Scientific Skill – Extending Thinking
Spotlight on
Science Skills
Draft
Grade 7
Acknowledgements
The New Brunswick Department of Education and Early Childhood Development gratefully acknowledges
the contributions of the following groups and individuals toward the development of the New Brunswick
Spotlight on Science Skills – Grade 7.
 Development Team:
•
•
Judson Waye – ASD-N
Adam Hayward – ASD-N
 NB Department of Education and Early Childhood Development
•
Kathy Hildebrand, Learning Specialist, Science and Mathematics
 Science Learning Specialists and science teachers of New Brunswick who provided invaluable input
and feedback throughout the development and implementation of this document.
2015
Department of Education and Early Childhood Development
Educational Programs and Services
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Objective
The Atlantic provinces’ science curriculum is guided by the vision that all students will have an
opportunity to develop scientific literacy.
Scientific literacy is an evolving combination of the science-related attitudes, skills, and
knowledge that students need to develop inquiry, problem-solving, and decision-making
abilities, to become lifelong learners, and to maintain a sense of wonder about the world
around them. Foundation for the Atlantic Canada Science Curriculum, page 11
The Spotlight on Science Skills series of documents:
- Clusters the existing Atlantic Canada skill outcomes into nine scientific practices
(questioning, predicting/hypothesizing, variables, experimental design, collecting
data/observations, organizing/displaying data, analyzing data, making conclusions,
applying learning).
-
Provides educators with an elaboration of the scientific practice including explanations of
specialized terminology. It indicates what students have learned in previous grades and
what the focus is for learning in the current grade.
-
Provides a list of achievement indicators with an accompanying rubric for each scientific
practice to further clarify expectations and guide educators in determining whether their
students have met the outcome.
Overview of Outcomes
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: PP1 - Propose scientific questions
SCO: PP2 - State a prediction and a hypothesis based on an observed pattern of events
SCO: PP3 - Identify major variables to control and test in investigations
SCO: PP4 - Plan a set of steps to solve a practical problem
SCO: PP5 - Record observations and collect relevant data
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
SCO: AE2 - Analysis of Data Representations: Trends, Discrepancies & Sources of Error
SCO: AE3 - Conclusions
SCO: AE4 - Applications of Learning
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Questioning
4
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: PP1 Propose scientific questions
Scope and Sequence of Outcomes
Grades 4-6
Grades 7-9
Grades 10-12
204-1 Propose questions to
investigate and practical
problems to solve
208-2 Identify questions to
investigate arising from
practical problems and issues
212-1 Identify questions to
investigate that arise from
practical problems and issues
204-2 Rephrase questions in a
testable form
208-1 Rephrase questions in
a testable form and clearly
define practical problems
208-3 Define and delimit
questions and problems to
facilitate investigation
212-2 Define and delimit
problems to facilitate
investigations
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Before writing a testable question, students will be able to pose an initial scientific
question. Scientific questions may have different purposes: for research, leading to
an innovation, or designing an experiment. If the question is a yes or no answer or
an opinion, students should be encouraged to rewrite the question to be unbiased.
Research
How does a tuning fork make
salt jump?
Innovation
How might we make this
better?
Will there be a full moon
tonight?
What type of fertilizer will
make grass grow greener?
Connection to
Communication
 Communicate
questions, ideas,
intentions, plans, and
results, using lists,
notes in point form,
sentences, data
tables, graphs,
drawings, oral
language and other
means.
Experiment/Investigation
What happens if I use another
tuning fork?
What changes can be made
to make this work more
efficiently?
From an initial scientific question, students are able to alter a scientific problem or questions into
a testable form. A testable question is one that can be answered by designing and conducting
an experiment. In order for a question to be deemed testable, the question must clearly identify
the variable to test and the variable to measure. Testable questions are always about changing
one thing to see what the effect is on another thing.
Testable questions have two parts: Independent and Dependent Variables
The independent variable (IV) is the variable that will be changed by the scientist. A good
experiment has only one independent variable. The dependent variable (DV) is the variable
being measured in the experiment.
• Scaffold 1- Does changing __IV___ affect __DV___?
• Scaffold 2 - How does changing __IV___ affect __DV___?
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Questioning
5
• Scaffold 3 - If I change __IV___, will it affect __DV___?
e.g., If they wash their hands (variable to be tested/IV), will the number of days students
are absent decrease (variable to measure/DV)?
Initial Scientific Question
What happens if I use another tuning fork?
What changes can be made to make this work
more efficiently?
Testable Question
If we use different types of tuning forks, will the
rate of sound vibrations be the same?
Does changing the type of light bulb affect
energy consumption?
Students should understand that precise language is very important to writing a good testable
question. Students should be encouraged to change terms such as “better” and “improve” with
the specific measure to be improved.
For example:
“If I change the wheels, will it improve how the car rolls?” is a statement approaching
expectations, since the variable to be measured is not specific and is open to interpretation.
“If I change the wheels, will it increase the distance travelled?” is a statement meeting
expectations because it indicates what will be measured.
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.
Write questions using language that suggests an investigation
Develop testable questions that indicate the variable to test (independent variable)
Develop testable questions that indicate the variable to be measured/observed
(dependent variable)
iv. Use language that is precise and relevant to the question
i.
ii.
iii.
