Year At A Glance
Science
UNDERSTANDING LIFE SYSTEMS: Cells (Term 1)
Students Will:
1. assess the impact of cell biology on individuals, society, and the environment;
2. investigate functions and processes of plant and animal cells;
3. demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes.
UNDERSTANDING STRUCTURES AND MECHANISMS: Systems in Action (Term 1)
1. assess the personal, social, and/or environmental impacts of a system, and evaluate improvements to a system and/or alternative ways of meeting the same needs;
2. investigate a working system and the ways in which components of the system contribute to its desired function;
3. demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation.
UNDERSTANDING MATTER AND ENERGY: Fluids (Term 2)
1. analyse how the properties of fluids are used in various technologies, and assess the impact of these technologies on society and the environment;
2. investigate the properties of fluids;
3. demonstrate an understanding of the properties and uses of fluids.
UNDERSTANDING EARTH AND SPACE SYSTEMS: Water Systems (Term 2)
1. assess the impact of human activities and technologies on the sustainability of water resources;
2. investigate factors that affect local water quality;
3. demonstrate an understanding of the characteristics of the earth’s water systems and the influence of water systems on a specific region.
Math
Math outline is subject to change as we are in the midst of adjusting to the new Math curriculum. Our class will be using the amazing new program by Marian Small: MathUP. It is not yet set up what will be taught in term 1 vs. term 2 but the order of concepts being taught are shown below. I will update as we move through the year.
Order of Concepts:
Term 1:
Angle Relationships
Rates and Ratios
Percent
Powers and Roots
Factors and Multiples
Coding
Financial Literacy (taught throughout year)
Whole Numbers and Decimal Operations
Multiplying and Dividing Integers
Collecting and Organizing Data
Displaying Data
Term 2:
Using Algebra
Large and Small Numbers
Circle Measurements
Exploring Shapes and Figures
Similarity
Multiplying and Dividing Fractions
Transformations
Rational Numbers
Probability
Interpreting Data
Solving Equations
The Pythagorean Theorem
Linear Patterns and Relations
Volume and Surface Area
Geometric Properties
Social Studies
History (Term 1)
STRAND A: CREATING CANADA, 1850–1890
Application: assess the impact of some key social, economic, and political factors, including social, economic, and/or political inequalities, on various groups and communities, including First Nations, Métis, and Inuit communities, and on the creation and expansion of the Dominion of Canada, between 1850 and 1890
Inquiry: use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1850 and 1890
Understanding Historical Context: describe various significant people, events, and developments in Canada between 1850 and 1890, including the Indian Act, treaties between Indigenous nations and the Crown, and the residential school system, and explain their impact
STRAND B: CANADA, 1890–1914: A CHANGING SOCIETY
Application: analyse key similarities and differences between Canada in 1890–1914 and in the present day, with reference to the experiences of, major challenges facing, and actions taken by various individuals, groups, and/or communities, including First Nations, Métis, and Inuit individuals and/or communities
Inquiry: use the historical inquiry process to investigate perspectives of different groups and communities, including First Nations, Métis, and/or Inuit communities, on some significant events, developments, and/or issues that affected Canada and/or people in Canada between 1890 and 1914
Understanding Historical Context: describe various significant people, issues, events, and developments in Canada between 1890 and 1914, including the residential school system, and explain their impact
Geography (Term 2)
STRAND A: GLOBAL SETTLEMENT: PATTERNS AND SUSTAINABILITY
Application: analyse some significant interrelationships between Earth’s physical features and processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future (FOCUS ON: Interrelationships)
Inquiry: use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective (FOCUS ON: Geographic Perspective; Interrelationships)
Understanding Geographic Context: demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment (FOCUS ON: Patterns and Trends; Spatial Significance)
STRAND B: GLOBAL INEQUALITIES: ECONOMIC DEVELOPMENT AND QUALITY OF LIFE
Application: analyse some interrelationships among factors that contribute to global inequalities, with a focus on inequalities in quality of life, and assess various responses to these inequalities (FOCUS ON: Interrelationships)
Inquiry: use the geographic inquiry process to investigate issues related to global development and quality of life from a geographic perspective (FOCUS ON: Geographic Perspective)
Understanding Geographic Context: demonstrate an understanding of significant patterns in and factors affecting economic development and quality of life in different regions of the world (FOCUS ON: Spatial Significance; Patterns and Trends)
Language
Reading (Reader's Workshop)
Students will:
read a variety literature (fiction, non-fiction and graphic texts) while using a range of strategies to construct meaning
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful during journal writing entries and conferences with their teacher
Writing (Writer's Workshop)
Students will:
generate, gather, and organize ideas and information to write for an intended purpose and audience
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process during self assessments and conferences with their teacher
Oral Communication
Students will:
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (e.g., current event presentations, debates, various oral presentations throughout the year, speeches)
use attentive listening skills and respond appropriately to their peers and teacher
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations through self assessments and conferences with their teacher
Media Literacy
Students will:
create a product of their choice using appropriate forms, conventions and techniques
create a variety of media texts advertising their product (e.g., print ad, commercial) using appropriate conventions and techniques
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts during self assessments and conferences with their teacher
The Arts
Visual Arts
Students will:
apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies
apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.
Students will understand the fundamental concepts of the ELEMENTS OF DESIGN:
line: lines for expressive purposes; diagonal and converging lines to create depth of space; repetition of lines to create visual rhythm
shape and form: various shapes and forms, symbols, icons, logos, radial balance
space: use of blue or complementary colours in shadows and shading to create depth; one- and two point perspective; open-form sculpture versus closed-form sculpture; installations
colour: analogous colours; transparent colour created with watercolour or tissue paper decoupage Note: In creating multimedia art works, students may need some understanding of different colour models, such as RGB and CMY(K), and websafe colours.
texture: textures created with a variety of tools, materials, and techniques (e.g., use of texture in a landscape work)
value: shading (e.g., modulation, scumbling, stippling)
Drama
Students will:
apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives
apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences
demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
Students will understand the fundamental concepts of the ELEMENTS OF DRAMA:
role/character: considering motivations of historical and fictional characters; considering various facets of multidimensional characters; revealing character through the use of props and movement/blocking; maintaining commitment to role
relationship: developing and analysing multidimensional relationships in the drama
time and place: improvising with/adapting available materials to establish setting; using blocking (e.g., when and where to move) and stage areas (e.g., upstage right, downstage centre) in planning and performance
tension: using sound, lighting, technology, and stage effects to heighten tension; using foreshadowing to create suspense
focus and emphasis: using a range of devices and effects to highlight specific aspects of the performance for the audience
Dance
Students will:
apply the creative process to the composition of a variety of dance pieces, using the elements of dance to communicate feelings and ideas
apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences
demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.
Students will understand the fundamental concepts of the ELEMENTS OF DANCE:
body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, angular versus curved shape, isolation of body parts (e.g., moving just the shoulder when the rest of the body is still), weight transfer (e.g., lunge, leap, roll)
space: levels, pathways, directions, positive versus negative space, proximity of dancers to one another, various group formations, performance space (e.g., confined, large)
time: pause, freeze, with music, without music, duration, rhythm, tempo, acceleration/deceleration
energy: effort, force, quality, inaction versus action, percussion, fluidity (e.g., wring, dab, mould, flow, bind)
relationship: dancers to objects, opposition, groupings (e.g., large and small groups), meet/part, follow/lead, emotional connections between dancers, groupings
Health
Students will:
demonstrate an understanding of factors that contribute to healthy development;
demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;
demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.