Science 5 Curriculum Guide 2017

Curriculum Guide 2017

Science 5

Department of Education and Early

Childhood Development

Mission Statement

The Department of Education and Early Childhood Development

will improve provincial early childhood learning and the K-12

education system to further opportunities for the people of

Newfoundland and Labrador.

MISSION STATEMENT

SCIENCE 5 CURRICULUM GUIDE 2017 I

II SCIENCE 5 CURRICULUM GUIDE 2017

TABLE OF CONTENTS

SCIENCE 5 CURRICULUM GUIDE 2017 III

Table of Contents

Acknowledgements ..................................................................................................... v

Section One: Newfoundland and Labrador Curriculum

Outcomes Based Education........................................................................................1

Context for Teaching and Learning .............................................................................4

Inclusive Education..................................................................................................4

Literacy ..................................................................................................................10

Learning Skills for Generation Next .......................................................................12

Assessment and Evaluation ......................................................................................15

Section Two: Curriculum Design

Rationale ...................................................................................................................19

Curriculum Outcomes Framework ............................................................................20

Course Overview.......................................................................................................22

Suggested Yearly Plan .............................................................................................. 23

How to use a Four Column Layout............................................................................24

How to use a Strand Overview..................................................................................26

Section Three: Specic Curriculum Outcomes

Unit i: Integrated Skills ..............................................................................................27

Unit 1: Weather .........................................................................................................69

Unit 2: Forces and Simple Machines ......................................................................103

Unit 3: Properties and Changes of Materials .........................................................133

Unit 4: Body Systems .............................................................................................163

TABLE OF CONTENTS

IV SCIENCE 5 CURRICULUM GUIDE 2017

The Department of Education and Early Childhood Development for Newfoundland and Labrador

gratefully acknowledges the contribution of the following members of the Science 5 Curriculum

Committee, in the completion of this work:

Alicia Oldford

Bonne Bay Academy

Allison Edwards

Bishop Field School

Allison Hammond

Mary Queen of Peace Elementary

Andrew Power

Paradise Elementary

Anne Marie Brown

CC Loughlin Elementary

Carla Lambert

MacDonald Drive Elementary

Carla McIsaac

Mary Queen of the World Elementary

Carrie Collins

Villanova Junior High

Cynthia Fillier

Beachy Cove Elementary

Darrell Stacey

Sprucewood Academy

Denise Pitts

Octagon Pond Elementary

Elaina Johnson

Catalina Elementary School

Jill Snook

Virginia Park Elementary

Karen Adams

Goulds Elementary

Kim Keating

Holy Trinity Elementary

Naomi Young

Gander Academy

Nicole Blanchard

Amos Comenius Memorial

Patricia Edwards

CC Loughlin School

Ruth Power-Blackmore

Larkhall Academy

Stacie Pardy

J.R. Smallwood Middle School

Tracy Drake

All Hallows Elementary

Todd Woodland

Department of Education and Early Childhood

Development

Acknowledgements

ACKNOWLEDGEMENTS

SCIENCE 5 CURRICULUM GUIDE 2017 V

ACKNOWLEDGEMENTS

VI SCIENCE 5 CURRICULUM GUIDE 2017

There are multiple factors that impact education: technological

developments, increased emphasis on accountability, and

globalization. These factors point to the need to consider carefully

the education students receive.

The Newfoundland and Labrador Department of Education and

Early Childhood Development believes that curriculum design with

the following characteristics will help teachers address the needs of

students served by the provincially prescribed curriculum:

• Curriculum guides must clearly articulate what students are

expected to know and be able to do by the time they graduate

from high school.

• There must be purposeful assessment of students’ performance

in relation to the curriculum outcomes.

Introduction

General Curriculum Outcomes

(unique to each subject area)

Essential Graduation Learnings

(common to all subject areas)

S p e c i  c C u r r i c u l u m O u t c o m e s

(met within each grade level and subject area)

Key Stage Learning Outcomes

(met by end of grades 3,6,9 and 12)

EGLs provide vision for the development of a coherent and relevant

curriculum. They are statements that offer students clear goals and

a powerful rationale for education. The EGLs are delineated by

general, key stage, and specic curriculum outcomes.

Essential

Graduation

Learnings

The K-12 curriculum in Newfoundland and Labrador is organized

by outcomes and is based on The Atlantic Canada Framework for

Essential Graduation Learning in Schools (1997). This framework

consists of Essential Graduation Learnings (EGLs), General

Curriculum Outcomes (GCOs), Key Stage Curriculum Outcomes

(KSCOs) and Specic Curriculum Outcomes (SCOs).

Outcomes Based

Education

SCIENCE 5 CURRICULUM GUIDE 2017 1

Section One:

Newfoundland and Labrador Curriculum

EGLs describe the knowledge, skills, and attitudes expected of

all students who graduate from high school. Achievement of the

EGLs will prepare students to continue to learn throughout their

lives. EGLs describe expectations, not in terms of individual subject

areas, but in terms of knowledge, skills, and attitudes developed

throughout the K-12 curriculum. They conrm that students need to

make connections and develop abilities across subject areas if they

are to be ready to meet the shifting and ongoing demands of life,

work, and study.

Aesthetic Expression – Graduates will be able to respond with

critical awareness to various forms of the arts and be able to

express themselves through the arts.

Citizenship – Graduates will be able to assess social, cultural,

economic, and environmental interdependence in a local and global

context.

Communication – Graduates will be able to use the listening,

viewing, speaking, reading and writing modes of language(s), and

mathematical and scientic concepts and symbols, to think, learn

and communicate effectively.

Problem Solving – Graduates will be able to use the strategies

and processes needed to solve a wide variety of problems,

including those requiring language, and mathematical and scientic

concepts.

Personal Development – Graduates will be able to continue to

learn and to pursue an active, healthy lifestyle.

Spiritual and Moral Development – Graduates will demonstrate

understanding and appreciation for the place of belief systems in

shaping the development of moral values and ethical conduct.

Technological Competence – Graduates will be able to use

a variety of technologies, demonstrate an understanding of

technological applications, and apply appropriate technologies for

solving problems.

Aesthetic

Expression

Spritual

and Moral

Development

Technological

Competence

Problem

Solving

Personal

Development

Communication

Citizenship

Curriculum

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2 SCIENCE 5 CURRICULUM GUIDE 2017

Curriculum outcomes are statements that articulate what students

are expected to know and be able to do in each program area in

terms of knowledge, skills, and attitudes.

Curriculum outcomes may be subdivided into General Curriculum

Outcomes, Key Stage Curriculum Outcomes, and Specic

Curriculum Outcomes.

General Curriculum Outcomes (GCOs)

Each program has a set of GCOs which describe what knowledge,

skills, and attitudes students are expected to demonstrate as a

result of their cumulative learning experiences within a subject area.

GCOs serve as conceptual organizers or frameworks which guide

study within a program area. Often, GCOs are further delineated

into KSCOs.

Key Stage Curriculum Outcomes (KSCOs)

Key Stage Curriculum Outcomes (KSCOs) summarize what is

expected of students at each of the four key stages of grades three,

six, nine, and twelve.

Specic Curriculum Outcomes (SCOs)

SCOs set out what students are expected to know and be able to

do as a result of their learning experiences in a course, at a specic

grade level. In some program areas, SCOs are further articulated

into delineations. It is expected that all SCOs will be addressed

during the course of study covered by the curriculum guide.

Curriculum Outcomes

Subject Area

GCO

EGL

KSCO

SCO

Grades 3, 6, 9

& 12

Course/Level

Outcomes

Focus for

Learning

Teaching and

Assessment

Strategies

Resources and

Notes

4 Column Spreads

EGLs to Curriculum

Guides

SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM

SCIENCE 5 CURRICULUM GUIDE 2017 3

SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM

4 SCIENCE 5 CURRICULUM GUIDE 2017

Valuing Equity and

Diversity

Effective inclusive schools have the

following characteristics: supportive

environment, positive relationships,

feelings of competence, and

opportunities to participate. (The

Centre for Inclusive Education,

2009)

All students need to see their lives and experiences reected in

their school community. It is important that the curriculum reect the

experiences and values of all genders and that learning resources

include and reect the interests, achievements, and perspectives of

all students. An inclusive classroom values the varied experiences

and abilities as well as social and ethno-cultural backgrounds of

all students while creating opportunities for community building.

Inclusive policies and practices promote mutual respect, positive

interdependencies, and diverse perspectives. Learning resources

should include a range of materials that allow students to consider

many viewpoints and to celebrate the diverse aspects of the school

community.

Inclusive Education

Context for Teaching and Learning

Teachers are responsible to help students achieve outcomes.

This responsibility is a constant in a changing world. As programs

change over time so does educational context. Several factors

make up the educational context in Newfoundland and Labrador

today: inclusive education, support for gradual release of

responsibility teaching model, focus on literacy and learning

skills in all programs, and support for education for sustainable

development.

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SCIENCE 5 CURRICULUM GUIDE 2017 5

Curriculum is designed and implemented to provide learning

opportunities for all students according to abilities, needs, and

interests. Teachers must be aware of and responsive to the diverse

range of learners in their classes. Differentiated instruction is a

useful tool in addressing this diversity.

Differentiated instruction responds to different readiness levels,

abilities, and learning proles of students. It involves actively

planning so that the process by which content is delivered, the

way the resource is used, and the products students create

are in response to the teacher’s knowledge of whom he or she

is interacting with. Learning environments should be exible

to accommodate various learning preferences of the students.

Teachers continually make decisions about selecting teaching

strategies and structuring learning activities that provide all students

with a safe and supportive place to learn and succeed.

Differentiated

Instruction

Differentiating the

Content

Differentiated instruction is a

teaching philosophy based

on the premise that teachers

should adapt instruction to

student differences. Rather than

marching students through the

curriculum lockstep, teachers

should modify their instruction to

meet students’ varying readiness

levels, learning preferences, and

interests. Therefore, the teacher

proactively plans a variety of

ways to ‘get it’ and express

learning. (Carol Ann Tomlinson,

2008)

Differentiating content requires teachers to pre-assess students to

identify those who require prerequisite instruction, as well as those

who have already mastered the concept and may therefore apply

strategies learned to new situations. Another way to differentiate

content is to permit students to adjust the pace at which they

progress through the material. Some students may require

additional time while others will move through at an increased

pace and thus create opportunities for enrichment or more indepth

consideration of a topic of particular interest.

Planning for Differentiation

• present authentic and relevant communication situations

• manage routines and class organization

• provide realistic and motivating classroom experiences

• allow students to construct meaning and connect, collaborate and

communicate with each other in a positive learning community

• form essential links between the text and the students

• allow students to make relevant and meaningful choices

• provide students ownership of learning goals

• empower students through a gradual release of responsibility

• allow students multiple ways to demonstrate their learning

Create a dynamic

classroom

Vary teaching

strategies

Respond to student

differences

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6 SCIENCE 5 CURRICULUM GUIDE 2017

Teachers should consider the following examples of differentiating

content:

• Meet with small groups to reteach an idea or skill or to extend

the thinking or skills.

• Present ideas through auditory, visual, and tactile means.

• Use reading materials such as novels, websites, and other

reference materials at varying reading levels.

Differentiating the process involves varying learning activities or

strategies to provide appropriate methods for students to explore

and make sense of concepts. A teacher might assign all students

the same product (e.g., presenting to peers) but the process

students use to create the presentation may differ. Some students

could work in groups while others meet with the teacher individually.

The same assessment criteria can be used for all students.

Teachers should consider exible grouping of students such as

whole class, small group, or individual instruction. Students can be

grouped according to their learning styles, readiness levels, interest

areas, and/or the requirements of the content or activity presented.

Groups should be formed for specic purposes and be exible in

composition and short-term in duration.

Teachers should consider the following examples of differentiating

the process:

• Offer hands-on activities for students.

• Provide activities and resources that encourage students to

further explore a topic of particular interest.

• Use activities in which all learners work with the same

learning outcomes but proceed with different levels of support,

challenge, or complexity.

Differentiating the product involves varying the complexity and

type of product that students create to demonstrate learning

outcomes. Teachers provide a variety of opportunities for students

to demonstrate and show evidence of what they have learned.

Teachers should give students options to demonstrate their learning

(e.g., create an online presentation, write a letter, or develop a

mural). This will lead to an increase in student engagement.

Differentiating the

Process

Differentiating the

Product

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SCIENCE 5 CURRICULUM GUIDE 2017 7

The learning environment includes the physical and the affective

tone or atmosphere in which teaching and learning take place, and

can include the noise level in the room, whether student activities

are static or mobile, or how the room is furnished and arranged.

Classrooms may include tables of different shapes and sizes, space

for quiet individual work, and areas for collaboration.

Teachers can divide the classroom into sections, create learning

centres, or have students work both independently and in groups.

The structure should allow students to move from whole group,

to small group, pairs, and individual learning experiences and

support a variety of ways to engage in learning. Teachers should

be sensitive and alert to ways in which the classroom environment

supports their ability to interact with students.

Teachers should consider the following examples of differentiating

the learning environment:

• Develop routines that allow students to seek help when

teachers are with other students and cannot provide immediate

attention.

• Ensure there are places in the room for students to work quietly

and without distraction, as well as places that invite student

collaboration.

• Establish clear guidelines for independent work that match

individual needs.

• Provide materials that reect diversity of student background,

interests, and abilities.

The physical learning environment must be structured in such a

way that all students can gain access to information and develop

condence and competence.

All students have individual learning needs. Some students,

however, have exceptionalities (dened by the Department of

Education and Early Childhood Development) which impact their

learning. The majority of students with exceptionalities access the

prescribed curriculum. For details of these exceptionalities see

www.gov.nl.ca/edu/k12/studentsupportservices/exceptionalities.html

Supports for these students may include

1. Accommodations

2. Modied Prescribed Courses

3. Alternate Courses

4. Alternate Programs

5. Alternate Curriculum

For further information, see Service Delivery Model for Students

with Exceptionalities at www.cdli.ca/sdm/

Classroom teachers should collaborate with instructional resource

teachers to select and develop strategies which target specic

learning needs.

Differentiating the

Learning Environment

Meeting the Needs

of Students with

Exceptionalities

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8 SCIENCE 5 CURRICULUM GUIDE 2017

Some students begin a course or topic with a vast amount of

prior experience and knowledge. They may know a large portion

of the material before it is presented to the class or be capable

of processing it at a rate much faster than their classmates. All

students are expected to move forward from their starting point.

Many elements of differentiated instruction are useful in addressing

the needs of students who are highly able.

Teachers may

• assign independent study to increase depth of exploration in an

area of particular interest;

• compact curriculum to allow for an increased rate of content

coverage commensurate with a student’s ability or degree of

prior knowledge;

• group students with similar abilities to provide the opportunity

for students to work with their intellectual peers and elevate

discussion and thinking, or delve deeper into a particular topic;

and

• tier instruction to pursue a topic to a greater depth or to make

connections between various spheres of knowledge.

Highly able students require the opportunity for authentic

investigation to become familiar with the tools and practices of the

eld of study. Authentic audiences and tasks are vital for these

learners. Some highly able learners may be identied as gifted and

talented in a particular domain. These students may also require

supports through the Service Delivery Model for Students with

Exceptionalities.

Meeting the Needs

of Students who are

Highly Able

(includes gifted and

talented)

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SCIENCE 5 CURRICULUM GUIDE 2017 9



MENTOR

(SharedandGuided)

MONITOR

(Independent)

MODEL

(Modelled)

Modelled

“Ido…youwatch”

Independent

“Youdo…Iwatch”

Shared

“Ido… youhelp”

Guided

“You do… I help”

Gradual

Releaseof

Responsibility

Teachers must determine when students can work independently

and when they require assistance. In an effective learning

environment, teachers choose their instructional activities to model

and scaffold composition, comprehension, and metacognition that

is just beyond the students’ independence level. In the gradual

release of responsibility approach, students move from a high level

of teacher support to independent work. If necessary, the teacher

increases the level of support when students need assistance. The

goal is to empower students with their own learning strategies,

and to know how, when, and why to apply them to support their

individual growth. Guided practice supports student independence.

As a student demonstrates success, the teacher should gradually

decrease his or her support.

Gradual Release of

Responsibility

Gradual Release of Responsibility Model

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10 SCIENCE 5 CURRICULUM GUIDE 2017

Literacy is

• a process of receiving information and making meaning from it;

and

• the ability to identify, understand, interpret, communicate,

compute, and create text, images, and sounds.

Literacy development is a lifelong learning enterprise beginning at

birth that involves many complex concepts and understandings.

It is not limited to the ability to read and write; no longer are we

exposed only to printed text. It includes the capacity to learn to

communicate, read, write, think, explore, and solve problems.

Individuals use literacy skills in paper, digital, and live interactions

to engage in a variety of activities:

• Analyze critically and solve problems.

• Comprehend and communicate meaning.

• Create a variety of texts.

• Make connections both personally and inter-textually.

• Participate in the socio-cultural world of the community.

• Read and view for enjoyment.

• Respond personally.

These expectations are identied in curriculum documents for

specic subject areas as well as in supporting documents, such as

Cross-Curricular Reading Tools (CAMET).

With modelling, support, and practice, students’ thinking and

understandings are deepened as they work with engaging content

and participate in focused conversations.

The focus for reading in the content areas is on teaching strategies

for understanding content. Teaching strategies for reading

comprehension benets all students as they develop transferable

skills that apply across curriculum areas.

When interacting with different texts, students must read words,

view and interpret text features, and navigate through information

presented in a variety of ways including, but not limited to

Advertisements Movies Poems

Blogs Music videos Songs

Books Online databases Speeches

Documentaries Plays Video games

Magazine articles Podcasts Websites

Students should be able to interact with and comprehend different

texts at different levels.

Literacy

Reading in the Content

Areas

“Literacy is the ability to identify,

understand, interpret, create,

communicate and compute, using

printed and written materials

associated with varying contexts.

Literacy involves a continuum of

learning in enabling individuals

to achieve their goals, to develop

their knowledge and potential,

and to participate fully in their

community and wider society”.

To be successful, students

require a set of interrelated skills,

strategies and knowledge in

multiple literacies that facilitate

their ability to participate fully in

a variety of roles and contexts

in their lives, in order to explore

and interpret the world and

communicate meaning. (The

Plurality of Literacy and its

Implications for Policies and

Programmes, 2004, p.13)

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SCIENCE 5 CURRICULUM GUIDE 2017 11

There are three levels of text comprehension:

• Independent level – Students are able to read, view, and

understand texts without assistance.

• Instructional level – Students are able to read, view, and

understand most texts but need assistance to fully comprehend

some texts.

• Frustration level – Students are not able to read or view with

understanding (i.e., texts may be beyond their current reading

level).

Teachers will encounter students working at all reading levels in

their classrooms and will need to differentiate instruction to meet

their needs. For example, print texts may be presented in audio

form, physical movement may be associated with synthesizing new

information with prior knowledge, or graphic organizers may be

created to present large amounts of print text in a visual manner.

When interacting with information that is unfamiliar to students, it is

important for teachers to monitor how effectively students are using

strategies to read and view texts:

• Analyze and think critically about information.

• Determine importance to prioritize information.

• Engage in questioning before, during, and after an activity

related to a task, text, or problem.

• Make inferences about what is meant but not said.

• Make predictions.

• Synthesize information to create new meaning.

• Visualize ideas and concepts.

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12 SCIENCE 5 CURRICULUM GUIDE 2017

Students need content and skills to be successful. Education

helps students learn content and develop skills needed to be

successful in school and in all learning contexts and situations.

Effective learning environments and curricula challenge learners to

develop and apply key skills within the content areas and across

interdisciplinary themes.

Learning Skills for Generation Next encompasses three broad

areas:

• Learning and Innovation Skills enhance a person’s ability to

learn, create new ideas, problem solve, and collaborate.

• Life and Career Skills address leadership, and interpersonal

and affective domains.

• Literacy Skills develop reading, writing, and numeracy, and

enhance the use of information and communication technology.

The diagram below illustrates the relationship between these areas.

A 21

century curriculum employs methods that integrate innovative

and research-driven teaching strategies, modern learning

technologies, and relevant resources and contexts.

Learning Skills for

Generation Next

Generation Next is the group

of students who have not

known a world without personal

computers, cell phones, and the

Internet. They were born into

this technology. They are digital

natives.

SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM

SCIENCE 5 CURRICULUM GUIDE 2017 13

Support for students to develop these abilities and skills is important

across curriculum areas and should be integrated into teaching,

learning, and assessment strategies. Opportunities for integration

of these skills and abilities should be planned with engaging

and experiential activities that support the gradual release of

responsibility model. For example, lessons in a variety of content

areas can be infused with learning skills for Generation Next by

using open-ended questioning, role plays, inquiry approaches,

self-directed learning, student role rotation, and Internet-based

technologies.

All programs have a shared responsibility in developing students’

capabilities within all three skill areas.

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14 SCIENCE 5 CURRICULUM GUIDE 2017

Sustainable development is comprised of three integrally connected

areas: economy, society, and environment.

Education for

Sustainable

Development

As conceived by the United Nations Educational, Scientic, and

Cultural Organization (UNESCO) the overall goal of Education for

Sustainable Development (ESD) is to integrate the knowledge,

skills, values, and perspectives of sustainable development

into all aspects of education and learning. Changes in human

behaviour should create a more sustainable future that supports

environmental integrity and economic viability, resulting in a just

society for all generations.

ESD involves teaching for rather than teaching about sustainable

development. In this way students develop the skills, attitudes, and

perspectives to meet their present needs without compromising the

ability of future generations to meet their needs.

Within ESD, the knowledge component spans an understanding of

the interconnectedness of our political, economic, environmental,

and social worlds, to the role of science and technology in the

development of societies and their impact on the environment.

The skills necessary include being able to assess bias, analyze

consequences of choices, ask questions, and solve problems.

ESD values and perspectives include an appreciation for the

interdependence of all life forms, the importance of individual

responsibility and action, an understanding of global issues as well

as local issues in a global context. Students need to be aware that

every issue has a history, and that many global issues are linked.

Sustainable development is

dened as “development that

meets the needs of the present

without compromising the ability

of future generations to meet

their own needs”. (Our Common

Future, 43)

SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM

SCIENCE 5 CURRICULUM GUIDE 2017 15

Assessment and Evaluation

Assessment

Assessment is the process of gathering information on student

learning.

How learning is assessed and evaluated and how results are

communicated send clear messages to students and others about

what is valued.

Assessment instruments are used to gather information for

evaluation. Information gathered through assessment helps

teachers determine students’ strengths and needs, and guides

future instruction.

Teachers are encouraged to be exible in assessing student

learning and to seek diverse ways students might demonstrate what

they know and are able to do.

Evaluation involves the weighing of the assessment information

against a standard in order to make a judgement about student

achievement.

Assessment can be used for different purposes:

1. Assessment for learning guides and informs instruction.

2. Assessment as learning focuses on what students are

doing well, what they are struggling with, where the areas of

challenge are, and what to do next.

3. Assessment of learning makes judgements about student

performance in relation to curriculum outcomes.

Assessment for learning involves frequent, interactive assessments

designed to make student learning visible. This enables teachers

to identify learning needs and adjust teaching accordingly.

Assessment for learning is not about a score or mark; it is an

ongoing process of teaching and learning:

• Pre-assessments provide teachers with information about what

students already know and can do.

• Self-assessments allow students to set goals for their own

learning.

• Assessment for learning provides descriptive and specic

feedback to students and parents regarding the next stage of

learning.

• Data collected during the learning process from a range of tools

enables teachers to learn as much as possible about what a

student knows and is able to do.

1. Assessment for Learning

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16 SCIENCE 5 CURRICULUM GUIDE 2017

Assessment as learning involves students’ reecting on their

learning and monitoring their own progress. It focuses on the

role of the student in developing metacognition and enhances

engagement in their own learning. Students can

• analyze their learning in relation to learning outcomes,

• assess themselves and understand how to improve

performance,

• consider how they can continue to improve their learning, and

• use information gathered to make adaptations to their learning

processes and to develop new understandings.

Assessment of learning involves strategies designed to conrm

what students know in terms of curriculum outcomes. It also assists

teachers in determining student prociency and future learning

needs. Assessment of learning occurs at the end of a learning

experience and contributes directly to reported results. Traditionally,

teachers relied on this type of assessment to make judgements

about student performance by measuring learning after the fact

and then reporting it to others. Used in conjunction with the other

assessment processes previously outlined, assessment of learning

is strengthened. Teachers can

• conrm what students know and can do;

• report evidence to parents/guardians, and other stakeholders,

of student achievement in relation to learning outcomes; and

• report on student learning accurately and fairly using evidence

obtained from a variety of contexts and sources.

Students should know what they are expected to learn as

outlined in the specic curriculum outcomes of a course as well

as the criteria that will be used to determine the quality of their

achievement. This information allows students to make informed

choices about the most effective ways to demonstrate what they

know and are able to do.

It is important that students participate actively in assessment by

co-creating criteria and standards which can be used to make

judgements about their own learning. Students may benet from

examining various scoring criteria, rubrics, and student exemplars.

Students are more likely to perceive learning as its own reward

when they have opportunities to assess their own progress. Rather

than asking teachers, “What do you want?”, students should be

asking themselves questions:

• What have I learned?

• What can I do now that I couldn’t do before?

• What do I need to learn next?

Assessment must provide opportunities for students to reect on

their own progress, evaluate their learning, and set goals for future

learning.

2. Assessment as Learning

3. Assessment of Learning

Involving Students in the

Assessment Process

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SCIENCE 5 CURRICULUM GUIDE 2017 17

In planning assessment, teachers should use a broad range of

tools to give students multiple opportunities to demonstrate their

knowledge, skills, and attitudes. The different levels of achievement

or performance may be expressed as written or oral comments,

ratings, categorizations, letters, numbers, or as some combination

of these forms.

The grade level and the activity being assessed will inform the

types of assessment tools teachers will choose:

Anecdotal Records Photographic Documentation

Audio/Video Clips Podcasts

Case Studies Portfolios

Checklists Presentations

Conferences Projects

Debates Questions

Demonstrations Quizzes

Exemplars Role Plays

Graphic Organizers Rubrics

Journals Self-assessments

Literacy Proles Tests

Observations Wikis

Assessments should measure what they intend to measure. It

is important that students know the purpose, type, and potential

marking scheme of an assessment. The following guidelines should

be considered:

• Collect evidence of student learning through a variety of

methods; do not rely solely on tests and paper and pencil

activities.

• Develop a rationale for using a particular assessment of

learning at a specic point in time.

• Provide descriptive and individualized feedback to students.

• Provide students with the opportunity to demonstrate the extent

and depth of their learning.

• Set clear targets for student success using learning outcomes

and assessment criteria.

• Share assessment criteria with students so that they know the

expectations.

Assessment Tools

Assessment Guidelines

SECTION ONE: NEWFOUNDLAND AND LABRADOR CURRICULUM

18 SCIENCE 5 CURRICULUM GUIDE 2017

Evaluation is the process of analyzing, reecting upon, and

summarizing assessment information, and making judgements

or decisions based on the information gathered. Evaluation is

conducted within the context of the outcomes, which should be

clearly understood by learners before teaching and evaluation take

place. Students must understand the basis on which they will be

evaluated and what teachers expect of them.

During evaluation, the teacher interprets the assessment

information, makes judgements about student progress, and makes

decisions about student learning programs.

Evaluation

SECTION TWO: CURRICULUM DESIGN

SCIENCE 5 CURRICULUM GUIDE 2017 19

Section Two: Curriculum Design

Rationale

The vision of science education in Newfoundland and Labrador is

to develop scientic literacy.

Scientic literacy is an evolving combination of the

science-related attitudes, skills, and knowledge 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.

To develop scientic literacy, students require diverse

learning experiences which provide opportunities to explore,

analyze, evaluate, synthesize, appreciate, and understand the

interrelationships among science, technology, society, and the

environment that will affect their personal lives, careers, futures.

Science education which strives for scientic literacy must engage

students in science inquiry, problem solving, and decision making.

Science inquiry involves posing questions and developing

explanations for phenomena. While there is general agreement

that there is no such thing as “the” scientic method, students

require certain skills to participate in the activities of science. Skills

such as questioning, observing, inferring, predicting, measuring,

hypothesizing, classifying, designing experiments, collecting

data, analyzing data, and interpreting data are fundamental to

engaging in science. These skills are often represented as a

cycle which involves the posing of questions, the generation of

possible explanations, and the collection of evidence to determine

which of these explanations is most useful in accounting for

the phenomenon under investigation. Teachers should engage

students in science inquiry activities to develop these skills.

Problem solving involves seeking solutions to human problems.

It may be represented as a cycle consisting of the proposing,

creating, and testing of prototypes, products, and techniques in

and attempt to reach an optimum solution to a given problem. The

skills involved in this cycle facilitate a process which has different

aims and procedures from science inquiry. Students should be

given opportunities to propose, perform, and evaluate solutions to

problem solving or technological tasks.

Decision making involves determining what we should do in a

particular context or in response to a given situation. Increasingly,

the types of problems that we deal with, both individually and

collectively, require an understanding of the processes and

products of science and technology. The process of decision

making involves identication of the problem or situation,

generation of possible solutions or courses of action, evaluation of

the alternatives, and a thoughtful decision based on the information

available. Students should be actively involved in decision making

situations. While important in their own right, decision making

situations also provide a relevant context for engaging in science

inquiry and/or problem solving.

Decision Making

Problem Solving

Science Inquiry

SECTION TWO: CURRICULUM DESIGN

20 SCIENCE 5 CURRICULUM GUIDE 2017

Curriculum

Outcomes

Framework

Key Stage Curriculum

Outcomes

The basis of the curriculum outcomes framework are the general

curriculum outcomes (GCOs). Four general curriculum outcomes

have been identied to delineate the four critical aspects of

students’ scientic literacy: science, technology, society, and the

environment (STSE), skills, knowledge, and attitudes. These four

GCOs are common to all science courses.

GCO 1: Science, Technology, Society, and the Environment

Students will develop an understanding of the nature of science

and technology, of the relationships between science and

technology, and of the social and environmental contexts of science

and technology.

GCO 2: Skills

Students will develop the skills required for scientic and

technological inquiry, for solving problems, for communicating

scientic ideas and results, for working collaboratively, and for

making informed decisions.

GCO 3: Knowledge

Students will construct knowledge and understandings of concepts

in life science, physical science, and Earth and space science, and

apply these understandings to interpret, integrate, and extend their

knowledge.

GCO 4: Attitudes

Students will be encouraged to develop attitudes that support

the responsible acquisition and application of scientic and

technological knowledge to the mutual benet of self, society, and

the environment.

Key stage curriculum outcomes (KSCOs) align with the GCOs and

summarize what students are expected to know and be able to do

by the end of Science 6.

General Curriculum

Outcomes

SECTION TWO: CURRICULUM DESIGN

SCIENCE 5 CURRICULUM GUIDE 2017 21

By the end of Science 6, students will be expected to

• demonstrate that science and technology use specic

processes to investigate the natural and constructed world or to

seek solutions to practical problems

• demonstrate that science and technology develop over time

• describe ways that science and technology work together in

investigating questions and problems and in meeting specic

needs

• describe applications of science and technology that have

developed in response to human and environmental needs

• describe positive and negative effects that result from

applications of science and technology in their own lives, the

lives of others, and the environment

By the end of Science 6, students will be expected to

• ask questions about objects and events in the local environment

and develop plans to investigate those questions

• observe and investigate their environment and record the

results

• interpret ndings from investigations using appropriate methods

• work collaboratively to carry out science-related activities and

communicate ideas, procedures, and results

By the end of Science 6, students will be expected to

• describe and compare characteristics and properties of living

things, objects, and materials

• describe and predict causes, effects, and patterns related to

change in living and non-living things

• describe interactions within natural systems and the elements

required to maintain these systems

• describe forces, motion, and energy and relate them to

phenomena in their observable environment

By the end of Science 6, students will be expected to

• appreciate the role and contribution of science and technology

in their understanding of the world

• realize that the applications of science and technology can have

both intended and unintended effects

• recognize that individuals of any cultural background can

contribute equally to science

• show interest and curiosity about objects and events within

different environments

• willingly observe, question, explore, and investigate

• show interest in the activities of individuals working in scientic

and technological elds

Continued

GCO 1: STSE

GCO 2: Skills

GCO 4: Attitudes

GCO 3: Knowledge

SECTION TWO: CURRICULUM DESIGN

22 SCIENCE 5 CURRICULUM GUIDE 2017

Course Overview

The vision of scientic literacy sets out the need for students

to acquire science-related skills, knowledge, and attitudes, and

emphasizes that this is best done through the study and analysis of

the interrelationships among science, technology, society, and the

environment.

Science 5 SCOs are organized into ve units:

• Integrated Skills

• Weather

• Forces and Simple Machines

• Properties and Changes of Materials

• Body Systems

Note that the Integrated Skills unit is not intended to be taught as a

stand alone unit. As skill outcomes (GCO 2) are encountered in the

content units, teachers will be referred to the Integrated Skills unit

for elaboration of specic outcomes.

• consider their own observations and ideas as well as those of

others during investigations and before drawing conclusions

• appreciate the importance of accuracy and honesty

• demonstrate the perseverance and a desire to understand

• work collaboratively while exploring and investigating

• be sensitive to and develop a sense of responsibility for the

welfare of other people, other living things, and the environment

• show concern for their safety and that of others in planning and

carrying out activities and in choosing and using materials

• become aware of potential dangers

Specic curriculum outcomes (SCOs) align with the KSCOs and

describe what students should know and be able to do at the end of

each course. They are intended to serve as the focus for the design

of learning experiences and assessment tasks.

SCOs are organized into units for each course.

Speciﬁc Curriculum

Outcomes

GCO 4: Attitudes continued

SECTION TWO: CURRICULUM DESIGN

SCIENCE 5 CURRICULUM GUIDE 2017 23

Suggested Yearly

Plan

The order in which the units appear in the Science 5 curriculum

guide is the recommended sequence.

Unit 1 - Weather

Unit 2 - Forces and Simple Machines

Unit 3 - Properties and Changes of Materials

Unit 4 - Body Systems

September October November December January February March April May June

Weather Forces and Simple

Machines

Properties and Changes

of Materials

Body Systems

SECTION TWO: CURRICULUM DESIGN

24 SCIENCE 5 CURRICULUM GUIDE 2017

How to Use the Four Column Curriculum Layout

Outcomes

Column one contains specic curriculum

outcomes (SCO) and accompanying

delineations where appropriate. The

delineations provide specicity in

relation to key ideas.

Outcomes are numbered in ascending

order

Delineations are indented and

numbered as a subset of the

originating SCO.

All outcomes are related to general

curriculum outcomes.

Focus for Learning

Column two is intended to assist

teachers with instructional planning. It

also provides context and elaboration of

the ideas identied in the rst column.

This may include:

• references to prior knowledge

• clarity in terms of scope

• depth of treatment

• common misconceptions

• cautionary notes

• knowledge required to scaffold and

challenge student’s learning

Sample Performance Indicator(s)

This provides a summative, higher order activity, where the

response would serve as a data source to help teachers assess

the degree to which the student has achieved the outcome.

Performance indicators are typically presented as a task, which

may include an introduction to establish a context. They would

be assigned at the end of the teaching period allocated for the

outcome.

Performance indicators would be assigned when students have

attained a level of competence, with suggestions for teaching and

assessment identied in column three.

32 GRADE 9 MATHEMATICS CURRICULUM GUIDE (INTERIM) 2010

Outcomes

SPECIFIC CURRICULUM OUTCOMES

Focus for Learning

Students will be expected to

1.2 model division of a given

polynomial expression

by a given monomial

concretely or pictorially

and record the process

symbolically.

Division of a polynomial by a monomial can be visualized using area

models with algebra tiles. The most commonly used symbolic method

of dividing a polynomial by a monomial at this level is to divide each

term of the polynomial by the monomial, and then use the exponent

laws to simplify. This method can also be easily modelled using tiles,

where students use the sharing model for division.

Because there are a variety of methods available to multiply or

divide a polynomial by a monomial, students should be given the

opportunity to apply their own personal strategies. They should be

encouraged to use algebra tiles, area models, rules of exponents, the

distributive property and repeated addition, or a combination of any

of these methods, to multiply or divide polynomials. Regardless of the

method used, students should be encouraged to record their work

symbolically. Understanding the different approaches helps students

develop exible thinking.

Sample Performance Indicator

Write an expression for the missing dimensions of each rectangle and

determine the area of the walkway in the following problem:

• The inside rectangle in the diagram below is a ower garden. The

shaded area is a concrete walkway around it. The area of the

ower garden is given by the expression 2x

+ 4x and the area of

the large rectangle, including the walkway and the ower garden,

is 3x

+ 6x.

1.3 apply a personal

strategy for multiplication

and division of a given

polynomial expression

1.0 model, record and

explain the operations of

multiplication and division

of polynomial expressions

(limited to polynomials of

degree less than or equal to

2) by monomials, concretely,

pictorially and symbolically.

[GCO 1]

From previous work with number operations, students should be

aware that division is the inverse of multiplication. This can be

extended to divide polynomials by monomials. The study of division

should begin with division of a monomial by a monomial, progress to

a polynomial by a scalar, and then to division of a polynomial by any

monomial.

GCO 1: Represent algebraic expressions in multple ways

SECTION TWO: CURRICULUM DESIGN

SCIENCE 5 CURRICULUM GUIDE 2017 25

Suggestions for Teaching and Assessment

This column contains specic sample tasks, activities, and strategies

that enable students to meet the goals of the SCOs and be successful

with performance indicators. Instructional activities are recognized as

possible sources of data for assessment purposes. Frequently, appropriate

techniques and instruments for assessment purposes are recommended.

