British Columbia · Grade 11

Earth Science 11

  • ESC 11

British Columbia’s Grade 11 science course, from Earth Materials & the Rock Cycle to Lab Numeracy: Accuracy and Precision.

Units
6
Lessons
28
Skills
33
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 7 skills

Earth Materials & the Rock Cycle

Minerals and the Three Rock Families

  • Minerals and their identification

    I can identify common minerals found in igneous, metamorphic, and sedimentary environments — including valuable, ore-forming minerals found in B.C. — using their physical properties.

  • Igneous rocks

    I can classify common igneous rocks as intrusive or extrusive and relate their texture and crystal size to how quickly they cooled.

  • Sedimentary rocks

    I can classify common sedimentary rocks as chemical/biochemical or clastic, based on how their sediments formed and were deposited.

  • Metamorphic rocks

    I can classify common metamorphic rocks as foliated or non-foliated, based on the heat and pressure conditions that transformed their parent rock.

  • Geologic resources

    I can identify which earth materials qualify as geologic resources and connect them to the rock types that produce them.

The Rock Cycle: Surface and Internal Processes

  • Surface and internal processes of the rock cycle

    I can explain how surface processes and internal processes drive the rock cycle, transforming rock from one type into another.

Geologic Resources: Economic and Environmental Implications

  • Economic and environmental implications of geologic resources

    I can evaluate the economic and environmental implications of extracting and using geologic resources in British Columbia and globally.

The official wording · 7 outcomes
1.1
minerals
1.2
igneous rocks
1.3
sedimentary rocks
1.4
metamorphic rocks
1.5
geologic resources
1.6
surface and internal processes of the rock cycle
1.7
economic and environmental implications of geologic resources within B.C. and globally

Key ideas

  1. Minerals are identified by testable physical properties: hardness (scratch test against the Mohs scale), lustre (metallic vs. non-metallic shine), cleavage/fracture (the pattern a mineral breaks along), colour, and streak (the colour of its powder, which is more reliable than surface colour).

  2. Surface processes break rock down and move the pieces: weathering breaks rock into smaller fragments (mechanically or chemically), erosion transports those fragments, and deposition settles them somewhere new — the raw material for future sedimentary rock.

  3. Economic feasibility of extracting a resource depends on price, concentration/grade, accessibility, and environmental concerns — a rich but hard-to-reach deposit may not be worth mining even at a high market price.

  4. Minerals form in each of the three rock environments — crystallizing directly from magma in igneous rock, precipitating or being deposited in sedimentary rock, or recrystallizing under heat and pressure in metamorphic rock — so the same mineral can turn up in more than one rock family.

  5. Internal processes rebuild and transform rock using heat and pressure: burial and cementation turn loose sediment into sedimentary rock; heat and pressure without melting transform any rock into metamorphic rock; and melting followed by cooling/crystallization creates igneous rock (either underground as intrusive rock, or at the surface as extrusive/volcanic rock).

Watch out for

  • Judging a mineral by surface colour alone — surface colour can be misleading (weathering, impurities), while streak is a much more reliable test.
  • Picturing the rock cycle as a one-way assembly line (igneous → sedimentary → metamorphic → done) rather than a loop any rock can re-enter from any point.
  • Treating "resource extraction" as automatically good (jobs and revenue) or automatically bad (environmental harm) instead of weighing both real economic and real environmental factors together.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 3 skills

Plate Tectonics

The Evidence That Built Plate Tectonic Theory

  • Evidence for plate tectonic theory

    I can evaluate the converging lines of evidence that support plate tectonic theory.

What Drives the Plates

  • Factors that affect plate motion

    I can explain the factors that drive plate motion, including mantle convection, ridge push, and slab pull.

First Peoples Knowledge of Local Geologic Terrains

  • First Peoples knowledge of plate tectonic settings

    I can describe First Peoples knowledge of local plate tectonic settings and geologic terrains in British Columbia.

The official wording · 3 outcomes
2.1
evidence that supports plate tectonic theory
2.2
factors that affect plate motion
2.3
First Peoples knowledge of local plate tectonic settings and geologic terrains

Key ideas

  1. Continental fit and matching fossils/rock sequences across now-separated continents (e.g. matching fossil species and rock layers on the coasts of South America and Africa) suggest those continents were once joined.

  2. Heat from within Earth's core and from excess radioactivity within the mantle powers mantle convection currents — hot mantle material rises, spreads, cools, and sinks in a continuous circulation pattern, dragging the rigid plates above along with it.

