Science 6 (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 (*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?) Demonstrate a sustained curiosity about a scientific topic or problem of personal interest Make observations in familiar or unfamiliar contexts Identify questions to answer or problems to solve through scientific inquiry Make predictions about the findings of their inquiry Planning and conducting Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment Questions to support inquiry with students: How are internal systems necessary for survival? What do your body systems require for survival? How do your body systems interact with one another? Core Focus: BIOLOGY the basic structures and functions of body systems ( First People’s understandings of body systems in humans and animals): Excretory (kidneys, ureters, bladder etc.) reproductive (ovaries, testes etc) hormonal (chemical messengers in the body (e.g., insulin, adrenalin) nervous (brain, spinal cord, etc.; role of receptors — the brain interprets the signals received and can make mistakes (e.g., optical illusions) in those interpretations) Evidence of Experience (Show)
With support, plan appropriate investigations to answer their questions or solve problems they have identified Decide which variable should be changed and measured for a fair test Choose appropriate data to collect to answer their questions Observe, measure, and record data, using appropriate tools, including digital technologies Use equipment and materials safely, identifying potential risks Processing and analyzing data and information Experience and interpret the local environment BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) Everyday materials are often mixtures. Questions to support inquiry with students: What is a heterogeneous mixture? How can mixtures be separated? Core Focus: CHEMISTRY heterogeneous mixtures (suspensions (eg., salad dressing), emulsions (e.g., milk), colloids (eg., aerosols)) mixtures: separated a difference in component properties (density (e.g., centrifuge or settling, silt deposits in a river delta, tailings ponds, Roman aqueduct settling sections); particle size (e.g., sieves, filters)) local First Peoples knowledge (historical and current First Peoples use of separation and extraction methods (e.g., eulachon oil, extraction of medicines from plants, pigments, etc.)) of separation and extraction methods Evidence of Experience (Show)
Suggest improvements to their investigation methods Identify some of the assumptions in secondary sources (secondary sources of evidence could include anthropological and contemporary BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) The solar system is part of the Milky Way, which is one of billions of galaxies. Questions to support inquiry with students: What are the relationships between Earth and the rest of the universe? What is an extreme environment? What extreme environments exist on Earth or in our galaxy? 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? Core Focus: EARTH/SPACE the overall scale, structure, and age of the universe The position, motion, and components of our solar system (planets, moons, asteroids, meteors, comets, etc. First Peoples perspectives regarding aurora borealis and other celestial phenomena; extreme environments including contributions of Canadians to exploration technologies (e.g., Canadarm, Newt Suit, VENUS and NEPTUNE programs)) in our galaxy extreme environments (plac