grade 5

Science in Grade 5 Life Science: Human Body Rating Scale Chart Sample Task: Test Your Reflexes Physical Science: Forces and Simple Machines Rating Scale Chart Sample Task: Design an Experiment Earth and Space Science: Renewable and Non-Renewable Resources To come

Life Science Prescribed Learning Outcomes The BC performance standards for Grade 5 Life Science reflect the following prescribed learning outcomes from Grade 5 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will:

• identify variables that can be changed in an experiment • evaluate the fairness of a given experiment • describe the steps in designing an experiment

Life Science: Human Body It is expected that students will:

• describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems

• explain how the different body systems are interconnected

DRAFT Rating Scale: Grade 5 Life Science

Aspect Not Yet Within Expectations Meets Expectations (Minimal Level)

Skills and Processes • observing • communicating • classifying • interpreting

observations • making inferences • questioning • measuring and

reporting • interpreting data • predicting • identifying

variables • fair testing • designing

experiments

• needs support to choose and use appropriate skills and processes

• may not be able to identify any variables

• does not show a scientific understanding of fair testing

• may be unable to identify steps in designing an experiment but may be able to follow steps if provided

• able to communicate some basic information orally or in writing, may be accurate and confusing with little scientific terminology

• needs support to choose appropriate skills and processes but is able to use some independently

• with prompting, is able to identify some variables

• attempts to explain fair testing, may be confused

• identifies some of the steps in designing an experiment, but needs support to design an experiment

• communicates basic information, may be incomplete and include inaccuracies

Attitudes and Dispositions • has a positive

attitude towards science

• demonstrates the habits of mind of science

• recognizes and uses science

• may not show interest in science concepts or topics

• may not ask questions, or questions may be unrelated to topic

• may be reluctant to consider other options or points of view

• with support, may attempt to use science to explain something in their world

• shows some interest in science concepts or topics

• asks relevant questions without hypothesizing

• may consider other options but not know how to follow through (or unwilling)

• if prompted, is able to use science to explain some things in their world

Making Connections • connections to

personal experience and prior knowledge

• connections among science, technology, society, and the environment

• may not make connections to prior experience or knowledge or may only use connections given

• with support, may identify the personal relevance of some scientific information

• may not understand provided examples of how scientific knowledge has been used to develop technologies

• with support, can identify some impacts of personal actions on the environment

• may refer to some prior knowledge, but may show an uncertainty about how to use it, or uses it incorrectly

• if prompted, is able to identify some ways in which scientific knowledge is personally relevant

• is able to explain some links between science and technology, may contain some inaccuracies

• is able to identify some impacts of personal actions on the environment

Knowledge and Understanding of Science Concepts

• is able to identify some body structures and their functions but may not be able to identify them as parts of body systems

• may be unable to give an examples of how two body systems are interconnected

• shows some understanding of the basic structure and function of various human body systems

• if prompted, can give an example of a way in which two body systems are interconnected

Fully Meets Expectations

Exceeds Expectations

• if prompted, is able to choose some appropriate skills and processes and apply them independently

• accurately identifies variables, may miss some

• shows understanding of a fair test as controlling all variables except the one being tested

• is able to identify the steps of an experiment, and to design and experiment, may be some omissions in the design

• communicates information clearly using most of the appropriate scientific terminology, may be minor omissions or inaccuracies

• is able to choose and apply appropriate science skills and processes independently

• accurately identifies all variables and provides some explanation

• clearly explains fairness of experiment using relevant examples

• clearly identifies the steps of an experiment and can design a complete and workable experiment

• accurately and precisely communicates information using appropriate scientific terminology

• shows interest in science concepts or topics

• asks relevant “what if…?” questions and hypothesizes about what might happen

• considers other options and may attempt to explore them

• if prompted, uses science evidence to make sense of the world

• actively looks for ways to engage in science and extend learning

• asks relevant questions and generates hypotheses; seeks and values evidence

• sees value in exploring different options

• independently uses scientific evidence to make sense of the world

• uses some prior knowledge or

experience in explorations or explanations

• is able to identify some ways in which scientific knowledge is personally relevant

• is able to give examples of how scientific knowledge has led to technologies

• can identify different points of view and the impact of personal actions on society and/or environment

