General Curriculum Outcomes

Specific Curriculum Outcomes

Students will be expected to

GCO 1: Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences.

1.1       contribute thoughts, ideas, and experiences to discussions, and ask questions to clarify their ideas and those of their peers

1.2         ask and respond to questions to seek clarification or explanation of ideas and concepts

1.3         explain and support personal ideas and opinions

1.4         listen critically to others��� ideas and opinions

GCO 2: Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically.

2.1       contribute to and respond constructively in conversation, small-group and whole-group discussion, recognizing their roles and responsibilities as speakers and listeners

2.2         use word choice and expression appropriate to the speaking occasion

2.3         give and follow precise instructions and respond to questions and directions

2.4         engage in, respond to, and evaluate oral presentations

GCO 3: Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose.

3.1       demonstrate an awareness of the needs, rights, and feelings of others by listening attentively and speaking in a manner appropriate to the situation

3.2         identify examples of prejudice, stereotyping, or bias in oral language; recognize their negative effect on individuals and cultures; and attempt to use language that shows respect for all people

3.3         consider purpose and the needs and expectations of their audience

GCO 4: Students will be expected to select, read, and view with understanding a range of literature, information, media, and visual texts.

4.1       select, independently, texts appropriate to their interests and learning needs

4.2         read widely and experience a variety of children���s literature with an emphasis in genre and authors

4.3         use pictures and illustrations, word structures, and text features (e.g., table of contents, headings and subheadings, glossaries, indices, structures of narrative and different types of expository texts, key ideas, and margin notes) to locate topics and obtain or verify their understanding of information

4.4         use and integrate the pragmatic, semantic, syntactic, and graphophonic cueing systems (including context clues; word order; structural analysis to identify roots, prefixes, and suffixes) and a variety of strategies to construct meaning; use a dictionary to determine word meaning in context

4.5         describe and discuss their own processes and strategies in reading and viewing

GCO 5: Students will be expected to interpret, select, and combine information using a variety of strategies, resources, and technologies.

5.1       answer, with increasing independence, their own questions and those of others by selecting relevant information from a variety of texts

��       respond to personal, group, and instructional needs for information through accessing a variety of texts

��       demonstrate understanding of how classification systems and basic reference materials are used to facilitate research

��       use a range of reference texts and a database or an electronic search to aid in the selection of texts

��       increase their abilities to access information in response to their own and others��� questions

GCO 6: Students will be expected to respond personally to a range of texts.

6.1       describe, share, and discuss their personal reactions to a range of texts across genres, topics, and subjects

6.2         support their opinions about texts and features of types of texts

GCO 7: Students will be expected to respond critically to a range of texts, applying their understanding of language, form, and genre.

7.1       use their background knowledge to question and analyse information presented in print and visual texts

7.2         recognize how conventions and characteristics of different types of print and media texts help them understand what they read and view

7.3         respond critically to texts by

��       applying strategies to analyse a text

��       demonstrating growing awareness that all texts reflect a purpose and a point of view

��       identifying instances where language is being used to manipulate, persuade, or control them

��       identifying instances of opinion, prejudice, bias, and stereotyping

GCO 8: Students will be expected to use writing and other forms of representation to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations.

8.1       use a range of strategies in writing and other ways of representing to

��       frame questions and answers to those questions

��       generate topics of personal interest and importance

��       record, develop, and reflect on ideas, attitudes, and opinions

��       compare their own thoughts and beliefs to those of others

��       describe feelings, reactions, values, and attitudes

��       record and reflect on experiences and their responses to them

��       formulate and monitor goals for learning

��       practise and extend strategies for monitoring learning

8.2         expand appropriate note-making strategies from a growing repertoire (e.g., outlines, charts, diagrams)

8.3         make deliberate language choices, appropriate to purpose, audience, and form, to enhance meaning and achieve interesting effects in imaginative writing and other ways of representing

GCO 9: Students will be expected to create texts collaboratively and independently, using a wide variety of forms for a range of audiences and purposes.

9.1       create written and media texts, collaboratively and independently, in different modes (expressive, transactional, and poetic), and in an increasing variety of forms

��       use specific features, structures, and patterns of various text forms to create written and media texts

9.2         address the demands of a variety of purposes and audiences

��       make choices of form, style, and content for specific audiences and purposes

9.3         invite responses to early drafts of their writing/media productions

��       use audience reaction to help shape subsequent drafts

��       reflect on their final drafts from a reader���s/viewer���s/listener���s point of view

GCO 10: Students will be expected to use a range of strategies to develop effective writing and other ways of representing and to enhance their clarity, precision, and effectiveness.

