| Curricular Competency |
Safely use appropriate tools to make observations and measurements, using formal measurements and digital technology as appropriate |
Science 3 |
Planning and conducting |
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| Curricular Competency |
Consider ethical responsibilities when deciding how to conduct an experiment |
Science 3 |
Planning and conducting |
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| Curricular Competency |
Suggest ways to plan and conduct an inquiry to find answers to their questions |
Science 3 |
Planning and conducting |
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| Curricular Competency |
Make predictions based on prior knowledge |
Science 3 |
Questioning and predicting |
|
| Curricular Competency |
Identify questions about familiar objects and events that can be investigated scientifically |
Science 3 |
Questioning and predicting |
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| Curricular Competency |
Observe objects and events in familiar contexts |
Science 3 |
Questioning and predicting |
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| Curricular Competency |
Demonstrate curiosity about the natural world |
Science 3 |
Questioning and predicting |
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| Curricular Competency |
Questioning and predicting |
Science 3 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Cause and effect is the basic principle that an action will result in a consequence. In science, this concept is closely related to the concepts of pattern and change. However, cause and effect may or may not have a predictable outcome.Key questions about cause and effect:What are some causes of biodiversity in BC’s wetlands?What is the effect of wind on mountains? |
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| Big Ideas |
Daily and seasonal changes affect all living things. |
Science K |
No CCG |
| Keyword: Daily and seasonal changes affect all living things |
Elaboration: Sample questions to support inquiry with students:What daily and seasonal changes can you see or feel?How are plants and animals affected by daily and seasonal changes? |
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| Big Ideas |
The motion of objects depends on their properties. |
Science K |
No CCG |
| Keyword: The motion of objects depends on their properties |
Elaboration: Sample questions to support inquiry with students:How can you make objects move?How does the shape or size of an object affect the object’s movement?How does the material the object is made of affect the object’s movement? |
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| Big Ideas |
Humans interact with matter every day through familiar materials. |
Science K |
No CCG |
| Keyword: Humans interact with matter every day through familiar materials |
Elaboration: Sample questions to support inquiry with students:What is matter?How do you interact with matter?What qualities do different forms of matter have? |
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| Big Ideas |
Plants and animals have observable features. |
Science K |
No CCG |
| Keyword: Plants and animals have observable features |
Elaboration: Sample questions to support inquiry with students:How do the different features of plants and animals help them meet their basic needs?What basic needs do plants and animals have in common?What are your basic needs? |
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| Content |
First Peoples knowledge of seasonal changes |
Science K |
No CCG |
|
| Content |
living things make changes to accommodate daily and seasonal cycles |
Science K |
No CCG |
| Keyword: living things make changes |
Elaboration: living things may make physical and behavioural changes to survive in different conditions (e.g., migration, hibernation, etc.) |
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| Content |
seasonal changes |
Science K |
No CCG |
| Keyword: seasonal changes |
Elaboration: seasons: spring, summer, fall, winterplant life cycle |
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