• offers explanations from a store or previous scientific knowledge and relevant experience

• is able to give detailed and insightful examples of how scientific knowledge is personally relevant; may seek relevance if not immediately apparent

• is able to explain how scientific knowledge is used to in particular technologies

• gives insightful examples of specific impacts of personal actions on the environment, may independently take personal action

• is able to identify and describe the function of most of the main parts of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems; may be some errors and omissions

• is able to give some accurate examples of how body systems are related

• is able to give clear and detailed explanations of the basic structure and function of various human body systems

• is able to give clear and detailed examples of how the different body systems are interconnected

Chart for Planning or Observation: Grade 5 Life Science

Aspect Fully Meets Expectations





experiments

















• uses some prior knowledge or experience in explorations or explanations





• is able to identify and describe the function of most of the main parts of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems; may be some errors and omissions

• is able to give some accurate examples of how body systems are related

Sample Task: Test Your Reflexes Context The class had been learning about the various body systems. This was the second performance task done with the class. They had learned about variables, controls and scientific fair testing. The class is largely ESL (English as a second language). Learning Outcomes Processes and Skills of Science It is expected that students will:

• identify variables that can be changed in an experiment • evaluate the fairness of a given experiment

Life Science: Human Body It is expected that students will:

• describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems

• explain how the different body systems are interconnected Process Students worked with a partner to test each other’s reflexes. One partner sat in a chair with their hand sideways and open wide ready to catch a ball after the first bounce. The other partner counted to three then dropped the ball. The students were asked to evaluate the scientific fairness of the task based on the understanding of keeping all variables the same except the one being tested, in this case the ability to catch the ball or not (reflexes). The students were then asked to evaluate their results and apply their knowledge of the nervous system.

NOT YET WITHIN EXPECTATIONS

NY MM FM EE Skills and Processes Attitudes and Dispositions Making Connections Knowledge & Understanding

of Science Concepts

Teacher’s Observations This student was enthusiastic and focused. His English is developed enough that he should be have been able to perform this task. He was engaged in the activity, but required much direction and redirection to complete the experiment. He understood that the experiment involved catching a ball but was unable to link it to the function of the nervous system and the concept of fair testing.

• attempts to make sense of science experiments and information • shows perseverance and interest, but comments are often irrelevant • requires one-to-one support from teacher or peer to complete tasks • experiences difficulty understanding concepts and expressing acquired

knowledge in oral or written form • requires frequent explanation of basic concepts and multiple examples to acquire

understanding

MEETS EXPECTATIONS (MINIMAL LEVEL)


of Science Concepts

Teacher’s Observations This student was able to provide basic information about the controls in the experiment, but was did not understand the concept of a variable. His responses to questions were very personalized rather than scientific. His understanding of “fair test” is emerging but he could not explain why this experiment was fair.

• understands the definition of fair testing, but is not able to apply the definition to experiments

• able to make a prediction based on prior knowledge • explanations were simple and incomplete • able to understand controls and give example but was unable to identify the

variable in the experiment • requires scaffolding to link prior knowledge to new information and activities • shows interest in science • explanations are simple, incomplete and, in some cases, inaccurate

FULLY MEETS EXPECTATIONS


of Science Concepts

Teacher’s Observations This student does not usually complete classroom work without support and encouragement. He completed this experiment with his partner. He showed great interest and completed the written work independently. He followed the procedure independently, recorded accurately and provided good explanation for his thinking. He was able to explain and identify variables, and controls. He was able to link his knowledge and processes to his personal life.

• able to make a prediction based on personal experience and prior knowledge • explanations are mostly complete and accurate • able to identify the variables and controls in the experiment • uses scientific language in his explanations • able to identify factors that could impair reflexes

EXCEEDS EXPECTATIONS


of Science Concepts

Teacher’s Observations This student was able to complete the experiment independently and guide classmates, as needed. She correctly concluded that the experiment was fair and explained why.

