Science Curriculum Map Grades K – 12 - Abbotsford Christian School

Science Curriculum Map
Grades K – 12
Table of Contents
Introduction ............................................................................................................................................................................................................................................................................................................................................................................. 2
Enduring Understandings ................................................................................................................................................................................................................................................................................................................................................. 2
Goals: ................................................................................................................................................................................................................................................................................................................................................................................... 2
Essential Questions ........................................................................................................................................................................................................................................................................................................................................................... 2
Science Curriculum Map Grades K – 12 ............................................................................................................................................................................................................................................................................................................................ 3
Grades 6 – 8 ....................................................................................................................................................................................................................................................................................................................................................................... 3
Grades 9 - 12 ...................................................................................................................................................................................................................................................................................................................................................................... 5

Introduction
Mission Statement
Abbotsford Christian School, operated by Abbotsford Christian School Society members, seeks to serve Christian families by providing a secure learning environment in which God’s
children can continue to explore, experience and evaluate all of life under God.
We aim to nurture students in the discovery and development of their abilities and unique gifts so that they are enabled to be faithful, discerning, obedient and creative servants of God and
of neighbour; and stewards of His creation.
Enduring Understandings
We seek to nurture students in the study and appreciation of what God has made. We do this by employing the processes, findings and even the failings of science. Students come to realize that science is much more
than a body of knowledge. Rather, it is a process; a way to approach a question and to search for answers in methodical manner. Done correctly, it may open our eyes to the wonders God has built into his creation and
direct us to him, the master creator. Science seeks to uncover certain types of truth in creation but it is not always successful. Students must recognize that science has limitations and cannot be used to define all truth.
Science is powerful but certainly not all-powerful!
Since “The earth is the Lord’s” we cannot help but emphasize the need for God’s people to exercise a stewardly attitude in our use of creation. In order to prepare students for this task, they need to have an
understanding of how creation functions. In its most elementary form, science describes creation. Careful observation often allows us to see patterns and consistencies, which allow us to make predictions. Ultimately,
science allows us to manipulate creation in our role as caretakers of the earth, responsible to God for delighting in, maintaining, developing and restoring it. It is here where God’s people must work to ensure that God’s
plan for creation is maintained. Students must understand some aspects of the working of creation to play a leading role in its use, its care, its development and restoration.
Goals:
1. Students will understand that “The Earth’s is the Lord’s”, to be used for his glory as they enjoy it, develop it and care for it.
2. Students will understand that the earth and everything in it is tainted by sin. Science can be used in ways that distort God’s plan for his world and that the role of the Christian community is to work for healing and
restoration in the study and use of Science.
3. Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology.
4. Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.
5. Students will gain knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge.
6. Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the glory of God and the mutual benefit of humankind, society,
and the environment.
Essential Questions
1. How can I live my life as I study Science so that I can serve and glorify God, the creator of everything
2. How can a deeper understanding of scientific concepts help me to do my part to bring healing and restoration to the world
3. How do Science and Technology impact our lives and the world around us
4. How do I use scientific and technological inquiry to solve problems, communicate scientific ideas and results, work collaboratively and make informed choices
5. How can I use my understandings of concepts in life science, physical science, and Earth and space science to interpret, integrate and extend my knowledge
6. What attitudes must I have to use scientific and technological knowledge to God’s glory and the mutual benefit of humankind, society, and the environment

Science Curriculum Map Grades K – 12
For Grades K – 5 please see the Thematic Studies Curriculum Map
Grades 6 – 8
Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
6 Diversity of Life
Diversity of Life
Processes of Science
Salmon in the classroom (raise and release)
How would we decide if something was alive
What is a cell
What are the tools of biology
What are the five kingdoms of living things
How do certain features and behaviours help
animals survive
Electricity
What is electricity and where does it come
from
What are the renewable and non-renewable
ways in which electricity is generated
As global citizens, what can we do to help
make sure electricity is used safely and
wisely
Exploring Extreme Environments
What are the obstacles that challenge
explorers in extreme environments
How does technology help us learn about
unknown environments
How have Canadians contributed to
exploration technology
Growing and Changing (HCE)
Why do we learn about ourselves and the
creation of new life
Salmon Life Cycle
Living Things
A Cell: The Basic Unit of Life
Tools of biology
Electricity
What is electricity, static electricity, current electricity
Conductors and insulators
Kinds of circuits
Hazards of electricity
Transforming one form of energy into another
Producing electricity
Renewable and non-renewable methods of producing electricity
Exploring Extreme Environments
Challenges explorers face in all extreme environments
Challenges faced in the extreme environment of space
Canadian contributions to exploration technology
Growing and Changing (HCE – see HCE Curriculum Map for Learning
Outcomes))
God made me special and loves me
God created our bodies the way they are for a purpose
Parts and functions of the human reproductive system
Respecting development rates during puberty and adolescence
Normal body changes and growth processes in females and males
Reducing the risk of contracting life-threatening, communicable diseases
(including STI’s)
Preventing sexual abuse
Manipulate and control a number of variables in an experiment
Apply solutions to a technical problem (e.g. malfunctioning electrical circuit)
Life Science: Diversity of Life
demonstrate the appropriate use of tools to examine living things that cannot be seen
with the naked eye
analyse how different organisms adapt to their environments
distinguish between life forms as single or multi-celled organisms and belonging to
one of five kingdoms: Plantae, Animalia, Monera, Protista, Fungi
Physical Science: Electricity
evaluate various methods for producing small electrical charges
test a variety of electrical pathways using direct current circuits
demonstrate that electricity can be transformed into light, heat, sound, motion, and
magnetic effects
differentiate between renewable and non-renewable methods of producing electrical
energy
Earth and Space Science: Exploration of Extreme Environment
explain obstacles unique to exploration of a specific extreme environment
assess technologies used for extreme environments
describe contributions of Canadians to exploration technologies
Field Trips
Salmon Hatchery (dissection)
Local stream to observe Salmon habitat
Stave Lake Power House
McMillan Space Centre
7 Ecosystems and Earth Keeping
How is an ecosystem and example of God’s
creative handiwork
How did God create ecosystems to be
interdependent
How do human actions impact ecosystems
Basic Chemistry Unit
How do characteristics and properties of
matter reflect God’s handwork in creation
How are mixtures a part of our everyday life
How does chemistry help us to see and
Ecosystems and Earth Keeping
Ecology
Our role in creation
Biomes
Abiotic and biotic factors
BC’s ecosystems and Aboriginal Peoples
Organisms in ecosystems
Relationships in ecosystems
Cycles in ecosystems
Limiting factors in ecosystems
Invasive and endangered species
Human impact on ecosystems
Skills and Processes of Science
test a hypothesis by planning and conducting an experiment that controls for two or
more variables
create models that help to explain scientific concepts and hypotheses
Life Science: Ecosystems
analyse the roles of organisms as part of interconnected food webs, populations,
communities, and ecosystems
assess survival needs and interactions between organisms and the environment
assess the requirements for sustaining healthy local ecosystems
evaluate human impacts on local ecosystems
Physical Science: Chemistry
Ecosystems and Earth Keeping
Field Trips
Creek
Three day trip to Newcastle Island
A Rocha or Eco Dairy
Speaker
Invasive Species (when available)
Basic Chemistry Unit
Mr. Berger - Various chemical change
experiments

