New Brunswick

Scientific Literacy

• Investigation

  • Plan investigations to answer questions about relationships between and among variables observed in the solar system, ecosystems, and molecules and organisms.

    • Formulate hypotheses using if, then and because giving plausible reasons based on understandings and/or research

      • The process of scientific inquiry (9-A.1)

    • Identify major variables to be controlled

      • Identify control and experimental groups (9-A.2)
      • Identify independent and dependent variables (9-A.3)

    • Define design problems that involve the development of processes or systems with interacting components

      • Kelp forests: factors affecting biodiversity (9-N.1)

    • Propose alternative solutions by developing plans for given problems

    • Select appropriate methods for collecting data and information

    • Respond to the ideas of others and acknowledge their contributions

  • Collect and represent accurate data using tools and methods appropriate for investigations of the solar system, ecosystems, and molecules and organisms.

    • Select and use scientific instruments to collect accurate data

      • Identify parts of a light microscope (9-B.2)

    • Conduct investigations, fieldwork, laboratory experiments, and/or technological design solutions to collect accurate data

    • Create models that describe relationships amongst variables

      • Interpret a Serengeti food web (9-M.1)
      • Interpret an Antarctic food web (9-M.2)

    • Assess risk associated with the applied investigation methods

    • Assess ethical issues associated with the applied investigation methods

    • Organize data using forms that are appropriate to the investigations

    • Develop classification keys for qualification data

• Sensemaking

  • Analyze and interpret qualitative and quantitative data to construct explanations and conclusions.

    • Represent and organize titled and labelled collected data using drawings, digital technologies, simple text, tables and other graphical formats

    • Analyze data by describing relationships between variables

      • Patterns of population growth (9-M.3)
      • Factors affecting carrying capacity (9-M.4)
      • Kelp forests: factors affecting biodiversity (9-N.1)
      • The carbon cycle: biosphere processes and interactions (9-W.3)
      • Analyze data to compare properties of planets (9-Y.7)

    • Evaluate the precision/validity/reliability of tests and identify reasonable sources and amounts of error

    • Identify inconsistencies and outliers in analyzed data

    • Describe specific ways to improve the quality of data

    • Confirm or refute hypotheses using collected data, other sources, and/or reliable media

      • Evaluate fossil evidence of evolution (9-L.2)
      • Evaluate anatomical and molecular evidence of evolution (9-L.3)
      • How can group behaviour affect survival? Identify evidence to support a claim (9-M.5)

    • Evaluate potential application of findings

    • Identify new questions and/or problems that come from learning new information

      • Identify the experimental question (9-A.4)
      • Identify questions that can be investigated with a set of materials (9-A.5)

• Communication

  • Communicate procedure, result, and conclusion using a variety of media and working collaboratively.

    • Communicate procedures, results, and conclusions of scientific inquiry in a clear and logical order

    • Compare findings to hypotheses, other models, products, and knowledge, and address applicable variation

    • Defend given positions on issues or problems based on findings

    • Support or refute hypotheses using evidence from data analysis

      • Evaluate fossil evidence of evolution (9-L.2)
      • Evaluate anatomical and molecular evidence of evolution (9-L.3)
      • Construct explanations of natural selection (9-L.4)
      • How can group behaviour affect survival? Identify evidence to support a claim (9-M.5)

    • Use formal science, mathematics, and technology language, conventions, and representations

      • The chemistry of photosynthesis (9-G.1)
      • The carbon cycle: geosphere processes and interactions (9-W.4)
      • Solar eclipses (9-Y.3)
      • Lunar eclipses (9-Y.4)

    • Discuss limitations of models as representations of systems, processes, or designs

    • Suggest ways available evidence or design specifications can improve models

    • Work collaboratively with team members to develop and carry out plans, and examine own knowledge and knowledge of peers

Learning and Living Sustainably

• Responsible and Sustainable Application

  • Apply scientific and technological knowledge and an understanding of sustainable practices responsibly with respect to the solar system, ecosystems, and molecules and organisms.

    • Research the impact land access and use has had on Wabanaki and other Indigenous societies over time (food scarcity, loss of water access, forced agrarianism, etc.)

    • Examine how social relationships and identity are shaped by the natural environment

      • How can group behaviour affect survival? Identify evidence to support a claim (9-M.5)

    • Compare Indigenous and Western views of the natural environment

    • Describe how ecological knowledge is carried through story

    • Research how the degradation of the natural environment impacts Indigenous Peoples around the world and research an action to mitigate it

    • Use equipment safely while carrying out scientific inquiry

      • Identify parts of a light microscope (9-B.2)

    • Use tools and materials safely when building models and prototypes

    • Conduct science experiments/field investigations while following environmentally sustainable practices

    • Develop models to make testable predictions based on scientific evidence

    • Test designs of constructed devices or systems

    • Evaluate designs or prototypes in terms of function reliability, safety, use of materials, and impact on the environment

      • Evaluate tests of engineering-design solutions (9-C.2)

    • Refine models based on empirical evidence to improve accuracy, explanatory power, or quality

    • Demonstrate knowledge of WHMIS standards by using proper techniques for handling and disposing of materials

    • Explain why practical solutions to scientific or technological problems may require compromise between competing priorities

    • Explore solution criteria to identify effects of chosen solutions on people and the environment

    • Evaluate the effects of various technologies developed to improve living conditions

    • Explore Canadian-based science and technology careers in related areas of personal interest

  • Identify community-based challenges connected to at least two of Sustainable Development Goals 3, 13, 14, and 15, and apply iterative processes to design solutions.

    • Discuss power relations and analyze how and why Western perspectives tend to get privileged over Indigenous perspectives in national policies, strategies, planning, etc.

    • Demonstrate a holistic understanding of the interconnections of a person's well-being and health and the natural environment or community

      • Kelp forests: factors affecting biodiversity (9-N.1)

    • Explore different environmental pollutants and ways to reduce pollution

    • Conduct research into real world challenges for the sustainable use of oceans, seas, and marine resources

      • Kelp forests: factors affecting biodiversity (9-N.1)

    • Analyze results of environmental monitoring to take appropriate climate mitigation actions and adaptation strategies

      • Kelp forests: factors affecting biodiversity (9-N.1)

    • Develop action projects or campaigns related to biodiversity protection in communities or regions