| Content |
evidence-based decision making through science |
Science for Citizens 11 |
No CCG |
| Keyword: evidence-based decision making |
Elaboration: scientific literacyjudging the validity of evidence from a variety of media sources (e.g., peer-reviewed journals, magazines, news, Internet)scientific laws, theories, hypothesesmisleading scientific claims related to products (e.g., dietary supplements, hair-growth products, magnetic bracelets, anti-aging cosmetics) |
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| Curricular Competency |
Express and reflect on a variety of experiences, perspectives, and worldviews through place |
Science for Citizens 11 |
Communicating |
| Keyword: place |
Elaboration: 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. |
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| Curricular Competency |
Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based arguments and using appropriate scientific language, conventions, and representations |
Science for Citizens 11 |
Communicating |
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| Curricular Competency |
Formulate physical or mental theoretical models to describe a phenomenon |
Science for Citizens 11 |
Communicating |
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| Curricular Competency |
Communicating |
Science for Citizens 11 |
Communicating |
| Keyword: Communicating |
Elaboration: Sample opportunities to support student inquiry:What advice would you give someone who wishes to make changes to improve their nutrition and lifestyle?How could you share what you have learned about safe storage of household chemicals with others (e.g., poster, video, public service announcement)?How will you communicate to your co-workers how to survive after an earthquake?Use social media to communicate how a particular action impacts climate change. |
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| Curricular Competency |
Consider the role of scientists in innovation |
Science for Citizens 11 |
Applying and innovating |
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| Curricular Competency |
Implement multiple strategies to solve problems in real-life, applied, and conceptual situations |
Science for Citizens 11 |
Applying and innovating |
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| Curricular Competency |
Contribute to finding solutions to problems at a local and/or global level through inquiry |
Science for Citizens 11 |
Applying and innovating |
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| Curricular Competency |
Co-operatively design projects with local and/or global connections and applications |
Science for Citizens 11 |
Applying and innovating |
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| Curricular Competency |
Contribute to care for self, others, community, and world through individual or collaborative approaches |
Science for Citizens 11 |
Applying and innovating |
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| Curricular Competency |
Applying and innovating |
Science for Citizens 11 |
Applying and innovating |
| Keyword: Applying and innovating |
Elaboration: Sample opportunities to support student inquiry:How can you help set up a disaster preparedness relief site in your community?What would you include in a workplace emergency survival kit?Design safe storage plans for chemicals found in the home, including flammable and poisonous materials.Design a residential subdivision plot plan that uses solar photovoltaic (PV) modules for its energy needs. |
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| Curricular Competency |
Assess risks in the context of personal safety and social responsibility |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Critically analyze the validity of information in primary and secondary sources and evaluate the approaches used to solve problems |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Consider social, ethical, and environmental implications of the findings from their own and others’ investigations |
Science for Citizens 11 |
Evaluating |
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| Curricular Competency |
Exercise a healthy, informed skepticism, and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources |
Science for Citizens 11 |
Evaluating |
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