10.1     use a range of prewriting, drafting, revising, editing, proofreading, and presentation strategies

10.2      demonstrate an increasing understanding of the conventions of written language in final products

��       use basic spelling rules and show an understanding of irregularities

��       use appropriate syntax in final products

��       use references while editing (e.g., dictionaries, classroom charts, electronic spell checkers, checklists, thesauri, other writers)

10.3      use technology with increasing proficiency to create, revise, edit, and publish texts

10.4      demonstrate commitment to shaping and reshaping pieces of writing and other representations through stages of development and refinement

10.5      select, organize, and combine relevant information, from three or more sources to construct and communicate meaning

General Curriculum Outcomes

Specific Curriculum Outcomes

Students will be expected to

The Body: Growth and Development

GCO A: Students will be expected to demonstrate knowledge of the body, body functions, and growth and development.

A1.1    demonstrate a knowledge of the reproductive, endocrine, circulatory, and respiratory systems and their related organs

A2.1    demonstrate an understanding of how the reproductive and endocrine systems work together to create new life

A2.2     demonstrate an understanding of how the respiratory and circulatory systems work together to exchange gases within the body

A3.1    demonstrate a knowledge of the physical changes that take place during puberty

Strategies for Healthy Living

GCO B: Students will be expected to demonstrate knowledge, skills, and attitudes that contribute to active, healthy living.

B1.1    demonstrate a knowledge of the 6 major nutrients and how they affect body functions

B1.2    make healthy, balanced food choices

B1.3     demonstrate an understanding of the impact of additives on the nutritional value and safety of food

B2.1 identify and demonstrate effective ways of responding to direct and indirect pressure to use alcohol and other drugs

B3.1    identify and practise basic first aid procedures

B3.2    identify and practise outdoor safety precautions

B3.4    identify and practice strategies for preventing injury in various competitive sports

B3.4    identify strategies for preventing and responding to various types of poisoning

B3.5    recognize and avoid threatening situations

B4.1    demonstrate a knowledge of the symptoms and prevention of sexually transmitted diseases

B4.2    demonstrate a knowledge of the symptoms and prevention of HIV/AIDS

B4.3    demonstrate a knowledge of the effect of tobacco, alcohol, and cannabis on the body systems

B4.4    identify and practise strategies for maintaining a healthy heart

B5.1    demonstrate strategies for managing anger in oneself and others

B5.2    demonstrate strategies for managing feelings associated with the physical and social changes of puberty

B6.1    demonstrate a knowledge of hygiene needs related to puberty

B7.1    participate in a broad range of physical activities they enjoy

B7.2    engage in cardiorespiratory exercise and identify its benefits

Values and Practices for Healthy Living

GCO C: Students will be expected to demonstrate knowledge of factors that contribute to healthy living values and practices.

C1.1. demonstrate an awareness of the influence of family practices and values on their lifestyle choices

C2.1    identify ways that volunteer groups contribute to the health of the community

C3.1    demonstrate an understanding of how society���s values and behaviours related to nutrition, fitness, and lifestyle have changed over time

C4.1    demonstrate proactive strategies for enhancing the social and environmental health of the community and local region

C5.1    demonstrate an awareness of services and facilities provided for people with diverse needs in the province

Strategies for Positive Personal Development and Healthy Relationships

GCO D: Students will be expected to demonstrate the knowledge, skills, and attitudes necessary to live happily and productively as an individual, within a family, and within the community.

D1.1    demonstrate an understanding of the effect of self-esteem on decision making

D1.2    identify and practise strategies for strengthening self-esteem

D1.3    demonstrate time management skills

D1.4    recognize and respond to symptoms of stress

D1.5    identify sources of personal support and positive influence

D2.1    demonstrate respect and caring when relating with classmates

D2.2    recognize signs that indicate a problem in their personal relationships at home and at school, and apply effective strategies for solving these problems

D3.1    identify positive and negative examples of peer influence in decision making

D3.2    evaluate the usefulness and reliability of various sources of information regarding health and diet

D4.1    demonstrate an awareness of changing male/female roles in careers

D5.1    demonstrate an awareness of ways to practise citizenship at school and in the community

General Curriculum Outcomes

Specific Curriculum Outcomes

Students will be expected to

GCO A: Students will demonstrate number sense and apply number theory concepts.

A1       represent whole numbers to the millions

A2         interpret and model decimal tenths, hundredths, and thousandths

A3         interpret, model and rename fractions

A4         recognize the relationship between fractions and division

A5         informally explore the concept of ratio and rate without using the standard symbolism

A6         read and represent numbers to millions

A7         read and represent decimals through the thousandths

A8         compare and order large numbers

A9         compare and order decimals

A10      compare and order fractions using informal methods

A11      recognize and find factors of a number

GCO B: Students will demonstrate operation sense and apply operation principles and procedures in both numeric and algebraic situations.

