
Sometimes (or with support)
chooses appropriate materials and
equipment
Generally conducts
experiments that control most
variables
Sometimes (or with support)
conducts experiments that controls
some variables
Generally uses materials,
techniques and equipment
competently
Sometimes (or with support) mostly
uses materials, techniques and
equipment competently
Has difficulty (even with
support) choosing
appropriate materials and
equipment
Has difficulty (even with
support) conducting an
experiment that controls
some variables
Has difficulty (even with
support) using materials,
techniques and equipment
Generally measures
accurately
Sometimes (or with support)
measures accurately
Generally observes relevant
evidence
Sometimes (or with support)
observes evidence
Generally records evidence
appropriately (symbols, units,
labels, readability)
Sometimes (or with support) records
evidence appropriately (symbols,
units, labels, readability)
Generally identifies and uses
safety procedures
Sometimes (or with support)
identifies and uses safety
procedures
New Brunswick Spotlight on Science Skills: Grade 5
Has difficulty (even with
support) measuring
accurately
Has difficulty (even with
support) observing
evidence
Has difficulty (even with
support) recording
evidence (symbols, units,
labels, readability)
Has difficulty (even with
support) using safety
procedures
July 2015
25
Appendix B – End of Year Reporting Rubrics (Analyze and Explain)
2 - Approaching
1 - Working Below
Independently and consistently
organizes and displays evidence
efficiently and effectively (charts,
graphs, tables)
4 - Excelling
Generally organizes and
displays evidence
appropriately and effectively
(charts, graphs, tables)
3 - Meeting
Sometimes (or with support)
organizes and displays
evidence appropriately (charts,
graphs, tables)
Independently and consistently
classifies accurately
Independently and consistently
recognizes and explains patterns
and relationships in data
Independently and consistently
recognizes and explains patterns
and relationships in data
Independently and consistently
relates conclusion to prediction
based on research
identifies and explains possible
source(s) of error and
discrepancies in data with
suggestions for improved
experimental design
Independently and consistently
identifies 2 or more new testable
questions that arise from what
was learned
Independently and consistently
communicates questions,
procedures, and results
efficiently and effectively
Independently and consistently
uses specific science vocabulary
appropriately
Independently and consistently
expresses ideas clearly
Independently and consistently
collaborates with others
Generally classifies accurately
Generally relates conclusion to
prediction
Sometimes (or with support)
classifies to some extent
Sometimes (or with support)
recognizes some patterns in
data
Sometimes (or with support)
recognizes some patterns in
data
Sometimes (or with support)
relates conclusion to prediction
Generally identifies possible
source(s) of error and
discrepancies in data
Sometimes (or with support)
identifies some possible
source(s) of error
Has difficulty (even with
support organizing and
displaying evidence
appropriately (charts,
graphs, tables)
Has difficulty (even with
support) classifying
Has difficulty (even with
support) recognizing
patterns
Has difficulty (even with
support) recognizing
patterns
Has difficulty (even with
support) relating conclusion
to prediction
Has difficulty (even with
support) identifying a
possible source of error
Generally identifies 1-2 new
questions that arise from what
was learned
Sometimes (or with support)
identifies another question that
arises from what was learned
Generally communicates
questions, procedures, and
results effectively
Sometimes (or with support)
communicates questions,
procedures, and results
Generally uses specific
science vocabulary
appropriately
Generally expresses ideas
clearly
Generally collaborates with
others
Sometimes (or with support)
uses science vocabulary
appropriately
Sometimes (or with support)
expresses ideas
Sometimes (or with support)
collaborates with others
Independently and consistently
seeks and respects the views of
other
Applies findings to other
situations
Generally seeks and respects
the views of others
Sometimes (or with support)
respects the views of others
Generally recognizes patterns
and relationships in data
Generally recognizes patterns
and relationships in data
New Brunswick Spotlight on Science Skills: Grade 5
Has difficulty (even with
support) identifying another
question that arises from
what was learned
Has difficulty (even with
support) communicating
questions, procedures,
results
Has difficulty (even with
support) using science
vocabulary appropriately
Has difficulty (even with
support) expressing ideas
Has difficulty (even with
support) collaborating with
others
Has difficulty (even with
support) respecting the
views of others
July 2015