Suggestions for instruction and assessment are organized sequentially:

• Activation - suggestions that may be used to activate prior learning and

establish a context for the instruction

• Connection - linking new information and experiences to existing

knowledge inside or outside the curriculum area

• Consolidation - synthesizing and making new understandings

• Extension - suggestions that go beyond the scope of the outcome

These suggestions provide opportunities for differentiated learning and

assessment.

Resources and Notes

Column four references

supplementary information and

possible resources for use by

teachers.

These references will provide

details of resources suggested in

column two and column three.

GRADE 9 MATHEMATICS CURRICULUM GUIDE (INTERIM) 2010 33

Sample Teaching and Assessment Strategies Resources and Notes

SPECIFIC CURRICULUM OUTCOMES

Teachers may use the following activities and/or strategies aligned

with the corresponding assessment tasks:

Modeling division using the sharing model provides a good

transition to the symbolic representation. For example,

To model this, students start with a collection of three x-tiles and 12

unit tiles and divide them into three groups.

For this example, x + 4 tiles will be a part of each group, so the

quotient is x + 4.

Activation

Students may

• Model division of a polynomial by a monomial by creating a

rectangle using four x

-tiles and eight x-tiles, where 4x is one of

the dimensions.

Teachers may

• Ask students what the other dimension is and connect this to the

symbolic representation.

Connection

Students may

• Model division of polynomials and determine the quotient

(i) (6x

+ 12x - 3) ¸ 3

(ii) (4x

- 12x) ¸ 4x

Consolidation

Students may

• Draw a rectangle with an area of 36a

+ 12a and determine as

many different dimensions as possible.

Teachers may

• Discuss why there are so many different possible dimensions.

Extension

Students may

• Determine the area of one face of a cube whose surface area is

represented by the polynomial 24s

• Determine the length of an edge of the cube.

3 +1 2 3

3 33

= +.

Authorized

• Math Makes Sense 9

• Lesson 5.5: Multiplying and

Dividing a Polynomial by a

Constant

• Lesson 5.6: Multiplying and

Dividing a Polynomial by a

Monomial

• ProGuide: pp. 35-42, 43-51

• CD-ROM: Master 5.23, 5.24

• See It Videos and

Animations:

• Multiplying and Dividing a

Polynomial by a Constant,

Dividing

• Multiplying and Dividing a

Polynomial by a Monomial,

Dividing

• SB: pp. 241-248, 249-257

• PB: pp. 206-213, 214-219

GCO 1: Represent algebraic expressions in multple ways

SECTION TWO: CURRICULUM DESIGN

26 SCIENCE 5 CURRICULUM GUIDE 2017



SCOs

GCOs

SCOs

GCO

Current Grade

Next Grade

Previous Grade

At the beginning of each unit there is explanation of the focus for

the unit and a ow chart identifying the relevant GCOs, KSCOs,

and SCOs.

How to use a Unit

overview

The SCOs Continuum

follows the chart to provide

context for teaching and

assessment for the grade/

course in question. The

current grade is highlighted

in the chart.

SCIENCE 5 CURRICULUM GUIDE 2017 27

Section Three:

Speciﬁc Curriculum Outcomes

Unit i: Integrated Skills

INTEGRATED SKILLS

28 SCIENCE 5 CURRICULUM GUIDE 2017

Focus

Students use a variety of skills in the process of answering

questions, solving problems, and making decisions. While these

skills are not unique to science, they play an important role in the

development of scientic understandings and in the application of

science and technology to new situations.

The listing of skills is not intended to imply a linear sequence or to

identify a single set of skills required in each science investigation.

Every investigation and application of science has unique features

that determine the particular mix and sequence of skills involved.

Four broad areas of skills are outlined and developed:

• Initiating and Planning skills - These are the skills of questioning,

identifying problems, and developing initial ideas and plans.

• Performing and Recording skills - These are the skills of

carrying out action plans, which involves gathering evidence

by observation and, in most cases, manipulating materials and

equipment.

• Analyzing and Interpreting skills - These are the skills of

examining information and evidence, of processing and

presenting data so that it can be interpreted, and interpreting,

evaluating, and applying the results.

• Communication and Teamwork skills - In science, as in other

areas, communication skills are essential at every stage where

ideas are being developed, tested, interpreted, debated, and

agreed upon. Teamwork skills are also important, since the

development and application of science ideas is a collaborative

process both in society and in the classroom.

Students should be provided with opportunities to develop and apply

their skills in a variety of contexts. These contexts connect to the

STSE component of the curriculum by linking to three processes for

skills application:

• scientic inquiry - seeking answers to questions through

experimentation and research.

• problem solving - seeking solutions to science-related problems

by developing and testing prototypes, products, and techniques

to meet a given need.

• decision making - providing information to assist the decision

making process.

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 29

Outcomes Framework

GCO 2 (Skills): Students will develop the skills required for scientic and technological

inquiry, for solving problems, for communicating scientic ideas and results, for working

collaboratively, and for making informed decisions.

1.0 propose questions to investigate and practical problems to solve

2.0 rephrase questions in a testable form

3.0 state a prediction and a hypothesis

4.0 dene objects and events in investigations

5.0 identify and control major variables in investigations

6.0 devise procedures to carry out a fair test and to solve a practical problem

7.0 identify appropriate tools, instruments, and materials to complete investigations

8.0 carry out procedures to explore a given problem and to ensure a fair test, controlling

major variables

9.0 select and use tools

10.0 follow procedures

11.0 select and use tools for measuring

12.0 make observations and collect information that is relevant to the question or problem

13.0 estimate measurements

14.0 record observations

15.0 identify and use a variety of sources and technologies to gather relevant information

16.0 construct and use devices for a specic purpose

17.0 classify according to several attributes and create a chart or diagram that shows the

method of classifying

18.0 compile and display data

19.0 identify and suggest explanations for patterns and discrepancies in data

20.0 evaluate the usefulness of different information sources in answering a question

21.0 draw a conclusion that answers an initial question

22.0 suggest improvements to a design or constructed object

23.0 identify potential applications of ndings

24.0 identify new questions or problems that arise from what was learned

25.0 communicate questions, ideas, and intentions, and listen to others while conducting

investigations

26.0 collaborate with others to devise and carry out procedures

27.0 ask others for advice or opinions

28.0 identify problems as they arise and collaborate with others to nd solutions

INTEGRATED SKILLS

30 SCIENCE 5 CURRICULUM GUIDE 2017

SCO Continuum

GCO 2 (Skills): Students will develop the skills required for scientic and technological

inquiry, for solving problems, for communicating scientic ideas and results, for working

collaboratively, and for making informed decisions.

Science K-3 Science 5 Science 7-9

• pose questions that lead to

exploration and investigation

• identify problems to be

solved

• propose questions to

investigate and practical

problems to solve

• identify questions to

investigate arising from

practical problems and

issues

• rephrase questions in a

testable form

• rephrase questions in a

testable form and clearly

dene practical problems

• predict based on an

observed pattern

• state a prediction and a

hypothesis

• state a prediction and

a hypothesis based on

background information

or an observed pattern of

events

• dene objects and events in

investigations

• formulate operational

denitions of major variables

and other aspects of their

investigations

• identify materials and

suggest a plan for how they

will be used

• identify and control major

variables in investigations

• devise procedures to carry

out a fair test and to solve a

practical problem

• design an experiment and

identify major variables

• select and use materials

to carry out their own

explorations and

investigations

• identify appropriate tools,

instruments and materials to

complete investigations

• select appropriate methods

and tools for collecting data

and information and for

solving problems

• carry out procedures to

explore a given problem

and to ensure a fair test,

controlling major variables

• carry out procedures

controlling the major

variables

• use appropriate tools • select and use tools

• select and use tools for

measuring

• use instruments effectively

and accurately for collecting

data

• follow a simple procedure • follow procedures

• estimate measurements • estimate measurements • estimate measurements

• make and record

observations and

measurements

• make observations and

collect information that is

relevant to the question or

problem

• record observations

• organize data using a format

that is appropriate to the task

or experiment

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 31

Science K-3 Science 5 Science 7-9

• use a variety of sources of

science information

• identify and use a variety of

sources and technologies to

gather relevant information

• select and integrate

information from various

print and electronic sources

or from several parts of the

same source

• construct and use devices

for a specic purpose

• use personal observations

when asked to describe

materials and objects

• sequence or group materials

and objects

• identify the most useful

method of sorting

• classify according to several

attributes and create a chart

or diagram that shows the

method of classifying

• use or construct a

classication key

• construct and label concrete-

object graphs, pictographs,

or bar graphs

• compile and display data • compile and display data,

• identify the strengths and

weaknesses of different

methods of collecting and

displaying data

• identify and suggest

explanations for patterns and

discrepancies in objects and

events

• identify and suggest

explanations for patterns and

discrepancies in data

• interpret patterns and trends

in data, and infer and explain

relationships among the

variables

• identify, and suggest

explanations for,

discrepancies in data

• distinguish between useful

and not useful information

when answering a science

question

• evaluate the usefulness of

different information sources

in answering a question

• apply given criteria for

evaluating evidence and

sources of information

• propose an answer to

an initial question or

problem and draw a simple

conclusion

• draw a conclusion that

answers an initial question

• state a conclusion, based

on experimental data,

and explain how evidence

gathered supports or refutes

an initial idea

• compare and evaluate

personally constructed

objects

• suggest improvements to a

design or constructed object

• evaluate designs and

prototypes in terms of

functionality, reliability,

safety, efciency, use of

materials, and impact on the

environment

GCO 2 (Skills): Students will develop the skills required for scientic and technological

inquiry, for solving problems, for communicating scientic ideas and results, for working

collaboratively, and for making informed decisions. (continued)

INTEGRATED SKILLS

32 SCIENCE 5 CURRICULUM GUIDE 2017

Suggested Unit Plan

The Integrated Skills unit is not intended to be taught as a stand

alone unit. Rather, when skill outcomes [GCO 2] are encountered in

Units 1-4, teachers should refer to the focus for learning elaborations

and teaching and assessment suggestions provided here.

Skill outcomes have been integrated within Units 1-4 and students

should be provided with opportunities to develop and apply these

skills while engaging in science inquiry investigations, design and

problem solving experiences, and decision making processes.

GCO 2 (Skills): Students will develop the skills required for scientic and technological

inquiry, for solving problems, for communicating scientic ideas and results, for working

collaboratively, and for making informed decisions. (continued)

Science K-3 Science 5 Science 7-9

• identify potential applications

of ndings

• identify and evaluate

potential applications of

ndings

• pose new questions that

arise from what was learned

• identify new questions or

problems that arise from

what was learned

• identify problems as they

arise and collaborate with

others to nd solutions

• collaborate with others

to devise and carry out

procedures

• identify new questions and

problems that arise from

what was learned

• collaborate to devise and

carry out procedures, and

troubleshoot problems as

they arise

• communicate while exploring

and investigating

• communicate questions,

ideas, and intentions,

and listen to others while

conducting investigations

• ask others for advice or

opinions

• receive, understand, and act

on the ideas of others

September October November December January February March April May June

Integrated Skills

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 33

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

34 SCIENCE 5 CURRICULUM GUIDE 2017

1.0 propose questions to

investigate and practical

problems to solve

[GCO 2]

Science begins with a question; engineering begins with a problem.

Students are expected to suggest questions to investigate and

identify problems to solve. Respectively, these are the rst stages

of science inquiry and engineering design and problem solving

processes.

This skill was previously addressed in Science 4. It is applied in

new contexts (i.e., weather, forces, simple machines, properties of

materials, changes of materials, meeting basic life needs, maintaining

a healthy body), in Science 5.

Student proposed questions and problems ow from their personal

observations, prior knowledge, and experiences. Students will

experience difculty coming up with them if simply asked to

brainstorm them at the outset. Students should consider whether

proposed questions are testable and problems practical to solve.

Encourage students to willingly observe, question, explore, and

investigate. Where possible, questions investigated and problems

solved should be suggested by students.

To initiate science investigations, students are expected to rephrase

their initial questions in a testable form. Testable questions can be

answered by making measurements and observations. They are

specic, use precise language, and suggest an investigation.

In experiments, testable questions are about changing one variable to

see the affect on another. They have two parts; a variable to test and

a variable to measure or observe:

• What is the effect of on ?

• What is the relationship between and ?

• How does changing affect ?

Students should identify the variable to test as the independent

variable and the variable measured or observed as the dependent

variable.

Initial Question Testable Question

Does it make a difference

where you place a load in

a wheelbarrow?

How does changing the distance

between the load and the fulcrum in

a wheelbarrow affect the effort force

needed to lift the load?

How can we make more

zz?

What is the effect of increasing the

amount of baking soda on the amount

of gas bubbles produced in a reaction

with vinegar?

Why does my heart beat

faster during gym class?

What is the relationship between the

type of exercise and heart rate?

Initiating and Planning Initiating and Planning

2.0 rephrase questions in a

testable form

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 35

Activation

Teachers may

• Discuss “What is Science?”, “What is engineering?”, and “What

do scientists and engineers do?” to highlight the importance of

proposing questions and problems to initiate scientic inquiry and

engineering design and problem solving processes.

• Prompt students to generate questions and problems using

provocations to spark their curiosity and interest (e.g., artifacts,

children’s literature, demonstrations, eld trips, guest speakers,

introductory hands on activities, nature walks, video clips).

Connection

Teachers may

• Model proposing questions from provocations. Combine a seltzer

tablet with water, for example, and propose aloud questions to

investigate (e.g., I wonder what would happen if I used hot water

instead of cold? I wonder what would happen if I broke the seltzer

tablet in pieces rst?)

• Model proposing practical problems from observations. Observe

the weather, for example, and wonder aloud if you could

construct an instrument to measure the wind speed and direction,

temperature, or the amount of rainfall/snowfall.

• Provide examples of rephrased testable questions. I wonder what

would happen if I broke a seltzer table in pieces before putting it

in water?, for example, could be rephrased as, What is the effect

breaking the seltzer tablet in smaller pieces on the length of time

the bubbling reaction lasts?

Students may

• Use a question matrix to generate initial questions.

• Record questions on an “I Wonder” wall, KWHL chart, or in their

personal science learning journal. New questions should be

added as they arise.

• Determine if questions are testable (i.e., Does the question

suggest an investigation?, Does it have a variable to test?, Does

it indicate a variable to measure or observe?) and, if necessary,

rephrase questions to make them testable.

• Identify the independent and dependent variables in testable

questions.

Consolidation

Students may

• Identify problems with a constructed weather instrument to solve.

• Suggest a testable question related to friction’s affect on an

object.

Initiating and Planning

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

36 SCIENCE 5 CURRICULUM GUIDE 2017

In Science K-3, students made predictions. In Science 4-6, students

are expected to make predictions and state hypotheses.

Predictions are statements about what will or what might happen

in the future. They are made in relation to testable questions. In

experiments, students predict how a change in the independent

variable will affect the dependent variable. Experimental predictions

may be written as “If..., then...” statements.

Predictions in science are not guesses. They should be based on

prior observations and knowledge. Predictions supported by detailed

reasoning are referred to as hypotheses; they explain predictions.

Hypotheses may be written as “If..., then... because...” statements.

A hypothesis includes a prediction (i.e., “If..., then...”) and an

explanation (i.e., “because...”).

Example:

• If articial light is shone on dark coloured soil, light coloured sand,

and water, then the dark coloured soil will heat up faster because

the dark colour absorbs heat.

• If we exercise, then our breathing rate goes up because our

muscles need more oxygen.

Investigations test predictions and hypotheses. They are supported

or rejected by the evidence collected. Students whose hypotheses

are rejected may attempt to change them after the fact in order to be

viewed as “correct”. Encourage students to appreciate the importance

of accuracy and honesty in science. In practice, the vast majority of

scientic hypotheses fail. Investigations are considered successful

regardless of whether the evidence supports or rejects a hypothesis

because something has been learned.

Cross curricular connections may be made to the predicting strategy

unit in English Language Arts.

Students are expected to collaboratively dene objects and events,

within investigations, to facilitate effective communication. Students

could, for example, dene

• temperature, when using a personally constructed thermometer,

as the height of the coloured water in the straw;

• the load and effort force when using a simple machine;

• force as the distance the elastic band stretches or the number of

newtons (N) measured using a 25 N spring scale (force meter);

• reaction time as the distance a ruler falls before it is grabbed; or

• pulse rate as the number of pulses felt on their wrist in 60

seconds or on their neck in 30 seconds.

Use of consistent denitions among groups allows for the comparison

of results.

3.0 state a prediction and a

hypothesis

[GCO 2]

Initiating and Planning

4.0 dene objects and events in

investigations

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 37

Activation

Teachers may

• Present relevant texts from the Moving Up with Literacy Place 5:

Predicting Unit and ask students to make predictions before and

during reading. Explicitly connect making predictions in reading to

making predictions in science.

• Ask students to make predictions about the weather, the result of

mixing two substances, the force required to move a load, or their

resting pulse rate or reaction time.

Connection

Teachers may

• Distinguish between guessing and predicting.

• Model making predictions and communicate the reasoning behind

each prediction. Use the “If..., then...” format for predictions and

the “If..., then... because...” format for hypotheses.

• Intentionally make predictions that will be rejected by evidence to

illustrate that rejection is not failure; something is still learned.

• Ask students to provide a rationale when making predictions. Is

the prediction based on an observed pattern, prior knowledge, or

experience?

• Ask students how they are dening objects and events in

investigations. If investigating whether breathing rate is affected

by exercise, for example, ask how they are dening exercise.

Students may

• Use “If..., then...” and “If..., then... because...” formats to make

predictions and hypotheses.

• Practice making predictions and hypotheses for silly scenarios

(e.g., If I eat too much candy, then ... because ...).

• Practice making predictions and hypotheses in relation to testable

questions:

- What affect does shining incandescent light have on the

temperature of water samples dyed with different amounts of

blue food colouring ?

- How does changing the location of the fulcrum affect the

effort needed to lift a load using a rst class lever?

- What affect does practice have on reaction time?

Consolidation

Students may

• Predict which surface will have the greatest frictional force when

attempting to slide a brick.

• Dene the distances from the fulcrum the effort force will be

applied in investigations using levers.

Initiating and Planning

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Other curriculum resources

• Moving Up with Literacy

Place 5: Predicting Strategy

Unit (ELA 5)

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

38 SCIENCE 5 CURRICULUM GUIDE 2017

Initiating and Planning

5.0 identify and control major

variables in investigations

[GCO 2]

Conditions or factors that could affect the results of an investigation

are called variables. Students are expected to identify the

independent, dependent, and controlled variables in investigations.

The independent variable is the variable the experimenter chooses

to test; it is changed by the experimenter. An experiment is a test

to determine if changing the independent variable has an affect on

another variable (i.e., dependent variable). The dependent variable is

observed or measured by the experimenter during the experiment. All

other variables that could affect the result of the experiment must be

controlled (i.e., they need to be kept the same for each test).

Example 1

Pulse rate could be affected by numerous factors. In an experiment

to test if body position (i.e., standing, sitting, lying down) affects

pulse rate, students should identify body position as the independent

variable (i.e., variable to test) and pulse rate as the dependent

variable (i.e., variable to measure). Other variables that could affect

pulse rate (e.g., age, sex, physical tness, activity level, caffeine

intake) must be controlled to know if any affect observed was caused

by the change in position and not some other variable or variables.

Students could suggest the following variables to control:

• Test the same person in each body position.

• Measure pulse in the same location, using the same instrument

and method each time.

• Ensure the person rests for a minute after assuming a new body

position before pulse rate is measured.

• Do not allow participants to exercise, eat, or drink prior to

measurements.

Example 2

In an experiment to determine the effect of water temperature on the

time it takes a sugar cube to dissolve, students should identify water

temperature as the independent variable and time to dissolve as the

dependent variable. Controlled variables would include

• use the same type and size of sugar cube each time,

• use the same volume of water each time,

• use an identical container for each test,

• add the sugar to the water instead of pouring water on it, and

• do not stir or disturb the water.

Students were introduced to variables in Science 4. However,

identifying them in investigations is a new expectation.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 39

Initiating and Planning

Connection

Teachers may

• Provide testable questions. Ask students to identify the

independent (IV) and dependent variable (DV) in each question

and at least two controlled variables (CVs).

- What effect does the length of time exercising have on

breathing rate? (IV - time exercising, DV - breathing rate,

CVs - same type of exercise, same intensity, using the same

instrument and method to measuring breathing rate)

- Does age affect reaction time when attempting to catch a

dropped ruler? (IV - age, DV - reaction time measured using

the distance the ruler drops before catching, CVs - same

gender participants, no practising, use the same ruler and

dropping method each time)

- Which material (i.e., water, sand, or potting soil) heats

up faster when placed under an incandescent light? (IV -

material, DV- time for temperature rise a specic number of

degrees, CVs - place materials the same distance from the

light source, same volume of each material, use identical

containers for each material, use identical thermometers)

- Does the length of a screwdriver affect how easy it is to open

a paint can? (IV - screwdriver length, DV - ease of opening,

CVs - same type of screwdriver, how tight the paint can cover

is put on, use same method to open the can)

- Does the size of a screwdriver’s handle (i.e., circumference)

affect the effort needed to insert a screw in wood? (IV- handle

circumference, DV - ease of insertion, CVs - same type and

size of screw, same type and length of screwdriver, same

type of wood)

Students may

• Brainstorm controlled variables for investigations.

• Create a foldable to differentiate among the independent,

dependent, and controlled variables in investigations.

The foldable could be used as an anchor chart for future

investigations.

Consolidation

Students may

• Identify and control major variables when investigating

- the effect of friction on the movement of objects,

- how exercise affects pulse rate,

- how to control the amount of gas bubbles produced by a

reaction, and

- how simple machines affect the force needed to lift a load.

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

40 SCIENCE 5 CURRICULUM GUIDE 2017

Students are expected to develop procedures to investigate questions

and solve practical problems. Students should devise procedures with

clear, ordered steps that can be replicated.

Experimental procedures should be devised in a manner such

that, when carried out, they ensure a fair test. Fair testing requires

the identication of all the variables of inuence. The independent

variable is the condition the experimenter chooses to change. The

dependent variable is the condition the experimenter measures or

observes during the investigation. All other conditions that could

inuence the dependent variable are called controlled variables.

These controlled variables must be kept the same for a test to be fair.

Testable

Question

How does changing the type of exercise engaged

in affect pulse rate?

Independent

Variable

Choice of exercise (i.e., variable to test)

Dependent

Variable

Pulse rate (i.e., variable to measure)

Controlled

Variables

Variables that must be kept the same

• measure pulse in the same location and using

the same method each time

• amount of time that pulse is measured

• use the same measuring tool for time

• length of time engaging in each exercise

• allow pulse to return to resting rate before

testing a different exercise

• complete different exercises with the same

intensity

To be a fair test, identical procedures must be uniformly performed,

where only one variable, the independent variable, is changed.

Fair testing also requires investigations to be free of bias (i.e.,

feelings favouring a particular outcome). Personally hoping jumping

jacks increases breathing rate more than running on the spot, for

example, may introduce bias into an investigation. Students should

recognize the potential for bias and devise procedures to eliminate

or reduce it (e.g., random sampling, blind testing, repetition, detailed

measurement procedures).

Planning procedures is equally important in engineering design and

problem solving processes. Once a problem has been identied and

researched, possible solutions generated, and an idea worth trying

selected, students should plan a set of steps to construct a working

model of their solution (i.e., prototype). Devised procedures should

be clear, ordered, able to be replicated, and may include drawings.

To evaluate whether a prototype solves a problem it must be tested.

Students should also devise procedures to fairly test prototypes.

Cross curricular connections may be made to English Language Arts

outcomes related to the creation of procedural texts.

Initiating and Planning

6.0 devise procedures to carry

out a fair test and to solve a

practical problem

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 41

Activation

Teachers may

• Have students devise procedures for everyday tasks (e.g.,

sharpening a pencil, measuring air temperature, doing a jumping

jack). Ask specic students to read aloud their procedures

while you attempt to carry out their steps. Act confused when

procedures are unclear, lack detail, are out of order, or fail to

include necessary steps. Provide opportunities for students to

orally revise their procedures.

Connection

Teachers may

• Provide students unordered procedural steps and have them

sequence the steps in the appropriate order.

• Demonstrate unfair testing procedures (e.g., biased procedures,

procedures with inconsistent methods for different trials,

procedures that contain more than one independent variable)

and ask students to identify the problem with the procedure and

suggest solutions.

• Provide testable questions and ask students to identify all the

conditions the procedure would need to keep the same (i.e.,

controlled variables) in order for the test to be fair.

• Use question prompts when students are devising procedures:

- Have you omitted any steps?

- Would a diagram or sketch help to explain your procedure?

- Have you controlled all major variables?

- Can your steps be followed by someone else?

• Assess written, visual, or oral procedures for clarity, order,

replicability of steps, and fairness (i.e., control of major variables).

Students may

• Work in collaborative groups to devise fair procedures. Groups

should exchange procedures and provide feedback with respect

to the clarity, order, replicability of steps, and fairness.

Consolidation

Students may

• Devise procedures to

- test how different surfaces absorb articial light;

- construct a weather instrument, catapult, or model of a

human body system;

- determine the affect of increasing or decreasing force on the

motion of objects; and

- determine the force advantage of various simple machines

when moving a load.

Initiating and Planning

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

42 SCIENCE 5 CURRICULUM GUIDE 2017

In Science K-3, students identied and selected materials,

suggested how the materials could be used, and used them to carry

out explorations and investigations. In Science 4-6, students are

expected to identify the tools, measuring instruments, and materials

needed to conduct investigations.

Sometimes the materials, tools, and instruments needed for

investigations are provided by the teacher. However, to address this

outcome, students should identify and select them.

Tools and instruments used in Science 5 include, but are not limited

to: scientic tools (e.g., beakers, digital camera, electronic scale/

balance, graduated cylinders, metre stick, ruler, spring scale,

stethoscope, timer); weather instruments (e.g., anemometer,

barometer, hygrometer, rain gauge, snow board, thermometer,

weather vane, wind sock), and simple machines (e.g., bottle opener,

can opener, clamps, clothespin, hammer, nail clippers, nutcracker,

pliers, pulleys, scissors, screwdriver, screw jack, tongs).

Students should identify the most appropriate material, tool, or

instrument for a task and provide a rationale for their selection.

This outcome can also be addressed in the context of design and

problem solving experiences.

Initiating and Planning

7.0 identify appropriate tools,

instruments, and materials

to complete investigations

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 43

Initiating and Planning

Activation

Teachers may

• Display anchor charts of commonly used scientic, construction,

and household tools, and measurement instruments.

• Act out silly situations where an inappropriate tool, measuring

instrument, or material for a task is selected (e.g., trying to

cut cardboard with a hammer, measuring distance with a

thermometer).

Connection

Teachers may

• Provide varied materials from which students can select. When

investigating interactions among solids and liquids, for example,

ask students to select the materials they wish to test from a

collection of varied materials.

• Provide varied tools and measuring instruments from which

students can select when planning investigations and design

and problem solving experiences. Include appropriate and

inappropriate tools for the tasks.

• Prompt students to identify tools, measuring instruments, and

materials by name.

Students may

• Compare the tools, measuring instruments, and materials

selected by different groups and critically evaluate their

effectiveness.

Consolidation

Students may

• Devise a list of appropriate materials, tools, and measuring

instruments, when investigating

- how articial light affects the temperature of various surfaces,

- the effect of friction on the movement of objects, and

- how exercise affects pulse rate.

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

44 SCIENCE 5 CURRICULUM GUIDE 2017

Students are expected to carry out investigative and design and

problem solving procedures in a manner that ensures fair testing and

controls major variables of inuence.

Students should recognize the potential for bias (i.e., favouring a

particular outcome) when carrying out procedures. When testing

paper airplanes, for example, releasing a favoured plane with more

force is biased. All airplanes must be thrown uniformly. Fair testing

requires that identical procedures be uniformly performed. Students

are expected to carry out procedures in a manner that eliminates bias

and controls major variables of inuence.

Multiple trials are recommended to ensure the accuracy and reliability

of results. Students should, when possible, repeat trials at least three

times (more is better). If a variable is changed accidentally, this will

only become evident if further trials are performed and discrepancies

in data identied. Once evident, this error can be corrected in future

trials. Procedures may need to be revised as they are carried out to

ensure fairness.

Whether conducting experiments or testing prototypes, carrying out

procedures to ensure a fair test is important.

In Science K-3, students selected and used tools to make

observations, manipulate materials, and build simple models. In

Science 4-6, students are expected to select and use tools to

complete tasks. Tools include:

• scientic tools (e.g., beakers, eye droppers, funnels, graduated

cylinders, magnets, magnication tools, stethoscope);

• construction tools (e.g., clamps, crowbars, hacksaws, hammers,

pliers, pulleys, screwdriver, screw jack, wrenches, utility knives);

• household tools (e.g., bottle opener, can opener, clothespin,

glue gun, nail clippers, nutcracker, scissors, tongs, toothpicks,

tweezers); and

• digital tools (e.g., digital cameras, computer programs, and

mobile device applications).

Sometimes the tools needed to complete a task are provided by the

teacher. To address this outcome, however, students must select the

tools they need. They should use these tools safely and correctly. The

safe and proper use of some tools may require explicit instruction and

adult supervision.

Encourage students to show concern for the safety of themselves and

others when using tools.

Performing and RecordingPerforming and Recording

8.0 carry out procedures to

explore a given problem

and to ensure a fair test,

controlling major variables

[GCO 2]

9.0 select and use tools

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 45

Activation

Teachers may

• Act out situations where procedures are not fairly carried out and

ask students to identify the problem.

• Review the role of controlled variables in experiments.

Connection

Teachers may

• Measure and record their resting heart rate, then repeat the

measurement at least twice more to highlight the importance of

conducting multiple trials.

• Assess whether students carry out procedures to ensure a fair

test, using direct observations or digital video.

Students may

• Communicate the variables they are attempting to control when

carrying out procedures.

• Videotape their group carrying out procedures and review

the video to ensure that identical procedures are uniformly

performed, controlling major variables.

• View videos of other groups carrying out procedures and identify

instances where variables were not controlled.

• Provide reasons for their tool choice and describe any difculties

encountered while using the tool.

• Compare the tools used by different groups and evaluate their

effectiveness for the task.

Consolidation

Students may

• Carry out procedures to construct a weather instrument.

• Carry out fair-testing procedures when investigating

- human reaction time,

- the effect of exercise on pulse rate, and

- the effect of friction on the movement of objects.

• Select and use simple machines to move loads.

Performing and Recording

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

46 SCIENCE 5 CURRICULUM GUIDE 2017

In Science K-3, students followed simple procedures where

instructions were given one at a time. In Science 4-6, students are

expected to follow complete sets of procedures. Procedures may

be teacher or student devised and be presented in written, visual,

or oral formats. Students should review all procedural steps prior to

beginning an investigation or problem solving experience and clarify

steps that are not understood.

Unless there is a potential safety issue, teachers should not intervene

when students fail to follow procedures. Students will learn more

about the importance of accurately, precisely, and sequentially

following procedures without intervention.

Connections may be made to following procedures in other curricular

(e.g., English Language Arts - Sequencing Unit) and non-curricular

settings (e.g., re evacuation procedures).

Students are expected to select appropriate measuring tools and use

them accurately with the correct unit of measure.

Students should select the best measuring tool from collections that

measure

• length (e.g., callipers, laser distance meter, metre sticks, various

rulers, tape measures, trundle wheel);

• mass (e.g., bathroom scale, digital mass scale, food scale, pan

balance, spring scales, triple beam balance);

• time (e.g., analog clock, mechanical timer, sand timers, digital

stop watches);

• volume (e.g., beakers, eye droppers, graduated cylinders,

measuring cups, measuring spoons);

• force (e.g., spring scale/force meter); and

• weather (e.g., anemometer, barometer, hygrometer, rain gauge,

snow board, thermometers, weather vane, wind sock).

To address this outcome, students should select and use appropriate

measuring tools. They should select, when available, scientic

measurement tools (e.g., select a graduated cylinder rather than a

measuring cup) and use metric or SI units (e.g., meter, gram, litre,°C,

Newton, hertz, decibel).

Encourage students to appreciate the importance of accuracy

in measurement. To ensure accuracy, students should calibrate

instruments prior to use, use consistent measurement techniques,

and take repeated measurements.

Cross curricular connections may be made to Mathematics 5

outcomes related to measurement of length and volume.

Performing and Recording

10.0 follow procedures

[GCO 2]

11.0 select and use tools for

measuring

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 47

Activation

Students may

• Play “Simon Says” and barrier games to practice following

procedures accurately.

Connection

Teachers may

• Demonstrate the use of various scientic measuring tools (e.g.,

anemometer, force meter, triple beam balance).

• Provide students with varied measuring tools (e.g., scientic and

non-scientic, appropriate and inappropriate) to select from when

conducting investigations or constructing and testing prototypes.

Students may

• Practice using various scientic measuring tools accurately.

• Communicate the reasoning behind their selected measuring tool.

• Discuss the appropriateness of their selected measuring tool,

following use, and describe any difculties encountered.

• Compare and critically evaluate the effectiveness of measuring

tools used by different groups.

• Demonstrate accurate use of scientic measuring tools using the

correct unit measurement.

Consolidation

Students may

• Follow teacher-provided procedures to

- explore properties of air, and

- determine whether mass changes when materials change.

• Select and use tools to measure

- specic weather conditions,

- the force needed to move a specic object,

- reaction time, and

- pulse rate.

Performing and Recording

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

48 SCIENCE 5 CURRICULUM GUIDE 2017

12.0 make observations and

collect information that is

relevant to the question or

problem

[GCO 2]

In Science 4-6, students are expected to make observations and

collect information relevant to the question being investigated or the

problem being solved.

Making observations is a critical science and engineering skill that

must be continually developed. Students will have little difculty

making simple observations. Explicit instruction and practice will

be needed, however, to make detailed scientic and technological

observations. Students should use all appropriate senses when

observing and, where applicable, use appropriate physical and digital

tools to measure, observe, and collect information.

Determining what measurements, observations, and information are

relevant to the question or problem should be considered during the

initiating and planning phase. What evidence is needed to answer

the question? What design criteria must be met to solve the problem?

Students should, when appropriate, collect both quantitative and

qualitative data. Quantitative data is measured and is expressed

in numbers (e.g., length, mass, time, volume, force, temperature).

Qualitative data is observed but not measured. It usually describes

characteristics or qualities using words (e.g., buoyancy, cloud cover,

colour, exibility, hardness, strength, texture).

Students have previous experience estimating measurements from

Science K-3.

Estimating measurements helps students select the appropriate tool

for a task. Different spring scales, for example, measure different

capacities (2.5 N, 5 N, 10 N, 20 N, 30 N). If a force is estimated to be

more than 10 N, it can not be measured with a 5 N spring scale. A

larger capacity spring scale (e.g., 20 N) must be selected. Students

will require sufcient measurement practice to reasonably estimate

measurements.

Estimating measurements prior to measuring also helps students

determine the reasonableness of actual measurements. If students

estimate the outside air temperature on an October morning to be

around 5°C and the actual thermometer reading is 34°C, then the

accuracy of the thermometer or the way it is being used should be

questioned.

When using measurement tools, students should be instructed to

estimate the rst uncertain digit. If the reading on a thermometer, for

example, falls between 11°C and 12°C, students should record the

certain digits and estimate the next digit (e.g., 11.3°C or 11.4°C).

Performing and Recording

13.0 estimate measurements

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 49

Activation

Students may

• Practice observing and describing weather and forms of matter

using appropriate senses.

• Practice measuring length, mass, time, volume, temperature,

and force using appropriate tools; recording all certain digits and

estimating the next digit.

Connection

Teachers may

• Differentiate between qualitative observations and quantitative

measurements.

• Ask students to make quantitative and qualitative observations

of a focus object (e.g., glass of water) using personally selected

tools and measuring instruments.

Students may

• Practice estimating length, mass, time, volume, temperature, and

force using appropriate tools and then measure to determine the

accuracy of the estimate.

• Brainstorm relevant measurements, observations, and

information that can be collected to answer a question or solve a

problem.

• Classify observations as quantitative or qualitative.

Consolidation

Students may

• Make observations and collect information relevant to

- describing weather conditions,

- demonstrating properties of air,

- determining if mass changes when materials change, and

- determining how increasing or decreasing force affects the

movement of objects.

• Estimate

- the force needed to move a load to select an appropriate

spring scale, and

- uncertain digits when measuring with barometers, rain

gauges, rulers, spring scales, and thermometers.

Performing and Recording

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

50 SCIENCE 5 CURRICULUM GUIDE 2017

14.0 record observations

[GCO 2]

Observations capture a moment in time. To be analyzed and

interpreted, observations must be recorded for future use. Records

may take various forms

• written descriptions and drawings

• digital images, video, and audio recordings captured with mobile

device technology;

• two column observational notes (i.e., time and observations); and

• charts (tally charts, tables); and

Sometimes, teachers direct students to record their observations a

specic way and provide them with a recording form. Other times,

students should record observations in a format of their choosing

and create their own recording form. They should consider the type

of measurements, observations, and information being collected and

choose an appropriate recording format. Explicit instruction on the

use and appropriateness of common formats may be required.

Qualitative observations may be recorded using written descriptions,

observational notes, drawings, digital photographs, video, or audio

recordings. If exploring how increasing and decreasing a force affects

the movement of objects at the playground, for example, students use

written descriptions or video to record observations. If investigating

the daily activity level of a peer, observational notes could be used.

Quantitative observations may recorded as written descriptions,

however, more structured recording formats (i.e., tables, charts) are

preferred. Tables allow large amounts of data to be neatly organized

into columns and rows and facilitate future interpretation and analysis.

Students should be encouraged to create their data table before

making observations and collecting data. Observations related to the

frequency of an object or event should be recorded in a tally chart.

Encourage students to appreciate the importance of accuracy and

honesty in recording, whether investigating questions or solving

problems.

