grade 6 spotlight on science skills - mme tanner...
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Spotlight on Science
Skills
Grade 6
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 6.
Development Team:
• Judson Waye – ASD-N• Adam Hayward – 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.
2015Department of Education and Early Childhood Development
Educational Programs and Services
ObjectiveThe 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. Foundation for the Atlantic Canada Science Curriculum, page 11
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 OutcomesGCO: Plan & Perform (PP) - Ask questions, make predictions about objects and events and develop fair tests to investigate those questions. Observe and investigate their environment and record the results
SCO: PP1 - Propose scientific questionsSCO: PP2 - State a prediction and a hypothesis based on an observed pattern of eventsSCO: PP3 - Identify major variables to control and test in investigationsSCO: PP4 - Plan a set of steps to solve a practical problem SCO: PP5 - Record observations and collect 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 DataSCO: AE2 - Analysis of Data Representations: Trends, Discrepancies & Sources of ErrorSCO: AE3 - ConclusionsSCO: AE4 - Applications of Learning
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Scientific Skill - Questioning
GCO: Plan & Perform (PP) Ask questions, make predictions about objects and events and develop fair tests to investigate those questions. Observe and investigate their environment and record the resultsSCO: PP1 Propose scientific questions
Scope and Sequence of Outcomes
Grades K-3 Grades 4-6 Grades 7-9200-1 Ask questions that lead to the exploration and investigating 204-1 Propose questions to
investigate and practical problems to solve
208-2 Identify questions to investigate arising from practical problems and issues200-2 Identify problems to be
solved
204-2 Rephrase questions in a testable form
208-1 Rephrase questions in a testable form and clearly define practical problems208-3 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?
Before writing a testable question, students will be able to pose an initial scientific question. Scientific questions may have different purposes: for research, leading to an innovation, or designing an experiment. If the question is a yes or no answer or an opinion, students should be encouraged to rewrite the question to be unbiased.
Research Innovation Experiment/InvestigationHow does a tuning fork make salt jump? How might we make this better? What happens if I use another
tuning fork?Will there be a full moon tonight?
What type of fertilizer will make grass grow greener?
What changes can be made to make this work more efficiently?
From an initial scientific question, students are able to alter a scientific problem or question into a testable form. A testable question is one that can be answered by designing and conducting an experiment. In order for a question to be deemed testable, the question must clearly identify the variable to test and the variable to measure. Testable questions are always about changing one thing to see what the effect is on another thing.
Testable questions have two parts: Independent and Dependent VariablesThe 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 __IV___ affect __DV___?• Scaffold 2 - How does changing __IV___ affect __DV___?• Scaffold 3 - If I change __IV___, will it affect __DV___?
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
Connection to Communication
Communicate questions, ideas, and intentions, and listen
Ask others for advice or opinions
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Scientific Skill - Questioning
• “If they wash their hands (variable to be tested/IV), will the number of days students are absent decrease (variable to measure/DV)?
Initial Scientific Question Testable Question
What happens if I use another tuning fork? If we use different types of tuning forks, will the rate of sound vibrations be the same?
What changes can be made to make this work more efficiently?
Does changing the type of light bulb affect energy consumption?
Students should understand that precise language is very important to writing a good testable question. Students should be encouraged to change terms such as “better” and “improve” with the specific measure to be improved.
For example:
“If I change the wheels, will it improve how the car rolls?” is a statement approaching expectations, since the variable to be measured is not specific and is open to interpretation.
“If I change the wheels, will it increase the distance travelled?” is a statement meeting expectations because it indicates what will be measured.
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 questions using language that suggests an investigationii. Develop testable questions that indicate the variable to test (independent variable)iii. Develop testable questions that indicate the variable to be measured/observed
(dependent variable)iv. Use language that is precise and relevant to the question
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Testable Question
Testable and measureable/observable using specific language
Testable and measureable/observable form but not specific to the parameters (may use “better” or “improve”)
Any other answer
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
5
Scientific Skill - Predicting and Hypothesizing
GCO: Plan & Perform (PP) Ask questions, make predictions about objects and events and develop fair tests to investigate those questions. Observe and investigate their environment and record the resultsSCO: PP2 State a prediction and a hypothesis based on an observed pattern of events
Scope and Sequence of Outcomes
Grades K-3 Grades 4-6 Grades 7-9
200-3 Make predictions, based on an observed pattern
204-3 State a prediction and a hypothesis based on an observed pattern of events
208-5 State a prediction and a hypothesis based on an observed pattern of events
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 6, the term hypothesis is introduced. Hypothesis statements are plausible predictions of a relationship between two variables, supported by information from a student’s current understanding. This understanding could come from a variety of sources such as a previous experiment, a demonstration, research, a television program, or what someone has told them is true. Students will be working during their middle school years with developing hypotheses with the expectation of mastery at high school.
