Big Ideas
Big Ideas
Multicellular organisms have organ systems that enable them to survive and interact within their environment.
- Sample questions to support inquiry with students:
- How do organ systems interact with one another?
- How do organ systems interact with their environment to meet basic needs?
Solutions are homogeneous.
- Sample questions to support inquiry with students:
- How are solutions homogeneous?
- What are their uses?
Machines are devices that transfer force and energy.
- Sample questions to support inquiry with students:
- How do machines (natural and human-made) transfer force and energy?
- What natural machines can you identify in your local environment?
Earth materials change as they move through the rock cycle and can be used as natural resources
- Sample questions to support inquiry with students:
- How do we interact with water, rocks, minerals, soils, and plants?
- How can Earth be considered a closed material system?
- How can we act as stewards of our environment?
Content
Learning Standards
Content
basic structures and functions of body systems:
- digestivemouth, stomach, intestines, etc.
- musculo-skeletalmuscles and skeleton
- respiratorytrachea, lungs and diaphragm
- circulatoryheart, blood, blood vessels
solutions and solubility
- solutions (e.g., apple juice, coffee) that can be separated through distillation, evaporation, and crystallization
- solubility of solids, liquids, and gases (e.g., salt [solid], honey [liquid], carbon dioxide [gas in water makes pop])
- properties of solutions: concentration, pH, etc.
- dissolving: process of forming a solution
properties of simple machines
levers, wedge, inclined plane, wheel and axle, pulley, and screw
and their force effectsforce effects include changing direction and multiplying force
machines:
- constructedcombinations of simple machines form complex machines
- found in naturethe lever is the basis of nearly every aspect of the musculo-skeletal system
power
examples include students racing up a hill, machine power ratings, motors
- the rate at which energy is transferred
the rock cycle
local types of earth materials
include mineral, rock, clay, boulder, gravel, sand, soil
First Peoples concepts of interconnectedness
everything in the environment is one/connected (e.g., sun, sky, plants and animals) and we have a responsibility to care for them
in the environment
the nature of sustainable practices around BC’s resources
First Peoples knowledge of sustainable practices
Curricular Competency
Learning Standards
Curricular Competency
Questioning and predicting
Questioning and predicting
A system is a set of interacting or interdependent pieces or components that come together to form a whole. A system occupies a physical or a temporal space within a set environment, has a representative form, and possesses a purpose or function.
- Key questions about systems:
- How do the systems of the human body work together?
- How can you observe the concept of interconnectedness within ecosystems in your local area?
Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
Make observations in familiar or unfamiliar contexts
Identify questions to answer or problems to solve through scientific inquiry
Make predictions about the findings of their inquiry
Planning and conducting
With support, plan appropriate investigations to answer their questions or solve problems they have identified
Decide which variable should be changed and measured for a fair test
Choose appropriate data to collect to answer their questions
Observe, measure, and record data, using appropriate tools, including digital technologies
Use equipment and materials safely, identifying potential risks
Processing and analyzing data and information
Experience and interpret the local environment
Identify First Peoples perspectives and knowledge as sources of information
Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data
Identify patterns and connections in data
Compare data with predictions and develop explanations for results
Demonstrate an openness to new ideas and consideration of alternatives
Evaluating
Evaluate whether their investigations were fair tests
Identify possible sources of error
Suggest improvements to their investigation methods
Identify some of the assumptions in secondary sources
secondary sources of evidence could include anthropological and contemporary accounts of First Peoples of BC, news media, archives, journals, etc.
Demonstrate an understanding and appreciation of evidence
Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations
Applying and innovating
Contribute to care for self, others, and community through personal or collaborative approaches
Co-operatively design projects
Transfer and apply learning to new situations
Generate and introduce new or refined ideas when problem solving
Communicating
Communicate ideas, explanations, and processes in a variety of ways
Express and reflect on personal, shared, or others’ experiences of place
Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.
- Key questions about place:
- How does place influence your ability to plan and conduct an inquiry?
- How does your understanding of place affect the ways in which you collect evidence and evaluate it?
- How do the place-based experiences and stories of others affect the ways in which you communicate your findings and other information?
- Ways of knowing refers to the various beliefs about the nature of knowledge that people have; they can include, but are not limited to, Aboriginal, gender-related, subject/discipline specific, cultural, embodied and intuitive beliefs about knowledge. What are the connections between ways of knowing and place?