B1        find sums and differences involving decimals through the thousandths

B2         multiply 2-, 3-, and 4-digit numbers

B3         calculate the product of two 2-digit numbers

B4         divide by single-digit numbers

B5         multiply numbers involving decimals by whole numbers

B6         divide numbers involving decimals by whole numbers

B7         use fraction models to informally explore addition and subtraction of fractions

B8         determine whether an open sentence is always, sometimes, or never true

B9         solve and create addition and subtraction problems involving whole number and/or decimals

B10       solve and create multiplication and division problems involving whole numbers and/or decimals

B11       estimate sums and differences involving decimals through the thousandths

B12       estimate products and quotients of two whole numbers

B13       estimate products and quotients of decimals multiplied or divided by single digit whole numbers

B14       perform appropriate mental multiplications with facility

B15       divide numbers mentally when appropriate

B16       multiply whole numbers mentally by 0.1, 0.01, 0.001

GCO C: Students will explore, recognize, represent, and apply patterns and relationships, both informally and formally.

C1       use place value patterns to extend understanding of the representation of numbers through the millions

C2         recognize the patterns in dividing by 10, 100, and 1000 and/or in multiplying by 0.1, 0.01, 0.001

C3         solve problems by using patterns

C4         rearrange factors to make multiplication simpler

C5         recognize how a change in one factor affects a product or quotient

C6         predict how a change in unit affects a metric measurement

C7         manipulate the dimensions of a rectangle so that the area remains the same

C8         recognize that the multiplicative relationship between numerators and denominators is constant for equivalent fractions

C9         represent measurement relationships using tables and two-dimensional graphs

GCO D: Students will demonstrate an understanding of and apply concepts and skills associated with measurement.

D1       solve simple problems involving the perimeters of polygons

D2         calculate areas of irregular shapes

D3         identify right angles, acute angles and obtuse angles

D4         recognize the relationship among the various metric units.

D5         develop formulas for area and perimeter of squares and other rectangles

D6         solve simple problems involving volume and capacity

D7         estimate angle size in degrees

D8         determine which unit is appropriate in a given situation and solve problems involving length and area

GCO E: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

E1        draw a variety of nets for different prisms and pyramids

E2          identify, describe, and represent the various cross-sections of cubes and rectangular prisms

E3          make and interpret isometric drawings of shapes made from cubes

E4          explore relationships between area and perimeter of squares and rectangles

E5          predict and construct figures made by combining two triangles

E6          recognize, name, describe, and represent perpendicular lines/ segments, bisectors of angles and segments, and perpendicular-bisectors of segments

E7          recognize, name, describe, and construct right, obtuse, and acute triangles

E8          make generalizations about the diagonal properties of squares and rectangles

E9          make generalizations about the properties of translations and reflections

E10       explore rotations with different centres and 90^o, 180^o, and 270^o angles of rotation

E11       make generalizations about the rotational symmetry property of squares and rectangles

E12       recognize, name, and represent figures that tessellate

E13       explore how figures can be dissected and transformed to other figures

GCO F: Students will solve problems involving the collection, display, and analysis of data.

F1        begin to use double bar graphs to display data

F2          continue to use pictographs and bar graphs and display and interpret data

F3          continue to use coordinate graphs

F4          create and interpret line graphs

F5          group data appropriately and use stem and leaf plots to describe the data

F6          recognize the effect of certain changes in data on its mean

F7          explore real world issues of interest to them for which data collection is necessary to determine an answer

GCO G: Students will represent and solve problems involving uncertainty.

G1       conduct simple experiments to determine experimental probabilities

G2         determine simple theoretical probabilities, using fractions to describe them

General Curriculum Outcomes

Specific Curriculum Outcomes

Students will be expected to

GCO 1: Students will be expected to explore, challenge, develop, and express ideas, using the skills, language, techniques, and processes of the arts.

1.1.1    sing alone and with others with emphasis on expressive part singing, phrasing, range, and more complex textures, including counter melodies and descants

1.2.1     experiment with the elements of music to create musical works that explore topics and issues of personal interest

1.2.2     demonstrate an awareness of rhythmic/melodic concepts, form, and texture, through language, movement, and performance

1.3.1     sight read simple melodies from traditional notation with emphasis on skipwise movement and articulation

1.4.1     create and notate short musical works to express musical thoughts and ideas with an emphasis on motif and sequence

GCO 2: Students will be expected to create and/or present, collaboratively and independently, expressive products in the arts for a range of audiences and purposes.

2.1.1    improvise short songs and instrumental pieces using a variety of sound sources, including traditional, non-traditional, body, and electronic

2.2.1     combine reading and singing/playing skills in their music making

2.2.2     use a range of materials, techniques, and forms to create, make, and present music

2.3.1     participate in small and large ensemble music making, presenting music that reflects diverse images, thoughts, and feelings

GCO 3: Students will be expected to demonstrate critical awareness of and value for the role of the arts in creating and reflecting culture.

3.1.1    describe personal opportunities for music making in their community, including opportunities related to popular culture and the media

3.3.1     identify, describe, and compare styles of music from a variety of cultural and historical contexts

3.5.1     demonstrate an awareness of musicians in their community

GCO 4: Students will be expected to respect the contributions to the arts of individuals and cultural groups in local and global contexts, and value the arts as a record of human experience and expression.

