Get documents about "The ECU Project
Document Sample
The ECU Project
Implementation Support
Document
For Elementary Teachers in Single
and Combined Grade Classes
The Elementary Curriculum Unit Project
Implementation Support Document
For Elementary Teachers in Single and Combined Grade Classes
ECU Project
ECU Project
Project
DEVELOPMENT TEAM
Writers
Lynne Blake,
Niagara Catholic District School Board
Joanie Causarano,
Halton Catholic District School Board
Anna Jupp,
Toronto District School Board
Sidney McKay,
Toronto District School Board
Project Lead/Editor
Ann Perron, The Institute for Catholic Education
Project Coordinator/Editor
Nick Scarfo, Ministry of Education,
Curriculum and Assessment Policy Branch
Layout and Design
TEMPER Media
The following organizations have supported this endeavour:
The Council of Ontario Directors of Education
The Institute for Catholic Education, Curriculum Committee
The Ministry of Education, Curriculum and Assessment Policy Branch
Table of Contents
Acknowledgements Page
Introduction 1
The Elementary Curriculum Unit Project 3
ECU Project
ECU Project
ECU Project
ECU Project
ECU Project
The Curriculum Unit Planner 9
Planning Elementary Curriculum Units 12
Assessment, Evaluation and Reporting 18
Modifications and Accommodations 26
Classroom Management 30
Mathematics, Grades 1 to 8 31
Science and Technology, Grades 1 to 8 41
Social Studies, Grades 1 to 6; History and 54
Geography, Grades 7 and 8
Appendices
Generic Planning Tools
Learning Continuum Charts
Introduction
1
INTRODUCTION
The Elementary Unit Project focused on the development of elementary units
to support single and combined grade teachers with curriculum units in the areas of
Mathematics, Science and Technology, Social Studies and History and Geography.
This support document serves as a planning and reference tool for teachers to re-
flect the framework, dialogue and teamwork that emerged during the writing period.
This reference will provide direction and options within the scope of an overall frame-
work and supportive information for unit planning. Although this support material
provides one approach to planning, there are other methods equally useful and valid.
This document is intended to provide reference material and does not replace the
expectations in the policy documents, The Ontario Curriculum or the information
contained within the Curriculum Unit Planner.
Portions of this document will be included in the Elementary Unit Projects’
training session and may influence the overall implementation strategy local
school boards will employ. A summary of information on long-range planning, unit
planning and subject-specific information on planning, assessment and combined
grade classes is provided. Another important purpose of the document is to provide
a framework for teachers to make the pedagogical connections to the elementary
units with relative ease. For that reason the support document reflects the subject
areas focused on through the Elementary Unit Project. Along with the units and the
support document, a slide presentation will also be included on the CD-ROM for local
board and school implementation plans.
A separate file regarding Journey Activities that support the Ontario Catholic
School Graduate Expectations will also be included. These Journey Activities are
often echoed throughout the units and provide a foundation to inspire additional
unit development, illumination and articulation of the context for the learning expe-
rience for students in Catholic schools.
The elementary units were written by ‘teacher authors’ in the spirit of provid-
ing a set of sample units using the ‘open’ environment of the electronic planner to
inspire, invite and support implementation of The Ontario Elementary Curricu-
lum. There is a complete list of subject areas, strands, titles and lead boards on
the following pages.
Support for Combined Grade Classes
A significant purpose of this document is to provide teachers, in both single
and combined grade classes, with planning information to explain the many design
features of the electronic planner and to consider how this tool may assist them in
their work. A development team made up of public and Catholic teachers has worked
together to provide useful planning information for teachers in both single and com-
bined grade classes. The team has considered prior learning, clustering expecta-
tions, classroom management, teaching/learning and assessment strategies. Teach-
ers, who have the responsibility of planning for combined grade classes, may appre-
ciate the same process of planning that authors of the elementary units followed.
2
Introduction
A layout for the reading of the expectations in a user-friendly format for both
teachers and parents was designed specifically to assist authors of combined grade
units. The expectations are grouped by subject discipline and strand on learning
continuum charts. Teachers may identify the expectations required for student
success in the previous grade, the current grade and beyond. Teachers have found
it extremely helpful to cluster expectations for combined grade groupings. The learn-
ing continuum charts include all of the overall and specific expectations for the sub-
ject areas involved in the first year of the Elementary Unit Project: Mathematics,
Science and Technology, Social Studies and History and Geography.
Expectations within the learning continuum charts have been modified to fit the
design format by removing the examples. Teachers may refer back to the policy
documents for specific examples if required. Teachers of combined grade group-
ings will be able to determine, at a glance, the expectations for the strand and sub-
ject area. In addition, teachers may determine the prior learning required in the
previous and subsequent grades by referring to the learning continuum charts. The
authors of the elementary units began with the learning continuum strand sheets to
highlight the enduring understandings within a subject area and focus on knowl-
edge and skills required for further learning. The authors found that the design char-
acteristics of the Curriculum Unit Planner fitted very well with the overall ‘design down’
approach.
Teachers may view the relationships between grade specific expectations by
establishing knowledge, skills and enduring understandings throughout the learning
process. Although a particular unit may ‘speak’ to a set of particular expectations, we
are not suggesting these are the only expectations to be covered in the grades and
subjects involved. There are many units taught throughout the year in all subjects.
Some are interwoven into other subject areas; alternatively, others focus on one area
of study.
The authors have provided practical information on how teachers may interpret
the new achievement policies in the subject areas involved in the first year of the
Elementary Unit Project. Every unit contains specific planning information, rubrics
and other assessment tools. The Exemplars for Mathematics, Social Studies, His-
tory and Geography and Science and Technology were not available during this writ-
ing phase of elementary units. The Exemplar ‘s documents will provide examples of
what student work ‘looks like’ at various levels across the achievement chart. There
are other useful components of theExemplar’s project such as performance tasks
and task specific rubrics that accompany them. All of this information will assist
teachers in the evaluation of individual student performance. The development team
for this support document have polled their colleagues, and have collected and con-
sidered various approaches to successful and meaningful planning for students in
Ontario. We hope that teachers, administrators and parents will find the various
strategies for planning, evaluating and reporting student achievement a valuable re-
source.
The Elementary
Curriculum Unit Project
3
THE ELEMENTARY CURRICULUM UNIT PROJECT
In September 2000, the Ministry of Education coordinated a call out to Catholic
and public boards of education asking for lead boards to become involved in a signifi-
cant writing project. Project funds were equally divided between Catholic and public
boards. In the Elementary Unit Project, The Ontario Catholic School Graduate Ex-
pectations provided the context for the learning experience within Catholic schools.
The framework for the units involved both single and combined grade groupings.
The Council of Ontario Directors of Education (CODE) surveyed the public
boards and coordinated the submission requests from Directors and Superintend-
ents of Education. The Institute for Catholic Education (ICE) took leadership in the
coordination of the Catholic lead boards and units.
Once the lead boards and writing teams were established, the writers attended
a two-day writers’ preparation session where they learned about the electronic plan-
ner and the review process. An internal review team made up of colleagues from
the lead/partner boards reviewed each of the 96 units. The Ontario Curriculum
Centre coordinated the external review. This extensive review process provided
writers with professional advice and constructive suggestions for improvement. The
Catholic units had an additional theological review as part of the process. Gener-
ally, the writers felt this was a significant professional development opportunity.
The chart on the following page illustrates the units developed over the course of
the 2000-2001 academic year. Mathematics, Grades 1-8; Science and Technology,
Grades 1-8; Social Studies, Grades 1-6; History and Geography, Grades 7-8 were the
focus of the first year of the Elementary Unit Project. Any units from this list that did
not meet the deadline for the CD-Rom will be posted on the website as they become
available.
The symbol ( + ) illustrates the units written by Catholic teachers.
4
The Elementary Curriculum Unit Project
GRADE SUBJECT DISCIPLINE TITLES LEAD BOARDS
STRAND(S)
1 Mathematics Portrait of Me Grand Erie District School
Data Management and Probability Board (DSB)
Mathematics + Kids in Quilts Catholic DSB (CDSB) of
Patterning and Algebra Eastern Ont.
Science and Technology Energy in Our Lives Thames Valley DSB
Energy and Control
Science and Technology + Let’s Explore Materials St. Clair CDSB
Matter and Materials
Social Studies Relationships, Rules and York Region DSB
Heritage and Citizenship Responsibilities
Social Studies + The Local Community Hamilton CDSB
Canada and World Connections
Mathematics Monkeying Around with Renfrew DSB
1/2 Measurement
Mathematics + Pppp…Patterning CDSB of Eastern Ont.
Patterning and Algebra
Science and Technology Zoo Central Lakehead DSB
Science and Technology + Tiny Town St. Clair CDSB
Social Studies A Space for Us Renfrew DSB
Canada and World Connections
Social Studies + Relationships, Traditions, Hamilton CDSB
Heritage and Citizenship Celebrations
2 Mathematics What a Performance Grand Erie DSB
Data Management and Probability
Mathematics + Pattern Play in the Arts CDSB of Eastern Ont.
Patterning and Algebra
Science and Technology Energy from Wind and Thames Valley DSB
Energy and Control Moving Water
Science and Technology+ Toys, Toys, Toys St. Clair CDSB
Structures and Mechanisms
Social Studies Making Connections York Region DSB
Canada and World Connections
Social Studies + Features of Communities Hamilton CDSB
Canada and World Connections Around the World
5
The Elementary Curriculum Unit Project
Mathematics Toy Factory Renfrew DSB
2/3
Mathematics + That’s a Wrap! CDSB of Eastern Ont.
Science and Technology Life Systems Lakehead DSB
Science and Technology+ Watch Them Grow St. Clair CDSB
Social Studies Call It Home Renfrew DSB
Canada and World
Connections
Social Studies + Traditions and Hamilton CDSB
Heritage and Citizenship Celebrations
3 Mathematics Fair Games Grand Erie DSB
Data Management and Probability
Mathematics + A Garden of Patterns CDSB of Eastern Ont.
Patterning and Algebra
Science and Technology Forces and Thames Valley
Energy and Control Movement
Science and Technology+ Plant Life Windsor CDSB
Life Systems
Social Studies Long Ago Before York Region DSB
Heritage and Citizenship I Was Born
Social Studies + Early Communities Hamilton CDSB
Heritage and Citizenship in Ontario:Pioneer
Life
Mathematics The Great Sleep Over Renfrew DSB
3/4
Patterning and Algebra
Mathematics + The Great Cover Up CDSB of Eastern Ont.
Science and Technology Plants/Animals out Lakehead DSB
of this World
Science and Technology+ Life in Ecosystems: Windsor CDSB
Plant Habitats
Social Studies
Heritage and Citizenship A Blast from the Past Renfrew DSB
Social Studies + Ontario and Canada: Hamilton CDSB
Canada and World Ours to Discover
Connections and Promote!
6
The Elementary Curriculum Unit Project
4 Mathematics;Data Management Toy Challenge Grand Erie DSB
and Probability
Mathematics + Exploring Ontario’s CDSB of Eastern Ont.
Patterning and Algebra Patterns
Science and Technology Light and Sound Thames Valley
Energy and Control Energy to the Rescue
Science and Technology+ Something Fishy in Windsor CDSB
Life Systems Ontario
Social Studies
Social Studies + Mediev al Times York CDSB
Heritage and Citizenship
4/5 Mathematics Polygon Puzzlers York DSB
5/6 Geometry and Spatial Sense
Mathematics + Are You a Critical Toronto CDSB
Measurement Consumer?
Science and Technology Inside/Outside Lakehead DSB
Science and Technology+ Light, Sound and Brant-Haldimand
Energy Conservation Norfolk CDSB
Social Studies Through the Ages Renfrew DSB
Heritage and Citizenship
Social Studies + Our Canadian Pav i lion York CDSB
Canada and World Connections
5 Mathematics;Data Management Career Capers Grand Erie DSB
and Probability
Mathematics + How Do You Measure Toronto CDSB
Number Sense and Numeration Up?
Science and Technology The Conservation Thames Valley DSB
Energy and Control Clubhouse
Science and Technology+ Sturdy Structures Windsor CDSB
Social Studies Ancient Civilizations York Region DSB
Heritage and Citizenship
Social Studies + Early Civilizations York CDSB
Heritage and Citizenship
7
The Elementary Curriculum Unit Project
Mathematics Making a Game of It Kawartha Pine Ridge DSB
5/6
Mathematics + How a Stained Glass Toronto CDSB
Measurement Window Is Mathematical
Science and Technology The Genesis Project Lakehead DSB
Science and Technology+ God’s Living Creatures Windsor CDSB
Social Studies Time Travellers Renfrew DSB
Heritage and Citizenship
Social Studies + Aboriginal Peoples/ York CDSB
Canada and World Connections European Explorers
6 Mathematics What Are the Odds Grand Erie DSB
Data Management and Probability You’ll Get the Job?
Mathematics + Where in a Cityscape Toronto Catholic DSB
Geometry and Spatial Sense Is Mathematics?
Science and Technology Electricity Games Galore Thames Valley DSB
Science and Technology+ Flighter than Air Windsor Catholic DSB
Inside the Circle
Social Studies Canada and the World York Region DSB
Heritage and Citizenship
Social Studies + Aboriginal Peoples York Catholic DSB
and Early Explorers
Mathematics Geo Visions York Region DSB
6/7
Mathematics + Can a 12 year old Afford Toronto CDSB
a Cell Phone?
Science and Technology Going Up? York Region DSB
Structures and Mechanisms
Science and Technology+ E.P.I. Energy Private Durham CDSB
Energy and Control Investigators
History + Settling a New Country Ottawa-Carleton CDSB
Geography+ Themes of Geographic Nipissing-Parry Sound
Inquiry/Canada and World CDSB
Connections
8
The Elementary Curriculum Unit Project
7 Mathematics; I Want to See My Name Grand Erie DSB
Data Management and Probability in Lights!
Mathematics + What’s Puzzling About Toronto CDSB
Squares and Cubes?
Science and Technology Heat Thames Valley DSB
Science and Technology+ Turning up the Heat Windsor CDSB
Energy and Control
History Conflict and Change Thames Valley DSB
History + Pathways to New Ottawa-Carleton CDSB
Beginnings
Geography Natural Resources Thames Valley DSB
Geography+ Patterns in Physical Nipissing-Parry Sound
Geography CDSB
Mathematics World Travels Kwartha Pine Ridge DSB
7/8 Measurement
Mathematics + What Does Mathematics Toronto CDSB
Geometry and Spatial Sense Sound Like?
Science and Technology Bubbles in the Hot Tub York Region DSB
Matter and Materials
Science and Technology+ Interacting Organisms Windsor CDSB
Life Systems
History + A Growing Nation Ottawa-Carleton CDSB
History + British North America/ Ottawa-Carleton CDSB
Development of the West
Geography + Natural Resources Nipissing-Parry Sound
/Economic Systems CDSB
Geography + Themes of Geographic Nipissing-Parry Sound
Inquiry/Migration CDSB
8 Mathematics; Data The Sandwich Shoppe Grand Erie DSB
Management and Probability
Mathematics + Investigating Math: What Toronto CDSB
Patterning and Algebra Will We Discover?
Science and Technology Optics Thames Valley DSB
Energy and Control
Science and Technology+ Mechanical Efficiency London CDSB
Structures and Mechanisms
History Canada:A Changing Thames Valley DSB
Society
History + Turn Up the Radio! Ottawa-Carleton CDSB
Geography Migration Thames Valley DSB
Geography+ Economic Systems Nipissing Parry-Sound
CDSB
The Curriculum
Unit Planner
9
DESIGN FEATURES - ELECTRONIC PLANNER
The structure of the Curriculum Unit Planner reflects the elements of perform-
ance-based design. The software is designed for teachers to create and to input all
the necessary information for a unit. Subject and grade-specific expectations are
available to the author as well as the Catholic Graduate Expectations for Catholic
schools. The author has access to vital information such as the expectations, and
assessment and teaching/learning strategies. The author uses the information on
the planner to design a unit to meet the needs of the students.
Expectations Assessment
Evaluation
Performance
Tasks and
Criteria
Topic / Teaching /
Theme / Learning
Resources Strategies
The structure of Curriculum Unit Planner reflects
MENU HOME
the elements of effective Performance-Based
Design.
1
MENU HOME
2
The electronic planner allows for ‘tab navigation’. The teacher begins with
filling out related information that allows for a Catholic (e.g., application of the Ontario
Catholic Graduate Expectations) or public version of the planner. Both versions
allow for full access to all files for resources, black-line masters, teaching/learning
and assessment strategies, subtasks and culminating tasks. All files are designed
in a tab format: teachers access by simply clicking on the tab chosen.
The overview section gives a snapshot of the subtasks, task summary and
10
Design Features - Electronic Planner Continued
culminating task. The teacher will consider prior learning required for student suc-
cess and determine student readiness through the initial assessment. This impor-
tant first step indicates how student learning will proceed, through a layering of skills
and knowledge, toward the culminating task. The subtasks describe the learning
activities involved throughout the unit, while the culminating task provides summative
evidence that the student is able to make connections and demonstrate learning
developed during the subtasks. The Elementary Unit Project contains units devel-
oped with this approach to planning a unit.
The print version of a unit designed on the electronic planner is a printed copy
of all the information the teacher/author has written regarding prior learning, re-
sources, subtasks and the culminating task. It contains the black-line masters for
each learning and/or assessment activity.
Unit Info IDENTIFY title, subtitle and
authors(s).
In the following
unit written in the
OPEN environment SUMMARIZE tasks, subtasks,
Unit Overview expectations, strategies and
for GRADE 7 resources.
GEOGRAPHY, we
will explore the
DETAIL tasks, subtasks,
content created for Subtasks expectations, strategies and
each of the resources.
elements (fields).
ANALYSE expectations,
Analysis strategies and resources.
MENU HOME
3
Rationale • Motivation • “Real-Life”(authentic)
MENU HOME
context • Catholic Graduate Expectations
4
11
Design Features - Electronic Planner Continued
There is a unit analysis provided for each unit that gives an accurate picture of
the expectations assessed and a list of the selected teaching/learning and assess-
ment strategies, student groupings and recording devices used in the unit.
The Planner allows for adaptability and sharing between teachers in the unit
notes section and Teacher Reflections. The Teacher Companions are a collection
of teacher resources within the electronic planner format. They can be accessed
from all parts of the Planner by clicking on the green Companions button. The user
may bookmark any information from assessment, teaching/learning strategies,
special education, ESL/ELD or the glossary of terms. Many other features and
network capabilities may be viewed through the tutorial link.
http://www.ocup.org
Planning
Elementary
Curriculum Units
12
Planning Elementary Curriculum Units
The Long Range Plan
There are many templates for organizing the Long Range Plan for the year;
most teachers and administrators work with a one-term plan to allow for necessary
adaptations to the program. The Long Range Plan allows for a summary view of the
program with respect to a list of topics/content, teaching/learning strategies, assess-
ment/evaluation criteria and a list of resources. The unit plan reflects additional
information with detailed information on specific expectations, teaching/ learning strat-
egies and subtasks leading to the culminating activity. There are samples contained
in this document reflecting many of the templates that boards, schools and teachers
use to gather information on the Long Range Plan. It is important to visualize the
yearly plan before term and unit planning begins. Many teachers list the overall and
specific expectations that generate the motivation for the teaching/learning activities
for each term and subject area. It is helpful for the teacher and administrator to have
an understanding of the program for each subject area - most administrators recom-
mend that the teachers have time to determine the needs of the class before they
submit the Long Range Plan. Often, once initial assessments are conducted, teach-
ers modify and/or extend the teaching/learning opportunities.
Using the learning continuum in divisional meetings is one way to begin the
conversation. Once staff recognize the ‘enduring understandings’ that link grades
and divisions, planning ideas begin to evolve. Dialogue with colleagues and sharing
are vital to the overall success of meaningful curriculum opportunities within the
school plan. An overall curriculum school plan leads to less repetition of content
between classes in the same division. The learning continuum charts will assist
teachers to determine the enduring understandings within each subject area/strand.
Relationships can be established between divisions, grades, strands and other sub-
ject areas.
Once the Long Range Plan is established, teachers develop unit and daily plans.
Unit Planning
Planning for a specific subject or a series of integrated learning activities that
will provide meaningful opportunities for an individual student’s academic and per-
sonal growth is one of the most important tasks facing teachers today. The Ontario
Elementary Curriculum Policy Documents are organized by specific grades,
subject areas and strands. Many teachers have to consider two grade levels, with
two sets of curriculum expectations for each subject area and strand. It is very
important for teachers of combined grade classes to plan meaningful learning ac-
tivities based on expectations of the knowledge and skills required for success in
the current and in subsequent grades. A visual reference that holds the curriculum
expectations ‘at a glance’ is most helpful to teachers planning for combined grade
classes.
The authors who wrote the set of elementary curriculum units were provided
with learning continuum charts to assist in the initial stages of the writing process.
This document provides the learning continuum charts for the subject areas in this
phase of the Elementary Unit Project (Mathematics, Science and Technology, and
13
Planning Elementary Curriculum Units
Social Studies, History and Geography). Teachers may visualize the ‘big picture’
and map out the learning activities in reference to the strand and expectations in the
single or combined grade set for the year. All students, whether in a single or com-
bined grade, will have the same opportunity to demonstrate their learning of required
knowledge and skills when the enduring understandings are foundational to the teaching/
learning experience.
Steps in Unit Planning
• Define the purpose ‘What do I hope my students will learn by the end of this
strand/theme/unit?’ Begin to consider the culminating task, subtasks and
the Prior Knowledge required. Begin to map out the initial assessment to
determine student readiness for the unit.
• Teachers in Catholic Elementary Schools may refer to the Ontario Catholic Student
Graduate Expectations and Journey Activities as a foundation for the learning
experience and make meaningful connections to the overall/specific
expectations and to the enduring understandings.
• Choose the overall expectations for the strand(s) you want to address
(Refer to and use the learning continuum to do this.)
• Choose the specific expectations for the strand(s) you want to address
(Refer to and use the learning continuum to do this.)
• Cluster the expectations using common words or concepts and you will begin to
see the Enduring Understandings. These are the enduring concepts, skills, appli-
cations and/or connections that follow throughout the learning continuum
(e.g.,conservation, care of the environment/living things, map and globe skills
et cetera.)
• Map these clusters onto the Achievement Chart to address the categories.
• Determine meaningful connections to other subject areas/expectations.
• Design a culminating activity and scoring rubric and/or checklist to accompany
the culminating task.
• Design down from the culminating activity into sequential subtasks.
• Create varied teaching/learning strategies where students are provided with oppor-
tunities to demonstrate their knowledge/skills independently and cooperatively.
• Incorporate remediation, accommodations and extensions as required.
• Develop a range of assessment strategies, rubrics, checklists, tests et cetera to
ensure that students are assessed for grade level expectations rather than by
generic evaluation of their progress.
14
Planning Elementary Curriculum Units
• Gather, order and prepare teaching/learning resources and materials for the
subtasks and culminating tasks.
*The writers for the Elementary Unit Project began by identifying clusters of expectations
(content, and/or subject-specific approaches such as map and globe skills) and established
enduring understandings, for single and combined grade classes, directly on the learning
continuum charts.
Planning with Prior Knowledge in Mind
Prior knowledge sets the stage for successful and confident learners. Each
unit requires the individual teacher to consider the points mentioned in this section
as well as those that are relevant to a unique set of students and the prior knowledge
and skills they bring to the task. The Prior Knowledge section of the unit provides a
guide and is a type of pre-unit overview of the kinds of thinking and skills needed to
complete the tasks within the unit. It is crucial to the development of the meaningful
responses and additional referencing or research required. The authors of the el-
ementary units used prior learning in the context of initial assessment. The informa-
tion gained through assessment of prior learning helps the teacher know what review
or support students will need as he or she considers the extent of remediation and
subsequent learning opportunities.
To complete tasks students need:
• Prior knowledge and skills as listed in the continuum that precede the
expectations included in the unit
• Prior knowledge of an inquiry process or the organizational framework
chosen for use in the unit
• Prior knowledge and understanding of key concepts such as primary and
secondary sources of information
• Prior understanding of cultural or political concepts in order to connect or
relate new learning in a meaningful way
Before attempting the tasks, students should have had experience with the skills
and knowledge that are related to the task. The initial assessment should informally
or formally assess students’ prior knowledge by using an activating strategy through
which students are provided with an opportunity to:
• Reflect on the subject to activate prior knowledge
• Create a focus for learning
• Anticipate, predict, access, clarify and extend knowledge
• Review and learn vocabulary concepts
15
Planning Elementary Curriculum Units
In summary, teachers complete an initial assessment to:
• determine the starting point for teaching/learning
• discover motivational points of reference students have in the topic
• determine prerequisite knowledge and skills
• plan for appropriate individual accommodations and remediation that may be re-
quired
• capture the best efforts of students with wide variety of assessment tools
Expectation Clusters
Student response to a task rarely relates to only a single expectation. For that
reason, the unit tasks for Mathematics, Science and Technology, Social Studies, His-
tory and Geography provide a cluster of complimentary expectations that expand the
range or depth of student response.
When planning, teachers may consider the following:
• Each cluster of expectations may provide insight into achievement in one or
more categories.
• A cluster of expectations provides both teacher and student multiple
opportunities to observe and/or demonstrate achievement in areas that require
development over time.
Clustered expectations generally cross the assessment categories for the area
of study. These categories focus on the student’s ability to problem solve, to commu-
nicate and to apply knowledge. The evidence collected from assessment data in-
dicates the student’s strengths and weaknesses in the categories and the next
steps for the student to take.
Clusters of expectations require both quantitative and qualitative evidence of
student achievement. Quantitative evidence might be collected in checklists while
the qualitative criteria may be profiled on rubrics. The Elementary Unit Project con-
tains many excellent samples of how teachers may approach the assessment of
students in combined grades.
Cross-disciplinary approach
‘All knowledge is interrelated and learning can be more efficient and effective
through a process that recognizes these interrelationships’ 1 . The expectations in the
Social Studies, History and Geography curriculum relate closely to many of the ex-
pectations in other subject areas, particularly English, Mathematics, Science and
Technology and The Arts. The Language document recognizes these relationships in
stating, ‘In a well-developed program, teachers of all subjects help students acquire
language skills. Teachers will therefore plan programs that will enable students to
broaden their knowledge and skills by combining the study of language with the study
of other subjects.’ 2 Further, an integrated approach to planning supports student
1Ontario School Library Association, Information Studies Kindergarten to Grade 12, 1999, p. 7
2 EDU,The Ontario Curriculum Grades 1-8, Language, 1997, p.6
16
Planning Elementary Curriculum Units
learning by providing learners ‘with a unified view of commonly held knowledge’ 3 as
well as by motivating and developing ‘learners’ power to perceive new relationships
and thus create new models, systems, and structures’ 3.
Efficient use of often limited ‘on task’ time spent by students in school often
necessitates the integration of disciplines whenever it adds to the learning experi-
ence. Providing a cross-disciplinary approach to curriculum unit planning ad-
dresses some of the challenges inherent in a combined class situation, such as
the number of expectations required to be addressed and the fragmented sched-
uling/blocking of time.
Research demonstrates many benefits from integrated planning. Jacobs
(1989) reports that ‘an integrated curriculum is associated with better student self-
direction, higher attendance, higher levels of homework completion, and better
attitudes towards school’ 4.
Lipson (1993)5 summarizes the benefits of cross-disciplinary learning as
follows:
• helps students apply skills.
• leads to faster retrieval of information.
• encourages depth and breadth in learning.
• promotes positive attitudes in students.
• provides for more quality time for curriculum exploration.
Opportunities to link the common expectations of various subjects with the Social
Studies, History and Geography expectations can be determined by examining the
expectations. The learning continuum charts included in the Appendices to this docu-
ment are particularly effective for finding connections. A sample chart outlining the
connections between Gr. 1 Social Studies, Mathematics, Language and The Arts is
attached in the Appendix. Determining the common and linked expectations in the
appropriate curriculum documents requires collaboration with colleagues, which ini-
tially may require more intense preparation on the part of the teachers involved, but
will in the long run help avoid duplicating the teaching of expectations, and will make
the delivery of the curriculum more efficient. This is particularly important in combined
classes, when time is limited.
3Dressel, P., The Integration of Educational Experiences, 57th Yearbook of the National Society for the Study
of Education, The Meaning and Significance of Integration, Ed. Nelson B. Henry, 1958, Chicago, University
of Chicago Press, p.3 - 25
4Jacobs, H.H., Interdisciplinary Curriculum: Design and Implementation, 1989, Alexandria, VA: ASCD
5Lipson, M., Valencia, S., Wixson, K., Peters, C., Integration and Thematic Teaching:Integration to Improve
Teaching and Learning, Language Arts, 1993, 70, 4: 252 - 264
17
Planning Elementary Curriculum Units
Implementing a Sample Unit
The units, which have been developed as samples of unit design, can be
implemented as is, or can be adapted for use. When implementing a sample
unit, consider the following:
• Become familiar with the expectations-based model of curriculum planning.
