| Curricular Competency |
Use appropriate SI units and perform simple unit conversions |
Science 7 |
Planning and conducting |
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| Curricular Competency |
Observe, measure, and record data (qualitative and quantitative), using equipment, including digital technologies, with accuracy and precision |
Science 7 |
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 |
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| Curricular Competency |
Measure and control variables (dependent and independent) through fair tests |
Science 7 |
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 7 |
Planning and conducting |
|
| Curricular Competency |
Make predictions about the findings of their inquiry |
Science 7 |
Questioning and predicting |
|
| Curricular Competency |
Formulate alternative “If…then…” hypotheses based on their questions |
Science 7 |
Questioning and predicting |
|
| Curricular Competency |
Identify a question to answer or a problem to solve through scientific inquiry |
Science 7 |
Questioning and predicting |
|
| Curricular Competency |
Make observations aimed at identifying their own questions about the natural world |
Science 7 |
Questioning and predicting |
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| Curricular Competency |
Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest |
Science 7 |
Questioning and predicting |
|
| Curricular Competency |
Questioning and predicting |
Science 7 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Evolution is the change that occurs in living things over long periods of time. This change is a result of organisms being suited to their environment. Evolution is an important concept in biological science, as scientists are always searching for the underlying laws, reasons, or explanations for their observations of living things.Key questions about evolution:How have species on Earth evolved due to natural selection?How does fossil evidence support the evolution of geological time? |
|
| Big Ideas |
Earth materials change as they move through the rock cycle and can be used as natural resources. |
Science 5 |
No CCG |
| Keyword: Earth materials change as they move through the rock cycle and can be used as natural resources |
Elaboration: Sample questions to support inquiry with students:How do we interact with water, rocks, minerals, soils, and plants?How can Earth be considered a closed material system?How can we act as stewards of our environment? |
|
| Big Ideas |
Machines are devices that transfer force and energy. |
Science 5 |
No CCG |
| Keyword: Machines are devices that transfer force and energy |
Elaboration: Sample questions to support inquiry with students:How do machines (natural and human-made) transfer force and energy?What natural machines can you identify in your local environment? |
|
| Big Ideas |
Solutions are homogeneous. |
Science 5 |
No CCG |
| Keyword: Solutions are homogeneous |
Elaboration: Sample questions to support inquiry with students:How are solutions homogeneous?What are their uses? |
|
| Big Ideas |
Multicellular organisms have organ systems that enable them to survive and interact within their environment. |
Science 5 |
No CCG |
| Keyword: Multicellular organisms have organ systems that enable them to survive and interact within their environment |
Elaboration: Sample questions to support inquiry with students:How do organ systems interact with one another?How do organ systems interact with their environment to meet basic needs? |
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| Content |
First Peoples knowledge of sustainable practices |
Science 5 |
No CCG |
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