| Curricular Competency |
Connect scientific explorations to careers in science |
Earth Sciences 11 |
Evaluating |
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| Curricular Competency |
Consider the changes in knowledge over time as tools and technologies have developed |
Earth 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 |
Earth Sciences 11 |
Evaluating |
|
| Curricular Competency |
Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled |
Earth Sciences 11 |
Evaluating |
|
| Curricular Competency |
Describe specific ways to improve their investigation methods and the quality of their data |
Earth 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 |
Earth Sciences 11 |
Evaluating |
|
| Curricular Competency |
Evaluating |
Earth Sciences 11 |
Evaluating |
| Keyword: Evaluating |
Elaboration: Sample opportunities to support student inquiry:How has industry in B.C. changed as resource technologies (e.g., exploration, extraction, refinement) have developed over time?Evaluate the advantages and disadvantages of various extraction methods, such as open-pit versus underground mining, and fracking of geological oil and gas reservoirs.Evaluate the validity and limitations of models of Earth’s interior.How have First Peoples knowledge and oral traditions contributed to our understanding of geologic events in B.C.?What does it mean for a company to be “carbon neutral”?Identify the assumptions, bias, and questions that should be asked in order to assess whether all electric vehicles are better for the planet than other types of vehicles.Consider the social, ethical, and environmental implications of rising global ocean temperatures. |
|
| Curricular Competency |
Analyze cause-and-effect relationships |
Earth Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence |
Earth Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Construct, analyze, and interpret graphs, models, and/or diagrams |
Earth 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 |
Earth Sciences 11 |
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 |
Earth Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Experience and interpret the local environment |
Earth Sciences 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Processing and analyzing data and information |
Earth Sciences 11 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:Use multiple sources of evidence to explain how continents have shifted over time (e.g., fossil data, mountain ranges, coastline puzzle fit, paleo-glacial data, rock types).Identify trends and patterns in the global distribution of earthquakes and volcanoes.Identify cause-and-effect relationships that have contributed to the changing composition of our atmosphere over time.What effect do acidic and alkaline solutions have on minerals and on living things?Construct an accurate map of the ocean floor hidden inside a 3D “black box” simulation (e.g., teacher-created terrain inside a shoebox).Identify and interpret patterns within our solar system (e.g., density, composition, structure, moons, temperature, orbit/spin, volcanism).Classify stars in terms of their characteristics (e.g., luminosity, size) and identify trends on the Hertzsprung-Russell diagram.Graph lunar and tidal data to determine the significance of the moon to Earth’s tides.How do a lunar year and a solar year compare? |
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| Curricular Competency |
Apply the concepts of accuracy and precision to experimental procedures and data:- significant figures
- uncertainty
- scientific notation
|
Earth Sciences 11 |
Planning and conducting |
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