Performing and Recording

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 51

Connection

Teachers may

• Explicitly instruct students on the use and appropriateness of

common recording formats other than written descriptions

- scientic drawings,

- tables,

- tally chart, and

- two column observation notes.

Students may

• Consider various methods of recording observations and select

one that is appropriate for the measurements, observations, or

information being collected. Communicate the reasoning behind

the selected format.

• Compare and critically evaluate the effectiveness of recording

methods used by different groups.

Consolidation

Students may

• Select and use an appropriate format to record observations

related to

- descriptions of daily weather conditions,

- demonstrating the properties of air,

- combining and mixing materials,

- determining the force advantage achieved using a simple

machine, and

- determining reaction time.

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Performing and Recording

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

52 SCIENCE 5 CURRICULUM GUIDE 2017

15.0 identify and use a variety of

sources and technologies to

gather relevant information

[GCO 2]

Students should, as part of research inquiry, identify and use a variety

of sources and technologies to gather relevant information.

There are many sources of science information:

• human resources (e.g., expert interviews, observations)

• media (radio, television broadcasts)

• online resources (e.g., blogs, digital versions of print resources,

ebooks, multimedia, web pages); and

• print resources (e.g., almanacs, encyclopedias, eld guides,

journals, magazines, newspapers, non-ction books, pamphlets,

reports).

Depending on the question being researched, different sources will

be used to gather relevant information. Encyclopedias, for example,

are used when seeking general, background information. Non-ction

books provide detailed information on specic topics. If inquiring

about a current science-related event, magazines, media, and

newspaper articles could provide relevant information.

Finding relevant sources of information involves the use of search

technologies (i.e., search engines). Explicit instruction in the use of

these technologies will help students become better searchers.

Students should be aware of potential dangers of Internet use. Before

using an online source to search for information, they should assess

its validity.

Cross curricular connections may be made to English Language Arts

outcomes related to selecting, interpreting, and combining information

using a variety of strategies, resources, and technologies.

Students are expected to solve practical problems by personally

constructing and using devices (i.e., technology).

As part of an engineering design and problem solving process,

students should construct prototypes of proposed solutions to

problems. Prior to construction, students should review their plan

and design sketches, and make sure they know how to correctly and

safely use all required tools. Materials may be measured and cut in

preparation for construction.

Students should follow their plan when constructing a prototype.

Problems encountered during construction may require changes

to the plan, design, or the tools, instruments, and materials used.

Prototypes rarely work perfectly the rst time. Typically, iterative

design changes and modications, and testing and retesting are

required to improve the prototype. Once satised that the prototype

meets the design criteria, the nal constructed device (i.e., solution)

can be used and shared.

Encourage students to follow safety procedures when constructing

devices and show concern for their safety and that of others.

Performing and Recording

16.0 construct and use devices

for a specic purpose

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 53

Activation

Students may

• Observe and manipulate unfamiliar devices and infer for what

purpose they may be used (e.g., carpenter’s pencil, egg yolk

separator, garlic press, letter opener, lint brush, shoe horn).

• Brainstorm sources of science information.

Connection

Teachers may

• Review potential sources of science information (e.g., eld

studies, surveys, modelling, experiments, prototype testing,

interviews, questionnaires) and technologies (e.g., magnication

tools, measuring tools, mobile device technologies) used to

gather relevant information.

• Display an anchor chart of an engineering design and problem

solving process for students to follow.

• Model the design and problem solving process in solving a

practical problem.

Students may

• Practice collecting measurements, observations, and information

using various magnication tools, measuring tools, and digital

technologies.

Consolidation

Students may

• Identify and use a variety of sources and technologies to gather

relevant information

- to construct a weather instrument,

- to predict short-term and long-term weather,

- to improve the efciency of lever designs,

- regarding human body systems,

- regarding human nutritional requirements, and

- regarding the natural source of materials found in objects and

how those natural materials are changed in the production of

the object.

• Construct and use a weather instrument to measure and describe

weather conditions.

Performing and Recording

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

54 SCIENCE 5 CURRICULUM GUIDE 2017

17.0 classify according to

several attributes and

create a chart or diagram

that shows the method of

classifying

[GCO2]

Classication involves sorting items into categories or groups

according to similarities and differences in their attributes. In Science

K-3, students sorted items according to a single attribute. In Science

4-6, students are expected to classify items using multiple attributes

at once. Clouds, for example, may be classied by shape (i.e.,

cumulus, cirrus, stratus) and whether they produce precipitation (i.e.,

nimbus). Materials may be classied according to state (i.e., solid,

liquid, gas) and other physical properties (e.g., hardness, exibility).

Classifying using multiple attributes is a challenging skill that requires

explicit instruction and practice.

Classication is a method of analysis and interpretation. Students

should create a chart or diagram to show their classication method

(e.g., tree diagram, Venn diagram, Carroll diagram, table).

This skill pertains to organizing and displaying collected observations,

measurements, and information (i.e., data) from inquiry investigations

and design and problem solving experiences. Compiling and

displaying data makes it easier to identify and communicate patterns

and relationships.

Students are expected to compile and display data in a variety

of formats (e.g., frequency tables, data tables, graphs), by hand,

or using computer or mobile device applications (e.g., Apple

Numbers, Google Sheets, Microsoft Excel). Teachers should limit, if

possible, the types of graphs encountered to those addressed in the

Mathematics program (i.e., pictograph, bar graph, double bar graph).

Selecting the most effective format to compile and display data

is challenging. The type of graph used, for example, depends on

the data being displayed. Bar graphs are used to compare data

organized into categories (e.g., the number of mm or rain received

each month). Double bar graphs allow two or more data set to be

displayed on the same graph (e.g., monthly rainfall for two different

locations). Line graphs, addressed in Mathematics 6, are used to

represent continuous data (e.g., changing soil temperature over time).

Cross curricular connections may be made to Mathematics outcomes

in Data Relationship units.

Analyzing and InterpretingAnalyzing and Interpreting

18.0 compile and display data

[GCO2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 55

Activation

Teachers may

• Model classifying items according to multiple attributes at one

time (e.g., sorting Lego™ pieces by colour and size).

Students may

• Recall methods used to classify rocks in Science 4.

• Classify a collection of kitchen tools according to simple machine

type.

Connection

Teachers may

• Provide explicit instruction on the use of Venn diagrams, Carroll

diagrams, T-charts, and tables when classifying items.

• Introduce items that do not t neatly within student classication

schemes and have them modify their scheme accordingly (e.g.,

adding oobleck to a collection of solids and liquids).

• Review how to use frequency tables, data tables, pictographs,

bar graphs, and double bar graphs to display data, by hand

or using computer or mobile device applications (e.g., Apple

Numbers, Google Sheets, Microsoft Excel).

Students may

• Practice, in non-science contexts, classifying items according to

several attributes at one time (e.g., gym equipment, library books,

playing cards, trading cards) and create a diagram or chart to

show the method of classifying.

• Compile authentic data (e.g., measure and record outdoor air

temperature every 30 minutes) and discuss appropriate formats

to display the data (e.g., frequency table, data table, pictograph,

bar graph, or double bar graph), by hand or with the use of a

computer.

• Provide reasons for their selected data display format.

• Compare and critically evaluate the effectiveness of formats used

by different groups to compile and display data.

Consolidation

Students may

• Classify clouds, simple machines, materials as solids, liquids, and

gases, and changes as reversible and irreversible.

• Compile and display data collected from investigations to

determine

- which materials react when combined and mixed, and

- the effect of various surfaces on the amount of friction.

Analyzing and Interpreting

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

56 SCIENCE 5 CURRICULUM GUIDE 2017

19.0 identify and suggest

explanations for patterns

and discrepancies in data

[GCO 2]

In Science K-3, students identied patterns and discrepancies in

objects and events. In Science 5, students are expected to identify

and suggest explanations for patterns and discrepancies in data.

Patterns refer to general trends (e.g., pulse rate increases as the

number of stairs climbed increases, red cabbage juice turns reddish

pink in acids and bluish green in bases). Patterns are not always

immediately obvious. They are easier to identify, however, when data

is compiled and visually displayed in tables and graphs. Students

should identify patterns, describe relationships in words, and suggest

reasonable explanations for them.

Discrepancies refer to unexpected data; observations or

measurements that do not seem to t the expected pattern or trend.

Students should identify discrepancies and suggest reasonable

explanations for them. Most discrepancies can be explained by

procedural and measurement errors, or uncontrolled variables. They

are referred to as sources of error.

Data collected by multiple groups should be compared. Differences

identied provide opportunities for critical analysis. Reection on

the controlled variables, procedures employed, and measurement

tools and techniques used may identify possible sources of error and

provide plausible explanations for identied differences. Reviewing

video recordings of groups carrying out investigative procedures may

aid in the identication of potential sources of error.

Analyzing and Interpreting

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 57

Connection

Teachers may

• Provide data in tables and graphs for students to identify patterns

and discrepancies and draw conclusions.

• Prompt students to reect on their data:

- Is there a pattern in the data you compiled? How would you

describe it? Can you explain why the pattern occurs?

- Did you get the results you expected? Were there any

unexpected results? Can you explain any discrepancies?

- Is your data similar to that of other groups? If not, why not?

- How could you improve the accuracy and reliability of your

data?

Students may

• Compare their compiled data with that of other groups, identify

similarities and differences, and explain any discrepancies.

• Review digital video of their group carrying out procedures to

formulate explanations for any discrepancies identied in data.

Consolidation

Students may

• Analyze and interpret data to identify patterns and discrepancies

when

- investigating the effect of varied surfaces on the amount of

friction,

- measuring and describing weather conditions,

- comparing measurements taken with personally constructed

and commercial weather instruments,

- comparing short- and long-term weather predictions with

personal observations, and

- investigating the effect of exercise on pulse rate.

Analyzing and Interpreting

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

58 SCIENCE 5 CURRICULUM GUIDE 2017

20.0 evaluate the usefulness

of different information

sources in answering a

question

[GCO 2]

Students are expected, as part of research inquiry, to identify and

use varied sources to gather relevant information (i.e., SCO 15.0).

Additionally, students should evaluate the usefulness of sources

(e.g., human resources, media, online resources, print resources) in

answering a question.

To determine the usefulness of a source, students should ask

questions such as the following:

• Who is the author or developer of the information? What are their

qualications? Are they knowledgeable experts in their eld?

• Who is sponsoring the printed resource or website? Are they well

known companies, organizations, universities, or government

agencies?

• Is the information accurate? Can it be corroborated by other

reliable sources?

• Is the information current? Does the resource provide a recent

publication date?

• Is the information suitable for use by a Grade 5 student? Does

the information make sense? Can it be understood?

• Are sources biased? Do all sides of an issue receive equal

treatment? Are there reasons why the information might be

biased? Are important facts left out?

Students should be critical consumers of information. While multiple

sources may provide information relevant to answering a question,

only the most trustworthy sources should be used. Information

about healthy eating, for example, can be gathered from Canada’s

Food Guide, dietitians, family doctors, magazine articles, product

packaging, television commercials, and websites. Students should

critically evaluate these sources and use only the most trusted to

gather relevant information.

Analyzing and Interpreting

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 59

Activation

Teachers may

• Present students with a set of images and information, such

as the Canada Food Guide, the front of a cereal box, and the

nutritional information from the side of the cereal box. Students

would be asked which source could best answer the question, “Is

this food a good source of nutrition?”

Connection

Teachers may

• Present various TV commercials to students, and ask students

what useful information it presents. Alternatively, students could

suggest which questions it could answer, and for which questions

it would be a poor source of information.

• Inform students that the class will be receiving a new class pet

and they need to learn how to care for it. Ask them to research

information sources and evaluate the usefulness of each source.

Students may

• Evaluate the usefulness of various sources of nutritional

information about foods.

Consolidation

Students may

• Evaluate the usefulness of information sources when

- creating short-term and long-term weather forecasts,

- researching how natural resources are modied and changed

in the production of objects, and

- researching nutritional requirements needed to maintain a

healthy body.

Analyzing and Interpreting

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

60 SCIENCE 5 CURRICULUM GUIDE 2017

21.0 draw a conclusion that

answers an initial question

[GCO 2]

In Science K-3, students proposed answers to initial questions and

drew simple conclusions based on observations and research. In

Science 5, students should draw conclusions following the analysis

and interpretation of data.

Conclusions are based on logic and evidence; they answer the initial

question. They include a statement indicating if the data supports

or rejects the hypothesis. This claim should be justied by providing

evidence from the compiled data. If the hypothesis is rejected,

students may choose to repeat the investigation to see if any

mistakes were made or come up with a new hypothesis to test.

When students communicate their results and conclusions to others

they should

• be prepared to defend their conclusion,

• comment on the fairness of the investigation and identify any

possible sources of error,

• suggest how the investigation could be improved,

• discuss potential applications of what was learned, and

• identify new questions to investigate.

Cross curricular connections may be made to the synthesizing

strategy unit in English Language Arts.

In Science K-3, students compared and evaluated personally

constructed objects with respect to their form and function. In Science

5, students should suggest improvements to a design or constructed

object (i.e., technology).

Engineering design and problem solving processes provide

opportunities for students to design and construct prototypes. Rarely,

is a rst attempt successful. Promising prototypes are continuously

redesigned, modied, tested and evaluated, in an iterative process to

reach an optimal solution.

Prototypes should be evaluated with respect to their function,

reliability, aesthetics, safety, and efcient material use. Based on

these evaluations, student should recommend design changes

and modications to improve the prototype. Suggestions should be

actioned and the prototype should be retested and reevaluated.

Analyzing and Interpreting

22.0 suggest improvements to

a design or constructed

object

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 61

Connection

Teachers may

• Provide a focus object (e.g., weather instrument, simple machine)

and ask students to evaluate it with respect to function, reliability,

aesthetics, safety, and efcient use of materials and make

suggestions for improvement.

• Provide a collection of similar simple machines (e.g., screw

drivers) and ask students to evaluate them, select their preferred

design, and provide reasons for their choice.

• Use the example of WD-40™ to illustrate the iterative nature of

the engineering design and problem solving process; it took 40

attempts to perfect this water displacement technology.

Students may

• Reect on the following when drawing conclusions:

- What was the initial question investigated?

- What was the prediction and hypothesis?

- Was there a pattern observed in the data? Does it suggest a

relationship between the variables?

- Does the data support or reject the hypothesis?

- What variables did the procedure control? Are there other

variables that were not initially considered?

- Was the investigation fair? What potential sources of error

were identied?

- How could the procedure be modied for improvement?

- Why are the results of the investigation important? Who might

want to know what was learned?

- What new questions should be investigated?

• Participate in a gallery walk to view the design sketches,

prototypes, or nal constructed devices of classmates and

provide TAG feedback (i.e., Tell something you like, Ask a

question, Give a suggestion).

Consolidation

Students may

• Draw conclusions when exploring the properties of air and

investigating the effect of varied surfaces on friction and the

absorption of heat from an articial light source.

• Suggest improvements to constructed weather instruments,

catapults, toy cars, lever arrangements, and models of human

body systems.

Analyzing and Interpreting

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

62 SCIENCE 5 CURRICULUM GUIDE 2017

23.0 identify potential

applications of ndings

[GCO 2]

Students should come to understand that the ndings of inquiry

investigations have potential applications. Findings may be useful in

• designing new technologies,

• solving practical problems,

• making informed decisions, and

• motivating future scientic investigations.

Students should be asked to identify potential applications whenever

communicating the results of investigations and apply those ndings

to real world scenarios. After determining that pulse rate increases

with exercise, for example, students could be asked:

• Why is this information important?

• What connections can you make between this information and

the real world?

• Who might want to know this information?

• How might this information help you or others in your community?

• What technologies have been or could be developed from this

information?

Students should be encouraged to recognize the role and contribution

of science in their understanding of the world around them.

In Science K-3, students identied new questions that arose from

what was learned. In Science 5, students should identify new

questions and problems.

Science begins with a question; engineering begins with a problem.

Investigating science inquiry questions inevitably leads to new

questions. As students analyze and interpret data, and draw

conclusions to answer initial questions, new questions to investigate

will naturally arise.

Similarly, engineering a technological solution to a problem often

uncovers, or creates, new problems to solve. As students construct,

test, and evaluate prototypes, problems will be encountered. To reach

an optimal solution, prototypes must be redesigned and modied to

overcome these problems. Once an optimal solution is reached, use

of the newly constructed device will naturally lead to the identication

of new problems to solve. No technology ever reaches “perfection”;

it is continuously redesigned and modied to meet ever changing

needs.

When communicating results of inquiry investigations or a constructed

solution to a practical problem, students should routinely be asked to

identify what new questions they would like to investigate next and

what new problems they would like to attempt to solve.

Analyzing and Interpreting

24.0 identify new questions or

problems that arise from

what was learned

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 63

Activation

Teachers may

• Present stories of accidental discoveries (e.g., Silly Putty™,

Teon™, Penicillin) as examples of unexpected applications of

ndings.

Connection

Teachers may

• Following completion of inquiry investigations and design and

problem solving experiences, ask students to propose new

questions or problems to investigate and solve.

Students may

• When communicating the results of inquiry investigations, identify

potential applications of their ndings and new questions that

arise.

• Record new questions to investigate in the More column of a

KWLM chart or their personal science learning journal.

• When communicating their constructed solution to a problem,

identify new problems that arise from use of the device.

Consolidation

Students may

• Identify potential applications of ndings from investigations to

- determine the effect of varied surfaces on friction,

- determine how different surfaces absorb heat energy from an

articial light source,

- determine if mass changes when a material undergoes

changes, and

- determine how exercise affects pulse rate.

• Identify new questions arising from investigations of friction,

surface heat absorption, and pulse rate.

• Identify new problems identied through use of personally

constructed weather instruments and catapults.

Analyzing and Interpreting

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

64 SCIENCE 5 CURRICULUM GUIDE 2017

In Science K-3, students communicated their questions, ideas,

and intentions while exploring and investigating. In Science 5, the

expectation is expanded to include “listen to others”.

Science and engineering are social enterprises where people work in

group settings to investigate questions and solve problems. In these

collaborative environments, the ability to listen and communicate so

that others understand is an essential skill.

Where possible, students should work in collaborative groups to

investigate and solve problems. Students should think aloud; orally

communicating their questions, sharing their ideas, and describing

what they are doing or intending to do, using appropriate scientic

and technological terminology. They should also actively listen and

respond to other members of their group. .

Cross curricular connections may be made to English Language

Arts outcomes related to the speaking and listening (e.g., use active

listening strategies, engage in a range of collaborative discussions).

Students should work with group members to collaboratively devise

and carry out investigative procedures and problem solving plans to

nd answers to questions and solutions to problems.

Collaboration requires that group members

• understand the required tasks;

• determine and assign collaborative and individual roles;

• communicate effectively, listen, and respond to the questions,

ideas, and intentions of group members;

• be open-minded, accept input from all group members; and

• employ collaborative decision making processes.

Encourage students to work collaboratively while exploring,

investigating, and problem solving.

Communication and Teamwork

25.0 communicate questions,

ideas, and intentions,

and listen to others while

conducting investigations

[GCO 2]

26.0 collaborate with others

to devise and carry out

procedures

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 65

Activation

Teachers may

• Facilitate team building activities to develop collaborative skills

among students.

Connection

Teachers may

• Model appropriate communication, using appropriate scientic

terminology, and listening skills.

• Encourage students to think aloud; enabling other group

members to listen and respond to their questions, ideas, and

intentions.

• Assign a manager role within student groups to ensure that

members communicate aloud, listen, and respond to each other.

• Digitally record group communication for assessment purposes.

Students may

• Work collaboratively to investigate and solve problems.

• Practice collaboratively devising procedures to carry out everyday

tasks (e.g., brushing their teeth, washing their hands)

• Digitally record their group conducting an investigation and

then view the video to self assess their communication and

collaboration skills.

Consolidation

Students may

• Communicate with others when investigating how increasing or

decreasing the applied force affects the motion of objects.

• Collaborate to devise and carry out procedures to

- investigate how varied surfaces absorb heat energy from an

articial light source,

- investigate how different surfaces affect sliding friction,

- investigate the effect of exercise on pulse rate,

- construct a weather instrument or catapult, and

- construct a model of a human body system.

Communication and Teamwork

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

INTEGRATED SKILLS

Focus for Learning

Students will be expected to

66 SCIENCE 5 CURRICULUM GUIDE 2017

27.0 ask others for advice or

opinions

[GCO 2]

In Science 5, students collaborate with others to investigate

questions and nd solutions to problems (SCO 26.0 and 28.0).

At times, during these inquiry and problem solving experiences,

students will experience difculty and be unsure how to proceed

(e.g., rephrasing questions in testable forms, dening objects and

events in investigations, devising procedures to carry out fair tests,

compiling and displaying data, suggesting explanations for patterns

and discrepancies in data, suggesting improvements to designs and

constructed objects). During these times, students should seek advice

or opinions from classmates or other knowledgeable individuals.

Teachers may connect students with knowledgeable adults who might

provide expert advise (e.g., engineers, scientists, technologists) by

inviting them to the classroom or through the use of technology.

Encourage students to work collaboratively and to be open minded

when receiving advice and opinions from others.

Students are expected to collaborate with others to carry out

investigative procedures and problem solving plans (i.e., SCO 26.0).

Invariably, in carrying out procedures and plans, problems will be

encountered. Students should collaborate with group members to nd

solutions to the problems that arise. This may involve asking others

for advice and opinions (SCO 27.0).

In identifying and clarifying the problem and generating, trying

out, and evaluating various solutions, the focus should be on

communication and collaboration. Students should communicate their

questions, ideas, and intentions, and listen to other group members

(i.e., SCO 25.0). They should be open-minded, accepting input

from all group members, and employ collaborative decision making

processes.

Encourage students to demonstrate perseverance when collaborating

to nd solution to problems.

Communication and Teamwork

28.0 identify problems as they

arise and collaborate with

others to nd solutions

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 67

Activation

Teachers may

• Facilitate a game of Hedbanz™ or Heads Up™ where students

ask questions of others to guess the identity of an object which

they can not see.

Students may

• Brainstorm individuals who may be able to provide expert advice

or opinion when questions or problems arise.

Connection

Teachers may

• Employ an “Ask 3 Before Me” classroom strategy requiring

students to ask questions of classmates before asking the

teacher.

• Present students with incorrect procedures; plans with

inaccuracies or unordered steps (e.g., Lego™ kits with missing

pages of instructions or incorrect pieces). Ask students to

carry out procedures and to collaboratively nd solutions to the

problems they encounter.

• Facilitate opportunities for students to contact experts, through

communication technology, to ask for advice or opinions.

Students may

• Identify problems encountered during investigations or design

and problem solving experiences and describe how they

collaborated to nd a solution.

Consolidation

• Ask others for advice and opinions when constructing weather

instruments, catapults, and models of human body systems.

• Identify problems arising during constructing of a weather

instrument, catapult, or model of a human body system and

collaborate with peers to nd solutions.

Communication and Teamwork

Authorized

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

68 SCIENCE 5 CURRICULUM GUIDE 2017

SCIENCE 5 CURRICULUM GUIDE 2017 69

Section Three:

Speciﬁc Curriculum Outcomes

Unit 1: Weather

WEATHER

70 SCIENCE 5 CURRICULUM GUIDE 2017

Focus

Outcomes Framework

Weather is an important aspect of daily life. Students should be

provided with opportunities to realize that daily weather conditions

are not the result of random occurrences, but rather are part of larger

systems and patterns that can be predicted on both a short-term

and seasonal basis. An important part of the study of weather is

understanding the characteristics of air, its movement, and its ability

to hold water. Students should study various aspects of weather such

as temperature, wind speed, precipitation and cloud formation, and

begin to recognize the role these aspects play in weather systems.

This unit has both a scientic inquiry and design and problem solving

focus. The unit emphasizes the development of inquiry skills related

to predicting, hypothesizing, selecting and using tools, estimating,

measuring, observing, recording, compiling and analyzing data, and

drawing conclusions, as well as, problem solving skills related to

constructing devices for a specic purpose.

GCO 1 (STSE): Students will develop an understanding of the nature of science and technology,

of the relationships between science and technology, and of the social and environmental

contexts of science and technology.

29.0 demonstrate that specic terminology is used in science and technology contexts

31.0 describe examples of tools and techniques that have contributed to scientic discoveries

36.0 identify examples of scientic questions and technological problems addressed in the past

37.0 describe and compare tools, techniques, and materials used by different people in their

community and region to meet their needs

38.0 identify individuals in their community who work in science and technology related areas

40.0 provide examples of how science and technology have been used to solve problems in

their community and region

41.0 consider the positive and negative effects of familiar technologies

43.0 identify scientic discoveries and technological innovations of people from different

cultures

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 71

GCO 3 (Knowledge): Students will

construct knowledge and understandings

of concepts in life science, physical

science, and Earth and space science, and

apply these understandings to interpret,

integrate, and extend their knowledge.

30.0 describe weather in terms of

temperature, wind speed and

direction, precipitation, and cloud

cover

32.0 explore and describe situations

demonstrating properties of air

33.0 relate the transfer of energy from the

sun to weather conditions

34.0 identify patterns in indoor and

outdoor air movement

35.0 relate the constant circulation of

water on Earth to the processes

of evaporation, condensation, and

precipitation

39.0 describe and predict patterns of

change in local weather conditions

42.0 describe the key features of a variety

of weather systems

GCO 2 (Skills): Students will develop

the skills required for scientic and

technological inquiry, for solving problems,

for communicating scientic ideas and

results, for working collaboratively, and for

making informed decisions.

1.0 propose questions to investigate

and practical problems to solve

3.0 state a prediction and a hypothesis

7.0 identify appropriate tools,

instruments, and materials to

complete investigations

11.0 select and use tools for measuring

14.0 record observations

15.0 identify and use a variety of sources

and technologies to gather relevant

information

16.0 construct and use devices for a

specic purpose

17.0 classify according to several

attributes and create a chart or

diagram that shows the method of

classifying

18.0 compile and display data

19.0 identify and suggest explanations for

patterns and discrepancies in data

21.0 draw a conclusion that answers an

initial question

27.0 ask others for advice or opinions

Students are encouraged to:

• appreciate the role and contributions of science and technology in their understanding of the world

• recognize that individuals of any cultural background can contribute equally to science

• show interest and curiosity about objects and events within different environments

• show interest in the activities of individuals working in scientic and technological elds

• demonstrate perseverance and a desire to understand

• work collaboratively while exploring and investigating

• show concern for their safety and that of others in planning and carrying out activities and in choosing

and using materials

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the responsible acquisition

and application of scientic and technological knowledge to the mutual benet of self, society, and the

environment.

WEATHER

72 SCIENCE 5 CURRICULUM GUIDE 2017

SCO Continuum

GCO 3 (Knowledge): Students will construct knowledge and

understandings of concepts in life science, physical science, and

Earth and space science, and apply these understandings to interpret,

integrate, and extend their knowledge.

Science 2 Science 5 Science 1206

Air and Water in the Environment Weather Weather Dynamics

• explore how air surrounds us,

takes up space, and can be

felt as it moves

• explore characteristics of

the three states of water and

investigate how they change

when heated or cooled

• explore and investigate

conditions that affect the

location, amount, and form of

moisture

• explore changes in air

conditions in indoor and

outdoor environments

• explore the effects of weather

and ways to protect objects

under different conditions

• describe weather in terms of

temperature, wind speed and

direction, precipitation, and

cloud cover

• describe situations

demonstrating that air takes

up space, has weight, and

expands when heated

• relate the constant circulation

of water on Earth to the

processes of evaporation,

condensation, and

precipitation

• describe and predict patterns

of change in local weather

conditions

• identify patterns of indoor and

outdoor air movement

• describe key features of

various weather systems

• relate the transfer of energy

from the Sun to weather

conditions

• describe and explain heat

transfer within the water cycle

• describe and explain heat

transfer in the hydrosphere and

atmosphere and its effects on

air and water

• describe how the hydrosphere

and atmosphere act as heat

sinks

• describe and explain the

effects of heat transfer

within the hydrosphere

and atmosphere on the

development, severity, and

movement of weather systems

• analyze meteorological data for

a given time span and predict

future weather conditions using

appropriate methodologies and

technologies.

Suggested Unit Plan

Weather is the Earth science unit of the Science 5 curriculum. It is

positioned at the start of the school year to capitalize on the dramatic

weather-related changes that can be observed during the fall season

and opportunities for outdoor learning.

Aspects of this unit may be addressed throughout the school year as

seasonal weather patterns change.

September October November December January February March April May June

Weather

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 73

Outcomes

WEATHER

Focus for Learning

Students will be expected to

74 SCIENCE 5 CURRICULUM GUIDE 2017

29.0 demonstrate that specic

terminology is used in

science and technology

contexts

[GCO 1]

Science and technology have their own language (i.e., terminology,

symbols, diagrams, graphs, and equations). Scientists, engineers,

and technologists use this language to communicate and collaborate.

Students should use specic terminology when communicating in

science and technology contexts. To describe cloud formation, for

example, students should appropriately use the terms water vapour

and condense. Memorizing denitions is not a student expectation.

Terminology should be introduced and dened as the need emerges.

Presenting all terms at the outset of the unit is strongly discouraged.

Science process- and skill-related terminology includes

• question, problem, solution;

• prediction, hypothesis, procedure, materials, tools, instruments;

• observations, measurements, record, classify, data, patterns,

discrepancies, results, conclusion;

• fair test, independent variable, dependent variable, controlled

variables; and

• design, construct, test, evaluate, prototype, constructed device.

Weather-related terminology includes

• weather, climate, atmosphere, temperature, precipitation, wind

speed, wind direction, air pressure, humidity, cloud cover;

• thermometer, rain gauge, anemometer, weather vane, wind sock,

barometer, hygrometer;

• energy, evaporate, evaporation, condense, condensation, water

vapour, water cycle;

• cirrus, cumulus, stratus, nimbus, cumulonimbus, nimbostratus

clouds;

• meteorologist, forecast, high pressure system, low pressure

system, thunderstorm, blizzard, hurricane, tornado; and

• climate change, greenhouse effect, global warming.

Communicating using specic terminology is a constant expectation

in Science 5. As students progress through the unit their use of

appropriate terminology should increase.

Sample Performance Indicator

As a unit culminating activity, create a weather forecast and present

it as a broadcast. Include both current weather conditions and a

forecast of future weather. The broadcast should include weather-

related graphics, illustrations, and maps.

Communicating About Weather Using Scientiﬁc Terminology

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 75

Whenever students are investigating or problem solving, their

use of specic terminology in communication can be assessed.

Assessments (i.e., self, peer, teacher) may include the use of

terminology checklists and audio recordings of collaborative work.

Activation

Teachers may

• Pre-assess student use of specic terminology with grafti board

activities using question prompts:

- What is science? What is engineering? What is technology?

- What is science inquiry? and the design and problem solving

process?

- What is weather? What is climate?

• Introduce unit terminology through relevant children’s literature

(i.e., ction and non-ction).

• Create a class concept map or brainstorming web of weather-

related terminology for use as a student reference.

• Create a science word wall and add new words as they are

introduced. Alternatively, science words can be added to an

existing word wall using a different coloured font or background.

Connection

Teachers may

• Model the use of scientic and technological terminology and

encourage students to adopt these terms.

• Use small collaborative groups to carry out inquiry investigations

and design and problem solving experiences. Encourage

students to think aloud; communicating their ideas, questions,

and intentions with their peers.

Students may

• Engage in a book walk through NL Science 5: Weather and

identify unfamiliar weather-related terms.

• Create a visual glossary, throughout the unit, using personal

illustrations and denitions.

• Keep a personal journal throughout the unit, qualitatively

describing daily weather.

• Record weather-related inquiry questions on an “I Wonder” wall.

• Starting with the word weather, use Scrabble™ tiles to add as

many weather-related terms as possible.

Authorized

NL Science 5: Weather (Student

Resource [SR])

• pp. 1-51, 52-58

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Children’s Literature

• Big Idea: Weather by A.

Chapman

• Scholastic Discover More:

Weather by P. Arlon

• Weather Words and What

They Mean by G. Gibbons

Communicating About Weather Using Scientiﬁc Terminology

Outcomes

WEATHER

Focus for Learning

Students will be expected to

76 SCIENCE 5 CURRICULUM GUIDE 2017

30.0 describe weather in terms

of temperature, wind speed

and direction, precipitation,

and cloud cover

[GCO 3]

31.0 describe examples of tools

and techniques that have

contributed to scientic

discoveries

[GCO 1]

11.0 select and use tools for

measuring

[GCO 2]

14.0 record observations

[GCO 2]

Students should use weather instruments to observe, measure, and

record daily weather conditions (i.e., temperature, wind speed and

direction, precipitation, cloud cover and characteristics, air pressure,

humidity) and a digital photograph should be taken. This may be

achieved as part of a morning routine; one student measuring and

describing the weather conditions each day throughout the duration

of the unit. Collected daily weather data should be compiled into the

master weather log (i.e., charts and tables). The compiled data will be

used later in the unit to predict changes in weather patterns.

Students should create daily weather reports from the recorded data.

A weather report is a “now cast” of current weather conditions.

Instruments used to measure weather conditions include

• anemometers to measure wind speed;

• barometers to measure air pressure;

• hygrometers to measure humidity (i.e., amount of water in air);

• rain gauges to measure the amount of rain that falls;

• thermometers to measure temperature in degrees Celsius;

• weather vanes to indicate wind direction (i.e., arrow points in the

direction that the wind is coming from); and

• wind socks to qualitatively measure wind speed and indicate wind

direction (i.e., the sock points in the direction wind is going).

Students should, to the greatest extent possible, use instruments

to make rst hand measurements. However, second hand

measurements (e.g., mobile device weather application) may be used

when an instrument is unavailable.

The importance of using consistent measurement methods and

measurement accuracy should be stressed when using instruments:

• Using a manual anemometer, students should count the number

of rotations per minute. Wind speeds are highly variable;

measuring over an extended time period (i.e., one minute)

mitigates the effect of wind gusts. If the anemometer is spinning

too fast to count, viewing video in slow motion may be helpful.

• To measure air pressure with an aneroid barometer, students

should read the position of the needle relative to the scale (scales

and graduations vary). A second conrmation measurement,

possibly carried out by a peer, should always be taken. Quickly

determining if air pressure is rising, falling, or remaining constant

is of great value. To facilitate this, students should adjust

the manual pointer, if present, to the needle, following each

measurement. Subsequent tapping on the glass will cause the

needle to move up or down relative to the pointer.

• When using a rain gauge to measure the amount of precipitation,

students should place their eye such that it is level with the

surface of the water. This eliminates parallax error (i.e., lower

than actual readings if viewed from above, higher readings if

viewed from below). Students should record all certain digits from

How Can We Describe Weather?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 77

Activation

Students may

• View images depicting different types of weather. Describe the

weather using weather-related terminology.

Connection

Teachers may

• Provide a collection of weather instruments and ask students to

predict what conditions they measure, and how they work.

Students may

• View a local weather report to identify its components, related

terminology, and where applicable, units of measurement.

• Look out the class window and describe the weather using only

their senses. Daily observations could be compiled into a weather

journal. Teachers may use the journal to assess student use of

specic terminology.

• Use anemometers, barometers, hygrometers, rain gauges,

thermometers, weather vanes, and wind socks to measure

current weather conditions.

• Create a daily weather report to describe weather conditions.

Authorized

NL Science 5: Weather (Teacher

Resource [TR])

• pp. 8-21

NL Science 5: Weather (SR)

• pp. 6-9

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activities 1 and 2

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Supplementary

Weather Station

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Weather and weather

instrument resources

(websites)

• Weather information sources

(websites and mobile device

applications)

• Science suppliers (websites)

Children’s Literature

• Weather Words and What

They Mean by G. Gibbons

How Can We Describe Weather?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

78 SCIENCE 5 CURRICULUM GUIDE 2017

How Can We Describe Weather?

30.0 describe weather in terms

of temperature, wind speed

and direction, precipitation,

and cloud cover

[GCO 3]

31.0 describe examples of tools

and techniques that have

contributed to scientic

discoveries

[GCO 1]

11.0 select and use tools for

measuring

[GCO 2]

14.0 record observations

[GCO 2]

the scale and estimate the rst uncertain digit (e.g., recording

4.25 cm if above 4.2 cm but below 4.3 cm). A second conrmation

measurement should always be taken. Empty the rain gauge

completely after each measurement.

• Prior to rst use, a thermometer should be calibrated. Place the

thermometer in ice water and conrm that it measures 0°C. If

there is a discrepancy, students should add or subtract degrees

from all future measurements to account for it. Air temperature

measurements should be taken in the shade, ensuring that the

bulb is not touching any surface. Students should level their eye

with the bottom of the curved liquid surface (i.e., the meniscus)

within the thermometer to avoid parallax error. They should

record all certain digits and estimate the rst uncertain digit. A

second confirmation measurement should be taken.

• Wind direction describes the direction air is moving from not

the direction it is moving toward. Wind moving from west to

east, for example, is described as a westerly wind (i.e., it is

moving from the west). Incorrectly identifying wind direction is

a common student error. The arrow of a weather vane points

toward the direction of the prevailing wind, however, wind socks

extend opposite the correct wind direction. Students should use

a compass to ensure that the weather vane is properly aligned

prior to rst use (i.e., north on the weather vane aligns with the

magnetic north on a compass). A compass will also be needed to

determine wind direction using a wind sock.

• Using a wind sock to measure wind speed requires students

record the number of alternating orange and white stripes which

are extended by the wind.

Measurements made using weather instruments enable

meteorologists to accurately describe weather conditions. Other

technologies used by meteorologists include weather balloons,

weather buoys, radar, and satellite. These technologies contribute to

our understanding of weather.

Refer to the Integrated Skills unit for elaboration of skill outcomes.

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

Sample Performance Indicator

Use weather instruments to accurately measure and record weather.

Create a written weather report from recorded observations.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 79

How Can We Describe Weather?

