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) 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. Distinguish between what is tested, what is measured/observed and what is controlled Identify one independent variable and one dependent variable, with other variables controlled in investigations Collect evidence relevant to the relationship of the independent and dependent variable 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 controls some of the relevant variables Controls variables that are not relevant to the investigation Any other answer 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 and is explained 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
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 results SCO: PP4 Plan a set of steps to solve a practical problem Scope and Sequence of Outcomes Grades 4-6 Grades 7-9 Grades 10-12 204-6 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 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 212-3 Design an experiment, identify and control major variables 212-6 Design an experiment and identify specific 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 212-9 Develop appropriate sample procedures 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 213-7 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 minimize bias through design which may incorporate multiple trials to increase accuracy that can be repeated by someone else
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 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 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 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 Any other answer
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. Collect measurements and/or observations relevant to the question being tested Collect the type of data appropriate to the dependent variable, quantitative when possible and record honestly Record evidence with labels and in an organized manner Collect quantitative data accurately and record with units 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 answer May be reluctant to record observations contrary to predictions Quantitative Routinely: Measures accurately and records with units using appropriate instruments Accuracy is inconsistent and/or units are missing Any other answer Choice of inappropriate instrument to measure Qualitative Routinely: Records observation with appropriate detail and not inferences Observations very general not very detailed Any other answer
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 4-6 Grades 7-9 Grades 10-12 206-1 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 214-1 Describe and apply classification systems and nomenclature used in the sciences 214-2 Identify limitations of a given classification system and identify alternative ways of classifying and accommodate anomalies 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 214-3 Compile and display evidence and information, by hand or computer, in a variety of formats, including diagrams, flow charts, tables, 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 7 the classification advances past sorting by attributes to the use and/or creation of a classification key. This skill is moving further up Blooms Taxonomy. In previous grades, students were asked to look at different objects or organisms and classify them by two attributes
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. Make a conclusion based on logic and available evidence Make a conclusion that answers the initial question Include a statement that their data either supports or refutes their initial prediction/hypothesis Justify this claim by providing evidence from data collected 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 Distinguishes if independent variable is actual cause to support/refute the hypothesis Reflects science understanding and gives some reason for results based on evidence States a relationship between variables and supporting evidence Is relevant to initial question and May include suggestions to improve experimental design Compares findings of other similar investigations, if appropriate Restates only the recorded results and observations or is a result of flawed reasoning Any other answer