• identifies and explains the concept of fair testing, including variables and controls

• follows scientific procedure independently and efficiently • work is clear, detailed, and logically organized using appropriate scientific

language • able to synthesize knowledge of reflexes and apply it to personal life • able to identify potential factors that could impair reflexes • frequently asks questions and formulates hypotheses

Physical Science Prescribed Learning Outcomes The BC performance standards for Grade 5 Physical Science reflect the following prescribed learning outcomes from Grade 5 of the Science K to 7 Integrated Resource Package (2005). Processes and Skills of Science It is expected that students will:


Physical Science: Forces and Simple Machines It is expected that students will:

• demonstrate how various forces can affect the movement of objects • demonstrate mechanical advantage of simple machines, including lever, wedge,

pulley, ramp, screw, and wheel • design a compound machine • describe applications of simple and compound machines used in daily life in BC

communities

Chart for Planning or Observation: Grade 5 Physical Science

Aspect Not Yet Within Expectations Meets Expectations (Minimal Level)





experiments

• needs support to choose and use appropriate skills and processes

• may not be able to identify any variables

• does not show a scientific understanding of fair testing

• may be unable to identify steps in designing an experiment but may be able to follow steps if provided

• able to communicate some basic information orally or in writing, may be accurate and confusing with little scientific terminology

• needs support to choose appropriate skills and processes but is able to use some independently

• with prompting, is able to identify some variables

• attempts to explain fair testing, may be confused

• identifies some of the steps in designing an experiment, but needs support to design an experiment

• communicates basic information, may be incomplete and include inaccuracies





• may not show interest in science concepts or topics

• may not ask questions, or questions may be unrelated to topic

• may be reluctant to consider other options or points of view

• with support, may attempt to use science to explain something in their world

• shows some interest in science concepts or topics

• asks relevant questions without hypothesizing

• may consider other options but not know how to follow through (or unwilling)

• if prompted, is able to use science to explain some things in their world




• may not make connections to prior experience or knowledge or may only use connections given

• with support, may identify the personal relevance of some scientific information

• may not understand provided examples of how scientific knowledge has been used to develop technologies

• with support, can identify some impacts of personal actions on the environment

• may refer to some prior knowledge, but may show an uncertainty about how to use it, or uses it incorrectly

• if prompted, is able to identify some ways in which scientific knowledge is personally relevant

• is able to explain some links between science and technology, may contain some inaccuracies

• is able to identify some impacts of personal actions on the environment


• is able to sue simple machines in the ways demonstrated

• may need support to show the mechanical advantage of a simple machine

• attempts to design a simple machine but may not be for a specific purpose

• if prompted, can give a few examples of applications of simple and compound machines that were discussed in class

• is able to show how some forces affect the movement of objects

• is able to show the mechanical advantage of some simple machines

• attempts to designs a compound machine for a specific purpose, may be flawed

• is able to give a few examples of ways simple and compound machines are used in daily life; may rely on examples used in class

Fully Meets Expectations

Exceeds Expectations






• is able to choose and apply appropriate science skills and processes independently

• accurately identifies all variables and provides some explanation

• clearly explains fairness of experiment using relevant examples

• clearly identifies the steps of an experiment and can design a complete and workable experiment

• accurately and precisely communicates information using appropriate scientific terminology





• actively looks for ways to engage in science and extend learning

• asks relevant questions and generates hypotheses; seeks and values evidence

• sees value in exploring different options

• independently uses scientific evidence to make sense of the world

• uses some prior knowledge or

experience in explorations or explanations




• offers explanations from a store or previous scientific knowledge and relevant experience

• is able to give detailed and insightful examples of how scientific knowledge is personally relevant; may seek relevance if not immediately apparent

• is able to explain how scientific knowledge is used to in particular technologies

• gives insightful examples of specific impacts of personal actions on the environment, may independently take personal action

• is able to show how various forces affect the movement of objects

• is able to show the mechanical advantage of various simple machines

• designs a compound machine for a specific purpose

• gives examples of ways simple and compound machines are used in daily life

• is able to show and explain how various forces affect the movement of objects

• is able to demonstrate and explain the mechanical advantage of various simple machines

• designs an efficient compound machine for a specific purpose

• provides examples of how simple and compound machines are used in daily life that show insight