Consolidation

Students may

• Compare student prepared weather reports with current weather

information found on a website or mobile device application (e.g.,

AccuWeather, Environment Canada, Weather Network).

Extension

Students may

• Conduct research to learn how anemometers, barometers, and

hygrometers work.

Authorized

NL Science 5: Weather (Teacher

Resource [TR])

• pp. 10-21

NL Science 5: Weather (SR)

• pp. 6-9

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activities 1 and 2

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Supplementary

Weather Station

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Weather and weather

instrument resources

(websites)

• Weather information sources

(websites and mobile device

applications)

• Science suppliers (websites)

Children’s Literature

• Weather Words and What

They Mean by G. Gibbons

Outcomes

WEATHER

Focus for Learning

Students will be expected to

80 SCIENCE 5 CURRICULUM GUIDE 2017

1.0 propose questions to

investigate and practical

problems to solve

[GCO 2]

16.0 construct and use devices

for a specic purpose

[GCO 2]

19.0 identify and suggest

explanations for patterns

and discrepancies in data

[GCO 2]

27.0 ask others for advice or

opinions

[GCO 2]

Students should follow an engineering design and problem solving

process to select, construct, and use a specic weather instrument.

Facilitate an open, student-centred experience. Modifying the

experience to make it more teacher directed (e.g., providing design

plans, specifying materials), limits the skill outcomes which can be

developed and assessed. Students have experienced open design

and problem solving activities in previous science courses.

Students should

• select an instrument to construct (e.g., anemometer, barometer,

rain gauge, thermometer, weather vane, wind sock) and pose the

problem to solve (e.g., How can we make a thermometer?);

• collaborate with group members to conduct research, if

necessary, and develop a construction plan that includes labelled

sketches and a list of required tools and materials;

• communicate the plan to others, ask for advice, and make

adjustments, as needed, in response to the advice received;

• construct a prototype of the instrument, working collaboratively to

carry out the plan and solve problems as they arise;

• test and evaluate the prototype;

• suggest improvements to the prototype, make changes, and

retest until an optimal solution is reached; and

• use the instrument to measure and record weather conditions.

Students should wear eye protection when building their weather

instrument. Adult supervision may be required for use of some tools.

Some constructed instruments will require a scale and/or calibration:

• Constructed weather vanes should be aligned with a compass.

• The scale on rain gauges should be added with a metric ruler.

• Adding a scale to a thermometer or barometer is more

challenging and might require support. These instruments

should be calibrated against known measures. A constructed

thermometer, for example, could be placed in 0°C ice water and

then a 20°C room. These two graduations could be marked on

the constructed thermometer and other graduations (e.g., 5°C,

10°C, 15°C) added in relation to the two initial marks.

Students should attempt to use their constructed instrument to

measure daily weather and compare their measurements with those

obtained using commercial instruments. Their weather instruments

should be evaluated with respect to their function and reliability.

In addition to outcomes 1.0, 16.0, 19.0, and 27.0, teachers may

choose to address and assess additional design- and problem

solving-related skill outcomes:

• devising procedures to solve problems (SCO 6.0),

• carrying out procedures to explore a problem (SCO 8.0),

How Can We Construct a Weather Instrument?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 81

Activation

Teachers may

• Review the stages of design and problem solving processes.

Connection

Teachers may

• Compile a collection of materials for students to use in

constructing their weather instruments. Encourage the use of

found and recycled materials in designs.

Students may

• Research how to build various weather instruments.

• Contact local meteorologists through social media feeds to

ask weather-related questions and seek advice or opinions on

constructed weather instruments.

Consolidation

Teachers may

• Provide ample time for students to revise and improve their

designs and prototypes.

• Invite knowledgeable community members to view student

designs and prototypes and offer advice and opinions.

Students may

• Participate in a gallery walk to view the construction plans of

classmates. Tag feedback (i.e., Tell something you like, Ask a

question, Give a suggestion) may be used to seek the advice and

opinions of peers.

• Document the design and construction process using digital

images or video. Documentation may be used to assess

communication and collaboration skills and the problem solving

process.

• Communicate their nal solutions to classmates. Describe any

problems encountered during design and construction and how

the problem was solved.

• Use the constructed weather instrument to measure weather and

compare with a commercial instrument.

• Evaluate the constructed weather instrument with respect

to function, reliability, aesthetics, safety, and efcient use of

materials.

• Identify new questions or problems that arise from use of the

constructed instrument.

Authorized

NL Science 5: Weather (TR)

• pp. 22-23

NL Science 5: Weather (SR)

• pp. 10-11

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

• IWB Activity 3

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Inquiry and Problem

Solving Continuum

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Constructing weather

instruments resources

(websites)

• Science suppliers (websites)

How Can We Construct a Weather Instrument?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

82 SCIENCE 5 CURRICULUM GUIDE 2017

How Can We Construct a Weather Instrument?

1.0 propose questions to

investigate and practical

problems to solve

[GCO 2]

16.0 construct and use devices

for a specic purpose

[GCO 2]

19.0 identify and suggest

explanations for patterns

and discrepancies in data

[GCO 2]

27.0 ask others for advice or

opinions

[GCO 2]

• make observations and collect information relevant to the

problem (SCO 12.0),

• recording observations (SCO 14.0),

• identifying and using a variety of sources and technologies to

gather relevant information (SCO 15.0),

• suggesting improvements to a design or constructed object (SCO

22.0),

• collaborating with others to devise and carry out procedures

(SCO 26.0), and

• identifying problems as they arise and collaborating with others to

nd solutions (SCO 28.0).

Refer to the Integrated Skills unit for elaboration of these outcomes.

Attitude

Encourage students to show concern for their safety and that of

others in planning and carrying out activities and in choosing and

using materials. [GCO 4]

Sample Performance Indicator

Measure temperature using a thermometer you constructed and a

commercial thermometer. Evaluate how well your thermometer works

and suggest reasons for any discrepancies in measurements when

compared to the commercial thermometer.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 83

How Can We Construct a Weather Instrument?

Authorized

NL Science 5: Weather (TR)

• pp. 22-23

NL Science 5: Weather (SR)

• pp. 10-11

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

• IWB Activity 3

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Inquiry and Problem

Solving Continuum

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Constructing weather

instruments resources

(websites)

• Science suppliers (websites)

Extension

Students may

• Research how a specic weather instrument has changed or

evolved over time.

Outcomes

WEATHER

Focus for Learning

Students will be expected to

84 SCIENCE 5 CURRICULUM GUIDE 2017

32.0 explore and describe

situations demonstrating

properties of air

[GCO 3]

Students are expected to investigate weather-related properties

of air. Through directed investigations (see Sample Teaching and

Assessment Strategies), students should observe that

• air has mass;

• air takes up space (i.e., it has volume);

• air expands (i.e., takes up more space) when heated; and

• air contracts (i.e., takes up less space) when cooled.

Carrying out these directed investigations provides opportunities to

address and assess students’ ability to follow procedures, make and

record observations, draw conclusions, and use scientic terminology

(SCOs 10.0, 12.0, 14.0, 21.0, 29.0, refer to the Integrated Skills unit).

Students should also apply their understanding of air related

properties to explain situations. When taking a deep breath, for

example, students should explain that the space inside their lungs

lls with air. When noting a decrease in the size of an air-lled

balloon after being stored in a freezer, they should explain that the air

contracted.

Several other related properties of air have a signicant relationship

to weather and should be introduced at this time:

• Air density is the mass of air per unit volume (i.e., mass/volume).

Air density varies with temperature. When heated, air expands

(i.e., increases volume) decreasing density. When cooled, it

contracts (i.e., decreases volume) increasing density.

• Air pressure is the pressure air exerts on everything around it.

Air pressure also varies with temperature. Cooler air has higher

pressure than warmer air.

The effects of these properties of air on weather will be explored as

the unit progresses.

Attitude

Encourage students to

• show interest and curiosity about objects and events within

different environments; and

• demonstrate perseverance and a desire to understand. [GCO 4]

Sample Performance Indicator

Table tennis balls are air-lled. If dented, submerging the ball in hot

water might restore it to its original form. Explain, using the properties

of air, how this might work.

What Are the Properties of Air?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 85

Activation

Teachers may

• Tape a crumpled piece of paper inside the bottom of a transparent

drinking glass. Submerge the glass, upside down, in a container

of water. Ask students why the paper does not get wet. Tilt

the glass to release some air bubbles, then turn it sideways to

release all the air. Ask students to explain their observations.

Connection

Teachers may

• Completely ll a drinking glass with water and place an index

card over the top, creating a seal. Ensure no air is inside. Hold

the index card in place while turning the cup upside down, then

release the index card. Ask students to use the properties of air to

explain why the water remains in the glass.

Students may

• Measure and compare their chest circumference when they fully

inhale and exhale.

• Inate and deate balloons, beach balls, and paper or plastic

bags to observe that air takes up space and exerts pressure.

• Stretch the mouth of a balloon over the neck of an empty plastic

bottle. Place the bottle in hot water to observe expansion, then

ice water to observe contraction.

• Inate a zip top plastic bag with air. Heat the bag with a hair dryer

and note any changes in air pressure inside the bag.

• Explore sports balls (e.g., basketball, exercise ball, football,

soccer ball, volleyball) that require ination. Use a manual

air pump to inate balls and make observations related to air

pressure. The mass of similar inated and under-inated balls

could be compared qualitatively or quantitatively if a scale with

enough sensitivity is available.

• Observe that air has mass by suspending and balancing two

empty balloons from a metal clothes hanger using clothespins.

Without changing the location of the clothespins, remove, inate,

and reattach one balloon and observe the effect.

Extension

Students may

• Create a comic strip to depict properties of air.

Authorized

NL Science 5: Weather (TR)

• pp. 26-33

NL Science 5: Weather (SR)

• pp. 16-17

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Properties of air resources

(websites)

What Are the Properties of Air?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

86 SCIENCE 5 CURRICULUM GUIDE 2017

33.0 relate the transfer of

energy from the Sun to

weather conditions

[GCO 3]

Changes in air pressure and temperature, caused by the Sun, have a

signicant affect on weather. Students should explain that

• energy from the Sun passes through the atmosphere and is

absorbed by Earth’s surface;

• as Earth’s surface warms, it warms the air above it;

• this warming air expands, becoming less dense (lower pressure);

• cooler, higher pressure air (more dense) moves underneath the

warming air and pushes it upward; and

• this movement of air is felt as wind.

This process has great signicance in meteorology (i.e., study of the

atmosphere and atmospheric conditions). High pressure systems

(cooler, denser air masses) move underneath low pressure systems

warmer, less dense air masses) and cause them to rise.

Students should relate the transfer of energy from the Sun to air

temperature, air pressure, and the formation of wind. The Sun’s

relation to cloud cover, precipitation, and humidity will be explored

later in the unit.

Treatment of this outcome should include discussion of the

greenhouse effect and its role in keeping Earth warm. The connection

between the greenhouse effect and climate change will be explored

later in the unit.

Students should explore the movement of air on school grounds using

anemometers and bubbles or use pinwheels. Students may observe,

for example, stronger winds on one side of the school. Questions

arising from exploration may be investigated further.

Students should also observe and record outdoor wind direction daily,

throughout the unit, using a weather vane or wind sock, and compile

records. These observations may comprise part of the morning

routine (p. 76). A weather vane, wind sock, or student-constructed

instrument may be used. Analysis of compiled data should reveal a

prevailing wind pattern.

To identify indoor air movements, students could use bubbles or ne

strips of a light weight material (e.g., ribbon, tinsel, tissue paper).

They should identify air patterns caused by opening a classroom door

or window (e.g., air ows out the window). They should also identify

patterns when all doors and windows are closed.

When on, a baseboard heater warms the air around it (becomes less

dense with lower pressure). Cooler, higher pressure air will move

across the oor, toward the heater, and force the warm air to rise.

As it rises away from the heater, it cools, contracts, and eventually

sinks back to the oor. The transfer of energy creates a pattern of air

movement. Students should observe evidence of this pattern.

The notion that warm air rises because it is lighter is a common

misconception. Warm air rises because it is pushed upward by air

under higher pressure.

What Makes Air Move?

34.0 identify patterns in indoor

and outdoor air movement

[GCO 3]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 87

Connection

Teachers may

• Present video clips demonstrating convection currents caused by

energy transfers.

Students may

• Brainstorm different ways to detect indoor and outdoor movement

of air.

• Blow bubbles outdoors and identify patterns in air movement.

• Compare patterns of air movement in varied locations around

the school and at different elevations above the ground, using

commercial or student-constructed anemometers, pinwheels,

weather vanes, and wind socks.

• Create a wind spinner by drawing a spiral on a thin paper plate,

cutting along the line, and attaching a thin string to the centre.

Position the spinner above a heat source and observe its motion.

Place the spinner in various locations within the classroom and

observe patterns.

• Place their hand above a baseboard heater that has been turned

on, then place their hand along the oor directly in front of the

heater. Describe the movement and air felt.

Consolidation

Students may

• Compare patterns of outdoor air movement in varied locations

around the school and at different elevations above the ground,

using commercial or student-constructed anemometers,

pinwheels, weather vanes, and wind socks.

• Blow bubbles and create indoor air patterns using fans or hair

dryers, and opening doors or windows. Observe the patterns of

air movement created.

• Compare patterns of indoor air movement near open windows in

various locations in the school.

• Draw and label a diagram of the pattern of indoor air movement

caused by turning on the baseboard heater in a classroom.

Extension

Students may

• Investigate the affect of Earth’s tilt on the transfer of energy from

the Sun.

Authorized

NL Science 5: Weather (TR)

• pp. 34-39

NL Science 5: Weather (SR)

• pp. 18-19

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 4

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Air convection currents

(videos)

• Science suppliers (websites)

What Makes Air Move?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

88 SCIENCE 5 CURRICULUM GUIDE 2017

3.0 state a prediction and a

hypothesis

[GCO 2]

7.0 identify appropriate tools,

instruments, and materials

to complete investigations

[GCO 2]

18.0 compile and display data

[GCO 2]

21.0 draw a conclusion that

answers an initial question

[GCO 2]

Students have learned that solar energy is absorbed by Earth’s

surface and that this energy transfer relates to weather. Students are

now expected to design and carry out a guided inquiry investigation to

determine how well different surfaces absorb energy from an articial

light source. In small collaborative groups, students should

• select various surface materials (e.g., asphalt, gravel, potting soil,

sand, sod, water) to test;

• devise a procedure to fairly test the temperature changes of

different surface materials when exposed to a light;

• identify the tools, instruments, and materials needed;

• predict which surface material(s) will have the greatest increase

in temperature and hypothesize a reason;

• carry out the procedure fairly, measuring and recording

temperature changes;

• compile and display data in data tables and identify patterns and

discrepancies; and

• draw a conclusion that answers the initial question and indicate

whether data supports or rejects the prediction and hypothesis.

In addition to outcomes 3.0, 7.0, 18.0, and 21.0, teachers may

choose to address and assess additional science inquiry-related skill

outcomes (e.g., SCOs 6.0, 8.0, 12.0, 13.0, 14.0, 19.0, 23.0, 26.0).

Refer to the Integrated Skills unit for elaboration of skill outcomes.

Students should calibrate thermometers prior to use (p. 78)

and account for any discrepancies when measuring. All certain

digits should be recorded and the rst uncertain digit estimated.

Conrmation measurements should always be taken.

Students should recognize that this investigation models the heating

of Earth’s surface by the Sun. They should relate and apply their

ndings to real world situations (e.g., absorption of solar energy by an

asphalt parking lot compared to a grassy eld).

Different surfaces absorb energy at different rates. Unequal heating

causes differences in air temperature and pressure which relates to

weather. Teachers may choose to introduce how unequal heating of

water and land leads to the formation of land and sea breezes.

Attitude

Encourage students to work collaboratively while exploring and

investigating. [GCO 4]

Sample Performance Indicator

On a calm, sunny day, a gentle breeze is blowing off the lake toward

a farmer’s eld ready for planting. Apply what you have learned to

explain why the air moves from the lake toward the land.

How Does Energy from the Sun Affect Different Surfaces?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 89

Activation

Teachers may

• Ask students to recall walking outside, barefoot on a sunny

summer day. How warm did the ground feel when you walked on

asphalt, concrete, grass, sand, soil, and wood?

• Ask students to share observations about wearing dark or light

coloured clothing on a warm summer’s day.

Connection

Teachers may

• Model devising a fair procedure to determine if construction paper

colour affects how fast an ice cube placed upon it melts, when

placed in a sunny location. Set up the investigation unfairly (e.g.,

starting with different sized ice cubes, placing one set up in sun

the other in shade) and have students identify and explain why

the investigation would be unfair if carried out.

Students may

• Carry out an investigation to determine if black construction paper

causes an ice cube placed upon it to melt faster than a similar set

up on white construction paper, when both are placed in a sunny

location.

• Record their predictions and hypotheses as “If..., then...” and “If...,

then... because...” statements.

Consolidation

Students may

• Carry out a guided inquiry investigation to determine how well

sand, soil, and water absorb energy from a desk lamp. Place

an equal volume of each material in a drinking cup and insert

a thermometer into each cup. Ensure the temperature of each

material is the same before starting. Record the temperature

at ve minute intervals for a 30 minute period and record the

measurements in a data table. Create a bar graph to display the

change in temperature for each material.

• Draw conclusions from their investigations and relate what is

learned to the absorption of solar energy by an asphalt parking

lot, a black or white sand beach, an evergreen forest, a grassy

eld, a lake or ocean.

• Relate what is learned from investigations to the heating and

movement of air.

• View digital recordings of peer groups carrying out their

investigations and assess whether the investigations were fair

tests.

Authorized

NL Science 5: Weather (TR)

• pp. 40-43

NL Science 5: Weather (SR)

• pp. 20-21

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 5

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Inquiry and Problem

Solving Continuum

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Inquiry investigation

resources (websites)

• Science suppliers (websites)

How Does Energy from the Sun Affect Different Surfaces?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

90 SCIENCE 5 CURRICULUM GUIDE 2017

35.0 relate the constant

circulation of water on

Earth to the processes of

evaporation, condensation,

and precipitation

[GCO 3]

Clouds, humidity, and precipitation are weather components that

relate to the water cycle; the constant movement of water from

Earth’s surface to the atmosphere and back to Earth’s surface.

Students should describe the water cycle and relate it to the

processes of evaporation, condensation, and precipitation:

• Evaporation - energy from the Sun heats water on Earth’s

surface, water evaporates forming water vapour.

• Condensation - water vapour rises in the atmosphere, cools, and

condenses forming water droplets (i.e., clouds).

• Precipitation - when the air cannot hold the water droplets

anymore they fall to Earth’s surface as precipitation.

Students should participate in directed investigations to model the

water cycle and related processes. Students could, for example,

place a small amount of water in a zip top plastic bag, ll it with air,

place it in a sunny location, and make observation after several hours.

Students should explain that the transfer of energy from the Sun to

water on Earth’s surface drives the water cycle. This cycle has a

signicant relationship with weather:

• Evaporation of surface water increases humidity.

• Warmer air holds more water vapour than cooler air.

• Warm humid air, cools and condenses as it rises in the

atmosphere forming water droplets (i.e., clouds).

• Wind moves water vapour from where it evaporates to where it

returns as precipitation.

• Precipitation type (e.g., rain, snow) depends on air temperature.

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

Sample Performance Indicator

Be a drop of water in the ocean and describe your journey through

the water cycle.

Student responses provide evidence to assess SCOs 35.0 and 29.0

(i.e., use of specic terminology).

How Does Earth’s Water Affect Weather?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 91

Activation

Teachers may

• Temporarily use humidiers and dehumidiers in the classroom

and relate to processes of evaporation and condensation.

• Soak two paper towels in water and hang both to dry. Place

an electric fan in front of one towel. Ask students to make a

prediction and a hypothesis (i.e., if a fan is placed in front of one

paper towel, then... because...). Discuss how this investigation

relates to the water cycle.

Connections

Students may

• Use misting bottles to add moisture to the air. Relate observations

to the processes of the water cycle.

• Breathe on a mirror or glass and quickly observe the

condensation and evaporation of moisture.

• Place a plastic plate in a sunny location and draw a circle on the

plate with a permanent marker. Use an eyedropper to add water

to the centre of the circle until lled. Make repeated observations,

over time, of the water amount in relation to the outline and relate

to the water cycle.

• Place a cold water bottle upon a desk with paper towelling placed

underneath. Observe moisture that forms on the exterior of the

bottle and relate to the water cycle.

• Place wet paper towelling inside a zip top plastic bag, ll with

air, and afx to a classroom window with tape. Make repeated

observations of the location and amount of moisture. Relate

observations to the processes of the water cycle.

Consolidation

Students may

• Follow a provided procedure to model the water cycle. Place dirty

water (e.g., water with soil added) in the bottom of a large mixing

bowl. Position a heavy drinking glass in the centre of the bowl.

Tightly cover the bowl with plastic wrap and place it in a sunny

location. Place a small stone upon the plastic wrap, directly above

the glass. As the water evaporates it will condense on the under

side of the plastic wrap, trickle inward due to the stone, and drop

into the glass. Students should relate their observations to the

water cycle and the processes of evaporation, condensation, and

precipitation.

• Creatively present the water cycle and its processes through a

foldable, kinaesthetic movement, or a video.

Authorized

NL Science 5: Weather (TR)

• pp. 44-49

NL Science 5: Weather (SR)

• pp. 22-23

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• The Water Cycle (BLM)

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 6

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Water cycle resources

(websites and videos)

How Does Earth’s Water Affect Weather?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

92 SCIENCE 5 CURRICULUM GUIDE 2017

36.0 identify examples of

scientic questions and

technological problems

addressed in the past

[GCO 1]

In the past, indicators such as cloud characteristics were relied on

to predict the weather. Detailed observations on clouds led to their

classication and naming. Today, more than 20 different categories of

clouds are recognized by meteorologists.

Students should observe clouds daily, throughout the unit, and

compile records of their characteristics (i.e., colour, shape) and

associated weather. These observations may comprise part of the

morning routine (p. 76).

Students are expected to recognize common cloud types and, based

on analysis of their recorded observations, associate them with

particular weather patterns:

• Cirrus clouds appear as white, thin, wispy streaks, high in the sky.

They form from ice crystals but do not produce precipitation.

• Cumulus clouds are uffy, piled up clouds. They are associated

with fair weather when relatively small and widely spaced.

Cumulonimbus clouds are darker, present in larger numbers,

and are associated with powerful thunderstorms and heavy

precipitation.

• Stratus clouds appear as a low layer of cloud covering the sky.

Nimbostratus clouds are associated with precipitation.

Note the term nimbus refers to any cloud that produces precipitation.

Students should classify clouds as cirrus, cumulus, cumulonimbus,

stratus, or nimbostratus, according to their observable characteristics.

Research may identify additional cloud types (e.g., altocumulus,

altostratus, cirrocumulus, cirrostratus, stratocumulus). Teachers may

choose to include these cloud types in classication activities.

Note that fog is classied as a stratus cloud.

Refer to the Integrated Skills unit for elaboration of outcome 17.0 (pp.

54-55).

Attitude

Encourage students to show interest and curiosity about objects and

events within different environments. [GCO 4]

Sample Performance Indicator

Create a eld guide of cloud types and their associated weather.

How Can We Classify Clouds?

17.0 classify according to

several attributes and

create a chart or diagram

that shows the method of

classifying

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 93

To use clouds to predict weather, students must associate cloud

characteristics with specic weather conditions. This requires daily

observations of clouds. Cloud descriptions should be included in

weather reporting from the outset of the unit. Incorporating weather

reporting as part of a morning routine, and compiling the reports into a

master weather log for the duration of the unit is strongly encouraged.

Activation

Teachers may

• Demonstrate the formation of a cloud in a jar by following an

online procedure.

Connection

Students may

• Describe and record cloud characteristics and associated

weather over an extended period of time. Records may include

digital images.

• Analyze recorded weather data from the beginning of the unit.

Identify pattens of association between specic cloud types and

other weather conditions.

• View websites related to types of clouds and identify cloud related

terminology.

• Search for online cloud identication guides and note the

attributes which are used to classify clouds (e.g., altitude,

appearance, colour, presence of precipitation, size).

• Use an age appropriate cloud identication eld guide to classify

clouds or cloud images.

Consolidation

Students may

• Create a personal cloud identication guide. Include digital

images of different cloud types.

Authorized

NL Science 5: Weather (TR)

• pp. 50-55

NL Science 5: Weather (SR)

• pp. 24-25

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 7

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Cloud classication

resources (websites)

How Can We Classify Clouds?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

94 SCIENCE 5 CURRICULUM GUIDE 2017

37.0 describe and compare

tools, techniques, and

materials used by different

people in their community

and region to meet their

needs

[GCO1]

Weather predicting (i.e., forecasting) provides a context to address

numerous STSE, skill, and knowledge outcomes.

Over time, people have developed different ways to predict weather.

In the past, predictions were solely based on observations of the

natural world (e.g., animal behaviour, cloud characteristics, sky

colour). Folklore was often created to pass on these prediction

methods to future generations. Eventually, weather instruments

were developed to make and record observations. Analysis of these

recorded observations led to predictions of greater accuracy.

Students should describe examples of local forecasting methods

used in the past. For example

• the use of weather folklore (e.g., Red sky at night, sailors delight;

red sky in the morning, sailors take warning);

• predicting changes in weather based on a headache or joint pain;

and

• tapping a barometer to determine if pressure was rising or falling

(i.e., rising pressure means weather improving, falling pressure

means weather worsening).

Students should compare the accuracy of these forecasting methods.

Today, meteorologists forecast weather by analyzing data gathered

from various technologies and information sources:

• Historical records of past weather reveal patterns.

• Radar images indicate precipitation amounts.

• Satellites images show the location and movement of clouds.

• Weather balloons and sensors on some aircraft collect weather

data in the atmosphere.

• Weather stations, ships, and buoys collect weather data on

Earth’s surface.

Collectively, these technologies enable the prediction of future

weather. Considered separately, pieces of the prediction puzzle are

missing. Radar data, for example, does not include information about

cloud cover, it only shows precipitation.

Students should identify a variety of sources and technologies from

which to gather information to use when forecasting.

Attitude

Encourage students to show interest in the activities of individuals

working in scientic and technological elds. [GCO 4]

How Can We Predict Weather?

38.0 identify individuals in

their community who

work in science and

technology related areas

[GCO 1]

15.0 identify and use a variety of

sources and technologies to

gather relevant information

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 95

Activation

Students may

• Share personal situations when bad weather changed or altered

their plans.

• Distinguish between current weather conditions (i.e., “now cast”)

and a forecast (i.e., prediction of future weather conditions).

• Brainstorm individuals who might rely on accurate weather

forecasts for their jobs.

• Explore weather predictions printed in farmer’s almanacs and

discuss the potential accuracy of these predictions.

Connection

Teachers may

• Direct students to various sources of weather information (e.g.,

digital weather stations, mobile device weather applications,

printed weather maps, websites [historical weather/climate data,

radar, satellite, television weather broadcasts, weather station

data]).

Students may

• Compile local weather folklore from a variety of sources (e.g.,

community elders, family members, Internet).

• View and interpret current weather conditions and conditions in

the past 24 hours on weather-related websites or mobile device

applications.

• View and interpret weather maps printed in daily newspapers.

• View and interpret animated radar images from local Environment

Canada radar stations (e.g., Holyrood, Marble Mountain).

• View and interpret animated satellite images (IR and visible).

Consolidation

Students may

• Measure air pressure repeatedly over a period of days using a

barometer to determine if it is rising or falling. Assess whether

weather improves when air pressure is rising.

• View and interpret short and long term forecasts presented on

local television weather broadcasts, weather-related websites and

mobile device applications.

Extension

Students may

• Research how to become a meteorologist.

Authorized

NL Science 5: Weather (TR)

• pp. 56-61, 72-75

NL Science 5: Weather (SR)

• pp. 26-29, 36-37

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 8

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Weather folklore resources

(websites)

• Weather information sources

(websites and mobile device

applications)

How Can We Predict Weather?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

96 SCIENCE 5 CURRICULUM GUIDE 2017

39.0 describe and predict

patterns of change in

local weather conditions

[GCO 3]

15.0 identify and use a variety of

sources and technologies to

gather relevant information

[GCO 2]

19.0 identify and suggest

explanations for patterns

and discrepancies in data

[GCO 2]

How Can We Predict Weather?

Students are expected, in small collaborative groups, to create a

weather forecast for the following day. They should analyze and

interpret information gathered from radar, satellite, weather maps,

weather stations, and the master class weather log (SCO 15.0). Their

forecast should make predictions about temperature, winds, cloud

cover, precipitation and air pressure. Their predictions should be

based on trends and patterns identied during data analysis (SCO

19.0). Predictions may be qualitative (e.g., it will be warmer and

windier) in nature.

Students should provide an evidence-based rationale for their

predictions and compare their forecast with actual media forecasts.

The following day, students should evaluate and discuss the accuracy

of their forecast, and if inaccurate, identify reasons why (SCO 19.0).

The accuracy of media forecasts may also be evaluated.

Refer to the Integrated Skills unit for elaboration of these skill

outcomes.

Science and technology can be used to solve problems. Everyday,

at a personal, local, and regional level, decisions are made that are

inuenced by the weather (e.g., What should I wear to play outside

today?, Should schools close due to predicted weather?, Should a

forest re advisory be issued to the public?). The ability to accurately

forecast weather plays a signicant role in these and other decisions.

Students should provide additional examples of decisions inuenced

by the weather and explain how different forecasts might impact the

decision making process.

Students should easily recognize the positive effects of accurately

forecasting weather. However, they should also consider the

limitations of weather forecasting.

Students may mistakenly believe that the use of modern technology

makes accurate weather forecasting easy. However, meteorologists’

forecasts are still predictions. Earth’s atmosphere is huge and its

conditions are changing constantly. Forecasting is a complex process

that requires vast amounts of data being analyzed by human-created

computer models. Weather forecasts always carry a degree of

uncertainty (e.g., probability of precipitation).

To illustrate the limitation of current weather predicting technologies,

students should access an online weather information source and

record the predicted short-term and long-term weather (e.g., hourly,

24 hour, 36 hour, 7 day, 14 day forecasts). They should verify the

accuracy of these predictions over time. They will likely note that

shorter term forecasts are often more accurate than longer term

forecasts.

40.0 provide examples of how

science and technology

have been used to

solve problems in their

community and region

[GCO 1]

41.0 consider the positive and

negative effects of familiar

technologies

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 97

How Can We Predict Weather?

Authorized

NL Science 5: Weather (TR)

• pp. 56-61

NL Science 5: Weather (SR)

• pp. 26-29

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Weather information sources

(websites and mobile device

applications)

As part of an established morning routine, teachers could present

daily weather maps and animated radar and satellite imagery from

weather-related websites to build capacity for student weather

forecasting.

Connection

Students may

• View weather-related websites, mobile device applications,

or local television broadcasts for exemplars of what weather

forecasts entail.

• Compare short- and long-term forecasts from various weather-

related websites and mobile device applications and note any

differences in their predictions. What might account for these

differences?

• Analyze the class data compiled in the master weather log and

identify trends and associations (e.g., wind direction is most often

westerly, precipitation is always associated with cloud cover,

precipitation is associated with low air pressure, southerly winds

are associated with warmer temperatures).

• Analyze current weather maps and animated radar and satellite

images to identify trends.

• Analyze historic weather/climate data from a weather-related

website for a specic date.

• Identify the current air pressure trend (i.e., rising, falling, stable).

Consolidation

Students may

• Analyze and interpret weather data to create a next day weather

forecast; making predictions about temperature, winds, cloud

cover, precipitation, and air pressure. Provide an explanation for

predictions.

• Compare their next-day forecast to next-day forecasts found

on weather-related websites or mobile device applications and

identify and suggest explanations for discrepancies.

• Evaluate the accuracy of their next-day forecast.

• Record the hourly, 36 hour, and 7 day predictions of a specic

weather-related website, mobile device application, or local

television broadcast. Evaluate the accuracy of these predictions

over time.

• Discuss which information source was most useful when creating

a next-day forecast and why meteorologists use more than one

source or technology to make predictions.

• Discuss why short-term forecasts might be more accurate than

long-term forecasts.

Outcomes

WEATHER

Focus for Learning

Students will be expected to

98 SCIENCE 5 CURRICULUM GUIDE 2017

42.0 describe the key features

of a variety of weather

systems

[GCO 3]

In meteorology, weather systems refer to large circulating air masses.

Low pressure systems are relatively moist and unstable air masses.

They create strong winds and are associated with precipitation.

High pressure systems are relatively cool and dry air masses. They

are associated with clear skies and light winds. When low and high

pressure systems meet they form a weather front (e.g., cold front,

warm front). It is along these fronts that storms typically form.

Students are expected to

• describe the key features of low pressure and high pressure

systems; and

• research and describe the key features of blizzards, hurricanes,

Nor’easters, thunderstorms, and tornadoes.

This not intended to be a signicant research project. Tornadoes, for

example, could be described as funnel-shaped clouds, developing

from powerful thunderstorms, that spin in a circle. Their winds can

cause signicant damage and their intensity is measured on the Fujita

scale.

Teachers may use a jigsaw cooperative learning strategy to facilitate

research.

Attitude

Encourage students to demonstrate perseverance and a desire to

understand. [GCO 4]

Sample Performance Indicator

Use a T-chart to compare the characteristics of low pressure systems

and high pressure systems.

How Can We Describe Weather Systems?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 99

Activation

Students may

• Share recollections of experiences during extreme weather

events (e.g., blizzards, hurricanes, thunderstorms).

Connection

Teachers may

• Model what happens when high pressure and low pressure

systems interact using students to kinaesthetically represent air

particles.

Students may

• Search for, view, and share videos of extreme weather events.

• Track Atlantic hurricanes through the Canadian Hurricane Centre.

• Track potential blizzards using radar and satellite imagery.

• Research the important role of hurricane hunter planes in

predicting the track and intensity of hurricanes.

Consolidation

Teachers may

• Facilitate a cooperative learning jigsaw by organizing

students into home groups of ve and assigning a different

extreme weather system (i.e., blizzard, hurricane, Nor’easter,

thunderstorm, tornadoes) to each member of the group. Students

then separate, regroup according to weather system (e.g.,

team blizzard), and collaboratively research and record the

key features of their extreme weather event. Once completed,

students return to their home group and share what was learned

in their expert group.

Students may

• Create a graphic organizer to describe the key features of high

and low pressure systems and extreme weather events.

Extension

Students may

• Research and create an extreme weather preparedness kit.

• Research the scale used to describe the intensity of a hurricane

or tornado. Share ndings with classmates.

Authorized

NL Science 5: Weather (TR)

• pp. 62-67

NL Science 5: Weather (SR)

• pp. 30-31

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Weather systems resources

(websites and videos)

Other curriculum resources

• Moving Up with Literacy

Place 5 (ELA 5)

- Snowstorm

- Tornadoes

How Can We Describe Weather Systems?

Outcomes

WEATHER

Focus for Learning

Students will be expected to

100 SCIENCE 5 CURRICULUM GUIDE 2017

43.0 identify scientic

discoveries and

technological innovations

of people from different

cultures

[GCO 1]

Weather refers to the daily conditions in the atmosphere. Climate

refers to the typical weather over a long period of time.

Adapting to weather conditions and climate is one of the most

essential of human behaviours. Throughout history, people from

different cultures have adapted through the development and use of

innovative technologies.

Equating the term technology with electronic devices is a common

misconception. Technology refers to products, processes, or systems

that are designed to solve a problem. An electric vehicle, wooden

pencil, and a recycling process are all technologies.

Students should recognize the diversity of innovations that have been

developed to adapt to weather and climate. They should explore

technologies such as shelter and clothing developed by people from

different cultures. They could, for example, compare traditional salt

box houses to those used by local indigenous groups (e.g., wigwam),

and other cultures, and contemplate reasons for their unique designs

and material use. Other examples could include hats, or heating and

cooling technologies.

Cross curricular connections may be made to Social Studies 5

outcomes; examine specic ways ancient societies used resources to

meet their needs (e.g., clothing, shelter).

Treatment of this outcome should include scientic discoveries

related to climate change. Students should explore climate change

science (e.g., warming air temperatures, melting of polar ice caps,

changing sea ice patterns, rising sea level, increasing coastal erosion,

warming oceans, more frequent extreme weather events, changing

habitats) and technologies that have been proposed or developed to

reduce greenhouse gas emission and slow climate change.

Students should relate the greenhouse effect to climate change.

Attitude

Encourage students to recognize that individuals of any cultural

background can contribute equally to science. [GCO 4]

How Do We Adapt to Weather and Climate?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 101

Activation

Teachers may

• Present images of hats from different cultures (e.g., beret, bush,

cowboy, toque, sombrero, conical Asian, Amish straw, ushanka,

baseball, bowler, Sou’wester, rain bonnet, pang). Ask students

to consider how their design and materials might help someone

adapt to the weather/climate in the region where they are used.

Connection

Teachers may

• Invite guest speakers (e.g., Conservation Corps) to present on

local effects of climate change.

Students may

• View images of homes from different cultures and discuss how

their design and materials relates to the weather/climate of the

region.

• Interpret graphs of average yearly temperatures for local

communities and relate to climate change.

Consolidation

Students may

• Create an info-graphic to communicate the effects of climate

change on Newfoundland and Labrador.

• Investigate different fabrics to determine which would be the best

to make a hat that is waterproof, windproof, or visible in the fog.

• Research and share how the greenhouse effect contributes to

climate change.

• Create an information yer to inform community members about

things they can do to help reduce climate change and its affects.

Authorized

NL Science 5: Weather (TR)

• pp. 76-89

NL Science 5: Weather (SR)

• pp. 38-45

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• St. John’s Average Yearly

Temperature (BLM)

• Stephenville Average Yearly

Temperature (BLM)

• IWB Activities 8 and 10

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci-5/links/weather.

html

• Climate change resources

(websites)

How Do We Adapt to Weather and Climate?

