Science 8 (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 (Matter is anything that has mass and up space. Energy is the ability to cause change or do work. The universe is made up of matter and energy. Key questions about matter and energy: What is the relationship between matter and energy and the cell theory? How do matter and energy connect to the kinetic molecular theory?) Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest Make observations aimed at identifying their own questions about the natural world Identify a question to answer or a problem to solve through scientific inquiry Formulate alternative “if…then…” hypotheses based on their questions Make predictions about the findings of their inquiry Life processes are performed at the cellular level. Questions to support inquiry with students: How can you tell if something is living? How do humans and interact? Core Focus: BIOLOGY characteristics of life (living things respire, grow, take in nutrients, produce waste, respond to stimuli, and reproduce; there is debate as to whether or not to classify viruses as living things) cell theory (living things are made of one or more cells; all cells come from cells; the cell is a basic unit of life) and types of cells (prokaryotic and eukaryotic cells; plant and animal cells; cells contain structures that carry out essential functions) photosynthesis and cellular respiration the relationship of micro-organisms (micro-organisms are key to nutrient recycling in ecosystems as they act as decomposers; viruses and bacteria can cause disease and can also be used in industry (e.g., production of cheese and salami) and agriculture (e.g., production of striped tulips)) and agriculture (eg., production of striped tulips) with living things: basic functions of the immune system (the immune system provides a barrier to infections
measurements of the same type are to each other) Use appropriate SI units and perform simple unit conversions 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 (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, BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) The behaviour of matter can be explained by the kinetic molecular theory and atomic theory. Questions to support inquiry with students: What are some practical applications of the kinetic molecular theory? What is the relationship between the atomic theory and kinetic molecular theory? Key questions about matter and energy: What is the relationship between matter and energy and the cell theory? How do matter and energy connect to the kinetic molecular theory? Core Focus: CHEMISTRY kinetic molecular theory (explains how particles move in different states) atomic theory (provides evidence for the existence of atoms and molecules) and models (models can be used to represent: the arrangement and motion of particles in different phases; the arrangement of and forces that bind protons, neutrons, and electrons in an atom; the quarks and leptons in protons, neutrons, and electrons) protons, neutrons, and quarks (protons and neutrons (made of quarks) are held together in the nucleus by a strong nuclear force) electrons and leptons (electrons (a type of lepton) are held at a distance from the nucleus through electromagnetism) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
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, keys, models, and digital technologies as appropriate Seek patterns and connections in data from their own investigations and secondary sources Use scientific understandings to identify relationships and draw conclusions Evaluating Reflect on their investigation methods, including the adequacy of controls on variables (dependent and independent) and the quality of the data collected Energy can be transferred as both a particle and a wave. Questions to support inquiry with students: How does electromagnetic energy behave like both a particle and a wave? What are the properties and behaviours of light? How do you sense light? Key questions about matter and energy: What is the relationship between matter and energy and the cell theory? How do matter and energy connect to the kinetic molecular theory? Core Focus: PHYSICS types (types of electromagnetic radiation: the electromagnetic spectrum consists of radio, microwave, infrared, light, UV, and gamma rays) and effects (effects of electromagnetic radiation: positive effects include cancer treatments; negative effects include sunburns) of electromagnetic radiation light: properties (acts like both a wave and a particle; wavelength, amplitude, frequency) behaviours (reflection, refraction, absorption, transmission, scattering; images formed by lenses and mirrors; effects of translucent, transparent, and opaque objects) ways of sensing (human vision, optical instruments, cameras) Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know) The theory of plate tectonics is the unifying Questions to support inquiry with students: Core Focus: EARTH/SPACE
theory that explains Earth’s geological processes. How does the movement of Earth’s tectonic plates cause observable changes and effects? How does tectonic plate movement affect you locally? What evidence of plate tectonic movement is shared by First Peoples? plate tectonic movement (types of plate movements; plate boundaries; earthquakes and volcanoes) major geological events of local significance First Peoples knowledge of: local geological formations significant local geological events layers of Earth plate tectonic movement ( climate change over