appreciate God’s intricate design in creation
Changing Earth
What is under your feet
How is the Earth changing
How can we prepare for and respond to
natural disasters
How did God create the earth Was the earth
always as it is now
Caring for the earth in a stewardly way
Basic Chemistry Unit
Describing properties of matter
Measuring matter
Different physical and chemical changes of matter
Mixtures
Classifying mixtures
Pure substances
Comparing mixtures and substances
conduct investigations into properties of matter
classify substances as elements, compounds, and mixtures
measure substances and solutions according to pH, solubility, and concentration
Earth and Space Science: Earth’s Crust
compare the characteristics of the Earth’s core, mantle, and crust, and describe the
formation of rocks
analyse the dynamics of tectonic plate movement and landmass formation
explain how the earth’s surface changes over time
Chemical and physical change labs
Changing Earth
Visit a mine or quarry: Cox Station Quarry
(604-826-4611), Pacific Museum of the
Earth at UBC
Changing Earth
Layers of the earth
Rock cycle
The changing earth
8 Introduction to Science
How do faith and science relate to one
another
What are the processes and methods Science
uses
How do we present the information gathered
from an experiment
Fluids and Forces
How does the Kinetic Molecular Theory help to
explain the properties of solids, liquids, and
gases
How can I find the density of a substance or
object
What are the different types of forces an what
is their effect on objects
What is the relationship between heat and
pressure and pressure and force
How are fluids used in nature and in manmade
systems
Cells and Body Systems
What are cells and how do they function
How do cells work collectively in order for
organisms to live
What are some of the main systems in the
human body and how do they work
How does your immune system help you to
stay healthy
Light and Optics
What is light
How do mirrors and lenses work
How does the human eye see
Watersheds and Oceans
What role do oceans play in the water cycle
What is a watershed and how is it formed
What characteristics can I use to describe a
stream
How can I become a better steward of my
local watershed
Introduction to Science
Science can help us learn more about God and His creation.
Scientists all over the world use common tools (such as the metric system).
Scientists collect evidence about the word through observations and carefully
planned investigations.
Scientists share their evidence and conclusions with other scientists so that
scientists can work together to understand and explain the world around us.
Fluids and Forces
God created the universe to function according to physical laws which govern
all things, including the forces that exist between larger objects and between
the tiny particles that make up all of creation.
Understanding forces and the properties of matter can help us both to explain
the world around us and to better do the work that God has given us.
Cells and Body Systems
We should have sense of awe and reverence for the order and structure down
to the microscopic level in our bodies.
We are stewards of our bodies.
Light and Optics
God created light, and in studying it and its properties we can see the
structure and order of creation!
Our eyes are amazing and complicated!
Watersheds and Oceans
What people believe, affects the choices they make; everyday decisions have
an impact on the people involved and their world.
Oceans play a very significant role in the health and functioning of our planet.
The ecosystems within a local watershed are diverse and rich; watersheds
and the preservation of watershed quality have value
Processes of Science
A1 demonstrate safe procedures
A2 perform experiments using the scientific method
A3 represent and interpret information in graphic form
A4 use models to explain how systems operate
A5 demonstrate scientific literacy
A6 demonstrate ethical, responsible, cooperative behaviour
A7 describe the relationship between scientific principles and technology
Life Science: Cells and Systems
B1 demonstrate knowledge of the characteristics of living things
B2 relate the main features and properties of cells to their functions
B3 explain the relationship between cells, tissues, organs, and organ systems
B4 explain the functioning of the immune system, and the roles of the primary, secondary,
and tertiary defence systems
Physical Science: Optics
C1 demonstrate knowledge of behaviour of waves
C2 explain the properties of visible light
C3 compare visible light to other types of electromagnetic radiation
C4 explain how human vision works
Physical Science: Fluids and Dynamics
C5 explain the concept of force
C6 Describe the relationship between solids, liquids, and gases, using the kinetic
molecular theory
C7 determine the density of various substances
C8 explain the relationship between pressure, temperature, area, and force in fluids
C9 recognize similarities between natural and constructed fluid systems (e.g. hydraulic,
pneumatic)
Earth and Space Science: Water systems on Earth
D1 explain the significance of salinity and temperature in the world’s oceans
D2 describe how water and ice shape the landscape
D3 describe factors that affect productivity and species distribution in aquatic environment
Introduction to Science
Fluids and Forces
Use liquid nitrogen for demonstrations on
Kinetic molecular Theory
Visit High school auto shop to observe a
constructed fluid system (the automotive
lift)
Toys from trash project
Cells and Body Systems
Possible service projects –
malaria/mosquito nets,
Nutrition/plumpynut
Possible guest speakers – Kristie Naayer
(nurse), Mrs. Syme (bypass surgery),
Andrea Domes (tracking disease
outbreaks in BC)
Light and Optics
Sheep eye dissection
Invite an optometrist to speak to the class
A new-perspective telescope project
Watersheds and Oceans
Camp Kawakawa outdoor experience (3
days)
Class trips to McKee Creek – this would
include water quality measurements
aquatic invertebrate investigations and
measuring discharge volumes
Invite Mr. John Paul in to speak to the
classes about his work in the field of soil
management and erosion
Invite Kristin’s brother-in-law, Steve, to
speak to the classes about work at the
DFO in the field of aquaculture
Organize a day trip to take part in stream
restoration around Bateman Park and
Stoney Creek ,with the assistance of
Abbotsford Parks, Recreation and Culture
and the DFO