102 SCIENCE 5 CURRICULUM GUIDE 2017

SCIENCE 5 CURRICULUM GUIDE 2017 103

Section Three:

Speciﬁc Curriculum Outcomes

Unit 2: Forces and Simple Machines

FORCES AND SIMPLE MACHINES

104 SCIENCE 5 CURRICULUM GUIDE 2017

Focus

The study of motion and the forces causing motion help students

build a more sophisticated understanding of forces. Students are

able to move from qualitative to simple quantitative descriptions of

forces acting on objects as they manipulate simple machines. The

effects of friction on the movement of objects are also explored.

The ability of simple machines to accomplish a task with less effort

is a major emphasis as students compare and improve the ability

of these machines to function. Simple machines are used in many

aspects of life, and students should become familiar with their design

and their advantages.

This unit has both a scientic inquiry and a design and problem

solving focus. The unit emphasizes the development of inquiry skills

related to rephrasing questions in a testable form, making predictions

and hypotheses, dening objects and events in investigations,

identifying and controlling major variables, devising procedures

to carry out fair tests, using tools for measuring, estimating

measurements, and identifying new questions arising from what was

learned. Design and problem solving experiences develop the skills

of gathering information from a variety of sources and technologies,

and selecting and using tools.

Outcomes Framework

GCO 1 (STSE): Students will develop an understanding of the nature of science and

technology, of the relationships between science and technology, and of the social and

environmental contexts of science and technology.

29.0 demonstrate that specic terminology is used in science and technology contexts

41.0 consider the positive and negative effects of familiar technologies

48.0 describe instances where scientic ideas and discoveries have led to new inventions and

applications

49.0 describe examples of technologies that have been developed to improve living conditions

55.0 identify examples of scientic knowledge that have developed as a result of the gradual

accumulation of evidence

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 105

GCO 2 (Skills): Students will develop

the skills required for scientic and

technological inquiry, for solving problems,

for communicating scientic ideas and

results, for working collaboratively, and for

making informed decisions.

2.0 rephrase questions in a testable

form

3.0 state a prediction and a hypothesis

4.0 dene objects and events in their

investigations

5.0 identify and control major variables

in investigations

6.0 devise procedures to carry out a fair

test and to solve a practical problem

9.0 select and use tools

11.0 select and use tools for measuring

12.0 make observations and collect

information that is relevant to the

question or problem

13.0 estimate measurements

14.0 record observations

15.0 identify and use a variety of sources

and technologies to gather relevant

information

22.0 suggest improvements to a design

or constructed object

24.0 identify new questions or problems

that arise from what was learned

25.0 communicate questions, ideas, and

intentions, and listen to others while

conducting investigations

GCO 3 (Knowledge): Students will

construct knowledge and understandings

of concepts in life science, physical

science, and Earth and space science, and

apply these understandings to interpret,

integrate, and extend their knowledge.

44.0 investigate different kinds of forces

used to move objects or hold them

in place

45.0 observe and describe how various

forces can act directly or from a

distance to cause objects to move

46.0 demonstrate and describe the effect

of increasing and decreasing the

amount of force applied to an object

47.0 investigate and compare the effect

of friction on the movement of an

object over a variety of surfaces

50.0 investigate and compare the force

needed to lift a load manually with

that required to lift it using a simple

machine

51.0 use levers to accomplish tasks and

differentiate between the position of

the fulcrum, load, and effort force

52.0 design the most efcient lever to

accomplish a task

53.0 demonstrate the use of rollers and

wheel and axles in moving objects

54.0 investigate and compare the force

needed to lift a load using a single

pulley system with that needed to lift

it using a multiple pulley system

FORCES AND SIMPLE MACHINES

106 SCIENCE 5 CURRICULUM GUIDE 2017

Students are encouraged to:

• appreciate the role and contributions of science and technology in their understanding of

the world

• realize that the applications of science and technology can have both intended and

unintended effects

• recognize that individuals of any cultural background can contribute equally to science

• consider their own observations and ideas as well as those of others during investigations

and before drawing conclusions

• appreciate the importance of accuracy and honesty

• demonstrate perseverance and a desire to understand

• work collaboratively while exploring and investigating

• show concern for their safety and that of others in planning and carrying out activities and

in choosing and using materials

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the

responsible acquisition and application of scientic and technological knowledge to the mutual

benet of self, society, and the environment.

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 107

SCO Continuum

GCO 3 (Knowledge): Students will construct knowledge and

understandings of concepts in life science, physical science, and

Earth and space science, and apply these understandings to interpret,

integrate, and extend their knowledge.

Science 2 Science 5 Science 6

Relative Position and Motion Forces and Simple Machines Flight

• investigate patterns of

movement

• identify factors that affect

movement

• investigate forces used to

move or hold objects in place

• describe how forces act

directly or from a distance to

cause objects to move

• describe the effect of

increasing and decreasing the

force applied to an object

• investigate the effect of friction

on the movement of an object

over various surfaces

• investigate the force needed

to lift a load manually

compared with using a simple

machine

• use levers to accomplish tasks

and differentiate the position

of the fulcrum, load, and effort

force

• design the most efcient lever

to accomplish a task

• demonstrate the use of

rollers and wheel and axles in

moving objects

• investigate the force needed

to lift a load using a single

pulley system compared with

a multiple pulley system

• describe how lift is affected by

the shape of a surface

• describe methods for altering

drag in ying devices

• describe the role of lift in

overcoming gravity

• identify situations which involve

Bernoulli’s principle

• describe the means of

propulsion for ying devices

Science 3 Science 8

Invisible Forces Fluids

• investigate conditions that

affect the force of magnets

• investigate conditions that

affect the force of static

electricity

• describe qualitatively the

relationship between mass and

weight

• describe the movement of

objects in terms of balanced

and unbalanced forces

• dene quantitatively the

relationship between force,

area, and pressure

Suggested Unit Plan

Forces and Simple Machines is the rst of two consecutive physical

science units.

September October November December January February March April May June

Forces and Simple

Machines

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

108 SCIENCE 5 CURRICULUM GUIDE 2017

44.0 investigate different kinds

of forces used to move

objects or hold them in

place

[GCO 3]

Forces cause objects to start or stop moving, or change direction.

Invisible forces were explored in Science 3. In Science 5, students will

investigate gravity, magnetic force, and mechanical force.

At learning centres, students should apply different kinds of forces on

objects and investigate personal inquiry questions (SCO 1.0):

• Gravity centre - Drop objects (e.g., balls, modelling clay, sheets

of paper) to observe the pulling effect of gravity. Investigate,

for example, whether similar objects of different masses hit the

ground at the same time when dropped.

• Magnetic force centre - Compare the strength of different

magnets (e.g., bar, disc, fridge, horseshoe). Investigate, for

example, how many paper clips a magnet can attract or how

many sheets of paper a fridge magnet can hold in place.

• Mechanical force centre - Move objects (e.g., a coin, table tennis

ball) by directly applying pushing and pulling forces in different

ways. Investigate, for example, how changing the diameter of a

straw affects how far you can blow a table tennis ball.

Students are expected to classify forces as pushes or pulls, and as

gravitational, magnetic, or mechanical forces.

A common misconception is that forces act one at a time. Throw

a paper ball across the room to clarify this misconception. Note

that the ball does not follow a linear path. The initial throwing force

(mechanical) is applied in one direction, however, the force of gravity

(i.e., pulling down) and air resistance (i.e., friction slowing down)

acting on the ball cause it to arc toward the oor.

Students should observe and describe forces that cause objects to

move as contact or non-contact. Contact forces are applied directly

on objects (e.g., mechanical forces), while non-contact forces are

applied from a distance, without contact (e.g., gravity, magnetic

force).

Students are expected to classify forces as contact or non-contact.

Teachers may choose to address outcome 29.0 (i.e., demonstrate

that specic terminology is used in science and technology contexts)

at this time. Refer to the initial elaboration provided on pp. 74-75.

When communicating about forces students should use specic

terminology, which includes: mechanical force, gravitational force,

magnetic force, contact force, and non-contact force.

Sample Performance Indicator

Demonstrate different ways you could move a paper clip through a

maze copied onto construction paper and indicate if it is an example

of a contact or non-contact force.

What Are Forces and How Do They Act on Objects?

45.0 observe and describe how

various forces can act

directly or from a distance

to cause objects to move

[GCO 3]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 109

Activation

Teachers may

• Facilitate a force walk around the school to identify forces in

everyday life and ask students to group them in a table with

columns. Students could choose their own headings for groups

(e.g., pushing forces, pulling forces).

• Provide a collection of materials (e.g., magnet, metre stick, straw,

string, toothpick) and ask students to use them to move an object

(e.g., block, marble, paper clip) or stop an object from moving.

• Demonstrate static electric forces by rubbing a balloon against

their hair and using it to pick up paper confetti and stick to a wall.

Students may

• Apply forces to beach balls and observe how they act.

Connection

Teachers may

• Provide materials at three centres (i.e., gravity centre, magnetic

centre, mechanical force centre) for students to explore and ask

students to investigate a personal inquiry question at each centre.

Students may

• Explore different ways to move a pencil across a desktop and

describe the related forces using appropriate terminology.

• View images depicting forces being applied to objects and

classify the forces as pushes or pulls, gravitational, magnetic, or

mechanical, and as contact or non-contact.

• Move a table tennis ball through a constructed maze using

different methods (e.g., blowing through a straw, using hand held

fan or water spray bottle, stick handling with a ruler, using pool

strokes with a pencil, repelling with a ruler charged with static

electricity, tilting the maze).

Consolidation

Teachers may

• Read Aloud Neo Leo: The Ageless Ideas of Leonardo da Vinci, or

a similar title. Ask students to create an inventor’s journal to use

throughout the unit to sketch and record their ideas.

Students may

• In small collaborative groups, create a museum display to

represent one type of force. Displays could include objects or

illustrations related to the type of force. During a gallery walk

each group could present their force type to their classmates.

Authorized

NL Science 5: Forces and

Simple Machines (Teacher

Resource [TR])

• pp. 6-17

NL Science 5: Forces and

Simple Machines (Student

Resource [SR])

• pp. 6-11, 56-59

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 1

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Forces (websites and

videos)

• Science suppliers (websites)

Children’s Literature

• A Crash Course in Forces

and Motion with Max Axiom,

Super Scientist by E. Sohn

• Neo Leo: The Ageless Ideas

of Leonardo da Vinci by G.

Barretta

• Cleonardo: The Little

Inventor by M. GrandPré

What Are Forces and How Do They Act on Objects?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

110 SCIENCE 5 CURRICULUM GUIDE 2017

46.0 demonstrate and describe

the effect of increasing and

decreasing the amount of

force applied to an object

[GCO 3]

25.0 communicate questions,

ideas, and intentions,

and listen to others while

conducting investigations

[GCO 2]

Students should investigate and describe the effect of increasing and

decreasing the amount of mechanical force applied to an object. They

should devise and carryout procedures to qualitatively vary the force

applied (e.g., push harder, pull more gently), observe the effect on the

object, and record relevant observations (SCOs 6.0, 8.0, 12.0, 14.0).

Contexts to investigate could include applying push and pull forces to

playground or sports equipment, or using a variable speed hair dryer

to apply force (i.e., a push of air) to a table tennis ball.

Varying the amount of force applied to an object may cause the object

to start or stop moving, speed up, slow down, or change direction.

Students should carry out these investigations in small collaborative

groups to encourage student development of communication and

listening skills. Refer to the Integrated Skills unit for elaboration of

outcome 25.0 and other skill outcomes.

Introduce the concept of balanced and unbalanced forces. Students

should come to recognize that

• objects have more than one force acting on them at any one time;

• forces can either be balanced or unbalanced;

• when balanced forces are acting on an object, objects at rest

remain still and moving objects continue to move at a constant

speed in the same direction; and

• when forces applied to an object are unbalanced (i.e., one force

is stronger than another), objects at rest may start to move and

moving objects may change speed or direction or both.

Students should observe and describe balanced and unbalanced

forces.

Students may mistakenly believe that an object at rest has no

forces acting on it. To clarify, ask them to hold a heavy object in an

outstretched hand, palm up, so that the object is not moving. They

should feel the object pushing down on their hand due to gravity. To

keep it still, their hand is applying an equal, opposite, upward force.

Attitude

Encourage students to work collaboratively while exploring and

investigating. [GCO 4]

Sample Performance Indicator

Demonstrate and describe how the motion of a pinwheel is affected

by blowing air against it:

• with a gentle, medium, and strong force, starting from rest;

• while it is already in motion; and

• from the opposite direction while already in motion.

What Happens When Forces are Increased or Decreased?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 111

Activation

Teachers may

• Facilitate a tug of war to demonstrate the concept of balanced

and unbalanced forces. For each tug of war, students should

determine the direction in which the ribbon tied in the centre of

the rope is moving, if at all, and whether the forces are balanced

or unbalanced.

Students may

• Construct simple Lego™ cars and investigate how increasing and

decreasing the amount of force applied affects them.

Connection

Students may

• Participate in various sporting activities in the gymnasium or play

with equipment at a local playground and note how increasing or

decreasing the applied force affects the movement of objects.

• Play 3-coin hockey to explore how mechanical forces affect the

movement of coins.

• Afx the long part of a bendable straw to a desktop with the end

extended over the desk’s edge. Bend the shorter end 90° upward

and place a table tennis ball upon it. Vary the force of air blown

through the straw until the ball can be suspended in air. Describe

the forces acting on the ball when rising, falling, and suspended.

Consolidation

Students may

• In small collaborative groups, use straws to investigate how

blowing on a table tennis ball affects its motion (i.e., apply

multiple forces on the ball from varied directions, while at rest and

when in motion, and record observations).

• Propose personal inquiry questions related to increasing and

decreasing forces and devise and carry out investigations to nd

answers (e.g., How far can a table tennis ball roll when moving air

is applied from a hair dryer set to low medium and high power?).

• Create a “how to guide” for riding a skateboard that includes how

to start moving, stop moving, slow down, speed up, and turn.

Extension

Students may

• Research how increasing and decreasing forces (i.e., throwing

force and sweeping force) affects the motion of rock in the sport

of curling.

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 18-21

NL Science 5: Forces and

Simple Machines (SR)

• pp. 12-13

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Balanced and unbalanced

forces (websites and videos)

What Happens When Forces are Increased or Decreased?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

112 SCIENCE 5 CURRICULUM GUIDE 2017

11.0 select and use tools for

measuring

[GCO 2]

12.0 make observations and

collect information that is

relevant to the question or

problem

[GCO 2]

13.0 estimate measurements

[GCO 2]

Students should investigate the amount of force needed to lift

different objects. Forces should initially be measured using elastic

bands with paper clips hooked onto them to attach objects.

In pairs or small collaborative groups, students should

• select the number and size of elastics they wish to use,

• attach an object to the elastics and pull upward until the object

lifts off the surface,

• measure and record the length (cm) of the stretched elastics (the

greater the stretch the greater the force), and then

• predict and measure the stretch length needed to lift other

objects.

Introduce spring scales (i.e., force meters) as a tool to measure

force and the newton (N) as the standard unit. Different spring scales

have different capacities (2.5 N, 5 N, 10 N, 20 N, 30 N, 50 N). Direct

instruction on how to use a spring scale may be required.

Students should use spring scales to measure the number of

newtons needed to lift the objects previously tested with elastics.

They should estimate the force needed and select a spring scale with

sufcient capacity to lift the load (e.g., selecting a 20 N spring scale if

estimating that more than 10 N of force is required).

To ensure measurement accuracy, students should calibrate spring

scales to zero prior to use, use consistent measurement techniques,

and take a second conrmation measurement each time. When

reading the scale, all certain digits should be recorded and the rst

uncertain digit estimated.

Note that spring scales can be used to measure both mass and force.

As a result, they are often calibrated in both grams and newtons.

Ensure that students use the newton scale to measure force. If the

available spring scale is not calibrated in newtons, the following

conversion may be used, 100 g = 1 N or 1 kg = 10 N.

Refer to the Integrated Skills unit for elaboration of these outcomes.

Attitude

Encourage students to appreciate the importance of accuracy and

honesty. [GCO 4]

Sample Performance Indicator

Predict the amount of force, in newtons (N), needed to lift a notebook,

a binder, and a lunch bag. Select an appropriate spring scale for each

and measure and record the force needed.

How Can You Predict the Force Needed to Move an Object?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 113

Activation

Teachers may

• Ask students to brainstorm units of measurement, guide

discussion toward the need for standard units (e.g., gram, litre,

metre), then introduce the newton as the standard unit for force.

Connection

Teachers may

• Demonstrate how force meters measure force.

• Demonstrate estimation procedures when measuring.

Students may

• Construct and use elastic band force meters to predict and

measure the force needed to move (e.g., lift) various objects. The

strength of the force should be equated to the amount of stretch

in the elastic. Stretch should be measured in cm.

• Predict how far an elastic band force meter will stretch in order to

lift various classroom objects and test to conrm predictions.

• Compare spring scales with different capacities (2.5 N, 5 N, 10 N,

20 N, 30 N, 50 N).

• Demonstrate how to calibrate a spring scales to zero.

• Use spring scales to lift known masses (e.g., 10 g, 100 g, 1 kg).

• Select appropriate capacity spring scales to lift various objects

and test their appropriateness. Measuring a 4 N force with a 2.5

N spring scale stretches the spring beyond the scale. A 4 N force

could be measured with a 50 N spring scale, however, greater

accuracy would be obtained with a 5 N or 10 N spring scale.

Consolidation

Students may

• Predict how many newtons of force are required to lift various

objects. Measure the force required with a spring scale to conrm

or refute predictions.

• Select four objects from a collection. One object should require

about 5 N to lift it, one should require less than 5 N, and two

should require more than 5 N. Select appropriate spring scales to

test predictions.

Extension

Students may

• Research the difference between mass and weight.

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 22-25

NL Science 5: Forces and

Simple Machines (SR)

• pp. 14-15

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 2

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Elastic band force meter -

alternative designs (websites

and videos)

• Spring scale suppliers

(websites)

How Can You Predict the Force Needed to Move an Object?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

114 SCIENCE 5 CURRICULUM GUIDE 2017

47.0 investigate and compare

the effect of friction on the

movement of an object over

a variety of surfaces

[GCO 3]

2.0 rephrase questions in a

testable form

[GCO 2]

3.0 state a prediction and a

hypothesis

[GCO 2]

Friction is the resistance to movement created when two surfaces are

in contact with each other.

Students should, through guided inquiry, investigate how friction

affects the force needed to start or keep a wood block (or similar

object) moving over different surfaces. The amount of force needed to

start an object moving is always greater than the amount needed to

keep an object in motion. Forces should be measured quantitatively

using spring scales. Inserting an eye screw into the end of the wood

block will allow it to attach to a spring scale.

Students should

• collaboratively select the surfaces they wish to test (e.g., asphalt,

cardboard, carpet, cotton towel, crushed stone, grass, sandpaper,

tile oor, wood) and decide whether they will investigate the force

needed to start a wood block sliding or keep it sliding;

• pose a testable question that includes both the independent and

the dependent variable (e.g., How do different surfaces affect the

amount of force needed to start a wood block sliding?);

• predict which surfaces will require the most and least force and

provide explanations for the prediction;

• collaboratively devise a procedure, identifying required materials

and measuring instruments, to fairly test each surface;

• carry out their procedure to ensuring a fair test, taking repeated

measurements of the force needed to slide the wood block;

• record measurements in a table, compare results, and provide

explanations for any patterns or discrepancies noted; and

• draw a conclusion, ordering the surfaces from least to greatest

according to the amount of force required to slide the wood.

Students should relate their ndings to the effect of friction. Generally,

the greater the force required to move an object the greater the

friction. To start or keep an object moving, the applied force must

overcome (i.e., be stronger than) the force of friction.

In addition to SCOs 2.0 and 3.0, this guided inquiry investigation

provides an opportunity to address and assess numerous skill

outcomes (e.g., 1.0, 4.0, 5.0, 6.0, 8.0, 11.0, 12.0, 13.0, 14.0, 18.0,

19.0, 21.0, 23.0, 24.0, 26.0). Refer to the Integrated Skills unit for

elaboration of these skills.

Attitude

Encourage students to consider their own observations and ideas

as well as those of others during investigations and before drawing

conclusions. [GCO 4]

How Does Friction Affect the Movement of Objects?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 115

Activation

Teachers may

• Review the role of independent, dependent, and control variables

in experiments.

Students may

• Use prior knowledge to dene friction and describe its effects on

objects.

• Play tug of war in the gymnasium wearing sneakers, then replay

again in just their socks to demonstrate role of friction in footwear.

Connection

Teachers may

• Present digital images of everyday activities and ask students to

identify where friction is occurring in the images.

• Facilitate a friction walk around the school. Ask students to look

for surfaces that are in contact and identify features of those

surfaces that increase or decrease friction.

• Investigate if it requires more force to start or keep an object

moving.

Students may

• Use magnication devices to view surfaces they perceive as

smooth (e.g., desktop, marble). Alternatively, teachers could

present digital images of “smooth surfaces” taken with high

powered microscopes (e.g., glass, paper). Students should

recognize that these surfaces are not frictionless.

• Play 3-coin hockey on varied surfaces (e.g., cardboard, carpet,

cotton towel, oor tiles) and note the amount of force needed to

advance the coins.

Consolidation

Students may

• Devise and carry out a fair test to investigate the effect of friction

on the force required to start or keep an object sliding over a

variety of surfaces.

• Propose another inquiry question, arising from what was learned,

and devise and carry out an investigation to answer it (e.g.,

How would increasing or decreasing the mass of the object, or

lubricating the surface affect results?).

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 26-33

NL Science 5: Forces and

Simple Machines (SR)

• pp. 16-19

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 3

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Friction resources (websites

and videos)

How Does Friction Affect the Movement of Objects?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

116 SCIENCE 5 CURRICULUM GUIDE 2017

48.0 describe instances where

scientic ideas and

discoveries have led to new

inventions and applications

[GCO 1]

Scientic ideas lead to the development of new inventions and

applications. This is an important aspect of the nature of the

relationship between science and technology.

Friction slows down objects and makes objects at rest difcult to

move. Friction also wears down objects (e.g., tires), and produces

heat. The amount of friction between surfaces depends on

• surface texture (rougher surfaces generally have more friction),

• surface area (larger contact areas generally have more friction),

and

• the magnitude of other forces acting on the surfaces (e.g., gravity,

static electricity).

Our scientic understanding of friction and its effects has led to the

development of technologies, both products and processes:

• Lubricants (e.g., engine oil, snowboard wax) reduce friction

between moving solid surfaces by eliminating or reducing surface

contact.

• Winter tire treads are made from materials that do not stiffen as

much in cold weather allowing for more traction. Adding metal

studs to tires increases friction on icy roads. Under-inating tires

during winter increases surface contact.

• Treads on winter boots have deep grooves to increase friction.

• Spreading sand on icy roads increases friction by preventing ice

from forming quickly.

• Grip tape on stair treads and skateboards increases friction.

• Swim caps reduce friction between our hair and water.

Applying what they have learned, students should identify whether

friction-related technologies increase or decrease friction.

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

Sample Performance Indicator

Group the following products and processes according to whether

they increase or decrease friction:

• brake pads, hockey stick tape, oiling door hinges, ball bearings,

soccer cleats, gymnasts applying powder to their hands, curling

brooms, double layered running socks, adding snow to the pan of

a truck in winter, sanding handrails, waxing snowboards.

How Do We Use Friction?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 117

Connection

Students may

• Vigorously rub their hands together to observe some effects of

friction.

• Identify and explain real life situations where increasing or

decreasing friction solves a problem:

- adding studs to winter tires (increasing friction),

- spreading sand on icy roads (increasing friction),

- using a crazy carpet for sliding (decreasing friction), and

- adding oil to the piston of an engine (decreasing friction).

• Collect a variety of shoe types with different soles (e.g., ballet

shoes, bowling shoes, hiking boots, slippers, sneakers, winter

boots). Attach each shoe individually to an appropriate spring

scale and gently pull it across the oor, ensuring that the sole is

down, and record the force required to move it. Sequence the

shoes according to the amount of force required. Discuss why

different types of shoes require different types of soles.

• Predict what will happen to the amount of friction between

surfaces when you put a lubricant (e.g., cooking spray, water,

hand cream) between them. Test the prediction.

Consolidation

Students may

• Provide everyday examples of situations when friction is helpful

and harmful.

• Suggests methods to increase and decrease the force of friction

(e.g., sanding wood to reduce friction, adding grip tape to

increase friction).

• Redesign familiar friction-related products to increase or

decrease the force of friction.

• Identify where friction occurs in ice hockey and describe methods

used to increase or decrease the force of friction.

Extension

Students may

• Create a cartoon strip to illustrate a problem caused when the

force of friction is increased or decreased too much.

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 34-37

NL Science 5: Forces and

Simple Machines (SR)

• pp. 20-21

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 3

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Friction resources (websites

and videos)

How Do We Use Friction?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

118 SCIENCE 5 CURRICULUM GUIDE 2017

49.0 describe examples of

technologies that have

been developed to improve

living conditions

[GCO 1]

Technology is the application of science to solve practical problems.

Our human ancestors developed simple technologies to make work

easier. These simple machines are basic tools we continue to use

every day to complete tasks (e.g., change a tire, open a can). They

can increase the force we apply; making work easier to do.

Students should explore the physical relationships that exist in each

of the simple machines below (i.e., Where is effort applied?, In what

direction?, What is the result?), identify key distinguishing features,

and describe some of the benets provided by their use.

• A lever is a stiff bar that moves. It moves on a point, called a

fulcrum. Pushing or pulling on the bar helps move an object (e.g.,

opening a paint can with a screwdriver) using less force.

• A wheel and axle is a big wheel attached to a smaller wheel (axle)

which move together (e.g., a door knob). Applying a small turning

force on the wheel creates a large output force on the axle.

• A pulley is a grooved wheel with a rope that goes around it.

Pulleys move objects up and down, or sideways. Pulleys can

change the direction of and/or multiply an applied force.

• An inclined plane is a surface that is slanted (e.g., a ramp).

Inclined planes help to move loads up or down using less force.

• A screw is a curved inclined plane that goes around in a circle.

Screws help move loads up and down using less force.

• A wedge is a type of inclined plane that pushes things apart using

less force.

Students should identify simple machines in everyday technologies. A

manual can opener, for example, contains a wheel and axle (turning

key attached to the cutting wheel), a wedge (edge of cutting wheel),

and two levers (handles). Students should also consider how hard it

would be to perform tasks without these machines (e.g., How hard

would it be to open a can without a can opener?).

When communicating about forces and simple machines, students

should use specic terminology, which includes

• force, mechanical force, gravitational force, magnetic force,

contact and non-contact force, balanced and unbalanced force;

• spring scale, newton, friction;

• effort force, load, lever, fulcrum, wheel and axle, xed and

movable pulley, inclined plane, screw, wedge, force advantage.

Refer to the previous elaboration provided on pp. 74-75.

Sample Performance Indicator

Find an example of each simple machine within the school or

classroom and describe how they are used to make life easier.

What Is a Simple Machine?

29.0 demonstrate that specic

terminology is used in

science and technology

contexts

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 119

Activation

Teacher may

• Ask students to identify simple tools developed by our ancestors

to make work easier and relate to simple machines.

Connection

Teachers may

• Present one example of each simple machine to be investigated

(e.g., stapler, doorknob, blind pulley, wheel chair ramp, water

bottle collar and cap, letter opener), identify its key features, and

demonstrate its use.

• Create a centre for each type of simple machine. Place related

objects in each centre for students to explore.

Students may

• Participate in a simple machines scavenger hunt at school.

Observations should be recorded using a data table or digital

images. Students should group recorded objects according to the

type of simple machine. Note that some objects t into more than

one category (e.g., a staple remover ts with levers and wedges).

Consolidation

Teachers may

• Provide a collection of objects related to simple machines and

ask students to record the name of each object in a table and

identify which simple machines it includes (e.g., a cork screw may

contain levers, a screw, a wedge, and a wheel and axle).

Students may

• Create a physical collection of objects representing all the simple

machine types.

• Create a digital or physical collage of images of simple machines.

• Discuss which simple machine type it would be easiest and/or

hardest to live without.

• Collaboratively create and illustrate a superhero whose super

powers and/or body features incorporate simple machines.

Challenge students to include all six types of simple machines.

• Create a sales advertisement for a simple machine.

Extension

Students may

• Research Rube Goldberg machines and sketch a design for one

that incorporates several simple machines to accomplish a task.

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 40-45

NL Science 5: Forces and

Simple Machines (SR)

• pp. 26-31, 56-59

NL Science 5: Online Teaching

Centre

• IWB Activity 4

• Image bank

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Simple machines (websites

and videos)

What Is a Simple Machine?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

120 SCIENCE 5 CURRICULUM GUIDE 2017

Simple machines can provide a force advantage, or mechanical

advantage, when performing tasks. A force advantage refers to the

gain in force achieved when the output force is greater than the input

force, or effort force (e.g., lifting a 10 N load with a movable pulley

using only a 5 N effort force). Achieving a force advantage, however,

requires a trade-off of effort for distance (i.e., less effort applied over

a greater distance). For the example above, lifting the load 1 m will

require pulling 2 m of rope.

Students should, through guided inquiry, devise and carry out

investigations to compare the effort force needed to move a load

manually with that required to lift it using various simple machines.

Students should

• choose an object to be the load and select three simple machines

to test (e.g., lever, pulley, inclined plane);

• pose their inquiry question identifying the independent variable

(simple machines) and dependent variables (effort force);

• consider variables that need to be controlled and devise a

procedure to carry out a fair test for each simple machine;

• make predictions, then fairly carry out their procedure;

• make and record observations including sketches or

digital images of how the simple machines are set up and

measurements of the effort force needed to lift the load;

• draw a conclusion that answers the initial question;

• compare results with those of other groups; and

• identify and suggest explanations for patterns and discrepancies

in results of different groups.

Students should measure forces using an appropriate spring scale.

The effort force needed to lift the load will vary depending on the

simple machine used and how it is set up (e.g., the proximity of

a lever’s fulcrum to the load, the steepness of the inclined plane,

whether the pulley is xed or movable, wheel circumference in

relation to the axle). This variability will likely result in new questions

for students to investigate further (e.g., How does changing the

fulcrum’s position affect the lever’s force advantage? How does the

steepness of an inclined plane affect its force advantage?).

In addition to SCOs 5.0, 6.0, and 14.0, this guided inquiry

investigation provides an opportunity to address and assess

additional skill outcomes (e.g., 1.0, 2.0, 3.0, 7.0, 8.0, 9.0, 11.0, 12.0,

13.0, 18.0, 19.0, 21.0, 24.0, 26.0). Refer to the Integrated Skills unit

for elaboration of these skills.

Sample Performance Indicator

Using a spring scale, load, and a simple machine (e.g., lever, pulley,

inclined plane), provide quantitative evidence to demonstrate that the

simple machine reduces the force needed to lift the load.

50.0 investigate and compare

the force needed to lift a

load manually with that

required to lift it using a

simple machine

[GCO 3]

5.0 identify and control major

variables in investigations

[GCO 2]

6.0 devise procedures to carry

out a fair test and to solve a

practical problem

[GCO2]

14.0 record observations

[GCO 2]

What Is a Force Advantage?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 121

Emphasis should be placed on identifying and controlling variables

and carrying out fair procedures when students are investigating.

Activation

Students may

• Attempt to accomplish a difcult or “impossible” task without a

tool (e.g., removing the lid from a tin can), then use a simple

machine (e.g., manual can opener) to accomplish the same task.

Connection

Teachers may

• Present and/or sketch the following scenario: a load of concrete

blocks need to be lifted into the back of a pickup truck. Ask

students to sketch different ways simple machines could be used

to accomplish the task. Students should share their ideas and

collaboratively discuss the efciency of each method. Introduce

the concept of force advantage into the discussion.

Students may

• In small collaborative groups, devise and carry out a procedure to

investigate and compare how much a lever, pulley, and inclined

plane reduce the amount of force needed to lift a load. Based

on their results, students should identify which simple machines

provided a force advantage, if any. They should then compare

their results with those of other groups. Results might vary widely

depending on the type of lever used and the location of the

fulcrum and effort force, whether a xed or movable pulley was

used, and the slope of the inclined plane. If digital images of each

set up were recorded, students could compare images and note

differences. Students may wish to make changes to the set up of

their simple machines and retest.

Consolidation

Students may

• Propose new questions to investigate, arising from what was

learned, and devise and carry out new investigations to nd

answers to their inquiry questions (e.g., investigate how changing

the slope of the inclined plane affects the force advantage

achieved when lifting a load).

Extension

Students may

• Research why switchback roads are used on steep slopes.

Authorized

NL Science 5: Forces and

Simple Machines (Teacher

Resource [TR])

• pp. 46-51

NL Science 5: Forces and

Simple Machines (SR)

• pp. 30-33

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 5

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

What Is a Force Advantage?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

122 SCIENCE 5 CURRICULUM GUIDE 2017

Students should identify the position of the fulcrum, load, and

effort force when investigating everyday levers (e.g., bottle opener,

hammer, hole punch, nail clippers, nutcracker, pliers, scissors, stapler,

tweezers, wheel barrow) and represent their position symbolically on

diagrams (i.e., using a square, triangle, and arrow, to represent the

load, fulcrum, and effort force respectively). Note that levers often

occur in pairs.

Scientists classify levers into three different types:

• Class 1 - the fulcrum between the load and effort force (e.g., a

see-saw). The load moves opposite the direction of and a shorter

distance than the applied force. The closer the fulcrum to the

load, the greater the force advantage.

• Class 2 - the load between the fulcrum and the effort force (e.g.,

a wheelbarrow). The load moves in the same direction as and a

shorter distance than the applied force. The closer the load to the

fulcrum, the greater the force advantage.

• Class 3 - the effort force is between the fulcrum and load (e.g.,

hockey stick). The load moves in the same direction as and a

larger distance than the applied force. Class 3 levers do not

produce a force advantage, they increase speed.

Students should construct models of the different lever classes,

using metre sticks, and observe their different effects on the loads

they move. They should investigate how changing the position of the

fulcrum, load, or effort force, without changing their order, affects the

amount of effort needed to move the load. In addition to SCO 4.0,

skill outcomes 3.0, 9.0, 12.0, 14.0, 19.0, and 21.0 may be addressed.

Refer to the Integrated Skills unit for elaboration of these outcomes.

Students should also use everyday levers to accomplish tasks (e.g.,

open paint can lids with a screwdriver, pick up objects with various

types of tongs, punch holes using a single or three hole punch, staple

paper with a stapler, cut materials with scissors, remove nails from

wood with a hammer). They should investigate how changing the

position of the applied force or load affects the effort required to use

the tool (e.g., compare the effort needed to pick up blocks with class 3

tongs when applying effort near the fulcrum, load, and in the middle).

Technologies are never perfect and require improvements. Students

should consider the benets and drawbacks of the everyday levers

explored. A three hole punch, for example, is a useful organizational

tool, however, it may require a signicant effort force, can only punch

a limited number of pages at a time, and frequently jams with use.

The trade off of effort for distance when simple machines achieve a

force advantage could also be considered.

Attitude

Encourage students to demonstrate perseverance and a desire to

understand. [GCO 4]

51.0 use levers to accomplish

tasks and differentiate

between the position of the

fulcrum, load, and effort

force

[GCO 3]

4.0 dene objects and events in

their investigations

[GCO 2]

How Can We Use Levers?

41.0 consider the positive and

negative effects of familiar

technologies

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 123

Activation

Teachers may

• Provide a collection tools that contain levers for students to use

and explore. Students should note where effort force is applied.

Connection

Teachers may

• Demonstrate the relative position of the fulcrum, load, and effort

for each class of lever:

- Class 1: Balance a metre stick on a student’s nger (fulcrum).

Use an elastic band to hang a load from one end of the metre

stick and push down (effort) on the other end to lift the load.

- Class 2: Tape the end of a metre stick to the edge of a

desk so that it pivots up and down (fulcrum). Hang a load

in the middle of the metre stick and pull up (effort) on the

unattached end to lift the load.

- Class 3: Use the same setup as for a class 2 lever, however,

reverse the location of the load and effort (i.e., hang the load

from the unattached end of the metre stick and pull up in the

middle to lift it).

Students may

• Using a ruler (lever), pencil (fulcrum), and eraser (load), construct

a model of each type of lever.

• Identify the location of the fulcrum, load, and effort when using

levers (e.g., baseball bat, bottle opener, broom, chop sticks, garlic

press, hockey stick, hole punch, nail clipper, nut cracker, pliers,

scissors, see-saw, stapler, tongs, tweezers, wheel barrow).

Consolidation

Students may

• Using the metre stick set ups described above, investigate how

changing the position of the fulcrum, load, and applied force,

affects the effort required to lift the load, for a rst, second, and

third class lever. A spring scale, attached to the metre stick with

an elastic band, should be used to measure effort force and the

position of the fulcrum, load, and effort should be recorded using

the graduations on the metre stick (e.g., 0 cm, 15 cm, 80 cm).

Alternatively, a ruler could be used as the lever.

• Demonstrate best practices when using levers to accomplish

tasks (e.g., picking up objects with tongs, cutting materials

with scissors, using a 3-hole punch, opening a paint can with a

screwdriver, removing a nail from wood with a hammer, hitting

a softball with a bat). Where is it best to position the load and/or

fulcrum? Where is it best to apply the effort force?

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 52-55

NL Science 5: Forces and

Simple Machines (SR)

• pp. 34-37

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 6

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Levers (videos)

• Lever investigations

(websites and videos)

How Can We Use Levers?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

124 SCIENCE 5 CURRICULUM GUIDE 2017

Having explored and constructed different classes of levers and

investigated how changing the position of the fulcrum, load, or applied

force affects their use, students should apply their learning to design

the most efcient lever to accomplish a task.