Achievement Rubric
Exceeding- 4
Testable
Question
Meeting - 3
Testable and
measureable/
observable using
specific language
New Brunswick Spotlight on Science Skills: Grade 7
Approaching - 2
Working Below - 1
Testable and
measureable/
observable form but
not specific to the
parameters (may use
“better” or “improve”)
Any other answer
April 2015
Scientific Skill - Predicting and Hypothesizing
6
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: PP2 State a prediction and a hypothesis based on an observed pattern of events
Scope and Sequence of Outcomes
Grades 4-6
204-3 State a prediction and a
hypothesis based on an
observed pattern of events
Grades 7-9
208-5 State a prediction and a
hypothesis based on an
observed pattern of events
Grades 10-12
212-4 State a prediction and a
hypothesis based on available
evidence and background
information
212-5 Identify the theoretical
basis of an investigation and
develop a prediction and a
hypothesis that are consistent
with the theoretical basis
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
The term hypothesis was introduced in Grade 6, though students in the
elementary grades have been writing predictions supported by reasons using an
“If, then, because” scaffold. Grade 7 students should continue building capacity
and becoming more proficient with hypothesis statements. Students will be
working during their middle school years with the development of hypotheses
with the expectation of mastery at high school.
Connection to
Communication
 Communicate
questions, ideas,
intentions, plans,
and results, using
lists, notes in point
form, sentences,
data tables,
graphs, drawings,
oral language and
other means.
Grade 6 also introduced students to the writing of hypotheses in the passive voice. The passive
voice is a convention for scientific writing. It reinforces that scientific work is done as objectively
as possible. It clearly expresses descriptions and procedures so they can be compared and
reproduced.
Hypothesis statements are plausible predictions of a relationship between two variables,
supported by information from a student’s current understanding. This understanding could
come from a variety of sources such as a previous experiment, a demonstration, research, a
television program, or what someone has told them is true.
A useful hypothesis is a testable statement, which includes a prediction and a supporting reason
or explanation. A useful scaffold for writing hypotheses is the “If, then, because” scaffold.
Hypothesis
If...then...because
If the (IV) is (describe the change), then the (DV) will (predict the effect), because (state the justification).
Independent Variable - (IV)
Dependent Variable - (DV)
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Predicting and Hypothesizing
7
Hypothesis examples:




If exposure to UV light is increased then more people will get skin cancer, because
research shows that people in warmer climates get more skin cancer than people in cold
climates. (supported by research)
If the cones of a tree are pink rather than yellow, then flies will lay more eggs in them,
because initial observations seem to show this trend. (supported by observations)
If salt concentrations in soil are increased then the rate of plant growth will decrease,
because plants growing near salt water are smaller. (supported by research or
observations)
If air temperature is reduced, then leaf colour will change, because leaves change colour in
the fall when it starts to get cooler. (supported by observations)
Students have been using an “If, then, because” scaffold in the elementary grades for writing
predictions with a supporting reason. In Grade 7, a hypothesis will be more specific or detailed,
possibly requiring more factors to be deliberately controlled than in previous grades.
For example:
Grade 6
Grade 7
Grade 8
If the amount of fertilizer is
increased then the grass will
grow tall faster, because the
fertilizer will provide more
nutrients that have been
shown to support growth.
If the amount of fertilizer (2020-20) is increased then the
rate of growth (height) of the
grass will increase, because
it will provide extra nitrogen
which the manufacturer has
said will increase growth.
As the amount of fertilizer
(20-20-20) is increased there
will be a peak in the rate of
growth (height) of the grass,
because research indicates
too much phosphorus inhibits
plant growth.
A hypothesis is a tentative statement, which the results of the investigation will support or not.
Students have a tendency to want their hypothesis to be proven correct. Results may be
expected or unexpected. The hypothesis is not found to be “wrong”, but rather supported or
unsupported. The conclusion will be equally correct whether or not the evidence supports the
hypothesis.
Furthermore, when the hypothesis is supported, it does not necessarily mean the hypothesis is
correct.
For example:
Hypothesis
If exposure to UV light is increased then more people will get skin cancer, because research
shows that people in warmer climates get more skin cancer than people in cold climates.
-
If supported
One must still consider that factors other than exposure to UV light may be responsible for
or contribute to skin cancer.
-
If not supported
There may be more than one factor necessary for skin cancer to occur, such as exposure to
skin cancer and genetic predisposition to cancer.
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Predicting and Hypothesizing
8
Depending on the context, estimation is a skill that can enhance the ability to make an accurate
scientific prediction. Estimation is a strategy for determining approximate values or quantities,
usually by referring to benchmarks or using referents, or for determining the reasonableness of
calculated values. Based on the grade level standards (cross-curricular with Math), students
should use estimation strategies where appropriate.
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.
Write prediction or hypothesis statements that are testable (suggesting a test of how the
two variables are related).
ii. Write hypothesis statements using the “If, then, because” format, including a plausible
reason (from previous learning and/or research); tentative words such as evidence
suggests and may may be used.
iii. Write prediction and hypothesis statements in passive voice.
i.