• Determine the evidence that will demonstrate that students have achieved
this knowledge and skill.
• Determine the teaching/learning strategies that will move students toward
achieving the expectations.
• Determine the resources to be used to support the teaching/learning process.
• Prior to beginning the unit, carefully read the unit’s overview to determine the
nature of the culminating task, the prior knowledge students need before begin
ning the unit, the task context and summary.
• Determine which expectations are addressed in the unit, and plan separate learn-
ing experiences for the students to incorporate expectations not addressed in
the unit.
• Determine the enduring understandings of the strand or topic. What should the
students internalize about this unit of study for future growth?
• If possible, arrange access to electronic resources, hardware and software and
the Internet to enhance and support student research.
• Ensure that students are aware of the nature of the Internet, and that parents have
• Determine whether students have the necessary information technology
literacies in order to access, process, store and present information electroni-
cally.
• Gather all necessary resources and reproduce blackline masters.
• Read the Notes to Teacher sections to gain further insights shared by the
authors of each unit.
• Identify the needs of students who require accommodations or modifications.
• Read the unit to determine if any accomodations/modifications have been sug
gested.
• Consider consulting the Special Education Resource teacher and the student’s
IEP for suggestions for assisting the student.
Assessment,
Evaluation
and Reporting
18
Assessment, Evaluation and Reporting
Assessment is used to determine whether students are meeting the cur-
riculum expecting to identify areas in which they need to improve, and to help
teachers select and develop teaching/learning strategies that will support con-
tinuing student achievement and progress. A common thread woven through-
out curriculum and sound pedagogy is the blending of learning and assess-
ment within the planning, evaluation and reporting processes. Students re-
quire many opportunities to demonstrate their learning before a final evalua-
tion is reported.
All assessment should be focused on the improvement and growth of the indi-
vidual student, and linked to curriculum expectations. Assessment, evaluation and
reporting of student achievement are the essential keys to understanding proficiency
and progress.
Assessment is
the gathering,
ecording
recording and
analysis of
information/data
about a
ogress
progr
student’s progress
and achievement or
program’
about a program’s
implementation and/
effectiveness.
or effectiveness .
In this document, the focus is on ongoing classroom assessment rather
than large-scale assessment. It is important to provide many opportunities for stu-
dents to demonstrate their knowledge. A final evaluation should be made only when
a body of evidence has been collected. Where a student is having difficulty with
aspects of the program, teachers often design teaching/learning strategies that
suit the student’s special needs. Teachers may apply Howard Gardner’s theory of
multiple intelligence to assessment practices as well as widely accepted teaching
/learning strategies.
19
Assessment, Evaluation and Reporting
Evaluation is the
application of judge-
ment to the information/
data
gathered
gathered by placing a
epresent
repr
value to represent the
ogress
progr
progress or level of
according
achievement according
previously
to a previously designed
set of criteria
Accordingly, teachers’ assessment plans need to ensure that students
have opportunities to:
• learn to set out a project plan, review its effectiveness and revise it as
needed;
• set goals and devise action plans for their own improvement;
• see examples of what quality work looks like;
• learn to assess and revise their own work;
• assess the work of a learning partner;
• give and receive constructive feedback;
• perform important tasks at different times and in a variety of circumstances;
• learn from their experiments/mistakes and redeem earlier efforts.
Adapted from Assessment of Student Achievement in Catholic Schools, Toronto
CDSB, 2001
Reporting reflects
the sharing of clear and
accurate information
about student
achievement with
the student,
parents/guardians
and educators.
20
Assessment, Evaluation and Reporting Continued
Diagnostic or initial assessment identifies the ‘prior learning’ of student readi-
ness for the learning activities at hand. Diagnostic assessment strategies include:
• a record of demonstrated skill, knowledge and/or aptitude for the subject
involved;
• observation checklists;
• a diagnostic quiz;
• a verbal report;
• samples of previous work.
Formative assessment is the ongoing assessment of learning. Formative as-
sessment strategies include:
• conferences and interviews;
• observational notes;
• journal entries;
• portfolios;
• scoring tools;
• self and peer reflection;
• quizzes.
Summative assessment is undertaken to measure learning progress and pro-
ficiency, at the end of a unit, term or program, in relation to curriculum expectations
and established levels of achievement. Summative assessment strategies include:
• oral/written tests;
• performance-based tasks;
• learning logs;
• conferences or interviews;
• projects and products;
The Electronic Curriculum Unit Planner contains many examples of assess-
ment strategies.
The Achievement Charts
Assessment is the process of gathering data about student achievement of the
expectations over a period of time. To evaluate a student’s achievement, it is neces-
sary to gather a body of evidence. The evidence gathered must relate to the knowl-
edge and skills outlined in the four categories of the achievement chart, as outlined
in The Ontario Curriculum.The achievement chart in the policy document is intended
to be used for assessing student achievement over the course of the school year. It
also provides a guide or framework from which teachers can plan instruction and
subsequently evaluate student work. The achievement chart acts as a generic ru-
bric that supports the inclusion of criteria specific to the category based on the expec-
tations.
The Achievement Charts outline the performance standards and provide a frame-
21
Assessment, Evaluation and Reporting Continued
work for assessing, evaluating and reporting on student success. Teachers can
make connections between the categories of knowledge and skills on the Achieve-
ment Chart. Clearly stated criteria and descriptors for each level of achievement are
the basis for making informed decisions regarding student success. Students with
exceptionalities are supported with individualized education plans (IEPs) so that they
may work at the appropriate grade level and experience both success and challenges.
The achievement chart provides:
• opportunities to collect qualitative evidence on student achievement;
• a focus for long range planning and assessment focus based on the categories
of knowledge and skills;
• a framework for task specific criteria based on the expectations;
• a profile of the achievement of students over time and across areas of
study;
• a mechanism to highlight student strengths and weaknesses over time;
• a guide for planning next steps for students.
Assessment, to be authentic, fair, and effective:
• must be an ongoing process with the goal of improving student achievement.
Diagnostic assessment usually takes place before starting the unit of study, to
assess a student’s prior knowledge. Formative assessment is a continuous proc-
ess that occurs during the teaching of the unit, to provide students with feedback.
Summative assessment usually occurs near the end of a subtask or a unit of
study, and is used to assess the student’s consolidation and mastery of concepts
and skills.
• must be varied. There are many assessment strategies and assessment record-
ing devices listed in the Teacher Companions of the Ontario Curriculum Unit
Planner. Some examples of recording devices as well as suggestions for
creating student portfolios for Mathematics, Science and Technology and
Social Studies, History and Geography are included in this document.
• should be shared with the student at the outset of the task being assessed.
Provide copies of the recording tools, such as rubrics, checklists and rating scales,
to students in advance. Rubrics are particularly effective in providing students
with information concerning the criteria that will be used to assess their work and
the key characteristics their work should exhibit.
• should separate achievement of the expectations from the student’s learning
skills.
22
Assessment, Evaluation and Reporting Continued
At the outset of the unit planning process, one may determine when and how
assessment will be conducted. Incorporate a balance of assessment opportunities to
ensure an appropriate selection and variety of assessment strategies and tools built
in for the purposes of reporting at the end of the term.
Mapping the assessment opportunities back to the achievement chart will en-
sure that expectations in all four achievement categories are being assessed.
Rubrics
Rubrics developed, shared and reviewed with students engage the student in
the process of taking ownership for learning. Parents who are made aware of the
rubric or checklist being used to assess and evaluate the student’s work have a bet-
ter understanding of the types of thinking processes involved and the challenges met
within a task or unit. Parents can effectively assist the student in home portions of
assignments when the criteria are clear to all the partners in learning. Similarly, ex-
emplars provide the samples of student work that reflect a given set of criteria for a
unit and show what that work looks like at the four levels of achievement.
The achievement charts act as a model for the development of rubrics. The
term ‘rubric’ means a scale that describes levels of achievement for a particular com-
plex task or set of tasks across the categories of knowledge and skills. Rubrics act
as a guide in the scoring of tasks according to the relevant criteria included. The
criteria provides a description of what the student work might look like at each level of
achievement from one to four. The criterion reference becomes the basis for con-
sistent scoring of student responses or demonstrations and affords the teacher with
a glance/view/profile of the learning that has taken place. Generally, rubrics provide
the following:
• a framework for the categories and achievement levels;
• relevant criteria that describe the student learning;
• the expectations for the grade level;
• the required components specific to the task (e.g., a map of the community);
• a profile for determining next steps and planning further instruction.
A particular challenge when developing task specific rubrics is the alignment of
the criteria across the levels of achievement. Attention should be given to the flow of
the criteria descriptors across the four levels. Rubric reviews often detect criteria
that:
• are not related to the task being assessed;
• change over the levels of achievement;
• are muddied by the addition of criteria at levels three and four;
• may not be evidenced in samples of student work;
• are listed under an appropriate category;
• are unclear to another teacher, student or parent.
23
Assessment, Evaluation and Reporting Continued
How do I report student achievement of the expectations to parents?
The Ontario Provincial Report Card, issued at the end of each of the three
terms, that teachers will use to report student achievement to parents.
To determine the grade or percentage mark,
• collect evidence that is related to all four knowledge and skill categories and that
reflects a variety of assessment tasks and tools. A sample organizer for re-
cording assessment evidence, entitled ‘Summary of Evidence’ is available in the
Appendix;
• evaluate the assessment evidence. Evaluation involves a process of integrating
assessment information from various sources and using this information to
make inferences and judgements about how well students have achieved
curriculum expectations. Evaluation involves placing a value on assessment
data.
When evaluating the students’ level of achievement, refer to the descriptions
in the levels of achievement chart in the curriculum documents. Level 3, when it is
applied to the curriculum expectations, describes the standard for the grade. In
determining a student’s mark or grade, focus on the most consistent performance
that is relatively recent. Learning skills should be assessed separately from achieve-
ment, and should therefore not be included in the determination of the grade or per-
centage mark.
• To translate the level of achievement to the appropriate report card letter grade
or percentage mark. Refer to the Guide to the Provincial Report Card.
Comments should reflect the student’s achievement of the expectations cov-
ered during the term’s work. The fields for each subject on the report card allocate a
predetermined number of lines of text to each discipline, so it is necessary to be
succinct. Areas of strength should be identified and suggestions provided for next
steps to help the student improve in areas of weakness. Comments should be in the
language of the expectations and should be organized using the framework of the
four categories of achievement, to ensure that all areas of learning are addressed.
24
Assessment, Evaluation and Reporting Continued
How can I communicate my planning and assessment practices to
parents?
To help parents understand the information about their child’s progress and
achievements,
• Send newsletters home to inform parents of the upcoming unit. Indicate the
focus, (e.g., patterning) and offer a bit of background on the topic. Briefly describe
the types of tasks students will be engaged in and show the links to the expecta-
tions. Provide information about the type of homework they can expect their chil-
dren to be doing during the unit.
• Inform parents about the various methods you intend to use to assess what their
children have learned. Show them samples of open-ended questions, tests and
journal prompts so they can see the difference in levels of achievement. Offer
some assessment questions they could use at home.
• Explain in a letter or at an open house why children are being asked to do a
series of tasks, solve problems and communicate their thinking.
• Invite parents to spend some time in the classroom to witness their child in ac-
tion.
• Have students share portfolios during an open house or curriculum night/parent-
teacher conference.
• Inform parents about the content of the provincial report card and the evaluation
process. Inform them that the data gathered through numerous assessment
methods were analyzed and a value was placed on their child’s achievement
based on the four achievement levels in the Ontario Curriculum.
25
Assessment, Evaluation and Reporting Continued
Assessment in the Teaching-Learning Cycle
Assessment is an integral part of the teaching-learning cycle. Teachers de-
velop and implement a range of instructional strategies that address student needs,
abilities and learning styles based on mandated learning expectations. They also
continually assess their students’ achievements and progress. Assessment data are
collected and analyzed to determine student needs, develop plans and set goals to
improve learning and to report to students and parents/guardians. This cycle can be
illustrated as follows:
INSTRUCTION, ASSESSMENT AND EVALUATION
•Teachers employ a range of instructional strategies
based on curriculum policies and learning theory
•Teachers address varying student needs and learning
styles
•Teachers assess and evaluate student achievement,
needs and progress
•Teachers alter instructional strategies based on
feedback from ongoing assessment
CURRICULUM
•Ministry of Education REPORTING
expectations •To the students
•School board requirements •To the parents/guardians
and supporting resources •To the community
•Ontario Catholic School
Graduate Expectations
(Catholic Elementary Schools)
IMPROVEMENT
Results are considered by teachers,
students and parents/guardians to:
•Determine strengths and weaknesses
•Identify the ‘next steps’ and improvement
(action planning)
Used with permission from Toronto Catholic District School Board, Assessment of Student Achievement in Catholic
Schools, TCDSB, 2001
Modifications and
Accommodations
26
Modifications and Accommodations
Modifications
In planning for students with exceptionalities, teachers take into account the
student’s strengths and needs, learning expectations, accommodations and meth-
ods for assessing progress as outlined in the student’s Individual Education Plan
(IEP). The term 'modifications' refers to the changes made to the grade level expec-
tations from the Ontario Curriculum for a subject or course in order to meet the needs
of the student. Modified expectations may:
• be drawn from a different grade level, above or below the student’s current
grade placement
• include significant changes, an increase or decrease, to the number and/or
complexity of the grade level learning expectations.
Where curriculum expectations are modified, the IEP will set out the knowledge
and skills that the student is expected to acquire in a particular subject or course. The
grade level, from which the expectations have been drawn, will be included in the IEP.
Alternative expectations refer to learning related to skill development in areas not
represented in the Ontario curriculum policy documents. Expectations should repre-
sent a specific program designed and delivered to the student. Possible skill areas
include orientation and mobility training, life skills, and anger management. A repre-
sentative sample of the alternative expectations for each skill area outlined for the
student must be recorded in the IEP.
Accommodations
Every classroom is made up of students with a range of listening, speaking,
reading, writing, organizational and concentration abilities and attitudes that affect their
capacity to learn. A range of abilities and styles of learning challenges the teacher to
be flexible while encouraging the student to be responsible for his or her own learning.
The classroom environment should encourage the strengths of all students, while
providing opportunities for continuous growth in knowledge and skills. Includes:
• learning experiences that relate to the learning styles, real needs and interests
of the students;
• student involvement in the planning or choice of learning experiences and the
mode of assessment and evaluation (the form of the finished product);
• opportunities to demonstrate learning in a variety of ways;
• opportunities for self-monitoring;
• opportunities to work within flexible physical structures (movement to check in
with a peer regarding the steps of a task, use of technology such as voice-
activated software, media equipment) as required;
• involvement of the teacher as an active, interactive partner in the learning proc-
ess;
• celebration, respect and acceptance of individual differences.
27
Modifications and Accommodations Continued
The presentation or delivery of expectations does not determine the student’s
achievement for that expectation. For this reason the expectation:
• does not change when the delivery or timeline is negotiated with a student with
special needs
• remains the same regardless of the delivery of the information (e.g. instruc-
tions may be read step by step to the student; a peer may be assigned for the
student to check in with for next steps in the process, proof-reading, study,
review/discussion)
• is part of the formation of learning (evidenced during formative assessment
prior to summative assessment).
Accommodations refer to making adjustments to the learning process that do
not alter the essence of the grade level curriculum expectations and that would ben-
efit a particular student or group of students.
Teaching strategies to accommodate a range of students’ abilities can include
the following:
• Use diagnostic assessment to identify students’ prior knowledge and skills.
• Model or scaffold learning situations to maximize connections between previ-
ous and new learning.
• Adjust the amount of assigned work (e.g. the number of questions assigned
to demonstrate the expectation).
• Break down major assignments into smaller components that are manage-
able for students and appropriate for the timeline negotiated.
• Use a variety of resources and support materials (e.g. reading partners, taped
text, film, video or visuals, diagrams) to assist students with limited reading
skills.
• Use visual materials and manipulatives to illustrate abstract concepts.
• Assign a learning partner to assist with reading, steps of task, notetaking/
organization.
• Incorporate multidimensional options for recording information.
• Enable students to demonstrate growth in all achievement categories
that are outlined in the subject specific achievement charts
Accommodations for evaluation include the following:
• Evaluate the thinking criteria rather than presentation preferences.
• Evaluate what a student really knows or can do rather than what he or she can
put on paper (e.g. tape an oral presentation for an essay-type task).
• Vary tests so that they incorporate many evaluation strategies (e.g. multiple
choice, fill in the blank, matching, diagrams, short answers).
• Use recognition questions to assess understanding rather than recall. (Higher
order thinking is not dependent on recall of facts).
• Have students order events or phrases in correct sequencing or use to deter-
mine understanding.
• Separate student actions from their achievement.
• Provide additional time beyond the given time for a task.
• Provide directions or prompts with respect to the pace of the activity.
• Provide subject-specific support (e.g. verbatim scribing of a student’s response
28
Modifications and Accommodations Continued
when writing is not being assessed.)
• Provide a quiet work place to enable students to complete assignments.
• Provide preferential seating for a student who has difficulty seeing, hearing/
focussing.
• Reduce visual and/or auditory distractions in the learning environment using
technology such as individual headsets for computers.
• Provide large print, Braille, audio-cassette, or white paper for students who are
visually impaired.
Accommodations/Teaching Strategies for Instruction
When difficulties with listening are evident:
• Pairing: Partner the student with a stronger student so that they can compare
notes and clarify any questions.
• Preferential Seating: Seat the student in close proximity to the teacher espe-
cially if the student has CAP or ADHD.
• Repetition: Repeat instructions often and write them on the board so that in
structions are both verbal and visual.
• Time Allowances: When dictating notes, allow student more time or, if neces-
sary, photocopy the nots for them.
• Visual Cues: Provide visual cues for the student during an oral presentation.
When difficulties with speaking are evident:
• Choices: Provide choices about how a student presents material.
• Taping: Allow a student to tape an oral presentation for the group or class.
• Environment: Allow a student to present the information to the teacher only.
When difficulties with reading are evident:
• Variety: Use a variety of methods for sharing content, rather than just text. (e.g.
films, tapes [listen and follow along], drama, filmstrips, diagrams, flowcharts,
lists, and underlining or highlighting key phrases and words.)
• Tapes: Provide a novel on tape or have someone read the novel to the student.
• Pairing: Allow a good reader to share his/her strength in a cooperative reading
venture. (Works well when the entire class is paired up).
• Oral Questioning: Read the questions to a student or tape them if there is a lot
of reading required.
• Extra time: Allow extra time if the student can handle the reading but his/her
reading rate is slow.
When difficulties with writing are evident:
• Computer: Allow students time to do their written work on the computer espe-
cially if they have difficulty with fine or gross motor skills. Allow students to use
spell-check or grammar-check.
29
Modifications and Accommodations Continued
• Note Taking: Reduce the demands of copying by giving notes on photo
copies rather than on the blackboard; pairing a student up with a partner who
will write two sets of notes or double check the notes he/she has taken, use
summary sheets, having the group summarize notes together, and teaching
mapping as a summary or organization strategy.
• Peer Editing: Encourage peer editing and proofreading. Teacher proofreading
may be required.
• Variety: Encourage a variety of techniques for assignments (diagrams, draw-
ing, models or taped information) rather than just a written report.
• Scribe: Allow a student partner to write or type assignments for a student.
Classroom
Management
30
Classroom Management
There are many factors that ‘make a classroom work’. The attitudes of both the
teacher and the student are fundamental ingredients affecting the quality of learning
experiences. The physical environment, as well as the positive relationships estab-
lished between teacher and students, is essential for successful learning to take place.
It is important to allow for flexible groupings, established routines and care of all teach-
ing/learning resources.
Although the teacher has the primary responsibility for classroom management,
the students have the responsibility for controlling or improving their behaviour with
others. Peer relationships and pressures often impact upon the learning environ-
ment. A collaborative culture within the classroom that has a primary focus on the
common good rather than individual needs reflects socially responsible behaviour. A
common goal is that students will make choices and continuously strive toward qual-
ity work that is relevant to them and important to the overall needs of society. (e.g.,
addressing environmental issues, practicing good citizenship).
Whenever possible, allow students to make decisions from a variety of options
including the types of learning activities and the assessment criteria. Once students
are involved in the decision making, they are more likely to demonstrate responsibility
in carrying out tasks. Recognition of and attention to individual student needs and cul-
tural and social realities can help gain and maintain students’ cooperation throughout
learning and assessment activities. The Elementary Unit Project conducted a care-
ful review of the units to ensure that, equity and bias issues were addressed, when-
ever possible.
Teachers who are planning for combined grade classes realize how important it
is to keep students ‘on task’. All students need to be independent learners and work
well with other students without continual direction. Students in combined grades will
have many opportunities to demonstrate their ability to work independently and within
a group or with a partner. Planning for independent, peer and group activities with
clearly understood expectations and assessment criteria is a good foundation for stu-
dent success. Resources and other teaching materials should be gathered well in
advance of the teaching/learning experience. The elementary units have been devel-
oped within a generic approach to planning for a specific unit. All students and classes
present unique challenges that need to be met within a unit of study. Teachers
will make the necessary adjustments in terms or resources and strategies to suit the
needs of their students.
How do I know if my classroom ‘works’?
• The students are highly motivated and involved in relevant, meaningful tasks.
• There is a sense of internalized democratic reasoning and dialogue between stu-
dents and teacher.
• An atmosphere of trust, partnership and social responsibility is apparent.
• The teacher is ‘in charge’ of the teaching/learning situations but the student is
responsible for his/her own behaviour.
31
Mathematics
In our ever-changing world, the ability to understand and do mathematics is
essential. Today’s mathematics education should actively engage all students
in learning mathematics and encourage them to use it in their daily life. When
planning inclusive and differentiated programs, teachers are challenged to
provide learning environments that engage students of different abilities, needs,
experiences and interests and enable them to reason mathematically, solve
problems, pose problems and communicate their ideas with clarity, precision
and persuasiveness.
What are the components of an effective mathematics program?
A balanced mathematics progam includes:
• A focus on developing big mathematical ideas based on sets of clustered
mathematics curriculum expectations.
• A range of instructional strategies to help address the needs of different
learning styles
• Tasks that engage students in problem solving, inquiry, the search for
patterns, and the use of technology.
• Lessons that help students to understand basic concepts and apply them
in a variety of situations.
• Various learning experiences to help students build on prior knowledge in
a variety of contexts.
• A variety of resources, including concrete materials and manipulatives, to
enable students to grasp concepts.
• Links to everyday life and careers to help students make connections to
real-life applications.
• Opportunities for students to seek alternative solutions and talk about their
reasoning.
• Units that introduce concepts, procedures or processes, but at the same
time revisit topics to further develop and extend mathematical ideas.
• High expectations and support for all students.
• Instructional decisions that are determined by what the students know
and where they need to go.
• Lessons that allow students to understand basic concepts then apply
them in a variety of situations.
• Assessment strategies that are linked to instruction.
• The use of technology to teach concepts and processes and enhance
learning.
32
Mathematics
Components of an Effective Mathematics Program
Content Process
Ontario Curriculum Expectations: Knowledge and Skills:
•Number Sense and Numeration •Problem Solving
•Measurement •Understanding of Concepts
•Geometry and Spatial Sense •Application of Mathematical
•Patterning and Algebra •Procedures
•Data Management and •Communicatioin of Required
Probability Knowledge Related to Concepts,
Procedures, and Problem
Solving
Assessment
Strategies and Tools:
•Performance-Based Tasks
•Investigations
•Observations
•Anecdotal Records
•Paper-Pencil tests
•Journals
•Portfolios
•Conferences/Interviews
An effective mathematics program combines these components to
meet the needs of all students in their search for understanding.
33
Mathematics
How do I plan for an effective mathematics program?
In planning mathematics programs, teachers will keep in mind the goal of pro-
viding all students with many opportunities to understand mathematics and acquire
the skills needed to approach and solve problems. All programming decisions will
be based on what students know and need to know about the essential mathemati-
cal ideas appropriate for each grade level. To ensure a balanced, coherent and mean-
ingful program, teachers will consider problem-solving activities that require students
to make connections and explain their reasoning. These activities will be the means
by which the students will develop the content skills of the curriculum.
Long range planning versus unit planning?
What is long range planning?
• providing an outline of how the mathematics program will unfold
through the course of the school year
• focusing on the content—determining when the expectations will be covered
in each of the strands
• deciding on:
- the big ideas/enduring understandings by selecting the skills and
knowledge from the expectations and grouping them (e.g., Generalizations);
Grade 2
by the end of Grade 2, students will:
•recognize that patterning results from repeating an •explore multiples in a hundreds chart;
operation, using a transformation (slide, flip, turn), or •use a calculator and a computer application to explore
making some other change to an attribute; patterns;
•describe and make models of patterns encountered •relate growing and shrinking patterns to addition and
in any context, and read charts that display patterns; subtraction;
•identify patterns; •explain a pattern rule;
•combine two attributes in creating a pattern; •given a rule expressed in informal language, extend a
•identify patterns in addition and subtraction sen- pattern;
tences; •transfer patterns from one medium to another .
Extracted from the Learning Continuum, Mathematics; Patterning and Algebra.
- when they will be covered;
- the sequence of skills and knowledge within the big ideas and the balance of
strands throughout the year;
- the instructional and assessment strategies to be used and the balance
among them;
- whether or not the big ideas/enduring understandings can be integrated with
other subject areas For example, the development of the big ideas/enduring
understandings in Data Management should coincide with the collection, or-
ganization and interpretation of data in the study of science and technology
topics.
What if I’m planning long range for a combined grade classroom?
• Begin with grouping expectations in each of the two curricula.
• Develop the big ideas/enduring understandings from the clustered expecta-
tions from each grade curriculum and look for those that match.
34
Mathematics
Grade 2 Grade 3
by the end of Grade 2, students will: by the end of Grade 3, students will:
•recognize that patterning results from repeating an •understand patterns in which operations are repeated,
operation, using a transformation (slide, flip, turn), or transformations are repeated, or multiple changes are
making some other change to an attribute; made to attributes;
•describe and make models of patterns encountered in •identify patterns in which at least two attributes change;
any context, and read charts that display the patterns; •create a pattern in which two or more attributes change;
•identify patterns; •discuss the choice of a pattern rule;
•combine two attributes in creating a pattern; •given a rule, extend a pattern and describe it in informal
•identify patterns in addition and subtraction sentences; mathematical language;
•explore multiples in a hundreds chart; •use addition and subtraction facts to generate simple
•use a calculator and a computer application to explore patterns in a hundreds chart;
patterns; •use environmental data to create models of patterns and
•relate growing and shrinking patterns to addition and display the patterns on a chart;
subtraction; •identify relationships between addition, subtraction,
•explain a pattern rule; multiplication, and division;
•given a rule expressed in informal language, extend a •use a calculator and a computer application to explore
pattern; patterns.
•transfer patterns from one medium to another.
Extracted from the Learning Continuum, Mathematics; Patterning and Algebra.
• Plan to offer integrated units based on the common big ideas/enduring
understandings.
• Decide when these units will be delivered.
• Consider those topics that cannot be integrated and decide when they will be de-
livered separately to each grade level.
• Consider which instructional and assessment strategies you will use when teach-
ing each single or combined grade unit.
See Appendix A for Long Range Planning Overview Template
What is unit planning?
• begins with what the students know and what they need to learn
• places an emphasis on the big ideas/enduring understandings and on making
connections between the different strands. (e.g., combining clustered Patterning
and Algebra expectations with Number Sense and Numeration clusters, patterns
in numbers and place value concepts)
• thinks about the different processes students will use in their learning
(achievement chart, problem solving, connections, use of technology, reason-
ing and communication)
• links the learning experiences with the assessment methods
• decides on:
- the big ideas/enduring understandings from clustered expectations
- the key questions that will be asked throughout the unit
- the culminating task that pulls the ideas together
- the tasks/problems/investigations that develop student understanding
- the individual assessment task
- the assessment strategies to be used (performance based, conferences/
interviews, observations, portfolios, journals, paper-pencil tests, investiga-
tions, open-ended questions) and which ones are most appropriate for each
task in this unit
35
Mathematics
• determines the resources to be used: literature, manipulatives, technology
• establishes the timelines
What if I’m planning a unit for a combined grade classroom?
• Begin by choosing a strand or strands as the organizer or unifying concept.
• Create a cluster of expectations from that strand from each grade curriculum.
• Develop the big ideas/enduring understandings and key questions from these
clusters.
• Design a culminating task for each grade.
