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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 • needs support to choose and use • needs support to choose appropriate
Processes appropriate skills and processes skills and processes but is able to
• observing • may not be able to identify any use some independently
• communicating
variables • with prompting, is able to identify
• classifying
• interpreting • does not show a scientific some variables
observations understanding of fair testing • attempts to explain fair testing, may
• making inferences • may be unable to identify steps in be confused
• questioning designing an experiment but may be • identifies some of the steps in
• measuring and
reporting able to follow steps if provided designing an experiment, but needs
• interpreting data • able to communicate some basic support to design an experiment
• predicting information orally or in writing, may be • communicates basic information,
• identifying accurate and confusing with little may be incomplete and include
variables scientific terminology inaccuracies
• fair testing
• designing
experiments
Attitudes and • may not show interest in science • shows some interest in science
Dispositions concepts or topics concepts or topics
• has a positive • may not ask questions, or questions • asks relevant questions without
attitude towards may be unrelated to topic hypothesizing
science • may be reluctant to consider other • may consider other options but not
• demonstrates options or points of view know how to follow through (or
the habits of • with support, may attempt to use unwilling)
mind of science science to explain something in their • if prompted, is able to use science to
• recognizes and world explain some things in their world
uses science
Making • may not make connections to prior • may refer to some prior knowledge,
Connections experience or knowledge or may only but may show an uncertainty about
• connections to use connections given how to use it, or uses it incorrectly
personal • with support, may identify the personal • if prompted, is able to identify some
experience and relevance of some scientific ways in which scientific knowledge is
prior knowledge information personally relevant
• connections • may not understand provided • is able to explain some links between
among science, examples of how scientific knowledge science and technology, may contain
technology, has been used to develop some inaccuracies
society, and the technologies • is able to identify some impacts of
environment • with support, can identify some personal actions on the environment
impacts of personal actions on the
environment

Knowledge and • is able to identify some body • shows some understanding of the
Understanding of structures and their functions but may basic structure and function of
Science not be able to identify them as parts of various human body systems
Concepts body systems • if prompted, can give an example of
• may be unable to give an examples of a way in which two body systems are
how two body systems are interconnected
interconnected
Fully Meets Expectations Exceeds Expectations

• if prompted, is able to choose some • is able to choose and apply


appropriate skills and processes and appropriate science skills and
apply them independently processes independently
• accurately identifies variables, may • accurately identifies all variables and
miss some provides some explanation
• shows understanding of a fair test as • clearly explains fairness of
controlling all variables except the one experiment using relevant examples
being tested • clearly identifies the steps of an
• is able to identify the steps of an experiment and can design a
experiment, and to design and complete and workable experiment
experiment, may be some omissions in • accurately and precisely
the design communicates information using
• communicates information clearly appropriate scientific terminology
using most of the appropriate scientific
terminology, may be minor omissions
or inaccuracies
• shows interest in science concepts or • actively looks for ways to engage in
topics science and extend learning
• asks relevant “what if…?” questions • asks relevant questions and
and hypothesizes about what might generates hypotheses; seeks and
happen values evidence
• considers other options and may • sees value in exploring different
attempt to explore them options
• if prompted, uses science evidence to • independently uses scientific
make sense of the world evidence to make sense of the world

• uses some prior knowledge or • offers explanations from a store or


experience in explorations or previous scientific knowledge and
explanations relevant experience
• is able to identify some ways in which • is able to give detailed and insightful
scientific knowledge is personally examples of how scientific knowledge
relevant is personally relevant; may seek
• is able to give examples of how relevance if not immediately apparent
scientific knowledge has led to • is able to explain how scientific
technologies knowledge is used to in particular
• can identify different points of view and technologies
the impact of personal actions on • gives insightful examples of specific
society and/or environment impacts of personal actions on the
environment, may independently take
personal action
• is able to identify and describe the • is able to give clear and detailed
function of most of the main parts of explanations of the basic structure
the human respiratory, digestive, and function of various human body
circulatory, skeletal, muscular, and systems
nervous systems; may be some errors • is able to give clear and detailed
and omissions examples of how the different body
• is able to give some accurate systems are interconnected
examples of how body systems are
related
Chart for Planning or Observation: Grade 5 Life Science
Aspect Fully Meets Expectations