4.1.1    use their knowledge and experience to respect and value the contributions of cultural groups in Canada

4.1.2     demonstrate an awareness of conventions of audience behaviour in a variety of performance contexts

4.2.1     explore the role music plays in the cultures of Asia and Africa

4.3.1     examine the contributions of various composers and musicians, past and present, to their society

GCO 5: Students will be expected to examine the relationship among the arts, societies, and environments.

5.1.1    explore and describe the relationship between music and local events and issues

5.2.1     identify similarities and differences between music and visual arts

5.2.2     express and communicate thoughts, experiences and feelings through music and visual imagery

GCO 6: Students will be expected to apply critical thinking and problem-solving strategies to reflect on and respond to their own and others��� expressive works.

6.1.1    apply knowledge of music to make individual choices based on the thoughts, images and feelings the music expresses

6.2.1     use musical criteria to evaluate their ability to maintain a melodic/harmonic part

6.2.2     compare the form and the principles of design in the rhythmic/melodic structure of classroom repertoire

6.2.3     use knowledge of musical elements to compare and contrast music of various genres

6.3.1     compare their own and others response to music making

GCO 7: Students will be expected to understand the role of technologies in creating and responding to expressive works.

7.1.1    recognize by sight and sound and categorize by family orchestral, band and keyboard instruments

7.2.1     compare and contrast available technologies to create and record music

7.3.1     explore the effects of changing technologies on music recording and reproduction

GCO 8: Students will be expected to analyse the relationship between artistic intent and the expressive work.

8.1.1    explore various influences on composers and their works

8.2.1     describe reasons for their musical decisions

8.3.1     compare interpretations of musical works using appropriate terminology

8.4.1     examine their group presentations in light of what they intended

General Curriculum Outcomes

Students will be expected to

Specific Curriculum Outcomes

Students will be expected to

Knowing

��       demonstrate an understanding of the concepts that support human movement

��       demonstrate a knowledge of the components and processes needed to develop and maintain a personal level of functional fitness

Doing

��       demonstrate motor skills in all movement categories using efficient and effective body mechanics

��       participate regularly in a variety of activities that develop and maintain personal physical fitness

��       demonstrate creativity in all movement categories

Valuing

��       demonstrate positive personal and social behaviours and interpersonal relationships

��       demonstrate positive attitudes toward and an appreciation of physical activity through participation

��       demonstrate awareness of career and occupational opportunities related to physical activities

Active Living

��       select and perform stretching activities for specific muscle groups

��       demonstrate the ability to monitor heart rate before, during, and after activity

��       experience recovering from vigorous physical activity in an appropriate length of time

��       identify proper warm-up, conditioning, and cool-down techniques and the reasons for using them

��       participate with and show respect for persons of like and different skill levels

��       demonstrate a willingness to participate in an intramural activity

��       demonstrate a willingness to choose and participate in an activity in at home or in the community for personal enjoyment and health benefits

��       monitor nutritional intake and relate it to an active, healthy lifestyle

Alternative Environments

��       take part in an activity utilizing a community resource (physical or human)

��       plan and adapt an indoor activity of his/her choice to a setting in an alternative environment

��       identify potentially harmful wildlife, insects, and plants in a variety of environments (e.g., poison ivy, mosquitoes)

��       identify the early signs and implications of not dressing properly for weather conditions (e.g., frostbite, sun burn, hypothermia, heat exhaustion)

Dance

��       demonstrate and participate in a variety of dance steps

(e.g., promenade, do-si-do)

��       create, perform, and teach a simple dance of his/her choice (e.g., line, folk, modern)

��       demonstrate the use of a variety of relationships with a partner, or group, in a repeatable dance, (e.g., behind, beside, mirroring, matching)

��       demonstrate an understanding of the roles of males and females in the world of dance

��       demonstrate an appreciation of ways to use the body and movement activities to communicate ideas and feelings

Educational Gymnastics

��       demonstrate ways to jump and land for height as well as for distance, using both a one- and two-foot take-off

��       balance on low equipment (tables, benches) using a variety of bases of support

��       move feet into a high level by placing weight on the hands and landing with control

��       transfer weight in a variety of ways along low- and medium-level apparatus (beam, bench), using changes in direction, level, speed, and body shape

��       identify and describe the elements of different types of gymnastics (e.g., educational, artistic, rhythmic)

��       demonstrate an appreciation that people have various levels of flexibility and muscular strength, and these levels determine their performance in gymnastics

��       create, individually or with partners, a three- or four-part routine, using a chosen theme (flight, weight transfer, balance)

��       participate in gymnastics activities that increase upper body strength (e.g., climb, pull, swing, hang)

Skill Development

��       catch objects of different sizes and weights while moving toward a specified area

��       strike a ball, using a golf club or a hockey stick, so that it travels in an intended direction

��       bounce and then strike a small object using a forehand motion with a lightweight paddle or racket

��       strike a gently tossed ball from a partner, using a backhand motion

��       demonstrate ways to purposefully use general space to create or deny space when developing or using game strategies

��       dribble a ball with hands and feet and maintain control while travelling within a group

