| Big Ideas |
Cells are derived from cells. |
Science 9 |
No CCG |
| Keyword: Cells are derived from cells |
Elaboration: Sample questions to support inquiry with students:How do cells multiply?What are the advantages and disadvantages of sexual and asexual reproduction? |
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| Content |
First Peoples knowledge of interconnectedness and sustainability |
Science 9 |
No CCG |
| Keyword: interconnectedness |
Elaboration: everything is connected, from local to global; First Peoples perspectives on interconnectedness |
| Keyword: sustainability |
Elaboration: First Peoples perspectives on sustainability of systems |
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| Content |
sustainability of systems |
Science 9 |
No CCG |
| Keyword: sustainability of systems |
Elaboration: a systems approach to sustainability sees all matter and energy as interconnected and existing in dynamic equilibrium (e.g., carbon as a key factor in climate change, greenhouse effect, water cycle, etc.) |
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| Content |
matter cycles within biotic and abiotic components of ecosystems |
Science 9 |
No CCG |
| Keyword: matter cycles |
Elaboration: e.g., water, nitrogen, carbon, phosphorous, etc.human impacts on sources and sinks (e.g., climate change, deforestation, agriculture, etc.)bioaccumulation and biomagnification |
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| Content |
effects of solar radiation on the cycling of matter and energy |
Science 9 |
No CCG |
| Keyword: effects of solar radiation |
Elaboration: solar radiation provides the energy required for most life on Earth, and is the root cause of wind and ocean currents, which distribute energy and nutrients around the planet, as well as the energy sources for the water cycle |
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| Content |
voltage, current, and resistance |
Science 9 |
No CCG |
| Keyword: voltage, current, and resistance |
Elaboration: voltage, current, and resistance are related:Ohm’s Law (V=IR)relative dangers of current and voltage |
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| Content |
circuits — must be complete for electrons to flow |
Science 9 |
No CCG |
| Keyword: circuits |
Elaboration: basic components include power source, load/resistor (lightbulbs, etc.), conductor and switchtypes of circuits include series, parallel, short circuitscurrent flow in a circuit: alternating current (AC) and direct current (DC) |
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| Content |
The arrangement of electrons determines the compounds formed by elements |
Science 9 |
No CCG |
| Keyword: compounds |
Elaboration: ionic and covalentnames and formulas |
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| Content |
element properties as organized in the periodic table |
Science 9 |
No CCG |
| Keyword: periodic table |
Elaboration: The periodic table groups elements according to their atomic number and properties (e.g., atomic size, metals/non-metals/semi-metals, chemical families, diatomic elements). |
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| Content |
sexual reproduction:- meiosis
- human sexual reproduction
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Science 9 |
No CCG |
| Keyword: meiosis |
Elaboration: the process through which sex cells (eggs and sperm) are formed by the dividing of a parent cell twice, resulting in four daughter cells |
| Keyword: human sexual reproduction |
Elaboration: the result of humans having two parents is that offspring are not genetically identical to either parent |
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| Content |
asexual reproduction: |
Science 9 |
No CCG |
| Keyword: mitosis |
Elaboration: the process through which pre-existing cells make two identical copies of themselves |
| Keyword: different forms |
Elaboration: different forms of asexual reproduction: fission, budding, cloning, spores, grafting |
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| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Science 9 |
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 of the world.Key questions about place:How does place inform your questions and inquiries?How does place influence your ability to plan and conduct an inquiry and make predictions about outcomes?How does your understanding of place affect the ways in which you collect evidence and evaluate it?How can you demonstrate ways of knowing that your work and the work of others is valid, free of bias, and acknowledges limitations?How can your understanding of place influence project designs?How do the place-based experiences and stories of others affect the ways in which you communicate and collaborate?How can you demonstrate an understanding of place and interconnectedness by the ways in which you represent the results of your investigation? |
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| Curricular Competency |
Communicate scientific ideas, claims, 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 |
Science 9 |
Communicating |
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| Curricular Competency |
Formulate physical or mental theoretical models to describe a phenomenon |
Science 9 |
Communicating |
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| Curricular Competency |
Consider the role of scientists in innovation |
Science 9 |
Applying and innovating |
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