• Create tasks that would be appropriate for both grades and separate ones that
are applicable to the individual grades.
• Design grade-specific individual assessment tasks.
See Appendix B for Unit Planning Overview Template
What must I consider when planning a mathematics unit?
Content considerations
An understanding of what students must learn (the skills and knowledge
outlined in the Ontario Curriculum), and how they learn mathematics is key to
the development of all instructional units.
• Teachers must begin with the student and make all planning decisions
based on the notion that students truly learn mathematics when they
understand it.
• All units should present opportunities to invent procedures, use the algorithm,
and make sense of mathematical concepts.
• All learning and assessment tasks within a unit should enable all students to
demonstrate their understanding of the mathematical ideas presented.
• The various tasks should engage students in acquiring different types of
mathematical knowledge depending on the expectations.
• The tasks should be varied to meet the needs of different learning styles and
abilities.
Teachers must consider which particular expectations or clusters of ex-
pectations allow students to demonstrate various skills and knowledge.
The expectations themselves must be examined closely for:
• the intent of the expectations and what students are expected to demonstrate.
(Are students expected to recall terms or explain their meaning?)
• the level of thinking skills required by the students. (Are students listing or
analyzing?)
36
Mathematics
The expectations were designed to allow students to acquire and demon-
strate different types of mathematical knowledge.
• Procedural knowledge is only one type of mathematical knowledge. Students are
required to demonstrate knowledge of the rules and procedures and the symbols
used to represent mathematics. (e.g., performing an algorithm).
• Conceptual knowledge is the understanding of the meaning of the mathematics. It
is the relationships or concepts that are constructed in the mind by the student.
(e.g., 1/2 = 2/4 = 3/6).
When planning a unit, teachers must ensure that students are not learning pro-
cedural rules without understanding the concept. It is very important for students to
see that mathematics makes sense.
The mathematics learning continuum chart is a useful tool. The chart gives an
at-a-glance view of the specific and overall expectations for each grade level, but also
offers the teacher the ability to identify the particular expectations that demonstrate
different concepts.
Cross-stranded units should be planned around big ideas/enduring
understandings.
• The focus should be on one strand with connections to others. (e.g., Measure-
ment as the major focus and Geometry and Spatial Sense as the minor focus).
• Lessons, key questions and tasks should all be based on the big ideas/enduring
understandings For example, a unit may be planned around the big idea that pat-
terns can be found in number and in geometry. All the unit lessons, questions,
and tasks will help students make sense of number, patterning and geometry con
cepts.
• The integrated strands are natural links and show how ideas are interrelated.
Instruction Considerations
‘Solving problems is not only a goal of learning mathematics but also a
major means of doing so.’1
What does the Ontario Curriculum say about problem solving?
• Problem solving should be an integral part of all the learning in each of the five
strands.
• Problem solving should be used as a way of helping students develop math-
ematical skills and knowledge.
• Students must learn problem-solving techniques that can be used beyond the
classroom.
1National Council of Teachers of Mathematics, Inc., Principles and Standards for School Mathematics,
2000, p. 52
37
Mathematics
• Problem-solving strategies should be taught so that they may be used as tools
for learning mathematics.
• Technology should be used as a tool for solving some problems.
• Problem-solving tasks should:
- help build confidence and a positive attitude towards solving mathematical
problems;
- connect math to the ‘real’ world;
- require students to demonstrate risk taking and perseverance;
- enable students to examine their thinking process and decide if a different
approach is required;
- permit students to analyze and present solutions;
- promote sharing of ideas and talking about math.
Why plan units around problem solving?
• Students are developing/constructing their own ideas and improving understand-
ing.
• When solving problems, students are reasoning, using problem solving skills,
communicating ideas, making connections and applying knowledge and skills.
• When students solve problems, they become more confident.
• Problem-solving tasks offer excellent opportunities to assess a student’s abil-
ity to solve problems, apply concepts and procedures, understand concepts
and communicate ideas.
Manipulatives are important tools for helping students understand
and learn mathematics.
Manipulatives help children develop new concepts and formulate relationships.
They:
• help students move from the concrete (constructing groups of beads), to the rep-
resentational (using an abacus), to the abstract/symbolic (the algorithm);
• help students explore, think about and talk about mathematics;
• help students construct meaning and see patterns and relationships;
• should be incorporated into tasks or made available to students when ever;
they feel they need to use them;
• should be used by the students in a manner that they feel best helps them
make sense of a problem or concept;
• allow students to test, revise and confirm their reasoning;
• help students make connections between concepts and symbols;
• give teachers the opportunity to asses a student’s understanding and make
programming decisions based on the findings.
38
Mathematics
Teacher questioning plays a vital role in the development of students'
understanding of concepts in mathematics.
‘What if...questions’ such as ‘Will your strategy work if...?’ or ‘What would come
next if...?’ will help move students to apply annalyze, synthesize, and evaluate. This
level of mathematical thinking should be the goal of all planning and instruction.
When planning instructional units teachers must ask informed, focused and rel-
evant questions to:
• cause students to think critically and develop higher level thinking skills;
• help to assess knowledge;
• drive students to an understanding of mathematical ideas;
• push students to look at themselves for answers;
• foster mathematical communication.
Strategies:
• Encourage students to discuss their ideas in various groupings.
• Use open ended questions (e.g., What is the problem about?, How do you know for
sure?, Could there be another answer?, Will your strategy always work? What
would happen if…?).
• After posing questions, give students time to reflect and formulate responses.
• Ask more questions to help students clarify thinking.
• Encourage students to ask each other questions.
• Allow for various forms of responses: written, oral, concrete, pictorial.
Assessment considerations
Assessment should be the servant of teaching and learning. Without
information about their students’ skills, understanding, and individual ap-
proaches to mathematics, teachers have nothing to guide their work. 2
Curriculum expectations, instructional methods and assessment strate-
gies must be connected when planning units to ensure that:
• learning improves for all students;
• students know what is expected of them;
• what is assessed is based on the categories of the Achievement Chart of the
Ontario Curriculum;
• assessment is the routine and continual collection and analysis of data in the
classroom;
• modifications to teaching can be made.
2Mokros, Russell, and Economopoulos, Beyond Arithmetic: Changing Mathematics in the Elementary Classroom,
1995, p. 84
39
Mathematics
The Assessment Process
Plan
tasks/problems
Collect data
using many
methods
Interpret data to
draw
conclusions
Use data to make
decisions/
changes
When planning tasks, teachers must consider various forms of
assessment in order to collect different types of information.
• To launch a unit, teachers should plan tasks that will provide evidence of what
students know and what they need to learn. The collection and analysis of
data is referred to as diagnostic assessment.
• The bulk of the tasks for a unit should be designed to assess the learning of
specific concepts over the span of the unit. This is referred to as formative
assessment.
• A culminating task is created to assess student achievement and the effective-
ness of the learning experiences. This is referred to as summative assessment.
• Different methods of assessment should be used to collect a range of student
abilities, skills and knowledge.
See Appendices C1, C2 and C3 for examples of assessment methods in mathematics.
40
Mathematics
Assessment is meaningful only when the interpretation of data affects
programming.
• The information gathered from assessments should be used to improve learn-
ing in all four categories of skills in the achievement chart.
See Appendices D1, D2, D3, and D4 for examples of programming strategies.
See Appendix F for scoring rubric.
Equity and Special Needs Considerations
Excellence in mathematics education requires equity – high expectations
and strong support for all students.3
• All students can learn and think mathematically. It is up to the teacher to
ensure that adaptations, accommodations, and modifications are made
when planning units, instructing students, and assessing performance.
• Modifications in instruction may include adapting the amount of time allotted,
increasing the level of support and adapting how students are instructed and how
they approach and respond to a task.
• Modifications in curriculum may include adapting the content and amount of
expectations or providing alternative materials and tasks based on the
individual needs of the student.
• ESL students benefit from the use of manipulatives, models, and diagrams when
being given instructions or tasks. Allow these students to use their first
language when communicating ideas and solutions.
• Gifted students are best challenged when they are required to ask questions,
expand their thinking, make connections and answer open-ended questions.
See Appendix E for adaptations.
3National Council of Teachers of Mathematics, Inc., Principles and Standards for School Mathematics, 2000, p. 11
Long Range Planning Overview for Mathematics
Term Big Ideas/ Curriculum Expectations Timeline Integration Resources
Essential Understandings Area
One
Two
Three
40(a)
Appendix A
Unit Planning Overview for Mathematics
Big Ideas/Essential Understandings
Key Questions Key Questions Key Questions Key Questions Key Questions Key Questions
Culminating Task
Tasks Tasks Tasks Tasks Tasks Tasks
Individual Assessment Task
Assessment Strategies
40(b)
Appendix B
40 (c)
Appendix C1 C1
Appendix
Inside a Mathematics Portfolio
What you might find:
From the student
a math autobiography
The Items Included a table of contents
in a mathematics
a journal entry
portfolio should
a completed investigation
demonstrate a
student's thinking a math problem created by the student
and problem- a piece of work showing the student making
solving ability to corrections or revisions
see connections a math project
and relationships, work in the student’s first language
and growth
work showing the integration of math in
discovered over a another subject area
period of time.
From the teacher
an assessment checklist
interview notes
a photo, video tape or drawing of the
student using manipulatives to solve a
problem
observation and/or interview notes
Appendix C2 40 (d)
Inquiry Model Checklist
Student Name:
Grade:
Date:
Understanding the Problem Level 1 Level 2 Level 3 Level 4 Comments
Understands the words
Knows what is being asked
Identifies the information given
Identifies the information needed
Restates the problem in own words
Making a Plan
Compares the problem to other
experiences
Considers possible strategies
Chooses appropriate strategies
Carrying out the Plan
Explains the plan
Listens to the ideas of others
Checks the steps
Reviews the steps
Finds the correct answer
Draws pictures or uses
manipulatives
Uses pictures, numbers and words
to represent
Looking Back/Looking Ahead
Checks reasonableness of answers
Reviews the method
Chooses the best way to describe
and explain
Does similar problems
Generalizes the solution
40 (e)
Appendix C3
Linking Assessment and Instruction
Assessment
Assessment What it looks like Questions to ask
Method
Method What it looks Questions to ask
lik
• observing students as they work, focusing • Can you put that into your own words?
on specific expectations or concepts • Do you see a pattern?
Observations • recording observations using anecdotal notes • What do you notice?
• asking few questions to help students get • What is the next step?
started
• asking planned questions around specific • How did you find that solution?
expectations, concepts, skills, attitudes • What would happen if...?
Interviews • recording information using anecdotal notes • What do you like about solving problems?
• asking a series of questions to learn as much
as possible about students’ understanding
• spontaneous converstations while students are • How would you prove it?
working • Can you predict what the next number in the
Conferences • recording information using anecdotal notes pattern will be?
• asking a few questions about certain attitudes, • Does this make sense to you?
skills, procedures, or concepts
• students reflecting on their work, progress, •When I got stuck I ...
attitudes, problem solving in mathematics • I tackled the problem by...
Journals • students communicating mathematically •The most difficult part about solving
• giving students writing/drawing prompts problems is...
students and problems that require students
••questionsreflecting on their work, progress, to • When your thinking.
• Explain I got stuck I ...
attitudes, problem solving apply procedures,
use problem solving skills, in mathematics • How do you know that is the correct answer?
• I tackled the problem by...
Tests/Quizzes
• skills, and communicate ideas
students communicating mathematically • The most difficult part about solving
• giving students to explain their prompts
• asking students writing/drawinganswers problems is...
• ensuring a balance of problem solving,
procedures, explanations, and definitions
• questions and problems that require students to • How would you explain your thinking?
use problem solving skills, apply procedures, • Do you see a pattern?
Investigations/ skills, and communicate ideas • Is there only one possible solution?
Open-Ended • asking students to explain their thinking • Where else have you seen this?
Questions • varied tasks that meet the needs of different • How does this compare to...?
learning styles
• a collection of student work samples that • I learned...
demonstrate learning over a period of time • I found this challenging because...
Portfolios • a collection that demonstrates students’ • I’m proud of this work because...
thinking
40 (f)
Appendix D1
Planning to Enhance Knowledge and Skills in Problem Solving
Knowledge/Skills Programming Strategies
• Use problems to launch lessons
• Provide different contexts for problems,
especially from daily routines
• Design problems that can be
represented with manipulatives
• Identify for students what information is
needed and what can be discarded
• Allow lots of time for students to
explore problems
• Use problems that are challenging but
attainable
• Allow students to struggle, but provide
scaffolding when necessary
• Allow students to create their own
Problem Solving problems
• Present problems that have more than
one answer
• Have whole-group discussions before
students begin a task
• Provide similar problems
• Choose problems that elicit specific
strategies
• Question strategies and solutions and
have students probe their thinking
• Allow access to manipulatives
• Integrate the use of calculators and
computers
• Use technology to help students with
the more complex problems
• Make communication and reasoning a
component of every problem
• Ask students to reflect, explain, prove
their answers
• Teach the inquiry process: explore ,
ask questions, predict possibilities,
plan and reflect, decide, communicate,
and evaluate
40 (g)
Appendix D2
Planning to Enhance Knowledge and Skills in the Understanding of
Concepts
Knowledge/Skills Programming Strategies
• Design tasks that help students discover the
relationships among mathematical ideas (e.g.,
addition with subtraction)
• Provide in and out of school contexts for the
tasks
• Allow students to make connections using
concrete objects
• Provide many opportunities for students to
generalize and predict
• Have discussions to activate prior knowledge
and help students connect old ideas with new
ones
• Provide tasks that promote the understanding
of increasingly complex ideas
• Embed mathematics into as many curricular
areas as possible
• Provide experiences that show the usefulness
Understanding of of mathematics
• Revisit relationships with tasks in new contexts
Concepts • Provide concrete materials to help students
represent concepts
• Model the asking of questions about how ideas
are related
• Encourage students to ask questions about
how ideas are related
• Design experiences that help students discover
the relationships among mathematical ideas
• Provide tasks that develop problem-solving
skills
• Solicit explanations and proof
• Select tasks that connect mathematical ideas
• Help students use current ideas to build new
ones
• Encourage students to look for, use and
describe connections
• Revisit problems to help students discover new
ideas
• Embed mathematics into as many curricular
areas as possible, creating integrated units
• Provide experiences that show the usefulness
and power of mathematics
40 (h)
Appendix D3
Planning to Enhance Knowledge and Skills in the Application of
Procedures
Knowledge/Skills Programming Strategies
• Encourage multiple procedures and
representations
• Allow students to develop their own procedures
and representations
• Provide many opportunities for students to
explain their reasoning
• Help students understand that representations
are models of mathematical ideas
• Model procedures using concrete materials
• Model the use of representations as a way of
Application of •
organizing your thinking
Provide problems that encourage students to
Mathematical record their reasoning in an organized manner
• Present different situations that can be
Procedures represented in the same way
• Model estimating or predicting before solving a
problem
• Talk about why some procedures or strategies
are more effective than others
• Encourage students to test and support their
solutions
• Help students use representations to support
their thinking
• Introduce new representations when students
are ready to use them
• Introduce new representations when they can
be used to solve certain types of problems
• Help students feel confident in developing own
representations and selecting conventional
ones to solve problems
40 (i)
Appendix D4
Planning to Enhance Knowledge and Skills in Communications
Knowledge/Skills Programming Strategies
• Establish a risk-free environment where
students feel comfortable sharing their ideas
• Provide many opportunities for students to talk
about their thinking and listen to others explain
their ideas
• Help students organize their ideas and better
articulate their thoughts
• Encourage students to ask questions until they
can make sense of a problem or an idea
• Model effective talking and writing techniques
• Introduce and model the correct math
vocabulary
• Allow ESL students to communicate in their first
Communication •
language
Encourage math conversations among students
• Ask questions to elicit dialogue
• Model the communication of ideas in a variety
of ways
• Hold whole-class and small-group discussions
around topics
• Help students relate mathematical language
with written symbols
• Model the use of pictures, numbers and words
when communicating in writing
• Teach writing forms to help students organize
their thinking
• Make explaining, proving, questioning, and
debating part of the routine
40 (j)
Appendix E
Adaptations for Learning Disabilities
Disability Deficit Adaptations
Perceptual • has difficulty reading multi-digit • repeat ideas and questions
numbers • break problems down into
• has difficulty differentiating coins manageable chunks
• mixes operation symbols • provide a structure or template
• reverses digits in numbers for recording answers,
• has difficulty with regrouping solutions and thinking
• has trouble writing on lined • isolate problems or tasks so
paper they can be tackled one at a
• does not notice size changes time
• has difficulty writing numbers • record instructions on a tape
• has trouble hearing patterns in recorder
counting • provide manipulatives and
• has difficulty distinguishing models
between similar-sounding words • encourage peer tutors to
repeat, explain or read
directions
Memory • has difficulty retaining new ideas • give instructions one at a time
• has difficulty copying from the • break procedures down to
board show each step
• has difficulty remembering facts • provide addition, subtraction
in a word problem and multiplication charts and
• has difficulty retaining basic formula sheets
facts • offer strategies for
• has difficulty solving multi- remembering basic facts
operational computations • allow the use of a calculator at
• has difficulty completing all times
problems and algorithms
involving many steps
• has difficulty with oral drills and
problems
Integrative • has difficulty visualizing groups • use manipulatives and models
• has difficulty with missing for instruction
addends and missing factors • encourage students to express
• has difficulty with word problems their thinking often, orally
• has difficulty noticing patterns and/or in writing
• has trouble continuing counting • ask for explanations and proof
patterns regularly
• has difficulty relating words to • plan for more repetition and
meaning practice when introducing new
• is unable to solve word problems concepts
• has difficulty counting on
• has difficulty with explanations
• has difficulty writing numbers
from dictation
Adapted and revised from Elementary and Middle School Mathematics,
Teaching Developmentally, 2001 John A. Van de Walle
Mathematics Scoring Rubric
Level One Level Two Level Three Level Four
The mathematical performance The mathematical performance The mathematical performance The mathematical performance
demonstrates limited knowledge demonstrates some knowledge and demonstrates good knowledge and demonstrates depth and breadth of
General Description
and understanding understanding understanding knowledge and understanding
of Performance
• attempts to use information from • relevant information from the • information beyond the problem is • information from the problem is
the problem are incomplete problem is used incorporated when required recognized as pertinent or non-
• predictions and estimations are • predictions and estimations are • predictions and estimations are pertinent and organized systematically
unreasonable sometimes evident evident • predictions and estimations are
Problem Solving • strategies may not be recognizable • a strategy is evident but may not be • choice of appropriate strategies is evident and justified
or appropriate to the task appropriate or clear evident • appropriate strategies are evident
• solutions are rarely accurate • solutions sometimes accurate • solutions are usually accurate • solutions are almost always accurate
• important pieces of information • information beyond the problem is
from the problem are organized incorporated effectively
• demonstrates limited understanding • demonstrates some understanding of • demonstrates good understanding of • demonstrates a thorough
of concepts concepts through appropriate but concepts through complete and understanding of concepts through
• may only demonstrate inaccurate or incomplete explanations appropriate explanations and sophisticated explanations and
Understanding understanding of a given concept and procedures procedures procedures
Concepts in one way • may demonstrate understanding of a • demonstrates understanding concepts • demonstrates appropriate application
given concept in one or several ways in a variety of ways or in one detailed of a given concept in a variety of
representation of the concept contexts, situations and problems
•computations and mathematical •computations and mathematical •computations and mathematical •computations and mathematical
procedures include major errors and procedures selected are usually procedures are accurate, with a few procedures are accurate and justified,
Application of omissions correct, but contain some minor minor errors and/or omissions with practically no minor errors or
Mathematical errors or omissions omissions
Procedures
•mathematical language is •mathematical language and symbols •mathematical language and symbols
•mathematical language and symbols
imprecise, inappropriate or limited are apparent but not always effective are consistently clear and precise
are used effectively
to the terms within the problem and preccise •sketches, diagrams, charts are clear,
Communication of •sketches, diagrams, charts are
• solutions are without explanation •sketches, diagrams, charts are complete, and enhanse explanations
required knowledge, complete
or have incomplete explanations present but may be unclear or • solutions are supported by strong
related concepts, • solutions are justified and valid
• no closure to the problem is incomplete arguments and extend to other strands
procedures, and • closure to the problem is expressed
provided • solutions have only partial • closure to the problem is expressed
problem solving clearly and includes a summary
explanations precisely and succinctly, and a
statement that is unambiguous and
• closure to the problem is not entirely summary statement satisfies the
satisfies the problem
clear and may not include a summary problem
Adapted from: C.A.P.E./O.A.M.E/O.M.C.A. Linking Assessment and Instruction in Mathematics, Junior Years, 1997
40(k)
Appendix F
41
Science and Technology
The Purpose of the Ontario Curriculum, Grades 1-8: Science and
Technology
Students graduating from Ontario schools require the scientific and technological
knowledge and skills that will enable them to be productive members of society. They
also need to develop attitudes that will motivate them to use their knowledge and skills in
a responsible manner. The Ontario Curriculum, Grades 1-8: Science and Technol-
ogy, 1998 outlines the knowledge and skills that students must develop in Grades 1-8, as
well as the levels of achievement at which they are expected to master them. It is these
levels that teachers will use to assess students’ achievement.
Students must develop a thorough knowledge of basic concepts that they can
apply in a wide range of situations. They must also develop the broad-based skills that
are so important for effective functioning in the world of work: they must learn to identify
and analyse problems and to explore and test solutions in a wide variety of contexts.
This firm conceptual base and these essential skills are at the heart of the science and
technology curriculum and must be the focus of teaching and learning in the classroom.1
The Goals of Science and Technology Education
The goals of science and technology education in Grades 1 to 8 follow from the
nature of science and technology and the needs of Ontario’s students. The goals are
intended to ensure that all students acquire a basic scientific literacy and technological
capability before entering secondary school. The goals for students are:
• to understand the basic concepts of science and technology
• to develop the skills, strategies, and habits of mind required for scientific inquiry
and technological design;
• to relate scientific and technological knowledge to each other and to the world
outside the school.
These goals are equally important. They can be achieved simultaneously
through learning activities that combine the acquisition of knowledge with both inquiry
and design processes in a concrete, practical context. At the same time, these learn-
ing activities must enable students to develop the communication skills that are an
essential component of science and technology education.2
An effective science and technology program:
• reflects the goals of science and technology education;
• is based on expectations from the Ontario science and technology curriculum;
• makes connections between science and technology;
• integrates across strands of the curriculum and other disciplines where appropriate;
1 EDU, The Ontario Curriculum, Grades 1-8: Science and Technology, p.3
2 EDU, The Ontario Curriculum, Grades 1-8: Science and Technology, p.4
42
Science and Technology
• engages students in hands-on, minds-on science and technology learning
tasks;
• develops science and technology concepts through the teaching of the skills
of inquiry and design (see Appendices);
• uses a variety of assessment and instructional strategies;
• makes science and technology accessible and interesting for all students.
How can I plan and assess science and technology programs?
In planning science and technology programs, teachers will take into account
the need to provide students with the fundamental knowledge and skills that will
enable them to carry out increasingly complex investigations. Students in Grades 1
to 6, in particular, will benefit from a program in which science and technology are
integrated. An integrated program can help students make connections between
the concepts and skills of the two disciplines. For example, students will have op-
portunities to see the parallels between the processes of inquiry and design. They
will also be able to investigate the scientific concepts that underlie and lead to an
understanding of technological accomplishments.
Schools that have specialist teachers and/or special facilities may teach the
two subjects separately, particularly in Grades 7 and 8. In such cases, it is impera-
tive that the two teachers plan their programs collaboratively to ensure that students
are able to meet all of the grade expectations.3
Integration can take many forms. Teachers can plan units that integrate strands
within science and technology or they can plan units that integrate science and
technology with other disciplines where appropriate.
Long range planning versus unit planning?
Long range plans can enable teachers to foresee the chronological learnings
they want their students to develop throughout the year. Unit planning is the more
detailed outline of the topics of study or units the teacher has outlined in their yearly
long-range plans. For yearly long range plans it can be beneficial to break the year
into blocks of time and decide which strands would be best addressed during a cer-
tain period. For example, Growth and Changes in Plants (Grade 3 Life Systems)
would be best taught in either the early fall or the spring. The same can be said of
Characteristics of Living Things (Grade 1 Life Systems) and Growth and Changes in
Animals (Grade 2 Life Systems) if the teacher intends to hatch eggs or butterfly lar-
vae. Grade 1and Grade 5 teachers may want to address the topics Daily and Sea-
sonal Cycles and Weather (Earth and Space Systems) across the whole year in-
stead of as a discrete unit. These types of situations can be addressed as part of a
3 EDU, The Ontario Curriculum, Grades 1-8: Science and Technology, p.10
43
Science and Technology
long range plan.
Teachers should look for natural links within the strands of the grade(s) they
are planning for. For example, some combinations are:
Grade 1
• Everyday Structures with Characteristics of Objects with Properties of
Materials
• Energy in Our Lives with Everyday Structures
• Daily and Seasonal Cycles with Characteristics and Needs of Living
Things
Grade 2
• Energy from Wind and Moving Water with Air with Water in the Environment
Grade 3
• Magnetic and Charged Materials with Forces and Movement
• Growth and Changes in Plants with Soils in the Environment
Grade 4
• Materials that Transmit, Reflect or Absorb Light or Sound with Light and
Sound Energy
Grade 6
• Properties of Air and Characteristics of Flight with Space
The development of skills and knowledge in science and technology is often
related to learning in other subject areas. When planning programs, teachers should
emphasize this cross-curricular learning by:
• coordinating the teaching of related content in two or more subjects. For exam-
ple, in Grade 3, students could be taught data management in mathematics and
then asked to use the acquired skills to make a graph of data collected in a sci-
ence and technology activity. Similarly, students could be taught library skills in
language and then asked to use those skills to gather data about a science and
technology topic;
44
Science and Technology
• providing opportunities for students to work towards expectations in two or more
subjects within one lesson. For example, in Grade 7 teachers could develop a
unit of study around the building of structures to give students opportunities to
learn about the properties of materials (science and technology), the characteris-
tics of geometric shapes (mathematics), and the aesthetics of design (visual arts
and technology). At the conclusion of the lesson, students could be asked to
write a paper (language) assessing the impact of a scientific or technological
innovation on the lifestyle of people (science and technology/social studies).
To help teachers plan such integrated units of study, the expectations in science
and technology have been carefully aligned with related expectations in language and
mathematics.4
What if I’m teaching a combined grade?
The approaches to planning discussed in this document for science and tech-
nology are applicable to all grade groupings including combined grades. The list be-
low reflects a variety of ways of dealing with combined grades. These suggestions
are a starting point for teachers grappling with the unique demands of teaching more
than one grade.
Combine same grade students from two combined grade classes for instruction
in science and technology
Identify common themes
Determine the content/skills in the two grades that can be shared and use these to
create common themes (e.g., Grade 2/3: combine Grade 2 Movement with Grade 3
Stability).
Use expectations in the science and technology learning continuum to assist in
finding links (see following page).
4EDU, The Ontario Curriculum, Grades 1-8: Science and Technology, p.10
45
Science and Technology
Grade 2 Grade 3
• identify, through observation, the mechanical parts of • describe, using their observations, ways in which the
objects and describe the motion of these parts; strength of different materials can be altered;
• compare the motion of objects on different surfaces ; • describe ways in which forces alter the shape or
• compare the motion of similar objects made with or strength of different structures;
filled with different materials; • describe ways to improve the strength and stability of a
• describe, using their observations, the effect that frame structure ;
different surfaces have on the rate at which an object • describe, using their observations, the role of struts and
slows down; ties in structures under load;
• describe, using their observations, the effects of • describe, using their observations, the changes in the
changing the slope of an inclined plane on the motion amount of effort needed to lift a specific load with a
of an object that is placed on it; lever when the position of the fulcrum is changed;
• predict factors that make a load easier or more • describe, using their observations, how simple levers
difficult to move; amplify or reduce movement;
• identify different ways in which wheels and axles can • describe the effects of different forces on specific
be attached to a chassis; structures and mechanisms.
• demonstrate awareness that the wheels of a vehicle
rotate clockwise or counterclockwise depending on
the direction of movement of the vehicle.
Identify unifying concepts:
A useful way to create linkages among the disciplines is to use unifying con-
cepts such as constancy and change, energy, similarity and diversity or systems
and interactions These are the ideas that underlie and integrate different scientific
(and technological) disciplines in ways that assist both teachers and students. Unify
ing concepts are meant to integrate big ideas as a way to provide a context for ex-
plaining, organizing and connecting knowledge. (Please refer to the Appendices for
definitions and illustrative examples).
Use expectations in the science and technology learning continuum to assist in
finding links.