��       demonstrate an understanding of offensive and defensive strategies in the games

��       identify a game from Canada and one from another country, learn the rules of each, and present to the class

��       apply and respect the rules of games and accept officials��� decisions

��       demonstrate respect for his/her opponents and give everyone an equal chance to participate

��       devise strategies to keep opponents from reaching a specific area, person, or object

��       use basic juggling skills to toss/catch scarves

General Curriculum Outcomes

Specific Curriculum Outcomes

Students will be expected to

STSE/Knowledge

GCO 1: Students will develop an understanding of the nature of science and technology, of the relationships between science and technology, and of the social and environmental contexts of science and technology. (STSE)

GCO 3: Students will construct knowledge and understandings of concepts in life science, physical science, and Earth and space science, and apply these understandings to interpret, integrate, and extend their knowledge. (Knowledge)

Skills

GCO 2: Students will develop the skills required for scientific and technological inquiry, for solving problems, for communicating scientific ideas and results, for working collaboratively, and for making informed decisions.

Attitudes

GCO 4: Students will be encouraged to develop attitudes that support the responsible acquisition and application of scientific and technological knowledge to the mutual benefit of self, society, and the environment.

Life Science: Meeting Basic Needs and Maintaining a Healthy Body

Growth and Development

propose questions to investigate about how our body works and what its components are (204-1)

��       relate bodily changes, such as acne on the skin and growth of body hair, to growth and development   (301-8)

��       describe the role played by body systems in helping humans and other animals to grow and reproduce and to meet their basic needs (302-4)

The Digestive and Excretory Systems

��       describe the structure and function of the major organs of the digestive system (302-5a)

��       carry out procedures to investigate how saliva can start the digestion process, by breaking down substances like starch into simple sugars, and record observations using sentences or charts (205-1, 205-7)

��       describe the structure and function of the major organs of the excretory system (302-5b)

��       describe examples of the products/technologies that have been developed in response to a need for the disposal, control, and containment of excrement    (107-8)

The Respiratory and Circulatory Systems

��       describe the structure and function of the major organs of the respiratory system (302-5c)

��       describe the structure and function of the major organs of the circulatory system (302-5d)

��       propose questions about the factors that affect breathing and heartbeat rate and rephrase these questions in a testable form (204-1, 204-2)

��       carry out procedures, making sure to control variables, to investigate the factors affecting breathing and heartbeat rate, and compile and display data from these investigations in a graph (205-1, 206-2)

��       demonstrate and describe the scientific processes used to investigate the factors that affect breathing and heartbeat rate (104-2)

The Skeletal, Muscular, and Nervous Systems

��       describe the structure and function of the major organs of the nervous system (302-5e)

��       demonstrate how the skeletal, muscular, and nervous systems work together to produce movement (302-6)

��       carry out procedures to explore response time, and identify and suggest explanations for patterns and discrepancies in the data collected (205-1, 206-3)

��       describe various medical technologies, such as exercise machines and artificial limbs, that have arisen from the study of how our body moves (106-4)

Body Systems

��       select and use tools in building models of organs or body systems (205-2)

��       identify problems and work cooperatively with other students to refine their design of a model of an organ or system (207-5)

��      provide examples of Canadians who have contributed to science and technology related to body organs, systems, and health issues (107-12)

Maintaining a Healthy Body

��       describe the body���s defences against infections (302-8)

��       describe the role of the skin (302-7)

��       describe the nutritional and other requirements for maintaining a healthy body (302-9)

��       evaluate the usefulness of different information sources in answering questions about health and diet (206-4)

��       describe examples of health and fitness programs within their community and region (107-5)

��       describe and compare the techniques used by different people in their community and region, to address their health requirements (107-2)

��       describe examples of medical techniques that have been developed by other cultures, past and present, that have contributed to knowledge of maintaining a healthy body (105-2, 107-14, 106-2)

Physical Science: Properties and Changes in Materials

Properties of Materials

��       identify properties that allow materials to be distinguished from one another (104-7, 300-10)

��       classify materials as solids, liquids, or gases, and illustrate this classification in a chart that shows their properties (206-1, 300-9)

Physical Changes

��       observe and identify physical changes, that can be made to an object, that change the form or size of the material in the object without producing any new materials (301-9, 205-5)

��       identify and describe some physical changes that are reversible and some that are not (301-10)

Chemical Changes

��       describe chemical changes, that occur when materials interact with each other to form totally new materials including those that result in the production of a gas (301-12, 301-11)

��       identify and describe some chemical changes to materials that are reversible and some that are not  (301-10)

��       work with team members to develop and carry out a plan to systemically distinguish a material based on its chemical properties (204-7, 207-3, 204-5)

��       compile and display data to present the results of chemical tests used to distinguish materials from each other (206-2)

Sources/Masses of Materials in Objects

��       follow a given set of procedures to relate the mass of a whole object to the sum of the mass of its parts, and suggest possible explanations for variations in the results (104-5, 205-3, 300-11)