Achievement Rubric
Prediction
and
Hypothesis
Exceeding- 4
Meeting - 3
Approaching - 2
 Makes a
prediction or
hypothesis
statement which is
testable; is
specific with
details
 Makes a
hypothesis using
an “If, then,
because” scaffold:
- relevant to the
question
- testable
- includes a
plausible
reason with
some detail
(refers to
research)
 Written passive
voice
 Makes a
prediction or
hypothesis
statement which is
testable and
specific
 Makes a
hypothesis using
an “If, then,
because” scaffold:
- relevant to the
question
- testable
- includes a
plausible
reason (may
refer to
readings or
research)
 Written in passive
voice
 Prediction or
hypothesis is
testable but is not
specific
 Makes a
hypothesis using
an “If, then,
because” scaffold
including a
reason which
may be relevant
but is not clearly
expressed
 Not written in
passive voice
New Brunswick Spotlight on Science Skills: Grade 7
Working Below - 1
Prediction or
hypothesis is not
clearly testable
Makes a hypothesis,
but the reason is
missing or irrelevant
Any other answer
April 2015
Scientific Skill - Identifying Variables
9
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: PP3 Identify major variables to control and test in investigations
Scope and Sequence of Outcomes
Grades 4-6
204-4 Define objects and events
in their investigations
204-5 Identify and control major
variables in investigations
Grades 7-9
208-7 Formulate operational
definitions of major variables
and other aspects of their
investigations
208-6 Design an experiment
and identify major variables
Grades 10-12
212-7 Formulate operational
definitions of major variables
212-3 Design an experiment,
identifying and controlling major
variables
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 understand that variables are predominant in many other
scientific process skills. The focus of this specific outcome is the identification of
variables to ensure a fair test. In practice, a fair test means identical procedures
must be performed where only one variable is changed at a time. Students
should be able to design a fair test that considers the variables that need to be
controlled (kept the same), the identification of a variable to test (independent),
and a variable to measure/observe (dependent).
In Grade 7, this skill has evolved from a simple identification of the different
types of variables to become an outcome in which students are asked to be
specific when they define variables. In previous grades, a dependent variable
could be described as “how far a car rolls.” In Grade 7, students are expected to
be more specific in their explanation, e.g., “the distance travelled by a car along
a specific surface.”
Connection to
Communication
 Communicate
questions, ideas,
intentions, plans,
and results, using
lists, notes in point
form, sentences,
data tables,
graphs, drawings,
oral language and
other means.
 Receive,
understand, and
act on the ideas of
others
 Evaluate
individual and
group processes
used in planning,
problem solving,
decision making,
and completing a
task
Controlled Variables - the variables that are kept constant or monitored to
minimize any effects on the experiment.
Independent Variable (IV) - the variable in the experiment that is purposely changed or
manipulated, either in quantity or quality, also referred to as the manipulated variable or variable
to test.
Dependent Variable (DV) - the variable in an experiment that changes in response to the
independent variable and, therefore, is also referred to as the responding variable or the
variable to measure.
The independent and dependent variables are factors in writing a testable question.
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Identifying Variables
10
Example: Initial Scientific Question - “How effective are plant-based insect repellants?”
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



Size of nail
Size of battery
Number of times wire is
wrapped around nail
Grade 7





Size of nail
Battery voltage
Number of times wire is
wrapped around nail
How tightly wire is wrapped
Material nail is made from
Grade 8






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




Speed before braking
Road conditions
Temperature
Same car is used
Grade 7
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
Grade 8






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
ii. Identify one independent variable and one dependent variable, with other variables
controlled in investigations
iii. Collect evidence relevant to the relationship of the independent and dependent
variable
i.
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Identifying Variables
11
Achievement Rubric
Exceeding- 4
Controlled
Meeting - 3
Approaching - 2
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
Working Below - 1
Only controls some
of the relevant
variables
Controls variables
that are not relevant
to the investigation
Any other answer
Independent
Dependent
Students identify one
dependent variable
(variable to be
measured) that fits
the question and is
explained
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
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
New Brunswick Spotlight on Science Skills: Grade 7
Any other answer
Any other answer
April 2015
Scientific Skill - Designing Investigations
12
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
204-6 Identify various methods
for finding answers to given
problems, and ultimately select
one that is appropriate
204-7 Plan a set of steps to solve
a practical problem and carry out
a fair test of a science-related
idea
204-8 Identify appropriate tools,
instruments, and materials to
complete their investigations
205-8 Identify and use a variety
of sources and technologies to
gather pertinent information
Grades 7-9
208-4 Propose alternative
solutions to a given practical
problem, select one, and
develop a plan
208-6 Design an experiment
and identify major variables
208-8 Select appropriate
methods and tools for
collecting data for solving
problems
209-5 Select and integrate
information from various print
and electronic sources or from
several parts of the same
source
Grades 10-12
212-3 Design an experiment,
identify and control major
variables
212-6 Design an experiment and
identify specific variables
212-9 Develop appropriate
sample procedures
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





New Brunswick Spotlight on Science Skills: Grade 7
Connection to
Communication
Communicate
questions, ideas,
intentions, plans, and
results, using lists,
notes in point form,
sentences, data
tables, graphs,
drawings, oral
language and other
means
Work co-operatively
with team members to
develop and carry out
a plan, and
troubleshoot problems
as they arise
Receive, understand,
and act on the ideas of
others
Evaluate individual
and group processes
used in planning,
problem solving,
decision making, and
completing a task
Ensure safety of self
and others
April 2015
Scientific Skill - Designing Investigations
13
Grade 7 Language Arts Reading and Writing Standards
Form: Instructions/Procedures
Purpose: to tell how to do something
Goal or aim: identifies topic by title or opening statement(s)
Materials/Ingredients: lists materials
Method/process: includes key steps in correct order with adequate details focusing on how/when
Conclusion or Evaluation: includes a closing statement or an evaluation which may be a photograph or
drawing of the completed item
Special Features
 May include headings, illustrations, diagrams or labels
 Numbered-steps or words showing sequence (first, next, then)
 Point form or full sentences starting with sequence word or verbs
 Present tense often written as commands
 Technical language – verbs, adverbs and adjectives (e.g., whip the cooled cream vigorously)
Students are also expected to follow and carry out procedures safely (both teacher-directed and
student-designed) using appropriate materials and tools effectively.
