New Brunswick

Scientific Literacy

• Investigation

  • Plan investigations to solve problems relating to simple machines or human systems: digestive, respiratory, circulatory, nervous, and musculoskeletal.

    • Ask questions about familiar phenomena that lead to fair scientific tests or practical problems to solve

      • Identify the experimental question (5-B.3)
      • Identify questions that can be investigated with a set of materials (5-B.4)

    • Make predictions about posed questions based on prior knowledge

      • How do balanced and unbalanced forces affect motion? (5-I.2)
      • How does mass affect force and acceleration? (5-I.3)

    • Identify and control independent, dependent, and control variables in scientific inquiry

      • Identify control and experimental groups (5-B.1)
      • Identify independent and dependent variables (5-B.2)

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

      • Identify independent and dependent variables (5-B.2)

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

    • Plan to carry out scientific inquiry involving fair tests

      • Identify steps of the scientific method (5-A.1)

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

      • Identify laboratory tools (5-A.2)
      • Laboratory safety equipment (5-A.3)

    • 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 simple machines or the human systems.

    • Select and use measurement tools

      • Identify laboratory tools (5-A.2)

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

      • How does mass affect force and acceleration? (5-I.3)
      • Choose units of mass (5-R.1)
      • Choose units of volume (5-R.2)
      • Abbreviate mass, volume and temperature units (5-R.3)

    • Create models that include important details

    • Describe observations and compare with others

    • Distinguish between qualitative and quantitative collected data

• Sensemaking

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

    • Represent and organize 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

    • Confirm the validity/reliability of tests and identify possible sources of errors

    • Construct explanations and conclusions from collected data and other sources

      • Body systems: circulation and respiration (5-J.2)
      • Body systems: digestion (5-J.3)
      • Body systems: removing waste (5-J.4)
      • Body systems: perception and motion (5-J.5)

    • Connect explanations and conclusions to scientific knowledge and experience

      • Human organs and their functions (5-J.1)

    • Identify new questions that arise from scientific inquiry or new information

• 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

    • Support claims or draw conclusions using evidence from data analysis

      • Identify directions of forces (5-I.1)
      • How do balanced and unbalanced forces affect motion? (5-I.2)
      • How does mass affect force and acceleration? (5-I.3)

    • Communicate how problems were solved or can be solved

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

      • Human organs and their functions (5-J.1)

Learning and Living Sustainably

• Responsible and Sustainable Application

  • Apply scientific and technological knowledge and an understanding of sustainable practices responsibly with respect to simple machines and human systems.

    • Demonstrate respect and responsibility for all living things

    • Explore solution criteria to evaluate technologies developed to improve living conditions

    • Explore careers in related areas of personal interest

    • Identify ways simple machines influence daily life

      • Identify directions of forces (5-I.1)
      • How do balanced and unbalanced forces affect motion? (5-I.2)
      • How does mass affect force and acceleration? (5-I.3)

    • Identify ways simple machines lead to new technological advances

    • Identify tools, techniques, and materials used to respond to own needs at school, home, and play

    • Develop models of natural phenomena or solutions to problems

      • Body systems: circulation and respiration (5-J.2)
      • Body systems: digestion (5-J.3)
      • Body systems: removing waste (5-J.4)
      • Body systems: perception and motion (5-J.5)

    • Distinguish between scientific facts, beliefs, and opinions when answering scientific questions or seeking solutions to technological problems

    • Apply scientific knowledge when considering issues of concern

    • Use equipment safely while carrying out scientific inquiry

      • Laboratory safety equipment (5-A.3)

    • Use tools and materials safely when building models and prototypes

      • Laboratory safety equipment (5-A.3)

    • 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