A useful hypothesis is a testable statement, which includes a prediction and a supporting reason or explanation. A useful scaffold for writing hypotheses is the “If, then, because” scaffold.
HypothesisIf...then...because
If the (IV) is (describe the change), then the (DV) will (predict the effect), because (state the justification).
Independent Variable - (IV)Dependent Variable - (DV)
Hypothesis examples:
If exposure to UV light is increased then more people will get skin cancer, because research shows that people in warmer climates get more skin cancer than people in cold climates. (supported by research)
If the cones of a tree are pink rather than yellow, then flies will lay more eggs in them, because initial observations seem to show this trend. (supported by observations)
If salt concentrations in soil are increased then the rate of plant growth will decrease, because plants growing near salt water are smaller. (supported by research or observations)
If air temperature is reduced, then leaf colour will change, because leaves change colour in the fall when it starts to get cooler. (supported by observations)
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
Connection to Communication
Communicate questions, ideas, and intentions, and listen
6
Scientific Skill - Predicting and Hypothesizing
Students have been using an “If, then, because” scaffold in the elementary grades for writing predictions with a supporting reason. In Grade 6, a hypothesis will be more specific and/or may suggest a more complex investigation than in previous grades. The other change for Grade 6 students is the introduction of the writing of hypotheses in the passive voice. The passive voice reinforces that scientific work is done as objectively as possible. It clearly expresses descriptions and procedures so they can be compared and reproduced.
For example:
Grade 3 Grade 4 Grade 5 Grade 6 (passive voice)If I add fertilizer then the grass will grow bigger, because when my dad added it the flowers they grew big.
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.
If the amount of fertilizer is increased then the grass will grow tall faster, because the fertilizer will provide more nutrients that have been shown to support growth.
A hypothesis is a tentative statement, which the results of the investigation will support or not.Students have a tendency to want their hypothesis to be proven correct. Results may be expected or unexpected. The hypothesis is not found to be “wrong”, but rather supported or unsupported. The conclusion will be equally correct whether or not the evidence supports the hypothesis.
Furthermore, when the hypothesis is supported, it does not necessarily mean the hypothesis is correct.
For example:
Hypothesis
If exposure to UV light is increased then more people will get skin cancer, because research shows that people in warmer climates get more skin cancer than people in cold climates.
- If supported
One must still consider that factors other than exposure to UV light may be responsible for or contribute to skin cancer.
- If not supported
There may be more than one factor necessary for skin cancer to occur, such as exposure to skin cancer and genetic predisposition to cancer.
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 calculated values. Based on the grade level standards (cross-curricular with Math), students should use estimation strategies where appropriate.
Achievement Indicators
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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Scientific Skill - Predicting and Hypothesizing
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 or hypothesis statements that are testable (suggesting a test of how the two variables are related).
ii. Write hypothesis statements using the “If, then, because” format, including a plausible reason (from previous learning and/or research); tentative words such as evidence suggests and may may be used.
iii. Write prediction and hypothesis statements in passive voice.
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Prediction and Hypothesis
Makes a prediction or hypothesis statement which is testable; is specific with details
Makes a hypothesis using an “If, then, because” scaffold:- relevant to the
question- testable- includes a
plausible reason (refers to research)
Written passive voice
Makes a prediction or hypothesis statement which is testable
Makes a hypothesis using an “If, then, because” scaffold:- relevant to the
question- testable- includes a
plausible reason (may refer to readings or research)
Written in passive voice
Prediction or hypothesis is not clearly testable
Makes a hypothesis using an “If, then, because” scaffold including a reason which may be relevant but is not clearly expressed
Not written in passive voice
Prediction or hypothesis is not testable
Makes a hypothesis, but the reason is missing or irrelevant
Any other answer
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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Scientific Skill - Identifying Variables
GCO: Plan & Perform (PP) Ask questions, make predictions about objects and events and develop fair tests to investigate those questions. Observe and investigate their environment and record the resultsSCO: 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 predominant in many scientific process skills. The focus of this specific outcome is the identification of variables to ensure a fair test. In practice, a fair test means identical procedures must be performed where only one variable is changed at a time. Students should be able to design a fair test that considers the variables that need to be controlled (kept the same) and the identification of a variable to test (independent) and a variable to measure/observe (dependent).