  3. First Peoples oral histories along the BC coast record specific, real geologic events — including the great Cascadia subduction zone earthquake and tsunami — passed down across many generations with details (timing, shaking, flooding) that match the physical geologic evidence found in sediment layers.

  4. Seafloor magnetic striping — symmetric bands of alternating magnetic polarity on either side of mid-ocean ridges — records seafloor spreading over time and gives geologists a way to measure the rate and direction of plate motion directly.

  5. Ridge push occurs at mid-ocean spreading centres, where newly formed oceanic crust is elevated and cools/thickens as it moves away from the ridge, causing it to slide downhill under gravity and push the plate along.

Watch out for

  • Treating continental fit (the puzzle-piece shape) as the ONLY evidence for plate tectonics, when it was actually the weakest of several lines until magnetic striping and earthquake/volcano distribution converged with it.
  • Thinking the plates just "float and drift" with no specific driving force — plate motion requires an explanation grounded in heat transfer and mechanical forces, not passive floating.
  • Dismissing First Peoples oral histories as legend or myth rather than recognizing them as a genuine, detailed record of real geologic events, verified independently by physical evidence.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 7 skills

The Atmosphere, Weather & Climate

The Hydrologic Cycle

  • The hydrologic cycle

    I can trace the movement of water through the hydrologic cycle, driven by the transfer of energy within the atmosphere and hydrosphere.

Changes in the Atmosphere

  • Changes in the composition of the atmosphere

    I can describe changes in the composition of the atmosphere due to natural and human causes.

Weather Systems: Air Masses, Pressure, Humidity and Fronts

  • Weather as the interaction of water, air, and energy transfer

    I can explain day-to-day weather as the interaction of water, air, and energy transfer — through air masses, air pressure, humidity, dew point, and fronts.

Extreme Weather, Air Currents and El Niño/La Niña

  • Extreme weather, air currents and El Niño/La Niña

    I can explain larger-scale weather phenomena — extreme weather events, local and global air currents, and the El Niño/La Niña oscillation — as products of water, air, and energy transfer.

Solar Radiation and Earth's Energy Budget

  • Solar radiation interactions and the energy budget

    I can explain how incoming solar radiation interacts with Earth's surface and atmosphere, and how natural and human impacts on the greenhouse effect, albedo, and carbon sinks/sources shape the energy budget.

Evidence of Climate Change

First Peoples Knowledge of Climate Change

  • First Peoples knowledge of climate change

    I can describe First Peoples knowledge of climate change and interconnectedness as related to environmental systems.

The official wording · 7 outcomes
3.1
the hydrologic cycle
3.2
changes in the composition of the atmosphere due to natural and human causes
3.3
weather as the interaction of water, air, and energy transfer
3.4
weather as the interaction of water, air, and energy transfer
3.5
solar radiation interactions and impacts on the energy budget
3.6
evidence of climate change
3.7
First Peoples knowledge of climate change and interconnectedness as related to environmental systems

Key ideas

  1. Evaporation (liquid water becoming water vapour, driven by solar energy, mostly from the oceans) and condensation (vapour becoming liquid droplets, forming clouds) are the phase-change engine of the cycle.

  2. Natural causes of atmospheric change include volcanic outgassing (releasing carbon dioxide, sulfur dioxide, and water vapour) and biological activity (photosynthesis historically built up atmospheric oxygen over geologic time; respiration and decomposition release carbon dioxide).

  3. Air masses form with distinct temperature and moisture characteristics depending on where they originate; when air masses of different temperature or pressure meet, the boundary (a front — cold, warm, or occluded) often produces active weather.

  4. Local air currents (like an on-shore breeze, caused by land heating and cooling faster than water) and global air currents (like the jet stream, a fast-moving band of upper-atmosphere wind driven by temperature contrasts) both move energy and moisture across a region or the whole planet.

  5. Incoming solar radiation is partly reflected back to space immediately (by clouds, ice, and light-coloured surfaces — a surface's reflectivity is called its albedo) and partly absorbed by the surface and atmosphere, converting to heat.