46
Science and Technology
Teach the same strand at the same time but modify the learning tasks and as-
sessment measures according to the grade level. Use the learning continuum to
identify clusters of expectations which are similar and could be combined in a meaning-
ful way. Choose one theme (e.g., Growth and Changes) for Grade 2/3, and focus on
Growth and Changes in Animals for Grade 2 and as Growth and Changes in Plants for
Grade 3.
Grade 2 Grade 3
•identify and describe the major physical characteristics of •identify the major parts of plants and describe their
different types of animals; basic functions;
•identify and describe behavioural characteristics that •classify plants according to visible characteristics;
enable animals to survive; •describe, using their observations, the changes
•classify a variety of animals using observable characteris- that plants undergo in a complete life cycle;
tics; •describe, using their observations, the effects of
•compare ways in which animals eat their food, move, the seasons on plants;
and use their environment to meet their needs; •compare the life cycles of different kinds of plants;
•describe changes in the appearance and activity of an •identify traits that remain constant in some plants
animal as it goes through a complete life cycle; as they grow;
•compare the life cycles of some animals that have similar •describe, using their observations, how the growth
life cycles and some that have different life cycles; of plants is affected by changes in environmental
•identify constant traits and changing traits in animals as conditions;
they grow, and compare the appearance of young and •explain how different features of plants help them
mature animals of the same species; survive.
•describe ways in which animals respond and adapt to
their environment;
•compare ways in which different animals care for their
young.
Further suggestions:
Grade 1/2 Life Systems (Characteristics and Needs of Living Things and
Growth and Changes in Animals), Structures and Mechanisms (Everyday Struc-
tures and Movement) and Matter and Materials (Characteristics of Objects and
Properties of Materials and Properties of Liquids and Solids.
Grade 2/3 Life Systems (Growth and Changes in Animals and Growth and
Changes in Plants), Structures and Mechanisms (Movement and Stability), and
Earth and Space (Air and Water in the Environment and Soils in the Environment.
Grade 3/4 Structures and Mechanisms (Stability and Pulleys and Gears) and
Earth and Space Systems (Soils in the Environment and Rocks, Minerals and
Erosion).
Grade 4/5 Structures and Mechanisms (Pulleys and Gears and Forces Acting
on Structures and Mechanisms) and Earth and Space Systems (Rocks, Minerals
and Erosion and Weather).
Grade 5/6 Energy and Control (Conservation of Energy and Electricity) and
Structures and Mechanisms (Forces Acting on Structures and Mechanisms and
Motion).
47
Science and Technology
Integrate the Science and Technology Topics with other curriculum areas.
In Grade 1 The Local Community can integrate with Everyday Structures and
Characteristics of Objects and Properties of Materials.
In Grade 3 Pioneers can integrate with Grade 3 Growth and Changes in Plants
and Grade 3 Soils in the Environment and Grade 4 Habitats and Communities.
In Grade 4 combine Medieval Times with Pulleys and Gears (e.g., tools, draw
bridges, catapults, etc.) and Grade 5 Early Civilizations and Forces Actin on Struc-
tures and Mechanisms (e.g., building of early structures such as pyramids, etc.).
In Grade 5/6 a Star Trek/Life in Outer Space theme can integrate some ex-
pectations from most Grade 5/6 strands and from other discipline (e.g., Space, Motion,
Properties of Air and Characteristics of Flight, Human Organ Systems, Language,
Mathematics, Trading Partners, Early Explorers).
Combine parts of topics from two grades that are related in some meaningful
way (e.g., Grade 2 Structures and Mechanisms Movement with Grade 3 Energy and
Control Forces and Movement).
Teach the skills of inquiry and design (asking questions, planing investigations,
conducting investigations, recording observations, findings and measurements, iden-
tifying problems, planing for design, constructing designs, testing designs, making
modifications, communicating findings) to the entire class and use different content
where appropriate.
Assign independent work where appropriate (can include texts, modules).
Teach one grade while the other grade completes a task, that does not require
active teacher guidance.
Use a learning centres approach appropriate to each grade level. Create sepa-
rate learning centres for student investigation specific to each grade topic. The
methods of science and technology (inquiry, the design process, and communica-
tion) would provide the whole-class focus.
Use volunteers (e.g., parents/retired volunteers, student teachers, and/or teach-
ing assistants) to provide a topic or specific skill (e.g., microscope use, making a
motor) to part of a class and/or series of small groups from the same grade level.
Take a common out ‘of’ school excursion.
Direct study for each grade toward particular grade expectations, (e.g., the
farm visit looks at seasonal change [Grade 1] and growth and changes in animals
[Grade 2].
Invite students from other classes (or schools) to present connecting work
from their own program to a class (or part of a class) studying a similar topic. For
example, Grade 5 (Forces on Structures) could present to Grade 1 (Structures); Grade
6 (Motion) could present to Grade 2 (Movement).
48
Science and Technology
Planning Student Programs—Steps in Unit Planning
Follow the steps in planning outlined in the Introductory notes. For Sci-
ence and Technology consider the following:
1. Cluster the expectations using common words or concepts (e.g., renewable
and non-renewable, sources, conservation, needs, uses) and you will begin to see
the Enduring Understandings. These are the enduring concepts, skills and applica-
tions/connections that you want students to attain.
• You can use different-coloured highlighters to identify the clusters of expecta-
tions on the learning continuum. Cut them out and paste them by colour-coded clus-
ter onto a separate sheet of paper.
2. Clearly identify the Enduring Understandings you expect students will have
(from the clustered expectations). (Refer to examples from Grade 5 Conservation
of Energy.) These understandings may be written as statements or as headings for
the clustered expectations.
Sample Enduring Understandings:
Energy and Control – Conservation of Energy
• There are many forms of energy, which humans use for a variety of purposes.
• Energy cannot be created or destroyed, but it can be transformed from one
form to another (Law of Conservation of Energy).
• Energy sources can be classified as renewable or non-renewable.
• Conservation of energy is a human responsibility; some sources of non-
renewable energy are in danger of being depleted and/or lead to environ-
mental damage.
• There are alternative ways to meet specific needs or wants that use renew-
able or flow sources of energy.
• Teachers will note that the skills of inquiry, design and communication are con-
sistent across all of the strands and grades. Teachers can use these skills to ad-
dress the Enduring Understandings.
49
Science and Technology
3. Identify and put into words the Key Questions. Use these as a basis for the
teaching and learning experiences. (see examples from Grade 5 Conservation of
Energy).
The questions should be derived from the Enduring Understandings (from
clustered expectations) and should be posted in the classroom. The language of
the questions should be written in broad, organizational terms (not merely ‘yes’ or
‘no’ answers).
Each child should be able to understand the question. The questions should be
realistic given the amount of time allocated to the unit. There should be a logical
sequence to a set of key questions.
Sample Key Questions
Energy and Control - Conservation of Energy
•· What is energy?
• How is energy stored?
• Why can’t energy be destroyed?
• How can energy be transformed from one form to another?
• How can humans control energy?
• Why should humans be cautious with their use of energy?
4. Design/select an appropriate Culminating Assessment Task for the unit. This
task should be a culmination of the learning tasks you are going to use as part of
the unit.
5. Determine which assessment strategies are appropriate for the clustered ex-
pectations. Evaluation should be related to the criteria in the EDU Achievement
Chart (page 13 of the Science and Technology curriculum.) Assessment data/
evidence/samples collected should demonstrate a range of student abilities, skills
and knowledge. The achievement chart could be used as a guide when collecting
samples of student work to show parents what work at different levels look like. 5
(Refer to Chart A for suggestions.)
5EDU, The Ontario Curriculum, Grades 1-8: Science and Technology, p.12
50
Science and Technology
Chart A
Suggested Assessment Strategies and Tools Linked to the Achievement
Chart Science and Technology, Grades 1-8
Performance
Knowledge/Skills Paper and Pencil Process/Portfolio Tasks
•quizzes •student/teacher •open-ended
Understanding •multiple choice tests conferences questions
of Basic Concepts •question and answers
•true false answers •concept maps
•matching responses •discussions •webs
•fill-in-the-blanks •notes from an interview •tables
exercises •draft, revised and final •essays
•visual organizers versions of student work
•exams •excerpts from a student
•short answers log or journal
•extended answers •a report on a group project
•journals •work that shows the
student’s correction of
error or misconception
•work in the student’s
first language
Inquiry •written responses •oral questions and answers •designing and
and Design •sketches •anecdotal observation constructing tasks
Skills •labelled sketches •student teacher •oral presentations
•lists of materials used conferencing •video
•lists of tools used •in-class discussion presentations
•work in student’s first •multimedia
language presentations
· •models
•inquiry
investigations
·
Communication •written responses •student/teacher •lab reports
of Required •tests conferences
Knowledge •essays
•exams •in-class discussions •oral presentations
•learning logs •question and answers •designing and
•journals •observations of peer constructing tasks
•reports discussions
•research projects
6. Design learning tasks using a variety of appropriate instructional strategies for
each cluster of expectations. Focus the learning on the enduring understandings
that were identified as a result of the clustering acitivity, rather than attempting to
address individual expectations. Vary the learning experiences in order to address
different learning styles and abilities. Students need opportunities to balance hands-
on and minds-on learning. Teachers need to understand what students know, what
they need to learn, and how to support the learning taking into account the range of
student abilities. There are a variety of instructional strategies that teachers may choose
51
Science and Technology
to incorporate in planning learning tasks. Each component of the curriculum consists
of skills, which must be taught by the teacher as well as modelled, practiced and
reinforced frequently.
See chart B for suggestions. . Some of the suggestions might be applicable
to more than one area of the achievement chart. The Electronic Planner also con-
tains an extensive bank of suggestions in the Teacher Companions section.
Chart B
Suggested Instructional Strategies/Activities Linked to the
Achievement Chart for Science and Technology, Grades 1-8
Knowledge/Skills Strategies/Activities
Understanding of Basic •use K.W.L. charts (What I Know, What I Want
Concepts to Know, What I Have Learned)
•use advance organizers
•use co-operative group structures (e.g.,
Jigsaw)
•identify similarities and differences
•assign homework that requires students to
review, apply and practice what they have
learned
•engage students in investigations that
generate and test predictions and challenge
misconceptions
•use direct teaching of new concepts
•use visual/graphic organizers (e.g., Venn
diagram, fish bone, matrix)
•clarifying concepts (process that defines a
concept by identifying its critical attributes and
by creating analogies)
•use demonstrations, discussions, field trips,
guided reading
52
Science and Technology
Knowledge/Skills Strategies/Activities
Inquiry and Design •demonstrate procedures
Skills
•discuss questions and problems
•have students formulate questions, plan and conduct
investigations
•have students design and construct challenges
•have students measure and record quantitative data
(e.g., tables, charts and graphs)
Communication of •student self-evaluation
Required Knowledge
•record keeping (e.g., learning logs, science and
technology journals)
•poems and songs
•concept maps
•note taking
•direct teaching of science and technology
terminology and units of measurement
•guided writing
Relating of Science and •guest speaker
Technology
•problem solving strategies
•open ended challenges
•strategies involving multiple intelligences
•conducting independent research projects
•use of appropriate information technology software
•debate
•roleplay
•brainstorming
•field trips
•interviews
•using Blooms or Williams taxonomy to develop
problem solving and higher order thinking skills
53
Science and Technology
7. Sequence and timetable the different learning tasks. The Electronic Curriculum
Planner is an excellent tool for organizing the time-management aspect of unit plan-
ning. By using the planner, teachers can easily sequence their learning tasks and
timetable for appropriate use of time.
8. Be sure to consider classroom management and safety. Before the beginning of
a unit determine the most appropriate classroom environment that establishes proce-
dures and allows for successful teaching and learning. One way of structuring the
classroom is through the use of centres and or bins to allow students to rotate through
a variety of activities/investigations. This method allows for a larger number of stu-
dents to have access to limited supplies and resources. It also works will with com-
bined grades as it allows the teacher to create/organize different tasks/content for
the different grades but also manage the environment. Teachers should always
begin a unit be introducing/reinforcing safety procedures/rules for the classroom.
Be sure to establish when teacher/adult supervision is necessary and when it is not.
Refer to local school board policies on safety for specific guidance.
9. Provide ongoing reflection and evaluation of the unit by both teachers and stu-
dents. The Electronic Curriculum Planner allows the teacher to make written reflec-
tions on individual learning tasks as well as on the overall unit. It also allows the
teacher a broader level of analysis of instructional strategies, assessment strate-
gies, and student groupings as well as expectations taught and assessed.
For teachers who are looking for assistance with organizing their planning on
paper prior to inputting it into the Electronic Curriculum Planner, a long range planning
overview and a unit planning overview template have been included in the Appendices.
53 (a)
Appendix A: Inquiry and Design
What are Inquiry and Design?
Inquiry and design, the underlying processes of science and technology, differ in intent. Inquiry
seeks understanding of relationships and patterns; design produces solutions to practical prob-
lems. Students must be taught to recognize that different types of problems require different
kinds of problem-solving strategies. The two following examples illustrate, first, a scientific
problem calling for an experimental inquiry strategy, and second, a technological problem re-
quiring a design strategy.
'How does varying temperature affect plant growth?' This is a question about the effect of
one factor on a phenomenon and will lead to the development of an experimental strategy.
'Is this proposed structure strong enough the required load?' This is a question about the
effectiveness of a proposed solution and will lead to the development of criterion-based tests
against which the structure will be assessed.
Both inquiry and design processes encourage and facilitate students’ sense of wonder
about the world and create an opportunity for them to be inventive and creative. In every
strand, studentsdevelop their conceptual understanding of science and technology to extend
their awareness of the world around them and to solve problems they encounter in the real world.
To understand the process of inquiry and design it is helpful to consider the key elements.
The following chart identifies the common elements for both inquiry and design.
KEY ELEMENTS OF INQUIRY AND DESIGN
• Understanding the Problem
• Making a Plan
• Carrying Out the Plan
• Looking Back
Communication, Manipulative and Interpersonal Skills are developed and used in all
stages.
Each element of inquiry and design comprises sets of skills that must be taught by the
teacher, modelled repeatedly and practiced often. These skills cannot be taught all at once. At
one time, a teacher’s emphasis might be on having students develop one skill set (for example,
focusing the question), and other elements such as the plan are provided by the teacher. It
is only after all the component skills have been developed by a given student that he or
she may be expected to carry out an entire inquiry or design independently. Although the
elements are common for inquiry and for design, and both processes involve student explor-
ation and embody similar clusters of skills, there are differences in practice.
Every strand and every grade has specific expectations that are related to inquiry and
design. These expectations are repeated for each strand within a grade and reinforce the
53 (b)
Appendix A: Inquiry and Design Continued
fact that inquiry and design are not isolated as components separate from the acquisition of
knowledge.
The specific expectations related to the key elements for inquiry and design for
Grades 2, 5 and 8 are:
Key Elements Grade 2 Grade 5 Grade 8
Understanding •ask questions about and •formulate questions about • formulate questions about
the identify needs and prob- and identify needs and and identify needs and
Problem lems related to (topic area); problems related to (topic problems related to (topic
area); area);
•explore possible answers
and solutions; •explore possible answers • explore possible answers
and solutions; and solutions;
Making a Plan •plan investigations to •plan investigations for some •plan investigations for some
answer some of these of these answers and of these answers and
questions or solve some of solutions, identifying some solutions, identifying some
these problems, and de- variables that need to be variables that need to be
scribe the steps involved; held constant to ensure a held constant to ensure a
fair test, and identify criteria fair test, and identify criteria
for assessing solutions; for assessing solutions;
Carrying Out •record relevant observa- •compile data gathered •compile qualitative and
the Plan tions, findings, and meas- through investigation in quantitative data gathered
urements, using written order to record and present through investigation in
language, drawings, charts results, using tally charts, order to record and present
and concrete materials, by tables, and labeled results, results, using diagrams and
hand or with a computer frequency tables, graphs, flow charts
and stem-and-leaf plots,
produced by hand or
with a computer
Looking Back •communicate the proce- •communicate the proce- •communicate the proce-
dures and results of investi- dures and results of investi- dures and results of investi-
gations for specific purposes, gations for specific audi- gations for specific audi-
using demonstrations, ences, using media works, ences, using media works,
drawings, and oral and oral presentations, drawings written notes and descrip-
written descriptions. and charts. tions, charts, graphs,
drawings, and oral presenta-
tions.
53 (c)
Appendix A: Inquiry and Design Continued
Let us now examine the four key elements of inquiry and design in more detail and identify
where they are common to science and technology and where they differ. In addition, reference
will be made to the elements that provide excellent integration opportunities with The Ontario
Curriculum, Grades 1-8, Mathematics, and The Ontario Curriculum, Grades 1-8, Language.
Understanding the Problem
Science Technology
Scientific problems emerge from curiosity Technological problems arise from
about some aspect of experience and ask the practical needs in the real world and
question “Why?”. ask the question “How?”.
In both cases, the problems often need to be stated, explored further, and restated (some-
times breaking them down into smaller component parts) until they are clear enough to enable
planning the best strategy for solving them.
Discovery and innovation are driven by questions. Young students in particular manifest
their natural curiosity by acute observations and frequent questions. Without active question-
ing, learning becomes passive and innovation becomes impossible. The learning environment
must encourage the generation of questions by valuing them.
Stimulating students to ask questions
•Opportunities must be provided for all students to explore both familiar and novel materi-
als, objects and phenomena.
•Explorations may be highly structured by the teacher through the choice of task and ma-
terials or may be based on informal opportunities available in the learning environment.
•Questions should be recorded by individual students or by pooling them in classroom
discussions.
Sample Questions
What seems to be going on?
What do you see?
Is there a problem?
Learning to Refine Questions
•Redirect student questions.
•Ask follow-up questions.
•Model questioning skills.
53 (d)
Appendix: A Inquiry and Design Continued
-introduce vocabulary that will aid students in asking more focused questions.
Sample Questions
What is being asked?
How can you make the problem simpler?
How will you know if your solution is/is not working?
Valuing Students’ Questions
-Begin with a student-generated question.
Sample Questions
What do you want to know?
What steps will you follow to determine the solution?
How might/does this information affect you? Affect others?
Making a Plan
If a problem is sufficiently focused, the experiment, test or design can be developed. At
this stage, comparisons with previous experiences may suggest techniques or strategies that
may be incorporated into the plan.
Science Technology
Experiments and tests must meet the Design plans for the product
criteria of fairness, isolation of a test variable, development must consider the performance
control of other variables, standardization of criteria established by the design challenge
technique, and sufficient sample size. and how these impact on the development
of the product.
For both, the students must consider what resources are available: what materials (includ-
ing information), what tools and equipment (including computers), what space there is to work
in, how much time is available to carry out different procedures and the expense of the exer-
cise.
Carrying out the Plan
As students carry out the plan, they must assess what they are doing, monitor the results
and revise the plan if necessary. They may even modify the original conception of the product
to reflect ideas during its construction or solve problems they did not think of when they began
the process. In most cases, students will document what they are doing and the changes they
53(e)
Appendix A: Inquiry and Design Continued
make, the observations and measurements they record and any changes of plan that become
necessary. Reflecting on the process through collaborative talk (between students and with
the teacher) is a means of monitoring the process and consolidating learning.
The specific expectations for this element align with the Data Management and Probability
strand in The Ontario Curriculum Grades 1-8, Mathematics. As early and as often as possible
students should measure and record quantitative data in a variety of formats, such as tables,
charts and graphs of all types, chosen according to the type of data and the patterns they are
trying to communicate. Problem solving is inherent in all parts of the Mathematics program,
and the skills and attitudes developed there can be well integrated in the Science and Technol-
ogy program.
Looking Back
Students will assess their results: have they obtained a valid solution to their problem?
Does the experiment confirm the prediction? Does the designed solution work? Criteria for
making these judgements should be developed by teacher and students together. Students
should reflect on what they have done, both in their talk and writing (such as journals). They
will consider ways of improving the plan, possible extensions of what they have done, ways to
improve the product, applications of new skills and concepts and what they have learned about
their own learning.
Finally, students should report on what they have done and what they have learned. The
form of the presentation will vary according to the age of the students, the type of information
being conveyed and the audience it is directed to. Written reports (incorporating language,
illustrations, tables and graphs), oral presentations and demonstrations should all be used at
various times. The specific expectations for this element align to the Writing and Oral and
Visual Communication Strands in The Ontario Curriculum, Grades 1-8, Language. In addition,
students are developing and using communication skills throughout an effective science and
technology program.
Developing Communication Skills
Various communication skills are required and can be developed in a science and technol-
ogy program. To develop these skills, students can:
•talk collaboratively as they seek help and share discoveries with each other and the
teacher. (Research shows that this is a powerful means of sharpening perceptions and of
consolidating and extending understanding)
•keep records of what was done and the observations and data that result. (Various means
53(f)
Appendix A: Inquiry and Design Continued
and formats should be taught and used according to the type of information to be re-
corded and the intended audience, [peers, teacher, parents].)
The development of these communication skills should be cross-referenced to expecta-
tions for communication in the mathematics and language documents.
Developing scientific and technological vocabulary
Learning science and technology entails learning a new language of descriptive adjectives
and specific terminology. Scientific and technological vocabulary must be introduced with care
so that students’ mastery of skills and concepts matches the vocabulary. Introducing terminol-
ogy carelessly or too soon may result in an extensive vocabulary but only a superficial under-
standing of the terms. The ability to use specialized language helps students to consolidate
learning, but is not a substitute for skill and understanding.
Students should first have concrete experiences with materials, objects and phenomena,
then be able to describe and explain the concept using their existing vocabulary, and then be
taught the specialized vocabulary related to their knowledge to enable them to communicate
more efficiently and precisely.
Related Specific Expectations:
Grade 2 Grade 5 Grade 8
Use appropriate vocabulary Use appropriate vocabulary, Use appropriate vocabulary,
in describing their investiga- including correct science and including correct science and
tions, explorations and obser- technology terminology, to technology terminology, to
vations. communicate ideas, proce- communicate ideas, proce-
dures and results.
By the end of elementary school, all children should have mastered the arts of planning
and conducting their own simple scientific investigations, designing and making their own tech-
nology project that meets a need they have identified, and reflecting on and communicating the
results of their work. This requires them to understand and use the strategies of inquiry and
design as well as the more specific skills these processes entail. The ‘habits of mind’ essential
for investigation and exploration include: respect for accuracy and integrity, the ability to take
risks; respect for people and the environment; and the ability to work both independently and
collaboratively.
Appendix A: Inquiry and Design from Implementing the Ontario Curriculum Grades 1-8: Science and Technology; pages
25 -30, Graham Orpwood and Marietta Bloch, August,1998. Used with permission from OECTA.
53 (g)
Appendix B
Unifying Concepts for Science and Technology
The following unifying concepts and illustrative examples are excerpts from the Pan-Canadian Common Framework for
Science Learning Outcomes, Council of Ministers of Education, Canada, 1997 (used with permission). This framework was
used by the curriculum developers when creating the Ontrario Curriculum, Science and Technology, Grades 1-8, 1998.
Constancy and Change
The concepts of constancy and change underlie most understandings of the natural and technological world. Through
observations, students learn that some characteristics of materials and systems remain constant over time, whereas other
characteristics change. Through informal and formal studies, students develop an understanding of the nature of things, and of
the processes and conditions in which change take places.
Illustrative Example
Grade 2
All animals grow and change from their earliest beginnings until they reach their full adult condition. The form and pattern of
this growth distinguish one kind of animal from another and are sources of interest for children of all ages. Viewing the
growth and development of an individual organism can be a powerful learning experience for the young student, especially if
the student shares responsibility for its care. In the example below, students raise a butterfly from caterpillar to adult. The
growth and development of the butterfly is then compared to that of other animals and of themselves, and opportunity is
provided for children to identify the conditions needed to support healthy growth.
Energy
The concept of energy provides a conceptual tool that brings together many understandings about natural phenomena,
materials and the process of change. Energy, whether transmitted or transformed, is the driving force of both movement and
change. Students learn to describe energy in terms of its effects and, over time, develop a concept of energy as something
inherent within materials and in the interactions between them.
Illustrative Example
Grade 8
Applications using the principles of light have resulted in devices that have improved scientific techniques and contributed to
the quality of life. An introduction to some basic concepts of these two forms of energy will help students understand how
light is produced, transmitted, and detected by the senses. It will also enable them to explain how some devices, such as a CD
player and lenses, function. This illustrative example emphasizes the nature of science and technology and the unifying
concept of energy.
Similarity and Diversity
The concepts of similarity and diversity provide tools for organizing our experiences with the world. Beginning with our
informal experiences, students learn to recognize attributes of materials that help to make useful distinctions between one type
of material and another, and between one event and another. Over time, students adopt accepted procedures and protocols for
describing and classifying objects they encounter, thus developing the ability to share ideas with others and to reflect on their
own experiences.
Illustrative Example
Grade 1
Students at this level are interested in a wide variety of living things, including those found in their local environments and
ones from afar. A study of living things provides an opportunity for students to discover the many different forms life takes.
Students can observe similarities and differences and develop an understanding of the general characteristics of living things.
Through this study, students also become aware that all living things - including themselves - have needs. They discover that
the needs of organisms are often similar, but that the particular needs of individual organisms may be unique.
Systems and Interactions
An important part of understanding and interpreting the world is the ability to think about the whole in terms of its parts and,
alternatively about parts in terms of how they relate to one another and to the whole. A system is a collection of components
that interact with one another so that the overall effect is much greater than that of the individual parts, even when these are
considered together.
Illustrative Example
Grade 5
Weather is an important aspect of daily life. Students should be provided with opportunities to realize that daily weather
conditions are not the result of random occurrences, but rather are part of larger systems and patterns that can be predicted on
both a short-term and seasonal basis. An important part of the study of weather is understanding the characteristics of air, its
movement, and its ability to hold water. Students study various aspects of weather such as temperature, wind speed,
precipitation, and cloud formation, and begin to recognize the role these aspects play in weather systems.
53 (h)
Appendix C
Samples of Evidence Inside a Science and
Technology Portfolio
(Format Adapted from Assess for Success, OSSTF, 1994)
Draft, revised and final
A solution to an open ended versions of student work in
question which demonstrates science/technology, including
Interview written descriptions,
understanding of connections summary—can be
between science and technology drawings, graphs, charts or
written by the whatever is most appropriate
in familiar contexts teacher or
another student
A summary of the portfolio
Work in the student's explaining each item
primary language (Retell, Reflect, Relate)
Focus
Examples of work that show ♦ Student Thinking An investigation planned
the student's correction of ♦ Growth over time and conducted by the
error or misconceptions ♦ Science & Technology student
connections
♦ Student views of
themselves in science
and technology
♦ The Design/Inquiry
Process
A photograph or sketch
by the student (or teacher)
of the student's work with
tools, equipment and
materials or with
multidimensional models
A table of contents
Passages from a
student's science and
technology
log/journal
A written description
Visual arts/multi-media A report of a group project, with of student learning
work done by the student comments about the individual's that displayed
which is related to science contribution, for example: understanding of a
and technology • A survey of adult use of science/technology
science and technology in daily concept, skill or
work relationship
• A review of media use of
science and technology
53 (i)
Appendix D
Criteria
(Knowledge, Skills, Relating)
Task Description
Comments
53 (j)
Appendix E
NAMES:__________________
*Evaluation Criteria
Knowledge/Skills
/Relating
*Understanding of Basic
Concepts
• concepts
• misconceptions
• explanations
*Inquiry and Design
Skills
• application of strategies
• awareness of safety
procedures
• use of tools, equipment and
materials
*Communication of
Required Knowledge
• clarity and precision
• appropriate science and
technology terminology
• units of measurement
*Relating of Science and
Technology to Each Other
and to the World Outside
the School
• connections between
science and technology in
familiar and unfamiliar
contexts
• connections between
science and technology
and the world outside the
school
* If they choose teachers may insert specific knowledge/skill criteria in the appropriate categories.
53 (k)
Appendix F
Name: Date:
Task: (Description of task or activity)
Observed
*Knowledge/Skills Level 1 Level 2 Level 3 Level 4
*Understanding of Basic Concepts
• concepts
• misconceptions
• explanations
*Inquiry and Design Skills
• application of strategies
• awareness of safety procedures
• use of tools, equipment and materials
*Communication of Required Knowledge
• clarity and precision
• appropriate science and technology terminology
• units of measurement
*Relating of Science and Technology to each
other and to the World Outside the School
• connections between science and technology in
familiar and unfamiliar contexts
• connections between science and technology and the
world outside the school
*If they choose teachers may insert specific knowledge/skill criteria in the appropriate categories.