Skills and • if prompted, is able to choose some


Processes appropriate skills and processes and
• observing apply them independently
• communicating
• accurately identifies variables, may
• classifying
• interpreting miss some
observations • shows understanding of a fair test as
• making inferences controlling all variables except the one
• questioning being tested
• measuring and
reporting • is able to identify the steps of an
• interpreting data experiment, and to design and
• predicting experiment, may be some omissions in
• identifying the design
variables • communicates information clearly
• fair testing using most of the appropriate scientific
• designing terminology, may be minor omissions
experiments or inaccuracies
Attitudes and • shows interest in science concepts or
Dispositions topics
• has a positive • asks relevant “what if…?” questions
attitude towards and hypothesizes about what might
science happen
• demonstrates • considers other options and may
the habits of attempt to explore them
mind of science • if prompted, uses science evidence to
• recognizes and make sense of the world
uses science
Making • uses some prior knowledge or
Connections experience in explorations or
• connections to explanations
personal • is able to identify some ways in which
experience and scientific knowledge is personally
prior knowledge relevant
• connections • is able to give examples of how
among science, scientific knowledge has led to
technology, technologies
society, and the • can identify different points of view and
environment the impact of personal actions on
society and/or environment
Knowledge and • is able to identify and describe the
Understanding of function of most of the main parts of
Science the human respiratory, digestive,
Concepts 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)

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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

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)
Skills and • needs support to choose and use • needs support to choose appropriate
Processes appropriate skills and processes skills and processes but is able to
• observing • may not be able to identify any use some independently
• communicating
variables • with prompting, is able to identify
• classifying
• interpreting • does not show a scientific some variables
observations understanding of fair testing • attempts to explain fair testing, may
• making inferences • may be unable to identify steps in be confused
• questioning designing an experiment but may be • identifies some of the steps in
• measuring and
reporting able to follow steps if provided designing an experiment, but needs
• interpreting data • able to communicate some basic support to design an experiment
• predicting information orally or in writing, may be • communicates basic information,
• identifying accurate and confusing with little may be incomplete and include
variables scientific terminology inaccuracies
• fair testing
• designing
experiments
Attitudes and • may not show interest in science • shows some interest in science
Dispositions concepts or topics concepts or topics
• has a positive • may not ask questions, or questions • asks relevant questions without
attitude towards may be unrelated to topic hypothesizing
science • may be reluctant to consider other • may consider other options but not
• demonstrates options or points of view know how to follow through (or
the habits of • with support, may attempt to use unwilling)
mind of science science to explain something in their • if prompted, is able to use science to
• recognizes and world explain some things in their world
uses science
Making • may not make connections to prior • may refer to some prior knowledge,
Connections experience or knowledge or may only but may show an uncertainty about
• connections to use connections given how to use it, or uses it incorrectly
personal • with support, may identify the personal • if prompted, is able to identify some
experience and relevance of some scientific ways in which scientific knowledge is
prior knowledge information personally relevant
• connections • may not understand provided • is able to explain some links between
among science, examples of how scientific knowledge science and technology, may contain
technology, has been used to develop some inaccuracies
society, and the technologies • is able to identify some impacts of
environment • with support, can identify some personal actions on the environment
impacts of personal actions on the
environment

Knowledge and • is able to sue simple machines in the • is able to show how some forces
Understanding of ways demonstrated affect the movement of objects
Science • may need support to show the • is able to show the mechanical
Concepts mechanical advantage of a simple advantage of some simple machines
machine • attempts to designs a compound
• attempts to design a simple machine machine for a specific purpose, may
but may not be for a specific purpose be flawed
• if prompted, can give a few examples • is able to give a few examples of
of applications of simple and ways simple and compound
compound machines that were machines are used in daily life; may
discussed in class rely on examples used in class
Fully Meets Expectations Exceeds Expectations