Watch out for

  • Thinking of the hydrologic cycle as a simple one-way path (rain falls, then it's "used up") instead of a continuous cycle where the same water is endlessly recycled between reservoirs.
  • Assuming the atmosphere's composition has always been fixed at today's percentages, rather than recognizing it has changed dramatically over geologic time (e.g. the rise of atmospheric oxygen from early photosynthetic life).
  • Treating "weather" as caused by just one factor (e.g. "it rains because it's cold") rather than recognizing it emerges from air masses, pressure, humidity/dew point, and fronts interacting together.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 6 skills

Water & the Oceans

Water as a Unique Resource

  • Water as a unique resource

    I can explain why water is a unique resource, considering both fresh water and salt water sources, and identify resource concerns that threaten it.

First Peoples Knowledge of Water Resources

  • First Peoples knowledge of water resources

    I can describe First Peoples knowledge and perspectives of water resources and processes.

Properties of the Ocean and Ocean Floor

  • Properties of the ocean and the ocean floor

    I can describe the properties of the ocean and the ocean floor as determined by remote sensing and direct observation.

Local and Global Ocean Currents

  • Local and global ocean currents

    I can explain how local and global ocean currents depend on salinity, temperature, and density.

Influence of Large Bodies of Water on Climate

  • Influence of large bodies of water on local and global climates

    I can explain how large bodies of water influence local and global climates.

Effects of Climate Change on Water Sources

The official wording · 6 outcomes
4.1
water as a unique resource
4.2
First Peoples knowledge and perspectives of water resources and processes
4.3
properties of the ocean and the ocean floor
4.4
local and global ocean currents
4.5
influences of large bodies of water on local and global climates
4.6
effects of climate change on water sources

Key ideas

  1. Fresh water sources — rivers, glaciers, groundwater — supply most human and ecosystem needs but represent a small fraction of Earth's total water, making them a genuinely limited resource despite appearing abundant.

  2. First Peoples knowledge of water resources is built from generations of close observation of specific rivers, lakes, and watersheds — their seasonal flow patterns, fish runs, and water quality — providing detailed, place-based environmental knowledge.

  3. Remote sensing methods — sonar (sound-based mapping) and satellite altimetry — let scientists map large-scale ocean floor features (mid-ocean ridges, trenches, seamounts) and ocean surface properties (temperature, height) without physically visiting every location.

  4. Water density increases as salinity increases and as temperature decreases; denser water sinks while less dense water rises, and this density difference is the fundamental driver of large-scale (thermohaline) ocean circulation.

  5. Locally, large bodies of water moderate nearby temperatures (water heats and cools more slowly than land, reducing daily/seasonal extremes) and drive on-shore breezes as land and water heat unevenly through the day.

Watch out for

  • Assuming water is essentially unlimited because oceans look so vast, overlooking that most of that water is salt water requiring treatment before most uses.
  • Treating First Peoples water knowledge as purely cultural/spiritual with no practical environmental content, rather than recognizing it as detailed, place-based environmental knowledge.
  • Assuming the entire ocean floor has been mapped in the same detail as land, when much of it remains less well-mapped than some other planetary surfaces.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 5 · 8 skills

Earth & Its Solar System

The Nebular Hypothesis

  • The nebular hypothesis and solar system formation

    I can explain the nebular hypothesis as the explanation for the formation and properties of our solar system.

Earth as a Unique Planet

Stars: Classification, Brightness and Life Cycle

  • Stellar classification, magnitude and brightness

    I can classify stars by stellar classification, and distinguish a star's apparent brightness from its true light output using magnitude and brightness.

  • The stellar life cycle

    I can describe the life cycle of a star, from formation through the main sequence to its mass-dependent end-state.

Tides and Eclipses: Gravity and Alignment

  • Tides and eclipses: gravity and three-body alignment

    I can explain tides as the result of the moon's and sun's gravity, and eclipses as the result of three-body alignment.

Seasonal Variation, Albedo and Precession

  • Seasonal variation, albedo and precession

    I can explain seasonal variation as a result of Earth's axial tilt (not distance), precession as the wobble of that axis, and albedo as surface reflectivity.

Moon Phases and Solar Winds

  • Moon phases and solar winds

    I can explain moon phases as the changing view of the sunlit moon, and solar winds as charged particles that interact with Earth's magnetic field.

Space Technologies for Studying Earth Systems

  • Space technologies for studying Earth systems

    I can describe how space technologies are applied to the study of changes in Earth and its systems.

The official wording · 8 outcomes
5.1
the nebular hypothesis (explanation of the formation and properties of our solar system)
5.2
Earth as a unique planet within its solar system
5.3
magnitude, brightness
5.4
life cycle
5.5
tides, eclipses
5.6
seasonal variation, albedo, precession
5.7
moon phases, solar winds
5.8
application of space technologies to the study of changes in Earth and its systems

Key ideas

  1. The nebular hypothesis proposes that the solar system formed from a large, collapsing cloud of gas and dust (a nebula), pulled inward by gravity over time.

