| Curricular Competency |
Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled |
Environmental Science 11 |
Evaluating |
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| Curricular Competency |
Describe specific ways to improve their investigation methods and the quality of their data |
Environmental Science 11 |
Evaluating |
|
| Curricular Competency |
Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions |
Environmental Science 11 |
Evaluating |
|
| Curricular Competency |
Evaluating |
Environmental Science 11 |
Evaluating |
| Keyword: Evaluating |
Elaboration: Sample opportunities to support student inquiry:What other factors, besides biodiversity, can be considered to determine the overall health of a local stream?What are the implications of your findings about your ecological footprint? Does traditional ecological knowledge (TEK) align with them?How has your ecological footprint affected an ecosystem in your local area?What assumptions can you make in formulating an ecosystem model? |
|
| Curricular Competency |
Analyze cause-and-effect relationships |
Environmental Science 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Use knowledge of scientific concepts to draw conclusions that are consistent with evidence |
Environmental Science 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Construct, analyze, and interpret graphs, models, and/or diagrams |
Environmental Science 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations, and identifying inconsistencies |
Environmental Science 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information |
Environmental Science 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Experience and interpret the local environment |
Environmental Science 11 |
Processing and analyzing data and information |
|
| Curricular Competency |
Processing and analyzing data and information |
Environmental Science 11 |
Processing and analyzing data and information |
| Keyword: Processing and analyzing data and information |
Elaboration: Sample opportunities to support student inquiry:What is the relationship between water quality and biodiversity within a local stream?What is your ecological footprint?How would you interpret your findings about your ecological footprint? Could local people provide you with additional perspectives on this matter?What ecosystem models can you formulate to explain your findings on invasive and native species populations? |
|
| Curricular Competency |
Apply the concepts of accuracy and precision to experimental procedures and data:- significant figures
- uncertainty
- scientific notation
|
Environmental Science 11 |
Planning and conducting |
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| Curricular Competency |
Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data |
Environmental Science 11 |
Planning and conducting |
|
| Curricular Competency |
Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods |
Environmental Science 11 |
Planning and conducting |
|
| Curricular Competency |
Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative) |
Environmental Science 11 |
Planning and conducting |
|