New Brunswick

Scientific Literacy

• Investigation

  • Plan investigations to solve problems relating to the natural world: the Earth's crust, changes in the Earth's surface, rocks, minerals, soils, and uses of Earth's resources.

    • Ask questions about familiar phenomena

      • How do sedimentary rocks form? (4-K.5)

    • Make predictions about posed questions based on prior knowledge

    • Identify the measured variable and the variable being changed in scientific inquiry

    • Brainstorm working criteria (specifications, constraints, etc.) for scientific inquiry

    • Suggest plans for how to carry out scientific inquiry involving fair tests

    • Suggest and explain the required equipment and materials to carry out scientific inquiry

      • Identify laboratory tools (4)
      • Laboratory safety equipment (4)

    • Explain the types of data and data collection to answer posed questions

    • Respond to the ideas of others and acknowledge their contributions

  • Collect data during scientific inquiry into the natural world.

    • Collect and record data using formal measurements, labelled drawings, tables, bar graphs, and various methods

      • Label parts of rock cycle diagrams (4-K.8)
      • Choose units of distance (4-Q.1)
      • Choose units of mass (4-Q.2)
      • Choose units of volume (4-Q.3)

    • Create diagrams or models that include important details

      • Select parts of rock cycle diagrams (4-K.9)

    • Describe observations and compare with others

      • Compare ancient and modern organisms: use observations to support a hypothesis (4-L.4)

• Sensemaking

  • Analyze data to construct explanations and conclusions based on evidence from scientific inquiry.

    • Represent titled and labelled collected data using drawings, digital technologies, simple text, tables, and other graphical formats

    • Identify classifications, patterns, sorting rules, or trends in collected data

      • Classify rocks and minerals by color, shape, and texture (4-K.1)
      • Identify minerals using properties (4-K.3)
      • Identify rocks using properties (4-K.4)
      • Classify rocks as igneous, sedimentary or metamorphic (4-K.6)
      • Identify and classify fossils (4-L.2)

    • Construct explanations and conclusions from collected data

      • Interpret evidence from fossils in rock layers (4-L.5)

    • Connect explanations and conclusions to scientific knowledge and experience

      • Introduction to fossils (4-L.1)
      • Compare fossils to modern organisms (4-L.3)

    • Identify new questions that arise from scientific inquiry

      • How do sedimentary rocks form? (4-K.5)
      • How do rock layers form? (4-K.7)

    • Apply what has been learned through inquiry to other situations

• Communication

  • Communicate procedure, result, and conclusion of scientific inquiry using a variety of media.

    • Communicate procedures, results, and conclusions of scientific inquiry in a clear and logical order

    • Discuss observations and ideas from scientific inquiry

      • Changes to Earth's surface: erosion (4-K.2)
      • Changes to Earth's surface: earthquakes (4-N.1)
      • Changes to Earth's surface: volcanic eruptions (4-N.2)

    • Support claims or draw conclusions using evidence from data analysis

      • How do rock layers form? (4-K.7)
      • Interpret evidence from fossils in rock layers (4-L.5)

    • Communicate how problems were solved or can be solved

    • Use science, mathematics, and technology language that others understand

Learning and Living Sustainably

• Responsible and Sustainable Application

  • Apply scientific knowledge and an understanding of sustainable practices responsibly with respect to the natural world.

    • Discuss Wabanaki understandings of interconnectedness with the land (the land is not owned; people "borrow" what the land has to offer and in return take care of the land)

    • Explore Wabanaki identity including connection to the land, the interconnectedness of all things, responsibility to the natural world, and responsibility to each other

    • Investigate the impact colonization had and continues to have on the ways that Wabanaki people interact with the natural environment

    • Describe ways of using Earth's materials to make useful objects

    • Identify responsible and/or sustainable interactions between humans and Earth

    • Describe how Earth's materials are replenished

    • Explore solution criteria to reduce the impact of natural and human forces on the landscape

      • Evaluate multiple design solutions to prevent erosion (4)
      • Evaluate multiple design solutions to prevent flooding (4-P.1)
      • Identify the best design solution to prevent hurricane damage (4-P.2)

    • Explore careers in related areas of personal interest

    • Distinguish between scientific facts, beliefs, and opinions when answering scientific questions

    • Apply scientific knowledge when considering issues of concern

      • Evaluate multiple design solutions to prevent flooding (4-P.1)
      • Identify the best design solution to prevent hurricane damage (4-P.2)

    • Use equipment safely while carrying out scientific inquiry

      • Laboratory safety equipment (4)

    • Use tools and materials safely when building models and prototypes

    • Connect scientific inquiry to technological knowledge and experiences

    • Practise safety rules when carrying out field studies

    • Conduct investigations and application while following environmentally sustainable practices

    • Reflect on aspects of applications, decisions, and possible actions of issues of concern