New Brunswick

Scientific Literacy

• Investigation

  • Plan investigations to answer questions about relationships between and among variables observed in natural and technical sensory systems.

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

      • Identify the experimental question (6-B.3)
      • Identify questions that can be investigated with a set of materials (6-B.4)
      • Science literacy: how does the nervous system produce phantom pain? (6-M.5)

    • Consider dependent, independent, and control variables to formulate hypotheses for scientific inquiry

      • Identify control and experimental groups (6-B.1)
      • Identify independent and dependent variables (6-B.2)

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

      • Identify laboratory tools (6-A.2)
      • Laboratory safety equipment (6-A.3)

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

    • Describe the investigation procedures for fair tests

      • Identify steps of the scientific method (6-A.1)
      • Understand an experimental protocol about plant growth (6-B.5)
      • Understand an experimental protocol about diffusion (6-B.6)
      • Understand an experimental protocol about evaporation (6-B.7)

    • Respond to the ideas of others and acknowledge their contributions

  • Collect and represent data using tools and methods appropriate for investigations of natural and technical sensory systems.

    • Select and use measurement tools and equipment

      • Identify laboratory tools (6-A.2)

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

      • Understand conservation of matter using graphs (6-D.1)
      • Calculate speed from time and distance (6-E.1)
      • Calculate distance from speed and time (6-E.2)
      • Calculate time from speed and distance (6-E.3)
      • Calculate speed, distance and time I (6-E.4)
      • Calculate speed, distance and time II (6-E.5)
      • Choose units of distance, mass and volume (6-W.1)
      • Abbreviate time, length, speed and acceleration units (6-W.2)
      • Abbreviate mass and volume units (6-W.3)
      • Abbreviate force, energy and electricity units (6-W.4)

    • Create models that describe and/or predict phenomena

      • Body systems: perception and motion (6-M.4)
      • Electromagnetic waves (6)

• Sensemaking

  • Analyze and interpret qualitative and quantitative data to construct explanations and conclusions.

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

    • Interpolate or extrapolate from patterns or trends in collected data

      • Evaluate claims about natural resource use: groundwater (6-S.1)
      • Evaluate claims about natural resource use: fossil fuels (6-S.2)

    • Classify and sort objects and events

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

    • Confirm or refute hypotheses using collected data, other sources, and/or reliable media

      • Science literacy: how does the nervous system produce phantom pain? (6-M.5)

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

• Communication

  • Communicate procedure, result, and conclusion using a variety of media and working collaboratively.

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

      • Science literacy: how does the nervous system produce phantom pain? (6-M.5)

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

    • Discuss observations and ideas from scientific inquiry, peers, educators, and/or guests

    • Support or refute hypotheses using evidence from data analysis

      • Evaluate claims about natural resource use: groundwater (6-S.1)
      • Evaluate claims about natural resource use: fossil fuels (6-S.2)

    • Communicate how problems were solved or can be solved

      • Applications of infrared waves (6)

    • Suggest reasons if data does not follow general trends or expected relationships

    • Work collaboratively with team members to develop and carry out plans, and examine own knowledge and knowledge of peers

Learning and Living Sustainably

• Responsible and Sustainable Application

  • Apply scientific and technological knowledge and an understanding of sustainable practices responsibly with respect to natural and technical sensory systems.

    • Consider how contact with Europeans has impacted Wabanaki connections to the natural world

    • Explore careers in related areas of personal interest

    • Apply science and technological knowledge when considering issues of concern

      • Coral reef biodiversity and human uses: explore a problem (6-R.1)

    • Develop models of natural phenomena or solutions to problems

    • Use equipment safely while carrying out scientific inquiry

    • Use tools and materials safely when building models and prototypes

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

      • Coral reef biodiversity and human uses: evaluate solutions (6-R.2)

    • Promote health and well-being of wayfinding organs/structures for self and others