��       describe examples of manufactured materials that have been developed to improve their living conditions  (107-8)

��       identify the source of the materials found in an object, and use a variety of sources and technologies to gather information to describe the changes to the natural materials required to make the object (205-8, 300-12)

Physical Science: Forces and Simple Machines

Forces and their Effects

��       observe, investigate, and describe how forces can act directly or from a distance to cause objects to move or hold then in place (303-12, 303-13)

��       describe forces as contact or non-contact forces (104-7)

��       demonstrate and describe the effect of increasing and decreasing the amount of force applied to an object (303-14)

��       make observations in order to describe force qualitatively and quantitatively (205-5)

��       estimate the force needed to lift or pull a given load in standard or nonstandard units (205-6)

Friction

��       propose questions to investigate, identify variables to control, and plan a set of steps to identify factors that affect friction (204-1, 204-5, 204-7)

��       investigate and compare the effect of friction on the movement of objects over a variety of surfaces (303-15)

��       demonstrate the use of rollers, wheels, and axles in moving objects (303-16)

��       describe how the understanding of the concept of friction has led to the development of products that reduce and enhance friction (106-4, 107-1)

Simple Machines: An Introduction

��       use simple machines to reduce effort or increase the distance an object moves (205-2)

��       compare the force needed to lift or move a load manually with the effort required to lift it using a simple machine (303-17)

��       identify the problem of the large amount of effort needed to lift or move heavy objects small distances, or smaller objects long distances, that arises from the study of forces (206-9)

Simple Machines: Levers

��       differentiate between the position of the fulcrum, the load, and the effort force when using a lever to accomplish a particular task (303-18)

��       design the most efficient lever to accomplish a given task (303-19)

Simple Machines: Pulleys, Systems of Machines

��       compare the force needed to lift a load using a pulley system with that needed to lift it using a multiple pulley system, and predict the effect of adding another pulley on load-lifting capacity (303-20, 204-3)

��       design a system of machines to solve a task (204-7)

��       communicate questions, ideas, and intentions, listen to other, And suggest improvements to the systems of machines designed by students in the class (207-1,   206-6)

��       describe examples of how simple machines have improved living conditions (107-8)

��       identify examples of sources such as books, software and the Internet, of machines that have been used in the past, and have developed over time (205-8, 105-5)

Earth and Space Science: Weather

Measuring and Describing Weather

��       identify and use weather-related folklore to predict weather (105-2)

��       identify and/or construct, and use instruments for measuring weather information (204-8, 205-4, 205-10)

��       use appropriate terminology in naming weather instruments and collecting weather data (104-7)

��       record observations using measuring instruments in order to describe weather in terms of temperature, wind speed, wind direction, precipitation, and cloud cover (205-7, 300-13)

��       classify clouds as stratus, cumulus, cirrus, or ���other,��� compare results with others, and recognize that results may vary (104-4, 206-1)

��       use a variety of sources to gather information to describe the key features of a variety of weather systems (205-8, 302-11)

��       estimate weather measurements for various times of the day, week, or for weather systems (205-6)

��       identify weather-related technological innovations and products that have been developed by various cultures in response to weather conditions (107-14)

Sun���s Energy Reaching the Earth

��       relate the transfer of energy from the sun to weather conditions (303-21)

��       identify and use appropriate tools, measuring instruments and materials to measure the temperature of soil and water after exposing them to light and draw conclusions (204-8, 205-4, 206-5)

Properties of Air

��       classify according to several attributes and create a chart of describe situations demonstrating that air takes up space, has mass, and expands when heated (300-14)

��       draw a conclusion, based on evidence gathered through research and observation, about the patterns of air and/or water flow that result when two air or water masses of different temperature meet (206-5)

Movement of Air and Water

��       identify patterns in indoor and outdoor air movement (302-10)

��       relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation (301-13)

Predicting the Weather

��       compile and display the weather data collected over a period of time in table and/or graph format, and identify and suggest explanations for patterns or discrepancies in the data (206-2, 206-3)

��       ask different people in the community and region for advice on how to predict weather, compare their tools and techniques (107-2, 107-10, 207-4)

��       provide examples of the way that weather forecasts are used by various people in their community (107-5)

��       describe and predict patterns of change in local weather conditions (204-3, 301-14)

Environmental Issues

��       identify examples of weather phenomena that are currently being studied (105-1)

��       identify positive and negative effects of technologies that affect weather and the environment (108-1)

��       describe how studies of the depletion of the ozone layer, global warming and the increase in acid rain have led to new inventions and stricter regulations on emissions from cars, factories, and other polluting technologies (106-4)

General Curriculum Outcomes

Specific Curriculum Outcomes

Citizenship, Power, and Governance

GCO: Students will be expected to demonstrate an understanding of the rights and responsibilities of citizenship and the origins, functions, and sources of power, authority, and governance.

Culture and Diversity

GCO: Students will be expected to demonstrate an understanding of culture, diversity, and world view, recognizing the similarities and differences reflected in various personal, cultural, racial, and ethnic perspectives.

