BC has a well articulated curriculum ("Integrated Resource Packages") for all curricular areas, but I will link only to math and science here. (Follow the links to other areas if you are interested.) I learned to teach in BC at Yale Secondary in Abbotsford and was very fond of the degree of clarity that BC provides their teachers about what to teach.
British Columbia Standards (IRPs)
BC grade 10 IRP Science 1
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• evaluate dangers in particular procedures and
equipment, taking responsibility for safety
• relate the limitations of techniques and
instruments to the accuracy and reliability
of an investigation
• describe some important scientific discoveries
that resulted from scientists applying their
knowledge and creativity to explore
unexpected events
• devise appropriate methods of presenting
information
• analyse data and conclusions that may be
subject to bias
• describe the interactions between scientific
developments and the beliefs and values
of society
• identify and consider ethical implications
of scientific investigations
• analyse costs and benefits of alternatives
in resolving socioscientific issues
BC grade 10 IRP Science 2
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• relate organelles to their function within
the cell
• distinguish between cells based on their
different structures and functions
• describe factors that limit cell size
• compare the changes that occur during
the stages of a cell’s development
• describe the ways in which viruses and
bacteria can affect cell functioning
• assess the factors that can affect fetal
development
• compare and contrast asexual and sexual
reproductionfunction and their interrelationships as the basis of
living things. They compare and contrast asexual and
sexual reproduction. Microscope work and other
activities are used to increase students’ understanding.
• Have students make three-dimensional models
of plant or animal cells that include appropriate
structures and organelles (e.g., nucleus,
mitochondria, chloroplasts, cell wall, vacuole,
cell membrane).
• To understand the limits to cell size, have students
calculate surface-to-volume ratios for different sizes
of cubes. Cardboard boxes may be used as models.
• Have students examine cells and cell life stages
BC grade 10 IRP Science 3
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• relate the genetic code to the assembly
of different proteins
• apply the principles that govern the
inheritance of traits to solve problems
involving simple Mendelian genetics
• summarize factors that may lead to different
types of mutations
• distinguish among positive, neutral, and
negative effects of various mutations
• analyse implications of current and emerging
biomedical, genetic, and reproductive
technologies current technologies is emphasized. Through models,
field trips, and laboratory activities, students gain an
understanding of basic genetic principles and their
applications.
• Ask students to research the positive, neutral, and
negative effects of mutations. Examples include
bacteria and antibiotics, insects and pesticides,
plants and herbicides, and natural variation.
• Use the phrase the dog saw the cat eat the rat to
illustrate the triplet nature of the base-paired coding
in the production of protein from amino acids. Each
letter represents one base pair. Each word has three
BC grade 10 IRP Science 4
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• research and illustrate the development of our
understanding of the structure of matter from
early times to the present
• describe the arrangement of subatomic
particles (electrons, protons, neutrons) in
elements
• distinguish among atoms, isotopes, and ions
• explain how chemical and physical
characteristics of substances are due to
differences in the bonding of their constituent
parts
• demonstrate a knowledge of chemical
formulae and balanced chemical equations
• give evidence for and classify the following
chemical reactions: synthesis, decomposition,
replacement, and acid-baseHistorical perspectives and a review of concepts
developed in earlier grades are used to initiate more
detailed study of atomic theory, the periodic table,
characteristics of chemical reactions, and chemical
bonding. Proper representation (Bohr models) of atoms
and ions is important for a greater understanding of
chemical formulae. Students classify chemical reactions
and describe them using balanced chemical equations.
• Provide students with collections of elements and
have them observe similarities in properties within
families of elements.
• Have each student complete a table that lists element
name, symbol, atomic number, number of protons,
number of electrons, mass number, and number of
neutrons for the first 20 elements. Students can then
use these tables to construct Bohr diagrams of those
elements, which they draw in the correct position on
BC grade 10 IRP Science 5
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• state the relationships between charged
objects
• demonstrate how electricity results from
the movement of charged particles such as
electrons and ions
• describe the interactions between magnetism
and electricity and relate these to common
devices
• use apparatus to determine the relationships
between current, voltage, and resistance in
different types of circuits
• relate power and energy to common electrical
devices
• describe the distribution and safety
considerations of electricity from its generated
source to its use within the home
• apply knowledge and data to make
recommendations for reducing energy wasteSimple electrostatic experiments give students an
understanding of the basic laws of electrostatics. These
form a basis for learning about the principles of current
electricity. Students construct simple electrical circuits
and measure basic electrical quantities to understand
the interrelationships. They observe and use magnetic
and electrical interactions to learn about practical
applications of electromagnetism. Safety and energy
efficiency are included throughout these topics.