While introduced in Grade 6, students in Grade 7 should work to build proficiency to minimize
bias and to incorporate multiple trials in the design of investigations.
Bias
Holding a scientific bias means to unfairly favour one variable against another. In order for a
test to be deemed fair it must be done in a way that eliminates one variable having an
advantage. Identical procedures must be uniformly performed. For example, every time you
release your paper airplane, it’s uniformly performed, regardless of the type of paper used.
Multiple Trials
It is often important to perform multiple trials of an experiment to ensure that the results are
accurate, reliable, and reproducible. If the variable was accidentally changed in the first trial,
this becomes obvious in the following trials and can be corrected in future trials. The number of
trials required depends on the amount of time to conduct the experiment and the nature of the
task.
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.
i.
ii.
iii.
iv.
v.
vi.
vii.
Plan procedures with a set of steps to test a single question
Plan procedures to minimize experimental bias
Plan procedures to use multiple trials to increase accuracy, if appropriate
Plan procedures with enough detail they can be repeated by someone else
Plan procedures identifying needed equipment and materials
Plan procedures identifying relevant measurements and/or observations to be made
Plan procedures with one independent and one dependent variable and written in a way
that controls other major variables
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Designing Investigations
14
Achievement Rubric
Exceeding- 4
Planning an
investigation
Meeting - 3
Approaching - 2
Working Below - 1
Independently,
students perform:
 Procedures have a
set of steps to test
a single question
 Procedural design
minimizes
experimental bias
 Procedural design
uses multiple trials
to increase
accuracy (if
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
Independently,
students perform:
 Procedures have a
set of steps to test
a single question
 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
Independently,
students perform 3-4
of the following:
 Procedures have a
set of steps to test
a single question
 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
New Brunswick Spotlight on Science Skills: Grade 7
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
April 2015
Scientific Skill - Collecting and Recording Data
15
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: PP5 Recording observations and collecting relevant data
Scope and Sequence of Outcomes
Grades 4-6
205-5 Make observations and
collect information relevant to a
given question or problem
205-7 Record observations using
a single word, notes in point
form, sentences, and simple
diagrams and charts
Grades 7-9
Grades 10-12
209-4 Organize data, using a
format that is appropriate to
the task or experiment
212-3 Use instruments effectively
and accurately for collecting 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?
By Grade 7, students should be proficient at recording appropriate
observations. It should be understood that students are able to record all
relevant information (quantitative and qualitative data) in an appropriate format
based on the specific task. Grade 7 is a year in which recorded observations
are expected to be precise and specific to the given task.
Quantitative Data - Data that can be measured; numbers with unit of
measurement are recorded. Examples include: length, height, area, volume,
weight, speed, time, temperature, humidity, sound level, cost, age, and so on.
Students should understand that they must accurately use scientific devices
and equipment to measure. In Grade 7, when the proposed question suggests
that variables should be measured, then proper use of an appropriate
instrument is critical to the evidence. For example, when measuring the
volume of a liquid, students should choose a graduated cylinder rather than a
standard beaker.




Connection to
Communication
Communicate
questions, ideas,
intentions, plans, and
results, using lists,
notes in point form,
sentences, data
tables, graphs,
drawings, oral
language and other
means
Receive, understand,
and act on the ideas of
others
Evaluate individual
and group processes
used in planning,
problem solving,
decision making, and
completing a task
Ensure safety of self
and others
Qualitative Data - Data that can be observed but not measured. It usually describes
characteristics or qualities. Examples include: colour, odour, texture, appearance, or data that
is described by category (e.g., the colour of the sky)
Students should be able to distinguish their observations from making an inference.
Observations require you to use one or more of your five senses to notice or determine
something. Inferences are statements that combine observations with other knowledge.
For example: you see steam rising from a cup of coffee
 “steam is rising from the cup of coffee” (observation)
 “the coffee is hot” (inference).
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Collecting and Recording Data
16
It is important to the process that students understand that they should suspend judgment
during data collection. Both expected and unexpected results are valuable.
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
iii. Record evidence with labels and in an organized manner
iv. Collect quantitative data accurately and record with units
v. Record qualitative data factually without inferences
i.
ii.