Long Range Planning Overview for Science
and Technology
Term Strands Culminating Assessment Enduring Assessment Areas for Timeline
Task Understandings Strategies Integration
One
Two
Three
53(l)
Appendix G
Student Name: Science and Technology Achievement Levels: Grades 1-8
Level 1 Level 2 Level 3 Level 4
Understanding of Basic Concepts -shows -shows -shows -shows
understanding of
Comments: understanding of
Comments: understanding of
Comments: understanding of
Comments:
few of the basic some of the basic most of the basic all of the basic
concepts concepts concepts concepts
-demonstrates -demonstrates -demonstrates no -demonstrates no
significant minor significant misconceptions
misconceptions misconceptions misconceptions
-always gives
-gives explanations -gives partial -usually gives complete
showing limited explanations complete or explanations
understanding of nearly complete
the concepts explanations
Inquiry and Design Skills -applies few of the -applies some of -applies most of -applies all (or
required skills and the required skills the required skills almost all) of the
strategies and strategies and strategies required skills and
strategies
-shows little -shows some -usually shows
awareness of awareness of awareness of -consistently
safety procedures safety procedures safety procedures shows awareness
of safety
-uses tools, -uses tools, -uses tools, procedures
equipment, and equipment, and equipment, and
materials correctly materials correctly materials correctly -uses tools,
only with with some with only equipment, and
assistance assistance occasional materials correctly
assistance with little or no
assistance
Communication of Required Knowledge -communicates -communicates -generally -consistently
with little clarity with some clarity communicates with communicates with
and precision and precision clarity and clarity and
precision precision
-rarely uses -sometimes uses -usually uses
appropriate science appropriate science appropriate science -consistently uses
and technology and technology and technology appropriate science
terminology and terminology and terminology and and technology
units of units of units of terminology and
measurement measurement measurement units of measurement
Relating of Science and Technology to Each Other -shows little -shows some -shows -shows
and the World Outside the School understanding of understanding of understanding of understanding of
connections connections connections connections
between science between science between science between science
and technology in and technology in and technology in and technology in
familiar contexts familiar contexts familiar contexts both familiar and
unfamiliar
-shows little -shows some -shows contexts
understanding of understanding of understanding of
connections connections connections -shows
between science between science between science understanding of
and technology and and technology and and technology and connections
the world outside the world outside the world outside between science
the school the school the school and technology and
the world outside
the school, as well
as their
implications
**Developed and adapted from the The Ontario Curriculum, Science and Technology Grades 1-8
53(m)
Appendix H
53 (n)
Appendix I
Student Name:
Dates
Understanding Of Basic Concepts
shows growth and understanding in
understanding of basic concepts
gives complete explanations
demonstrates no or few misconceptions
asks insightful, relevant questions about
science/technology ideas
Inquiry and Design Skills
applies the required skills and strategies
shows awareness of safety procedures
makes thoughtful accurate observations
classifies objects, events and conditions in a
coherent and organized manner
uses information and observation to make
reasonable predictions
collects necessary information
constructs accurate and detailled models
makes accurate measurements and uses them
appropriately as descriptors
Communication of Required Knowledge
communicates with clarity and precision
uses appropriate science and technology
terminology
uses appropriate standards of measurement
Relating of Science and Technology to
Each Other and to the World Outside the
School
shows understanding of connections in familiar
contexts
shows understanding of connections in
unfamiliar contexts
shows understanding of connections to world
outside school
transfers learning to new situations
shows understanding of implications of
connections
Habits of Mind
approaches tasks with an open mind
shows willingness to take risks
displays a positive attitude towards science and
technology
shows willingness to explore and discover
demonstrates perseverance
This profile is intended to be used as an organizer for anecdotal observations. It is meant to be used to gain a holistic snapshot of a
student over time rather than as a checklist.
Earth and Space Systems: Grade 1 –Daily and Seasonal Cycles
Student Name: Science and Technology Achievement Levels: Grades 1-8
Level 1 Level 2 Level 3 Level 4
Understanding of Basic Concepts -shows Comments: -shows Comments: -shows understanding Comments: -shows Comments:
! identify the sun as a source of heat and light understanding of understanding of of most of the basic understanding of
! compare the different characteristics of the four seasons few of the basic some of the basic concepts all of the basic
concepts concepts concepts
! use units of time related to the earth's cycles
-demonstrates no
! describe, using their observations, changes in heat and light -demonstrates -demonstrates significant -demonstrates no
from the sun over a period of time significant minor misconceptions misconceptions
misconceptions misconceptions
-usually gives -always gives
-gives limited -gives partial complete or nearly complete
explanations explanations complete explanations
explanations
Inquiry and Design Skills -applies few of the -applies some of -applies most of the -applies all (or
! design and construct models of structures that would provide required skills and the required skills required skills and almost all) of the
protection against local weather conditions strategies and strategies strategies required skills and
strategies
! ask questions about and identify needs or problems arising from
-shows little -shows some -usually shows
observable events in the environment, and explore possible awareness of awareness of awareness of safety -consistently
answers and solutions safety procedures safety procedures procedures shows awareness
! plan investigations to answer some of these questions or solve of safety
some of these problems -uses tools, -uses tools, -uses tools, procedures
equipment, and equipment, and equipment, and
materials correctly materials correctly materials correctly -uses tools,
only with with some with only occasional equipment, and
assistance assistance assistance materials correctly
with little or no
assistance
Communication of Required Knowledge -communicates -communicates -generally -consistently
! use appropriate vocabulary in describing their explorations, with little clarity with some clarity communicates with communicates
investigations, and observations and precision and precision clarity and precision with clarity and
precision
! record relevant observations, findings, and measurements,
-rarely uses -sometimes uses -usually uses
using written language, drawings, concrete materials, and appropriate appropriate appropriate science -consistently uses
charts science and science and and technology appropriate
! communicate the procedures and results of explorations and technology technology terminology and science and
investigations for specific purposes, using demonstrations, terminology and terminology and units of measurement technology
drawings, and oral and written descriptions units of units of terminology and
measurement measurement units of measurement
Relating of Science and Technology to each other -shows little -shows some -shows -shows
and the World Outside the School understanding of understanding of understanding of understanding of
connections connections connections between connections
! identify outdoor human activities that are based on the seasons
between science between science science and between science
and examine some of the solutions humans have found to make and technology in and technology in technology in and technology in
it possible to engage in these activities out of season familiar contexts familiar contexts familiar contexts both familiar and
! identify characteristics of clothing worn in different seasons and unfamiliar
make appropriate decisions about clothing for different -shows little -shows some -shows contexts
environmental conditions understanding of understanding of understanding of
! identify features of houses that help keep us sheltered and connections connections connections between -shows
comfortable throughout daily and seasonal cycles between science between science science and understanding of
and technology and technology technology and the connections
! describe changes in the characteristics and behaviour of living
and the world and the world world outside the between science
things that occur on a daily basis outside the school outside the school school and technology
! describe changes in the characteristics, behaviour, and location
53(o)
and the world
of living things that occur in seasonal cycles outside the school,
! describe ways in which humans modify their behaviour to adapt as well as their
Appendix J
to changes in temperature and sunlight during the day implications
**Developed and adapted from The Ontario Curriculum Science and Technology Grades 1-8
Appendix K
53 (p)
Summary of Evidence
Tasks
Achievement
Summary of
Strands
Life Systems
_____________________
Matter and Materials
Energy and Control
Structures and Mechanisms
Student:
Earth and Space Systems
Life Systems
____________________
Matter and Materials
Energy and Control
Structures and Mechanisms
Student:
Earth and Space Systems
Life Systems
____________________
Matter and Materials
Energy and Control
Structures and Mechanisms
Student:
Earth and Space Systems
Life Systems
____________________
Matter and Materials
Energy and Control
Structures and Mechanisms
Student:
Earth and Space Systems
9.
8.
7.
6.
5.
4.
3.
2.
1.
14.
13.
12.
11.
10.
Strands
Tasks
Summary of Achievement
Life Systems
Matter and Materials
Student:
Energy and Control
Structures and
Mechanisms
Earth and Space
_______________________
Systems
Life Systems
Matter and Materials
Student:
Energy and Control
Structures and
Mechanisms
Earth and Space
_______________________
Systems
Life Systems
Student:
Matter and Materials
Energy and Control
Structures and
Mechanisms
_______________________
Earth and Space
Systems
Life Systems
Student:
Matter and Materials
Energy and Control
Structures and
Mechanisms
________________________
Earth and Space
Systems
53(q)
Appendix L
Unit Planning Overview for Science and Technology
Purpose: Why am I teaching this?
Enduring Understandings
Culminating Assessment Task
53(r)
Appendix M
Key Questions Learning Task(s) Assessment Strategies Resources
*diagnostic, formative, summative
53(s)
Appendix N
54
Social Studies, History and Geography
What is the purpose of Social Studies, History and Geography
education?
Students graduating from Ontario schools require the knowledge and skills gained
from social studies and the study of history and geography in order to:
• acquire the knowledge and skills to function as informed citizens in a cultur-
ally diverse and interdependent world and to compete in a global economy;
• develop attitudes that will motivate them to use their knowledge and skills in a
responsible manner.
What are the goals of Social Studies, History, and Geography
education?
The goals of social studies, history, and geography education for students in
Grades 1 to 8 are:
• to understand the basic concepts of social studies, history, and geography;
• to develop the skills, strategies, and habits of mind required for effective in
quiry and communication, and for the application of the basic concepts of
social studies, history, and geography;
• to relate the knowledge acquired through social studies and the study of his-
tory and geography to the world outside the classroom.
The goals are intended to ensure that all students acquire the basic knowledge,
skills and attitudes they need before entering secondary school. They are equally im-
portant. They can be achieved simultaneously in a concrete, practical context through
learning activities that combine the acquisition of knowledge with the application of
various skills, including inquiry/research skills, map and globe skills, and communica-
tion skills. (EDU, The Ontario Curriculum, Social Studies, History and Geography, 1998,
p. 3)
What is the focus of teaching and learning in Social Studies, History
and Geography?
The curriculum expectations for Social Studies, Grades 1 – 6, are organized into
two strands:
• Heritage and Citizenship
• Canada and World Connections
Students examine their heritage, the local and global communities, and the na-
ture of citizenship in these communities. They explore current issues confronting so-
ciety, and examine past events to give them perspective on and understanding of the
context of current events. They also acquire skills of inquiry and communication through
field studies and other research projects; the use of maps, globes, and models; and
55
Social Studies, History and Geography
the consideration of various forms of historical evidence. Through social studies, stu-
dents acquire an awareness of their role as individuals and as members of society.
In Grade 7 and 8 History, students examine the events that contributed to the
development of Canada and its role in the world. They further develop their per-
spective on current events by examining historical bias and exploring issues from
different viewpoints.
The Grade 7 and 8 Geography expectations require students to study the physi-
cal systems of the earth and its people.
The curriculum for Grades 7 and 8 History and Geography is organized into
three topics per year:
History Gr. 7 New France
British North America
Conflict and Change
Gr. 8 Confederation
The Development of Western Canada
Canada: A Changing Society
Geography Gr. 7 The Themes of Geographic Inquiry
Patterns in Physical Geography
Natural Resources
Gr. 8 Patterns in Human Geography
Economic Systems
Migration
Teaching and learning in Social Studies, History and Geography are focused on
the four categories listed in the achievement chart (EDU,The Ontario Curriculum, Social
Studies, History and Geography, 1998, p. 11 :
• Understanding of concepts (knowledge)
• Inquiry/research skills and map and globe skills (skills)
• Communication of required knowledge (communication)
• Application of concepts and skills (application)
There are three overall expectations for each topic and strand that describe the
knowledge and skills that students are expected to achieve by the end of the grade.
56
Social Studies, History and Geography
The specific expectations provide more detail, and are organized by the following
subheadings: Understanding Concepts, Developing Inquiry/Research and Communi-
cation Skills, and Applying Concepts and Skills in Various Contexts.
Understanding of concepts
Students develop:
• essential knowledge;
• 'habits of mind' that are considered essential for the development of
responsible citizenship in a complex society characterized by rapid tech-
nological, economic, political, and social change;
• positive attitudes about learning; respect, tolerance, and understanding with
regard to individuals, groups, and cultures in the global community;
respect and responsibility for the environment; and an understandingand ap-
preciation of the rights, privileges, and responsibilities of citizenship.
Inquiry/research skills and map and globe skills
Students learn to evaluate different points of view and examine information criti-
cally to solve problems and make decisions on a variety of issues. They develop a
conceptual framework of location/place, environment, region, interaction, and move-
ment.
Students:
• develop their ability to ask questions and to plan investigations to answer those
questions;
• learn a variety of research methods in order to carry out their investigations,
and to know which method to use in a particular inquiry;
• learn how to locate relevant information from a variety of sources, such as books,
newspapers, field studies and interviews, climate maps, aerial photographs and
satellite images, diagrams and charts, and electronic sources (e.g., videos, CD-
ROMs, and the Internet);
• distinguish between primary and secondary sources and use them in
appropriate ways;
• use a variety of geographic representations, tools, and technologies to
gather, process, and communicate geographic information.
Communication of required knowledge
Students develop the appropriate terminology, vocabulary and symbols to com-
municate with clarity and precision.
Students:
• communicate effectively;
• use both written and oral communication skills. For example, students use
language to record their observations, to describe their inquiries in both infor-
mal and formal contexts, and to present their findings in oral presentations
and written reports;
57
Social Studies, History and Geography
• build on and reinforce certain aspects of the language and mathematics cur-
ricula Expectations involving mapping, graphing and other communication-
related knowledge and skills are consistent with the expectations in language
and mathematics for the grade;
• use computers to extend and enrich learning in important and unique ways;
• use computer programs to compile, organize, and store the data they gather;
to write reports and papers in which they present their findings; and to work with
simulations when field studies are not feasible.1
Application of concepts and skills
Students:
• develop a thorough knowledge of basic concepts that they can apply in a wide
range of situations;
• demonstrate an understanding of connections between aspects of social stud-
ies/history/geography and the world outside the school.
What are the features of an effective Social Studies, History and
Geography program?
The Program:
• based on the Ontario Curriculum: Social Studies, Grades 1-6, History and Geog-
raphy, Grades 7 & 8;
• focused on the four categories of teaching and learning identified in the achieve-
ment chart;
• motivates students by addressing a variety of learning styles;
• links history, civics, geography, economics and social patterns;
• engages students in using critical and creative thinking skills;
• is inquiry based, with a focus on the research process;
• teaches problem solving and decision making;
• teaches and models ‘habits of mind’;
• assesses learning in an ongoing way using diverse strategies;
• integrates with other curriculum areas;
• integrates Information and communication technology;
• helps students clarify, revise and build models of the world, past and present;
• makes effective use of community resources to enhance classroom programs.
(Adapted from Implementation Planner, workshop 1998, EDU)
How do I incorporate Social Studies, History and Geography into my
long range plans?
Teachers prepare long range plans to coordinate teaching/learning activities over
the course of the school year. Long range plans create a global view of the year or
term to provide parents, administrators and support staff with an overview of how the
year’s program will unfold. Effective long range planning can make teaching and learn-
ing more efficient. Components of a long range plan include the subject area, strand/
topic, timeline, sequence, and resources.
1EDU, The Implementation Planner, The Ontario Curriculum: Social Studies, History and Geography, Grades 1-
6: p.2,7
58
Social Studies, History and Geography
Considerations for long range planning for a combined grade
• Refer to the Ontario Curriculum for topics or strands to be covered by each
grade.
• Identify common aspects of the program expectations for each grade.
• Sequence the topics so that both grade groups are taught the same topics at
the same time where possible.
• Identify how the two grades will receive instruction and the tasks appropriate to
the respective grade levels.
• If possible, arrange for concurrent planning time with teachers of the
same grades.
Scheduling Social Studies, History and Geography
The management of time is essential for a classroom to run efficiently and for
the teacher to provide appropriate teaching/earning activities to achieve the learn-
ing expectations in all program areas. Depending on the type of program a teacher
provides, time will be used in various ways. However, in Social Studies, History and
Geography, students learn best when they are provided with large blocks of time for
continuous learning, particularly as many of the activities related to the Social Stud-
ies expectations are inquiry and research based. Consider this when preparing class
schedules as it will give students greater flexibility to complete performance tasks in
meaningful ways, with greater depth and breadth. For example, rather than teach-
ing Social Studies and Science and Technology units concurrently over a whole
term, consider teaching Social Studies in the first third of the term, and Science and
Technology in the balance of the term. In this way, students have more continuous
time on task (e.g., a 90-minute block). This should also be considered when prepar-
ing schedules for classes to visit resource centres and computer labs, where these
facilities are available.
The same principle applies to the scheduling of History and Geography in the
Intermediate grades, although scheduling becomes more challenging because many
schools choose to teach these subjects on a rotary basis. Aim as much as possible
to provide students with longer periods of History and Geography to facilitate the de-
velopment of inquiry and research skills, and to provide students with greater time on
task.
Availability of resources
Long range plans afford teachers the opportunity to arrange for the use of
various print, electronic, media and community resources. Arrangements for access
to certain resources often need to be made well in advance.
The Planner units available for each grade and combined grade for Social Stud-
ies, History and Geography are samples of unit plans based on expectations-based
planning. These can be used as provided, or adapted locally by boards or individu-
als. They provide a comprehensive list of resources that support the teaching and
learning of Social Studies, History and Geography. When preparing a unit of study:
59
Social Studies, History and Geography
• Consider the availability of texts and other print resources. Is it necessary to
share these materials with other classes or grades?
• Determine the availability of local community resources. Sometimes mu-
seums, exhibits, speakers, et cetera, must be booked well in advance.
• Research the resources available from your school district. Some school
districts coordinate the distribution of locally developed kits to support the
expectations in the Social Studies curriculum. Are these available only at cer-
tain times of the year?
• Investigate the possibility of booking blocks of time in a library/resource
center or computer lab. Look into the procedure for doing so at your school
site.
Integration of Social Studies, History and Geography with other
subject areas
The strands and topics specified in the curriculum documents make many con-
nections with Language, Mathematics, Science, the Arts, and Religion and Family
Life. For example, a number of expectations at each grade level involve students in
the collection, interpretation and display of data. These skills are also addressed in
the Data Management and Probability strand of the Mathematics curriculum. When
preparing long range plans, consider coordinating the teaching of these expectations.
As stated in The Ontario Curriculum, Social Studies, History and Geography, 1998,
EDU p. 8, ‘the expectations in social studies, history, and geography have been care-
fully aligned with related expectations in language, mathematics, and science and
technology.’
The Role of Information Technology
Computers can extend and enrich students’ learning in social studies, history,
and geography, and play a major role in the development of inquiry/research and
communication skills. However, students need information technology skills to make
effective use of computer hardware and software. Coordinate the teaching of the
expectations relating to inquiry/research and communication skills with the scope
and sequence of information technology skills development. For Example, When stu-
dents are preparing to access the Internet, ensure that they have previously learned/
reviewed Internet search strategies.
Teachers must strive to ensure that students acquire the knowledge, skills and
attitudes that will allow them to use computer technology effectively, confidently and
ethically. It is important for students to learn to evaluate critically the accuracy and
validity of the information they access using communications technology, particularly
the Internet. When providing students access to websites, preview the material to
ensure that the site supports the curriculum expectations being addressed and that
the material is appropriate. Provide students with the URL of the website, or use the
various techniques available to direct students to particular sites:
• Create a list of bookmarks or favourite sites that students can access from the
browser by clicking,
60
Social Studies, History and Geography
• Create a template in a word-processing document (e.g., Appleworks) with
live links to the Internet.
• Use your district school board’s web page to post links to educational sites
(if available).
• Use a commercial, educational product that provides links to the Internet;
(if available).
Become familiar with your district school board’s policy regarding student Internet
use, and ensure that the procedures are complied with.
Computers also make a valuable contribution to completing administrative and
record-keeping tasks. For long range planning, use planning software to track the
expectations addressed in each unit of study, and determine gaps in coverage. The
Ontario Curriculum Unit Planner, which is more explicitly described elsewhere in this
document, is ministry-licensed software free to teachers for home and school use. It
generates reports to demonstrate which expectations have been covered.
The Research Process
Inquiry-based learning is an excellent methodology to help students to under-
stand concepts and develop and apply skills. When students participate in the proc-
ess of developing a question to research, they are more likely to be motivated to
learn. Through active involvement in every step of the research process, students
are given the opportunity to apply higher-order thinking skills such as analysis, syn-
thesis and evaluation. In Social Studies, History and Geography, the research proc-
ess is integral to the learning of the expectations.
The research process involves four basic components:
• preparing to conduct research – formulating a question, determining what
information is required and how to organize and record it;
• accessing information – locating relevant and appropriate facts; recording the
information and the source of the information;
• processing information – analyzing and evaluating the information using a
variety of strategies; determining the appropriateness and relevance of the
information; returning to the accessing step if necessary;
• presenting information – formatting the information to suit the purpose and the
audience; reflecting on the process and the product.
There are many Ministry licensed software applications that assist students in
organizing, processing and presenting information:
61
Social Studies, History and Geography
• Organizing information: spreadsheets, databases, desktop publishing
• Accessing information: electronic encyclopedias, internet, telecommu-
nications, simulations
• Processing information: spreadsheets, databases, graphing software
• Presenting information: presentation, word-processing, desktop pub-
lishing, web publishing software.
Before beginning a unit, conduct an activity to diagnose students’ prior knowl-
edge and skills with respect to the research process. During the unit, provide oppor-
tunities for students to practice research skills in small steps, guiding them through
the process by modeling it for them and providing them with feedback during confer-
ences and discussions.
An inquiry-based approach is particularly effective in a combined class situa-
tion, as it gives students opportunities to work independently and collaboratively in
small and large group settings. While the content expectations being addressed
differ, the students share the common goals of acquiring and practicing the skills of
inquiry and research.
How do I plan a unit of study in Social Studies, History or Geography?
The characteristics of expectations-based planning are outlined in the intro-
duction to this document. However, there are some unique factors to be considered
when planning and delivering a unit of study in Social Studies, History or Geogra-
phy.
Expectations: What do you want students to know?
As noted in the introduction to this document, expectations-based planning is
one method of unit planning. The first step is to ‘begin with the end’. Determine what
students are to know and be able to demonstrate at the end of the unit, by examining
the overall and specific expectations and selecting from them.
To select expectations for a unit of learning, begin by examining the overall
expectations to ascertain the focus of the unit’s learning. Next, group expectations
that have a common focus. This ‘clustering’ exercise will make evident the enduring
understandings that students are to gain. These enduring understandings will be-
come the focus of the unit’s culminating task. The groups or clusters of expectations
will also help develop the content and sequence of subtasks that will prepare stu-
dents for the culminating task. The culminating task should give students the oppor-
tunity to demonstrate a level of performance of the expectations.
62
Social Studies, History and Geography
By addressing clusters of expectations, teaching and learning become more
time efficient. This is particularly important in a combined-grade class. Specific ex-
pectations vary in the depth and breadth of learning they address. Focus teaching/
learning time and effort on the enduring understandings that were identified as a
result of the clustering activity, rather than attempting to address individual expecta-
tions.
Clustering expectations also enhances the curriculum planning and delivery
process by:
• supporting cross-disciplinary learning. Student response to or demonstration of
a task rarely gives evidence of one isolated expectation. Hence, clustering com-
plementary expectations provides students with the opportunity to expand the range
or depth of their responses;
• facilitating assessment of achievement. Clustering expectations provides both
teacher and student with multiple opportunities to observe or demonstrate achieve-
ment in multiple categories and for multiple criteria.
Assessment: How do I assess student achievement in Social Studies,
History and Geography?
The achievement chart for Social Studies, History and Geography (p. 11 EDU)
includes four categories for assessment - understanding of concepts, inquiry/research
skills and map and globe skills, communication of required knowledge, and applica-
tion of concepts and skills. For each of these four areas, there are four levels of
achievement. These levels contain brief descriptions of degrees of achievement on
which teachers will base their assessment of students’ work (p. 10 EDU).
There are many assessment strategies available to teachers. Comprehensive
lists of strategies and recording tools are available in the Ontario Curriculum Unit
Planner software. Some of the strategies and recording tools that are specifically
beneficial in the area of Social Studies, History and Geography are outlined below.
Portfolio: A portfolio is a purposeful collection of samples of a student’s work
that is selective, reflective, and collaborative. A portfolio demonstrates the range
and depth of a student’s achievement, knowledge, and skills over time and across a
variety of contexts. It can be kept in print or electronic format. Suggestions for the
content of a Social Studies, History or Geography portfolio are provided in the appen-
dix “Inside a Social Studies, History or Geography Portfolio”.
Rubric: Rubrics are described in greater detail in the introduction to this docu-
ment. Sample rubrics should contain the following features:
• task-specific criteria based on the expectations;
• expectations focused on a category that aligns with the components of the stu-
dents’ tasks;
• criteria for each area of study that provids a focus for evaluation of the
63
Social Studies, History and Geography
assessment of student demonstrations or responses for this social studies
unit
• four levels of achievement and what the criteria looks like in student work is;
• create links between evaluation of the integrated area of study and evaluation of
the overall social studies unit is made;
• a clear focus on the integrated area of study.
Checklists: Checklists include:
• a statement of the expectation being assessed for;
• identification of the category the expectation will be evaluated under;
• a list of actions or descriptions that the teacher checks off as the particular be-
haviour or expectation is observed;
• a written list of performance criteria that are used to assess student performance
through observation, or that may be used to assess written work;
• a list of skills, concepts, behaviours, processes and/or attitudes that might, or
should, occur in a given situation.
Checklist Title: ‘Social Studies Recording Devices Checklist'
• The context is shared with the student and parent that this expectation will be
evaluated in a qualitative manner rather that quantitatively.
Considerations for choosing assessment strategies:
• While paper and pencil quizzes or tests have a place in the “big picture”
of assessment, they are but a small part of the assessment strategies
available, and they assess only certain kinds of learning. Tests and quizzes are
limited and rigid; they are sometimes correlate to instruction, and often value rote
learning, memorization and recitation of facts.
• The body of evidence should be collected using a variety of assessment
strategies and recording tools.
• Select assessment strategies that allow students a greater depth and
breadth of performance of the expectations.
Recording the Body of Evidence:
There are many ways to organize and record the evidence of student achievement
gathered during the course of a unit. Some samples are provided in the appendix, as
follows:
• Summary of Evidence: One copy of this organizer is prepared for each student.
A benefit of this layout is that the assessment evidence is organized by category
of achievement from the achievement chart.
• Assessment Tracking Sheet: This table records student achievement for a whole
class. Names are listed on the left side of the table. This format also allows for
64
Social Studies, History and Geography
assessment evidence to be recorded by category.
• Performance Task Assessment: This organizer is useful for recording assess-
ment of achievement of a culminating task. One copy per student is required.
There is space for recording the description of the task or activity. In the boxes
listing the criteria, teachers could add task-specific criteria. Space is also pro-
vided to record grades or anecdotal observations.
Teaching/Learning Strategies: What are the appropriate teaching/
learning strategies to enhance curriculum delivery?
While some teaching/learning strategies are generic, others support certain ac-
tivities, attitudes and learning styles. To enhance the delivery of the Social Studies,
History and Geography curriculum, strategies should:
• assist students to organize, analyse and evaluate information;
• promote inquiry-based learning and inductive thinking;
• encourage active participation, such as role playing and simulation;
• motivate student interest in historical events.
When selecting the teaching/learning strategies to address Social Studies, His-
tory and Geography, teachers should choose strategies that address a range of think-
ing skills, including those that require demonstration of knowledge and comprehen-
sion, and those that will encourage students to analyse, synthesize and evaluate
information. Visual organizers such as Venn diagrams, flow charts and mind maps
are useful in helping students to do this. While note taking and information recording
are valuable and necessary skills, they should not be over-emphasized. The Ontario
Curriculum Unit Planner offers many suggestions for teaching/learning strategies and
visual organizers that will support student learning using higher-order thinking skills
(beyond memorization and recitation). A selection of strategies is provided below:
An advance organizer may be used:
• to provide a bridge between the assigned or selected task and the end
product;
• whenever the understanding of the learning task can be supported by
scaffolding, or by demonstration of the whole task in its smaller parts;
• to provide organizational support for student planning.
Brainstorming is an idea-generating technique. Students generate a list of ex-
amples, ideas, or questions to illustrate, expand, or explore a central idea or topic.
In a case study a real life problem is identified and investigated by students.
Case studies may be pursued as real or simulated problems. Role playing is one
common case-study approach by which students come to understand the problem
clearly and identify possible solutions.
65
Social Studies, History and Geography
Collaborative/cooperative learning is used:
• for short periods of time to provide an immediate forum to talk through
understandings, to support all learners in reaching the standard, to practise
or rehearse skill development or concept attainment;
• as a vehicle for inquiry learning, problem-solving, investigations and discovery;
• to support the acquisition of skills and attitudes required for working with others.