DRAFT Chart: Grade 5 Physical Science

Aspect Fully Meets Expectations





experiments

















• uses some prior knowledge or experience in explorations or explanations





• is able to show how various forces affect the movement of objects

• is able to show the mechanical advantage of various simple machines

• designs a compound machine for a specific purpose

• gives examples of ways simple and compound machines are used in daily life

Sample Task: Design an Experiment Context The task was done as the opening to a unit on Forces and Machines. While the class was comfortable doing experiments, this was the first time that students had been asked to design their own experiment. Learning Outcomes Processes and Skills of Science It is expected that students will:


Physical Science: Forces and Simple Machines It is expected that students will:

• demonstrate how various forces can affect the movement of objects • demonstrate mechanical advantage of simple machines, including lever, wedge,

pulley, ramp, screw, and wheel Process Students were asked to work individually to design an experiment to test which substance would act as the best lubricant on a ride. The proposed ride had sliders that would go down an incline plane. The goal was to make the ride as fast as possible. Students were given a variety of substances to use as potential lubricants: vegetable oil, water, body wash, lotion, water, honey, syrup, and yogurt. They were given cookie sheets, tin foil and pennies to build the ride. Students designed the experiments one day and then tested them the next. They were presented with the possibility that they might have to test each otherʼs experiments so they should include as much detail as possible in their procedure. All students did their own experiment. As an extension, some students later exchanged procedures and replicated each otherʼs experiments.

NOT YET WITHIN EXPECTATIONS


of Science Concepts

Teacher’s Observations This student was given additional prompting and support to complete the task. He was also encouraged to use full sentences when answering questions and explaining his thinking. The student included a step in the procedure that was not possible with the supplies provided, the timing of the pennies. He did not realize this and then did not adjust while doing the experiment. The student attempted to make explanations when prompted but his explanations were often those provided in class or included inaccuracies.

• attempts to explain fair testing, but is confused • requires additional one-to-one support to complete parts of the task • has little interest in science and does not question • needs support to identify impacts of personal actions on the environment • showed little interest in the task and no interest in the science behind the task • uses limited scientific terminology in his explanations

MEETS EXPECTATIONS (MINIMAL LEVEL)


of Science Concepts

Teacher’s Observations This student enjoys the hands-on tasks and is interested in science concepts. He made reference to prior knowledge but was uncertain how to use it. The student was able to identify some variables with prompting. He required support to identify some impacts of personal actions on the environment. He was able to show how some forces affect the movement of objects. The student asked relevant questions but did not hypothesize about possible outcomes.

• is able to show understanding of a fair test as controlling all variables except the one being tested

• shows real interest in science concepts and topics • asks relevant questions without hypothesizing • requires prompting to use science to explain things in their world • makes use of prior knowledge some of which may be used incorrectly • shows how some forces affect the movement of objects

FULLY MEETS EXPECTATIONS


of Science Concepts

Teacher’s Observations This student shows a keen interest in science concepts. He asked relevant questions and hypothesized about possible outcomes. He made use of prior knowledge in his explanations and explorations. The student was able to give examples of ways simple and compound machines are used in daily life but relied on examples used in class. He was comfortable explaining how various forces affect the movement of objects.

• needs prompting to choose appropriate skills and processes and apply them independently

• able to identify the steps of an experiment, and to design an experiment with minimal omissions in the design

• has an interest in science topics and concepts • accesses prior knowledge and experience in explorations and explanations • able to show how various forces and affect the movement of objects • identifies the mechanical advantage of various simple machines

EXCEEDS EXPECTATIONS


of Science Concepts

Teacher’s Observations The student actively looks for ways to engage in science and extend his learning. He asked relevant questions, hypothesized about possible outcomes, and offered explanations from a store scientific knowledge. He has a well-developed understanding and could explain how various forces affect the movement of objects. The student was able to demonstrate and explain the mechanical advantage of various simple machines. He is inquisitive by nature and regularly uses scientific evidence to make sense of the world.

• independently chooses and applies appropriate science skills and processes • identifies ways simple and compound machines are used in daily life • is extremely interested in science and seeks ways to engage in science and

extend learning • gives explanations from a store of prior scientific knowledge and relevant

experience • has the ability to show and explain how various forces affect the movement of

objects • able to demonstrate and explain the mechanical advantages of various simple

machines

Earth and Space Science To come

grade 5

Documents

skills of science

experiment life science

science concepts

space science

reflexes physical science

connections connections

given experiment

experiment earth