| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Science 10 |
Processing and analyzing data and information |
| Keyword: First Peoples perspectives and knowledge |
Elaboration: Sample questions to support inquiry with students:How has the diversity of plants in your local area benefited First Peoples?How are First Peoples traditional medicines prepared in your local area?How would you safely determine the efficacy of a First Peoples traditional medicine?How are First Peoples traditional medicines prepared for different uses?How would you design a garden for your school that features local plants and considers appropriate plant choices? |
| Keyword: ways of knowing |
Elaboration: “Ways of knowing” refers to the various beliefs about the nature of knowledge that people have. They can include, but are not limited to, First Peoples, gender-related, subject/discipline-specific, cultural, embodied, and intuitive beliefs about knowledge. |
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| Curricular Competency |
Experience and interpret the local environment |
Science 10 |
Processing and analyzing data and information |
|
| Curricular Competency |
Processing and analyzing data and information |
Science 10 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample questions to support inquiry with students:How would you use genetic data to predict traits of offspring?How can you graphically compare the pH of various substances?What variables would affect a roller coaster's speed?How can you use multiple sources of data to support theories or conclusions about the universe? |
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| Curricular Competency |
Ensure that safety and ethical guidelines are followed in their investigations |
Science 10 |
Planning and conducting |
|
| Curricular Competency |
Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data |
Science 10 |
Planning and conducting |
|
| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others |
Science 10 |
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) |
Science 10 |
Planning and conducting |
|
| Curricular Competency |
Planning and conducting |
Science 10 |
Planning and conducting |
| Keyword: Planning and conducting |
Elaboration: Sample questions to support inquiry with students:How would you gather genetic data to study certain traits?What tools are needed to measure the energy absorbed or released in a chemical reaction?How would you design a roller coaster to test a variable?What criteria could be used to select the appropriate instruments for different astronomical investigations? |
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| Curricular Competency |
Formulate multiple hypotheses and predict multiple outcomes |
Science 10 |
Questioning and predicting |
|
| Curricular Competency |
Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world |
Science 10 |
Questioning and predicting |
|
| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest |
Science 10 |
Questioning and predicting |
|
| Curricular Competency |
Questioning and predicting |
Science 10 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Sample questions to support inquiry with students:How would you determine whether characteristics are genetically inherited?Why do materials need different amounts of energy to start reacting?Why do some roller coasters go faster than others?How would you investigate the age of the universe? |
|
| Content |
The Holocaust and the concept of genocide |
Social Studies 10 |
No CCG |
| Keyword: The Holocaust and the concept of genocide |
Elaboration: ELABORATIONS UNDER DEVELOPMENT |
|
| Content |
advocacy for human rights, including findings and recommendations of the Truth and Reconciliation Commission |
Social Studies 10 |
No CCG |
| Keyword: advocacy for human rights, including findings and recommendations of the Truth and Reconciliation Commission |
Elaboration:
Sample topics:
Truth and Reconciliation Commission report and calls to action (e.g., access to elders and First Peoples healing practices for First Peoples patients; appropriate commemoration ceremonies and burial markers for children who died at residential schools)
human rights tribunals
Canadian Bill of Rights and Canadian Charter of Rights and Freedoms
Supreme Court challenges
international declarations (e.g., UN Declaration on the Rights of the Child; UN Declaration on the Rights of Indigenous Peoples)
anti-racism education and actions
First Peoples protest and advocacy movements (e.g., National Indian Brotherhood, Oka Crisis, Idle No More)
other protest and advocacy movements (e.g., Pride, women’s liberation, inclusion)
redress movements for historic wrongs (e.g., Japanese-Canadian Legacy Project, Truth and Reconciliation)
federal and provincial apologies (e.g., apology for Chinese Head Tax and Chinese Exclusion Act; Chinese Historical Wrongs Consultation Final Report and Recommendations regarding head tax and discriminatory treatment of Chinese immigrants; apologies for internments, residential schools, Komagata Maru)
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|
| Big Ideas |
Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society. |
Social Studies 10 |
No CCG |
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