| Curricular Competency |
Assess risks in the context of personal safety and social responsibility |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Consider social, ethical, and environmental implications of the findings from their own and others’ investigations |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Connect scientific explorations to careers in science |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Consider the changes in knowledge over time as tools and technologies have developed |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Describe specific ways to improve their investigation methods and the quality of their data |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions |
Life Sciences 11 |
Evaluating |
|
| Curricular Competency |
Evaluating |
Life Sciences 11 |
Evaluating |
| Keyword: Evaluating |
Elaboration: Sample opportunities to support student inquiry:What are the pros and cons of fish farms? Consider environmental effects and impacts on First Peoples fisheries.Identify the limitations of the theories of evolution.Consider how microscopy, over time, has informed our understanding of cells.Debate the merits of mandatory labelling of genetically modified organisms.Explore the social, ethical, and environmental implications of humans on evolution through artificial selection and genetic modifications. |
|
| Curricular Competency |
Analyze cause-and-effect relationships |
Life Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence |
Life Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Construct, analyze, and interpret graphs, models, and/or diagrams |
Life Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies |
Life Sciences 11 |
Processing and analyzing data and information |
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