| Curricular Competency |
Decide which variable should be changed and measured for a fair test |
Science 5 |
Planning and conducting |
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| Curricular Competency |
With support, plan appropriate investigations to answer their questions or solve problems they have identified |
Science 5 |
Planning and conducting |
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| Curricular Competency |
Make predictions about the findings of their inquiry |
Science 5 |
Questioning and predicting |
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| Curricular Competency |
Identify questions to answer or problems to solve through scientific inquiry |
Science 5 |
Questioning and predicting |
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| Curricular Competency |
Make observations in familiar or unfamiliar contexts |
Science 5 |
Questioning and predicting |
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| Curricular Competency |
Demonstrate a sustained curiosity about a scientific topic or problem of personal interest |
Science 5 |
Questioning and predicting |
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| Curricular Competency |
Questioning and predicting |
Science 5 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: A system is a set of interacting or interdependent pieces or components that come together to form a whole. A system occupies a physical or a temporal space within a set environment, has a representative form, and possesses a purpose or function.Key questions about systems:How do the systems of the human body work together?How can you observe the concept of interconnectedness within ecosystems in your local area? |
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| Big Ideas |
The motions of Earth and the moon cause observable patterns that affect living and non-living systems. |
Science 4 |
No CCG |
| Keyword: The motions of Earth and the moon cause observable patterns that affect living and non-living systems |
Elaboration: Sample questions to support inquiry with students:How do seasons and tides affect living and non-living things?What changes are caused by the movements of Earth and the moon? |
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| Big Ideas |
Energy can be transformed. |
Science 4 |
No CCG |
| Keyword: Energy can be transformed |
Elaboration: Sample questions to support inquiry with students:What is energy input and energy output?What is energy conservation?What is the relationship between energy input, output, and conservation? |
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| Big Ideas |
Matter has mass, takes up space, and can change phase. |
Science 4 |
No CCG |
| Keyword: Matter has mass, takes up space, and can change phase |
Elaboration: Sample questions to support inquiry with students:How can you explore the phases of matter?How does matter change phases?How does heating and cooling affect phase changes? |
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| Big Ideas |
All living things sense and respond to their environment. |
Science 4 |
No CCG |
| Keyword: All living things sense and respond to their environment |
Elaboration: Sample questions to support inquiry with students:How do living things sense, respond, and adapt to stimuli in their environment?How is sensing and responding related to interdependence within ecosystems? |
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| Content |
the effects of the relative positions of the sun, moon, and Earth including local First Peoples perspectives |
Science 4 |
No CCG |
| Keyword: the effects of the relative positions of the sun, moon, and Earth |
Elaboration: phases of the moon, tides, etc.tides affect living organismslunar and solar eclipses |
| Keyword: local First Peoples perspectives |
Elaboration: teachings and stories about the sun and the moon |
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| Content |
local changes caused by Earth’s axis, rotation, and orbit
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Science 4 |
No CCG |
| Keyword: Earth’s axis, rotation, and orbit |
Elaboration: Earth’s axis, rotation, and orbit cause changes locally:
day and night: animals are nocturnal (active at night) and diurnal (active during day)
annual seasons: plants and animals respond to the seasons (drop leaves, change colour)
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| Content |
devices that transform energy |
Science 4 |
No CCG |
| Keyword: devices that transform energy |
Elaboration: devices that transform energy change input energy into a different output energy (e.g., glow stick [chemical to light], wind-up toy [elastic to mechanical], flashlight [electrical to light]). |
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| Content |
energy:- has various forms
- is conserved
|
Science 4 |
No CCG |
| Keyword: various forms |
Elaboration: energy can be described in these ways: the energy of motion (kinetic), light, sound, thermal, elastic, nuclear, chemical, magnetic, gravitational, and electrical |
| Keyword: conserved |
Elaboration: the law of conservation of energy — energy cannot be created or destroyed but can be changed |
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