| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
|
Science 8 |
Processing and analyzing data and information |
| 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, Aboriginal, gender-related, subject/discipline specific, cultural, embodied and intuitive beliefs about knowledge.
|
|
| Curricular Competency |
Experience and interpret the local environment |
Science 8 |
Processing and analyzing data and information |
|
| Curricular Competency |
Ensure that safety and ethical guidelines are followed in their investigations |
Science 8 |
Planning and conducting |
|
| Curricular Competency |
Use appropriate SI units and perform simple unit conversions |
Science 8 |
Planning and conducting |
|
| Curricular Competency |
Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision |
Science 8 |
Planning and conducting |
| Keyword: qualitative |
Elaboration: evidence expressed through words, descriptions, interviews, narratives |
| Keyword: quantitative |
Elaboration: evidence expressed through numbers and measurement |
| Keyword: accuracy |
Elaboration: how close a measured value is to the actual value |
| Keyword: precision |
Elaboration: how close measurements of the same type are to each other |
|
| Curricular Competency |
Measure and control variables (dependent and independent) through fair tests |
Science 8 |
Planning and conducting |
|
| Curricular Competency |
Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified |
Science 8 |
Planning and conducting |
|
| Curricular Competency |
Make predictions about the findings of their inquiry |
Science 8 |
Questioning and predicting |
|
| Curricular Competency |
Formulate alternative “If…then…” hypotheses based on their questions |
Science 8 |
Questioning and predicting |
|
| Curricular Competency |
Identify a question to answer or a problem to solve through scientific inquiry |
Science 8 |
Questioning and predicting |
|
| Curricular Competency |
Make observations aimed at identifying their own questions about the natural world |
Science 8 |
Questioning and predicting |
|
| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest |
Science 8 |
Questioning and predicting |
|
| Curricular Competency |
Questioning and predicting |
Science 8 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Matter is anything that has mass and takes up space. Energy is the ability to cause change or do work. The universe is made up of matter and energy.Key questions about matter and energy:What is the relationship between matter and energy and the cell theory?How do matter and energy connect to the kinetic molecular theory? |
|
| Big Ideas |
Earth and its climate have changed over geological time. |
Science 7 |
No CCG |
| Keyword: Earth and its climate have changed over geological time |
Elaboration: Sample questions to support inquiry with students:How and why have Earth and its climate changed over time?How do people and their practices impact Earth and its climate? |
|
| Big Ideas |
The electromagnetic force produces both electricity and magnetism. |
Science 7 |
No CCG |
| Keyword: The electromagnetic force produces both electricity and magnetism |
Elaboration: Sample questions to support inquiry with students:How is electricity generated?What is the relationship between electricity and magnetism? |
|