| Curricular Competency |
Construct, analyze, and interpret graphs, models, and diagrams |
Environmental Science 12 |
Processing and analyzing data and information |
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| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies |
Environmental Science 12 |
Processing and analyzing data and information |
|
| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Environmental Science 12 |
Processing and analyzing data and information |
|
| Curricular Competency |
Experience and interpret the local environment |
Environmental Science 12 |
Processing and analyzing data and information |
|
| Curricular Competency |
Processing and analyzing data and information |
Environmental Science 12 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:What type of graph best illustrates the relationship between LEED building designs and energy use?How can the relationship between population growth and reduction of agricultural land be shown?How has the amount of garbage generated per person changed over the past 200 years?How does satellite imagery or aerial photography reveal changes in landscapes over time? |
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| Curricular Competency |
Apply the concepts of accuracy and precision to experimental procedures and data:- significant figures
- uncertainty
- scientific notation
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Environmental Science 12 |
Planning and conducting |
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| Curricular Competency |
Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data |
Environmental Science 12 |
Planning and conducting |
|
| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods |
Environmental Science 12 |
Planning and conducting |
|
| Curricular Competency |
Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) |
Environmental Science 12 |
Planning and conducting |
|
| Curricular Competency |
Planning and conducting |
Environmental Science 12 |
Planning and conducting |
| Keyword: Planning and conducting |
Elaboration: Sample opportunities to support student inquiry:How can the amount of particulate matter produced by a vehicle’s exhaust be measured?How can you measure the ecological footprint of your food choices?How can you measure the amount of landfill trash that you generate in one year?How can you measure the effects of idling vehicles on air quality? |
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| Curricular Competency |
Formulate multiple hypotheses and predict multiple outcomes |
Environmental Science 12 |
Questioning and predicting |
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| Curricular Competency |
Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world |
Environmental Science 12 |
Questioning and predicting |
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| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest |
Environmental Science 12 |
Questioning and predicting |
|
| Curricular Competency |
Questioning and predicting |
Environmental Science 12 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Sample opportunities to support student inquiry:How can you decrease your personal contributions to greenhouse gas emissions?How much of your diet is produced within 100 km of your home?How much waste does your lifestyle generate?How has climate change impacted food sources of Canada’s northern First Peoples populations? |
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| Big Ideas |
Momentum is conserved within a closed and isolated system. |
Physics 12 |
No CCG |
| Keyword: Momentum |
Elaboration: Sample questions to support inquiry with students:Why would you consider an inelastic or an elastic collision to be more dangerous?Why does it appear that energy is not conserved during some collisions?Why are cars designed with crumple zones and airbags?How does a ballistic pendulum demonstrate conservation laws? |
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