Science 7 (Planning KDU) CORE COMPETENCIES COMMUNICATION CORE COMPETENCIES THINKING (CRITICAL/CREATIVE) CORE COMPETENCIES (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Questioning and predicting (Evolution is the change that occurs in living things over long periods of time. This change is a result of organisms being suited to their environment. Evolution is an important concept in biological science, as scientists are always searching for the underlying laws, reasons, or explanations for their observations of living things. Key questions about evolution: How have species on Earth evolved due to natural selection? How does fossil evidence support the evolution of geological time?) Demonstrate a sustained intellectual curiosity a scientific topic or problem of personal interest Make observations aimed at identifying their own questions about the natural world Identify questions to answer or problems to through scientific inquiry Formulate alternatives “If…then…” hypotheses based on their questions Make predictions about the findings of their inquiry Evolution by natural selection provides an explanation for the diversity and survival of living things. Questions to support inquiry with students: Why do living things change over time? How do these changes affect biodiversity? Key questions about evolution: How have species on Earth evolved due to natural selection? Core Focus: BIOLOGY Organisms have evolved over time (change in traits of populations over time) survival needs (all organisms need space, food, water, and access to resources in order to survive) natural selection (the natural process by which certain traits that have a greater fitness for their environment lead to a reproductive advantage; this process happens within a population over time because of genetic variation) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
Planning and conducting Collaboratively plan a of investigation types, including field work and experiments, to answer their questions or solve problems they have identified Measure and control variables through fair tests Observe, measure, and record data [qualitative] (evidence expressed through words, descriptions, interviews, narratives) and [quantitative] (evidence expressed through numbers and measurement), using equipment, including digital technologies, with accuracy and precision (how close measurements of the same type are to each other) Use appropriate SI units and perform simple unit conversions Elements consist of one type of atom, and compounds consist of atoms of different elements chemically combined. Questions to support inquiry with students: What are the similarities and differences between elements and compounds? How can you investigate the properties of elements and compounds? Core Focus: CHEMISTRY elements (a pure substance consisting of a single type of atom, as distinguished by its atomic number (eg., iron, copper) and compounds (a pure substance consisting of two or more atoms held together in a defined special arrangement by chemical bonds (eg., water/salt)) are pure substances (matter that consists of only one type of particle and has one set of properties (e.g., density, boiling point, solubility, conductivity)) crystalline structures (crystals formed by a unique arrangement of particles (eg., rock candy, quartz, snowflakes) of solids chemical changes (when atoms rearrange into new products accompanied by an energy change (eg., rusting, the reaction of vinegar and baking soda)) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) The electromagnetic Questions to support inquiry with students: How is electricity generated? Core Focus: PHYSICS Electricity
Ensure that safety and ethical guidelines are followed in their investigations Processing and analyzing data and information Experience and interpret the local environment Apply First Peoples perspectives and knowledge, other ways of knowing (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, subject/discipline specific, cultural, embodied and intuitive beliefs about knowledge.), and local knowledge as sources of information Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, key, force produces both electricity and magnetism What is the relationship between electricity and magnetism? generated in different ways (ways of generating electricity including the use of wind, water, coal, geothermal, and solar energy) with different environmental impacts electromagnetism (the electromagnetic force is responsible for both electricity and magnetism; moving or changing a magnetic field relative to a wire produces electric current (e.g., electricity generation by a turbine); an electric current passing through a wire produces a magnetic field (e.g., constructing a simple electromagnet using a wire, iron nail and battery)) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) and its climate have changed over geological time Questions to support inquiry with students: Core Focus: EARTH/SPACE fossil records provides evidence for changes in biodiversity over