Provide contexts where an efcient lever would be needed to

accomplish a task (e.g., scissors to cut sheets of metal, tongs

to remove hot coals from a re, a hammer to remove nails from

concrete). Students should design the most efcient lever to

accomplish the task. They should make a labelled sketch of their

lever, including estimated dimensions, the location of the fulcrum,

load, and effort, and materials to be used in construction. Students

could evaluate the lever designs of classmates and suggest

improvements (SCO 22.0).

Students should then apply their understanding of levers in a design

challenge. They should construct a catapult capable of launching

a mini-marshmallow. The challenge could initially be to reliably hit

a target, such as a bowl, from a short distance (e.g., 1 m). Once

students have constructed and tested their catapults, they could then

be challenged to modify their design to maximize the distance the

marshmallow is thrown.

Design challenges provide an opportunity to address and assess

design and problem-solving skills. Students should

• research catapult designs;

• generate possible solutions and choose one to test;

• make a labelled sketch of their catapult;

• identify appropriate tools and materials to use;

• collaborate to devise and carry out a plan to construct their

prototype;

• test their prototype, identify problems, and suggest and make

necessary improvements until an optimal solution is reached; and

• test and evaluate their nal catapult.

In addition to SCOs 9.0 and 15.0, participating in the design challenge

described above could provide evidence to assess SCOs 6.0, 7.0,

8.0, 12.0, 14.0, 16.0, 22.0, 26.0, 28.0. Refer to the Integrated Skills

unit for elaboration of these outcomes.

Attitude

Encourage students to show concern for their safety and that of

others in planning and carrying out activities and in choosing useful

materials. [GCO 4]

52.0 design the most efcient

lever to accomplish a task

[GCO 3]

How Can We Design the Most Efﬁcient Lever?

9.0 select and use tools

[GCO 2]

15.0 identify and use a variety of

sources and technologies to

gather relevant information

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 125

Activation

Students may

• Construct a class 1 lever by positioning a pencil underneath the

15 cm mark of a 30 cm ruler and placing a load over the 0 cm.

Push down at the 30 cm mark to lift the load and qualitatively

compare with the effort needed if pushing at the 20 cm mark.

Reposition the pencil at the 10 cm mark and repeat observations.

Connection

Teachers may

• Provide a collection of slotted screwdrivers of varying lengths.

Ask students to qualitatively compare how the length of the

screwdriver affects the force required to open a paint can.

• Present examples of levers (e.g., scissors) and ask students how

they might modify them to make them more efcient.

Students may

• Sketch designs for an efcient lever that could lift a heavy load a

small distance and/or lift a small load a great distance.

Consolidation

Teachers may

• Provide a collection of tools and materials for students to use in

the construction of their levers (e.g., binder clips, bottle caps, craft

sticks, dental oss, elastic bands, glue, glue gun, hole punch,

Lego™ blocks, medicine cups, paper clips, paper towel rolls,

rulers, spoons, string, tape, toothpicks, wooden dowels).

Students may

• In small collaborative groups, research, design, and construct

a catapult to reliably launch a mini-marshmallow into a bowl

positioned 1 m away. Reliability could be determined by recording

the number of times out of ten attempts that the marshmallow hits

the target.

• In small collaborative groups, follow an engineering design and

problem solving process to construct a lever capable of launching

a table tennis ball high enough in the air to catch it.

• Communicate their design challenge solutions to classmates and

discuss problems encountered and how they solved them.

• Reect on and evaluate their group problem solving process.

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 56-59

NL Science 5: Forces and

Simple Machines (SR)

• pp. 38-39

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Design Challenge:

Catapults

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Catapults (websites)

How Can We Design the Most Efﬁcient Lever?

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

126 SCIENCE 5 CURRICULUM GUIDE 2017

53.0 demonstrate the use of

rollers and wheel and axles

in moving objects

[GCO 3]

22.0 suggest improvements to

a design or constructed

object

[GCO 2]

How Can We Use Rollers and Wheel and Axles?

A wheel and axle produces a force advantage because the

circumference of the wheel is greater than the circumference of the

axle and a complete turn of one results in a complete turn of the

other. Applying a small effort force to the wheel, over a long distance,

creates a larger output force on the axle, over a shorter distance. This

force advantage can be used to move loads.

Prior to the development of wheel and axles, rollers were used to

move heavy loads (e.g., using logs as rollers to move a boat on land).

Rollers reduce the force of friction as objects are moved over them.

Note, that wheels which spin freely around a stationary axle are

actually rollers. To be classied as a wheel and axle, the wheel must

be xed to the axle, such that turning one turns the other.

Students should explore the use of wheel and axles to move objects.

They could

• turn the handle (wheel) of classroom pencil sharpeners to rotate

the sharpening blades inside,

• turn doorknobs to make the latch move in and out, or

• use screwdrivers to insert screws into wood (note that the

screwdriver is the wheel and axle; the screw itself is another type

of simple machine).

Students should also demonstrate the use of rollers to move loads.

They should quantitatively compare the amount of force needed to

move an object across a surface with and without rollers. They could,

for example, use a spring sale to measure the force needed to slide a

brick across a surface and compare with the force needed if the brick

was placed upon numerous wooden dowel rollers.

Students should then apply their learning to design and build a toy

car that uses wheel and axles for power and rollers to reduce friction.

They should

• as a class, decide how the cars will be evaluated;

• in small collaborative groups, conduct research, if needed,

generate possible solutions, and choose a design for their toy car;

• devise a design plan, including sketches and necessary materials

and tools, and construct their prototype;

• test and evaluate their car against the established criteria; and

• suggest improvements, make changes, and retest, in iterative

cycles, until an optimal solution to the problem is reached.

In addition to skill outcome 22.0, this design and build activity may

be used to address and assess numerous engineering design-

and problem solving-related skill outcomes (i.e., SCOs 6.0, 7.0,

8.0, 9.0,12.0, 14.0, 15.0,16.0, 24.0, 26.0, 27.0, 28.0). Refer to the

Integrated Skills unit for elaboration of these outcomes.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 127

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 60-65

NL Science 5: Forces and

Simple Machines (SR)

• pp. 40-43

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Wheel and axle (videos)

• Self-propelled cars (websites

and videos)

How Can We Use Rollers and Wheel and Axles?

Connection

Teachers may

• Qualitatively demonstrate the use of rollers by comparing the

effort required to slide a box of paper across the oor with the

effort required to move it atop pool noodles acting as rollers.

• Provide a collection of tools that contain wheel and axles for

students to use and explore (e.g., classroom pencil sharpens,

door knobs, faucet handles, keys on wind-up toys, Lego™ wheels

and axles, lock and key assemblies, manual can openers, manual

hand mixers, rolling pin, screw drivers, steering wheels, winch).

Students should compare the effort needed to turn the machine

when the effort is applied to the wheel as opposed to the axle.

• Demonstrate the use of rollers and wheel and axles in a bicycle

or go-cart.

Students may

• Quantitatively demonstrate the use of rollers by placing a load

upon a square of cardboard and measuring the force needed

to slide the cardboard across a desktop with an attached spring

scale. Then, place the cardboard and load atop a number of

wooden dowels, or similar objects acting as rollers, and repeat

the measurement.

Consolidation

Students may

• Participate in a design challenge to personally construct a toy

car that uses wheel and axles for power, and rollers to reduce

friction. Where possible, prototypes should be constructed from

found and recycled materials. Following construction, students

should present their prototype to classmates and give and receive

suggestions for improvement.

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

128 SCIENCE 5 CURRICULUM GUIDE 2017

54.0 investigate and compare

the force needed to lift a

load using a single pulley

system with that needed to

lift it using a multiple pulley

system

[GCO 3]

24.0 identify new questions or

problems that arise from

what was learned

[GCO 2]

How Can We Use Pulleys?

A pulley, or system of pulleys, can change the direction of a force

used to move a load and help move heavy loads using less force.

Through directed inquiry, students should carry out an investigation

to quantitatively compare the force needed to lift a load using a single

xed pulley, a single movable pulley, and systems of two or more

pulleys. Pulleys can be xed with string to a metre stick laid across

the backs of two chairs.

Students should

• measure the effort force required to lift a load without the use of a

pulley, using an appropriate spring scale;

• predict the effort force needed to lift the load using each pulley

arrangement;

• construct and use each pulley arrangement, noting the direction

the string is pulled to lift the load (i.e., up or down);

• measure the effort force needed to lift the load for each pulley

arrangement and record measurements in a table;

• lift the load 10 cm off the ground with each pulley arrangement

and measure and record the length the string pulled to achieve

the lift;

• analyze and interpret recorded data and draw conclusions;

• identify potential applications of ndings; and

• communicate what was learned and identify new questions to

investigate that arise (e.g., Does the size of the pulley or the

thickness of the string affect the force advantage of a pulley?).

In addition to skill outcome 24.0, this directed investigation provides

opportunity to address and assess additional inquiry-related skill

outcomes (i.e., SCOs 8.0, 11.0, 12.0, 13.0,14.0, 16.0, 18.0, 19.0,

21.0, 23.0). Refer to the Integrated Skills unit for elaboration of these

outcomes.

The belief that a single xed pulley provides a force advantage is a

common misconception. A xed pulley provides no force advantage.

It simply changes the direction of the force; allowing us to pull down

instead of up.

Attitude

Encourage students to demonstrate perseverance and a desire to

understand. [GCO 4]

Sample Performance Indicator

Sketch a design for a pulley system to lift a load into a tree house that

provides a force advantage.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 129

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 70-73

NL Science 5: Forces and

Simple Machines (SR)

• pp. 46-47

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

• IWB Activity 7

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Design Challenge: Rube

Goldberg Machine

Supplementary

Pulley investigation kits

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Pulleys (videos)

• Rube Goldberg machines

(websites and videos)

How Can We Use Pulleys?

Connection

Teachers may

• Demonstrate how a xed pulley differs from a movable pulley.

Student may

• Explore the use of various pulley arrangements to lift objects. The

pulley and/or string could be attached to a metre stick laid across

the backs of two chairs.

• Investigate, in small collaborative groups, how changing the

number of pulleys affects the effort force needed to lift a load.

Force should be measured using an appropriate spring scale.

• Investigate, in small collaborative groups, how changing the

number of pulleys affects the length of string that must be pulled

to raise a load 10 cm off the ground.

Consolidation

Students may

• Predict the amount of effort force required to lift a 100 N load

using an arrangement of four pulleys.

• As a culminating unit activity, design, construct, test, and

present a machine that combines two or more simple machines

to move a load. The machine could be fashioned after a Rube

Goldberg machine. This engineering design and problem solving

experience could provide evidence to assess skill outcomes 6.0,

8.0, 9.0, 16.0, 22.0, 24.0, 26.0, 27.0, and 28.0.

Outcomes

FORCES AND SIMPLE MACHINES

Focus for Learning

Students will be expected to

130 SCIENCE 5 CURRICULUM GUIDE 2017

55.0 identify examples of

scientic knowledge that

have developed as a result

of the gradual accumulation

of evidence

[GCO 1]

How Have Simple Machines Changed over Time?

To address this STSE outcome, students should identify methods

used by past cultures to lift and move heavy objects, and relate these

methods to our present knowledge and use of simple machines.

Students should research early historical uses of each simple

machine (i.e., lever, wheel and axle, pulley, inclined plane, screw,

wedge). The Archimedes screw, for example, could be identied as

an early use of a screw. This simple machine was used to lift water

from a river to a higher elevation.

Researching simple machine use provides an opportunity to

readdress SCO 15.0 (i.e., identify and use a variety of sources and

technologies to gather relevant information).

Students should then briey trace the use of each simple machine

through to the present day and come to recognize that while simple

machines are still in use, their materials, designs, and applications

have changed as scientic knowledge and human need have

evolved.

This research activity is not intended to be time consuming. Students

could be divided into teams (e.g., Team levers, Team Wheel and

Axles, etc.) and assigned one type of simple machine to research.

Relevant ndings (e.g., annotated digital images) should be

recorded and communicated, to illustrate how simple machines have

developed.

Teachers could choose to readdress SCO 41.0 (i.e., consider the

positive and negative effects of familiar technologies). As the uses of

simple machines are researched, the positive benets and negative

drawbacks of their use could be considered. The Archimedes

screw, for example, helped move water to other areas for farming,

but it required signicant human or animal power to turn it. Its

widespread use had positive societal effects but could have negative

environmental effects due to the removal of water from rivers.

Attitude

Encourage students to

• recognize that

• of any cultural background can contribute equally to science; and

• realize that the applications of science and technology can have

both intended and unintended effects. [GCO 4]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 131

Authorized

NL Science 5: Forces and

Simple Machines (TR)

• pp. 74-77

NL Science 5: Forces and

Simple Machines (SR)

• pp. 48-49

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Historical use of simple

machines (websites)

How Have Simple Machines Changed over Time?

Connection

Teachers may

• Present examples of tools used by local indigenous peoples (e.g.,

bow and arrow, canoe, harpoon, kayak, komatik, knives of bone

or stone, snowshoe, travois, ulu). Ask students to identify and

compare modern tools used to accomplish the same tasks. What

are the positive and negative effects of using the modern tool as

opposed to the traditional indigenous tool?

• Facilitate a cooperative jigsaw activity to research early historical

uses of each simple machine. Organize students into home

groups of six. Assign each member of the home group a simple

machine. Reorganize students according to simple machine and

ask them to research early use of their simple machine and trace

how its use has changed over time. Once all research has been

completed, students should return to their home group and share

what was learned with other members.

Students may

• Create a print or digital display to illustrate how simple machine

use has changed over time.

132 SCIENCE 5 CURRICULUM GUIDE 2017

SCIENCE 5 CURRICULUM GUIDE 2017 133

Section Three:

Speciﬁc Curriculum Outcomes

Unit 3: Properties and Changes

of Materials

PROPERTIES AND CHANGES OF MATERIALS

134 SCIENCE 5 CURRICULUM GUIDE 2017

Focus

Outcomes Framework

Materials around us have properties that are important to their

use. By studying materials used in various applications, students

become aware of properties such as strength, exibility, buoyancy,

and they learn the signicance of these properties to particular uses.

Students learn that the form a material takes, including its shape and

structure, can be modied as required. They also learn that material

substances themselves can be changed, and that some changes

involved the production of new materials through reactions that are

non-reversible.

This unit has a science inquiry focus. The unit emphasizes the

development of skills related to phrasing questions in a testable

form, identifying and controlling major variables, collaboratively

devising and carrying out fair procedures, making and recording

observations, classifying, compiling and displaying data, and

identifying applications of ndings.

GCO 1 (STSE): Students will develop an understanding of the nature of science and

technology, of the relationships between science and technology, and of the social and

environmental contexts of science and technology.

29.0 demonstrate that specic terminology is used in science and technology contexts

31.0 describe examples of tools and techniques that have contributed to scientic discoveries

36.0 identify examples of scientic questions and technological problems addressed in the past

48.0 describe instances where scientic ideas and discoveries have led to new inventions and

applications

49.0 describe examples of technologies that have been developed to improve living conditions

63.0 demonstrate processes for investigating scientic questions and solving technological

problems

64.0 describe how results of similar and repeated investigations may vary and suggest possible

explanations for variations

66.0 describe the impact of school and community on natural resources

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 135

GCO 2 (Skills): Students will develop

the skills required for scientic and

technological inquiry, for solving problems,

for communicating scientic ideas and

results, for working collaboratively, and for

making informed decisions.

2.0 rephrase questions in a testable

form

5.0 identify and control major variables

in investigations

6.0 devise procedures to carry out a fair

test and to solve a practical problem

10.0 follow procedures

12.0 make observations and collect

information that is relevant to the

question or problem

15.0 identify and use a variety of sources

and technologies to gather relevant

information

17.0 classify according to several

attributes and create a chart or

diagram that shows the method of

classifying

18.0 compile and display data

23.0 identify potential applications of

ndings

26.0 collaborate with others to devise and

carry out procedures

GCO 3 (Knowledge): Students will

construct knowledge and understandings

of concepts in life science, physical

science, and Earth and space science, and

apply these understandings to interpret,

integrate, and extend their knowledge.

56.0 group materials as solids, liquids, or

gases, based on their properties

57.0 identify properties that allow

materials to be distinguished from

one another

58.0 identify changes that can be made

to an object without changing the

properties of the material making up

the object

59.0 describe changes that occur in the

properties of materials when they

interact with each other

60.0 describe examples of interactions

between materials that result in the

production of a gas

61.0 investigate whether mass changes

when materials interact

62.0 identify and describe some changes

to materials that are reversible and

some that are not

65.0 identify the source of the materials

found in an object and describe the

changes to the natural materials

required to make the object

Students are encouraged to:

• appreciate the role and contributions of science and technology in their understanding of the world

• realize that the applications of science and technology can have both intended and unintended effects

• show interest and curiosity about objects and events within different environments

• willingly observe, question, explore, and investigate

• show interest in the activities of individuals working in scientic and technological elds

• consider their own observations and ideas as well as those of others during investigations and before

drawing conclusions

• appreciate the importance of accuracy and honesty

• show concern for their safety and that of others in planning and carrying out activities and in choosing

and using materials

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the responsible

acquisition and application of scientic and technological knowledge to the mutual benet of self, society, and

the environment.

PROPERTIES AND CHANGES OF MATERIALS

136 SCIENCE 5 CURRICULUM GUIDE 2017

SCO Continuum

GCO 3 (Knowledge): Students will construct knowledge and

understandings of concepts in life science, physical science, and

Earth and space science, and apply these understandings to interpret,

integrate, and extend their knowledge.

September October November December January February March April May June

Properties and Changes

of Materials

Suggested Unit Plan

Properties and Changes of Materials is the second of two consecutive

physical science units.

Science 2 Science 5 Science 7

Liquids and Solids

Properties and Changes of

Materials

Heat and Mixtures and Solutions

• investigate and compare the

properties of familiar liquids

and solids

• investigate and describe the

interactions of familiar liquids

and solids

• identify ways to combine

solids and liquids to make

useful materials

• investigate changes that

result from the interaction of

materials and describe how

their characteristics have

changed

• describe the characteristics of

the three states of water

• group materials as solids,

liquids, or gases

• identify properties that allow

materials to be distinguished

from one another

• identify changes that can be

made to an object without

changing the properties of the

material making up the object

• describe changes that occur

in the properties of materials

when they interact

• describe examples of

interactions between materials

that result in the production of

a gas

• investigate whether mass

changes when materials

interact

• identify and describe some

reversible and non-reversible

changes to materials

• identify the source of the

materials found in an object

and describe the changes to

the natural materials required

to make the object

• explain temperature using the

particle model of matter

• explain how each state of

matter reacts to changes in

temperature

• explain changes of state using

the particle model of matter

• identify and separate the

components of mixtures

Science 9

Atoms and Elements

• investigate materials and

describe them in terms of their

physical properties

• describe changes in the

properties of materials that

result from some common

chemical reactions

• use models in describing the

structure and components of

atoms and molecules

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 137

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

138 SCIENCE 5 CURRICULUM GUIDE 2017

29.0 demonstrate that specic

terminology is used in

science and technology

contexts

[GCO 1]

Matter is anything that has mass and volume (i.e., takes up space).

A material is a type of matter that is used to make things (e.g.,

glass, iron, plastic, rock, wood). Students should distinguish objects

(i.e., products) from the materials used to make them. A pencil, for

example, is an object made from wood, graphite, metal, and rubber.

Properties describe how a material looks, feels, tastes, sounds, or

smells, and what it can do. We use properties to identify and group

materials (e.g., colour, texture, hardness, exibility, strength, solubility,

buoyancy, and the ability to conduct heat and electricity). In this

unit, students will use properties to describe, classify, and identify

materials.

When describing the properties and changes of materials, students

are expected to use specic terminology. Terminology should be

introduced and dened as the need emerges. As students’ progress

through the unit their use of specic terminology should increase.

Properties and changes of materials-related terminology includes

• matter, mass, volume, object, material, property (e.g., colour,

texture, hardness, exibility, strength, solubility, buoyancy, density,

magnetic, malleability, ductility, viscosity, ammability, melting and

boiling point);

• state of matter, solid, liquid, gas, change of state, melting,

solidication (i.e., freezing), evaporation, condensation,

sublimation, deposition; and

• reversible change, non-reversible change, natural resource,

product, renewable, non-renewable.

Science inquiry process- and skill-related terminology includes

• question, predict, hypothesis, procedure, observe, measure,

record, classify, data, conclude; and

• fair test, independent, dependent, and controlled variables.

Communicating using specic terminology is a constant expectation

in Science 5.

Refer to the initial elaboration provided on pp. 74-75.

Attitude

Encourage students to appreciate the role and contributions of

science and technology in their understanding of the world. [GCO 4]

What Are Properties?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 139

Activation

Teachers may

• Collect different materials with a variety of textures (e.g.,

aluminum, bark, exible plastic, hard plastic, rock, sandpaper,

sponge, steel, Velcro™, wood) and place them in a cloth

drawstring bag, or similar opaque bag. Ask a student to reach

into the bag, without looking, and describe one material aloud,

using their sense of touch. Prompt them with questions such as:

What does it feel like? Does the surface feel like metal, plastic,

cloth, or wood? Can you bend it? Can you scratch it? Does it

make a sound when you tap it? Students should, with the help

of classmates, try to guess the identify of the material before

removing it from the bag.

• Use physical science-related children’s literature to introduce the

unit and build curiosity.

Students may

• Create a concept map, using prior knowledge, for the term matter.

Connection

Teachers may

• Present a classroom object, such as a pencil. As part of a

whole class discussion, ask students to identify the different

materials the object is made from and to discuss the function and

properties of each material.

• Present spoons made of different materials (e.g., metal, plastic,

wood) and ask students to identify each material, describe its

properties, and consider how the different properties affect the

use of each spoon.

• Create an anchor chart of property-related terms. Add new terms

to the chart as they emerge throughout the unit.

Students may

• Create a table or graphic organizer to record the different

materials explored and investigated throughout the unit and their

identied properties.

• Sort a bag of cleaned recycling based on material type and

properties.

• Engage in a science book walk to identify unfamiliar terminology.

Authorized

NL Science 5: Properties and

Changes of Materials (Teacher

Resource [TR])

• pp. 8-15

NL Science 5: Properties and

Changes of Materials (Student

Resource [SR])

• pp. 6-7, 54-58

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 1

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Properties of Materials

Suggested

Other curriculum resources

• From Wax to Crayon

(Science 1 - Science library)

• Things People Make

(Science 3 - Science library)

• Where Do T-Shirts Come

From? (Science 3 - Science

library)

• Where Does Chocolate

Come From? (Science 3 -

Science library)

• Where Does Popcorn Come

From? (Science 3 - Science

library)

What Are Properties?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

140 SCIENCE 5 CURRICULUM GUIDE 2017

56.0 group materials as solids,

liquids, or gases, based on

their properties

[GCO 3]

Matter can be grouped in different ways. Scientists classify matter

as solids, liquids, or gases (i.e., states of matter), according to their

properties:

• Solids keep the same shape and the same volume.

• Liquids keep the same volume, but they ow and take the shape

of their container.

• Gases can change volume and change shape as they expand to

completely ll their container.

Teachers should note that many familiar objects are not uniformly

solid, liquid, or gas. Milk, for example, while outwardly a liquid, may

contain very small suspended solid particles.

Students should classify and group objects and materials as solids,

liquids, or gases, based on observable properties.

Classication involves sorting items into human-created groups,

based on similarities and differences in their properties or attributes.

Students should create a table, chart, or diagram (e.g., Carroll

diagram, tree diagram, Venn diagram) to show how they classied

objects and materials according to their state of matter.

Students should come to recognize that some objects and materials

may be difcult to classify. Salt is a solid, for example, but it pours

like liquids and appears to take the shape of its container. Each tiny

crystal, however, has its own shape that does not change.

Refer to the Integrated Skills unit for further elaboration of outcome

17.0 (pp. 54-55).

Particle models of matter may be useful to explain differences in

properties of solids, liquids, and gases. Their use, however, is not an

expectation of Science 5.

Sample Performance Indicator

Group the following items as solids, liquids, or gases, based on their

properties: air inside a soccer ball, apple juice, baby powder, book,

carbon dioxide bubbles in a soda, gasoline, glass, milk, oxygen,

pencil, pepper corns, propane inside a cylinder, salt water, sand,

shampoo, soap, vegetable oil, vinegar, and water vapour.

Name three items you found difcult to classify. Explain why.

How Can We Classify Solids, Liquids, and Gases?

17.0 classify according to

several attributes and

create a chart or diagram

that shows the method of

classifying

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 141

Activation

Teachers may

• Provide a class list of student names to introduce the skill of

classication using one or more attributes. Ask students to sort

the names into groups using a personal sorting rule and then,

where possible, subsort initial groups according to another

attribute (e.g., sort by letter of the alphabet, then number of

letters). Once completed, students should create a chart or

diagram to show the method of classifying.

• Use a placemat activity to pre-assess student understanding of

mass and volume.

• Facilitate a game of “Who am I” using images of different

materials placed on the backs of students. They should ask yes

or no questions, related to properties of materials, until they

are able to guess their material. Once all materials have been

identied, ask students to sort themselves into groups.

Connection

Teachers may

• Provide a collection of materials for students to sort that include

solids, liquids and gases. Possible materials include: air,

aluminum foil, bark, dish liquid, feathers, honey, paper, pepper,

rocks, salt, shampoo, sugar, and water. Small solids, liquids, and

gases can be placed in zip-top bags. Ask students to sort the

materials using their properties and to communicate their sorting

rule to others. Inform students that one way scientists classify

matter is as solids, liquids, and gases.

• Present images of materials from the image bank and ask

students to classify them as solids, liquids, or gases.

• Follow a recipe to make fudge, or similar food. Students should

identify the solid, liquid, and gas ingredients and could use

scientic tools to measure their mass and volume. The activity

could also activate discussion regarding changes of state.

Students may

• Physically label objects and materials within the classroom as

solids, liquids, or gases.

Consolidation

Students may

• Create a three tab foldable to distinguish among solids, liquids,

and gases. Include answers to the following questions:

- Does it change shape when placed in a new container?

- Does it change volume, expanding to completely ll its new

container?

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 16-23

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 8-11

NL Science 5: Online Teaching

Centre

• Solids, Liquids, and Gases

Table (BLM)

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 2

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Teaching and Learning

Strategies

• www.k12pl.nl.ca/curr/k-6/sci/

sci-5/teaching-and-learning-

strategies.html

- Properties of Materials

Supplementary

• Polypropylene beaker and

graduated cylinder sets

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Solids, liquids, and gases

(websites and videos)

• Placemat activity (website)

How Can We Classify Solids, Liquids, and Gases?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

142 SCIENCE 5 CURRICULUM GUIDE 2017

57.0 identify properties that

allow materials to be

distinguished from one

another

[GCO 3]

Scientists use many different properties to describe materials (e.g.,

colour, texture, hardness, exibility, solubility, buoyancy, density,

magnetic, malleability, ductility, viscosity, ammability, melting

and boiling point, the ability to conduct heat or electricity). These

properties are also used to distinguish one material from another.

What properties, for example, could be used to distinguish a plastic

water jug from one made from glass? Classifying properties as either

physical or chemical is not an expectation.

Students should explore properties at hands-on centres (e.g.,

texture, hardness, exibility, solubility, buoyancy, density). At each

centre, include a variety of materials to test. At a solubility centre,

for example, students could test the ability of baking powder, baking

soda, chalk, our, pepper, salt, and sugar to dissolve in water. At a

exibility centre, students could test the ability of cardboard, fabrics,

glass, metals, paper, plastic, rubber, and wood to bend.

Following exploration, students should apply their learning to identify

properties that allow materials to be distinguished from one another.

What properties, for example, would allow you to distinguish between

• glass, metal, plastic, and wood;

• soda, vegetable oil, vinegar, water;

• aluminum, copper, gold, iron, and mercury; or

• baking soda, brown sugar, corn starch, ground pepper and salt?

Attitude

Encourage students to willingly observe, question, explore, and

investigate. [GCO 4]

Sample Performance Indicator

Identify properties that allow bricks made from cardboard, clay,

plastic, and Styrofoam™ to be distinguished from one another.

How Can We Identify Materials?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 143

Connection

Teachers may

• Revisit the cloth drawstring bag of materials introduced on p. 139.

Ask students to identify one material contained within the bag,

without looking, and indicate which properties were helpful in the

identication process.

Consolidation

Teachers may

• Set up centres around the classroom for students to do hands-on

explorations of different properties

- Solubility - Provide a collection of solids, ensuring that it

includes examples of soluble, insoluble, and partially soluble

materials. Ask students to investigate the solubility of the

materials in water.

- Hardness - Provide a collection of solid materials and tools

with which to scratch them (e.g., soft pencil lead, ngernail,

dime, copper, iron nail, butter knife, steel le, mineral streak

plate, sandpaper). Students should attempt to scratch the

materials with the pencil lead. If unable to scratch it with the

pencil, they should choose the next hardest tool in sequence

until the material can be scratched. The more resistant to

scratching the harder the solid.

- Flexibility - Provide a collection of solid materials with varying

degrees of exibility (i.e., the ability to bend without breaking).

Ask students to sequence the materials from most exible to

least exible.

- Strength - Provide a collection of solids materials and

appropriate tools (e.g., hammer, single hole punch, scissors).

Students should explore how resistant materials are to

damage (i.e., breaking, cutting, denting, puncturing, tearing).

- Buoyancy - Provide a collection of solid materials for students

to sort according to whether they oat or sink in water.

Additionally, provide a collection of liquid materials (e.g., corn

syrup, dish washing liquid, food colouring, rubbing alcohol,

vegetable oil, water) for students to combine. While some

combinations of liquids will combine, others will not and one

liquid will oat on the surface of the other.

- Texture - Provide a collection of solid and liquid materials with

different textures for students to explore and describe.

• Provide student groups with “mystery materials“ to identify based

on their properties. Materials could include baking powder, baking

soda, our, salt, and sugar, or other similar white powders. This

activity could be set up to resemble a crime scene investigation.

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 24-27

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 12-13

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• IWB Activities 3 and 4

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Properties of materials

(websites and videos)

How Can We Identify Materials?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

144 SCIENCE 5 CURRICULUM GUIDE 2017

Objects can be changed in many ways. A wooden object could be

burned, cut, drilled, hammered, painted, sanded, soaked in water,

split, stained, steamed, or waxed. Some of these changes affect one

or more properties of the wood (e.g., steaming the wood makes it

more exible) while other changes do not (e.g., cutting wood does not

change its colour, texture, hardness, density, ammability, exibility,

buoyancy, or inability to conduct electricity). Sometimes changes

result in the formation of a new material.

Through a guided inquiry investigation, students should

• select an object to change,

• identify the properties of the material making up the object,

• propose different ways to change the object,

• carry out approved changes to the object, and

• determine whether the properties of the material that make up the

object have changed.

Students should consider whether investigated changes formed new

materials.

In conjunction with the investigation, teachers may choose to

reassess skill outcomes 12.0, 14.0, and 21.0 and introduce skill

outcomes 23.0 and 26.0 (Refer to the Integrated Skills unit).

Classifying changes as physical or chemical changes is not an

expectation. Use of these terms should be avoided.

Changes of state should be addressed at this time. Changes of state

always affect one or more proprieties of a material. Students should

identify and provide examples of

• melting - changing a solid to a liquid,

• evaporation - changing a liquid to a gas,

• condensation - changing a gas to a liquid,

• solidication (i.e., freezing) - changing a liquid to a solid,

• sublimation - changing a solid to a gas, and

• deposition - changing a gas to a solid.

Evaporation and condensation were addressed in the Weather unit.

Attitude

Encourage students to show concern for their safety and that of

others in planning and carrying out activities and in choosing and

using materials. [GCO 4]

Sample Performance Indicator

Brainstorm three different ways to change a crayon. Explain which

properties of the parafn wax, if any, are affected as a result of

changing the crayon.

58.0 identify changes that can be

made to an object without

changing the properties of

the material making up the

object

[GCO 3]

How Do Changes Affect the Properties of Materials?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 145

Teachers may choose to address outcome 62.0 (p. 150), describing

changes as reversible or non-reversible, at this time.

Activation

Teachers may

• Hold up a piece of paper and ask students how the paper could

be changed. After eliciting a number of suggestions, ask which

changes will leave most of the properties of the paper the same

(e.g., folding, tearing) and which change will turn the paper into

something different with different properties (e.g., burning the

paper).

Connection

Teachers may

• Fill a transparent plastic cup with water and place an egg in

the water. Students should observe that the egg sinks. Add

a signicant amount of salt to the water until the egg oats.

Students should come to recognize that changing a material (i.e.,

adding salt) can change its properties (i.e., buoyancy) and its

potential uses.

• Demonstrate how changing the temperature of soda water affects

the solubility of gases. Gases are less soluble in warmer liquids.

• Demonstrate melting (e.g., melt snow), evaporation (e.g.,

breath closely on glass and observe the moisture evaporate),

condensation (e.g., condense water on the surface of a cold

water bottle), solidication (e.g., make ice pops), deposition and

sublimation (e.g., formation and disappearance of frost).

Consolidation

Students may

• Choose a material (e.g., aluminum pop can, apple, bread,

chocolate chips, glue, masking tape, milk, modelling clay, plastic

ruler, newspaper, rubber eraser, salt, wood block, wooden pencil)

and devise procedures to make changes to the material. They

should carry out approved changes, using appropriate tools,

and determine whether the change affected the properties of the

material or not. Procedures may include measuring the mass of

materials before and after changes to introduce outcome 61.0.

Extension

Students may

• Create a ow chart for the changes of state in the water cycle that

includes deposition and sublimation.

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 30-37

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 18-19

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 5

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Changes of state (websites

and videos)

How Do Changes Affect the Properties of Materials?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

146 SCIENCE 5 CURRICULUM GUIDE 2017

When two or more materials interact, they sometimes react to form

new materials. The properties of these new materials differ from the

properties of the original materials. When wood burns, for example,

the wood interacts with oxygen in the air and forms ash and invisible

gases. The properties of the ash and gases differ completely from the

properties of the wood and oxygen.

Provide students with a collection of materials to combine. Ensure

it contains some materials that will react (e.g., vinegar and baking

soda). Through a guided inquiry investigation, students should,

• devise a plan to test different combinations of materials;

• select appropriate tools, instruments, and materials to use;

• predict which combinations of materials will react;

• carry out their procedures;

• observe and record whether the combined materials react; and

• describe any changes that occur in the properties of the materials

when they react with each other.

This investigation provides an opportunity to readdress and assess

skill outcomes 3.0, 4.0, 7.0, 9.0, 12.0, 14.0, 18.0, 21.0, 24.0, and 25.0

Refer to the Integrated Skills unit for elaboration of these SCOs.

Students may confuse changes of state and dissolving with changes

in which materials react to form new materials. When a material

changes state it is still the same material, even though some of its

properties change. Similarly, when a material dissolves (e.g., salt in

water), a new material has not formed. The salt is still present in the

solution and can be separated out again by evaporating the water.

The use of some materials may require direct adult supervision and/

or the use of personal safety equipment (e.g., gloves, safety glasses,

lab coat).

Use of the terms chemical change and physical change should be

avoided.

Students should identify when materials interact to form something

new. Signs include the formation of bubbles (i.e., gas), colour

changes, and the production of heat or light.

Students should observe and describe examples of interactions that

produce gases (e.g., combining baking soda and vinegar, water and

effervescent tablets, or hydrogen peroxide and yeast, rising of bread

dough, cooking of pancakes).

Sample Performance Indicator

Describe the properties of the steel wool and water provided. Then,

place the steel wool in the water. After several hours, observe

and describe how the properties of the steel wool and water have

changed.

59.0 describe changes that

occur in the properties

of materials when they

interact with each other

[GCO 3]

What Happens When Materials Interact?

60.0 describe examples of

interactions between

materials that result in the

production of a gas

[GCO 3]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 147

Teachers may choose to address outcome 62.0 (p. 150), describing

changes as reversible or non-reversible, at this time.

Activation

Teachers may

• Demonstrate an “elephant toothpaste” reaction. Ask students,

What materials are interacting? How can you tell that a new

material is forming?

• Burn a mini marshmallow on top of a toothpick anchored in

modelling clay. Ask students, What are the initial properties of the

marshmallow? What materials are interacting when something

burns? How can you tell that a new material forms? Is burning a

change of state?

Connection

Teachers may

• Provide a collection of solid and liquid materials (e.g., baking

soda, effervescent tablets, our, pepper, raisins, salt, Skittles™,

sugar, carbonated water, concentrated grape juice, lemon juice,

syrup, vinegar, water) and appropriate tools with which to mix

them. Students should participate in a “Mad Mixology” activity;

combining different materials together to test whether they

interact or not. Alternatively, teachers could assign student groups

a specic set of materials to test. Testing procedures could

include measuring the mass of materials before and after mixing

to address outcome 61.0 (p. 148).

Consolidation

Teachers may

• Invite a community elder to class to make homemade bread. Ask

students to describe the changes occurring as materials interact.

What materials are interacting? What evidence of interactions is

observed?

Students may

• Communicate combinations of materials that resulted in a

reaction from the “Mad Mixology” activity and identify signs that

indicate an interaction has taken place (e.g., colour change,

bubbles, production of heat).

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 38-43

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 20-23

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 6

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Elephant toothpaste

reactions (websites and

videos)

What Happens When Materials Interact?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

148 SCIENCE 5 CURRICULUM GUIDE 2017

61.0 investigate whether mass

changes when materials

interact

[GCO 3]

10.0 follow procedures

[GCO 2]

12.0 make observations and

collect information that is

relevant to the question or

problem

[GCO 2]

Students should carry out a guided investigation to determine whether

mass changes when materials interact to form new materials (e.g.,

cream and vinegar). They should

• observe and describe the properties of both cream and vinegar;

• devise a procedure to measure and compare the mass of the

materials before and after mixing;

• identify and select appropriate measurement tools, instruments,

and materials to complete their investigation;

• develop a hypothesis to predict and describe what will happen

when the cream and vinegar are mixed;

• carry out their procedure, making observations of interaction and

recording total mass, before and after mixing;

• record their observations and measurements; and

• draw a conclusion that answers the initial question.