Achievement Rubric
Exceeding- 4
Data
Collection
Quantitative
Qualitative
Meeting - 3
Approaching - 2
Routinely collects
data that is:
Relevant,
appropriately
labeled, organized, &
honest
The type of data
collected is irrelevant
or needs support to
identify relevancy
Routinely:
Measures accurately
and records with
units using
appropriate
instruments
Accuracy is
inconsistent and/or
units are missing
Routinely:
Records observation
with appropriate
detail and not
inferences
Observations very
general not very
detailed
New Brunswick Spotlight on Science Skills: Grade 7
Working Below - 1
Any other answer
May be reluctant to
record observations
contrary to
predictions
Choice of
inappropriate
instrument to
measure
Any other answer
Any other answer
April 2015
Scientific Skill - Organizing and Displaying Data
17
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)
Connection to
Communication
 Communicate
questions, ideas,
intentions, plans, and
results, using lists,
notes in point form,
sentences, data
tables, graphs,
drawings, oral
language and other
means
 Evaluate individual
and group processes
used in planning,
problem solving,
decision making, and
completing a task
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
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Organizing and Displaying Data
18
and now students are being asked to apply their understanding of classification to categorize
organisms.
Organizing quantitative data: students need to be able to take quantitative data and display it in
an appropriate format. The focus is taking raw data and creating charts or graphs that are
appropriate to the task. Please refer to the Math curriculum for standards expected at each
level. Note that the distinction between discrete and continuous data is often overlooked.
Grade 3
Math
Standard
Single
Bar
Graph
Grade 5
Math
Standard
Double
Bar
Graph
Title
Scale
Legend
Axis label
Intervals
Axis label
Grade 6
Math
Standard
Line
Graph
“The purpose of a line graph is to focus on trends implicit in the data…the distinction between
continuous and discrete data should be emphasized as students investigate line graphs.
Continuous data includes an infinite number of values between two points and is shown by
joining the data points. Discrete data has finite values (i.e., data that can be counted such as the
number of pets), and the data between the points have no value. As a result the points in the
graph should not be connected and no inferences can be made about values between two data
points” (NB Mathematics Grade 6 Curriculum, pg. 94)
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Organizing and Displaying Data
19
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.
Identify relevant characteristics that distinguish or are in common across a variety of
items or organisms.
ii. Organize and display information about characteristics appropriately (e.g., Venn
diagram, tree diagram)
iii. Use charts or graphs with appropriate titles and labels
a. Graphs require data to be correctly displayed, correct scale, appropriate labels (x
and y axis), and an overall title
b. Charts include all necessary headings and units
iv. Differentiate between discrete and continuous data and use the appropriate type of
graph based on the data (e.g., bar graph, double bar graph, line graph, pictograph)
i.
Achievement Rubric
Exceeding- 4
Approaching - 2
Identifies relevant
characteristics of
items or organisms
and groups by
similarities and/or
differences
Includes
characteristics not
relevant to the
questions or
problem
Takes the
initiative to
display the data
in various ways
that reveal
various patterns
Information is
organized and
displayed in a way
appropriate to the
data so that
patterns and trends
are apparent (Venn
diagram, bar
graph, etc.)
The type of
organization of
data selected does Any other answer
not reveal patterns
and trends or is
inappropriate to the
type of data
Graphs with
proper x and y
axis (Convention
in science is for
IV on the x axis
and the DV on
the y axis)
Charts and graphs
have all
appropriate titles
and labels and
information is
plotted correctly
Data or information
is plotted correctly
but has a minor
error in the labels
Any other answer
Identify
Relevant
Attributes
Displaying
Appropriately
Use of
conventions
with displays
Working Below - 1
Meeting - 3
New Brunswick Spotlight on Science Skills: Grade 7
Any other answer
April 2015
Scientific Skill - Reflecting and Analyzing
20
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: AE2 Analysis of Data Representations: Trends, Discrepancies & Sources of Error
Scope and Sequence of Outcomes
Grades 4-6
206-3 Identify and suggest
explanations for patterns and
discrepancies in data
Grades 7-9
210-4 Predict the value of a
variable by interpolating and
extrapolating from graphical
data
210-9 Calculate theoretical
values of a variable
210-6 Interpret patterns and
trends in data, and infer and
explain relationships among
the variables
210-7 Identify and suggest
explanations for discrepancies
in data
210-5 Identify the line of best
fit on a scatter plot and
interpolate or extrapolate
based on the line of best fit
210-10 Identify potential
sources and determine the
amount of error in
measurement
Grades 10-12
214-6 Apply and assess methods
of prediction
214-5 Interpret patterns and
trends in data, and infer or
calculate linear and non-linear
relationships among variables
214-7 Compare theoretical and
empirical values and account for
discrepancies
214-4 Identify a line of best fit on
a scatter plot and interpolate or
extrapolate based on line of best
fit
214-10 Identify and explain
sources of error and uncertainty
in measurement and express
results in a form that
acknowledges the degree of
uncertainty
214-8 Evaluate the relevance,
reliability, and adequacy of data
and data collection methods
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 asking students to analyze data. Interpreting data is a criticalthinking process used by scientific researchers to review the data gathered in
the course of an investigation. Drawing conclusions is a separate outcome
though it is expected that they would be learned together.
Connection to
Communication
 Communicate
questions, ideas,
intentions, plans, and
results, using lists,
notes in point form,
sentences data tables,
graphs, drawings, oral
language and other
means
In Grade 7, students will continue to identify and explain patterns/trends in data. Students are
expected to suggest a reasonable explanation(s) noting possible sources of error. Students
should be able to describe the relationship the pattern/trend indicates. Interpreting data
involves sorting into useful arrangements, looking for similarities and differences, thinking about
missing data or errors, and summarizing what the data might mean.