Grades 9 - 12
Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
9 Lab Safety and the Scientific Method
What are the processes and methods
scientists use in research
How do we present the information gathered
from an experiment
Space Exploration
How can learning about space advance our
understanding of God
Does technology increase our understanding
of the universe
How do we study objects that are far away
and unreachable
Considering all the poverty in the world,
ethically, should we continue to spend our
time and resources researching space travel
Does a scientific perspective clash with a
Christian perspective
Reproduction
How is God’s handiwork reflected in the cell
and its processes
How does a cell reproduce
Where do babies come from
What are scientific “ethics”
How far should scientists go in reproductive
technologies
Elements, Compounds, and Reactions
What are theories and scientific models
What is the nature of matter and how does it
react and interact
What is it about atoms that make them the
“simplest unit” of matter
How do we communicate our scientific
information
Electricity
How do circuits work
How can our knowledge of electricity and
circuits be applied to house design
How is eco-friendliness connected to our faith
How can this be applied to house design and
products
Lab Safety and the Scientific Method
Space Exploration
The solar system and its components
The universe and its stars
The history of astronomy and current technology
Reproduction
Mitosis and meiosis
Sexual and asexual reproduction
Reproductive technologies
Elements, Compounds, and Reactions
Physical and chemical changes
Elements and the periodic table
Bohr model
Formulae and names of compounds
Law of conservation of mass
Electricity
Static electricity
Current electricity
Voltage and resistance
Series and parallel circuits
Processes of Science
A1 demonstrate safe procedures
A2 perform experiments using the scientific method
A3 represent and interpret information in graphic form
A4 demonstrate scientific literacy
A5 demonstrate ethical, responsible, cooperative behaviour
A6 describe the relationship between scientific principles and technology
A7 demonstrate competence in the use of technologies specific to investigative
procedures and research
Life Science: Reproduction
B1 explain the process of cell division
B2 relate the processes of cell division and emerging reproductive technologies to
embryonic development
B3 compare sexual and asexual reproduction in terms of advantages and disadvantages
Physical Science: Atoms, Elements, and Compounds
C1 use modern atomic theory to describe the structure and components of atoms and
molecules
C2 use the periodic table to compare the characteristics and atomic structure of elements
C3 write and interpret chemical symbols of elements and formulae of ionic compounds
C4 describe changes in the properties of matter
Physical Science: Characteristics of Electricity
C5 explain the production, transfer, and interaction of static electrical charges in various
materials
C6 explain how electric current results from separation of charge and the movement of
electrons
C7 compare series and parallel circuits involving varying resistances, voltages, and
currents
C8 relate electrical energy to power consumption
Earth and Space Science: Space Exploration
D1 explain how a variety of technologies have advanced understanding of the universe
and solar system
D2 describe the major components and characteristics of the universe and solar system
D3 describe traditional perspectives of a range of Aboriginal peoples in BC on the
relationship between the Earth and celestial bodies
D4 explain astronomical phenomena with reference to the Earth/moon system
D5 analyse the implications of space travel
Space Exploration
McMillan Space Centre field trip
Electricity
Big Box Company field trip
Home Depot field trip
Eco House project

Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
10 Processes of Science - integrated
Life Science: Sustainability of Ecosystems
What is the relationship between the living and
non-living elements in an ecosystem
What are the relationships amongst the living
elements in an ecosystem
How are ecosystems maintained and
changed
What roles and responsibilities do humans
have with regard to ecosystems as stewards
of God’s creation
Physical Science: Chemical Reactions and
Radioactivity
How is our understanding of matter shaped by
our experiences, experiments, and
discoveries
How can our scientific knowledge be a fact, a
theory or something else
What are the limitations of scientific models
What is it about atoms that make them the
“simplest unit” of matter
What is the nature of matter and how does it
react and interact
How do we communicate our scientific
information
How does society misuse its scientific
knowledge What are scientific “ethics”
Physical Science: Motion
What are the “laws” that govern movement
How do we communicate our scientific
information about motion
How can the relationship between a time
interval and distance be demonstrated
Is there anything not in motion
Earth and Space Science: Energy Transfer in
Natural Systems
How is the transfer of energy a key component
of sustaining Earth and its inhabitants
What is the relationship between energy
transfer and weather systems, ocean currents,
natural phenomena
How does mankind “play God” with the natural
systems in place
What roles and responsibilities do humans
have with regards to ecosystems as stewards
of God’s creation
Processes of Science – integrated
Life Science: Sustainability of Ecosystems
Biotic and abiotic factors
Chemical cycles
Food webs, pyramids, biomes
Ecological knowledge and natural phenomena
Physical Science: Chemical Reactions and Radioactivity
Modern atomic theory (Bohr, Lewis)
Bonding, balancing, classification of reactions
Acid, base, indicators
Organic and inorganic compounds
Isotopes, fission, fusion, decay and radioactive decay curves
Physical Science: Motion
Uniform, acceleration, velocity, time intervals
Earth and Space Science: Energy Transfer in Natural Systems
Heat and thermal energy
Atmosphere, wind, density, pressure, climate
Earth and Space Science: Plate Tectonics
Plate tectonics, volcanoes, earthquakes
Processes of Science
A1 demonstrate safe procedures
A2 perform experiments using the scientific method
A3 represent and interpret information in graphic form
A4 demonstrate scientific literacy
A5 demonstrate ethical, responsible, cooperative behaviour
A6 describe the relationship between scientific principles and technology
A7 demonstrate competence in the use of technologies specific to investigative
procedures and research
Life Science: Sustainability of Ecosystems
B1 explain the interaction of abiotic and biotic factors within an ecosystem
B2 assess the potential impacts of bioaccumulation
B3 explain various ways in which natural populations are altered or kept in equilibrium
Physical Science: Chemical Reactions and Radioactivity
C1 differentiate between atoms, ions, and molecules using knowledge of their structure
and components
C2 classify substances as acids, bases, or salts, based on their characteristics, name and
formula
C3 distinguish between organic and inorganic compounds
C4 analyse chemical reactions, including reference to conservation of mass and rate of
reaction
C5 explain radioactivity using modern atomic theory
Physical Science: Motion
C6 explain the relationship of displacement and time interval to velocity for objects in
uniform motion
C7 demonstrate the relationship between velocity, time interval, and acceleration
Earth and Space Science: Energy Transfer in Natural Systems
D1 explain the characteristics and sources of thermal energy
D2 explain the effects of thermal energy within the atmosphere
D3 evaluate possible causes of climate change and its impact on natural systems
Earth and Space Science: Plate Tectonics
D4 analyse the processes and features associated with plate tectonics
D5 demonstrate knowledge of evidence that supports plate tectonic theory
Life Science: Sustainability of Ecosystems
Local trail and creek exploration
Earth and Space Science: Plate Tectonics
Visit geographic locations
Bring in a geologist to talk about P-T,
volcanism, earthquakes, etc.
Earth and Space Science: Plate Tectonics