Controlled Variables - the variables that are kept constant or monitored to minimize any effects on the experiment.
Independent Variable (IV) - the variable in the experiment that is purposely changed or manipulated, either in quantity or quality, also referred to as the manipulated variable or variable to test.
Dependent Variable (DV) - 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 variable to measure.
The independent and dependent variables are factors in writing a testable question.Example: Initial Scientific Question - “How effective are plant-based insect repellants?”
Independent Variable Possible Dependent Variables
Different brands of plant-based repellents
total number of insect bites size of insect bites (mm) color and/or itchiness of insect bites length of time they provide protection (min)
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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
9
Scientific Skill - Identifying Variables
Expected Controlled Variables: Electromagnet Example (less complex task)
Grade 6 Grade 7 Grade 8 Size of nail Size of battery Number of times wire is
wrapped around nail
Size of nail Battery voltage Number of times wire is
wrapped around nail How tightly wire is wrapped Material nail is made from
Size of nail Battery voltage Number of times wire is
wrapped around nail How tightly wire is wrapped Material nail is made from Temperature in room
Expected Controlled Variables: A consumer reports company testing winter tires scenario (more complex task)
Grade 6 Grade 7 Grade 8 Speed before braking Road conditions Temperature Same car is used
Students should be able to recognize at least 5 of 6: Speed before braking Road conditions Weather conditions
(temperature, sun, etc.) Same car is used Same driver Same pressure is applied to
brake each trial
Speed before braking Road conditions Weather conditions
(temperature, sun, etc.) Same car is used (weight of car
remains constant as car is re-fueled each time)
Same driver Same pressure is applied to
brake each trial
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. Distinguish between what is tested, what is measured/observed and what is controlledii. Identify one independent variable and one dependent variable, with other variables
controlled in investigationsiii. Collect evidence relevant to the relationship of the independent and dependent variable
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
10
Scientific Skill - Identifying Variables
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Controlled
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
Any other answerControlling variables that are not relevant to the investigation
Independent
Students identify one independent variable (variable to be tested) that fits the question
Students identify one independent variable (variable to be tested) not relevant to the question
Any other answer
Dependent
Students identify one dependent variable (variable to be measured) that fits the question
Students identify one dependent variable (variable to be measured) not relevant to the question
Any other answer
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
11
Scientific Skill - Designing Investigations
GCO: Plan & Perform (PP) Ask questions, make predictions about objects and events and develop fair tests to investigate those questions. Observe and investigate their environment and record the resultsSCO: PP4 Plan a set of steps to solve a practical problem
Scope and Sequence of Outcomes
Grades K-3 Grades 4-6 Grades 7-9
200-4 Select and use materials to carry out their own explorations
204-6 Identify various methods for finding answers to given problems, and ultimately select one that is appropriate
208-4 propose alternative solutions to a given practical problem, select one, and develop a plan
200-5 Identify materials and suggest a plan for how they will be used
204-7 Plan a set of steps to solve a practical problem and carry out a fair test of a science-related idea
208-6 Design an experiment and identify major variables
204-8 Identify appropriate tools, instruments, and materials to complete their investigations
208-8 Select appropriate methods and tools for collecting data for solving problems
201-7 identify and use a variety of sources of science information and ideas
205-8 Identify and use a variety of sources and technologies to gather pertinent information
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 should be able to design a 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 performed 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 & Independent/Dependent)• 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 6 April 2015
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
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Scientific Skill - Designing Investigations
Students are also expected to follow and carry out procedures safely (both teacher-directed and student-designed) using appropriate materials and tools effectively.
BiasHolding 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, it’s uniformly performed, regardless of the type of paper used.
