| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Life Sciences 11 |
Processing and analyzing data and information |
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| Curricular Competency |
Experience and interpret the local environment |
Life Sciences 11 |
Processing and analyzing data and information |
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| Curricular Competency |
Processing and analyzing data and information |
Life Sciences 11 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:How do First Peoples traditional clam gardens increase biodiversity of species and population density of clams in the garden area?Create a dichotomous key for local plant life.Construct a graph to show the rate of bacterial growth at different temperatures.Make a cladogram showing the patterns of body plans in plants and animals in different phyla.Using a set of data about the development of agriculture in human history, determine the effects of artificial selection on the human species. |
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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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Life Sciences 11 |
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 |
Life Sciences 11 |
Planning and conducting |
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| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods |
Life Sciences 11 |
Planning and conducting |
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| 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) |
Life Sciences 11 |
Planning and conducting |
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| Curricular Competency |
Planning and conducting |
Life Sciences 11 |
Planning and conducting |
| Keyword: Planning and conducting |
Elaboration: Sample opportunities to support student inquiry:Use embryology examples to develop a method for demonstrating evolution. What kinds of resources would you need? What are the known and unknown variables?Design an experiment to determine the effects of temperature on the rate of bacterial growth, coral growth, plant growth, etc.Using a compound microscope, observe prepared slides of animal and plant cells. How can you increase the reliability of your observations?Complete magnification calculations for biological diagrams of a protist. |
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| Curricular Competency |
Formulate multiple hypotheses and predict multiple outcomes |
Life Sciences 11 |
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 |
Life Sciences 11 |
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 |
Life Sciences 11 |
Questioning and predicting |
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| Curricular Competency |
Questioning and predicting |
Life Sciences 11 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Sample opportunities to support student inquiry:What conditions are needed for life by different organisms?How do changing climates, such as desertification of biomes, affect the organisms that live there?Why are viruses considered to be living and non-living? Provide evidence to support or refute why they are considered living and non-living.Consider evidence for the theories of evolution to develop a series of questions. Predict the answers.Hypothesize why local organisms (e.g., snow geese) exhibit behavioural or migratory changes. What evidence can you gather to support your hypothesis? |
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| Big Ideas |
Humans can play a role in stewardship and restoration of ecosystems. |
Environmental Science 11 |
No CCG |
| Keyword: stewardship and restoration |
Elaboration: Sample questions to support inquiry with students:How do First Peoples perspectives and knowledge inform sustainable practices?How could you become involved in a local stewardship project? |
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| Big Ideas |
Human practices affect the sustainability of ecosystems. |
Environmental Science 11 |
No CCG |
| Keyword: sustainability of ecosystems |
Elaboration: Sample questions to support inquiry with students:How do human actions affect the sustainability of an ecosystem? How do your actions affect the sustainability of your local ecosystem?How do First Peoples traditional practices contribute to dynamic equilibrium in an ecosystem?How do healthy ecosystems influence the well-being of humans? |
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| Big Ideas |
Changing ecosystems are maintained by natural processes. |
Environmental Science 11 |
No CCG |
| Keyword: Changing ecosystems |
Elaboration: Sample questions to support inquiry with students:How does energy drive ecological processes?How has an ecosystem in your local area changed over time?How do energy and matter move through an ecosystem? |
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