Concept Overview: This strategy is used at the beginning of a unit of study
to organize and present the main ideas, or enduring understandings to be ad-
dressed.
Concept Web: Students put ideas on paper and represent the connections
between and among ideas using lines and circles. Students see categories or
clusters of ideas. Webs help to generate creativity and new ideas.
Debating is the presentation of opposing sides of an issue by two teams/
individuals before an audience or judge.
Decision-making Table: A decision-making table is a visual organizer to
assist in reaching a decision on an issue. Components of the table include:
• a statement of the issue;
• a list of options;
• a list of pros and cons for each option;
• a method to prioritize choices;
• a decision.
Discussion is purposeful talk through which students explore thinking, respond
to ideas, process information and articulate their thoughts in verbal exchanges with
peers and teachers.
Expository text frames:
• are visual organizers that show the structure or organization of a variety of non-
fiction text forms;
• identify main idea and supporting detail;
• facilitate search for information and development of connections and relation-
ships;
• provide a framework for the writing process;
• identify key features of various forms of non-fiction;
• are similar to story maps for fiction text.
Expository text frames are used:
• in all subject areas, but particularly for reading and writing applications in science
and the social sciences;
• to teach the text features (e.g., signal words, headings) of various non-fiction
text forms;
• to provide frames for non-fiction writing to ensure that students have included all
key elements.
66
Social Studies, History and Geography
Field Trip: A field trip promotes learning through active exploration and investi-
gation, and allows students to apply learning in real settings. Outings should be planned
well in advance, with consideration given to cost, the time and distance involved,
facilitator and volunteer availability and pre-teaching and follow-up learning activities.
Strict adherence to school board policies and guidelines is required.
Flow Diagrams: Flow diagrams help students order a set of ideas or actions
chronologically. They can be used to break down a complex sequence, or provide a
sequence of steps to follow when planning and organizing work.
Inquiry: In an inquiry process, students answer questions - either their own, or
those developed collaboratively in groups. Students focus questions, develop a plan
for answering their questions, access information from a variety of sources, process
the information, share the information and evaluate the response and the process.
Jigsaw: The purpose of this cooperative learning strategy is to provide opportu-
nities for students to gain a variety of perspectives and insights by participating in a
specialized group and then by sharing and integrating what they learned in a home
group.
Home groups are formed, then students number off and reform themselves into
groups by number. In these new groups, they are assigned a particular topic or issue
to explore. At the end of a period of time, students return to their home group to share
the new understandings, expertise, or perspectives from the learning that took place
in the ‘numbered’ group.
Learning Logs (Pre, During, After): Students write to reflect on the process
and content of their learning in their learning logs/journals. Learning logs/journals are
used:
• to track learning through independent study;
• to reflect on learning at different points in a unit or topic (e.g., at the beginning
of a lesson to focus learning and to make connections to previous lessons;
during the lesson to consolidate learning and ensure understanding);
• to assess learning and attitude to the study.
Numbered Heads is a structure developed to support the extension of skills or
knowledge. Students number off, usually four in a group, and the teacher poses a
problem (e.g., each group is to investigate through a search of written material how
quotation marks are used) and gives a time limit. Students work collectively to re-
spond to the question and ensure that each member of the group understands the
answer. The teacher calls a number and the student with that number in each group
responds.
Picture Comparisons: Students are directed to compare two pictures and make
connections between them. This strategy can be used with younger students to de-
velop critical thinking and observational skills.
67
History, Geography and Social Studies
Point of view is a strategy used to develop critical thinking in students and to
look at issues from more than one perspective.
Research is the process whereby students investigate a topic by asking ques-
tions, locating and selecting resources, analysing and evaluating information, report-
ing findings, and transferring learning for purposes of extending and creating knowl-
edge, solving problems and making decisions.
Role playing is a process in which students and or the teacher explore the
thoughts and feelings of another person by responding and behaving as that person
would in a dramatic situation.
Time Line (Multiple Time Line): A timeline is a visual representation of a chro-
nology of events. The line can be horizontal or vertical, with the events and the times
represented using words, numbers or pictures. A timeline can be drawn to scale, in
which case the years are spaced evenly along the line. Multiple time lines can be
drawn to represent simultaneous events.
How do I accommodate reading levels in my class?
Since a large part of learning in this subject area is information and inquiry based,
students are often required to read for information. It is important to provide reading
materials (e.g.,textbooks, print resources) that are written at the student’s independ-
ent reading level. Reading materials that are too challenging will only frustrate the
student’s attempts to understand and hinder the acquisition and application of skills
and knowledge. When appropriately leveled materials are not readily available, there
are strategies a teacher can employ to assist students.
Set the Context is a strategy for setting the objectives and the expectations for
reading, so students understand the whole picture of the lesson and how it fits into the
overall unit. Use prediction charts and organizers (e.g., KWL – know, want to know,
have learned) to frame student reading. Make connections between unfamiliar mate-
rials and what students already know. (Adapted from Reaching Higher Initiative)
Guided reading is a process in which teachers support students in learning
and applying reading strategies through student/teacher interaction about the ideas,
information and interpretation of the reading materials. Guided Reading:
• is used with a small group (not more than ten), or an individual;
• uses a book with which the students are not completely familiar;
• requires teacher–selected materials for a clear purpose;
• makes reading successful and enjoyable;
• involves a high degree of collaborative learning;
• focuses a small number of students on applying reading strategies.
The teacher:
• determines what is read and why;
• decides the composition of the group;
68
Social Studies, History and Geography
• directs questions and student discussion to achieve the chosen outcomes;
• makes the reading strategies used visible to students through discussion of
their thinking;
• encourages response and reflection;
decides when it would be appropriate to use this strategy with an individual.
A directed reading-thinking activity is a process which helps students set
purposes for, and make predictions about, reading. Directed reading-thinking:
• requires students to read sections of the text and stop to check and
support predictions, share meanings and re-set purposes until the reading is
complete and all meanings are discussed/shared;
• requires students to reread story/text as a whole independently before recreating
or representing meaning in a variety of ways (e.g., draw what they think the
story is about; role play a main character).
The teacher:
• models and encourages predictions before and during the process;
• selects texts which are appropriate to the instructional reading levels and inter-
ests of students;
• uses questions/discussions to start students thinking about meaning/informa-
tion (e.g., looking at the illustration on the front cover, ask question ‘What do
you think the story is about?’);
• teaches the strategies/processes needed to read the text successfully;
• guides students in the task of finding support and evidence in the text;
• models and encourages thinking/problem solving through reading ( Asking ques-
tions such as 'Why do you say that ?' and 'How do you know that?'). is particu-
larly useful when used with groups of students (6 to 8) activate student think-
ing and predicting about the text.
Reading Along is a practice that engages students in reading a text along with
an expert reader. It requires an expert reader who may be a teacher, a taped reading,
an electronic reading or another student.
Shared reading involves students reading in pairs to assist each other with
meaning and comprehension through discussion of the text.
Unit Planning Considerations for a Combined Grade
When preparing a unit of study in Social Studies, History or Geography for a
combined grade, the following suggestions may be helpful:
• Begin by becoming familiar with the continuum of expectations for the strand that
the unit addresses. By knowing the expectations that precede and follow the
grade being addressed, a teacher can determine the major themes and endur-
ing understandings for the topic. ‘It is essential for teachers to read through the
expectations for all grades rather than just the grade they are teaching. The spe-
cific expectations for each grade should be seen in the context of the overall
process of building … knowledge and skills from grade to grade.’ (The Ontario
69
Social Studies, History and Geography
Curriculum, 1997 EDU). Some expectations form part of a continuum that becomes
more complex as the grade level increases.
• Examine the expectations for both grades to determine possible common themes
in their content. The learning continuum, which is part of this document, will
assist in identifying expectations that lend themselves to being taught simulta-
neously. Some examples of related expectations are given in the chart below.
Grade/Strand 5 HC: Early Civilizations 6 HC: Aboriginal Peoples
and European Explorers
Overall 5z1 identify ways in 6z1 identify ways in
Expectations which the natural envi- which the environment
ronment shaped the molded Canadian
cultures of various Aboriginal cultures;
early civilizations;
Specific 5z6 demonstrate an 6z5 describe the relationship
Expectations understanding of the in- between Aboriginal peoples and
terrelationships between early their environment (e.g., with re-
(Understanding
civilizations and the environ- spect to food, shelter, cultural
Concepts)
ment (e.g., with respect to food, practices);
shelter, clothing, cultural prac-
tices);
• From the chart above, it is evident that an enduring understanding for both grades
is the interaction of the environment and cultural groups. Subtasks could be
developed that address this theme for the class as a homogeneous group. Stu-
dents would then break up into grade groupings to complete tasks specific to the
cultural group being studied.
• Use an inquiry-based approach to address the expectations. While the content
from grade to grade varies, the expectations relating to inquiry, research and
communication skills are similar from Grades 1 to 8. Review the research proc-
ess with students at the beginning of a unit, collaboratively develop timelines for
segments of tasks, and monitor student progress. Conference often with groups
of students as they complete the subtasks to ensure that they are meeting the
requirements of the expectations.
• Provide a rich learning environment with many opportunities for students to ac-
cess resources, in both print and electronic formats.
70
Social Studies, History and Geography
• Instruct the groups separately to address expectations that do not match.
• Schedule activities so that while one group is receiving instruction, the other
group is engaged in another activity (e.g., locating information, journal entries,
note making, preparing presentations, mapping, etc).
• Establish various groupings in the class to meet different needs for different
tasks: cross-grade, collaborative, and ability-based groups all play an impor-
tant role to support student learning in a combined grade classroom.
• Develop tasks that have differentiated levels of complexity within a common
theme.
• If possible, arrange to share planning time with colleagues who are teaching
the same topics, in order to facilitate cooperative planning.
Common Expectations that contribute to seamless planning in
combined grades
Geography Overall Expectations
Grade 7 - use a variety of geographic representations,
Themes of Geog. Inquiry tools, and technologies to gather, process, and
Grade 8 communicate geographic information.
Patterns of Human Geog.
Economic Systems
Geography Specific Expectations
Grade 7 -use appropriate vocabulary to describe their
Themes of Geog. Inquiry inquiries and observations
Patterns in Physical Geog. -formulate questions that synthesize various
Patterns in Human Geog. sources of information and points of view
Grade 8 -analyse, synthesize, and evaluate data
Patterns of Human Geog. -construct a variety of graphs, charts, diagrams,
Economic Systems and models to organize information
Migration -communicate the results of inquiries for specific
purposes and audiences, using media works, oral
presentations,written notes and reports, illustra-
tions, tables, charts and graphs
Geography
-produce maps for a variety of purposes
Grade 7
Themes of Geog. Inquiry
Grade 8
Patterns of Human Geog.
71
Social Studies, History and Geography
Geography - identify patterns in physical geography,
Grade 7 using thematic maps
Patterns in Physical Geography - identify patterns of natural resources
Patterns in Human Geography - identify patterns in the area of economics,
Grade 8 using thematic maps
Patterns in Human Geography - identify patterns in migration, using
Economic Systems thematic maps.
Migration
History Specific Expectations
Grade 7 - use appropriate vocabulary to describe their
New France inquiries and observations
British North America - formulate questions that synthesize various
Conflict and Change sources of information and points of view
- analyse, synthesize, and evaluate histori-
cal information
Grade 8 - construct a variety of graphs, charts, dia-
Confederation grams, and models to organize information
Development of Western -communicate the results of inquiries for
Canada specific purposes and audiences, using
Canada:A Changing Society media works (Gr.8, political cartoons) oral
presentations, written notes and reports, (Gr.
8, descriptions-Confederation) drawings,
tables, charts, and graphs
- locate relevant information (varied focus)
using a variety of sources (Gr. 7, primary
and secondary sources)
The expectations in the continuum organized under the category Developing
Inquiry, Research and Communication Skills are similar across History and Geogra-
phy for both Grade 7 and Grade 8. Similarly, the expectations for the category Devel-
oping Skills of Inquiry, Research and Communication have common expectations
across the grades from 1 to 6 for the Heritage and Citizenship strand.
Grades 1 to 6 - use appropriate vocabulary to describe
their inquiries and observations
Social Studies: -ask questions to gain information and
Heritage and Citizenship explore alternatives
- locate information(Gr.2 about family history
and traditions)(Gr.3 about pioneer commu-
nities) from primary sources and second-
ary sources (Gr. 4, 5,6 locate relevant infor-
mation from a variety of sources)
- sort and classify information
72
Social Studies, History and Geography
- construct and read a variety (Gr.2 and 3 make and
read a variety…) of graphs, charts, diagrams,
maps,and models for specific purposes
- (Gr.1, present the results of focused inquiries,
using simple demonstrations …) communicate the
results of inquiries for specific purposes, using
simple demonstrations, drawings, and oral and
written descriptions
Grade 6 Social Studies -identify early explorers who established settlements in
Aboriginal Peoples and Canada and explain the reasons for their exploration
European Explorers
Grade 7 History -describe the early European and Aboriginal settlement
New France patterns in North America
Grade 8 Geography -identify the three main patterns of settlement: linear,
Patterns in Human Geog. scattered, and clustered
Grade 6 Social Studies -identify the contributions of Aboriginal peoples to
Aboriginal Peoples and the political and social life of Canada
European Explorers
Grade 7 History -demonstrate an understanding of economic, political
New France and social life in New France
Grade 8 Geography -demonstrate an awareness of the fundamental elements
Economic Systems of an economic system: what goods are produced; how
they are produced; for whom they are produced; and how
they are distributed
Grade 6 Social Studies -identify early explorers who established settlements
Aboriginal People and in Canada and explain the reasons for their exploration
European Explorers
Grade 7 History - describe the different groups of people who took part in
British North America the Loyalists’ migration and identify their areas of set-
tlement
Grade 8 Geography - demonstrate an understanding, that migration re-
Migration sults from decisions people make about condtions
and events around them
- identify barriers to migration
Grade 5 Social Studies -demonstrate an understanding of the interrelationships
Early Civilizations between early civilizations and the environment
73
Social Studies, History and Geography
Grade 6 Social Studies -describe the relationship between Aboriginal peoples and
Aboriginal Peoples and their environment
European Explorers
Grade 4 Social Studies - identify stories and legends from medieval times that
Medieval Times are still popular today
Grade 5 Social Studies - describe myths and legends of various early civiliza-
Early Civilizations tions
Grade 6 Social Studies - demonstrate an understanding of the theories re-
Aboriginal Peoples and lated to the origin of the Aboriginal peoples
European Explorers
Grade 3 Social Studies -compare and contrast life in a pioneer settlement
Pioneer Life in their own community
Grade 4 Social Studies -compare a medieval community to their own comm-
Medieval Times unity
Grade 5 Social Studies -compare maps of early civilizations with modern maps
Early Civilizations of the same area
Grade 2 Social Studies -identify the contributions that various cultures
Traditions and Celebrations have made to the community
Grade 3 Social Studies -identify the contributions of Aboriginal peoples
Pioneer Life to pioneer settlement
Grade 1 Social Studies -create a simple timeline to show relevant family
Relationships, Rules and relationships and responsibilities
Responsibilities
Grade 2 Social Studies -construct a simple family tree identifying members
Traditions and Celebrations of a family
73 (a)
Social Studies Recording Devices Checklist
Expectation: Recognize/describe consequences of events and actions that
affect their lives
Knowledge/Skills: Understanding of concepts
Student Date Yes No Comments
73 (b)
Inside a Social Studies, History or Geography
Portfolio
(Adapted from Assess for Success, OSSTF, 1994)
Sample of student’s ability to
summarize information from
a primary or secondary
Teacher, student source (e.g., point form note,
Notes from a teacher-student
or peer outlines, graphic organizers)
conference or interview
evaluations of a
presentation or a
product
Letter, diary of student
Parent comments writing in role
and reflections
Pencil and paper
Focus assessments demonstrating
Sample of a learning ♦ Student Thinking
level of understanding
log/journal entry in which the ♦ Growth over time
student reflects on the process ♦ Social Studies/
History/Geography
and content of his/her
connections
learning. ♦ The Inquiry Process Teacher checklists, rating
♦ Map and Globe Skills scales, rubrics, anecdotal
♦ Connections with other records that records
subject areas understanding of
A product (report, essay, concepts, communication,
electronic presentation, or application of skills
etc.) communicating the
results of an inquiry
Bibliography
Samples of questions
formulated by
student for research
A table of contents
Samples of subject-related A map produced by the student
writing to demonstrate use relating to the theme studied
of appropriate vocabulary
73 (c)
Summary of Evidence
Social Studies, History, Geography
Student: ___________________________________________ Gr. _____
STRANDS/ ASSESSMENT EVIDENCE
Assignments
Understanding of
Concepts
Inquiry/Research
Skills and
Map and Globe
Skills
Communication of
Required
Knowledge
Application of
Concepts and
Skills
Comments:
73 (d)
PERFORMANCE TASK ASSESSMENT
Social Studies, History, Geography
Name: Date:
Task: (Description of task or activity)
Observed
Knowledge/Skills Level 1 Level 2 Level 3 Level 4
Understanding of Basic Concepts
• concepts
• explanations
Inquiry/Research Skills and
Map and Globe Skills
• application of skills and strategies
• correctly and independently
Communication of Required
Knowledge
• clarity and precision
• appropriate terminology, vocabulary and
symbols
Application of Concepts and Skills
• variety of contexts
• connections between aspects of social
studies/history/geography and the world
outside the school
CORRELATION OF GRADE 1 SOCIAL STUDIES EXPECTATIONS WITH LANGUAGE, MATHEMATICS AND ARTS
Social Studies Language Mathematics Arts
– use non-standard units to measure distance – demonstrate an understanding of and
on a map (e.g., paces, tiles, blocks) ability to apply measurement terms
– solve problems related to their day-to-day
environment using concrete experiences of
measurement and estimation
– demonstrate that a non-standard unit is used
repeatedly to measure (e.g., count the number of
floor tiles to measure the length of the
classroom)
– use non-standard units to solve oral
measurement problems related to everyday
issues
– use appropriate vocabulary (e.g., change, – use words from their oral vocabulary as well as – use the vocabulary and body
seasons, rights, responsibilities, respecting less familiar words from class-displayed word lists movements of a particular character when
rules, cooperating, being courteous) to role playing
describe their inquiries and observations – use and spell correctly the vocabulary appropriate
for this grade level
– use appropriate vocabulary (e.g., location,
map, symbol, distance, title, legend, direction)
to describe their inquiries and observations
– explain how rules and responsibilities may
change over time (e.g., as a result of a new
baby, a new pet, a new grade, a move)
– ask questions to gain information and – ask questions about their immediate environment – pose questions about data gathered (e.g., why
explore alternatives (e.g., ask why rules would and offer personal opinions; are so many students wearing running shoes?)
change)
– conduct an inquiry using appropriate methods
– ask simple questions to gain information (e.g., ask one another, “What is your favourite
about their local community kind of ice cream?”)
– generate yes/no questions for a given topic
– order a sequence of events (e.g., school – organize information so that the writing conveys a – understand the concept of order by
day, school year, class trip) orally and with clear message (e.g., describe events in the proper sequencing
pictorial symbols sequence: We went to see the dog. I liked him very
much. We took him home on the bus) – order sequences of events orally and with
– create a simple timeline (e.g., pictorially) to pictures
show relevant family history – retell a simple story in proper sequence and recall
information in it accurately
– arrange still pictures and/or photographs in a
sequence to create their own stories
– construct and read for specific purposes – represent the results of measurement activities
concrete, pictorial, and simple maps, graphs, using concrete materials and drawings
charts, and diagrams (e.g., to show timelines
of the school day) – record data on charts or grids given by the
teacher using various recording methods (e.g.,
drawing pictures, placing stickers)
73 (e)
– interpret displays of data using concrete
materials, and discuss the data
– organize materials on concrete graphs and
pictographs using one-to-one correspondence
– read and discuss data from graphs made with
concrete materials and express understanding in a
variety of informal ways (e.g., tell a story, draw a
picture)
– sort and classify information (e.g., – compare, sort, and classify concrete objects
concerning responsibilities of family according to a specific attribute (e.g., colour,
members) size)
– sort and classify basic information about
people in their local community
– locate information from primary sources – read a variety of simple written materials (e.g., – can collect, organize, and describe data using
(e.g., interviews, eyewitness visitors, class signs, pattern books, rhymes, children’s reference concrete materials and drawings
trips) and secondary sources (e.g., maps, books) for different purposes (e.g., for practice,
illustrations, print materials) information, vocabulary building, enjoyment) – collect first-hand data by counting objects,
conducting surveys, measuring, and performing
– locate basic information about their local – use their knowledge and experience to understand simple experiments
community from pictures, maps, print what they read
materials, and other media sources
– follow written directions
– reread all or parts of a written piece to clarify their
understanding of its meaning
– listen and react to stories and recount personal
experiences
– view, read, and listen to media works to obtain
information and to complete assigned tasks (e.g.,
identify the message in a safety cartoon; know what
road signs mean)
– present the results of focused inquiries (e.g., – communicate ideas (thoughts, feelings, – demonstrate an understanding of
a study of school rules), using simple experiences) for specific purposes (e.g.,write a letter different points of view (e.g., by playing
demonstrations, drawings, and oral and to a friend describing a new pet) the role of different characters, and
written descriptions – write simple sentences using proper punctuation identifying and solving problems they
(i.e., periods) face)
– communicate the results of inquiries – produce short pieces of writing using simple forms – produce two- and three-dimensional
concerning their local community, using simple (e.g., stories, descriptions, lists of information) works of art that communicate ideas
demonstrations, drawings, and oral and – use some materials from other media (e.g., (thoughts, feelings, experiences) for
written descriptions computer clip-art) to enhance their writing specific purposes
– begin to revise written work, with the assistance – produce two- and three-dimensional
of the teacher works of art that communicate thoughts
– use correctly the conventions (spelling, grammar, and feelings
punctuation, etc.) specified for this grade level – describe the subject matter in both their
– create some simple media works own and others’ art work (e.g., La Orana
Maria by Paul Gauguin and Kettle of Soap
by Joseph-Charles Franchère, which depict
people engaged in everyday activities)
73 (f)
Assessment Tracking Sheet 73 (g)
Subject: _____________________________________________ Term: ______
ACHIEVEMENT CHART CATEGORIES
Understanding Inquiry/Research Communication Application
Concepts Map/Globe Skills
DATE
ASSESSMENT
STRATEGIES
Names Letter Grade/% Mark Letter Grade/% Mark Letter Grade/% Mark Letter Grade/% Mark
Appendices
73 (h)
Summary of Evidence
Student: ___________________________________________ Gr. _____
STRANDS/ ASSESSMENT EVIDENCE
Assignments
Comments:
73 (i)
CONNECTING ASSESSMENT, EVALUATION AND REPORTING
Assessment Tasks Evaluation Tools Reporting
e.g., Rubrics (1-4)
• student portfolio DIAGNOSTIC assessment is
• math investigations • guide observation of complex used to determine starting points
• projects performances for teaching and learning,
• constructions, models • communicate the attributes of students strengths and needs,
• oral presentations performances of increasing quality learning styles, interests and
• writing pieces • provide standard criteria attitudes or to determine
• extended responses • assist in identifying “next steps” instructional grouping or
placement.
• open-ended tasks
FORMATIVE or ongoing
e.g.,
assessment is used to provide
• reading behaviours Checklist/Rating Scales
practice and feedback during the
• specific skills demonstration learning process in order to guide
• following procedures • guide observation of specific instruction and improve student
• process of completing an behaviors or skills performance.
independent task or project • indicate whether a desired
• group participation behavior or skill is, or is not, SUMMATIVE assessment is
• simple unidimensional demonstrated used to inform students and
performances • can provide a cumulative record or parents of what has been learned
performance competency at the end of a specific period of
time and to provide a basis for
evaluation.
e.g., Steps in Determining the
• response journals Anecdotal Comments Report Card Grade or Mark
• learning logs
• reading conferences • are flexible, open-ended 1. Collect the body of evidence
• writing conferences • describe performances qualitatively that:
• oral explanations of thinking, • capture unanticipated elements of • includes demonstrations
reasoning a performance of all four knowledge and
• must be analyzed with reference to skill categories
expectations • reflects a variety of
assessment tasks and
e.g., Numerical Grades related evaluation tools
• objective test/quiz 2. Overlay the achievement
• short answer • provide a number which directly levels onto the body of evidence.
• fill-in-the-blank relates to quantity of right/wrong 3. Determine the 'highest, most
• multiple choice responses consistent level of performance'.
• true/false • indicate direction for further
• skill drill 4. Translate this level to the
attention to assessed skills
appropriate report card 'grade'
or 'mark'.
73 (j)
Guiding Student Reflection in Seven Steps
1. Talk about the purpose and importance of reflection with students.
Students need to understand the value of reflection and how it can make a
positive difference in their evaluation and learning.
2. Model what learners do as they reflect on their learning by using thinking
aloud and self-monitoring strategies. Review reflective questions or
thoughts before, during and after learning experiences.
3. Involve students in describing their learning and in defining the criteria for
reflection. Students can brainstorm criteria for a performance or product.
Discuss and arrive at negotiated criteria.
4. Teach the students how to apply the criteria by showing examples and
having students practice classifying these examples using the negotiated
criteria.
5. Provide opportunities for students to practice self-assessment and peer-
assessment in various situations. Give constructive feedback on their
reflections.
6. Assist students in developing specific action plans towards attainable
goals. Keep records of these goals and action plans.
7. Revise action plans as necessary based on further reflection and
feedback.
Used with permission from Toronto Catholic District School Board
73 (k)
How to Conduct a Successful Student-Teacher
Conference in Seven Steps
1. Determine the purpose for the conference. It may be formative in
nature to discuss and review progress in a particular curriculum area
(e.g., writing) or summative to discuss achievement at the end of a
unit of study (e.g., a culminating science project) or a specified time
period (e.g., the end of a reporting period).
2. Decide a time and place for the conference. Develop a formal
schedule to ensure that every student will have the opportunity to
have a proper conference on a regular basis.
3. Involve the students in preparing for the conference by having
them think about their learning or by collecting evidence or proof of
their learning.
4. Conduct the conference. The student shares evidence of learning
his/her work, reflections and questions. The teacher supports the
student by providing individual comments, praising areas of
strength, offering suggestions, discussing any areas of concern
and clarifying any misconceptions.
5. Develop learning goals collaboratively. Negotiate a plan of action
for each learning goal.
6. Summarize and record the information during or immediately
following the conference. Suggest when the next conference
should take place.
7. Monitor student progress in achieving identified goals.
Used with permission from Toronto Catholic District School Board
73 (l)
Ten Steps to Manage Portfolio Assessment
There are many considerations prior to implementing portfolio assessment.
The following list is a suggested guideline.
1. Define the purpose, focus and type of portfolio (e.g., showcase portfolio,
working or growth portfolio) to be implemented. When beginning portfolio
assessment, it may be wise to focus on one manageable program or
subject area (e.g., a mathematics portfolio, a writing portfolio) or on a
specific unit of study (e.g., a novel study, a specific science or social
studies unit).
2. Determine the type of container that will best suit the purpose and focus
(e.g., folder, box binder, magazine file). Locate storage space for the
portfolios, in the classroom, so they are accessible to both teacher and
students. Accessibility to portfolios should be made part of classroom
routines.
3. Introduce the concept of portfolios to students through a study of
collections, treasures, artifacts or professional portfolios. Give students
the opportunity to personalize their container.
4. Begin to collect a variety of work samples. All samples must be dated.
5. Develop co-operatively the criteria to be used for the selection of entries
with students. Record these criteria and post in the classroom. Review and
refer to the list on an ongoing basis.
6. Teach students how to select and reflect on their selections. Each
portfolio entry must include a reflective comment.
7. Establish and communicate the evaluation criteria with the students.
8. Schedule student conferences to review portfolios and set goals with
students.
9. Share and celebrate portfolios with peers and parents/guardians.
10. Update the portfolios with new additions throughout the year, as 'best'
works are recognized.
Used with permission from Toronto Catholic District School Board
73 (m)
How to Develop a Rubric in Ten Steps
1. Identify the primary learning expectation(s) to be assessed. Determine
precisely the product, process or performance (e.g., an oral presentation,
a videotape, a debate, a graph, a map, etc.) that will allow students to
demonstrate the full range of their learning.
2. Identify the intended audience or users of the rubric and whether the
rubric will be used primarily for coaching (formative assessment) or
scoring (summative assessment).
3. Determine whether a holistic or analytic design will best serve the
intended purpose of the rubric.
4. If possible, obtain exemplars that demonstrate student performance at all
four levels of achievement.
5. Identify four to seven assessment criteria or categories of criteria based
on what the performance/product/process should look, sound and feel
like.