• if prompted, is able to choose some • is able to choose and apply


appropriate skills and processes and appropriate science skills and
apply them independently processes independently
• accurately identifies variables, may • accurately identifies all variables and
miss some provides some explanation
• shows understanding of a fair test as • clearly explains fairness of
controlling all variables except the one experiment using relevant examples
being tested • clearly identifies the steps of an
• is able to identify the steps of an experiment and can design a
experiment, and to design and complete and workable experiment
experiment, may be some omissions in • accurately and precisely
the design communicates information using
• communicates information clearly appropriate scientific terminology
using most of the appropriate scientific
terminology, may be minor omissions
or inaccuracies
• shows interest in science concepts or • actively looks for ways to engage in
topics science and extend learning
• asks relevant “what if…?” questions • asks relevant questions and
and hypothesizes about what might generates hypotheses; seeks and
happen values evidence
• considers other options and may • sees value in exploring different
attempt to explore them options
• if prompted, uses science evidence to • independently uses scientific
make sense of the world evidence to make sense of the world

• uses some prior knowledge or • offers explanations from a store or


experience in explorations or previous scientific knowledge and
explanations relevant experience
• is able to identify some ways in which • is able to give detailed and insightful
scientific knowledge is personally examples of how scientific knowledge
relevant is personally relevant; may seek
• is able to give examples of how relevance if not immediately apparent
scientific knowledge has led to • is able to explain how scientific
technologies knowledge is used to in particular
• can identify different points of view and technologies
the impact of personal actions on • gives insightful examples of specific
society and/or environment impacts of personal actions on the
environment, may independently take
personal action
• is able to show how various forces • is able to show and explain how
affect the movement of objects various forces affect the movement of
• is able to show the mechanical objects
advantage of various simple machines • is able to demonstrate and explain
• designs a compound machine for a the mechanical advantage of various
specific purpose simple machines
• gives examples of ways simple and • designs an efficient compound
compound machines are used in daily machine for a specific purpose
life • 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

Skills and • if prompted, is able to choose some


Processes appropriate skills and processes and
• observing apply them independently
• communicating
• accurately identifies variables, may
• classifying
• interpreting miss some
observations • shows understanding of a fair test as
• making inferences controlling all variables except the one
• questioning being tested
• measuring and
reporting • is able to identify the steps of an
• interpreting data experiment, and to design and
• predicting experiment, may be some omissions in
• identifying the design
variables • communicates information clearly
• fair testing using most of the appropriate scientific
• designing terminology, may be minor omissions
experiments or inaccuracies
Attitudes and • shows interest in science concepts or
Dispositions topics
• has a positive • asks relevant “what if…?” questions
attitude towards and hypothesizes about what might
science happen
• demonstrates • considers other options and may
the habits of attempt to explore them
mind of science • if prompted, uses science evidence to
• recognizes and make sense of the world
uses science
Making • uses some prior knowledge or
Connections experience in explorations or
• connections to explanations
personal • is able to identify some ways in which
experience and scientific knowledge is personally
prior knowledge relevant
• connections • is able to give examples of how
among science, scientific knowledge has led to
technology, technologies
society, and the • can identify different points of view and
environment the impact of personal actions on
society and/or environment
Knowledge and • is able to show how various forces
Understanding of affect the movement of objects
Science • is able to show the mechanical
Concepts 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:
• identify variables that can be changed in an experiment
• evaluate the fairness of a given experiment
• describe the steps in designing an experiment

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

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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)

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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

NY MM FM EE
Skills and Processes

Attitudes and Dispositions

Making Connections

Knowledge & Understanding


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
Earth and Space Science
To come