Multiple TrialsIt is often important to perform multiple trials of an experiment to ensure that the results are accurate, reliable, and reproducible. If the 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 to conduct the experiment and the nature of the task.
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. Plan procedures with a set of steps to test a single questionii. Plan procedures to minimize experimental biasiii. Plan procedures to use multiple trials to increase accuracy, if appropriate iv. Plan procedures with enough detail they can be repeated by someone elsev. Plan procedures identifying needed equipment and materials vi. Plan procedures identifying relevant measurements and/or observations to be madevii. Plan procedures with one independent and one dependent variable and write in a way
that controls other major variables
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
Grade 6 Language Arts Reading and Writing StandardsForm: Instructions/ProceduresPurpose: to tell how to do somethingGoal or aim: identifies topic by title or opening statement(s)Materials/Ingredients: lists materialsMethod/process: includes key steps in correct order with adequate details focusing on how/whenConclusion or Evaluation: includes a closing statement or an evaluation which may be a photograph or drawing of the completed itemSpecial 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 often written as commands Technical language – verbs, adverbs and adjectives (e.g., whip the cooled cream vigorously)
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Scientific Skill - Designing Investigations
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Planning an investigation
Independently, students perform: Procedures have a
set of steps to test a single question
Procedural design minimizes experimental bias
Procedural design uses multiple trials to increase accuracy (if appropriate)
Procedures are detailed enough to be repeated by someone else
Procedures identify needed equipment and materials
Procedures identify relevant measurements and/or observations to be made
Procedures have one independent and one dependent variable and is written in a way that controls other major variables
Independently, students perform: Procedures have a
set of steps to test a single question
Procedures are detailed enough to be repeated by someone else
Procedures identify needed equipment and materials
Procedures identify relevant measurements and/or observations to be made
Procedures have one independent and one dependent variable and is written in a way that controls other major variables
Independently, students perform3-4 of the following: Procedures have a
set of steps to test a single question
Procedures are detailed enough to be repeated by someone else
Procedures identify needed equipment and materials
Procedures identify relevant measurements and/or observations to be made
Procedures have one independent and one dependent variable and is written in a way that controls other major variables
Any other answer
Students may require support with: Procedural design
minimizes 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 6 April 2015
Scientific Skill - Collecting and Recording Data
GCO: Plan & Perform (PP) Ask questions, make predictions about objects and events and develop fair tests to investigate those questions. Observe and investigate their environment and record the resultsSCO: PP5 Recording observations and collecting relevant data
Scope and Sequence of Outcomes
Grades K-3 Grades 4-6 Grades 7-9
201-4 Observe, using one or a combination of the senses
205-5 Make observations and collect information relevant to a given question or problem 209-4 Organize data, using a
format that is appropriate to the task or experiment
201-5 Make and record relevant observations and measurements, using written language, pictures, and charts
205-7 Record observations using a single word, notes in point form, sentences, and simple diagrams and charts
Elaboration
Guiding Questions:• What do I want my students to learn?• What do I want my students to understand and be able to do?
The focus of this section is that students are able to record all relevant information measured (Quantitative) and observed (Qualitative) in a format appropriate to the type of data. Qualitative data describes whereas quantitative data defines. The dependent variable will determine the type of data collected. 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.
Quantitative Data - Data that can be measured, 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.
Students should understand that they must accurately use scientific devices and equipment. In Grade 6, when variables are measured, accurate measurement is important.
Qualitative Data - Data that can be observed but not measured. It usually describes characteristics or qualities. Examples include: colour, odour, texture, appearance, or data that is described by category (e.g., the colour of the sky)
Students should be able to distinguish their observations from making an inference. Observations require you to use one or more of your five senses to notice or determine something. Inferences are statements that combine observations with other knowledge. For example: you see steam rising from a cup of coffee
“steam is rising from the cup of coffee” (observation) “the coffee is hot” (inference).
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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
15
Scientific Skill - Collecting and Recording Data
It is important to the process that students understand that they should suspend judgment during data collection. Both expected and unexpected results are valuable.