6. Develop the quality descriptions for each criterion at level 3 (the provincial
standard).
7. Develop the quality descriptions for each criterion at level 4 (performance
above the provincial standard).
8. Develop the quality descriptions for each criterion at level 1 by negatively
adjusting each criterion description.
9. Develop the quality descriptions for each criterion at level 2 (performance
that approaches the provincial standard).
10. Use feedback to review and revise the rubric to improve clarity and
congruence with the achievement charts found in curriculum policy
documents.
Used with permission from Toronto Catholic District School Board
73 (n)
Sample Template for a Rubric
Rubric For:
Student: Date: Grade:
Evaluated by: Teacher Peer Self
Related Expectations:
Criteria Level 1 Level 2 Level 3 Level 4
Comments and Suggestions for Improvement:
Learning
Continua
Learning Continuum
Mathematics: Number Sense and Numeration Learning Continuum
Grade 1 Grade 2
Overall Expectations
By the end of Grade 1, students will: By the end of Grade 2, students will:
•understand whole numbers by exploring number relationships •represent whole numbers using concrete materials, drawings,
using concrete materials; numerals, and number words;
•understand numerals, ordinals, and the corresponding words, •compare and order whole numbers using concrete materials,
and demonstrate the ability to print them; drawings, numerals, and number words to develop an under-
•understand the concept of order by sequencing events; standing of place value;
•compare and order whole numbers using concrete materials •compare proper fractions using concrete materials;
and drawings to develop number meanings; •understand and explain basic operations (addition, subtraction,
•represent fractions (halves as part of a whole) using concrete multiplication, and division) of whole numbers by modelling and
materials; discussing a variety of problem situations;
•understand and explain basic operations (addition and subtrac- •develop proficiency in adding and subtracting one- and two-
tion) of whole numbers by modelling and discussing a variety of digit whole numbers;
problem situations; •solve number problems involving addition and subtraction, and
•develop proficiency in adding one-digit whole numbers; describe and explain the strategies used;
•solve simple number problems involving counting, joining, and •use and describe an estimation strategy, and check an answer
taking one group away from another and describe and explain for reasonableness using a defined procedure;
the strategies used; •use a calculator to skip count, explore number patterns, and
•estimate quantity in everyday life; solve problems beyond the required pencil-and-paper skills.
•use a calculator to explore counting and to solve problems
beyond the required pencil-and-paper skills.
Specific Expectations:
•read and print numerals from 0 to 100; •read and print number words to twenty;
•read and print number words to ten; •count by 1’s, 2’s, 5’s, 10’s, and 25’s beyond 100 using
•demonstrate the conservation of number; multiples of 1, 2, and 5 as starting points;
•demonstrate the one-to-one correspondence between number •count backwards by 1’s from 20;
and objects when counting; •locate whole numbers to 50 on a number line and partial
Understanding Number
•count by 1’s, 2’s, 5’s, and 10’s to 100 using a variety of ways; number line;
•count backwards from 10; •show counting by 2’s, 5’s, and 10’s to 50 on a number line;
•locate whole numbers to 10 on a number line; •compare, order, and represent whole numbers to 100 using
FOLD AND PASTE HERE
•compare, order, and represent whole numbers to 50 using concrete materials and drawings;
concrete materials and drawings; •use mathematical language to identify and describe numbers to
•investigate number meanings; 100 in the world around them;
•use mathematical language to identify and describe numbers to •discuss the use of number and arrangement in their community;
50 in real-life situations; •identify place-value patterns and use zero as a place holder;
•discuss the use of number and arrangement in real-life situa- •use ordinal numbers to thirty-first;
tions; •represent and explain halves, thirds and quarters as part of
•use a seriation line to display relationships of order; a whole and part of a set using concrete materials and
•model numbers grouped in 10’s and 1’s and use zero as a place drawings;
holder; •compare two proper fractions using concrete materials.
•use a calculator to explore counting, to solve problems, and to
operate with numbers larger than 10;
•use ordinal numbers to tenth;
•represent and explain halves as part of a whole using concrete
materials and drawings;
•estimate the number of objects and check the reasonableness of
an estimate by counting.
•demonstrate that addition involves joining and that subtraction •investigate the properties of whole numbers;
involves taking one group away from another; •skip count, and create and explore patterns, using a calculator;
•demonstrate addition and subtraction facts to 20 using concrete •represent multiplication as repeated addition using concrete
materials; materials;
Computations
•represent addition and subtraction sentences using concrete •demonstrate division as sharing;
materials; •recall addition and subtraction facts to 18;
•identify the effect of zero in addition and subtraction; •explain a variety of strategies to find sums and differences of 2
•mentally add one-digit numbers; two-digit numbers;
•add and subtract money amounts to 10¢ using concrete •use one fact to find another;
materials, drawings, and symbols. •mentally add and subtract one-digit numbers;
•add and subtract two-digit numbers with and without
regrouping, with sums less than 101, using concrete materials;
•add and subtract money amounts to 100¢ using concrete
materials, drawings and symbols.
•pose and solve simple number problems orally; •use a calculator to solve problems with numbers larger than 50
•use concrete materials to help in solving simple number prob- in real-life situations;
lems; •pose and solve number problems with at least one operation;
•describe their thinking as they solve problems. •select and use appropriate strategies to solve number problems
Applications
involving addition and subtraction.
Mathematics: Number Sense and Numeration Learning Continuum
Grade 3 Grade 4
By the end of Grade 3, students will: By the end of Grade 4 students will:
• represent whole numbers using concrete materials, drawings, numerals, • represent, and explore the relationships between, decimals, mixed
and number words; numbers, and fractions using concrete materials and drawings;
• compare and order whole numbers using concrete materials, drawings, • compare and order whole numbers and decimals using concrete materials
and ordinals; and drawings;
• represent common fractions and mixed numbers using concrete materials; • compare and order mixed numbers and proper and improper fractions
• understand and explain basic operations (addition, subtraction, multiplica- with like denominators using concrete materials and drawings;
tion, division) involving whole numbers by modelling and discussing a • understand and explain basic operations (addition and subtraction) of
variety of problem situations; decimals by modelling and discussing a variety of problem situations;
• develop proficiency in adding and subtracting three-digit whole numbers; • develop proficiency in adding and subtracting decimal numbers to tenths;
• develop proficiency in multiplying and dividing one-digit whole numbers; • select and perform computation techniques appropriate to specific
• select and perform computation techniques (addition, subtraction, problems involving whole numbers and decimals, and determine whether
multiplication, division) appropriate to specific problems and determine the results are reasonable;
whether the results are reasonable; • solve problems involving whole numbers and decimals, and describe and
• solve problems and describe and explain the variety of strategies used; explain the variety of strategies used;
• justify in oral or written expression the method chosen for addition and • justify in oral or written expression the method chosen for calculations
subtraction, estimation, mental computation, concrete materials, algo- beyond the proficiency expectations for pencil-and-paper operations:
rithms, calculators; estimation, mental computation, concrete materials, algorithms (rules for
• use a calculator to solve problems beyond the required pencil-and-paper calculations), or calculators.
skills.
Specific Expectations:
• read and print numerals from 0 to 1000; • recognize and read numbers from 0.01 to 10 000;
• read and print number words to one hundred; • read and write whole numbers to 10 000 in standard, expanded, and
• count by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000 using various starting written forms;
points and by 25’s to 1000 using multiples of 25 as starting points; • count by 3’s, 4’s, 6’s, 7’s, 8’s, 9’s, and 10’s to 100;
• count backwards by 2’s, 5’s, and 10’s from 100 using multiples of 2, 5, • represent the place value of whole numbers and decimals from 0.01 to
FOLD AND PASTE HERE
and 10 as starting points and by 100’s from any number less than 1001; 10 000 using concrete materials, drawings, and symbols;
PUNCH HOLES AND INSERT INTO BIND3ER
• locate whole numbers to 100 on a number line and partial number line; • compare and order whole numbers and decimals from 0.01 to 10 000
• show counting by 2’s, 5’s, and 10’s to 50 on a number line and using concrete materials, drawings, and symbols;
extrapolate to tell what goes before or after the given sequence; • multiply whole numbers by 10, 100, and 1000;
• identify and describe numbers to 1000 in real-life situations to develop a • represent and explain number concepts and procedures;
sense of number; • identify the use of number in various careers;
• model numbers grouped in 100’s, 10’s, and 1’s and use zero as a place • identify and appreciate the use of numbers in the media;
holder; • represent, compare, and order mixed numbers and proper and improper
• use ordinal numbers to hundredth; fractions with like denominators using concrete materials and drawings;
• represent and explain common fractions, presented in real-life situations, • connect proper fractions with decimals (tenths and hundredths) using
as part of a whole, part of a set, and part of a measure using concrete concrete materials, drawings, and symbols;
materials and drawings. •explore the relationships between fractions and decimals using a
calculator, concrete materials, and drawings;
• read and write decimal numbers to hundredths;
• compare and order decimals.
• investigate and demonstrate the properties of whole number procedures; • relate division to multiplication;
• use a calculator to examine number relationships and the effect of • multiply and divide numbers using concrete materials, drawings, and
repeated operations on numbers; symbols;
• interpret multiplication and division sentences in a variety of ways; • interpret multiplication and division problems using concrete materials,
• identify numbers that are divisible by 2, 5, or 10; drawings, and symbols;
• recall addition and subtraction facts to 18; • recall multiplication and division facts to 81;
• determine the value of the missing term in an addition sentence; • add and subtract numbers mentally;
• demonstrate and recall multiplication facts to 7 x 7 and division facts to • demonstrate an understanding of the addition and subtraction of decimal
49 ÷ 7 using concrete materials; numbers to hundredths;
• mentally add and subtract one-digit and two-digit numbers; • add and subtract decimal numbers to tenths using concrete materials,
• add and subtract three-digit numbers with and without regrouping using drawings, and symbols.
concrete materials;
• add and subtract money amounts and represent the answer in decimal
notation.
• pose and solve number problems involving more than one operation; • select the appropriate operation and solve one-step problems involving
• use appropriate strategies to solve number problems involving whole whole numbers and decimals with and without a calculator;
numbers; • pose problems involving whole numbers and solve them using the
• use various estimation strategies to solve problems, then check results appropriate calculation method: pencil and paper, or calculator or
for reasonableness. computer;
• explain their thinking when solving problems involving whole numbers;
• recognize situations in problem solving that call for multiplication and
division and interpret the answer correctly.
Mathematics: Number Sense and Numeration Learning Continuum
Grade 5 Grade 6
By the end of Grade 5, students will: By the end of Grade 6, students will:
•represent, and explore relationships between, decimals, mixed numbers, •represent, and explore the relationships between, decimals, percents,
and fractions using concrete materials and drawings; rates, and ratios using concrete materials and drawings;
•compare, order, and represent whole numbers, decimals, and fractions • compare, order, and represent decimals, percents, rates, and ratios using
using concrete materials and drawings; concrete materials and drawings;
•understand and explain basic operations (multiplication and division) of • develop proficiency in multiplying by tenths, hundredths, and thousandths,
decimals by modelling and discussing a variety of problem situations; and in dividing by 100;
•develop proficiency in multiplying by tenths and hundredths and dividing • understand and explain the characteristics of multiples and factors and of
composite and prime numbers;
by tenths; • compare and order, and represent the relationship between, fractions with
•understand the significance of numbers within the surrounding environ- unlike denominators using concrete materials and drawings;
ment; • understand the significance of numbers in the greater world and evaluate
•compare and order, and represent the relationship between, fractions, the use of numbers in the media;
improper fractions, and mixed numbers using concrete materials and • select and perform computation techniques appropriate to specific
drawings; problems involving unlike denominators in fractions and the multiplication
•select and perform computation techniques appropriate to specific and division of decimals, and determine whether the results are reason-
problems involving whole numbers, decimals, and equivalent fractions, able;
and determine whether the results are reasonable; • solve and explain multi-step problems using the multiplication and division
•solve problems involving decimals and fractions, and describe and explain of decimals and percents;
the variety of strategies used; • justify and verify the method chosen for calculations with whole numbers,
•justify in oral and written expression the method chosen for calculations: fractions, decimals, and percents;
estimation, mental computation, concrete materials, algorithms, or • use and verify estimation strategies to determine the reasonableness of
calculators. solutions to problems and justify the choice of strategy.
Specific Expectations:
•recognize and read numbers from 0.01 to 100 000; • recognize and read numbers from 0.001 to any number greater than 1
•read and write whole numbers to 100 000 in standard, expanded, and 000 000;
written forms; • read and write whole numbers and decimals in standard and expanded
•count by 11’s and 12’s to 144; forms;
•order fractions on a number line; • order fractions and decimals on any number line;
•compare, order, and represent the place value of whole numbers and • represent the place value of whole numbers and decimals from 0.001 to
decimals from 0.01 to 100 000 using concrete materials, drawings, and 1 000 000 using concrete materials, drawings, and symbols;
• compare and order whole numbers and decimals from 0.001 to 1 000 000
PUNCH HOLES AND INSERT INTO BINDER
symbols; using concrete materials, drawings, and symbols;
•mentally multiply decimal numbers by 10 and 100; • multiply whole numbers by 0.1, 0.01, and 0.001;
•mentally divide decimal numbers by 10; • mentally multiply decimals by 1000;
•relate division to fractions; • mentally divide decimals by 100;
•explain processes and solutions with whole numbers and decimals using
FOLD AND PASTE HERE
• explain processes and solutions with fractions and decimals using
mathematical language; mathematical language;
•identify and investigate the use of number in various careers; • identify and describe the characteristics of multiples and factors, and
•identify and interpret the use of numbers in the media; composite and prime numbers, to 100;
•represent and compare mixed numbers and proper and improper fractions • identify the use of number in various careers;
with simple denominators using concrete materials and drawings; • identify, interpret, and evaluate the use of numbers in the media;
•investigate patterns involving fractions using concrete materials and • relate fractions to decimals, percents, rates, and ratios using concrete
drawings; materials, drawings, and symbols;
•demonstrate the equivalence of proper fractions using concrete materials, • demonstrate an understanding of ratio;
drawings, and symbols; • compare and order mixed numbers and improper fractions with unlike
•relate a fraction with a denominator of 10 or 100 to a decimal using denominators using concrete materials, drawings, and symbols;
• explore the relationships between fractions, decimals, and simple
concrete materials, drawings, and symbols; percents using a calculator, concrete materials, and drawings;
•explore the relationships between fractions and decimals using a • use skip counting to assist in solving questions about factors and
calculator, concrete materials, and drawings; denominators;
•read and write decimal numbers to hundredths; • read and write decimal numbers to thousandths;
•demonstrate the equivalence of decimals using concrete materials, • identify real-world applications of integers;
drawings, and symbols. • estimate and calculate percent.
• multiply and divide numbers using concrete materials, drawings, and • multiply and divide numbers using concrete materials, drawings, and
symbols; symbols;
• recall multiplication and division facts to 144; • recall multiplication and division facts and use them to estimate and do
• use mental computation strategies to solve number problems; mental computation;
• add and subtract decimal numbers to hundredths using concrete • use mental computation strategies to solve number problems;
materials, drawings, and symbols; • justify the choice of method for calculations: estimation, mental computa
• multiply and divide decimal numbers to hundredths by a one-digit whole tion, concrete materials, algorithms, or calculators;
number using concrete materials, drawings, and symbols. • select operations and solve multi-step problems involving whole numbers
and decimals with and without a calculator;
• add and subtract decimal numbers to thousandths using concrete
materials, drawings, and symbols;
• multiply and divide decimal numbers to thousandths by a one-digit whole
number;
• use the correct order of operations when solving number sentences
involving whole numbers.
• select operations and solve two-step problems involving whole numbers • pose problems involving whole numbers, decimals, and percents, and
and decimals with and without a calculator; solve them using the appropriate calculation method: pencil and paper,
• pose problems involving whole numbers and decimals and solve them or calculator or computer;
using the appropriate calculation method: pencil and paper, or calculator • explain their thinking when solving problems involving whole numbers,
or computer; fractions, decimals, and percents;
• explain their thinking when solving problems involving whole numbers, • solve simple rate and ratio problems.
fractions, and decimals;
• use and explain estimation strategies to determine the reasonableness of
solutions to problems, and justify the choice of strategies.
Mathematics: Number Sense and Numeration Learning Continuum
Grade 7 Grade 8
By the end of Grade 7, students will: By the end of Grade 8, students will:
• compare, order, and represent decimals, integers, multiples, factors, and • compare, order, and represent fractions, decimals, integers, and square
square roots; roots;
• understand and explain operations with fractions using manipulatives; • demonstrate proficiency in operations with fractions;
• demonstrate an understanding of the order of operations with brackets; • understand and apply the order of operations with brackets and
• understand and explain that exponents represent repeated multiplication; exponents in evaluating expressions that involve fractions;
• use estimation to justify or assess the reasonableness of calculations; • understand and apply the order of operations with brackets for integers;
• solve and explain multi-step problems involving simple fractions, • demonstrate an understanding of the rules applied in the multiplication
decimals, and percents; and division of integers;
• explain, in writing, the process of problem solving using appropriate • use a calculator to solve number questions that are beyond the profi-
mathematical language; ciency expectations for operations using pencil and paper;
• use a calculator to solve number questions that are beyond the • justify the choice of method for calculations: estimation, mental
profciency expectations for operations using pencil and paper. computation, concrete materials, pencil and paper, algorithms (rules for
calculations), or calculators;
• solve and explain multi-step problems involving fractions, decimals,
integers, percents, and rational numbers;
• use mathematical language to explain the process used and the
conclusions reached in problem solving.
Specific Expectations:
• compare and order decimals; • represent whole numbers in expanded form using powers and scientific
• compare and order integers; notation;
• generate multiples and factors of given numbers; • compare and order fractions, decimals, and integers;
• explain numerical information in their own words and respond to • mentally divide numbers by 0.1, 0.01, and 0.001;
numerical information in a variety of media; • represent composite numbers as products of prime factors;
• represent perfect squares and their square roots in a variety of ways. • explain numerical information in their own words and respond to numeri-
FOLD AND PASTE HERE
cal information in a variety of media;
• demonstrate an understanding of operations with fractions.
• perform three-step problem solving that involves whole numbers and • perform multi-step calculations involving whole numbers and decimals in
decimals related to real-life experiences, using calculators; real-life situations, using calculators;
• understand that repeated multiplication can be represented as exponents; • express repeated multiplication as powers;
• justify the choice of method for calculations: estimation, mental computa- • add, subtract, multiply, and divide simple fractions;
tion, concrete materials, pencil and paper, algorithms (rules for calcula- • understand the order of operations with brackets and exponents and apply
tions), or calculators; the order of operations in evaluating expressions that involve fractions;
• demonstrate an understanding of operations with fractions using • apply the order of operations (up to three operations) in evaluating
expressions that involve fractions;
manipulatives; • discover the rules for the multiplication and division of integers through
• add and subtract fractions with simple denominators using concrete patterning;
materials, drawings, and symbols; • add and subtract integers, with and without the use of manipulatives;
• relate the repeated addition of fractions with simple denominators to the • multiply and divide integers;
multiplication of a fraction by a whole number; • understand that the square roots of non-perfect squares are approxima-
• demonstrate an understanding of the order of operations with brackets tions;
and apply the order of operations in evaluating expressions that involve • estimate the square roots of whole numbers without a calculator;
whole numbers and decimals; • find the approximate values of square roots of whole numbers using a
• represent the addition and subtraction of integers using concrete materi calculator;
als, drawings, and symbols; • use trial and error to estimate the square root of a non-perfect square;
• add integers, with and without the use of manipulatives. • use estimation to justify or assess the reasonableness of calculations.
• ask “what if” questions; pose problems involving simple fractions, • demonstrate an understanding of and apply unit rates in problem-solving
decimals, and percents; and investigate solutions; situations;
• explain the process used and any conclusions reached in problem • ask “what if” questions; pose problems involving fractions, decimals,
solving and investigations; integers, percents, and rational numbers; and investigate solutions;
• reflect on learning experiences and describe their understanding using • explain the process used and any conclusions reached in problem solving
appropriate mathematical language; and investigations;
• solve problems involving fractions and decimals using the appropriate • reflect on learning experiences and interpret and evaluate mathematical
strategies and calculation methods; issues using appropriate mathematical language;
• solve problems that involve converting between fractions, decimals, and • solve problems that involve converting between fractions, decimals,
percents. percents, unit rates, and ratios;
• apply percents in solving problems involving discounts, sales tax,
commission, and simple interest.
Learning Continuum
Learning Continuum
Mathematics: Measurement Learning Continuum
Grade 1 Grade 2
Overall Expectations By the end of Grade 1, students will: By the end of Grade 2, students will:
• demonstrate an understanding of and ability to apply measure- • demonstrate an understanding of and ability to apply measure-
ment terms: height, length, width, time (hour, half-hour), money ment terms: centimetre, metre, second, minute, hour, day,
(pennies, nickels, dimes), temperature; week, month, year, coins to $1 value;
• identify relationships between and among measurement • identify relationships between and among measurement
concepts; concepts;
• solve problems related to their day-to-day environment using • solve problems related to their day-to-day environment using
concrete experiences of measurement and estimation; concrete experiences of measurement and estimation;
• compare the areas of shapes using non-standard units; • estimate, measure, and record the perimeter and the area of
• estimate, measure, and record the capacity of containers and two-dimensional shapes and compare the perimeters and areas;
the mass of familiar objects using non-standard units, and • estimate, measure, and record the capacity of containers and
compare the measures. the mass of familiar objects using non-standard units, and
compare the measures.
Specific Expectations:
• compare two objects and identify similarities and differences; • demonstrate an understanding that the measure of one object
• represent the results of measurement activities using concrete can be used to describe a similar attribute of another object;
materials and drawings; • record the results of measurement activities in a variety of
• demonstrate that a non-standard unit is used repeatedly to ways;
measure; • demonstrate an understanding that a standard unit of measure
• use mathematical language to describe dimensions; is used to describe the measure of an object;
• select an appropriate non-standard unit to measure length; • demonstrate an understanding of some standard units of
Units of Measure
• estimate, measure, and record the linear dimensions of objects measure: for length and distance (centimetre, metre) and time
using non-standard units, and compare and order objects by (second, minute, hour, day);
their linear dimensions; • use the terms centimetre and metre in measurement and
• order sequences of events orally and with pictures; describe the relationship between the two linear measures;
• demonstrate an understanding of the passage of time by • select an appropriate non-standard unit and an appropriate
comparing the duration of various activities; standard unit to measure length;
FOLD AND PASTE HERE
• name the days of the week in order, and the seasons; • demonstrate an understanding of the relationship between days
and weeks, months and years, minutes and hours, hours and
•estimate and measure the passage of time using non-standard days;
units; • name the months of the year in order and read the date on a
• read analog clocks, and tell and write time to the hour and half- calendar;
hour; • estimate and measure the passage of time using minutes and
• relate temperature to their daily activities; hours;
• demonstrate an understanding of the value of some coins (1¢, • read digital and analog clocks, and tell and write time to the
5¢, 10¢); quarter-hour;
• represent a given value of coins up to 10¢ using concrete • relate changes in temperature to their own experiences;
materials or drawings; • use a thermometer to determine whether temperature is rising
• name coins up to $2 and state the value of pennies, nickels, and or falling;
dimes; • name and state the value of all coins and demonstrate an
• use appropriate language to describe relative times, sizes, understanding of their value;
temperatures, amounts of money, areas, masses, and capaci- • estimate and count money amounts to $1 and record money
ties;
amounts using the cent symbol;
• use non-standard units to solve oral measurement problems • create equivalent sets of coins up to $1 in value;
related to everyday issues.
• use mathematical language to describe relative times, sizes,
temperatures, amounts of money, areas, masses, and capaci-
ties;
• use non-standard and standard units to solve measurement
problems relating to themselves and their environment.
• demonstrate an understanding of the relationship between the • estimate, measure, and record the linear dimensions of objects
Perimeter and Area
tiling of a surface and the number of units needed to cover the using non-standard and standard units (centimetre, metre), and
surface; compare and order objects by their linear dimensions;
• estimate and count the number of uniform and non-uniform • measure and record the distance around objects using non-
shapes that will cover a surface. standard units, and compare the distances;
• estimate and measure specified areas using uniform non-
standard units, and record the measures.
• estimate, measure, and record the capacity of containers using • estimate, measure, and record the capacity of containers using
Capacity, Volume and
non-standard units, and compare the measures; non-standard units, compare the measures, and order a
• estimate, measure, and record the mass of objects using non- collection of containers by capacity;
standard units, and compare the measures. • estimate, measure, and record the mass of objects using non-
standard units, compare the measures, and order a collection of
objects by mass.
Mass
Mathematics: Measurement Learning Continuum
Grade 3 Grade 4
By the end of Grade 3, students will: By the end of Grade 4, students will:
demonstrate an understanding of and ability to apply measurement demonstrate an understanding of and ability to apply appropriate metric
terms: centimetre, metre, kilometre; millilitre, litre; gram, kilogram; prefixes in measurement and estimation activities;
degree Celsius; week, month, year; identify relationships between and among measurement concepts;
identify relationships between and among measurement concepts; solve problems related to their day-to-day environment using measure-
solve problems related to their day-to-day environment using measure ment and estimation;
ment and estimation; estimate, measure, and record the perimeter and the area of two-
estimate, measure, and record the perimeter and the area of two- dimensional shapes, and compare the perimeters and areas;
dimensional shapes, and compare the perimeters and areas; estimate, measure, and record the capacity of containers and the mass
estimate, measure, and record the capacity of containers and the mass of familiar objects, compare the measures, and model the volume of
of familiar objects, and compare the measures. three-dimensional figures.
Specific Expectations:
explain the use of standard units of measurement and the relationships describe the relationship between millimetres, centimetres, decimetres,
between linear measures; metres, and kilometres;
select the most appropriate unit of measure to measure length (centime draw items given specific lengths;
tre, metre, kilometre); select the most appropriate standard unit (millimetre, centimetre,
estimate, measure, and record linear dimensions of objects (using decimetre, metre, or kilometre) to measure linear dimensions and the
centimetre, metre, kilometre); perimeter of regular polygons;
compare and order objects by their linear dimensions; estimate lengths in millimetres, centimetres, metres, and kilometres;
demonstrate an understanding of the relationship between days and distinguish between estimated and precise measurements and know
years, weeks and years; when each kind is required;
estimate and measure the passage of time in five-minute intervals, and relate years to decades, decades to centuries, centuries to millenniums;
in days, weeks, months, and years; estimate and measure time intervals to the nearest minute;
tell and write time to the nearest minute in 12-hour notation using digital make purchases of and change for items up to $50;
.OLD AND PASTE HERE
PUNCH HOLES AND INSERT INTO BINDER HERE....
clocks; read and write money values to $50;
read and write time to the nearest five minutes using analog clocks; estimate the amount of money in collections of coins and bills to $50 and
estimate, read, and record temperature to the nearest degree Celsius; count to determine the total value;
demonstrate the relationship between all coins and bills up to $100;
make purchases and change for money amounts up to $10, and
estimate, count, and record the value up to $10 of a collection of coins
and bills;
read and write money amounts using two forms of notation (89¢ and
$0.89);
measure the perimeter of two-dimensional shapes using standard units select the most appropriate standard unit (square centimetre or square
(centimetre and metre), and compare the perimeters; metre) to measure the area of polygons of different sizes;
estimate and measure the area of shapes using uniform non-standard use linear dimensions and perimeter and area measures with precision to
units, and compare and order the shapes by area. measure length, perimeter, and area;
estimate the area of regular polygons and measure the area in square
centimetres using grid paper;
understand that different two-dimensional shapes can have the same
perimeter or the same area;
explain the meaning of linear dimension, perimeter, and area;
relate measures of area and perimeter to the linear dimensions of parts
of rectangles or squares;
explain the difference between perimeter and area and indicate when
each measure should be used;
estimate, measure, and record the capacity of containers using standard select the most appropriate standard unit to measure the capacity of
units (millilitre, litre), and compare the measures; containers;
estimate, measure, and record the mass of familiar objects using stand model three-dimensional figures of specific volumes using blocks;
ard units (gram, kilogram). estimate, measure, and record the mass of objects using standard units
(gram, kilogram), compare the measures, and order objects by mass;
select the most appropriate standard unit to measure mass;
describe the relationship between grams and kilograms and millilitres and
litres.