Students should come to conclude that the total mass before and

after the interaction is the same (i.e., the law conservation of mass).

Their learning should lead to new questions to investigate (e.g., Does

mass change when materials change state? Does mass change

when a solid dissolves in a liquid? Does mass change when an

interaction produces a gas?).

When measuring mass, consideration must be given to the mass

of any containers used. This mass should be accounted for when

comparing initial and nal masses.

These investigations provide an opportunity to address and assess

numerous skill outcomes 3.0, 7.0, 9.0, 11.0, 13.0, 14.0, 18.0, 21.0,

24.0, and 25.0. Refer to the Integrated Skills unit for elaboration of

these SCOs.

Attitude

Encourage students to appreciate the importance of accuracy and

honesty. [GCO 4]

Sample Performance Indicator

An empty beaker with a mass of 60 g is placed on a scale. 20 g of

material A and 100 g of material B are added to the beaker. The

materials interact and form new materials with different properties.

What mass should the scale read following the reaction? How might

the reading be different if one of the new substances was a gas and

the beaker was left uncovered?

Does Mass Change When Materials Interact?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 149

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 44-45

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 24-25

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Conservation of mass

(websites and videos)

Connection

Students may

• Practice using scales and/or balances to measure the mass of

objects. When reading mechanical scales and balances, students

should record the certain digits and estimate the rst uncertain

digit. If the reading falls between 32 g and 33 g, for example,

students should record the certain digits (i.e., 32) and estimate

the next digit (e.g. 32.2 g, 32.6 g).

• Explore whether mass changes when

- paper is crumpled into a ball,

- an ice pop melts,

- sugar is dissolved in water, and

- vegetable oil and water are mixed.

Consolidation

Students may

• Investigate whether mass changes when two materials (e.g.,

cream and vinegar) interact. Students should make an “If...,

then... because...” hypothesis and devise a procedure to test

their hypothesis. The initial and nal mass of materials should

be measured using a scale or balance. When measuring, all

certain digits should be noted and the rst uncertain digit should

be estimated. Measurements could be recorded in a table and

observations recorded in words or sketches. Students should

recognize that the materials interacted to produce new materials

(e.g., curdled cream) and that the total mass before and after

the interaction remained the same. New questions to investigate

should be proposed based on what was learned.

• Consider the following problem. The total mass of an opened

bottle of Diet Coke™ and a Menthos™ candy are measured.

The candy is added to the soda and an interaction takes place.

The total mass after the interaction, however, is less than it was

before. Does this disprove the law conservation of mass?

• Add some vinegar in an Erlenmeyer ask, or similar shaped

container, and place the ask on a scale or balance. Add baking

soda to a balloon and carefully attach the mouth of the balloon

over the neck of the ask. Note and record the total mass of the

set up. Carefully upend the balloon causing the baking soda to

fall into the ask with the vinegar and initiating an interaction that

produces a gas. Compare the total mass after the interaction to

the measurement taken before the interaction.

Does Mass Change When Materials Interact?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

150 SCIENCE 5 CURRICULUM GUIDE 2017

62.0 identify and describe some

changes to materials that

are reversible and some

that are not

[GCO 3]

Students have observed changes to materials. Some of these

changes are reversible; meaning they can be changed back. Other

changes are non-reversible; they can not be undone.

Students should

• determine whether changes made to materials are reversible or

non-reversible changes;

• identify and describe changes of state (i.e., condensation,

deposition, evaporation, melting, solidication, sublimation) as

reversible changes;

• identify and describe dissolving as a reversible change; and

• recognize that some interactions between materials are

reversible, however, most (e.g., baking, burning, rotting) are non-

reversible.

Teachers may choose to address this outcome when previously

investigating changes that could be made to an object without

affecting the properties of the material and changes that occur when

materials interact.

Attitude

Encourage students to consider their own observations and ideas

as well as those of others during investigations and before drawing

conclusions. [GCO 4]

Sample Performance Indicator

Identify whether the following changes are reversible or non-

reversible:

• chocolate melting,

• paper burning,

• water boiling,

• sugar dissolving in water,

• iron rusting,

• eating a sandwich,

• chopping a carrot, and

• mixing oil and water.

Are All Changes Reversible?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 151

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 46-49

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 26-27

NL Science 5: Online Teaching

Centre

• Types of Changes Cards

(BLM)

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activities 7 and 8

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Reversible and non-

reversible changes

(websites and videos)

Activation

Teachers may

• Discuss two changes from everyday life, one that is reversible,

such as freezing water, and one that is non-reversible, such as

burning wood. Ask students to compare the two changes. How

are they similar to each other? How are they different?

Connection

Students may

• Carry out hands-on changes to explore whether changes are

reversible or non-reversible:

- toast a slice of bread,

- melt an ice cube or freezie,

- add a spoonful of baking soda to a cup of purple grape juice,

- dissolve some salt in water,

- add lemon juice to cream,

- write on a piece of paper with “invisible ink” (lemon juice and

water) and hold it a safe distance over a candle ame,

- add an effervescent tablet to water,

- mix salt and pepper,

- observe a birthday candle burning, and

- add steel wool to water.

Students should attempt to reverse each change. The mass

of materials before and after changes could be measured and

compared.

• Compare digital images of materials taken before and after the

change.

Consolidation

Students may

• Wrap several pennies in a paper towel and place it in the bottom

of a container (e.g., beaker). Pour vinegar over the pennies to

saturate the paper towel and leave some excess in the container.

Predict if/how the pennies will change and if the change will be

reversible or not. Examine the pennies periodically over a couple

of days and describe any observed changes.

Are All Changes Reversible?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

152 SCIENCE 5 CURRICULUM GUIDE 2017

How Can We Control the Gas Produced by an Interaction?

63.0 demonstrate processes

for investigating scientic

questions and solving

technological problems

[GCO 1]

2.0 rephrase questions in a

testable form

[GCO 2]

5.0 identify and control major

variables in investigations

[GCO 2]

6.0 devise procedures to carry

out a fair test and to solve a

practical problem

[GCO 2]

18.0 compile and display data

[GCO 2]

64.0 describe how results

of similar and repeated

investigations may vary

and suggest possible

explanations for variations

[GCO 1]

Students should use science inquiry processes to investigate factors

that may affect the gas produced by an interaction.

Students should

• observe a teacher demonstrated interaction between two

materials that produce a gas (e.g., baking soda and vinegar,

effervescent tablet and water);

• identify factors that could be changed prior to the interaction

(i.e., potential independent variables) and factors that could

be observed or measured during the interaction (i.e., potential

dependent variables);

• select one independent variable and one dependent variable, and

pose a testable question to investigate;

• devise and carry out a fair procedure which controls for all the

unselected, potential independent variables;

• compile and display their results in a data table; and

• draw a conclusion which answers their initial question.

This investigation provides a signicant opportunity to address and

assess additional outcomes from the Integrated Skills unit (e.g.,

SCOs 1.0, 3.0, 4.0, 7.0, 8.0, 11.0, 12.0, 13.0, 14.0, 18.0, 19.0, 21.0,

23.0, 24.0, 25.0, 26.0).

Interactions between materials are affected by many factors. The

reaction between baking soda and vinegar, for example, may be

affected by the

• volume, temperature, and age of the baking soda, as well as

whether it is in powdered or tablet form (i.e., surface area);

• volume, temperature, and concentration of the vinegar;

• method and speed of combining;

• shape and capacity of the container in which they interact; and

• presence of other materials.

Consequently, simply combining baking soda and vinegar may yield

varied results. When designing their investigation, students must

ensure that only one variable (i.e., the independent variable) is tested

(i.e., changed) and all other variables of inuence are controlled (i.e.,

kept the same). When investigations are fair, patterns identied in

the results can logically be attributed to changes in the independent

variable. When investigations fail to control variables of inuence,

conclusions cannot be drawn.

Repeating the investigation should yield the same results each time

(i.e., reliability). Variation in repeated results should cause the student

to reect on the design of their investigation and whether a variable of

inuence remained uncontrolled.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 153

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 50-51

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 28-29

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Fair testing and variables

(websites and videos)

How Can We Control the Gas Produced by an Interaction?

Connection

Teachers may

• As a initial demonstration, add a whole Alka-Seltzer™ tablet

to 100 mL of tap water to produce a gas. Allow the students to

observe all aspects of the set up and resultant interaction. Once

completed, ask students to brainstorm things they could observe

or measure about the interaction (e.g., production of gas, length

of time bubbles are produced, amount of gas produced, length

of time until the tablet completely dissolves, change in water

temperature). These are potential dependent variables (i.e.,

responding variables). Then, ask students to brainstorm things

they could change about the initial setup that might affect the

interaction (e.g., size of container used, amount of water, water

temperature, number of tablets, surface area of tablet - whole,

halved, crumbled, or crushed). These are potential independent

variables (i.e., manipulated variables).

Consolidation

Students may

• In small collaborative groups, select one independent variable

and one dependent variable from the brainstormed lists in the

activation strategy above and create a testable question to

investigate (e.g., What is the affect of water temperature on the

time it takes the tablet to dissolve? What affect does surface area

of the tablet have on the amount of time bubbling occurs?).

• Collaboratively devise a procedure to test how changing

their independent variable affects the dependent variable. As

part of their procedure, they should operationally dene their

independent and dependent variables. If they are going to change

the temperature of the water, for example, what temperatures are

they going to test? If they are going to measure tablet dissolving

time, what measuring tool and scale will they use? When will they

start timing? When will they stop timing? To ensure a fair test the

procedure must also control for the non-selected independent

variables which could also affect the interaction.

• Repeat their investigation to compare results to the initial test and

suggest possible explanations for any variation observed.

• Construct data tables to collect the results of their investigations

and, if appropriate, display their data on a bar graph.

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

154 SCIENCE 5 CURRICULUM GUIDE 2017

65.0 identify the source of the

materials found in an object

and describe the changes

to the natural materials

required to make the object

[GCO 3]

Every object that we use is made of materials. Some objects are

made of a single material. Others are made of two or more different

materials.

All materials come from natural sources (e.g., animals, minerals,

plants, petroleum). Even synthetic materials, such as plastic and

nylon are made from natural resources (i.e., petroleum). While some

materials are used in their raw form, almost all materials undergo

some form of processing before use. During processing, materials

are rened and changed in ways to make them more useful. These

changes often involve a change in the properties of the material.

Students are expected to use research inquiry to identify the source

of materials found in familiar objects and describe the changes those

materials undergo to make the object. Students could, for example,

identify that a towel is made from cotton and research the source

of the cotton and the manufacturing processes cotton undergoes to

produce a useful fabric. Common materials used in the production

of many objects include glass, leather, metals, paper, plastic, rubber,

and wood.

Researching how materials are changed to make useful objects

provides an opportunity to revisit knowledge outcomes 58.0, 59.0,

and 62.0.

Teachers may choose to address the impact that product use has on

natural resources at this time (SCO 66.0, p. 164).

As part of their research process, students should identify and use

a variety of sources and technologies to gather relevant information

about the source of materials found in objects and the changes they

undergo. Information may be gathered from

• print resources (e.g., encyclopedias, ingredient lists on

packaging, magazines, non-ction literature, textile labels);

• online resources (e.g., digital versions of print resources, how it’s

made videos, web pages); and

• observations from eld trips to manufacturing plants or interviews

with plant workers.

Attitude

Encourage students to show interest and curiosity about objects and

events within different environments. [GCO 4]

Where Do Materials Come From?

15.0 identify and use a variety of

sources and technologies to

gather relevant information

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 155

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 54-59

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 34-37

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 9

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Other curriculum resources

• Science Library (Science 3)

- Where Do T-Shirts

Come From?

- Where Does Chocolate

Come From?

- Where Does Popcorn

Come From?

Activation

Teachers may

• Ask students to imagine they are stranded on a deserted island.

Create a list of survival needs (e.g., food, cooking pots and

containers, water, shelter, clothing, bedding, tools, transportation)

and the kinds of materials needed to meet those needs. Next,

guide a discussion about the comfort of our lives compared with

life on a deserted island. Highlight that this is because we change

materials to make them into the things we need.

Connection

Teachers may

• Facilitate a brainstorming session to identify Newfoundland and

Labrador’s natural resources (e.g., agricultural products, sh, iron

ore, nickel, oil, wood) and products made from these materials.

Students may

• Brainstorm lists of products made from glass, leather, metal,

paper, plastic, and wood.

• Explore garment labels (i.e., tags) on various items of clothing to

compile a list of the different materials used (e.g., cotton, nylon,

modal, polyester) in their production.

• Explore ingredient lists found on the packaging of various food

items.

Consolidation

Students may

• Select an object and use research inquiry to identify the source of

one or more materials found in the object and describe changes

the materials undergo during processing. Prior to initiating

research, they should brainstorm possible sources of information

and use some of these sources in conducting their research.

Once their initial questions have been answered, they should

share what they have learned with classmates.

Where Do Materials Come From?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

156 SCIENCE 5 CURRICULUM GUIDE 2017

36.0 identify examples of

scientic questions and

technological problems

addressed in the past

[GCO 1]

Processing materials to make them more useful provides a context to

address STSE outcomes.

To identify technological problems addressed in the past, students

should consider the challenges faced by indigenous peoples and

early settlers of our province. What products and materials were

necessary for their survival? Products and materials related to food,

clothing, shelter, tools, and transportation could be considered.

Where did the objects and materials come from? How were materials

changed to produce useful objects? How did they help to solve

problems?

Technologies, both products and processes, are developed to solve

problems and meet human needs. Students are expected to describe

examples of the development of technologies that improved living

conditions. The production of soap is one example. Historically, soap

in Newfoundland and Labrador was produced from animal fat or oil

(e.g., cod, seal, whale) which was boiled with lye. Today, soaps and

other detergents are made from materials separated from crude

oil. The use of soap greatly improved living conditions; improving

sanitation and preventing illness.

Petroleum (i.e., crude oil) is a mixture of many materials. These

include bitumen, fuel oil, diesel, kerosene, naphtha, gasoline,

and gases. These materials may be used directly as fuels or as

petrochemicals used in the production of a wide variety of products

we use daily in our homes, schools, and communities (e.g., asphalt,

tar, roong tiles, parafn wax, lubricating oils, detergents, plastics,

and synthetic bres - rayon, nylon, vinyl).

To separate the crude oil into its various materials, oil reneries

use a process called fractional distillation. Distillation is a common

separation and rening technique used in materials science and its

use has contributed to scientic discoveries. Distillation involves two

changes of state. Materials are heated causing liquid materials to

evaporate and change to a gas. The gas is then collected, cooled,

and condensed to change it back to a liquid. Since crude oil is

a mixture of many materials, heating it to different temperatures

causes different materials to evaporate. Gasoline, diesel, and home

heating oil all have different boiling points and evaporate at different

temperatures. Through distillation the many different materials in

crude oil can be separated out from each other.

Students should describe the process of distillation in the production

of materials from crude oil.

Students may be familiar with aspects of the distillation process from

their study of the water cycle in Science 5. The evaporation and

condensing of water is a distillation process that puries water.

How Do We Change Materials for Our Use?

49.0 describe examples of

technologies that have

been developed to improve

living conditions

[GCO 1]

31.0 describe examples of tools

and techniques that have

contributed to scientic

discoveries

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 157

Activation

Teachers may

• Facilitate exploration of different soaps (e.g., body wash, dish

soap, hand soap, laundry detergents, shampoo). Apply stains

(e.g., grass, permanent marker, soil, tomato sauce) to pieces

of cotton fabric and ask students to attempt to remove the stain

using different types of soap and water. Explain that soap is made

of lye (i.e., a type of mineral salt) and fat or oil. Ask students to

describe how the properties of minerals, salt, fat, oil, and soap

are different. Highlight that soap is one example of how materials

are changed to make them more useful and improve our lives.

Connection

Students may

• Consider how Newfoundland and Labrador’s indigenous peoples

changed materials obtained from natural sources (e.g., birch

trees, caribou, seals, whales) to make useful objects.

• Investigate how water treatment plants change water to make it

safer to drink.

• Investigate how sewage treatment plants change wastes to make

them less harmful to the environment.

• View videos related to the extraction and rening of crude oil.

• Consider the properties of gasoline and diesel fuel. How have

these petroleum materials improved living conditions?

Consolidation

Students may

• Use the Crude Oil Rening Process BLM as a reference to

explain the process of distillation in the separation of crude oil.

Extension

Students may

• Create a “Mystery Object” game by developing clues regarding

the source of materials and changes to the materials required

to make their mystery object. Classmates can use the clues to

guess the mystery object.

How Do We Change Materials for Our Use?

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 60-63

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 38-39

NL Science 5: Online Teaching

Centre

• Crude Oil Rening Process

(BLM)

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 10

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Soap production (websites

and videos)

• Oil exploration, extraction,

and distillation resources

(websites and videos)

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

158 SCIENCE 5 CURRICULUM GUIDE 2017

Materials science involves designing and testing new materials to

help solve problems. Students should participate in an engineering

design and problem solving experience to modify a material to make

it more useful. Students could, for example, modify cotton fabric;

changing its properties to make it waterproof.

As part of the design and problem solving process, students should

• clarify the problem to be solved and, if needed, conduct research;

• collaborate with others to brainstorm possible ways to modify the

material to make it more useful;

• select a promising solution to try, devise a plan to modify the

material, and make a list of all required tools and materials;

• carry out the plan and test the solution, making observations and

collecting information relevant to the problem;

• if testing results are promising, suggest additional changes that

could be made to improve the solution;

• if testing results are not promising, abandon the idea and select

another possible way to modify the material;

• carry out design changes and retest until an optimal solution is

reached; and

• communicate the solution to others and submit the modied

material for evaluation.

Modication plans devised by students should be approved to ensure

student safety. Some plans may require direct adult supervision.

This design and problem solving experience provides an opportunity

to address and assess numerous skill outcomes related to problem

solving (e.g., SCOS 1.0, 6.0, 7.0, 8.0, 9.0, 12.0, 14.0, 22.0, 24.0,

27.0, 28.0). Refer to the Integrated Skills unit for elaboration of these

outcomes.

Following any inquiry investigation or design and problem solving

experience, students should identify potential applications of their

ndings. With respect to the design and problem solving experience

above, students should identify potential uses of their modied

material based on its changed properties. What could waterproof

cotton fabric, for example, be used for?

Materials scientists often look to nature for ideas for new materials.

Velcro™, for example, was developed based on observations of

burdock burrs. Students should describe examples of new materials

that were inspired by the specic shape or texture of natural materials

(e.g., sticky slug slime inspired the development of surgical glues).

Attitude

Encourage students to show interest in the activities of individuals

working in scientic and technological elds. [GCO 4]

63.0 demonstrate processes

for investigating scientic

questions and solving

technological problems

[GCO 1]

26.0 collaborate with others

to devise and carry out

procedures

[GCO 2]

How Can We Change Materials to Solve Problems?

23.0 identify potential

applications of ndings

[GCO 2]

48.0 describe instances where

scientic ideas and

discoveries have led to new

inventions and applications

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 159

Activation

Teachers may

• Review with students the typical stages of an engineering design

and problem solving process.

Connection

Students may

• Examine and describe the properties of our, salt, and water.

Then, combine 60 mL of salt, 125 mL of our, and 60 mL of water

in a mixing bowl to make play dough. Describe the properties of

the play dough and compare to those of the original materials.

• Use a recipe to make “ooblek” or “silly putty”. Describe how the

properties of the initial materials change.

Consolidation

Students may

• Participate in a design challenge to modify a material to change

its properties and make it more useful. Students could choose

their own materials to waterproof cotton fabric cut into 15 cm

squares (e.g., rubbing with warmed wax, soaking in an oil and

blotting off the excess, covering with glue and allowing to dry) and

seek approval before making modications. They should test both

the modied material and an unmodied piece of material used

as a control. Testing could involve spraying the fabrics with water

from a spray bottle and measuring the number of sprays needed

to soak the material. Once an optimal solution has been reached,

students should describe their design and how effective it was

for waterproong. They should consider potential applications for

their modied fabric based on its new properties.

• Compare the results of their waterproong modications with

those obtained using commercial waterproong products.

• Research one of the materials below to determine what natural

thing it imitates, how it works, and what problem it solves:

- fastskin

- geckskin

- biosteel

- surgical glue made from mussels or slugs.

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 64-69

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 40-45

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem-Solving

rubric builder (BLM)

• IWB Activity 11

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Waterproong fabrics

(websites and videos)

How Can We Change Materials to Solve Problems?

Outcomes

PROPERTIES AND CHANGES OF MATERIALS

Focus for Learning

Students will be expected to

160 SCIENCE 5 CURRICULUM GUIDE 2017

How Does Using Materials Affect Our Environment?

66.0 describe the impact of

school and community on

natural resources

[GCO 1]

The production, use, and disposal of products and materials can have

a host of negative environmental impacts.

Students should consider how their collective use of products and

materials affects the environment. They should describe the impacts

• extracting natural resources (e.g., minerals);

• pollution caused by use of materials and products (e.g., use of

pesticides and fertilizers, burning of fuels for home heating or

transportation); and

• pollution caused by the disposal of materials and products (e.g.,

ocean micro-plastics, pollution from landlls or incinerators).

Students should

• distinguish between renewable and non-renewable resources,

• recognize that use of non-renewable resources causes more

negative environmental affects,

• recognize that changing how we use materials and products can

help protect the environment, and

• suggest ways to reduce their personal impact on the environment.

Attitude

Encourage students to realize that the applications of science and

technology can have both intended and unintended effects. [GCO 4]

Sample Performance Indicator

Over the course a school day, collaboratively record the different

products and materials thrown into a school garbage can. Analyze the

list of discarded products and materials. How might disposal of these

products and materials affect the environment? How might these

negative effects be reduced?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 161

How Does Using Materials Affect Our Environment?

Activation

Teachers may

• Display images by Edward Burtynsky of industrial waste. Ensure

students understand what they are viewing. Ask them how each

image shows the affect of humans on the environment and how it

relates to our use of materials.

Connection

Teachers may

• Provide a sample of liquid soap that contains micro-beads. Direct

students to soak up the liquid using paper towels, leaving the

micro-beads behind. Ask students where the beads go when the

soap is used.

• Discuss the terms renewable and non-renewable, ask students

to identify examples of materials made from both, and discuss

differences in how materials made from renewable and non-

renewable resources affect the environment.

Students may

• Consider the properties of phosphates, micro-beads, and plastic

that make them useful, identify the natural source of these

materials, and explain how they may harm the environment and

what could be done to prevent it.

Consolidation

Students may

• Explore the use of different packing materials (e.g., bubble wrap,

foam peanuts, newspaper, popcorn, rags, shredded paper,

straw) to protect an egg in a box when dropped. Students should

compare the properties, advantages, and disadvantages of each

material, including usability and environmental impact. Packing

materials could be tested by dropping the box from an initial

height, then systematically increasing the height until the egg

breaks. Results should be compiled and displayed in a bar graph.

Based on their ndings, students should identify the most

effective and environmentally friendly packing material.

• Identify products made from recycled materials.

Extension

Students may

• Research the environmental concerns caused by ocean plastics

and share what is learned with classmates.

Authorized

NL Science 5: Properties and

Changes of Materials (TR)

• pp. 70-75

NL Science 5: Properties and

Changes of Materials (SR)

• pp. 46-47

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Environmental affects of

material and product use

(websites and videos)

162 SCIENCE 5 CURRICULUM GUIDE 2017

SCIENCE 5 CURRICULUM GUIDE 2017 163

Section Three:

Speciﬁc Curriculum Outcomes

Unit 4: Body Systems

BODY SYSTEMS

164 SCIENCE 5 CURRICULUM GUIDE 2017

Focus

Outcomes Framework

Students can develop the understanding that the body has

organs and systems that function together to help humans and

other animals meet their basic needs. Students should have the

opportunity to explore major internal organs through the use of

models and simulations, and know where they are located in the

body. It is important for students to recognize that many things may

affect a healthy body. The body has its own defences against germs,

but students should understand that they must meet their bodies’

requirements for nutrition and physical activity.

This unit has both a scientic inquiry and a design and problem

solving focus. Inquiry investigations provide opportunities for

students to propose and rephrase testable questions, dene objects

and events, carry out procedures to ensure a fair test, and evaluate

the usefulness of different information sources. Design and problem

solving experiences to build working models of body systems enable

students to identify problems as they arise and collaborate with

others to nd solutions.

GCO 1 (STSE): Students will develop an understanding of the nature of science and

technology, of the relationships between science and technology, and of the social and

environmental contexts of science and technology.

31.0 describe examples of tools and techniques that have contributed to scientic discoveries

36.0 identify examples of scientic questions and technological problems addressed in the past

37.0 describe and compare tools, techniques, and materials used by different people in their

community and region to meet their needs

38.0 identify individuals in their community who work in science and technology related areas

40.0 provide examples of how science and technology have been used to solve problems in

their community and region

43.0 identify scientic discoveries and technological innovations of people from different

cultures

48.0 describe instances where scientic ideas and discoveries have led to new inventions and

applications

49.0 describe examples of technologies that have been developed to improve living conditions

63.0 demonstrate processes for investigating scientic questions and solving technological

problems

74.0 provide examples of Canadians who have contributed to science and technology

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 165

GCO 2 (Skills): Students will develop

the skills required for scientic and

technological inquiry, for solving problems,

for communicating scientic ideas and

results, for working collaboratively, and for

making informed decisions.

1.0 propose a question to investigate

and practical problem to solve

2.0 rephrase questions in a testable

form

4.0 dene objects and events in their

investigations

8.0 carry out procedures to explore a

given problem and to ensure a fair

test, controlling major variables

9.0 select and use tools

14.0 record observations

18.0 compile and display data

19.0 identify and suggest explanations

for patterns and discrepancies in the

data collected

20.0 evaluate the usefulness of different

information sources in answering a

question

28.0 identify problems as they arise

and collaborate with others to nd

solutions

GCO 3 (Knowledge): Students will

construct knowledge and understandings

of concepts in life science, physical

science, and Earth and space science, and

apply these understandings to interpret,

integrate, and extend their knowledge.

67.0 describe how body systems help

humans meet their basic needs

68.0 describe the structure and function

of the major organs of human body

systems

69.0 demonstrate how the skeletal,

muscular, and nervous systems

work together to produce movement

70.0 describe the role of the skin

71.0 describe the body’s defenses

against infections

72.0 relate bodily changes during puberty

to growth and development

73.0 describe nutritional and other

requirements for maintaining a

healthy body

Students are encouraged to:

• appreciate the role and contributions of science and technology in their understanding of the world

• recognize that individuals of any cultural background can contribute equally in science

• show interest and curiosity about objects and events within different environments

• willingly observe, question, explore, and investigate

• show interest in the activities of individuals working in scientic and technological elds

• consider their own observations and ideas as well as those of others during investigations and before

drawing conclusions

• appreciate the importance of accuracy and honesty

• demonstrate perseverance and a desire to understand

• work collaboratively while exploring and investigating

• show concern for their safety and that of others in planning and carrying out activities and in choosing

and using materials

• become aware of potential dangers

GCO 4 (Attitudes): Students will be encouraged to develop attitudes that support the responsible

acquisition and application of scientic and technological knowledge to the mutual benet of self, society, and

the environment.

BODY SYSTEMS

166 SCIENCE 5 CURRICULUM GUIDE 2017

September October November December January February March April May June

Body Systems

SCO Continuum

Suggested Unit Plan

GCO 3 (Knowledge): Students will construct knowledge and

understandings of concepts in life science, physical science, and

Earth and space science, and apply these understandings to interpret,

integrate, and extend their knowledge.

Body Systems is the nal unit in the Science 5 curriculum. The

knowledge outcomes addressed in this life science unit are

prerequisite for understanding concepts in the Science 8 Cells,

Tissues, Organs, and Organ Systems unit.

Science 2 Science 5 Science 8

Animal Growth and Changes Body Systems

Cells, Tissues, Organs, and

Organ Systems

• describe changes in humans

as they grow

• identify constant and change

traits in organisms as they

grow and develop

• identify the basic food

groups, and describe actions

and decisions that support

healthy lifestyles

• describe how body systems

help humans meet their

basic needs

• describe the structure and

function of the major organs

of human body systems

• demonstrate how the

skeletal, muscular, and

nervous systems work

together to produce

movement

• describe the role of the skin

• describe the body’s defenses

against infections

• relate bodily changes during

puberty to growth and

development

• describe nutritional and other

requirements for maintaining

a healthy body

• explain structural and

functional relationships

between and among, cells,

tissues, organs, and organ

systems

• relate the needs and

functions of various cells

and organs to the needs

and function of the human

organism as a whole

• describe basic factors that

affect the functions and

efciency of the human

respiratory, circulatory,

digestive, excretory, and

nervous systems

• describe examples of the

interdependence of various

systems of the human body

Science 1

Needs and Characteristics of

Living Things

• describe the different ways

that humans move to meet

their needs

• recognize that humans

depend on their environment,

and identify personal actions

that can contribute to a

healthy environment

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 167

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

168 SCIENCE 5 CURRICULUM GUIDE 2017

67.0 describe how body systems

help humans meet their

basic needs

[GCO 3]

The human body is comprised of many different organs. Each has a

specic function or job to do. Some organs work together in systems

to perform their functions.

Inform students that there are ten organ systems in the human body:

the nervous, muscular, skeletal, respiratory, digestive, excretory, and

circulatory systems (which are addressed in detail in this unit) and the

endocrine, reproductive, and lymphatic/immune systems.

Note that some science information sources classify skin as a

separate body system (i.e., integumentary system). In this unit, skin is

classied as an organ.

Students should describe how each of the following body systems

helps humans meet their basic life needs:

• The nervous system helps the body gather information from the

environment, make decisions, and react to stimuli. The nervous

system tells the muscles to move.

• The muscular system works with the skeletal system to help the

body move. This system also helps humans breathe, digest food,

and circulate blood.

• The skeletal system supports the body and helps it move. Bones

such as the skull and ribs provide protection to internal organs.

• The respiratory system provides the body with oxygen and

removes carbon dioxide waste.

• The digestive system takes in food and water, processes most of

it into required nutrients, and gets rid of what remains.

• The excretory system removes waste from the body.

• The circulatory system transports blood around the body. It

carries needed oxygen and nutrients and removes carbon dioxide

and other wastes.

Students should recognize that body systems work together to

maintain human health.

While not a Science 5 expectation, teachers may nd it useful to

dene cells and tissues and describe their relationship to organs and

organ systems.

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

What Are Body Systems?

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 169

Activation

Teachers may

• Collect non-ction literature related to health and body systems

to display at a curiosity centre with relevant physical objects and

materials (e.g., reex hammer, stethoscope).

• Assess students’ prior knowledge of organ systems by asking

them to name any body systems they are already familiar with.

• Direct students to complete a task (e.g., blink, breathe deeply,

feel their pulse, stand, swallow, wave) and ask them to identify

which body system(s) might be involved.

Students may

• Brainstorm body functions required for life (e.g., breathing,

moving); writing each function on a separate sticky note. They

should then collaboratively attempt to group functions according

to the body system involved.

Connection

Teachers may

• Ask students to collaboratively discuss why a human body needs

a nervous, skeletal, muscular, respiratory, digestive, excretory,

and circulatory system.

Students may

• Physically model the concept of body systems using unit cubes

or Lego™ blocks to represent cells, and joining them to form

tissues, organs, and organ systems.

• Individually brainstorm a list of organs and other parts of the

human body, then combine their list with classmates to compile a

class list. They should then attempt to group the organs and parts

according to body system.

Consolidation

Students may

• Compare and contrast organs and body systems using a Venn

diagram. Cells and tissues could also be compared.

Authorized

NL Science 5: Body Systems

(Teacher Resource [TR])

• pp. 8-13

NL Science 5: Body Systems

(Student Resource [SR])

• pp. 6-7

NL Science 5: Online Teaching

Centre

• Term Box (BLM)

• IWB Activity 1

• Image bank

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Body systems resources

(websites and videos)

What Are Body Systems?

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

170 SCIENCE 5 CURRICULUM GUIDE 2017

How Do Our Nerves, Muscles, and Skeleton Work Together?

68.0 describe the structure and

function of the major organs

of human body systems

[GCO 3]

68.1 describe the structure

and function of the

major organs of the

nervous, muscular, and

skeletal systems

Students should describe the structure and function of the major

organs in the nervous, skeletal, muscular, respiratory, digestive,

excretory, and circulatory systems. Structure refers to the organization

of organs in a body system (i.e., What are the major organs? How are

they arranged?). Function refers to the activities or processes of the

organ (i.e., What does the organ do? Why is it part of this system?).

Rather than address all body systems at once, the unit groups

systems and treats them separately. Students should describe the

nervous, muscular, and skeletal systems as follows:

• The nervous system is the control system of the human body. It

includes the brain, spinal cord, nerves, and sense organs. Nerves

send information to the brain along the spinal cord. The brain

processes this information and returns messages to the body.

• The muscular system works with the skeletal system to help the

body stand and move. It includes more than 600 muscles (e.g.,

abdominal, biceps, calf) and tendons which connect the muscles

to bones. Muscles also help the body breathe and digest food.

• The skeletal system gives the body its shape and helps it move. It

includes 206 bones (e.g., skull, spine, ribs) and ligaments which

connect the bones together. Where one bone meets another

at a joint, the skeleton can be moved. The skeletal system also

protects the organs in the body (e.g., the skull protects the brain,

ribs protect the heart and lungs).

Students should recognize that these three systems work together

to produce movement. To demonstrate how they work together, they

should carry out a directed investigation of reaction time.

In groups, one student should hang their hand over the edge of their

desk, holding their thumb and index nger apart. A partner should

dangle the end of a ruler between the open thumb and index nger

and drop it without warming. Reaction time should be dened as the

distance the ruler drops before it is pinched. This procedure can be

repeated multiple times and the results recorded in a table.

Students should recognize that the eye senses when the ruler starts

to move and sends information to the brain through nerves. The brain

receives, processes, and sends a message back through the spinal

column and nerves to the muscles of the hand. The muscles of the

hand pull on the attached bones causing the ngers to close and

grasp the falling ruler.

In addition to skill outcomes 4.0 and 14.0, teachers could address and

assess outcomes 3.0, 8.0, 10.0, 11.0, 13.0, and 24.0 (Refer to the

Integrated Skills unit for elaboration).

Sample Performance Indicator

Identify the body systems involved when reacting to touching

something very hot or very cold. How do these systems work together

to produce movement?

69.0 demonstrate how the

skeletal, muscular, and

nervous systems work

together to produce

movement

[GCO 3]

4.0 dene objects and events in

their investigations

[GCO 2]

14.0 record observations

[GCO 2]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 171

How Do Our Nerves, Muscles, and Skeleton Work Together?

Activation

Teachers may

• Review sense organs and the type of information they send to the

brain.

• Provide images of colour words depicted using the wrong font

colour (e.g., the word green in blue font). Ask students to shout

out the font colour for each image word and discuss how the

brain might process the information it receives.

• Show images of facial expressions and ask students to use the

muscles of their face to mimic the expression.

• Ask students to lean their head back and using only their facial

muscles, try to move a cracker placed on their forehead down

and into their mouth.

• Show images of skeletons in various positions and ask students

to create the position with their body.

Connection

Teachers may

• Facilitate a game of “Who Am I” by placing the names and

representations of major organs or body parts of the nervous,

muscular, and skeletal systems (include sense organs and names

of familiar bones and muscles) on index cards and attaching one

card to the back of each student. Students should ask yes/no

questions of classmates until they can identify the organ then sort

themselves according to system.

• Use a reex hammer to introduce the concept of reexes.

Facilitate a discussion regarding how such automatic reactions

might help the body.

• Read How You’re Different From a Sea Star on pages 8-9 of Dive

In! (ELA 5) and identify differences in their respiratory systems.

Students may

• Create a tower from ten inverted cups (i.e., four cups for the base

followed by three, then two, then one). They should start with

all cups stacked together and time how long it takes. Students

should continue to practice the activity to determine if practice

improves their time.

Consolidation

Students may

• Carry out the reaction time investigation Drop It! on pages 12-13

in Gear Up! (ELA 5).

• Measure reaction time using online reaction time tests.

• Represent the structure of the skeletal system using pasta,

Q-tips™, stir sticks, or toothpicks as bones.

Authorized

NL Science 5: Body Systems (TR)

• pp. 14-19

NL Science 5: Body Systems (SR)

• pp. 8-11

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• How Quickly Can You React?

(BLM)

• Skills and Processes for

Scientic Inquiry rubric builder

(BLM)

• IWB Activity 2

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.nl.ca/

curr/k-6/sci/sci-5/resource-links.

html

• Nervous, muscular, and

skeletal system resources

(websites and videos)

• Reaction time tests (websites)

Other curriculum resources

• Moving Up with Literacy Place

5 (ELA 5)

- Drop It! in Gear Up!

- How You’re Different From

a Sea Star in Dive In!

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

172 SCIENCE 5 CURRICULUM GUIDE 2017

How Can You Build a Model of a Body System?

69.0 demonstrate how the

skeletal, muscular, and

nervous systems work

together to produce

movement

[GCO 3]

8.0 carry out procedures to

explore a given problem

and to ensure a fair test,

controlling major variables

[GCO 2]

9.0 select and use tools

[GCO 2]

28.0 identify problems as they

arise and collaborate with

others to nd solutions

[GCO 2]

Modelling is a scientic activity undertaken to make something easier

to understand or visualize. The use of modelling is suggested in

multiple places within this unit.