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. Collect measurements and/or observations relevant to the question being testedii. Collect the type of data appropriate to the dependent variable, quantitative when
possible and record honestly iii. Record evidence with labels and in an organized manneriv. Collect quantitative data accurately and record with unitsv. Record qualitative data factually without inferences
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Data Collection
Routinely collects data that is: relevant, appropriately labeled, organized, & honest
The type of data collected is irrelevant or needs support to identify relevancy
Any other answerMay be reluctant to record observations contrary to predictions
QuantitativeRoutinely: Measures accurately and records with units
Accuracy is inconsistent and/or units are missing Any other answer
Qualitative
Routinely: Records observations with appropriate detail and not inferences
Observations very general not very detailed Any other answer
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
16
Scientific Skill - Organizing and Displaying 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
Scope and Sequence of Outcomes
Grades K-3 Grades 4-6 Grades 7-9202-1 Use personal observations when asked to describe characteristics of materials and objects studied 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
202-2 Place materials and objects in a sequence or in groups according to one or more attributes202-3 Identify the most useful method of sorting for a specific purpose
204-4 Construct and label concrete-object 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.
Organizing qualitative information: students need to be able to identify and classify according to attributes. The classification requires students to use sorting rules consistent with math standards.
“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)
In Grade 6, 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., Venn diagram).
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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
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Legend
Title
Axis label
Axis label
Intervals
Scale
Scientific Skill - Organizing and Displaying Data
Organizing quantitative data: students need to be able to take quantitative data and display it in an appropriate format. The focus is taking raw data and creating charts or graphs that are appropriate to the task. Please refer to Math curriculum and the standards expected at each level. Note that the distinction between discrete and continuous data is often overlooked.
Grade 3 Math Standard
Single Bar Graph
Grade 5 Math Standard
Double Bar Graph
Grade 6 Math Standard
Line Graph
“The purpose of a line graph is to focus on trends implicit in the data…the distinction between continuous and discrete data should be emphasized as students investigate line graphs. Continuous data includes an infinite number of values between two points and is shown by joining the data points. Discrete data has finite values (i.e., data that can be counted such as the number of pets), and the data between the points have no value. As a result the points in the graph should not be connected and no inferences can be made about values between two data points”. (NB Mathematics Grade 6 Curriculum, pg. 94)
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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Scientific Skill - Organizing and Displaying Data
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. Identify relevant characteristics that distinguish or are in common across a variety of items or organisms.
ii. Organize and display information about characteristics appropriately (e.g., Venn diagram)
iii. Use charts or graphs with appropriate titles and labelsa. Graphs require data to be correctly displayed, correct scale, appropriate labels (x
and y axis), and an overall titleb. Charts include all necessary headings and units
iv. Differentiate between discrete and continuous data and use the appropriate type of graph based on the data (e.g., bar graph, double bar graph, line graph, pictograph)
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Identify Relevant Attributes
Identifies relevant characteristics of items or organisms and groups by similarities and/or differences
Includes characteristics not relevant to the questions or problem Any other answer
Displaying Appropriately
Takes 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
Any other answer
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 have all appropriate titles and labels and information is plotted correctly
Data or information is plotted correctly but a minor error in the labels may be present
Any other answer
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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Scientific Skill - Reflecting and Analyzing
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 Grades 4-6 Grades 7-9
202-5 Identify and suggest explanations for patterns and discrepancies in observed objects and events
206-3 Identify and suggest explanations for patterns and discrepancies in data
210-4 Predict the value of a variable by interpolating and extrapolating from graphical data210-9 Calculate theoretical values of a variable 210-6 Interpret patterns and trends in data, and infer and explain relationships among the variables210-7 Identify and suggest explanations for, discrepancies in data210-5 Identify the line of best fit on a scatter plot and interpolate or extrapolate based on the line of best fit210-10 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 critical-thinking 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.
At Grade 6, 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 it 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 6 April 2015
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
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Scientific Skill - Reflecting and Analyzing
Appropriate description:The population of New Brunswick increased until 1996 and then decreased slightly.
