| Curricular Competency |
Demonstrate a sustained curiosity about a scientific topic or problem of personal interest |
Science 6 |
Questioning and predicting |
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| Curricular Competency |
Questioning and predicting |
Science 6 |
Questioning and predicting |
| Keyword: Questioning and predicting |
Elaboration: Change is making the form, nature, content or future course of something different from what it is or what it would be if left alone. For example, Newton’s third law, the idea that for every action there is an equal and opposite reaction describes the changes that occur in response to pushes and pulls.Key questions about change:How has our solar system changed over time?How has the exploration of extreme environments on Earth and in space changed in the last decade? |
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| Big Ideas |
Observable patterns and cycles occur in the local sky and landscape. |
Science 1 |
No CCG |
| Keyword: Observable patterns and cycles occur in the local sky and landscape |
Elaboration: Sample questions to support inquiry with students:What kinds of patterns in the sky and landscape are you aware of?How do patterns and cycles in the sky and landscape affect living things? |
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| Big Ideas |
Light and sound can be produced and their properties can be changed. |
Science 1 |
No CCG |
| Keyword: Light and sound can be produced and their properties can be changed |
Elaboration: Sample questions to support inquiry with students:How can you explore the properties of light and sound?What discoveries did you make? |
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| Big Ideas |
Matter is useful because of its properties. |
Science 1 |
No CCG |
| Keyword: Matter is useful because of its properties |
Elaboration: Sample questions to support inquiry with students:What makes the properties of matter useful?How do the properties of materials help connect to the function of materials? |
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| Big Ideas |
Living things have features and behaviours that help them survive in their environment. |
Science 1 |
No CCG |
| Keyword: Living things have features and behaviours that help them survive in their environment |
Elaboration: Sample questions to support inquiry with students:How do local plants and animals depend on their environment?How do plants and animals use their features to respond to stimuli in their environments?How do plants and animals adapt when their basic needs are not being met? |
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| Content |
local patterns that occur on Earth and in the sky |
Science 1 |
No CCG |
| Keyword: local patterns |
Elaboration: the relationship of local weather to the four seasons in terms of temperature, cloud cover, precipitation, and wind |
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| Content |
the knowledge of First Peoples- shared First Peoples knowledge of the sky
- local First Peoples knowledge of the local landscape, plants and animals
- local First Peoples understanding and use of seasonal rounds
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Science 1 |
No CCG |
| Keyword: local First Peoples |
Elaboration: e.g., may include oral history with Elder—origins and local stories |
| Keyword: seasonal rounds |
Elaboration: Seasonal rounds refers to a pattern of movement from one resource-gathering area to another in a cycle that is followed each year |
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| Content |
common objects in the sky |
Science 1 |
No CCG |
| Keyword: common objects in the sky |
Elaboration: the appearance of the moon and stars at nightsunrise/set, moonrise/setthe sun and the moon are important in different cultures, with respect to customs and traditions |
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| Content |
properties of light and sound depend on their source and the objects with which they interact |
Science 1 |
No CCG |
| Keyword: properties of light |
Elaboration: examples: brightness, colourobjects are made visible by radiating their own light or being illuminated by reflected lightinteractions of light with different objects create images and shadowslight interactions can make plants grow, make shadows, or cause sunburn, depending on the source and location (seasons depend on light from the sun and how spread out the sun’s rays are)plants grow toward light |
| Keyword: sound |
Elaboration: examples: pitch, tone, volumeways of making, recording, and transmitting sound, etc. |
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| Content |
natural and artificial sources of light and sound (sources) |
Science 1 |
No CCG |
| Keyword: sources of light |
Elaboration: natural sources include the sun; artificial sources include light bulbs |
| Keyword: sound (sources) |
Elaboration: natural sources include crickets; artificial sources include car horns |
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| Content |
specific properties of materials allow us to use them in different ways |
Science 1 |
No CCG |
| Keyword: specific properties |
Elaboration: solids keep shape; liquids and gases flowproperties of local materials determine use by First Peoples (local examples: cedar for canoes, mountain goat horns used as spoons, etc.) |
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| Content |
behavioural adaptations of animals in the local environment |
Science 1 |
No CCG |
| Keyword: behavioural adaptations |
Elaboration: dormancy, hibernation, nesting, migration, catching food, camouflage (stick bugs), mimicry (fly that looks like bee), territorialism (squirrels fighting), etc. |
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| Content |
structural features of living things in the local environment |
Science 1 |
No CCG |
| Keyword: structural features |
Elaboration: How do stems, roots, leaves, skeleton or no skeleton or exoskeleton, lots of legs, few legs, eyes, etc. help us understand organisms? |
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| Content |
names of local plants and animals |
Science 1 |
No CCG |
| Keyword: names |
Elaboration: e.g., common, indigenous and scientific |
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