Science 6 (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 Multicellular Questions to support inquiry with Core Focus: BIOLOGY organisms rely on students: the basic structures and functions of (*Change is making the form, nature, internal systems to How are internal systems body systems ( First People’s content or future course of something survive, reproduce, necessary for survival? understandings of body systems in different from what it is or what it would and interact with What do your body systems humans and animals): be if left alone. For example, Newton’s their environment require for survival? Excretory (kidneys, ureters, third law, the idea that for every action How do your body systems bladder etc.) there is an equal and opposite reaction interact with one another? reproductive (ovaries, testes describes the changes that occur in etc) response to pushes and pulls. hormonal (chemical Key questions about change: How has our messengers in the body (e.g., solar system changed over time? How has insulin, adrenalin) the exploration of extreme environments nervous (brain, spinal cord, on Earth and in space changed in the last etc.; role of receptors the decade?) — brain interprets the signals Demonstrate a sustained curiosity received and can make about a scientific topic or problem of mistakes (e.g., optical personal interest illusions) in those Make observations in familiar or interpretations) unfamiliar contexts Evidence of Experience (Show) Identify questions to answer or problems to solve through scientific inquiry Make predictions about the findings of their inquiry Planning and conducting
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)
Science-6-Planning-KDU.docx