EARLAND'S CLASS RESOURCES
  • Home
    • ASSESSMENT
    • Inquiry
    • Labs >
      • DESIGN LABS
    • MLA Citations
    • Walks and Talks
    • Meditation & Other
  • LIFE SCIENCE 11
    • Course Outline - Biology 11
    • 1 - Intro to Life Science
    • 2- Sources of Diversity
    • 3 - Evolution & Taxonomy
  • IB-Bio
    • Course Outline
    • Completed Notes & Resource Links
    • Intro to IB & Statistics
    • Cells 1.1-1.5
    • DNA 1.6, 2.6-2.7 7.1-7.3
    • Ecology 4.1-4.4
    • Evolution & Biodiversity 5.1-5.4 10.3
    • Genetics 3.1-3.5 10.1-10.2
    • Yr2-Mesocosm & 2.1-2.5 Preview
    • Drew Berry Animations
  • Sci10
    • Course Outline - Science 10
    • Inquiry Projects
    • Nature of Science
    • Lab Skills
    • Unit 1 - Chemistry
    • Unit 2 - DNA - Unity & Diversity
    • Unit 3 - Physics & Earth Science
  • Enviro Sci

SCIENCE 10 - COURSE OUTLINE - MRS. EARLAND

Content for Biology 11 follows the NEW BC CURRICULUM GUIDE.
Students will be assessed and assigned grades based on the Curricular Competencies and Curricular Content,
​however student progress towards Core Competencies will be self assessed ​​
​Students must sign up for GOOGLE CLASSROOM & TURN IT IN& are encouraged to sign up for the WVSS APP and QUIZLET
​Students MUST Bring a Device to Class.
Laptop or Chromebooks are acceptable, no smartphones in class.

CURRICULUM CONTENT

Part A

​Energy change is required as atoms rearrange in chemical processes.

Part B

DNA is the basis for the diversity of living things

Part C
Energy is conserved, and its transformation can affect living things and the environment. The formation of the universe can be explained by the big bang theory.
  • rearrangement of atoms in chemical reactions
  • acid-base chemistry
  • law of conservation of mass
  • energy change during chemical reactions
  • practical applications and implications of chemical processes, including First Peoples knowledge
  • DNA structure and function
  • patterns of inheritance
  • mechanisms for the diversity of life:
    • mutation and its impact on evolution
    • natural selection and artificial selection
  • applied genetics and ethical considerations
  • nuclear energy and radiation
  • law of conservation of energy
  • potential and kinetic energy
  • transformation of energy
  • local and global impacts of energy transformations from technologies
  • formation of the universe:
    • big bang theory
    • components of the universe over time
    • astronomical data and collection methods

CURRICULAR COMPETANCIES

Students are expected to be able to do the following:
Questioning and predicting
• Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
• Make observations aimed at identifying their own questions, including increasingly complex ones, about the natural world
• Formulate multiple hypotheses and predict multiple outcomes
Planning and conducting
• Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments, to collect reliable data (qualitative and quantitative)
• Assess risks and address ethical, cultural, and/or environmental issues associated with their proposed methods and those of others
• Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
• Ensure that safety and ethical guidelines are followed in their investigations
Processing and analyzing data and information
• Experience and interpret the local environment
• Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
• Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies
• Construct, analyze, and interpret graphs (including interpolation and extrapolation), models, and/or diagrams
• Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
• Analyze cause-and-effect relationships 
​
Evaluating
• Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions
• Describe specific ways to improve their investigation methods and the quality of the data
• Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled
• Demonstrate an awareness of assumptions, question information given, and identify bias in their own work and secondary sources
• Consider the changes in knowledge over time as tools and technologies have developed
• Connect scientific explorations to careers in science
• Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations and to evaluate claims in secondary sources
• Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
• Critically analyze the validity of information in secondary sources and evaluate the approaches used to solve problems
Applying and innovating 
• Contribute to care for self, others, community, and world through individual or collaborative approaches
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving
• Contribute to finding solutions to problems at a local and/or global level through inquiry
• Consider the role of scientists in innovation
​Communicating
• Formulate physical or mental theoretical models to describe a phenomenon
• Communicate scientific ideas, claims, 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
• Express and reflect on a variety of experiences, perspectives, and worldviews through place

Mark Allocation - Document Linked Here

This course is cumulatively graded
Proudly powered by Weebly
  • Home
    • ASSESSMENT
    • Inquiry
    • Labs >
      • DESIGN LABS
    • MLA Citations
    • Walks and Talks
    • Meditation & Other
  • LIFE SCIENCE 11
    • Course Outline - Biology 11
    • 1 - Intro to Life Science
    • 2- Sources of Diversity
    • 3 - Evolution & Taxonomy
  • IB-Bio
    • Course Outline
    • Completed Notes & Resource Links
    • Intro to IB & Statistics
    • Cells 1.1-1.5
    • DNA 1.6, 2.6-2.7 7.1-7.3
    • Ecology 4.1-4.4
    • Evolution & Biodiversity 5.1-5.4 10.3
    • Genetics 3.1-3.5 10.1-10.2
    • Yr2-Mesocosm & 2.1-2.5 Preview
    • Drew Berry Animations
  • Sci10
    • Course Outline - Science 10
    • Inquiry Projects
    • Nature of Science
    • Lab Skills
    • Unit 1 - Chemistry
    • Unit 2 - DNA - Unity & Diversity
    • Unit 3 - Physics & Earth Science
  • Enviro Sci