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Reflecting and Analyzing
21
The simplicity of using a single line graph and making an overall statement is sufficient in Grade
6. However in Grade 7 there is a shift to more sophisticated analysis of data representations.
Appropriate description:
The number of sunspots is at a minimum every 10 years. Overall, between the 10 year
minimums the number of sunspots rises and then falls.
Not acceptable descriptions:
The number of sunspots goes down to 1986, then it goes up until 1989, then it goes down to
1996 . . . – Describes the line but not the trend
The number of sunspots goes up and down. – Oversimplification
The trend forms a wave pattern. – Lacks detail
In Grade 7 students are introduced to the skills of interpolating and extrapolating from graphical
data.
Interpolate - to estimate a value between two known values
Extrapolate - to estimate (a value of a variable outside a known range) from values within a
known range by assuming that the estimated value follows logically from the known values
Suggested scaffold: The __________ will most likely be __________ because __________.
In the graph above, to extraploate for the year 2011:
Appropriate reponse:
In 2011, the number of sunspots will most likely be between 120 and 160 because the number
of sunspots should be at a maximum.
Also, regardless of the type of data, students should be able to identify a discrepancy within the
data. A discrepancy is a value or observation that deviates from the standard or norm.
Discrepant data do not fall within the observed pattern.
*It should be noted scatter plots and the analysis of a line of best fit does not appear in the NB
Math Curricula until Grade 10. That being said, students should be making a deeper analysis
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Reflecting and Analyzing
22
via interpolation and extrapolation. Since students are expected to use line graphs with
continuous data sets, the skill has expanded past the simple interpretation of the pattern or
trend that is presented to predicting values between or beyond known values. Given the nature
of middle level science, students will not be calculating theoretical values of variables.
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.
Identify and explain a general pattern/trend/relationship from the observed and
organized data.
ii. Identify a discrepancy in data and note possible sources of error.
iii. Use interpolation and/or extrapolation to identify values consistent with the pattern/trend.
i.
Achievement Rubric
Exceeding- 4
Pattern/
Trends/
Relationship
Discrepancy
Interpolation
and
Extrapolation
Change to the
experimental
design is
suggested to
eliminate the
occurrence of the
source of error
Meeting - 3
Approaching - 2
Working Below - 1
Describes an
appropriate
pattern/trend/
relationships
Pattern/trend/relation
ship is unclear or
Any other answer
overly simplistic
Identifies a
discrepancy, noting a
possible source of
error
Identifies a
discrepancy, but is
unable to explain the
possible source of
error
Identifies reasonable
values that are
consistent with the
pattern
Identifies values
consistent with
identified pattern but
value is unlikely
New Brunswick Spotlight on Science Skills: Grade 7
Any other answer
Any other answer
April 2015
Scientific Skill - Drawing Conclusions
23
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: AE3 Conclusions
Scope and Sequence of Outcomes
Grades 4-6
206-5 Draw a conclusion, based
on evidence gathered through
research and observation, that
answers an initial question
Grades 7-9
210-11 State a conclusion,
based on experimental data,
and explain how evidence
gathered supports or refutes
an initial idea
Grades 10-12
210-11 Provide a statement that
addresses or answers the
question investigated in light of
the link between data and the
conclusion
214-12 Explain how data
supports or refutes the
hypothesis or prediction
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 use information from readings, from previous learning, prior
knowledge, and from evidence gained through investigation to draw conclusions.
Connection to
Communication
 Communicate
questions, ideas,
intentions, plans, and
results, using lists,
notes in point form,
sentences, data
tables, graphs,
drawings, oral
language and other
means
 Defend a given
position on an issue or
problem on the basis
of their findings
To make simple conclusions means that students are able make a statement
based upon logic and the evidence available. It means to come to a
determination of what is factual about one thing, based upon knowledge,
evidence, and/or facts about something different but related. In Grade 7
students should, whenever possible, be using analyzed experimental data as the
main support of their argument. Whether the prediction/hypothesis is supported
or refuted is not a measure of success or failure since scientific knowledge is advanced by
either result.
Where possible students should compare the results of their investigation to those of others,
recognize that results may vary and explain why. Comparison of findings to those of similar
investigations can add weight to the conclusion.
The conclusion:
 will be framed around the initial question that was tested. As the student analyzes the data
it is important to ask the question: Did the change made (independent variable) cause the
effect that was measured (dependent variable)?
 must either confirm, deny, or acknowledge uncertainty about the relationship between the
two variables. The prediction/hypothesis may be supported or refuted based on the data.
 must either confirm or deny a relationship between the two variables and then describe the
statistical data that support the final conclusion. If the data support your hypothesis - but it is
believed it is not because of the independent variable, this distinction will need to be made.
 may comment on whether the investigation was a fair test and suggest improvements to
experimental design.
New Brunswick Spotlight on Science Skills: Grade 7
April 2015
Scientific Skill - Drawing Conclusions
24
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.
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
iv. Justify this claim by providing evidence from data collected
v. Compare the results of their investigation to those of others and recognize that results
may vary
i.
ii.
iii.
