Science 6

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Big Ideas

Grandes idées

Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment

Sample 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?

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Everyday materials are often mixtures

Sample questions to support inquiry with students:
- What is a heterogeneous mixture?
- How can mixtures be separated?

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Newton’s three laws of motion describe the relationship between force and motion

Sample questions to support inquiry with students:
- What is the difference between motion caused by balanced forces and motion caused by unbalanced forces?
- How are balanced and unbalanced forces evident in your life and activities?

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The solar system is part of the Milky Way, which is one of billions of galaxies

Sample 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?

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Curricular Competencies

Students are expected to be able to do the following:

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

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

Identify First Peoples perspectives and knowledge as sources of information

Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data

Identify patterns and connections in data

Compare data with predictions and develop explanations for results

Demonstrate an openness to new ideas and consideration of alternatives

Evaluating

Evaluate whether their investigations were fair tests

Identify possible sources of error

Suggest improvements to their investigation methods

Identify some of the assumptions in secondary sources

secondary sources

secondary sources of evidence could include anthropological and contemporary accounts of First Peoples of BC, news media, archives, journals, etc.

Demonstrate an understanding and appreciation of evidence

Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations

Applying and innovating

Contribute to care for self, others, and community through personal or collaborative approaches

Co-operatively design projects

Transfer and apply learning to new situations

Generate and introduce new or refined ideas when problem solving

Communicating

Communicate ideas, explanations, and processes in a variety of ways

Express and reflect on personal, shared, or others’ experiences of place

place

Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world.

Key questions about place:
- How does place influence your ability to plan and conduct an inquiry?
- How does your understanding of place affect the ways in which you collect evidence and evaluate it?
- How do the place-based experiences and stories of others affect the ways in which you communicate your findings and other information?
- 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, embodied and intuitive beliefs about knowledge. What are the connections between ways of knowing and place?

Content

Students are expected to know the following:

the basic structures and functions of body systems

systems

First People’s understandings of body systems in humans and animals

:

excretory
excretory
kidneys, ureters, bladder, etc.
reproductive
reproductive
ovaries, testes, etc.
hormonal
hormonal
chemical messengers in the body (e.g., insulin, adrenalin)
nervous
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

heterogeneous mixtures

suspensions (e.g., salad dressing), emulsions (e.g., milk), colloids (e.g., aerosols)

mixtures:

separated using a difference in component properties
separated using 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
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

Newton’s three laws of motion

first law: objects will stay stopped or in constant motion until acted upon by an outside force
second law: only an unbalanced force causes acceleration
third law: every force has an equal and opposite reaction force

effects of balanced and unbalanced forces

balanced and unbalanced forces

balanced forces are equal and opposite forces (e.g., sitting in a chair)
unbalanced forces are unequal; one force is larger (e.g., race cars on different ramps, mousetrap cars, rockets)

in daily physical activities

daily physical activities

examples of effects of balanced and unbalanced forces in school sports and physical education activities

force of gravity

gravity is the force of attraction between objects that pulls all objects toward each other
on Earth, gravity pulls objects toward the centre of the planet (e.g., falling objects, egg drop)

the overall scale, structure, and age of the universe

the position, motion, and components of our solar system

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

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