Individuals, Societies, and Economic Decisions

GCO: Students will expected to demonstrate the ability to make responsible economic decisions as individuals and as members of society.

Interdependence

GCO: Students will be expected to demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment���locally, nationally, and globally���and the implications for a sustainable future.

People, Place, and Environment

GCO: Students will be expected to demonstrate an understanding of the interactions among people, places, and the environment.

Time, Continuity, and Change

GCO: Students will be expected to demonstrate an understanding of the past and how it affects the present and the future.

NOTE: The specific curriculum outcomes for social studies listed below are draft outcomes as of December 2001, developed through APEF. They are provided for your information only. Until this new curriculum is field-tested, piloted, and implemented, the current curriculum is to be followed.

Students will be expected to

Conceptual Organizer: Societies

Unit One: Introduction, Societies Over Time

��      demonstrate an understanding of how historical investigations provide insights into our past

��      graphically illustrate the ongoing development of society over time

Unit Two: Place, Ancient Societies���Egypt

��      identify and locate selected ancient societies worldwide

��      explain how the Nile River Valley influenced the emergence of ancient Egyptian society

��      demonstrate an understanding of the diverse lifestyles of ancient Egypt

��      demonstrate an understanding of the interactions among ancient societies

Unit Three: Tradition and Change, Early First Nations��� North America

��      identify and locate selected early First Nations societies in North America

��      explain the role of tradition in early First Nations societies

��      demonstrate an understanding of the diverse lifestyles of early First Nations of Canada

��      analyse and describe the changes, over time, in First Nations societies

Unit Four: Social Structure, Medieval Societies���England

��      identify and locate selected medieval societies, worldwide

��      describe and explain the social structure of the feudal system of medieval England

Students will be expected to

��      demonstrate an understanding of the diverse lifestyles of medieval England

��      demonstrate an understanding of the technological innovations and adaptations among medieval societies

Unit Five: Economics, Colonial French Societies

��      identify and locate colonial French societies, worldwide

��      identify and explain the economic factors that influenced the settlement and development of New France and Acadia

��      demonstrate an understanding of the diverse lifestyles of the peoples of New France and Acadia

��      explain how the clash between empires (France and Britain) impacted New France and Acadia

Unit Six: Governance, Colonial British Societies

��      identify and locate colonial British societies worldwide

��      identify and explain how governments influenced the settlement and development of British North America

��      demonstrate an understanding of the diverse lifestyles of the peoples of British North America

��      compare British settlement in colonial Canada with that in Australia and New Zealand

Unit Seven: Summative, Influences

��      demonstrate an understanding that societies, over time, influenced our modern Canadian society

General Curriculum Outcomes

Specific Curriculum Outcomes

Students will be expected to

Making

GCO 1: Students will explore and manipulate a range of materials, demonstrating an ability to express themselves.

1.1.1    express themselves in relation to the world through art-making

1.2.1     develop ability and initiative in the use of techniques, technologies, materials, and equipment

1.3.1     use a combination of the visual elements and principles of design in art-making

GCO 2: Students will use a range of independent and collaborative art-making strategies.

2.1.1    work individually and collaboratively to apply learned skills, solve problems, and express ideas.

Looking

GCO 3: Students will examine a broad range of artworks through time and cultures.

3.1.1    compare various art forms

3.2.1     compare art across time

3.3.1     contrast personal styles of a variety of artists

3.4.1     use technology to locate works of art

GCO 4: Students will interact with sensitivity to and respect for their own artwork and that of others.

4.1.1    discuss ideas and approaches with sensitivity and respect

4.2.1     identify similarities and differences in their own work and that of others

4.3.1     demonstrate that there are many ways of perceiving and knowing

Reflecting

GCO 5: Students will bring personal meaning to artwork and communicate their discoveries.

5.1.1    express ideas and points of view through their art

5.2.1     use appropriate language in expressing their own responses to artworks

5.3.1     describe art and the lives of artists within cultural/historical/ social contexts

GCO 6: Students will demonstrate an awareness and appreciation of art as a life-long process.

6.1.1    demonstrate a sensitivity towards the natural and built environment through their artwork

6.2.1     examine the role of the media and discuss its effects on their lives

6.3.1     demonstrate an awareness of the role of art and artists in their local and global communities

Key-Stage Curriculum Outcomes

By the end of grade 6, students will be expected to

Specific Curriculum Outcomes

Students will be expected to

Communication

GCO: On the basis of their experience in the Core French curriculum, students will be expected to

��       communicate effectively in French, both orally and in writing

��       interact appropriately in a variety of situations that relate to their needs and interests

��       cope in a classroom where French is the language spoken

��       share information by using simple sentences and/or by answering questions

��       use simple questions for information

��       share their tastes, preferences, interests and feelings

��       participate in a variety of interactive activities

��       demonstrate an understanding of the main idea in a simple text

��       pick out relevant details in a simple text

��       respond personally to simple texts

��       produce a variety of simple texts, often by following a model

��       follow and give directions (developing)

