This year’s challenge opens doors for you to cover many different Big Ideas, Content and Competencies. You can your students are only limited by your imagination. Here are some examples of how Science learning standards and Competencies can be covered:
Grade 1:
Science: Design a city of the future
• Generate and introduce new or refined ideas when problem solving
• Communicate observations and ideas using oral or written language, drawing, or role-play
Grade 2:
Science: Have students focus their buildings around how people on another planet would get water:
• water sources including local watersheds
• water conservation
• the water cycle
• Generate and introduce new or refined ideas when problem solving
• Communicate observations and ideas using oral or written language, drawing, or role-play
Grade 3:
Science: Have students build on a future earth where erosion has changed the land:
• observable changes in the local environment caused by erosion and deposition by wind, water, and ice
• Make predictions based on prior knowledge
• Identify some simple environmental implications of their and others’ actions
• Generate and introduce new or refined ideas when problem solving
• Co-operatively design projects
• Transfer and apply learning to new situations
• Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate
Grade 4:
Science: Have students design their worlds on a planet with a specific biome and they can adapt their world for people to survive there
• biomes as large regions with similar environmental features
• Make predictions based on prior knowledge
• Identify some simple environmental implications of their and others’ actions
• Generate and introduce new or refined ideas when problem solving
• Co-operatively design projects
• Transfer and apply learning to new situations
• Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate
Grade 5:
Science: Build their cities in a way to reduce use of natural resources-maybe we run out in the future?
• the nature of sustainable practices around BC’s resources
• First Peoples
• Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
• Make observations in familiar or unfamiliar contexts
• Identify questions to answer or problems to solve through scientific inquiry
• Co-operatively design projects
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving
• Communicate ideas, explanations, and processes in a variety of ways
Grade 6:
Science: What would life be like without gravity? Build their city on a planet with no gravity or in space.
• force of gravity
• the position, motion, and components
of our solar system in our galaxy
• Demonstrate a sustained curiosity about a scientific topic or problem of personal interest
• Make observations in familiar or unfamiliar contexts
• Identify questions to answer or problems to solve through scientific inquiry
• Co-operatively design projects
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving
• Communicate ideas, explanations, and processes in a variety of ways
Grade 7:
Science: Building in space must take into account our basic needs. How has the world changed and how have we adapted to it?
• organisms have evolved over time
• survival needs
• evidence of climate change over geological time and the recent impacts of humans
• Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
• Co-operatively design projects
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving
• Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
Grade 8:
Science: Have students build their cities under the Earth surface taking into account the different layers of the earth and the needs of plants and animals.
• evidence of climate change over geological time and the recent impacts of humans
• layers of Earth
• Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest
• Co-operatively design projects
• Transfer and apply learning to new situations
• Generate and introduce new or refined ideas when problem solving
• Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate
Grade 9:
Science: Show how your new city is completely self sustaining
• sustainability of systems
• 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
• 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
Grade 10:
Science: How would we survive on Earth after a nuclear war?
• nuclear energy and radiation
• 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
• 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