| Content |
Newton’s three laws of motion |
Science 6 |
No CCG |
| Keyword: Newton’s three laws of motion |
Elaboration: first law: objects will stay stopped or in constant motion until acted upon by an outside forcesecond law: only an unbalanced force causes accelerationthird law: every force has an equal and opposite reaction force |
|
| Content |
mixtures:- separated using a difference in component properties
- local First Peoples knowledge of separation and extraction methods
|
Science 6 |
No CCG |
| Keyword: separated using a difference in component properties |
Elaboration: density (e.g., centrifuge or settling, silt deposits in a river delta, tailings ponds, Roman aqueduct settling sections)particle size (e.g., sieves, filters) |
| Keyword: local First Peoples knowledge |
Elaboration: historical and current First Peoples use of separation and extraction methods (e.g., eulachon oil, extraction of medicines from plants, pigments, etc.) |
|
| Content |
heterogeneous mixtures |
Science 6 |
No CCG |
| Keyword: heterogeneous mixtures |
Elaboration: suspensions (e.g., salad dressing), emulsions (e.g., milk), colloids (e.g., aerosols) |
|
| Content |
the basic structures and functions of body systems:- excretory
- reproductive
- hormonal
- nervous
|
Science 6 |
No CCG |
| Keyword: systems |
Elaboration: First People’s understandings of body systems in humans and animals |
| Keyword: excretory |
Elaboration: kidneys, ureters, bladder, etc. |
| Keyword: reproductive |
Elaboration: ovaries, testes, etc. |
| Keyword: hormonal |
Elaboration: chemical messengers in the body (e.g., insulin, adrenalin) |
| Keyword: nervous |
Elaboration: brain, spinal cord, etc.; role of receptors — the brain interprets the signals received and can make mistakes (e.g., optical illusions) in those interpretations |
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| Curricular Competency |
Express and reflect on personal, shared, or others’ experiences of place |
Science 6 |
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 influence your ability to plan and conduct an inquiry?How does your understanding of place affect the ways in which you collect evidence and evaluate it?How do the place-based experiences and stories of others affect the ways in which you communicate your findings and other information?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. What are the connections between ways of knowing and place? |
|
| Curricular Competency |
Communicate ideas, explanations, and processes in a variety of ways |
Science 6 |
Communicating |
|
| Curricular Competency |
Generate and introduce new or refined ideas when problem solving |
Science 6 |
Applying and innovating |
|
| Curricular Competency |
Transfer and apply learning to new situations |
Science 6 |
Applying and innovating |
|
| Curricular Competency |
Co-operatively design projects |
Science 6 |
Applying and innovating |
|
| Curricular Competency |
Contribute to care for self, others, and community through personal or collaborative approaches |
Science 6 |
Applying and innovating |
|
| Curricular Competency |
Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations |
Science 6 |
Evaluating |
|
| Curricular Competency |
Demonstrate an understanding and appreciation of evidence |
Science 6 |
Evaluating |
|
| Curricular Competency |
Identify some of the assumptions in secondary sources |
Science 6 |
Evaluating |
| Keyword: secondary sources |
Elaboration: secondary sources of evidence could include anthropological and contemporary accounts of First Peoples of BC, news media, archives, journals, etc. |
|
| Curricular Competency |
Suggest improvements to their investigation methods |
Science 6 |
Evaluating |
|
| Curricular Competency |
Identify possible sources of error |
Science 6 |
Evaluating |
|