| Curricular Competency |
Connect scientific explorations to careers in science |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Consider the changes in knowledge over time as tools and technologies have developed |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and in primary and secondary sources |
Science for Citizens 11 |
Evaluating |
|
| Curricular Competency |
Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Describe specific ways to improve their investigation methods and the quality of their data |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions |
Science for Citizens 11 |
Evaluating |
|
| Curricular Competency |
Evaluating |
Science for Citizens 11 |
Evaluating |
| Keyword: Evaluating |
Elaboration: Sample opportunities to support student inquiry:Evaluate the costs and benefits of recyclable and non-recyclable plastics.How do data collected about the complete energy cycle for electric vehicles impact your willingness to operate an electric car?Analyze data and evaluate the risks involved in consuming genetically modified foods.What kind of remediation is necessary after an oil or chemical spill?What could be some social, ethical, and environmental implications of rising sea level to B.C. coastal communities, including First Peoples? |
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| Curricular Competency |
Analyze cause-and-effect relationships |
Science for Citizens 11 |
Processing and analyzing data and information |
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| Curricular Competency |
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence |
Science for Citizens 11 |
Processing and analyzing data and information |
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| Curricular Competency |
Construct, analyze, and interpret graphs, models, and/or diagrams |
Science for Citizens 11 |
Processing and analyzing data and information |
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| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies |
Science for Citizens 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Science for Citizens 11 |
Processing and analyzing data and information |
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| Curricular Competency |
Use local knowledge to experience and interpret the local environment |
Science for Citizens 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Processing and analyzing data and information |
Science for Citizens 11 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:Construct a graph, table, or model to illustrate data from food packaging (e.g., nutrients, ingredients, price).In what ways are data related to forest fire frequency analyzed, interpreted, and communicated?Use scientific evidence about the benefits and risks associated with genetically modified organisms (GMO) to support your conclusions on genetically modified vegetables.Describe a First Peoples traditional healing practice and how it is understood to support healing.What data support a particular vaccination rate to provide herd immunity?What seismic activity occurs before an earthquake?How is blood pressure affected before, during, and after exercise? |
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| Curricular Competency |
Apply the concepts of accuracy and precision to experimental procedures and data:- significant figures
- uncertainty
- scientific notation
|
Science for Citizens 11 |
Planning and conducting |
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