| Content |
properties of earth materials:- minerals
- igneous rocks
- sedimentary rocks
- metamorphic rocks
- geologic resources
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Earth Sciences 11 |
No CCG |
| Keyword: minerals |
Elaboration: common minerals found in igneous, metamorphic, and sedimentary environmentsvaluable, ore-forming minerals found in B.C. |
| Keyword: igneous rocks |
Elaboration: common types of igneous rocks (e.g., basalt, granite, pumice)relationships between texture, crystal size, and rate of coolingintrusive versus extrusive |
| Keyword: sedimentary rocks |
Elaboration: common types of sedimentary rocks (e.g., conglomerate, shale, coal, limestone)chemical/biochemical versus clastic |
| Keyword: metamorphic rocks |
Elaboration: common types of metamorphic rocks (e.g., slate, schist, gneiss)foliated versus non-foliated rocks |
| Keyword: geologic resources |
Elaboration: for example, minerals, ores, fossil fuels, metals, aggregates |
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| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Earth Sciences 11 |
Communicating |
| Keyword: place |
Elaboration: 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. |
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| Curricular Competency |
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations |
Earth Sciences 11 |
Communicating |
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| Curricular Competency |
Formulate physical or mental theoretical models to describe a phenomenon |
Earth Sciences 11 |
Communicating |
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| Curricular Competency |
Communicating |
Earth Sciences 11 |
Communicating |
| Keyword: Communicating |
Elaboration: Sample opportunities to support student inquiry:Create a visual representation to illustrate the importance of a mining or other earth material extraction operation to the local economy.Create topographical maps and cross-sections of tectonic settings that represent mountain ranges, subduction zones, faults, and past earthquake data.How does the tectonic setting of an area contribute to different people’s perspectives, experiences, and sense of place?How can the relative distances from the sun and the sizes of various planets, moons, and asteroids be modelled?Develop a timeline that documents the major events in the formation of our solar system. |
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| Curricular Competency |
Consider the role of scientists in innovation |
Earth Sciences 11 |
Applying and innovating |
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| Curricular Competency |
Implement multiple strategies to solve problems in real-life, applied, and conceptual situations |
Earth Sciences 11 |
Applying and innovating |
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| Curricular Competency |
Contribute to finding solutions to problems at a local and/or global level through inquiry |
Earth Sciences 11 |
Applying and innovating |
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| Curricular Competency |
Co-operatively design projects with local and/or global connections and applications |
Earth Sciences 11 |
Applying and innovating |
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| Curricular Competency |
Contribute to care for self, others, community, and world through individual or collaborative approaches |
Earth Sciences 11 |
Applying and innovating |
|
| Curricular Competency |
Applying and innovating |
Earth Sciences 11 |
Applying and innovating |
| Keyword: Applying and innovating |
Elaboration: Sample opportunities to support student inquiry:What are some possible innovations for the remediation of resource sites?Consider the role of science in the development of new technologies used in the process of refining ores (e.g., bacteria).Investigate building techniques that are resistant to earthquake damage.How do First Peoples principles and knowledge guide our understanding and strategies for maintaining environmental systems?Identify the problems caused by an extreme weather event and propose possible solutions.How have science and technology worked together to further our understanding of the universe? |
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| Curricular Competency |
Assess risks in the context of personal safety and social responsibility |
Earth Sciences 11 |
Evaluating |
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| Curricular Competency |
Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems |
Earth Sciences 11 |
Evaluating |
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| Curricular Competency |
Consider social, ethical, and environmental implications of the findings from their own and others’ investigations |
Earth Sciences 11 |
Evaluating |
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| 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 |
Earth Sciences 11 |
Evaluating |
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