How is our understanding of the earth shaped
by our experiences, experiments, and
discoveries
How is earth’s movement a part of God’s
creation plan
How can our scientific knowledge be a fact, a
theory or something else
What are the limitations of scientific models
How is cause and effect involved in earth’s
forces
How do we integrate scientific knowledge with
our faith

Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
Biology
11
Taxonomy
Why have taxonomy systems
What characteristics separate the various
phyla
What is a dichotomous key
How are organisms separated into various
groups
Evolution and Creation
What is evolution
How and in what ways does evolution occur
How can our Christian faith and evolution
intertwine
Who was Charles Darwin
Ecology
How are all living organisms interconnected
How do man’s activities affect the
sustainability of organisms
What is our role in managing the creation
Bacteria and Viruses
How are bacteria well suited to survive in
many environments
How do bacteria reproduce
What are antibiotic resistant bacteria and how
do they become that way
How do bacteria act as decomposers
Are viruses alive or living
What tools do we have to fight disease
How do our bodies ward off disease
Plant Biology
How have algae adapted to live in water
How have plants adapted to live on land
How is moss more complex than algae
How are ferns more complex than moss
What adaptations do ferns have that give them
a survival advantage over moss
What adaptations do gymnosperms have that
give them a survival advantage over ferns
What adaptations do angiosperms have that
give them a survival advantage over
gymnosperms
What types of plants do we have where we
live
Animal Biology
What are the life functions of the various
animal phyla
What characteristics are unique to each
animal phylum
How are evolutionary processes evident in the
Taxonomy
What is taxonomy
How are animals classified
Dichotomous key
How are living things organized
Evolution and Creation
DNA structure
Scientific Method
Agents of evolutionary change
Divergent, convergent evolution and speciation
Christian perspective presentations
Ecology
describe the process of ecological succession, with reference to terms such
as pioneer species and climax community
explain the roles of producers, consumers, and decomposers in ecosystems
describe a pyramid of energy in terms of energy flow through an ecosystem
describe the roles of photosynthesis and cellular respiration within a pyramid
of energy
compare photosynthesis and cellular respiration in terms of the reactants,
products, and chemical equations
describe the stages a population goes through as it increases in size, with
reference to terms such as exponential growth, logistic growth, cyclic growth,
carrying capacity, steady state
describe density-dependent and density-independent factors that limit and
control population growth
define symbiosis and types of symbiosis: parasitism, commensalism, and
mutualism
Bacteria and Viruses
What are bacteria
Antibiotic resistant bacteria
Bacteria lab
Viruses
Pandemic
Bacterial or viral diseases
Plant Biology
Why plants
Algae
Alterations of generations
Moss
Ferns
Gymnosperms
angiosperms
Animal Biology
Body plans and systems
Porifera
Cnidaria
Processes of Science
A1 demonstrate safe and correct technique for a variety of laboratory procedures
A2 design an experiment using the scientific method
A3 interpret date from a variety of text and visual sources
Taxonomy
B1 apply the Kingdom system of classification to study the diversity or organisms
Evolution
C1 describe the process of evolution
Ecology
D1 analyse the functional inter-relationships of organisms within an ecosystem
Microbiology
Viruses
E1 evaluate the evidence used to classify viruses as living or non-living
E2 evaluate the effects of viruses on human health
Kingdom Monera
E3 analyse monerans as a lifeform at the prokaryotic level of organization
E4 evaluate the effectiveness of various antibiotics, disinfectants, or antiseptics on
bacterial cultures
Plant Biology
F1 analyse how the increasing complexity of algae, mosses, and ferns represent an
evolutionary continuum of adaptation to a land environment
F2 analyse how the increasing complexity of gymnosperms and angiosperms contribute
to survival in a land environment
Animal Biology
G1 analyse how the increasing complexity of animal phyla represents an evolutionary
continuum
G2 analyse the increasing complexity of the Phylum Porifera and the Phylum Cnidaria
G3 analyse the increasing complexity of the Phylum Platyhelminthes, the Phylum
Nematode, and the Phylum Annelida
G4 analyse the complexity of the Phy.um Mollusca, the Phylum Echinodermata, and the
Phylum Arthropoda
G5 relate the complexity of the form and function of vertebrates to the evolutionary
continuum of animals
Animal Biology
Field trip to the Vancouver Aquarium

various animal phyla
How does the development of a backbone and
other organ systems show a more developed
organism
What are the economic roles of various animal
species
Platyhelminthes
Nematode
Annelida
Mollusca
Echinodermata
Arthropoda
Vancouver Aquarium

Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
Biology
12
Cell Biology
What are the defining characteristics of life
How do the interactions of non-living
structures such as atoms and molecules result
in living structures and organisms
What does the study of living systems reveal
about the nature of God
Simple chemistry and biological molecules
What are chemical reactions and why do
they occur
How is chemistry and life related
Cell structure and function.
What is the role of cells in living things
In what ways do cells differ and how are
they similar
What is the origin of cells
Cell membrane structure and function.
How do materials enter and leave the
cell
In what ways does the surface area to
volume ratio of a cell influence its
structure and activity
How do we describe things we can’t see
DNA and protein synthesis
How can a molecule determine your
characteristics
Are we purely a function of the DNA we
inherit
Metabolism and enzyme function.
Can we be considered to be “chemical
machines”
Simple chemistry and biological molecules. Chapter 2
Chemical bonding
Organic molecules
The structure of water molecules and its importance in biological systems
Synthesis/hydrolysis
Monomers and polymers
Proteins
Carbohydrates
Lipids
Phospholipids
Nucleic acids
Steroids
ATP
Cell structure and function. Chapter 3
Prokaryotes and eukaryotes
Plant and animal cells
The nucleus and associated structures
Membranous organelles and vacuoles
(production/modification/packaging/transport of cell products)
Organelles related to cellular energy
Relationship between photosynthesis and cellular respiration
The cytoskeleton
Relationship between surface area and volume
Electron micrographs (important)
Cell membrane structure and function. Chapter 4
The fluid mosaic model of cell membrane structure
Membrane proteins (names, structure and function)
The permeability of the cell membrane (what gets through and what doesn’t
)
Diffusion and osmosis
Tonicity – comparing the solute concentration of solutions
Facilitated transport
Active transport
Sodium/potassium pump
Endo and exocytosis
DNA and protein synthesis. Chapter 24
Review the structure of DNA
DNA function (replication, mutation and protein synthesis)
DNA replication
The genetic code
Transcription
Protein synthesis
Mutations (gene and chromosome)
Recombinant DNA (process and uses)
Bioethics discussion
Metabolism and enzyme function. Chapter 6
Define metabolism
Metabolic pathways
ATP cycle
Processes of Science
A1 demonstrate safe and correct technique for a variety of laboratory procedures
A2 design an experiment using the scientific method
A3 interpret data from a variety of text and visual sources
Cell Biology
Cell Structure
B1 analyse the functional inter-relationships of cell structures
Cell compounds and Biological Molecules
B2 describe the characteristics of water and its role in biological systems
B3 describe the role of acids, bases, and buffers in biological systems in the human body
B4 anayse the structure and function of biological molecules in living systems, including:
Carbohydrates
Lipids
Proteins
Nucleic acids
DNA Replication
B5 describe DNA replication
B6 describe recombinant DNA
Protein Synthesis
B7 demonstrate an understanding of the process of protein synthesis
B8 explain how mutations in DNA affect protein synthesis
Transport across Cell Membrane
B9 analyse the structure and function of the cell membrane
B10 explain why cells divide when they reach a particular surface area-to-volume ratio
Enzymes
B11 analyse the roles of enzymes in biochemical reactions
Human Biology
Digestive System
C1 analyse the functional inter-relationships of the structures of the digestive system
C2 describe the components, pH, and digegtive actions of salivary, gastric, pancreatic,
and intestinal juices
Circulatory System
C3 describe the inter-relationships of the structures of the heart
C4 analyse the relationship between heart rate and blood pressure
C5 analyse the functional inter-relationships of the vessels of the circulatory system
C6 describe the components of blood
C7 describe the inter-relationships of the structures of the lymphatic system
Respiratory System
C8 analyse the functional inter-relationships of the structures of the respiratory system
C9 analyse the process of breathing
C10 analyse internal and external respiration
Nervous System
C11 analyse the transmission of nerve impulses
C12 analyse the functional inter-relationships of the divisions of the nervous system
Urinary System
C13 analyse the functional inter-relationships of the structures of the urinary system
Reproductive System
C14 analyse the functional inter-relationships of the structures of the male reproductive
system
C15 analyse the functional inter-relationships of the structures of the female reproductive
system
“Gene School” Students travel to UFV to
attend a special full-day seminar on the
analysis of DNA in criminology. They do DNA
extraction and analysis including gel
electrophoresis.

How do changes in our environments
affect the way our various system
function
How is energy utilized in living systems
Energy in chemical reactions
Induced fit model of enzyme action (IRP says the “Lock and Key” theory but
this is outdated and no one teaches it anymore)
Factors affecting enzyme activity (pH, temperature, substrate concentration,
inhibitors, heavy metal ions)
Cellular respiration.
Why do we need to breathe
How does food provide energy for life
Homeostasis and digestion.
How does the body maintain normal
conditions in a dynamic environment
What happens to the food we eat
How is the digestive system well-suited to
its function
Blood and Circulation.
How do the heart, blood vessels and
blood function to distribute materials
throughout the body
How does the body respond to infection
by viruses and bacteria
How is the circulatory system well-suited
to its function
How does the circulatory system function
to maintain homeostatic conditions
Respiratory system.
How is air treated and distributed within
the body
How do the respiratory and the circulatory
systems work together
What is the relationship between structure
and function in the respiratory system
Urinary system.
How does the urinary system maintain
homeostatic conditions
Cellular respiration Chapter 7
Oxidation and reduction in terms of energy
Overall reaction for cellular respiration
The subreactions (reactants, products, location in the cell and their purpose)
NAD cycle and its importance
ATP production (direct and indirect)
Anaerobic respiration (fermentation and lactate formation)
Homeostasis and digestion. Chapter 11 and 14
Define homeostasis (a major theme in this course!)
Negative and positive feedback
Define digestion (also eating, absorption and egestion)
Physical and chemical digestion
Description of the organs in the digestive tract and their functions
Accessory organs (liver and pancreas)
Digestive enzymes, their sources, substrates and method of action
Absorption of nutrients (don’t forget the role of the lymphatic system)
Absorption of water
The role of bacteria in the colon
Elimination of waste
Control of digestive secretions (especially hormonal control)
Blood and circulation. Chapter 12
Function of the cardiovascular system
Types of blood vessels (characteristics and functions of each)
Anatomy of the heart
Pathway of blood flow through the body
Major blood vessels (veins and arteries)
Blood pressure and velocity
Hypertension and hypotension
Cardiac cycle
Control of heart rate
Tissue fluid exchange (be thorough!)
Immunity
Blood clotting
The components of blood
The role of haemoglobin (structure and function)
Foetal circulation
Respiratory system. Chapter 15
Breathing, external respiration, internal respiration, cellular respiration
Describe the pathway of air as it travels into the body
Structure and function of the parts of the respiratory tract
Gas exchange at the alveoli
The mechanism of breathing
The control of breathing rate
Movement of gases in the blood (oxygen, carbon dioxide and H + )
Buffering of the blood.
Urinary system. Chapter 16
The need for waste removal
Organs of excretion (lungs, skin, liver, colon and kidneys)
Parts of the urinary system

