Science 4 (Planning KDU) CORE COMPETENCIES CORE COMPETENCIES CORE COMPETENCIES COMMUNICATION THINKING (CRITICAL/CREATIVE) (PERSONAL/SOCIAL) CURRICULAR COMPETENCIES BIG IDEA What do we want students to DO? Content (& Elaborations) (Understand…) (Activities, lessons…) (Know) Questioning and predicting All living things Questions to support inquiry with Core Focus: BIOLOGY sense and students: Sensing and responding: is a pattern that can be respond to their How do living things sense, Humans (eg. 5 senses) recognized as having levels—big to environment respond, and adapt to stimuli in Other animals (e.g., small, simple to complex—or as a their environment? echolocation, UV sensors, process with a sequence of steps. Key How is and responding magnetoreception, infrared questions about order: How is order related to interdependence within sensing, etc.) apparent in the adaptations of forest ecosystems? Plants (e.g., response to light, animals in BC? How does the order of touch, water, gravity, etc.) seasons impact local plants and Key questions about order: Biomes (biomes are regions grouped by animals?) How is order apparent in the similar temperature and precipitation Demonstrate curiosity about the adaptations of forest animals in (e.g., climate: long-term weather natural world BC? patterns); terrestrial biomes; Observe objects and events in aquatic/marine biomes) as regions familiar contexts with similar environmental features Identify questions about familiar Evidence of Experience (Show) objects and events that can be investigated scientifically Make predictions based on prior knowledge Planning and conducting Suggest ways to plan and conduct an inquiry to find answers to their questions BIG IDEA What do we want students to DO? Content (& Elaborations) (Understand…) (Activities, lessons…) (Know)
Science 4 (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 is a pattern that can be recognized as having levels—big to small, simple to complex—or as a process with a sequence of steps. Key questions about order: How is order apparent in the adaptations of forest animals in BC? How does the order of seasons impact local plants and animals?) Demonstrate curiosity about the natural world Observe objects and events in familiar contexts Identify questions about familiar objects and events that can be investigated scientifically Make predictions based on prior knowledge Planning and conducting Suggest ways to plan and conduct an inquiry to find answers to their questions All living things sense and respond to their environment Questions to support inquiry with students: How do living things sense, respond, and adapt to stimuli in their environment? How is and responding related to interdependence within ecosystems? Key questions about order: How is order apparent in the adaptations of forest animals in BC? Core Focus: BIOLOGY Sensing and responding: Humans (eg. 5 senses) Other animals (e.g., echolocation, UV sensors, magnetoreception, infrared sensing, etc.) Plants (e.g., response to light, touch, water, gravity, etc.) Biomes (biomes are regions grouped by similar temperature and precipitation (e.g., climate: long-term weather patterns); terrestrial biomes; aquatic/marine biomes) as regions with similar environmental features Evidence of Experience (Show) BIG IDEA (Understand…) What do we want students to DO? (Activities, lessons…) Content (& Elaborations) (Know)
Science-4-Planning-KDU.docx