��       introduce themselves, greet someone (developing)

��       ask for and give information (developing)

��       express and justify their wishes and preferences (developing)

��       identify and describe objects, animals, people, events and places that are part of their environment (developing)

��       participate in conversations, games, brain-storming, surveys and skits (developing)

��       extend an invitation (developing)

��       convince (developing)

��       retell an event (emerging)

��       make a report (emerging)

��       recognize the characteristics of different types of texts: expressive, informative, persuasive, humorous, poetic (developing)

��       read to find specific information in newspapers, magazines, rules, directions, pamphlets, jokes, songs, comic strips and technology resources (developing)

��       respond personally to texts through song, mime, drawing and drama (developing)

��       compose greeting cards, letters, simple descriptions, reports, lists, legends for illustrations and maps, slogans, songs, chants, rhymes, comic strips, posters, crossword puzzles and e-mail (developing)

��      revise and correct their text with a checklist or model (developing)

Culture

GCO: On the basis of their experience in the Core French curriculum, students will be expected to

��       demonstrate an appreciation and understanding of francophone cultures, while comparing them with their own culture

��       demonstrate an appreciation and understanding of Canada���s multicultural reality

��       identify and locate certain francophone communities locally, provincially and nationally

��       identify and describe certain realities of francophone cultures

��       name some similarities and differences between their cultures and the francophone cultures

��       identify some contemporary francophone personalities

��       demonstrate an awareness of Canada���s cultural mosaic

��       demonstrate knowledge of authentic nursery rhymes and songs

��      identify the signs of bilingualism in our society

��       recognize and describe, both orally and in writing, the Acadian presence locally and provincially; for example, the names of families, streets, schools, restaurants and place (developing)

��       recognize the francophone presence in other provinces, communities (emerging)

��       recognize and describe, both orally and in writing, certain aspects of the Acadian and francophone cultures in other provinces; for example, food, local festivals (developing)

��       compare their own culture with the Acadian culture (developing)

��       compare certain aspects of the Acadian and francophone culture in Canada and elsewhere in the world (developing)

��       listen to French popular music (developing)

��       name some Acadian and Quebecois musicians, athletes, politicians, etc. (developing)

��       listen to/watch the media in French, including the Internet (developing)

��       read advertisements concerning cultural activities, for example, pamphlets, posters, newspapers, magazines (emerging)

��       identify celebrities representative of the Canadian mosaic (developing)

��       sing ����� Canada��� (developing)

��       sing traditional folk songs (developing)

��       use nursery rhymes, rhyming games (developing)

��       be aware that labels are written in both official languages (developing)

��      recognize that Canadian advertising is done in both official languages (developing)

General Language Education

GCO: On the basis of their experience in the Core French curriculum, students will be expected to

��       choose and implement strategies to facilitate their communication in French and improve their learning

��       use learning strategies, communication strategies and social strategies to communicate in French, both orally and in writing

��       anticipate the message in oral or written texts (developing)

��       create connections between an oral or written text and their prior knowledge (developing)

��       use images, graphic representations, objects, gestures and actions to communicate (developing)

��       ask one to repeat, to slow down (developing)

��       ask for clarifications, explanations (emerging)

��       make use of production model (developing)

��       use context to understand a message (developing)

��       follow the steps in the writing process (developing)

��       recognize cognates and words in the same family (developing)

��       identify key words in a text (developing)

��       listen attentively and selectively for information (developing)

��       show a tolerance for ambiguity (developing)

��       make use of a variety of resources and technologies (developing)

��       take risks and accept error (developing)

��       interact and cooperate with their peers (take turns, accept the suggestions of others, share information and materials) (developing)

��       practice (developing)

��      reflect on and evaluate their own learning (developing)

Language

GCO: On the basis of their experience in the Core French curriculum, students will be expected to

��       recognize and use in context elements of the linguistic code, orally and in writing, to facilitate their communication in French.

��       recognize the vocabulary, expressions, and structures relating to the needs in the classroom and to areas of experience

��       use the vocabulary, expressions, and structures related to needs in the classroom and to areas of experience

��       introduce themselves, greet someone using simple sentences in the present tense (developing)

��       ask for and give information using simple sentences in the present tense, the interrogative, and adjectives (developing)

��       ask for and give information using simple sentences in the present and past tenses (first person singular) (emerging)

��       follow and give directions, using the imperative and infinitive (developing)

��       recount an event or do a report, using the present and past tenses, the negative, and conjunctions such as et, mais, ou, puis, parce que (emerging)

��       infer the development and ending of a story using the verb tenses and conjunctions (developing)

��       compose different texts using simple sentences in the present tense, the imperative, negative and interrogative (developing)

��       compose different texts using simple sentences in the future and past tenses (first person singular) and conjunctions (emerging)

��      revise and correct their texts using knowledge of vocabulary, expressions, gender, and number accord with verb forms and adjectives (emerging)