# Class Information

## Information for Parents:

Telus Spark Field Trip Permission
Letter to parents 2018

2018-2019 Introductory Letter to Parents

questionnaire aux parents - English version

Horaire Prof 6e Mme McKaigney 2018-2019

Class Daily Schedule

Grade 6 Curriculum at a Glance

Classroom Culture

Classroom rules and expectations

Scanned from a Xerox Multifunction Printer.pdf

Reading Program - Programme de Lecture

## MATHEMATIQUES

vocabverbesattentes.pdf

Vocabulary - Math Verbs

vocab math.pdf
m9indicateurs.pdf
fs_clarif_expect_number_facts.pdf
test pat.pdf
02-math6-exemples-questions2016-17-20161011.pdf

## ETUDES SOCIALES

c-etudes-sociales.pdf
bulletin test provincial.pdf

## English Language Arts -

### Narrative Writing and Functional Writing Rubrics for the Provincial Achievement Tests

gr6-narr-writ-scoreguide09.pdf
Lesproprietesetleschangementsdelamatiere.pdf

# September/October Outcomes

### General Outcome - Use patterns to describe the world and to solve problems.

Specific Outcomes

1. Represent and describe patterns and relationships, using graphs and tables.

2. Demonstrate an understanding of the relationships within tables of values to solve problems.

### General Outcome - Represent algebraic expressions in multiple ways.

Specific Outcomes

3. Represent generalizations arising from number relationships, using equations with letter variables.

4. Express a given problem as an equation in which a letter variable is used to represent an unknown number.

5. Demonstrate and explain the meaning of preservation of equality, concretely and pictorially.

## Social Studies

### General Outcome -

Students will demonstrate an understanding and appreciation of the dynamic relationship between governments and citizens as they engage in the democratic process.

### Specific Outcomes

Values and Attitudes - Students will: 6.1.1 recognize how individuals and governments interact and bring about change within their local and national communities:

• recognize and respect the democratic rights of all citizens in Canada (C, I)

• value the role of the Canadian Charter of Rights and Freedoms in protecting individual and collective rights and freedoms (I, PADM)

• recognize the influence of historical events and legislation on democratic decision making in Canada (TCC, PADM)

• value citizens’ participation in a democratic society (C)

• value the contributions of elected representatives in the democratic process (PADM)

Knowledge and Understanding - Students will: 6.1.2 demonstrate an understanding of the fundamental principles of democracy by exploring and reflecting upon the following questions and issues:

• What is democracy (i.e., justice, equity, freedoms, representation)? (C, PADM)

• What are the similarities and differences between direct and representative democracy? (PADM)

• What are the rights and responsibilities of citizens living in a representative democracy? (C, PADM)

6.1.3 analyze how the democratic ideals of equity and fairness have influenced legislation in Canada over time by exploring and reflecting upon the following questions and issues:

• How does the Canadian Charter of Rights and Freedoms protect the individual rights and freedoms of all Canadians? (I, PADM)

• How does the Canadian Charter of Rights and Freedoms protect collective rights in Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? (I, PADM)

• How did the Treaty of La Grande Paix de Montréal address collective identity and collective rights? (I, PADM, TCC)

• How do the Treaty of La Grande Paix de Montréal and the Canadian Charter of Rights and Freedoms compare in the way that each addresses individual and collective identity and collective rights? (PADM, TCC, I)

• Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian Constitution? (C, I, PADM)

## Science

### General Learner Expectation

Students will describe characteristics of trees and the interaction of trees with other living things in the local environment.

### Specific Learner Expectations -

Students will:

1. Identify reasons why trees and forests are valued. Students meeting this expectation should be aware that forests serve as habitat for a variety of living things and are important to human needs for recreation, for raw materials and for a life-supporting environment.

2. Describe kinds of plants and animals found living on, under and among trees; and identify how trees affect and are affected by those living things.

3. Describe the role of trees in nutrient cycles and in the production of oxygen.

4. Identify general characteristics that distinguish trees from other plants, and characteristics that distinguish deciduous from coniferous trees.

5. Identify characteristics of at least four trees found in the local environment. Students should be familiar with at least two deciduous trees and two coniferous trees. Examples should include native species, such as spruce, birch, poplar, and pine and cultivated species, such as elm and crab apple.

6. Describe and classify leaf shapes, leaf arrangements, branching patterns and the overall form of a tree.

7. Interpret the growth pattern of a young tree, distinguishing this year’s growth from that of the previous year and from the year before that. Students meeting this expectation should recognize differences in colouration and texture of new growth and old growth, and locate scars that separate old and new growth.

8. Identify human uses of forests, and compare modern and historical patterns of use.

9. Identify human actions that enhance or threaten the existence of forests.

10. Identify an issue regarding forest use, identify different perspectives on that issue, and identify actions that might be taken.