Achievement Rubric
Conclusion
Exceeding- 4
Meeting - 3
Approaching - 2
 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
prediction/hypothes
is
 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
New Brunswick Spotlight on Science Skills: Grade 7
Working Below - 1
Any other answer
April 2015
Scientific Skill – Extending Thinking
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: AE4 Applications of Learning
Scope and Sequence of Outcomes
Grades 4-6
206-4 Evaluate the usefulness of
different information sources in
answering a given question
Grades 7-9
210-8 Apply given criteria for
evaluating evidence and
sources of information
210-13 Test the design of a
constructed device or system
206-6 Suggest improvements to
a design or constructed object
206-7 Evaluate personally
constructed devices with respect
to safety, reliability, function,
appearance, and efficient use of
materials
210-14 Identify and correct
practical problems in the way
a prototype or constructed
device functions
210-15 Evaluate designs and
prototypes in terms of
function, reliability, safety,
efficiency, use of materials,
and impact on the
environment
206-8 Identify potential
applications of findings
210-12 Identify and evaluate
potential applications of
findings
206-9 Identify new questions or
problems that arise from what
was learned
210-16 Identify new questions
and problems that arise from
what was learned
Grades 10-12
214-9 Identify and apply criteria,
including the presence of bias,
for evaluating evidence and
sources of information
214-13 Identify and correct
practical problems in the way a
technological device or system
functions
214-14 Construct and test a
prototype of a device or system
and troubleshoot problems as
they arise
214-16 Evaluate a personally
designed and constructed device
on the basis of criteria they have
developed themselves
214-18 Identify and evaluate
potential applications of findings
214-15 Propose alternative
solutions to a given practical
problem, identify the potential
strengths and weaknesses of
each and select the basis for a
plan
214-17 Identify new questions or
problems that arise from what
was learned
Elaboration
Guiding Questions:
• What do I want my students to learn?
• What do I want my students to understand and be able to do?
Applications of Learning components involve higher order thinking type
activities.
Depending on the task, this can take different forms. The overall theme is that
students are discussing and reflecting:
• evaluating sources of information
• evaluating the fairness of an experimental design
• evaluating the usefulness of a constructed design
New Brunswick Spotlight on Science Skills: Grade 7
Connection to
Communication
 Evaluate individual
and group processes
used in planning,
problem solving,
decision making, and
completing a task
 Defend a given
position on an issue or
problem on the basis
of their findings
April 2015
26
Scientific Skill – Extending Thinking
• applying conclusions reached to real world scenarios
• extending those initial ideas by creating new questions to test
• evaluating their own/other’s thinking and explanation in terms of plausibility and scientific
evidence
Students should be engaged in metacognition which is, put simply, thinking about one’s
thinking. The burden of learning does not fall on the teacher alone. Students need to be aware
of what they need to do to learn, to self-monitor. It includes:
• The awareness of the need to connect how new knowledge relates to what one already knows
• Opportunities for self-assessment such as explaining their thinking via discussions (with
varying views) or journal writing
• Opportunities to test one’s ideas such as with investigations or designing items
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.
i.
Demonstrate higher order thinking, depending on the task, communicated during
discussion and/or reflection
Achievement Rubric:
Exceeding- 4
Applications
of Learning
Meeting - 3
Generally
demonstrates
evidence of one or
more of the following:
• Justifies statements
by making
connections to
scientific knowledge,
• Displays evaluation
of the concept taking
into account other
scientific knowledge,
• Identifies how
findings can be
applied to other
situations
• Evaluates the
relevancy and
reliability of sources
• Extends idea to
foster a new idea
New Brunswick Spotlight on Science Skills: Grade 7
Approaching - 2
Working Below - 1
Needs support or
prompting to:
 Justify statements
by making
connections to
scientific
knowledge,
 Display evaluation
of the concept
taking into account
other scientific
Any other answer
knowledge,
Identify
how

findings can be
applied to other
situations
 Evaluate the
relevancy and
reliability of
sources
 Extend an idea to
foster a new idea
April 2015
27
Appendix A - End of Year Reporting Rubrics (Plan and Perform)
4 - Excelling
3 - Meeting
Independently and
consistently rephrases
questions clearly in a testable
form (includes two variables)
identifying observable or
measurable characteristics
Consistently selects all
relevant variables to test,
control, and measure
Independently and
consistently uses
‘independent’, ‘dependent’,
and ‘control’ terminology.
Student independently
chooses proper units.
Independently and
consistently makes plausible
prediction or hypothesis
supported by prior scientific
learning and research, written
in passive voice (3rd person)
Independently and
consistently designs
experiments to collect
intended evidence; steps are
complete, concise and can be
understood by others
Independently and
consistently conducts
experiments that control all
needed variables
Independently and
consistently uses materials,
techniques and equipment
effectively, accurately, and
safely
Independently and
consistently observes and
measures relevant evidence
accurately
Independently and
consistently records evidence
appropriately for the task
(symbols, units, labels,
readability)
Generally rephrases
questions clearly in a testable
form (includes two variables)
identifying observable or
measurable characteristics
2 - Approaching
1 - Working Below
Sometimes (or with support)
rephrases questions in a
testable form (includes two
variables) identifying
observable or measurable
characteristics
Sometimes selects some
variables to test, control, and
measure
Sometimes (or with support)
uses ‘independent’,
‘dependent’, and ‘control’
terminology
Has difficulty (even with
support) rephrasing questions
in a testable form and
identifying observable or
measurable characteristics
Generally makes plausible
prediction or hypothesis
supported by prior scientific
learning written in passive
voice (3rd person)
Sometimes (or with support)
makes prediction or
hypothesis supported by prior
scientific learning; written in
first person (e.g., “I predict...”)