Not acceptable descriptions:The population went up and then it went down. – Lacks detail in descriptionIt started out steep, then it got flatter. – Vague languageOverall the population went up. – Oversimplification
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. Discrepant data do not fall within the observed 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. Identify and explain a general pattern/trend/relationship from the observed and organized data
ii. Identify a discrepancy in data and note possible sources of error
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Scientific Skill - Reflecting and Analyzing
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Pattern/Trends/Relationship
Independently communicates additional pattern/trend/relationship
Describes an appropriate pattern/trend/relationship
Pattern/trend/relationship is unclear or overly simplistic
Any other answer
Discrepancy
Change to the experimental design is suggested to eliminate the occurrence of the source of error
Identifies a discrepancy, noting a possible source of error
Identifies a discrepancy, but is unable to explain the possible source of error
Any other answer
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Scientific Skill - Drawing Conclusions
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 Grades 7-9202-7 Propose an answer to an initial question or problem and draw a simple conclusion based on observations or research
206-5 Draw a conclusion, based on evidence gathered through research and observation, that answers an initial question
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/hypothesis is supported or refuted is not a measure of success or failure since scientific knowledge is advanced by either result.
Where possible students should compare the results of their investigation to those of others, recognize that results may vary and explain why. 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 the change (independent variable) made cause the effect that was measured (dependent variable)?
must either confirm, deny, or acknowledge uncertainty about the relationship between the two variables. The prediction/hypothesis may be supported or refuted based on the data.
may comment on whether the investigation was a fair test and suggest improvements to experimental design.
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
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
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Scientific Skill - Drawing Conclusions
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. Make a conclusion based on logic and available evidenceii. Make a conclusion that answers the initial questioniii. Include a statement that their data either supports or refutes their initial
prediction/hypothesisiv. Justify this claim by providing evidence from data collectedv. Compare the results of their investigation to those of others and recognize that results
may vary
Achievement Rubric
Excelling - 4 Meeting - 3 Approaching - 2 Working Below - 1
Conclusion
Reflects science understanding beyond that made available to students, indicating additional independent research
Compares findings to other similar investigations
Reflects science understanding and give some reason for results based on evidence
States a relationship between variables and supporting evidence
Is relevant to initial question and prediction/hypothesis
May include suggestions to improve experimental design
Restates only the recorded results and observations or is a result of flawed reasoning
Any other answer
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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 Grades 4-6 Grades 7-9202-6 Distinguish between useful and not useful information when answering a science question
206-4 Evaluate the usefulness of different information sources in answering a given question
210-8 Apply given criteria for evaluating evidence and sources of information
202-8 Compare and evaluate personally constructed objects with respect to their form and function
206-6 Suggest improvements to a design or constructed object
210-13 Test the design of a constructed device or system210-14 Identify and correct practical problems in the way a prototype or constructed device functions
206-7 Evaluate personally constructed devices with respect to safety, reliability, function, appearance, and efficient use of materials
210-15 Evaluate designs and prototypes in terms of function, reliability, safety, efficiency, use of materials, and impact on the environment
206-8 Identify potential applications of findings
210-12 Identify and evaluate potential applications of findings
202-9 Identify new questions that arise from what was learned
206-9 Identify new questions or problems that arise from what was learned
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.
Depending on the task, this can take different forms. The overall theme is that students are discussing and reflecting:• evaluating sources of information• evaluating the fairness of an experimental design• evaluating the usefulness of a constructed design• applying conclusions reached to real world scenarios• 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
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. It includes:
New Brunswick Spotlight on Science Skills: Grade 6 April 2015
Connection to Communication
Ask others for advice or opinions
Work with group members to evaluate
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Scientific Skill – Extending Thinking
• 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 Meeting - 3 Approaching - 2 Working Below - 1
Applications of Learning
Generally demonstrates evidence 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
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 applied to other situations
Evaluate the relevancy and reliability of sources
Extend an idea to foster a new idea
Any other answer
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Appendix A – End of Year Reporting Rubrics (Plan and Perform)
4 - Excelling 3 - Meeting 2 - Approaching 1 - Working BelowIndependently and consistently rephrases questions clearly in a testable form (includes two variables) identifying observable or measurable characteristics
Generally rephrases questions clearly in a testable form (includes two variables) identifying observable or measurable characteristics
Sometimes (or with support) rephrases questions in a testable form (includes two variables) identifying observable or measurable characteristics
Has difficulty (even with support) rephrasing questions in a testable form and identifying observable or measurable characteristics
Consistently selects all relevant variables to test, control, and measure
Generally selects relevant variables to test, control, and measure
Sometimes selects some variables to test, control, and measure
Has difficulty (even with support) identifying variables
Independently and consistently uses ‘independent’, ‘dependent’, and ‘control’ terminology
Generally uses ‘independent’, ‘dependent’, and ‘control’ terminology
Sometimes (or with support) uses ‘independent’, ‘dependent’, and ‘control’ terminology
Does not uses ‘independent’, ‘dependent’, and ‘control’ terminology
Independently and consistently makes plausible prediction or hypothesis supported by prior scientific learning and research, written in passive voice (3rd person)
Generally makes plausible prediction or hypothesis supported by prior scientific learning written in passive voice (3rd person)
Sometimes (or with support) makes prediction or hypothesis supported by prior scientific learning; written in first person (e.g., “I predict...”)
