SC.5.N.2.2

Recognize and explain that when scientific investigations are carried out, the evidence produced by those investigations should be replicable by others.
General Information
Subject Area: Science
Grade: 5
Body of Knowledge: Nature of Science
Idea: Level 2: Basic Application of Skills & Concepts
Big Idea: The Characteristics of Scientific Knowledge -

A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, or religion.

B: Scientific knowledge is durable and robust, but open to change.

C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.

Date Adopted or Revised: 02/08
Date of Last Rating: 05/08
Status: State Board Approved
Assessed: Yes
Test Item Specifications
  • Item Type(s): This benchmark may be assessed using: MC item(s)
  • Also Assesses
    SC.3.N.1.2
    Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.

    SC.3.N.1.5 Recognize that scientists question, discuss, and check each others’ evidence and explanations.

    SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.

    SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.

    SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.

  • Clarification :
    Students will identify and/or explain the need for replication of scientific investigations.

    Students will explain the reason for differences in data across groups as a result of using different tools and/or procedures.

    Students will identify and/or explain the need for repeated trials in a scientific investigation.
  • Content Limits :
    Items may use the terms accurate and/or valid in context but should not assess these terms or the difference between these terms.
  • Stimulus Attributes :
    None specified
  • Response Attributes :
    None specified
  • Prior Knowledge :
    Items may require the student to apply science knowledge described in the NGSSS from lower grades. This benchmark requires prerequisite knowledge from SC.2.N.1.2, SC.2.N.1.4, and SC.3.N.1.4.
Sample Test Items (1)
  • Test Item #: Sample Item 1
  • Question: Gabriel is designing an experiment to see whether sugar or artificial sweetener will attract the greatest number of ants. Which statement best describes why Gabriel should write down his experimental procedure?
  • Difficulty: N/A
  • Type: MC: Multiple Choice

Related Courses

This benchmark is part of these courses.
5020060: Science - Grade Five (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current))
7720060: Access Science Grade 5 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 and beyond (current))
5011050: Library Skills/Information Literacy Grade 5 (Specifically in versions: 2016 - 2022, 2022 - 2023 (current), 2023 and beyond)

Related Access Points

Alternate version of this benchmark for students with significant cognitive disabilities.
SC.5.N.2.In.2: Recognize that experiments involve procedures that can be repeated the same way by others.
SC.5.N.2.Su.2: Recognize the importance of following correct procedures when carrying out science experiments.
SC.5.N.2.Pa.2: Recognize that a common activity can be repeated.

Related Resources

Vetted resources educators can use to teach the concepts and skills in this benchmark.

Lesson Plans

Just Right Goldilocks’ Café: Temperature & Turbidity:

This is lesson 3 of 3 in the Goldilocks’ Café Just Right unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature and turbidity level. Students will use both the temperature probe and turbidity sensor and code using ScratchX during their investigation.

Type: Lesson Plan

Just Right Goldilocks’ Café: Turbidity:

This is lesson 2 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” level of turbidity. Students will use turbidity sensors and code using ScratchX during their investigation.

Type: Lesson Plan

Just Right Goldilocks’ Café: Temperature:

This is lesson 1 of 3 in the Just Right Goldilocks’ Café unit. This lesson focuses on systematic investigation on getting a cup of coffee to be the “just right” temperature. Students will use temperature probes and code using ScratchX during their investigation.

 

Type: Lesson Plan

Bridge to Perfection:

During this activity, students will read a book about the Brooklyn Bridge. After whole class discussion, children will explore different types of bridges and data, in order to decipher which bridge is the strongest. The students will work collaboratively in groups with assigned student roles. Students will utilized Higher Order thinking to create a solution. The culminating activity is a presentation of solution to whole class.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

Original Student Tutorial

Replication Is Validation!:

Discover why it's important for scientists to replicate the procedures used in earlier scientific investigations to validate the findings or results in this interactive tutorial.

Type: Original Student Tutorial

Teaching Idea

Compost Growth Challenge-A SeaWorld Classroom Activity:

Students will compare and contrast the growth rate of plants grown in different soils.

Type: Teaching Idea

STEM Lessons - Model Eliciting Activity

Bridge to Perfection:

During this activity, students will read a book about the Brooklyn Bridge. After whole class discussion, children will explore different types of bridges and data, in order to decipher which bridge is the strongest. The students will work collaboratively in groups with assigned student roles. Students will utilized Higher Order thinking to create a solution. The culminating activity is a presentation of solution to whole class.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Original Student Tutorials Science - Grades K-8

Replication Is Validation!:

Discover why it's important for scientists to replicate the procedures used in earlier scientific investigations to validate the findings or results in this interactive tutorial.

Student Resources

Vetted resources students can use to learn the concepts and skills in this benchmark.

Original Student Tutorial

Replication Is Validation!:

Discover why it's important for scientists to replicate the procedures used in earlier scientific investigations to validate the findings or results in this interactive tutorial.

Type: Original Student Tutorial

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.