How does blood plasma become urine
What is the relationship between structure
and function in the urinary system
Kidney anatomy (cortex, medulla and pelvis)
Structure and function of the nephron
Pressure filtration
Selective reabsorption
Tubular excretion
Conservation of water
Salt regulation
Blood pH regulation
Hormones that act on the kidney
Nervous system.
What is the nature of nervous control
How does the central nervous system
function
What is the chemical and electrical nature
of an action potential
Reproduction.
What is the function of the reproductive
system at the population level
How do the male and female reproductive
systems work together
“What’s going on in my body!”
The miracle of new life! (not a question
but a pretty strong theme.)
Nervous system. Chapter 17
Function of the nervous system
Types of neurons and their characteristics
Pathway of nerve impulses
The nature of the action potential (important)
Electrical characteristics of the neural membrane
Movement of ions across the neural membrane
The synapse
Neurotransmitters
Integration
The “all or none response” (threshold stimulus)
The central nervous system
Anatomy of nerves
Cranial and spinal nerves
Peripheral nervous system
Somatic nervous system (reflex arc)
Autonomic nervous system (sympathetic and parasympathetic)
Parts and functions of the brain
Reproduction. Chapter 21
Gametes (importance of haploid cells)
Male reproductive organs (structure and function)
Spermatogenesis and maturation
Production and components of semen
Pathway of semen from the body
Production and function of FSH, LH and testosterone (in males)
Female reproductive organs
Development of egg cells
Ovarian cycle
The role of pituitary hormones
Uterine cycle
The role of ovarian hormones
HCG
Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,

Culminating Activities, etc.
Chemistry
11
How does chemistry relate to our everyday
lives
What are the fundamental aspects of chemical
reactions
How can I take chemistry outside of the
classroom and apply it
Lab Safety
Properties of Matter
Standard Units and Measurement
Classification of Matter
Pure substance and mixtures
Atoms and molecules
Chemical Names and Formulas
Mole Concept
Counting atoms
Mass/mole conversions
Empirical and molecular formulae
Percent composition
Chemical Reactions
Interpreting reactions
Balancing equations
Classification of reactions
Energy in chemical reactions
Calculations Involving Reactions (Stoichiometry)
Atomic Theory
Periodic Table
Chemical Bonding
Organic Chemistry
Skills and Processes of Matter
A1 demonstrate appropriate safety techniques and proper use of protective equipment
A2 demonstrate skills in measuring and in recording data
A3 communicate results and data in clear and understandable forms
The Nature of Matter
B1 relate the observable properties of elements, compounds, and mixtures to the concept
of atoms and molecules
B2 Write the names and formulae for ionic and covalent compounds, given appropriate
charts or data tables
B3 describe the characteristics of matter
B4 differentiate between physical and chemical changes
B5 select an appropriate way of separating the components of a mixture
Mole Concept
C1 explain the significance and use of the mole
C2 perform calculations involving the mole
C3 determine relationships between molar quantities of gases at STP
C4 perform calculations involving molecular and empirical formulae to identify a
substance
C5 describe concentration in terms of molarity
C6 perform calculations involving molarity
Chemical Reactions
D1 explain chemical reactions in terms of the rearrangement of the atoms as bonds are
broken and new bonds are formed
D2 apply the law of conservation of mass to balance formula equations
D3 devise balanced equations for various chemical reactions
D4 describe reactions in terms of energy changes
D5 perform stoichiometric calculation involving chemical reactions
Labs
2011 – 2012 cross disciplinary unit with Art 11
on “Glazing and Pottery”
2012 – 13 cross disciplinary unit with French
10 on “Organic Perfumes”
Atomic Theory
E1 describe the development of the model of the atom
E2 describe the sub-atomic structures of atoms, ions, and isotopes, using calculations
where appropriate
E3 describe the development of the modern periodic table
E4 draw conclusions about the similarities and trends in the properties of elements, with
reference to the periodic table
E5 justify chemical and physical properties in terms of electron populations
E6 demonstrate knowledge of various types of chemical bonding
E7 apply understanding of bonding to create formulae and Lewis structures
Solution Chemistry
F1 distinguish between a solution and a pure substance
F2 predict the relative solubility of a solute in a solvent, based on its polarity
F3 relate ion formation to electrical conductivity in aqueous solutions
F4 calculate the concentration of ions in solution\
Organic Chemistry
G1 describe characteristic features and common application of organic chemistry
G2 demonstrate knowledge of the various ways that carbon and hydrogen can combine
to form a wide range of compounds
G3 generate names and structures for simple organic compounds
G4 differentiate the various types of bonding between carbon atoms
G5 identify common functional groups
G6 perform a simple organic preparation
Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:

Chemistry
12
Why do some substances react with each
other and others don’t
Under what conditions do chemical reactions
occur
How can we increase or decrease the rate of a
chemical reaction
Collision theory
Energy and reaction rates
Reactions paths and reaction intermediates
Entropy and enthalpy
The chemistry of catalysts
Reaction Kinetics
A1 demonstrate awareness that reactions occur at differing rates
A2 experimentally determine rate of a reaction
A3 demonstrate knowledge of collision theory
A4 describe the energies associated with reactants becoming products
A5 apply collision theory to explain how reaction rates can be changed
A6 analyse the reaction mechanism for a reacting system
A7 represent graphically the energy changes associated with catalyzed and uncatalyzed
reactions
A8 describe the uses of specific catalysts in a variety of situations
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
Labs
Do all chemical reactions proceed until the
reactants are used up
How can we “force” reactions to produce as
much product as possible
Can we predict the outcome of reactions that
do not go to completion
The nature of equilibrium – equal rates in both directions
Le Chatelier’s principle. Reactions tend in the direction that restores the
original conditions.
Using the principles of chemical equilibrium to our advantage in industry – The
Haber process.
The nature and use of the equilibrium constant, K eq
Dynamic Equilibrium
B1 explain the concept of chemical equilibrium with reference to reacting systems
B2 predict, with reference to entropy and enthalpy, whether reacting systems will reach
equilibrium
B3 apply Le Châtelier’s principle to the shifting of equilibrium
B4 apply the concept of equilibrium to a commercial or industrial process
B5 draw conclusions from the equilibrium constant expression
B6 perform calculations to evaluate the changes in the value of K eq and in concentration
of substances with an equilibrium
Why do some materials dissolve and others
don’t
Under what conditions do materials dissolve
How can our knowledge of solubility equilibria
be used for our benefit
What factors affect the solubility of a compound in a solvent
What is meant by a solution in equilibrium – a saturated solution.
Determining the factors that affect solution equilibria and predicting the results
when conditions are changes within solutions.
Using the concept of equilibrium constant to describe the behaviour of
solutions - K sp
Solubility Equilibria
C1 determine the solubility of a compound in aqueous solution
C2 describe a saturated solution as an equilibrium system
C3 determine the concentration of ions in a solution
C4 determine the relative solubility of a substance, given solubility tables
C5 apply solubility rules to analyse the composition of solutions
C6 formulate equilibrium constant expressions for various saturated solutions
C7 perform calculations involving solubility equilibrium concepts
C8 devise a method for determining the concentration of a specific ion
How do we distinguish acids and bases
Why are some acids considered “strong” and
others are considered “weak”
Is water an acid or a base
How can we use acids and bases in industry
and in the home
What makes an acid, an acid and a base, a base
How do acids and bases react in water
The pH scale. What it tells us and how it is useful.
How do strong and weak acids and bases differ
The characteristics of acids and bases.
Acid/base problems. How can we use the acid and base equilibrium
constants (K a and K b) in calculations How are these similar to other
equilibrium calculations
Nature of Acid and Bases
D1 identify acids and bases through experimentation
D2 identify various models for representing acids and bases
D3 analyse balanced equations representing the reaction of acids or bases with water
D4 classify an acid or base in solution as either weak or strong, with reference to its
electrical conductivity
D5 analyse the equilibria that exist in weak acid or weak base systems
D6 identify chemical species that are amphiprotic
Acids and Bases: Quantitative Problem Solving
E1 analyse the equilibrium that exists in water
E2 perform calculations relating pH, pOH, [pH 3 O+], and [OH - ]
E3 explain the significance of the K a and K b equilibrium expressions
E4 perform calculations involving K a and K b
Titrations. Determining the concentration of acids and bases.
Hydrolysis. What happens when acids and bases are mixed together
Applications of Acid-Base Reactions
F1 demonstrate an ability to design, perform, and analyse a titration experiment involving
the following:
Primary standards
Standardized solutions
Titration curves
Appropriate indicators
F2 describe an indicator as an equilibrium system
F3 perform and interpret calculations involving the pH in a solution and K a for an indicator
F4 describe the hydrolysis in salt solutions
F5 analyse the extent of hydrolysis in salt solutions

F6 describe buffers as equilibrium systems
F7 describe the preparation of buffer systems
F8 predict what will happen when oxides dissolve in rain water
How does the movement of electrons produce
chemical reactions
Can we predict the products of reactions
How do chemical reactions produce
electricity
What causes corrosion and how can we
prevent it
Describe compounds as electron acceptors and electron doners.
Describe oxidation as the loss of electrons and reduction as gaining electrons.
Understand the terms “oxidizing agent” and “reducing agent”.
Predicting reactions based on the tendency of compounds to oxidize or
reduce.
Relate redox reactions to electrical energy and predict energy used or
released in a reaction.
Investigate ways in redox reactions are used to produce electricity for our use.
Oxidation-Reduction
G1 describe oxidation and reduction processes
G2 analyse the relative strengths of reducing and oxidizing agents’
B3 balance equations for redox reactions
G4 determine the concentration of a species by performing a redox titration
Applications of Redox Reactions
H1 analyse an electrochemical cell in terms of its components, and their functions
H2 describe how electrochemical concepts can be used in various practical applications
H3 analyse the process of metal corrosion in electrochemical terms
H4 analyse an electrolytic cell in terms of its components and their functions
H5 describe how electrolytic concepts can be used in various practical applications

Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
Physics
11
Overall:
How do Physicists view the world
How should we view the world Where is the
connection to meaning
What is the difference between naming
something (describing it) and knowing it
Kinematics:
How are position, velocity, and acceleration
related
Dynamics:
What is the connection between forces and
motion
Universal Gravity:
What creates force between objects that do
not touch
Energy:
What is energy and how does it relate to
forces and motion
Momentum:
What other properties (other than forces and
energy) control how objects interact (collide)
Light:
What is the nature and properties of light
Measurement and Graphing
Error and uncertainty
Representing data graphically
Kinematics
Displacement, velocity, and acceleration in 1-D
Graph and compare dist vs. t, vel vs. t, and accel vs. t
Average vs instantaneous velocity and speed
Projectile motion
Dynamics
Newton’s Law
Friction
Circular motions
Universal gravitation
Elastic forces
Energy
Work, potential energy, kinetic energy
Conservation of energy
Power and efficiency
Momentum – elastic and in-elastic collisions
Thermal energy
Light and Optics
Properties of waves and light
Reflection, refraction, diffraction, dispersion
Doppler effect and polarization
Special Relativity
Reference frames
Influences on time, length, and mass
Skills, Methods, and Nature of Physics
A1 describe the nature of physics
A2 apply the skills and methods of physics
Wave Motion and Geometrical Optics
B1 analyse the behaviour of light and other waves under various conditions, with
reference to the properties of waves and using the universal wave equation
B2 use ray diagrams to analyse situations in which light reflects from plane and curved
mirrors
B3 analyse situations in which light is refracted
Kinematics
C1 apply knowledge of relationships between time, displacement, distance, velocity, and
speed to situations involving objects in one dimension
C2 apply knowledge of the relationships between time, velocity, displacement, and
acceleration to situations involving objects in one dimension
Forces
D1 solve problems involving the force of gravity
D2 analyse situations involving the force due to friction
D3 apply Hooke’s law to the deformation of materials
Newton’s Laws
E1 solve problems that involve application of Newton’s laws of motion in one dimension
Momentum
F1 apply the concept of momentum in one dimension
Energy
G1 perform calculations involving work, force, and displacement
G2 solve problems involving different forms of energy
G3 analyse the relationship between work and energy, with reference to the law of
conservation of energy
G4 solve problems involving power and efficiency
Special Relativity
H1 explain the fundamental principles of special relativity
Labs
Special Relativity:
What did Einstein "discover"
What properties do light and God share
Nuclear Fission and Fusion
I1 analyse nuclear processes

Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
Physics
12
Overall:
How do Physicists view the world
How should we view the world Where is the
connection to meaning
What is the difference between naming
something (describing it) and knowing it
Kinematics:
How do vectors simplify complex problems
Dynamics:
How does surface friction and contact forces
work in the real world
Statics:
How does torsion and forces interact to keep
structures standing
Universal Gravity:
What is a potential energy well
Energy:
How do work, energy change, and rates relate
together
Momentum:
How rapidly does complexity increase when
another dimension is added
Static Electricity:
Why do invisible forces, far stronger than
gravity sustain rather than destroy matter
Current Electricity:
How does the driving force of technology
synthesize force, energy, and motion of the
unseen
Magnetism:
Why are these unseen forces so intricately
connected and central to modern man
Vectors and Kinematics
Sig Figs, Units, Vector Add/Resolve
Relative Velocity
Projectile Motion
Dynamics
Review Dynamics and Friction
Inclined Plane
Energy and Momentum
Work and Energy
Power and Efficiency
Momentum 1-D
Momentum 2-D
Circular Motion and Gravity
Circular Motion
Universal Gravity
Statics
Torque
Equilibrium
Static Electricity
Electrostatics
Electric Fields
Electric Potential
Elec Potential due to Pt. Charge
Current Electricity
Elec Current / Ohm’s Law
Power and Potential Diff in Circuits
Series and Parallel
Terminal Voltage
Kirchoff’s Rules
Magnetism
F=BIL F=qvB
Field around a wire
Ampere Law
Dynamic Magnetism
Inductance: Flus and EMF
FvL and resistance
Generators and Motors
Tranformers
Experiments and Graphical Methods
A1 Conduct appropriate experiments
A2 Use graphical methods to analyse results of experiments
Vectors
B1 perform vector analysis in one or two dimensions
Dynamics
C1 apply vector analysis to solve practical navigation problems
C2 apply the concepts of motion to various situations where acceleration is constant
Work, Energy, and Power
D1 apply Newton’s laws of motion to solve problems involving acceleration, gravitational
field strength, and friction
D2 apply the concepts of dynamics to analyse one-dimensional or two-dimensional
situations
Momentum
F1 use knowledge of momentum and impulse to analyse situations in one dimension
F2 use knowledge of momentum and impulse to analyse situations in two dimensions
Equilibrium
G1 use knowledge of force, torque, and equilibrium to analyse various situations
Circular Motion
H1 use knowledge of uniform circular motion to analyse various situations
Gravitation
I1 analyse the gravitational attraction between masses
Electrostatics
J1 apply Coulomb’s law to analyse electric forces
J2 analyse electric fields and their effects on charged objects
J3 calculate electric potential energy and change in electric potential energy
J4 apply the concept of electric potential to analyse situations involving point charges
J5 apply the principles of electrostatics to a variety of situations
Electric Currents
K1 apply Ohm’s law and Kirchhoff’s laws to direct current circuits
K2 relate efficiency to electric power, electric potential difference, current, and resistance
Electromagnetism
L1 analyse electromagnetism, with reference to magnetic fields and their effects on
moving charges
L2 analyse the process of electromagnetic induction
Labs

Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:
Field Trips, Service Projects, Speakers,
Culminating Activities, etc.
Sustai
nable
Resou
rces
12
What really is meant by “stewardship” and how
does it play out in a technologically advanced
farming society
What are the underlying principles behind
successful farming practices
Do proper water, soil, animal, machine, and
resource management really matter
In a war of chemicals vs disease, who will
ultimately win and is it a war worth fighting when
the playing field is tilted against us Is there a
better way
What is the balance between production and
preservation
Will GMO’s be the saviour or death of the farming
industry
Is bigger better
Foundations of Agriculture
The importance of agriculture
Worldviews and stewardship
The fragile earth
Agricultural Land Reserve
Number of farms
A= 4
Agriculture in BC
Physical Factors
Water
o Hydrologic cycle
o Ground water
o Precipitation
o Wells,/springs
o Irrigation
Manure management
Soil
o Microorganisms
o Nutrients
o Soil characteristics
o Sampling
o Profiles
o Formation
o Erosion
Fertilizer
Erosion
Plant and Animal Physiology
Plant Structure
Photosynthesis
Plant reproduction
Animal digestion
Genetics
Forage and Feed
Nutrition
Silage/hay
Animal Husbandry and Horticulture
Beef
Dairy
Pork
Poultry
Field crops
Peppers/tomatoes
mushrooms
Issues in Agriculture
BSE
Biotechnology
Global warming
Supply management
Urbanization
Environmental issues
Agricultural Elements
A1 examine the importance of agricultural resources in the development of Canada with
emphasis on British Columbia
A2 assess the impact of agriculture on global development and international relations
A3 critique current trends in societal expectations for agricultural commodities
Research career information and job opportunities in diverse agricultural enterprises and
related services
Components of Sustainable Agricultural Systems
B1 debate the concept of sustainability as it relates to agriculture
B2 investigate the components of an agricultural system
B3 assess the impact of water management practices on the sustainable production of
agricultural commodities
B4 analyse the use of current land and soil management practices on the sustainable
production of agricultural commodities
B5 evaluate the roles of various forms of energy in agricultural production
B6 analyse the use of water, fertilizers, pesticides and pharmaceuticals in agricultural
activities
B7 investigate the role of climate in agricultural production
Agricultural Commodities
C1 identify specific agricultural organisms and associated commodities
C2 outline the structures, roles, and physiological processes of various organisms used in
agriculture
C3 assess the importance of animal care and management in agriculture
C4 analyse the effect of agricultural practices and technology on the production of plants
and animals
Agricultural supports and Challenges
D1 asses the effects of policies and practices on agriculture
D2 analyse local practices related to agricultural production
D3 examine challenges related to the safe and efficient production, handling, and
distribution of agricultural commodities
D4 discuss environmental issues related to agricultural practices
Foundations of Agriculture
Physical Factors
Barrowtown Pump Station field trip
Speaker – John Paul - composting
Plant and Animal Physiology
Field trip – Hot House Tomatoes
Field trip – Agassiz Research Station
AI field trip
Forage and Feed
Ted DeJong / Bill Vanderkooi farms field
trip
Farm equipment field trip
Animal Husbandry and Horticulture
Kooiman Farms field trip – rotary milking
Speaker – Ted DeJong – process and
objectives of dairy farming
Sandhu Farms field trip
Cranberry farm – field trip
Vandermeulen – hot house field trip
DeRuiter – mushroom farms field trip
Issues in Agriculture
Presentation on one of the issues
including:
o Effect on agriculture
o Christian perspective
o Future considerations
o Our response