Has difficulty (even with support) making a prediction or hypothesis
Independently and consistently designs experiments to collect intended evidence; steps are complete, concise and can be understood by others
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
Independently and consistently conducts experiments that control all needed variables
Generally conducts experiments that control most variables
Sometimes (or with support) conducts experiments that controls some variables
Has difficulty (even with support) conducting an experiment that controls some variables
Independently and consistently uses materials, techniques and equipment competently
Generally uses materials, techniques and equipment competently
Sometimes (or with support) mostly uses materials, techniques and equipment competently
Has difficulty (even with support) using materials, techniques and equipment
Independently and consistently observes and measures relevant evidence accurately
Generally observes and measures relevant evidence accurately
Sometimes (or with support) observes and measures evidence accurately
Has difficulty (even with support) observing and measuring evidence
Independently and consistently records evidence appropriately for the task (symbols, units, labels, readability)
Generally records evidence appropriately for the task (symbols, units, labels, readability)
Sometimes (or with support) records evidence appropriately (symbols, units, labels, readability)
Has difficulty (even with support) recording evidence (symbols, units, labels, readability)
Independently and consistently identifies and uses safety procedures
Generally identifies and uses safety procedures
Sometimes identifies and uses safety procedures
Has difficulty (even with support) using safety procedures
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Appendix B - End of Year Reporting Rubrics (Analyze and Explain)
4 - Excelling 3 - Meeting 2 - Approaching 1 - Working BelowConsistently organizes evidence effectively and efficiently
Generally organizes evidence appropriately and effectively
Sometimes (or with support) organizes evidence appropriately
Has difficulty (even with support) organizing evidence appropriately
Independently and consistently classifies accurately
Generally classifies accurately Sometimes (or with support) classifies to some extent
Has difficulty (even with support) classifying
Independently and consistently makes conclusions supported by data
Generally makes conclusions supported by data
Sometimes (or with support) re-states results, but not a complete conclusion
Has difficulty (even with support) making a conclusion
Independently and consistently relates conclusion to prediction based on research
Generally relates conclusion to prediction
Sometimes (or with support) relates conclusion to prediction
Has difficulty (even with support) relating conclusion to prediction
Independently and consistently recognizes and explains patterns and relationships in data
Generally recognizes patterns and relationships in data.
Sometimes (or with support) recognizes some patterns in data
Has difficulty (even with support) recognizing patterns in data
Independently and consistently identifies and explains possible source(s) of error and discrepancies in data with suggestions for improved experimental design
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) identifying a possible source of error
Independently and consistently applies findings to other situations
Generally identifies how findings can be applied to other situations
Sometimes (or with support) identifies how findings can be applied to another situation
Has difficulty (even with support) identifying how findings can be applied to another situation
Independently and consistently identifies 2 or more new testable questions that arise from what was learned
Generally identifies 1-2 new questions that arise from what was learned (sometimes contains opinion)
Sometimes (or with support) identifies another question that arises from what was learned (often contains opinion)
Has difficulty (even with support) identifying another question that arises from what was learned (contain opinion)
Consistently communicates questions, procedures, and results clearly, effectively and efficiently
Generally communicates questions, procedures, and results clearly and effectively
Sometimes (or with support) communicates questions, procedures, and results
Has difficulty (even with support) communicating questions, procedures, and results
Independently and consistently suggests improvements to a design or device, make a plausible suggestion on how to improve the design or device
Generally suggests improvements to a design or device
Sometimes (or with support) suggests improvements to a design or device
Has difficulty (even with support) suggesting improvements to a design or device
Always uses specific science vocabulary appropriately
Generally uses specific science vocabulary appropriately
Sometimes uses science vocabulary appropriately
Rarely uses science vocabulary appropriately
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