  2. Earth's position and temperature allow liquid water to persist at the surface — a condition considered essential for life as we understand it, and one most other solar system bodies lack.

  3. Stellar classification sorts stars by measurable properties — chiefly temperature and colour (hot blue-white stars vs. cooler red stars) — and plots them on the Hertzsprung-Russell (H-R) diagram, which reveals patterns linking a star's temperature to its true luminosity.

  4. Tides result from the gravitational pull of the moon (and, to a lesser extent, the sun) on Earth's oceans; Earth's rotation carries locations through the tidal bulges, producing the daily cycle of high and low tides.

  5. Seasonal variation results from Earth's tilted axis relative to its orbit around the sun: the hemisphere tilted toward the sun receives more direct, concentrated sunlight and longer days (summer), while the other hemisphere receives it at a shallow angle (winter) — the changing distance to the sun over the year is NOT the cause.

Watch out for

  • Picturing the solar system's formation as separate, unrelated events for the sun and each planet, rather than one continuous collapsing-cloud process.
  • Assuming a single feature (like "has water") is sufficient to make a planet habitable, rather than recognizing it is the combination of features working together.
  • Confusing apparent brightness (how bright a star looks from Earth) with a star's true light output, without accounting for distance.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 6 · 2 skills

Lab Numeracy: Accuracy and Precision

Significant Figures and Rounding Rules

  • Significant figures and rounding rules

    I can apply significant figures and rounding rules when recording measurements of earth materials and weather data.

Measurement Uncertainty and Scientific Notation

  • Measurement uncertainty and scientific notation

    I can apply the concepts of accuracy and precision to experimental procedures and data by stating measurement uncertainty and using scientific notation for large or small magnitudes.

The official wording · 2 outcomes
6.1
significant figures
6.2
Apply the concepts of accuracy and precision to experimental procedures and data: — significant figures — uncertainty — scientific notation

Key ideas

  1. Significant figures are the digits in a measurement that carry real information about precision — including all certain digits plus one estimated digit — and the number of significant figures should match what the measuring instrument can actually resolve.

  2. Every measurement has an associated uncertainty (often written as ± a value) reflecting the limits of the instrument and the observer — reporting a bare number without uncertainty hides how confident that measurement really is.

  3. Rounding rules keep calculated results honest: when combining measurements (adding, multiplying), the result cannot claim more precision than the least precise measurement that went into it.

  4. Accuracy (how close a measurement is to the true value) and precision (how consistent repeated measurements are with each other) are related but different — a set of measurements can be precise (tightly clustered) without being accurate (close to the true value).

  5. Recording too many digits (false precision) overstates how well something was actually measured — a rock sample massed on a scale that reads to the nearest gram should not be reported with decimal places the scale cannot support.

Watch out for

  • Reporting a calculator's full decimal output as the "true" answer, without rounding to match the precision of the original measurements (false precision).
  • Treating "accurate" and "precise" as synonyms, rather than recognizing a measurement set can be precise without being accurate (or vice versa).
  • Assuming more digits always means a "better" or "more scientific" answer, rather than recognizing significant figures must match actual instrument precision.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Earth Science 11.

Study it in MapleMind

MapleMind teaches Earth Science 11 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Earth Science 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
39
Fillable fields
1,588
Price
$4.99
See the Course Companion

Questions about Earth Science 11

What is Earth Science 11?

British Columbia’s Grade 11 science course: 6 units and 33 skills, from Earth Materials & the Rock Cycle to Lab Numeracy: Accuracy and Precision.

What units are in Earth Science 11?

1. Earth Materials & the Rock Cycle, 2. Plate Tectonics, 3. The Atmosphere, Weather & Climate, 4. Water & the Oceans, 5. Earth & Its Solar System and 6. Lab Numeracy: Accuracy and Precision.

Is there a provincial exam for Earth Science 11?

No. British Columbia gives no provincial exam for Earth Science 11.

What textbook does Earth Science 11 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Earth Science 11?

Biology 12, Chemistry 12 and Physics 12.

Can MapleMind help with Earth Science 11?

Yes. MapleMind teaches every skill of Earth Science 11, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Earth Science 11

Practise every skill of Earth Science 11 in MapleMind, free with daily limits.