Science Curriculum Map Grades K â 12 - Abbotsford Christian School
Science Curriculum Map Grades K â 12 - Abbotsford Christian School
Science Curriculum Map Grades K â 12 - Abbotsford Christian School
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Planning for Assessment (Teaching Strategies), Assessment Indicators (Assessment Activities) and resources are listed in course overviews<br />
Grade Essential Questions/Unit Questions Content / Enduring Understandings Learning Outcomes: By the end of grade level, the students will: Special Events:<br />
Field Trips, Service Projects, Speakers,<br />
Culminating Activities, etc.<br />
Biology<br />
11<br />
Taxonomy<br />
Why have taxonomy systems<br />
What characteristics separate the various<br />
phyla<br />
What is a dichotomous key<br />
How are organisms separated into various<br />
groups<br />
Evolution and Creation<br />
What is evolution<br />
How and in what ways does evolution occur<br />
How can our <strong>Christian</strong> faith and evolution<br />
intertwine<br />
Who was Charles Darwin<br />
Ecology<br />
How are all living organisms interconnected<br />
How do man’s activities affect the<br />
sustainability of organisms<br />
What is our role in managing the creation<br />
Bacteria and Viruses<br />
How are bacteria well suited to survive in<br />
many environments<br />
How do bacteria reproduce<br />
What are antibiotic resistant bacteria and how<br />
do they become that way<br />
How do bacteria act as decomposers<br />
Are viruses alive or living<br />
What tools do we have to fight disease<br />
How do our bodies ward off disease<br />
Plant Biology<br />
How have algae adapted to live in water<br />
How have plants adapted to live on land<br />
How is moss more complex than algae<br />
How are ferns more complex than moss<br />
What adaptations do ferns have that give them<br />
a survival advantage over moss<br />
What adaptations do gymnosperms have that<br />
give them a survival advantage over ferns<br />
What adaptations do angiosperms have that<br />
give them a survival advantage over<br />
gymnosperms<br />
What types of plants do we have where we<br />
live<br />
Animal Biology<br />
What are the life functions of the various<br />
animal phyla<br />
What characteristics are unique to each<br />
animal phylum<br />
How are evolutionary processes evident in the<br />
Taxonomy<br />
What is taxonomy<br />
How are animals classified<br />
Dichotomous key<br />
How are living things organized<br />
Evolution and Creation<br />
DNA structure<br />
Scientific Method<br />
Agents of evolutionary change<br />
Divergent, convergent evolution and speciation<br />
<strong>Christian</strong> perspective presentations<br />
Ecology<br />
describe the process of ecological succession, with reference to terms such<br />
as pioneer species and climax community<br />
explain the roles of producers, consumers, and decomposers in ecosystems<br />
describe a pyramid of energy in terms of energy flow through an ecosystem<br />
describe the roles of photosynthesis and cellular respiration within a pyramid<br />
of energy<br />
compare photosynthesis and cellular respiration in terms of the reactants,<br />
products, and chemical equations<br />
describe the stages a population goes through as it increases in size, with<br />
reference to terms such as exponential growth, logistic growth, cyclic growth,<br />
carrying capacity, steady state<br />
describe density-dependent and density-independent factors that limit and<br />
control population growth<br />
define symbiosis and types of symbiosis: parasitism, commensalism, and<br />
mutualism<br />
Bacteria and Viruses<br />
What are bacteria<br />
Antibiotic resistant bacteria<br />
Bacteria lab<br />
Viruses<br />
Pandemic<br />
Bacterial or viral diseases<br />
Plant Biology<br />
Why plants<br />
Algae<br />
Alterations of generations<br />
Moss<br />
Ferns<br />
Gymnosperms<br />
angiosperms<br />
Animal Biology<br />
Body plans and systems<br />
Porifera<br />
Cnidaria<br />
Processes of <strong>Science</strong><br />
A1 demonstrate safe and correct technique for a variety of laboratory procedures<br />
A2 design an experiment using the scientific method<br />
A3 interpret date from a variety of text and visual sources<br />
Taxonomy<br />
B1 apply the Kingdom system of classification to study the diversity or organisms<br />
Evolution<br />
C1 describe the process of evolution<br />
Ecology<br />
D1 analyse the functional inter-relationships of organisms within an ecosystem<br />
Microbiology<br />
Viruses<br />
E1 evaluate the evidence used to classify viruses as living or non-living<br />
E2 evaluate the effects of viruses on human health<br />
Kingdom Monera<br />
E3 analyse monerans as a lifeform at the prokaryotic level of organization<br />
E4 evaluate the effectiveness of various antibiotics, disinfectants, or antiseptics on<br />
bacterial cultures<br />
Plant Biology<br />
F1 analyse how the increasing complexity of algae, mosses, and ferns represent an<br />
evolutionary continuum of adaptation to a land environment<br />
F2 analyse how the increasing complexity of gymnosperms and angiosperms contribute<br />
to survival in a land environment<br />
Animal Biology<br />
G1 analyse how the increasing complexity of animal phyla represents an evolutionary<br />
continuum<br />
G2 analyse the increasing complexity of the Phylum Porifera and the Phylum Cnidaria<br />
G3 analyse the increasing complexity of the Phylum Platyhelminthes, the Phylum<br />
Nematode, and the Phylum Annelida<br />
G4 analyse the complexity of the Phy.um Mollusca, the Phylum Echinodermata, and the<br />
Phylum Arthropoda<br />
G5 relate the complexity of the form and function of vertebrates to the evolutionary<br />
continuum of animals<br />
Animal Biology<br />
Field trip to the Vancouver Aquarium
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