Students will be able to independently use their learning to…

• N/A

UNIT UNDERSTANDINGS:

Students will understand that…

• N/A

ESSENTIAL QUESTIONS:

Students will keep considering…

• N/A

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CURRICULAR COMPETENCIES

Students will be skilled at…

• Make a product using known procedures or through modeling of others. 

• Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment (Applied Design & Tech K/1).

• Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts (Math K/1).

• Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play(Art K/1).

CONTENT

Students will know…

Changes in biodiversity over geological time:

• The geologic time scale categorizes the time periods of Earth’s geologic history
• Ages of rocks and fossils can be determined by both relative and absolute methods

First Peoples knowledge of changes in biodiversity over time

Evidence of climate change over geological time and the recent impacts of humans:

• Change in climate affects:
• The interconnectedness of plants and animals, and their local environment
• E.g., changes to harvesting dates, changes to schedules due to early/later ripening and runs, lowered water levels in creeks, rivers and lakes, change in humidity impacts the ability to preserve salmon, etc.
• Humans are capable of changing Earth’s landscape, climate, and systems
• Efficacy of sustainable practices

Physical records

• Ice flow data, fossil record, etc.

Local First Peoples knowledge of climate change

• Oral history, change in traditional practice (e.g., the timing of harvest has been impacted by climate change), etc.

CORE COMPETENCIES

Which Core Competencies will be integrated into the unit?

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 about the natural world
• Identify a question to answer or a problem to solve through scientific inquiry
• Formulate alternative “If…then…” hypotheses based on their questions
• Make predictions about the findings of their inquiry

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
• Construct and use a range of methods to represent patterns or relationships in data, including tables, graphs, keys, models, and digital technologies as appropriate
• Seek patterns and connections in data from their own investigations and secondary sources
• Use scientific understandings to identify relationships and draw conclusions

EVALUATING

• Demonstrate an understanding and appreciation of evidence (qualitative and quantitative)
• Exercise a healthy, informed skepticism and use scientific knowledge and findings from their own investigations to evaluate claims in secondary sources
• Consider social, ethical, and environmental implications of the findings from their own and others’ investigations

APPLYING AND INNOVATING

• Contribute to care for self, others, community, and world through personal or collaborative approaches
• Co-operatively design projects
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving

COMMUNICATING

• Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
• Express and reflect on a variety of experiences and perspectives of place as sources of informationIdentify possible sources of error and suggest improvements to their investigation methods

APPLYING AND INNOVATING

• Contribute to care for self, others, community, and world through personal or collaborative approaches
• Co-operatively design projects
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving

COMMUNICATING

• Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
• Express and reflect on a variety of experiences and perspectives of place as sources of information

The unit will make connections with:

N/A