Adrienne Mason,
Professional Writer/Educator Karen Charleson,
Professional Writer/Educator Eric Grace,
Professional Writer/Educator Jacqueline Martin,
Simon Fraser Junior High School
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Chapter Opener
Each Chapter Opener provides a clear overview of the chapter’s content
The Chapter Opener sparks interest in the subject, and outlines What You Will Learn, Why It Is Important, and Skills You Will Use
Getting Ready… Questions invite students to reflect on what they already know (or will learn) in the chapter
Starting Point Activities are usually short, informal inquiries that often involve hands-on exploration
Conduct an Investigation
BC Science 7 features a wealth of hands-on activities—formal investigations
as well as Find Out Activities—designed to foster scientific literacy in
your classroom
Conduct an Investigation provides a chance to consider a prediction or a
hypothesis, to make observations, to obtain and record data; Think & Link
Investigations reinforce skills of analysis and interpretation; and Design Your Own Investigations enable students to develop a hypothesis and an experimental procedure to answer their questionse
Section Summary
A summary of the key learnings and main concepts appears at the end of each section in a chapter, along with a set of review questions called Check Your Understanding
These questions provide opportunities for ongoing self-assessment
Pause & Reflect gives students opportunities to reflect on what they know (or do not know) and to make connections among concepts throughout the text
Did You Know? presents interesting facts that are related to science, technology, nature, and the universe
Chapter Review
Located at the end of each chapter, these two-page spreads provide
self-assessment opportunities as students review key concepts, skills, and understandings
These questions help students recall, think about, and apply what they have learned
These questions also give parents or guardians an overview of what students have accomplished
Ask an Elder
Each unit features an interview with an elder from a distinct geographical region of British Columbia
The content of each interview ties in with and reflects the overall theme of each unit
In the interviews, the elders share their knowledge, understanding, experience, and wisdom with students, and answer questions about the possible roles and responsibilities of elders among the diverse Aboriginal peoples of British Columbia
A follow-up activity at the end of each interview provides opportunities for further learning
Ask a Biologist
The career profile Ask a Scientist at the end of each unit features an interview with a science specialist
After students read each interview they will have a chance to do an activity related to the kind of work the scientist does
Project
The Unit Project gives students a chance to use key concepts and skills
from the unit to design and create a device, system, or model of their own
Students will complete the project as part of a team
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2004 McGraw-Hill Higher Education