• Use a Van de Graaff generator or charged balloons
to demonstrate the effects of static charges. Through
manipulation of charged objects, students explore
attraction and repulsion of charges. Reinforce the
idea that negative charges result from the gain of
electrons and positive charges from the loss of
electrons.
• Have students connect a 50 cm piece of thick copper
wire to one terminal of a galvanometer and ground
the other terminal. A charged object is touched to the
BC grade 10 IRP Science 6
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• summarize the characteristics of the major
components of the electromagnetic spectrum
• differentiate among the following major decay
products: alpha and beta particles, gamma
rays
• compare and contrast fusion and fission
reactions and their use in energy production
• describe technological applications of
radiation
• evaluate the effects of radiation on living
organisms The electromagnetic spectrum is reviewed with
emphasis on X-rays and gamma rays. The sources,
properties, and effects of radioactive decay products
are described. Students research the uses of fission
and fusion technology and the effects of radiation.
• Have students research the properties and uses of
major decay products and present their research in
a variety of forms (e.g., oral reports, videos, comic
strips).
• Ask students to calculate their radiation dosage by
examining their lifestyle over the past year, and to
suggest lifestyle changes they can make to reduce
BC grade 10 IRP Science 7
These are "prescribed learning outcomes" for BCs integrated science 10 course.
IIt is expected that students will:
• compare a variety of techniques used to learn
about the earth
• use fossil evidence to illustrate how life forms
change over time
• compare techniques used for establishing
geological time scales
• identify major factors responsible for
earthquakes, volcanic eruptions, mountain
building, and formation of ocean ridges
• identify evidence that supports the theory
of plate tectonics
• assess impacts of volcanoes and earthquakes
on the environment
develop our understanding of the earth. Emphasis is
placed on plate tectonics, mountain building, fossil
evidence, earthquakes, and volcanoes.
• Provide students with a world map on which they
can identify major volcanoes, earthquakes, mountain
ranges, ocean ridges, and subduction zones.
From the location of these, students can infer the
boundaries of the major plates and mark them on the
map. Ask students to indicate the direction of plate
movement. This activity can be done throughout the
organizer.
• Have students make models of different kinds
of plate boundaries.
BC grade 10 IRP Science 8
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• evaluate dangers in particular procedures and
equipment, taking responsibility for safety
• relate the limitations of techniques and
instruments to the accuracy and reliability
of an investigation
• describe some important scientific discoveries
that resulted from scientists applying their
knowledge and creativity to explore
unexpected events
• devise appropriate methods of presenting
information
• analyse data and conclusions that may be
subject to bias
• describe the interactions between scientific
developments and the beliefs and values
of society
• identify and consider ethical implications
of scientific investigations
• analyse costs and benefits of alternatives
in resolving socioscientific issues Applications of Science is the framework
through which students learn about the
three content organizers: Life Science,
Physical Science, and Earth and Space
Science. Students benefit from a program
that addresses the Applications of Science
learning outcomes in each content
organizer and from the assessment of their
progress throughout the course.
BC grade 10 IRP Science 9
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• evaluate dangers in particular procedures and
equipment, taking responsibility for safety
• relate the limitations of techniques and
instruments to the accuracy and reliability
of an investigation
• describe some important scientific discoveries
that resulted from scientists applying their
knowledge and creativity to explore
unexpected events
• devise appropriate methods of presenting
information
• analyse data and conclusions that may be
subject to bias
• describe the interactions between scientific
developments and the beliefs and values
of society
• identify and consider ethical implications
of scientific investigations
• analyse costs and benefits of alternatives
in resolving socioscientific issues Applications of Science is the framework
through which students learn about the
three content organizers: Life Science,
Physical Science, and Earth and Space
Science. Students benefit from a program
that addresses the Applications of Science
learning outcomes in each content
organizer and from the assessment of their
progress throughout the course.
BC grade 10 IRP Science 10
These are "prescribed learning outcomes" for BCs integrated science 10 course.
It is expected that students will:
• evaluate dangers in particular procedures and
equipment, taking responsibility for safety
• relate the limitations of techniques and
instruments to the accuracy and reliability
of an investigation
• describe some important scientific discoveries
that resulted from scientists applying their
knowledge and creativity to explore
unexpected events
• devise appropriate methods of presenting
information
• analyse data and conclusions that may be
subject to bias
• describe the interactions between scientific
developments and the beliefs and values
of society
• identify and consider ethical implications
of scientific investigations
• analyse costs and benefits of alternatives
in resolving socioscientific issues Applications of Science is the framework
through which students learn about the
three content organizers: Life Science,
Physical Science, and Earth and Space
Science. Students benefit from a program
that addresses the Applications of Science
learning outcomes in each content
organizer and from the assessment of their
progress throughout the course.