Has difficulty (even with
support) making a prediction
or hypothesis
Generally designs
experiments to collect
intended evidence; steps are
complete and can be
understood by others
Sometimes (or with support)
designs experiments to collect
intended evidence; some
steps may be incomplete or
missing
Has difficulty (even with
support) designing a complete
experiment
Generally conducts
experiments that control most
variables
Sometimes (or with support)
conducts experiments that
controls some variables
Generally uses materials,
techniques and equipment
effectively, accurately, and
safely
Sometimes (or with support)
uses materials, techniques
and equipment effectively and
safely
Has difficulty (even with
support) conducting an
experiment that controls some
variables
Has difficulty (even with
support) using materials,
techniques and equipment
effectively and safely
Generally observes and
measures relevant evidence
accurately
Sometimes (or with support)
observes and measures
evidence accurately
Has difficulty (even with
support) observing and
measuring evidence
Generally records evidence
appropriately for the task
(symbols, units, labels,
readability)
Sometimes (or with support)
records evidence
appropriately (symbols, units,
labels, readability)
Has difficulty (even with
support) recording evidence
(symbols, units, labels,
readability)
Generally selects relevant
variables to test, control, and
measure
Generally uses ‘independent’,
‘dependent’, and ‘control’
terminology
New Brunswick Spotlight on Science Skills: Grade 7
Has difficulty (even with
support) identifying variables
Does not uses ‘independent’,
‘dependent’, and ‘control’
terminology
April 2015
28
Appendix B - End of Year Reporting Rubrics (Analyze and Explain)
4 - Excelling
3 - Meeting
2 - Approaching
1 - Working Below
Consistently organizes
evidence effectively and
efficiently
Independently and consistently
classifies accurately
Independently and consistently
interprets patterns and
relationships in data
Independently and consistently
makes predictions using data
patterns and relationships
Independently and consistently
states a conclusion based on
data and explains how evidence
supports or refutes an initial
idea
Independently and consistently
identifies strengths and
weaknesses of data collection
and organization.
Independently and consistently
identifies and explains possible
source(s) of error and
discrepancies in data with
suggestions for improved
experimental design
Independently and consistently
identifies 2 or more new
testable questions that arise
from what was learned
Generally organizes evidence
appropriately and effectively
Sometimes (or with support)
organizes evidence
appropriately
Sometimes (or with support)
classifies to some extent
Sometimes (or with support)
recognizes patterns and
relationships in data
Sometimes (or with support)
makes a prediction using
data patterns
Sometimes (or with support)
states a conclusion based
on data
Has difficulty (even with
support) organizing evidence
appropriately
Has difficulty (even with
support) classifying
Has difficulty (even with
support) recognizing patterns
and relationships in data
Has difficulty (even with
support) making a prediction
using data patterns
Has difficulty (even with
support) stating a conclusion
based on data
Sometimes (or with support)
identifies a strength or
weakness of data collection
and/or organization
Sometimes (or with support)
identifies some possible
source(s) of error
Has difficulty identifying a
strength or weakness of data
collection and/or organization
Has difficulty (even with
support) identifying another
question that arises from what
was learned (contain opinion)
Consistently communicates
questions, procedures, and
results clearly, effectively and
efficiently
Independently tests the design
of a constructed device and retests to make improvements
Independently and consistently
defends a position on an issue
in a logical, reasoned way
Always uses specific science
vocabulary appropriately
Generally communicates
questions, procedures, and
results clearly and effectively
Sometimes (or with support)
identifies another question
that arises from what was
learned (often contains
opinion)
Sometimes (or with support)
communicates questions,
procedures, and results
Independently and consistently
applies findings to other
situations
Generally classifies
accurately
Generally interprets patterns
and relationships in data
Generally makes predictions
using data patterns and
relationships
Generally states a conclusion
based on data and explains
how evidence supports or
refutes an initial idea
Generally identifies strengths
and weaknesses of data
collection and organization
Generally identifies possible
source(s) of error and
discrepancies in data
Generally identifies 1-2 new
questions that arise from
what was learned (sometimes
contains opinion)
Generally tests the design of
a constructed device
Generally defends a position
on an issue based on their
findings
Generally uses specific
science vocabulary
appropriately
Generally identifies and
evaluates how findings can
be applied to other situations
New Brunswick Spotlight on Science Skills: Grade 7
Has difficulty (even with
support) identifying a possible
source of error
Sometimes (or with support)
tests the design of a
constructed device
Sometimes (or with support)
defends a position on an
issue
Sometimes uses science
vocabulary appropriately
Has difficulty (even with
support) communicating
questions, procedures, and
results
Has difficulty (even with
support) testing the design of
a constructed device
Has difficulty (even with
support) defending a position
on an issue
Rarely uses science
vocabulary appropriately
Sometimes (or with support)
identifies how findings can
be applied to another
situation
Has difficulty (even with
support) identifying how
findings can be applied to
another situation
April 2015