At this time, students should follow an engineering design and

problem solving process to construct a model of a human joint

that shows how the muscular and skeletal systems work together.

Common joints to model are the elbow and ngers.

In small collaborative groups, students should

• decide whether they will construct a model of an elbow joint,

ngers, or some other joint;

• briey research their joint to see how the bones and muscles

connect;

• select the materials they will use for the different parts, decide

how to arrange and join the parts, and identify any tools needed;

• devise and carry out a plan to construct the prototype;

• test the prototype to determine if it moves as planned; and

• suggest and carry out modications to improve the function of the

prototype.

Use of some tools may require adult supervision.

Students could be challenged to incorporate paired muscles into their

design, similar to biceps and triceps, that allow the joint to bend and

unbend when pulled.

During construction of the model, problems with materials, joiners,

and joining methods, as well as problems with the functioning

of the model will likely arise. Students should be encouraged to

persevere when encountering problems, to generate alternatives, and

collaborate to nd a solution.

Students should be expected to orally describe their model,

demonstrate how it works, and communicate problems their group

encountered during construction and how they solved them.

In addition to skill outcomes 8.0, 9.0, and 28.0, teachers may choose

to assess additional design and problem solving skills (e.g., 4.0, 6.0,

7.0, 12.0, 15.0, 16.0, 22.0, 26.0). Refer to the Integrated Skills unit for

elaboration.

Attitude

Encourage students to show concern for their safety and that of

others in planning and carrying out activities and in choosing and

using materials. [GCO 4]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 173

How Can You Build a Model of a Body System?

Activation

Teachers may

• Present familiar objects that could be considered models of actual

objects (e.g., dolls, Lego™ structures, stuffed animals, toy cars).

Ask students what information about the object can be learned

from the model and what the limitations of the model are.

Connection

Teachers may

• Provide a collection of “bone and muscle” materials (e.g.,

cardboard, card stock, dental oss, elastic bands, pipe cleaners,

stir sticks, paper or plastic straws, string, wool), joining materials

(e.g., brass paper fasteners, glues, tapes, twist ties, wire), and

construction tools (e.g., glue gun, scissors, single hole punch) for

students to select and use in constructing their models.

Consolidation

Students may

• Construct a working model of a human joint to demonstrate how

bones and muscles work together to create movement. Digital

images may be captured to document the procedures followed,

problems that arose, and solutions found. Students should be

able to compare the workings of their model to an actual joint and

describe the limitations of their model.

• Brainstorm medical conditions of the skeletal, muscular, or

nervous systems (e.g., arthritis, carpal tunnel syndrome,

multiple sclerosis, muscular dystrophy, osteoporosis, paralysis,

Parkinson’s disease, tendinitis) and discuss how they may affect

movement and other body functions.

Extension

Students may

• Apply what they have learned to construct a model of a different

joint (e.g., grasshopper’s leg, snake’s jaw).

Authorized

NL Science 5: Body Systems (TR)

• pp. 20-21

NL Science 5: Body Systems (SR)

• pp. 12-13

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

174 SCIENCE 5 CURRICULUM GUIDE 2017

How Does Our Respiratory System Help Us Breathe?

68.0 describe the structure and

function of the major organs

of human body systems

[GCO 3]

68.2 describe the structure

and function of the

major organs of the

respiratory system

Students are expected to describe the structure and function of the

major organs of the respiratory system.

Students should describe the respiratory system as the body system

that provides the body with the oxygen it needs. The system includes

the nose, mouth, trachea (windpipe), lungs, and diaphragm. Air

comes into the body through the nose and mouth and travels through

the trachea into the lungs. This is made possible by the movement

of the diaphragm and muscles attached to the ribs. As the chest

expands, air is drawn into the body. Within the lungs, oxygen present

in the air passes to the blood and carbon dioxide waste present in

the blood passes to the air (i.e., gas exchange). Relaxation of the

diaphragm and the muscles attached to the ribs cause the chest

cavity to contract and squeeze the lungs. This forces the waste air out

of the body.

The air expelled from the body has more carbon dioxide and less

oxygen than the air breathed in. Inhaled air has about 21% oxygen,

78% nitrogen, and 1% other gases. Exhaled air contain 16% oxygen,

78% nitrogen, 5% carbon dioxide, and 1% other gases.

Students should also carry out an activity to measure their lung

capacity. Students could, for example, exhale into an empty plastic

bag and twist the bag shut. Measured amounts of water could be

added to an identical plastic bag to obtain a relative measurement of

air volume. Students should repeat their lung volume measurement to

ensure they are getting relatively consistent results.

The activity could lead to new questions for students to investigate

(e.g., Does age affect lung capacity?, SCO 24.0).

Attitude

Encourage students to show interest and curiosity about objects and

events within different environments. [GCO 4]

Sample Performance Indicator

Identify the major organs of the respiratory system in a provided

diagram and describe how those organs function to help us breathe.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 175

How Does Our Respiratory System Help Us Breathe?

Activation

Teachers may

• Create a model lung and diaphragm. Stretch a cut balloon over

the bottom of a cut 2 L bottle, and tape the balloon in place.

Stretch a second balloon over the mouth of the bottle. Push and

pull on the bottom balloon (diaphragm) to suck the top balloon

(lung) into and out of the bottle.

Students may

• Measure their respiration rate (i.e., breathing rate) by counting the

number of breaths they take in one minute.

Connection

Teachers may

• Ask students to focus on the movement of their diaphragm and

the muscles attached to their ribs as they breathe normally,

breathe deeply, breathe through a straw, and cough.

Students may

• Sketch the structure of the respiratory system and describe how

air enters and is expelled from the body.

• Design and carry out an investigation to identify the affect of

exercise on respiration rate.

• Read How You’re Different From a Shark on pages 8-9 of Work It!

(ELA 5) and identify differences in their respiratory systems.

Consolidation

Students may

• Carry out a procedure to determine their personal lung capacity.

Students could fully exhale into a plastic bag, twist it shut, and

measure the volume. Students could compare their capacities

with classmates which may lead to new questions to investigate

(e.g., Do synchronized swimmers have larger lung capacities? Do

taller students have larger lung capacities?).

• Discuss how the functioning of the respiratory system relies on

the muscular and skeletal systems.

• Brainstorm respiratory-related medical conditions (e.g., allergies,

asthma, pneumonia, respiratory tract infections) and discuss how

they may affect the functioning of the respiratory system.

Extension

Students may

• Research and explain what hiccups are and how they relate to

the respiratory system.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 22-25

NL Science 5: Body Systems

(SR)

• pp. 14-15

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 3

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Respiratory system

resources (websites and

videos)

Other curriculum resources

• Moving Up with Literacy

Place 5 (ELA 5)

- How You’re Different

From a Shark in Work It!

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

176 SCIENCE 5 CURRICULUM GUIDE 2017

How Do Our Digestive and Excretory Systems Work?

68.0 describe the structure and

function of the major organs

of human body systems

[GCO 3]

68.3 describe the structure

and function of the

major organs of the

digestive and excretory

systems

Students are expected to describe the structure and function of the

major organs of the digestive and excretory system.

Students should describe the digestive system as the system that

provides the body with water and nutrients. The major organs of the

system include the mouth, esophagus, stomach, small intestine, large

intestine, and rectum. For the purpose of this course, inclusion of

the pancreas, gallbladder, and liver is optional. Food enters the body

through the mouth where it is broken down and moistened. When

swallowed, food enters the esophagus and is pushed to the stomach.

Stomach muscles, acids, and other chemicals liquefy the food. In the

small intestine nutrients are removed and enter the blood stream.

Water is removed in the large intestine and what remains is turned

into solid waste. The waste is stored in the rectum and eventually

pushed out through the anus.

To aid student understanding of the structure and function of the

digestive system, students should, follow an engineering design

process to construct a model of the system. This modelling activity

provides another opportunity to assess numerous skill outcomes

(e.g., 4.0, 6.0, 7.0, 8.0, 9.0, 15.0, 16.0, 22.0, 26.0, 28.0). Refer to the

Integrated Skills unit for elaboration.

Students should describe the excretory system as the system that

cleans the body’s blood and gets rid of waste. The major organs

include the kidneys and bladder. When the body uses the nutrients

provided by the digestive system, waste is created and carried away

by the blood. As the blood circulates through the kidneys, waste (i.e.,

urea) and excess water are removed, and urine forms. Urine is stored

in the bladder until it can be released.

Students should also recognize that both the digestive and excretory

systems rely on other body systems to achieve their function. The

nervous, skeletal, muscular, and circulatory systems, for example, all

have roles to play in digestion. Similarly, the digestive and circulatory

systems work together with the excretory system.

Attitude

Encourage students to work collaboratively while exploring and

investigating. [GCO 4]

Sample Performance Indicator

Using a model of the digestive system as a visual prompt, describe

the process of digestion, from mouth to anus. Include the names and

function of major organs in the description.

Describe the function of the kidneys in the excretory system.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 177

How Do Our Digestive and Excretory Systems Work?

Teachers may choose to address the circulatory system (SCO 68.4,

p. 178) before addressing the digestive and excretory systems.

Activation

Teachers may

• Ask students to consider and discuss why their body needs food

and why they need to urinate.

Connection

Students may

• Model the digestive functions of the mouth by placing a cracker

inside a sealed zip top bag. They should squeeze the bag

with their ngers (teeth and tongue). Students could continue

squeezing, after a small amount of water (saliva) has been

added, using an eyedropper, to moisten the food.

• Model food digestion by following the procedure found in Digest

It! on pages 12-13 of Dive In! (ELA 5).

• Model the ltration function of the kidneys by pouring red

coloured water (blood) mixed with a solid (e.g., ground coffee or

pepper, sand) through a lter (e.g., coffee lter, lter paper). The

material captured by the lter represents cellular wastes.

• Model the dilution of urea and formation of urine by mixing one

drop of yellow food colouring into a larger volume of water.

• Read How You’re Different From a Cow on pages 8-9 of Take Off!

(ELA 5) and identify differences in their digestive systems.

Consolidation

Students may

• Construct, in small collaborative groups, a model of the human

digestive system.

• Create a multi-tab foldable to communicate the main function of

the parts of the major organs of the digestive system.

• Brainstorm digestive and excretory-related medical conditions

(e.g., acid reux, Crohn’s disease, colitis, kidney failure, kidney

stones, ulcers, urinary tract infections) and discuss how they may

affect the functioning of these systems.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 26-33

NL Science 5: Body Systems

(SR)

• pp. 16-21

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Design and Problem Solving

rubric builder (BLM)

• IWB Activity 4

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Digestive and excretory

system resources (websites

and videos)

Other curriculum resources

• Moving Up with Literacy

Place 5 (ELA 5)

- How You’re Different

From a Cow in Take Off!

- Digest It! in Dive In!

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

178 SCIENCE 5 CURRICULUM GUIDE 2017

How Does Our Circulatory System Work?

68.0 describe the structure and

function of the major organs

of human body systems

[GCO 3]

68.4 describe the structure

and function of the

major organs of the

circulatory system

Students are expected to describe the structure and function of the

major organs of the circulatory system.

Students should describe the circulatory system as the system that

carries blood around the body, delivering oxygen, nutrients, and

water to cells. The circulatory system includes the heart, arteries,

veins, and capillaries. The right side of the heart pumps blood to the

lungs, where it picks up oxygen. The blood returns to the left side of

the heart, which then pumps the oxygen-rich blood through arteries

to all other parts of the body. Veins carry oxygen-poor blood back to

the right side of the heart. This blood is high in carbon dioxide waste.

Arteries and veins connect through microscopic capillaries which

carry blood to and from every cell of the body. As blood moves from

arteries through the capillaries, oxygen, nutrients (obtained from the

small intestine), water (obtained from the large intestine), and other

substances pass into the cells and waste passes into the blood. This

waste-lled blood then travels back through veins to eventually reach

the lungs and kidneys for waste removal.

Additional functions of the circulatory system include

• temperature regulation (i.e., carrying heat through the body); and

• carrying the cells (i.e., white blood cells) and antibodies of the

immune system to ght infections (While not a focus of SCO 38.0,

aspects of the immune system are explored later in the unit).

Students are expected to be able to locate and measure their own

pulse. They should understand that a pulse is felt as blood is pushed

through an artery. Each pulse is one heartbeat. The importance of

accuracy and honesty when measuring and recording pulse should

be discussed. Discourage students from “making up” data when they

lose their pulse during measurement or when their measured pulse is

not what they expected or hoped for. Teachers should monitor for this

type of measurement bias. Bias may be evident if student data falls

outside average values (i.e., 60-100 beats/minute for ages 10 and up)

or if their repeated measurements vary signicantly.

Students should recognize that the circulatory system works with all

other body systems.

Attitude

Encourage students to willingly observe, question, explore, and

investigate. [GCO 4]

Sample Performance Indicator

Describe how the heart, arteries, veins, and capillaries work together

as a system to provide the cells of the body what they require to

function.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 179

How Does Our Circulatory System Work?

Activation

Students may

• Use a stethoscope to listen to their heart beat.

Connection

Teachers may

• Ask students to observe the veins which may be visible on their

forearms. Some veins are close to the surface of the body and

appear blue in colour.

• Ask students to locate their pulse using two ngers placed on

their inner wrist or below their ear and describe what they are

feeling.

• Practice measuring their pulse for 15, 20, 30, or 60 seconds and

calculating pulse rate.

• Determine their resting pulse rate. Multiple measurements

should be taken to conrm the rate. Discrepancies identied in

measurements should be discussed.

• View a sphygmomanometer being used to measure blood

pressure and collaboratively discuss how it might work and what

it might measure.

• Read How You’re Different From a Grasshopper on pages 8-9

of Gear Up! (ELA 5) and identify differences in their circulatory

systems.

Consolidation

Students may

• List the materials that are transported around the body by the

circulatory system and identify which other body systems each

material involves.

• Discuss ways in which the circulatory system helps other body

systems.

• Brainstorm circulatory-related medical conditions (e.g., aneurysm,

atherosclerosis, coronary artery disease, heart attack, high blood

pressure, stroke) and discuss how they may affect the circulation

of the blood.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 34-37

NL Science 5: Body Systems

(SR)

• pp. 22-23

NL Science 5: Online Teaching

Centre

• Image bank

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Circulatory system resources

(websites and videos)

Other curriculum resources

• Moving Up with Literacy

Place 5 (ELA 5)

- How You’re Different

From a Grasshopper in

Gear Up!

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

180 SCIENCE 5 CURRICULUM GUIDE 2017

Does Physical Activity Affect Our Heart Rate?

68.0 describe the structure and

function of the major organs

of human body systems

[GCO 3]

68.4 describe the structure

and function of the

major organs of the

circulatory system

63.0 demonstrate processes

for investigating scientic

questions and solving

technological problems

[GCO 1]

1.0 propose a question to

investigate and practical

problem to solve

[GCO 2]

2.0 rephrase questions in a

testable form

[GCO 2]

4.0 dene objects and events in

their investigations

[GCO 2]

14.0 record observations

[GCO 2]

18.0 compile and display data

[GCO 2]

19.0 identify and suggest

explanations for patterns

and discrepancies in the

data collected

[GCO 2]

Students are expected, in small collaborative groups, to carry out

an open inquiry investigation to determine the effect of physical

activity on heart rate. Open inquiry allows students to demonstrate

prociency in applying science inquiry processes and related skills to

nd answers to their questions.

Students should

• propose their own question to investigate and phrase it in a

testable form;

• state a prediction and a hypothesis;

• dene physical activity (e.g., Will the test subject do push ups,

jumping jacks, or climb stairs?, How long will they exercise? How

many times will they repeat the activity?) and heart rate (e.g., Will

pulse be found on the neck or wrist? Will it be measured for 30 or

60 seconds? What unit of measure will be used?);

• identify the major variables (i.e., independent, dependent, and

control variables);

• devise and carry out procedures to ensure a fair test, controlling

major variables;

• select and use tools for measuring time and pulse rate;

• record observations;

• compile and display the data;

• identify and suggest explanations for patterns and discrepancies

in their data; and

• draw a conclusion that answers the initial question.

These investigations provide an opportunity to readdress the concept

of fairness in scientic testing (e.g., Were activities done at the same

speed or intensity? Was pulse rate always measured as soon as the

subject stopped exercising? Was pulse allowed to return to normal

before a second trial was completed? What was done if pulse could

not be found immediately or was “lost” during measurements?).

While students may already be aware that physical activity causes

an increase in heart rate, they may not understand the relationship

between exercise and the oxygen demand of muscle cells, and the

role of the circulatory system to provide the oxygen.

In addition to SCOs 1.0, 2.0, 4.0, 14.0, 18.0, and 19.0, teachers could

assess SCOs 3.0, 5.0, 6.0, 8.0, 11.0, 12.0, 21.0, 24.0, and 26.0. Refer

to the Integrated Skills unit for elaboration.

Attitude

Encourage students to

• work collaboratively while exploring and investigating,

• consider their own observations and ideas as well as those of

others during investigations and before drawing conclusions, and

• appreciate the importance of accuracy and honesty. [GCO 4]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 181

Does Physical Activity Affect Our Heart Rate?

Connection

Teachers may

• Revisit the concept of fairness by acting out unfair tests (e.g.,

measure resting pulse rate then measure active pulse rate after

putting on a winter coat, intensely exercising for one trial and

slowing down for a second trial).

• Discuss the importance of multiple trials in science testing to

ensure the reliability of measurements.

Students may

• Keep a daily activity/pulse rate journal. They should measure

their pulse at various times during the day, and record it along

with a description of the activity in which they were engaged

(e.g., eating lunch, playing outside, reading, singing, walking).

Inquiry questions to investigate could arise from analysis of their

completed journal.

• Determine their resting pulse rate, if not previously done. Multiple

measurements should be taken to conrm the reliability of their

measurement. Resting pulse rate may be used for comparison

when investigating the effects of physical activity on heart rate.

Consolidation

Students may

• View video of group members carrying out investigations to

determine if procedures were fairly carried out over multiple trials.

If the testing was not fair, identify the variable(s) that was not

controlled, modify the procedure, and repeat the investigation.

• Create before and after bar graphs to compare their resting pulse

rate with their active pulse rate.

• Present to their classmates; communicating the question

investigated, procedures followed, problems encountered, and

conclusions drawn.

• Discuss other factors that may affect pulse rate and propose new

questions to investigate.

Extension

Students may

• Devise and carry out open inquiry investigations to determine the

effect of other factors (e.g., age, body temperature, gender, time

since last meal) on pulse rate.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 38-41

NL Science 5: Body Systems

(SR)

• pp. 24-25

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

182 SCIENCE 5 CURRICULUM GUIDE 2017

What Does Our Skin Do?

70.0 describe the role of the skin

[GCO 3]

1.0 propose a question to

investigate and practical

problem to solve

[GCO 2]

Students should describe skin as an organ covering the entire body.

Skin has many functions:

• Skin is a sense organ. It sends information to the brain regarding

pain, pressure, temperature, and the texture of surfaces.

• Skin protects the body from injury. It produces a pigment

(melanin) to block harmful UV rays and produces vitamin D (an

essential nutrient for health).

• Skin helps regulate body temperature. When cold, skin triggers

shivering to increase blood ow. When warm, glands in the skin

release sweat which have a cooling effect.

• Skin helps the body remain hydrated by keeping water inside.

• Skin is the rst line of defense against infection.

To enhance awareness and understanding of some of these

functions, students should, in small collaborative groups, propose,

devise, and carry out investigations to test how various conditions

affect peeled and unpeeled apples. The apple peel is a model for

human skin.

Students could choose to

• place a peeled and unpeeled apple in fresh water, salt water,

vinegar water, or water coloured with food colouring;

• place the apples under direct, articial lighting or in different

temperature environments; or

• gently rub the apples with sand paper or drop them repeatedly.

Depending on the condition chosen, observations could be made

immediately or over a period of one or more days. Observations may

be quantitative (e.g., change in mass) or qualitative (e.g., esh of the

apple absorbs the food colouring).

In addition to SCO 1.0, teachers could assess SCOs 2.0, 3.0, 4.0,

5.0, 6.0, 8.0, 12.0, 14.0, 18.0, 21.0, 24.0, and 26.0. Refer to the

Integrated Skills unit for elaboration.

Students should also recognize, through a directed inquiry

investigation, that the sensitivity of the skin varies. Some parts of our

skin are more sensitive than others.

Attitude

Encourage students to demonstrate perseverance and a desire to

understand. [GCO 4]

Sample Performance Indicator

Predict what skin-related roles might be affected if a person suffers

large burns to their body.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 183

What Does Our Skin Do?

Connection

Teachers may

• Have students place a small drop of hand lotion, vegetable oil,

and water onto a paper towel, wax paper, and their forearm. Ask

them to observe the drops without disturbing them and compare

the results for different materials. What can be learned about our

skin from these observations?

• Encourage students to hypothesize how Band-Aids™ help protect

infections and encourage healing.

Students may

• Place a drop of rubbing alcohol on their skin or wipe with an

alcohol swab and describe how their skin feels. This activity

models the evaporative cooling effect sweat has on the body.

• Model the UV blocking role of the skin by rubbing sunscreen into

the front of their hands and carefully placing them palm down

onto a piece of dark coloured construction paper. When placed

in sunlight, UV light will cause the colour of the construction

paper to fade in untouched areas. While skin contains natural UV

protection, the routine use of sunscreen is recommended when

outdoors.

• Model the skin’s role in maintaining hydration by covering a slice

of bread in plastic wrap and comparing with an unwrapped slice.

Consolidation

Students may

• Propose questions to investigate or problems to solve related to

the ability of an apple skin to protect the apple, keep materials

out, and keep moisture in.

• Devise and carry out guided inquiry investigations, to determine

how various conditions affect peeled and unpeeled apples.

• Devise and test procedures to prevent apple slices from losing

moisture and decomposing.

• Discuss how skin-related technologies (adhesive bandages,

articial skin, skin care products, skin grafts, stitches, sunscreen)

may help meet needs and solve problems.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 46-53

NL Science 5: Body Systems

(SR)

• pp. 30-33

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• IWB Activity 5

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Skin resources (websites

and videos)

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

184 SCIENCE 5 CURRICULUM GUIDE 2017

What Are Our Body’s Defenses?

71.0 describe the body’s

defenses against infections

[GCO 3]

Students should describe the body’s two primary lines of defence

against infection:

• The rst line of defense consists of physical and chemical

barriers. Skin provides a physical barrier. Tears, ear wax, saliva,

mucus, and stomach acids are some of the liquids the body

produces to protect vulnerable surfaces. These liquids either trap

and sweep germs away or contain chemicals which destroy them.

• The second line of defense is the body’s immune system. White

blood cells detect germs that get past the rst line of defence and

make antibodies which attach to and destroy them.

Note that “germ” is used in this curriculum to represent infection

causing organisms (e.g., some bacteria and viruses).

Students should describe active immunity; the ability of the

immune system to rapidly respond to a reinfection by a previously

encountered germ. The antibodies made by white blood cells to

destroy a specic germ, remain in the blood long after the infection.

As a result, the body retains a “memory” of the specic germ. This

enables rapid response to reinfection by the same germ.

Student understanding of active immunity should be applied to

explain how vaccines work. Vaccines contain partially destroyed

germs that are incapable of causing illness. When inoculated with

them, the body makes and retains “memories” of antibodies to

destroy. If the body is ever infected by these live germs, the immune

“knows” how to destroy them and rapidly responds.

Students should engage in a directed activity to model how easily

germs can spread. Small amounts of different coloured glitter, for

example, could be placed on the hands of selected students. These

“infected” students could then be asked to shake hands with three

classmates. Those classmates could shake hands with three other

students, and so on, until all students have participated. All students

should examine their hands and record the different colours present

prior to washing the glitter off.

Cross curricular connections can be made to Health outcomes related

to personal hygiene and prevention of disease.

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

Sample Performance Indicator

• Describe how skin, mucus, stomach acid, and white blood cells

affect germs.

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 185

What Are Our Body’s Defenses?

Activation

Teachers may

• Ask students to share experiences when they had an infection

and infer how they developed it.

Connection

Teachers may

• Facilitate a discussion regarding possible routes germs may enter

the body (e.g., abrasions and cuts in the skin, ear canal, eyes,

mouth, nasal passages) and the physical (e.g., skin, membranes

of the digestive and respiratory systems) and chemical barriers

(e.g., ear wax, mucus, saliva, stomach acids, tears) which

prevent infection.

• Present the function of white blood cells as a ow chart

Students may

• Collaboratively discuss and infer how tears, ear wax, mucus, and

saliva may help defend against infections.

• Describe how the body defends against germs ingested with

food.

• Describe how the immune system “remembers” germs that

previously entered the body.

Consolidation

Teachers may

• Provide examples of and discuss diseases covered by

vaccinations available in Newfoundland and Labrador.

Students may

• Brainstorm practices that may help prevent the spread of germs

(e.g., avoid touching eyes, nose, and mouth, clean surfaces,

wash hands, get vaccinated).

• Represent a white blood cell as an infection ghting “superhero”.

Annotate a sketch of their superhero with a description of its

superpowers.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 54-57

NL Science 5: Body Systems

(SR)

• pp. 34-37

NL Science 5: Online Teaching

Centre

• Science Skills Toolkit

• Skills and Processes for

Scientic Inquiry rubric

builder (BLM)

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Immune system resources

(websites and videos)

• Vaccination resources

(websites and videos)

germs enter the

inner body

white blood cells detect

germs and make antibodies

antibodies travel

through blood stream

antibodies attach to germs

and destroy them

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

186 SCIENCE 5 CURRICULUM GUIDE 2017

How Does Our Body Change?

72.0 relate bodily changes

during puberty to growth

and development

[GCO 3]

Body systems, working together, allow the human body to grow and

develop.

The human body grows and develops in a relatively uniform way

until the onset of puberty. This period of change is triggered and

controlled by the endocrine system. The endocrine system produces

hormones which act on different parts of the body, causing a variety

of developmental changes.

Students should relate growth spurts, changes in body shape, nal

development of reproductive organs, development of pubic, body, and

facial hair, deepening of the voice, and the onset of body odour and

acne, as body changes typical of puberty.

Teachers should treat this topic with sensitivity and relate to students

that the onset of puberty and the rate of change is unique to each

individual.

Cross curricular connections may be made to Health outcomes

related to growth, development, puberty, reproduction, body image,

and mental health.

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 187

How Does Our Body Change?

Connection

Students may

• Discuss how their body systems have changed since they were

an infant.

- How has your nervous system changed?

- How has your skeletal system changed?

- How has your muscular system changed?

- How has your respiratory system changed?

- How has your digestive system changed?

- How has your circulatory system changed?

- How has your immune system changed?

Students could be divided into small groups with each group

discussing a different question and reporting back the main points

of their conversation.

• Analyze bar graphs depicting how an individual’s height changed

with age from birth to adulthood. Identify periods of rapid change

in height (i.e., growth spurts) and the age at which height stopped

changing.

Connection

Students may

• Identify typical body changes that occur during puberty.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 58-61

NL Science 5: Body Systems

(SR)

• pp. 38-39

NL Science 5: Online Teaching

Centre

• Image bank

Supplementary

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Puberty resources (websites

and videos)

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

188 SCIENCE 5 CURRICULUM GUIDE 2017

How Can We Keep Our Body Systems Healthy?

73.0 describe nutritional and

other requirements for

maintaining a healthy body

[GCO 3]

20.0 evaluate the usefulness

of different information

sources in answering a

question

[GCO 2]

The digestive system provides the body with the nutrients it requires

to grow, develop, and maintain health:

• Carbohydrates (starchy and sweet foods) provide energy to cells.

• Proteins (from meat, beans, and dairy) are needed for important

cell functions and are a major component of muscles.

• Fats and oils (from both plants and animals) provide energy to

the body, are used to build new cells, and are important for brain

growth and development.

• Vitamins (e.g., vitamin D) perform many functions, however, they

are only needed in small amounts.

• Minerals (e.g., calcium, iron) are important for bone growth and

the operation of muscles and nerves.

• Water is required for the functioning of every cell, tissue, and

organ in the body.

Some nutrients are needed in large amounts and some in very small

amounts. To meet these nutritional requirements, students should

recognize that they need to eat a variety of foods from different

food groups (i.e., vegetables and fruit, grain products, milk and

alternatives, meat and alternatives). Students should review healthy

eating recommendations from different information sources, including

Canada’s Food Guide, and evaluate their usefulness.

In addition to balanced nutrition, students should identify physical

activity, adequate sleep, good hygiene, and personal injury protection,

as other requirements to maintain a healthy body.

Cross curricular connections may be made to Health outcomes

related nutrition, active living, self care, injury prevention and safety,

and mental health.

Students should brainstorm and describe examples of technologies,

both products and processes, used in their community or region to

help people maintain their health (e.g., breast feeding, u shots,

hand sanitizer, iodized salt, medical checkups, nutritional drinks,

medications, personal protective equipment, sports safety equipment,

seat belts, soap dispensers, sunblock, vaccines, water bottle relling

stations, water treatment and uoridation).

Students should identify careers that help people maintain their

health. Students should be encouraged to identify as many relevant

careers as possible.

Attitude

Encourage students to

• show interest in the activities of individuals working in scientic

and technological elds,

• become aware of potential dangers. [GCO 4]

37.0 describe and compare

tools, techniques, and

materials used by different

people in their community

and region to meet their

needs

[GCO1]

38.0 identify individuals in

their community who

work in science and

technology related areas

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 189

How Can We Keep Our Body Systems Healthy?

Connections

Teachers may

• Present objects from a mystery box (e.g., apple, bag of potato

chips, salt, children’s vitamins, skipping rope, video game, bar of

soap, pillow). Ask students to suggest how the objects relate to

keeping body systems healthy.

• Present the Canada’s Food Guide as a source of nutritional

information that recommends the number of servings of

vegetables and fruit, grain products, milk and alternatives, and

meat and alternatives.

Students may

• Identify and locate age-appropriate sources of information

related to nutrition. They should evaluate the usefulness of

different resources in helping answer the question, “What are the

recommended food choices and number of servings for someone

my age?”.

• Collaboratively brainstorm products and processes used in their

community to help people maintain their health.

• Collaboratively brainstorm a diverse list of individuals in their

community or region whose career helps people to maintain their

health.

Consolidation

Teachers may

• Present daily food intake information for ctitious individuals.

Ask students to analyze and compare the information with

recommended servings from the Canada’s Food Guide, and

make recommendations for improvement.

• Invite a community member with a health-related career to

present to class; sharing what they do and the tools, techniques,

and materials they use in their job.

Students may

• Keep a journal of foods eaten and the number of servings for one

day and compare with recommendations from the Canada’s Food

Guide.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 62-65

NL Science 5: Body Systems

(SR)

• pp. 40-43

NL Science 5: Online Teaching

Centre

• IWB Activities 6 and 7

• Image bank

NL Science 5: Online Student

Centre

• Science Skills Toolkit

Suggested

Resource Links: www.k12pl.

nl.ca/curr/k-6/sci/sci-5/resource-

links.html

• Nutritional resources

(websites)

Other curriculum resources

• Good Enough to Eat,

(Science 3 Science Library)

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

190 SCIENCE 5 CURRICULUM GUIDE 2017

How Do We Use Science and Technology to Stay Healthy?

36.0 identify examples of

scientic questions and

technological problems

addressed in the past

[GCO 1]

Students should be introduced to traditional, local remedies for

common aliments (e.g., cough drops made from kerosene, ginger,

liniment, and molasses, bread poultice for infected cuts and sores,

mustard plaster for chest congestion). They should recognize that,

in the past, people turned to materials in their kitchen cupboards

and local environment to nd cures for health-related problems. The

technologies used in the past to address these aliments are likely

very different from those used today.

Students should recognize that science and technology have

a reciprocal relationship; technologies contribute to scientic

discoveries and these discoveries lead to new inventions and

applications. Students should describe how technologies such as

the microscope, stethoscope, x-ray, surgery, and dissection have

contributed to medical knowledge and discoveries. They should also

describe how scientic knowledge led to various new inventions

and applications such as exercise machines, hearing-related

technologies, and prosthetic limbs.

Students should recognize that these scientic discoveries and

technological innovations can be made by individuals of different

cultures. They should provide examples of

• Canadians who have made signicant contributions to health

science (e.g., Charles Banting and Frederick Best developed

insulin to treat diabetes, Wilfred Bigelow was the rst surgeon

to use hypothermia as a procedure during heart surgery and his

work led to the development of cardiac pacemaker);

• contributions by non-Canadians (e.g., Alexander Fleming

discovered penicillin, Chinese acupuncture, Louis Pasteur

discovered the principles of vaccination, Wilhelm Röntgen’s

research led to the development of the x-ray machine); and

• contributions by indigenous peoples (e.g., use of willow bark to

treat pain and fever which led to the development of Aspirin, use

of leaves and bark of evergreen trees in teas to prevent illnesses

caused by vitamin C deciencies).

Attitude

Encourage students to

• appreciate the role and contribution of science and technology in

their understanding of the world,

• recognize that individuals of any cultural background can

contribute equally to science, and

• show interest in the activities of individuals working in scientic

and technological elds. [GCO 4]

31.0 describe examples of tools

and techniques that have

contributed to scientic

discoveries

[GCO 1]

48.0 describe instances where

scientic ideas and

discoveries have led to new

inventions and applications

[GCO 1]

74.0 provide examples of

Canadians who have

contributed to science and

technology

[GCO 1]

43.0 identify scientic

discoveries and

technological innovations

of people from different

cultures

[GCO 1]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 191

How Do We Use Science and Technology to Stay Healthy?

Connection

Teachers may

• As part of a cooperative jigsaw activity, present student groups

with familiar health-related problems (e.g., allergic reaction,

broken bone, cough and cold, infected cut, sunburn, toothache,

vision problem) and ask them to brainstorm how these problems

might have been addressed in the past (research may be

involved). Students should then identify modern technologies

(i.e., products and processes) that could be used to address the

same problems today.

• Present images of old medical tools and ask students to predict

what they might have been used for. Then, present images of

modern medical tools for comparison.

• Present time lines that depict how medical technologies has

evolved over time.

Students may

• List medical technologies they are familiar with, explain what they

do, and how they help people stay healthy.

• Choose a health-related profession and brainstorm technologies

(i.e., tools and techniques) they might use in treating clients or

patients.

Consolidation

Students may

• Discuss what scientic knowledge and discoveries may have

resulted from development of antibiotics, blood pressure

monitors, blood tests, clinical thermometers, eye charts,

microscopes, ophthalmoscope, otoscopes, reex hammer,

stethoscopes, ultrasound, and x-rays.

• Brainstorm signicant medical-related discoveries and/or

inventions and debate which one has had the greatest impact on

helping people stay healthy.

• Brainstorm a tool that could lead to new scientic discoveries, if

engineers could design and build it.

• Create trading cards of signicant contributors to health science.

• Design a backpack that addresses health and safety concerns

related to student use of heavy backpacks.

Extension

Students may

• Research alternative medicines (e.g., ancient Chinese medicine,

Ayurvedic medicine, homeopathy, traditional medicine)

Authorized

NL Science 5: Body Systems

(TR)

• pp. 66-67

NL Science 5: Body Systems

(SR)

• pp. 44-47

NL Science 5: Online Teaching

Centre

• IWB Activity 8

• Image bank

Outcomes

BODY SYSTEMS

Focus for Learning

Students will be expected to

192 SCIENCE 5 CURRICULUM GUIDE 2017

How Can Technologies Improve Living Conditions?

40.0 provide examples of how

science and technology

have been used to

solve problems in their

community and region

[GCO 1]

49.0 describe examples of

technologies that have

been developed to improve

living conditions

[GCO 1]

Students should explore and provide examples of technologies used

in their community, or by members of their community, to solve health-

related problems or improve quality of life.

Examples may include, but should not be limited to,

• chiropractic medicine, massage therapy, physiotherapy;

• diagnostic imaging (e.g., X-ray, MRI, CT or PET scanners);

• dental devices and procedures;

• dialysis, insulin pumps, pace maker;

• dietetics, feeding tubes, nutritional supplements;

• rst aid kits and training, medical alert bracelets, automated

external debrillator;

• hearing technologies (e.g., cochlear implants, hearing aids, sign

language);

• mental health counselling;

• mobility aids (e.g., accessible transportation, grab bars, orthotics,

prosthetics, lifts, walkers, wheelchairs);

• physical activity equipment;

• prescription medications, EpiPens™;

• public health programs (e.g., vaccinations), telemedicine;

• surgery, joint replacement, organ transplant; and

• vision correction (e.g., contacts, glasses, laser surgery).

Attitude

Encourage students to appreciate the role and contribution of science

and technology in their understanding of the world. [GCO 4]

Sample Teaching and Assessment Strategies Resources and Notes

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

SCIENCE 5 CURRICULUM GUIDE 2017 193

How Can Technologies Improve Living Conditions?

Connection

Teachers may

• Provide ctitious examples of individuals with different health-

related problems (e.g., a person with kidney failure). Then, create

a list of technologies each individual may use to help solve

their problem or improve their quality of life. Ensure the list of

technologies includes both devices and processes.

• Compile a master list of health-related technologies.

• Invite the public health nurse to present to the class on current

public-health issues and the technologies available to help solve

the problem or improve conditions.

Students may

• Consider a health-related problem of a family or community

member and list technologies used to help solve their problem.

• Classify technologies according to the body system they support.

Consolidation

Teachers may

• Provide a short list of unfamiliar health-related technologies (e.g.,

compression stockings, kinesio tape). Ask students to select and

research one technology to determine the health-related problem

it addresses.

Authorized

NL Science 5: Body Systems

(TR)

• pp. 68-71

NL Science 5: Body Systems

(SR)

• pp. 48-49

NL Science 5: Online Teaching

Centre

• Image bank

September 2017

ISBN: 978-1-55146-653-8