Mathematics: Measurement Learning Continuum
Grade 5 Grade 6
By the end of Grade 5, students will: By the end of Grade 6, students will:
• demonstrate an understanding of and ability to apply appropriate metric • demonstrate an understanding of and ability to apply appropriate metric
prefixes in measurement and estimation activities; prefixes in measurement and estimation activities;
• identify relationships between and among measurement concepts (linear, • identify relationships between and among measurement concepts (linear,
temporal, monetary); square, cubic, temporal, monetary);
• solve problems related to the calculation of the perimeter and the area of • solve problems related to the calculation and comparison of the
regular and irregular two-dimensional shapes; perimeter and the area of regular polygons;
• estimate, measure, and record the capacity of containers, the mass of • estimate, measure, and record the mass of objects and the volume of
familiar objects, and the volume of irregular three-dimensional figures, prisms, and compare the measures.
and compare the measures.
Specific Expectations:
• use prefixes in the metric system correctly; • use prefixes in the metric system correctly;
•draw items using a wide variety of SI units of length; • select the most appropriate standard unit (millimetre, centimetre,
decimetre, metre, or kilometre) to measure linear dimensions and the
• select the most appropriate standard unit (millimetre, centimetre, perimeter of irregular polygons;
decimetre, metre, or kilometre) to measure linear dimensions and the
• determine the relationship between linear, square, and cubic units;
perimeter of irregular polygons;
• describe the relationship between a 12-hour clock and a 24-hour clock;
• determine the relationship between linear units;
• represent amounts of money under $100 using the smallest possible
PUNCH HOLES AND INSERT INTO BINDER HERE....
•estimate long lengths using non-standard units; number of coins and bills;
• investigate measures of circumference using concrete materials; • read and write money values to $10 000;
•estimate and measure time intervals to the nearest second; • estimate and count amounts of money to $10 000, using a calculator
•read and write dates and times using SI notation; for most calculations;
• read an analog clock to the nearest second and write the time to the • make simple conversions between metric units;
nearest minute; • select among commonly used SI units of length, mass, capacity, area,
FOLD AND PASTE HERE
• estimate the amount of money in collections of coins and bills to $1000 and volume in solving problems;
and count to determine the total value; • relate time and distance and speed: kilometres per hour.
•read and write money values to $1000;
• make purchases of and change for items up to $100;
• identify the relationship between the movement of objects and speed.
• develop rules for calculating the perimeter and area of rectangles, • relate dimensions of rectangles and area to factors and products;
generalize rules, and develop formulas; • understand the relationship between the area of a parallelogram and the
• estimate and calculate the perimeter and area of rectangles and squares; area of a rectangle, between the area of a triangle and the area of a
• explain the rules used in calculating the perimeter and area of rectangles rectangle, and between the area of a triangle and the area of a parallelo-
and squares; gram;
• estimate the area of irregular polygons and measure the area by dividing •estimate and calculate the area of a parallelogram and the area of a
the polygons into parts, using grid paper; triangle, using a formula;
• develop methods of using grid paper to track and measure the perimeter • understand the relationship between area and lengths of sides and
and area of polygons and irregular two-dimensional shapes; between perimeter and lengths of sides for squares, rectangles, triangles,
and parallelograms;
• sketch a rectangle, square, triangle, or parallelogram given its area and/or
perimeter;
• measure containers by volume using standard units: cubic centimetres; • estimate and calculate the volume of rectangular prisms;
• determine the relationship between capacity and volume by measuring • develop rules for calculating the volume of rectangular prisms, generalize
the volume of various objects and by determining the displacement of rules, and develop formulas;
liquid by each object; • determine the relationship between milligrams, grams, and kilograms.
• relate the volume of an irregular three-dimensional figure to its capacity;
• describe the relationship between millilitres and cubic centimetres;
• determine the relationship between kilograms and metric tonnes;
• select the most appropriate standard unit to measure mass.
Mathematics: Measurement Learning Continuum
Grade 7 Grade 8
By the end of Grade 7, students will: By the end of Grade 8, students will:
• demonstrate a verbal and written understanding of and ability to apply • demonstrate a verbal and written understanding of and ability to apply
accurate measurement strategies that relate to their environment; accurate measurement and estimation strategies that relate to their
• identify relationships between and among measurement concepts environment;
(linear, square, cubic, temporal, monetary); • identify relationships between and among measurement concepts
• solve problems related to the calculation and comparison of the (linear, square, cubic, temporal, monetary);
perimeter and the area of irregular two-dimensional shapes; • solve problems related to the calculation of the radius, diameter, and
• apply volume formulas to problem-solving situations involving rectang- circumference of a circle;
ular prisms. • apply volume and area formulas to problem-solving situations involving
triangular prisms.
Specific Expectations:
• create definitions of measurement concepts; • use listening, reading, and viewing skills to interpret and evaluate the
• describe measurement concepts using appropriate measurement use of measurement formulas;
vocabulary; • explain the relationships between various units of measurement;
• research and report on uses of measurement instruments in projects at • research, describe, and report on uses of measurement in projects at
home, in the workplace, and in the community; home, in the workplace, and in the community that require precise
• make increasingly more informed and accurate measurement estima- measurements;
tions based on an understanding of formulas and the results of • make increasingly more informed and accurate measurement estima-
investigations; tions based on an understanding of formulas and the results of
investigations;
• ask questions to clarify and extend their knowledge of linear measure-
ment, area, volume, capacity, and mass, using appropriate measure
ment vocabulary;
FOLD AND PASTE HERE
• understand that irregular two-dimensional shapes can be decomposed • measure the radius, diameter, and circumference of a circle using
into simple two-dimensional shapes to find the area and perimeter; concrete materials;
• estimate and calculate the perimeter and area of an irregular two- • recognize that there is a constant relationship between the radius,
diameter, and circumference of a circle, and approximate its value
dimensional shape; through investigation;
• develop the formula for finding the area of a trapezoid; • develop the formula for finding the circumference and the formula for
• estimate and calculate the area of a trapezoid, using a formula; finding the area of a circle;
• draw a trapezoid given its area and/or perimeter; • estimate and calculate the radius, diameter, circumference, and area of
• develop the formulas for finding the area of a parallelogram and the a circle, using a formula in a problem-solving context;
• draw a circle given its area and/or circumference;
area of a triangle; • define radius, diameter, and circumference and explain the relationships
• develop the formula for finding the surface area of a rectangular prism between them;
using nets; • develop the formula for finding the surface area of a triangular prism
using nets;
• develop the formula for finding the volume of a rectangular prism (area • develop the formula for finding the volume of a triangular prism (area of
of base x height) using concrete materials; base x height);
• understand the relationship between the dimensions and the volume of • understand the relationship between the dimensions and the volume of a
a rectangular prism; triangular prism;
• calculate the surface area and the volume of a rectangular prism in a • calculate the surface area and the volume of a triangular prism, using a
problem-solving context; formula in a problem-solving context;
• sketch a rectangular prism given its volume. • sketch a triangular prism given its volume.
Learning Continuum
Learning Continuum
Mathematics: Geometry and Spatial Sense Learning Continuum
Grade 1 Grade 2
Overall Expectations by the end of Grade 1, students will: by the end of Grade 2, students will:
• describe and classify three-dimensional figures and two-dimen-
- • investigate the attributes of three-dimensional figures and two-
sional shapes using concrete materials and drawings; dimensional shapes using concrete materials and drawings;
• build three-dimensional objects and models; • build three-dimensional objects and models;
• understand basic concepts in transformational geometry using • understand key concepts in transformational geometry using
concrete materials and drawings. concrete materials and drawings;
• describe location and movements on a grid;
• use language effectively to describe geometric concepts,
reasoning, and investigations.
Specific Expectations:
•explore and identify three-dimensional figures using concrete • explore and identify three-dimensional figures using concrete
materials and drawings; materials and drawings;
•create structures using three-dimensional figures and model • construct the skeleton of a prism and a pyramid using a variety
three-dimensional figures using concrete materials; of materials;
•observe and construct a given three-dimensional model; • create a three-dimensional model from an illustration, using
concrete materials;
Three-and-Two Dimensional
•compare and sort three-dimensional figures according to
observable attributes; • compare and sort three-dimensional figures according to one
geometric attribute;
•describe similarities and differences between an object and a
Geometry
FOLD AND PASTE HERE
three-dimensional figure; • describe and name three-dimensional figures;
•explore and identify two-dimensional shapes using concrete • explain how they used different three-dimensional figures and
materials and drawings; concrete materials in building a structure or model;
•identify attributes of two-dimensional shapes;
• explore and identify two-dimensional shapes using concrete
materials and drawings;
•use two-dimensional shapes to construct a picture of objects in
the environment;
• compare and sort two-dimensional shapes according to number
of sides and vertices;
•compare and sort two-dimensional shapes according to
attributes they choose;
• describe the attributes of regular polygons using geometric
•describe and name two-dimensional shapes; language;
•compare the size and shape of two-dimensional shapes by • compare and contrast two-dimensional shapes;
superimposing;
Transformational Geometry
• recognize symmetry in the environment; • demonstrate an understanding of a line of symmetry in a two-
dimensional shape by using paper folding and reflections;
• create symmetrical figures using concrete materials and
drawings; • determine a line of symmetry of a two-dimensional shape by
using paper folding and reflections;
• demonstrate spatial sense in relation to self and to objects in
the environment; • demonstrate transformations, such as flips, slides, and turns
(reflections, translations, and rotations), using concrete
• follow directions to move or place an object in relation to materials;
another object;
• make a pattern using two-dimensional shapes;
• describe an object in relation to another using positional
language. • identify and perform translations of simple figures using
concrete materials.
• describe the specific location of objects on a grid or map.
Coordinate
Geometry
Grids and
Mathematics: Geometry and Spatial Sense Learning Continuum
Grade 3 Grade 4
by the end of Grade 3, students will: by the end of Grade 4, students will:
• investigate the attributes of three-dimensional figures and two-dimen- • solve problems using geometric models;
sional shapes using concrete materials and drawings;
• investigate the attributes of three-dimensional figures and two-
• draw and build three-dimensional objects and models; dimensional shapes using concrete materials and drawings;
• explore transformations of geometric figures; • draw and build three-dimensional objects and models;
• understand key concepts in transformational geometry using concrete • explore transformations of geometric figures;
materials and drawings;
• understand key concepts in transformational geometry using concrete
• describe location and movements on a grid; materials and drawings;
• use language effectively to describe geometric concepts, reasoning, and • describe location and movements on a grid;
investigations.
• use language effectively to describe geometric concepts, reasoning, and
investigations, and coordinate systems.
Specific Expectations:
• investigate the similarities and differences among a variety of prisms • identify the two-dimensional shapes of the faces of three-dimensional
using concrete materials and drawings; figures;
• build rectangular prisms from given nets and explore the attributes of the • sketch the faces that make up a three-dimensional figure using concrete
prisms; materials as models;
• use two-dimensional shapes to make a three-dimensional model using a • design and make skeletons for three-dimensional figures;
variety of building materials;
PUNCH HOLES AND INSERT INTO BINDER
• identify and sort quadrilaterals;
• sketch a picture of a structure or model created from three-dimensional
figures; • sort and classify two-dimensional figures according to shape;
FOLD AND PASTE HERE
• compare and sort two-dimensional shapes according to two or more • identify similar and congruent figures using a variety of media;
attributes;
• construct congruent figures in a variety of ways;
• compare and sort three-dimensional figures according to two or more
geometric attributes; • discover geometric patterns and solve geometric puzzles with and
without the use of computer applications;
• describe and name prisms and pyramids by the shape of their base;
• measure angles using a protractor;
• explain the process they followed in making a structure or a picture from
three- dimensional figures or two-dimensional shapes; • use mathematical language to describe geometric ideas;
• match and describe congruent (identical) three-dimensional figures and • recognize and describe the occurrence and application of geometric
two-dimensional shapes; properties and principles in the everyday world;
• explore and identify two-dimensional shapes using concrete materials • discuss geometric concepts with peers and explain their understanding
and drawings; of the concepts;
• solve two-dimensional geometric puzzles; • discuss ideas, make connections, and articulate hypotheses about
geometric properties and relationships;
• explore the concept of lines of symmetry in two-dimensional shapes; • demonstrate an understanding of translations, reflections, and rotations;
• determine lines of symmetry for two-dimensional shapes using paper • apply translations, reflections, and rotations using concrete materials
folding and reflections in a transparent mirror; and drawings to pose and solve problems;
• identify transformations, such as flips, slides, and turns (reflections, • discover transformation patterns with and without the use of computer
translations, and rotations), using concrete materials and drawings; applications;
• perform rotations using concrete materials; • draw lines of symmetry on two-dimensional shapes;
• describe how to get from one point to another on a grid. • demonstrate an understanding of coordinate systems and an ability to
use them in simple games.
Mathematics: Geometry and Spatial Sense Learning Continuum
Grade 5 Grade 6
by the end of Grade 5, students will: by the end of Grade 6, students will:
• identify, describe, compare, and classify geometric figures; • identify, describe, compare, and classify geometric figures;
• draw and build three-dimensional objects and models; • draw and construct three-dimensional geometric figures from nets;
• explore transformations of geometric figures; • identify congruent and similar figures;
• understand key concepts in transformational geometry using concrete • explore transformations of geometric figures;
materials and drawings;
• understand, apply, and analyse key concepts in transformational
• identify congruent and similar figures using transformations; geometry using concrete materials and drawings;
• use mathematical language effectively to describe geometric concepts, • use mathematical language effectively to describe geometric concepts,
reasoning, and investigations, and coordinate systems. reasoning, and investigations, and coordinate systems.
Specific Expectations:
•identify nets for a variety of polyhedra from drawings while holding • identify nets for a variety of polyhedra from drawings by visualizing the
three-dimensional figures in their hands; two-dimensional faces of the three-dimensional figures;
•construct nets of cubes and pyramids using a variety of materials; • design nets of cubes and pyramids using grid and isometric dot paper;
•sketch the faces that make up a three-dimensional figure by looking at a • sketch the net for a three-dimensional figure by looking at a three-
three-dimensional figure; dimensional figure;
• build a figure with interlocking cubes and use isometric dot paper to
•construct a figure with interlocking cubes that matches a picture of the make a record of the design;
figure;
• sort regular polygons according to the number of lines of symmetry and
•sort polygons according to the number of sides, angles, and vertices; the order of rotational symmetry;
•classify two-dimensional shapes according to angle and side properties; • classify two-dimensional shapes according to angle and side properties;
•demonstrate an understanding of congruent figures; • demonstrate an understanding of similar and congruent figures;
•measure and construct angles using a protractor; • demonstrate congruence of figures by measuring angles and sides and
matching corresponding parts;
PUNCH HOLES AND INSERT INTO BINDER
•construct triangles given specific measures of angles and sides, using a
variety of tools; • construct two-dimensional shapes with more than one line of symmetry;
•demonstrate congruence of figures using paper folding, reflections in a • estimate the size of angles within a reasonable range;
FOLD AND PASTE HERE
transparent mirror (Mira), and various computer applications;
• construct a variety of two-dimensional shapes given specific measures
of angles and sides, using a variety of tools;
•use a computer application to explore and extend geometric concepts;
• use a computer application to explore and extend geometric concepts;
•use mathematical language to describe geometric ideas;
• use mathematical language to describe geometric ideas;
•recognize and explain the occurrence and application of geometric
properties and principles in the everyday world; • recognize and describe in mathematical language the occurrence and
application of geometric properties and principles in the everyday world;
•discuss geometric concepts with peers and use mathematical language
to explain their understanding of the concepts; • discuss geometric concepts with peers and use mathematical language
to explain their understanding of the concepts;
•discuss ideas, make conjectures, and articulate hypotheses about
geometric properties and relationships; • explain, make conjectures about, and articulate hypotheses about
geometric properties and relationships;
• describe the effect of a translation, reflection, and rotation; • visualize and describe the effect of translations, reflections, and
rotations (more than one transformation);
• apply translations, reflections, and rotations to pose and solve problems;
• apply and analyse translations, reflections, and rotations in a variety of
• explore tiling patterns that cover a plane; geometric contexts;
• construct two-dimensional shapes with one line of symmetry; • construct tiling patterns to cover a plane;
• demonstrate an understanding of coordinate systems on maps and •demonstrate an understanding of coordinates in a Cartesian plane in the
grids. first quadrant and plot points.
Mathematics: Geometry and Spatial Sense Learning Continuum
Grade 7 Grade 8
by the end of Grade 7, students will: by the end of Grade 8 students will:
identify, describe, compare, and classify geometric figures; identify, describe, compare, and classify geometric figures;
identify, draw, and construct three-dimensional geometric figures from identify, draw, and represent three-dimensional geometric figures;
nets;
identify and investigate the relationships of angles;
identify congruent and similar figures;
construct and solve problems involving lines and angles;
explore transformations of geometric figures;
investigate geometric mathematical theories to solve problems;
understand, apply, and analyse key concepts in transformational
geometry using concrete materials and drawings; use mathematical language effectively to describe geometric concepts,
reasoning, and investigations.
use mathematical language effectively to describe geometric concepts,
reasoning, and investigations.
Specific Expectations:
recognize the front, side, and back views of three-dimensional figures; recognize three-dimensional figures from their top, side, and front views;
sketch front, top, and side views of three-dimensional figures with or sketch and build representations of three-dimensional figures from front,
without the use of a computer application; top, and side views;
sketch three-dimensional objects from models and drawings; identify the angle properties of intersecting, parallel, and perpendicular
lines by direct measurement: interior, corresponding, opposite, alternate,
build three-dimensional figures and objects from nets; supplementary, complementary;
identify two-dimensional shapes that meet certain criteria; explore the relationship to each other of the internal angles in a triangle
(they add up to 180º) using a variety of methods;
explain why two shapes are congruent;
.OLD AND PASTE HERE
investigate the Pythagorean relationship using area models and
identify through investigation the conditions that make two shapes diagrams;
congruent;
solve angle measurement problems involving properties of intersecting
create and solve problems involving the congruence of shapes; line segments, parallel lines, and transversals;
create and solve angle measurement problems for triangles;
construct line segments and angles using a variety of methods;
construct a circle given its centre and radius or centre and a point on
the circle or three points on the circle;
apply the Pythagorean relationship to numerical problems involving area
and right triangles;
describe the relationship between pairs of angles within parallel lines
and transversals;
explain why the sum of the angles of a triangle is 180º;
explain the Pythagorean relationship.
recognize the image of a two-dimensional shape under a translation, a
reflection, and a rotation in a variety of contexts;
create and analyse designs that include translated, rotated, and
reflected two-dimensional images using concrete materials and
drawings, and using appropriate computer applications;
identify whether a figure will tile a plane;
construct and analyse tiling patterns with congruent tiles;
describe designs in terms of images that are congruent, translated,
rotated, and reflected.
Learning Continuum
Learning Continuum
Mathematics:Patterning and Algebra Learning Continuum
Grade 1 Grade 2
Overall Expectations by the end of Grade 1, students will:
•explore patterns and pattern rules;
by the end of Grade 2, students will:
•identify, extend, and create number, geometric, and measure-
ment patterns, and patterns in their environment;
•identify relationships between and among patterns.
•explore patterns and pattern rules;
•identify relationships between and among patterns.
Specific Expectations:
•describe, draw, and make models of patterns using actions, •recognize that patterning results from repeating an opera-
objects, diagrams, and words; tion, using a transformation (slide, flip, turn), or making some
other change to an attribute;
•recognize similarities and differences in a variety of attributes;
•describe and make models of patterns encountered in any
•use one attribute to create a pattern; context, and read charts that display the patterns;
Specific Expectations
•identify counting patterns in hundreds charts; •identify patterns;
•use a calculator and a computer application to explore patterns; •combine two attributes in creating a pattern;
•talk about a pattern rule; •identify patterns in addition and subtraction sentences;
FOLD AND PASTE HERE
•given a rule expressed in informal language, extend a pattern; •explore multiples in a hundreds chart;
•compare patterns using objects, pictures, actions, and spoken •use a calculator and a computer application to explore patterns;
words.
•relate growing and shrinking patterns to addition and subtrac-
tion;
•explain a pattern rule;
•given a rule expressed in informal language, extend a pattern;
•transfer patterns from one medium to another.
Modelling
Linear Equations
Mathematics: Patterning and Algebra Learning Continuum
Grade 3 Grade 4
by the end of Grade 3 students will: by the end of Grade 4, students will:
•recognize that patterning results from repetition; •demonstrate an understanding of mathematical relationships in patterns
using concrete materials, drawings, and symbols;
•identify, extend, and create linear and non-linear geometric patterns,
number and measurement patterns, and patterns in their environment; •identify, extend, and create linear and non-linear geometric patterns,
number and measurement patterns, and patterns in their environment;
•create charts to display patterns;
•recognize and discuss patterning rules;
•identify relationships between and among patterns.
•apply patterning strategies to problem-solving situations.
Specific Expectations:
•understand patterns in which operations are repeated, transformations •recognize mathematical relationships in patterns;
are repeated, or multiple changes are made to attributes;
•demonstrate equivalence in simple numerical equations using concrete
•identify patterns in which at least two attributes change; materials, drawings, and symbols;
PUNCH HOLES AND INSERT INTO BINDER HERE
•create a pattern in which two or more attributes change; •identify, extend, and create patterns by changing two or more attributes;
•discuss the choice of a pattern rule; •describe patterns encountered in any context, make models of the
FOLD AND PASTE HERE
patterns, and create charts to display the patterns;
•given a rule, extend a pattern and describe it in informal mathematical
language; •identify and extend patterns to solve problems in meaningful contexts;
•use addition and subtraction facts to generate simple patterns in a •use a calculator and computer applications to explore patterns;
hundreds chart;
•pose and solve problems by applying a patterning strategy;
•use environmental data to create models of patterns and display the
patterns on a chart; •analyse number patterns and state the rule for any relationships;
•identify relationships between addition, subtraction, multiplication, and •discuss and defend the choice of a pattern rule;
division;
•given a rule expressed in informal language, extend a pattern;
•use a calculator and a computer application to explore patterns.
•determine the value of a missing term in equations involving addition
and subtraction, with and without the use of concrete materials and
calculators.
Mathematics: Patterning and Algebra Learning Continuum
Grade 5 Grade 6
by the end of Grade 5, students will: by the end of Grade 6, students will:
•recognize and discuss the mathematical relationships between and •recognize and discuss the mathematical relationships between and
among patterns; among patterns;
•identify, extend, and create patterns in a variety of contexts; •identify, extend, and create patterns in a variety of contexts;
•analyse and discuss patterning rules; •analyse and discuss patterning rules;
•create tables to display patterns; •display pattern relationships graphically and numerically;
•apply patterning strategies to problem-solving situations. •apply patterning strategies to problem-solving situations.
Specific Expectations:
•recognize the relationship between the position of a number and its •recognize relationships and use them to summarize and generalize
value; patterns;
•identify, extend, and create patterns that identify changes in terms of •identify, extend, and create patterns that identify changes in terms of
two variables; two variables;
•describe patterns encountered in any context, make models of the •describe patterns encountered in any context, make models of the
PUNCH HOLES HERE AND INSERT INTO BINDER
patterns, and create charts to display the patterns; patterns, and create charts to display the patterns;
FOLD AND PASTE HERE
•identify and extend patterns to solve problems in meaningful contexts; •identify and extend patterns to solve problems in meaningful contexts;
•use a calculator and computer applications to explore patterns; •use a calculator and computer applications to explore patterns;
•pose and solve problems by applying a patterning strategy; •pose and solve problems by recognizing a pattern;
•analyse number patterns and state the rule for any relationships; •analyse number patterns and state the rule for any relationships;
•discuss and defend the choice of a pattern rule; •discuss and defend the choice of a pattern rule;
•given a rule expressed in informal mathematical language, extend a •given a rule expressed in mathematical language, extend a pattern;
pattern;
•state a rule for the relationship between terms in a given data table of
•use patterns in a table of values to make predictions; values and graph the relationship in the first quadrant;
•determine the value of a missing factor in equations involving multiplica- •determine the value of a missing term or factor in simple formulas using
tion, with and without the use of calculator. guess-and-test methods, with and without the use of calculators.
Mathematics: Patterning and Algebra Learning Continuum
Grade 7 Grade 8
by the end of Grade 7, students will: by the end of Grade 8, students will:
•identify the relationships between whole numbers and variables; •identify the relationships between whole numbers and variables;
•identify, extend, create, and discuss patterns using whole numbers and •identify, create, and discuss patterns in algebraic terms;
variables;
•evaluate algebraic expressions;
•identify, create, and solve simple algebraic equations;
•identify, create, and solve simple algebraic equations;
•apply and discuss patterning strategies in problem-solving situations.
•apply and defend patterning strategies in problem-solving situations.
Specific Expectations:
FOLD AND PASTE HERE
•describe patterns in a variety of sequences using the appropriate •describe and justify a rule in a pattern;
language and supporting materials;
•write an algebraic expression for the nth term of a numeric sequence;
•extend a pattern, complete a table, and write words to explain the
pattern; •find patterns and describe them using words and algebraic expressions;
•recognize patterns and use them to make predictions; •use the concept of variable to write equations and algebraic expressions;
•interpret a variable as a symbol that may be replaced by a given set of •investigate inequalities and test whether they are true or false by
numbers; substituting whole number values for the variables;
•write statements to interpret simple formulas; •write statements to interpret simple equations;
•present solutions to patterning problems and explain the thinking behind •present solutions to patterning problems and explain the thinking behind
the solution process; the solution process;
•evaluate simple algebraic expressions by substituting natural numbers •evaluate simple algebraic expressions, with up to three terms, by
for the variables; substituting fractions and decimals for the variables;
•translate simple statements into algebraic expressions or equations; •translate complex statements into algebraic expressions or equations;
•solve equations of the form ax = c and ax + b = c by inspection and •solve and verify first-degree equations with one variable, using various
systematic trial, using whole numbers, with and without the use of a techniques involving whole numbers and decimals;
calculator;
•create problems giving rise to first-degree equations with one variable
•solve problems giving rise to first-degree equations with one variable by and solve them by inspection or by systematic trial;
inspection or by systematic trial;
•interpret the solution of a given equation as a specific number value that
•establish that a solution to an equation makes the equation true (limit to makes the equation true.
equations with one variable).
Learning Continuum
Learning Continuum
Mathematics:Data Management and Probability Learning Continuum
Grade 1 Grade 2
Overall Expectatioins By the end of Grade 1, students will: By the end of Grade 2, students will:
• collect, organize, and describe data using concrete materials • sort and classify objects and data using concrete materials;
and drawings; •collect and organize data;
• interpret displays of data using concrete materials, and discuss • create and interpret displays of data, and present and discuss
the data; the information;
• demonstrate an understanding of probability and demonstrate • demonstrate an understanding of probability and demonstrate
the ability to apply probability in familiar day-to-day situations. the ability to apply probability in familiar day-to-day situations.
Specific Expectations:
• conduct an inquiry using appropriate methods; • pose questions about meanings derived from the data on
• pose questions about data gathered; graphs;
Collecting, Organizing, and
• compare, sort, and classify concrete objects according to a • sort and classify concrete objects, pictures, and symbols
specific attribute; according to two specific attributes;
• identify relationships between objects by stating shared • identify attributes and rules in presorted sets;
attributes; • recognize that an object can have more than one attribute;
Analysing Data
• generate yes/no questions for a given topic; • generate questions that have a finite number of responses for
• collect first-hand data by counting objects, conducting surveys, a given topic;
measuring, and performing simple experiments; • collect first-hand data from their environment;
Analysing Data
FOLD AND PASTE HERE
Concluding and Reporting
• relate objects to number on a graph with one-to-one correspond- • identify the basic parts of a graph: labels, scales, title, data;
ence; • organize data using graphic organizers and various recording
• record data on charts or grids given by the teacher using various methods;
recording methods; • construct and label simple concrete graphs, bar graphs, and
• organize materials on concrete graphs and pictographs using pictographs using one-to-one correspondence;
one-to-one correspondence; • interpret displays of numerical information and express under-
• read and discuss data from graphs made with concrete materials standing in a variety of ways.
and express understanding in a variety of informal ways;
• demonstrate understanding that an event may or may not occur; • explore through simple games and experiments the likelihood
• use events from meaningful experiences to discuss probability; that an event may occur;
• use mathematical language in informal discussion to describe • investigate simple probability situations;
probability. •use mathematical language in informal discussion to describe
probability.
Probability
Mathematics:Data Management and Probability Learning Continuum
Grade 3 Grade 4
By the end of Grade 3, students will: By the end of Grade 4, students will:
• sort, classify, and cross-classify objects and data; • collect and organize data and identify their use;
• collect and organize data; • predict the results of data collected;
• interpret displays of data, present the information, and discuss it using • interpret displays of data and present the information using mathemati-
mathematical language; cal terms;
• demonstrate an understanding of probability and demonstrate the ability • demonstrate an understanding of probability and use language appropri-
to apply probability in familiar day-to-day situations; ate to situations involving probability experiments;
• relate meaningful experiences about probability. • solve simple problems involving the concept of probability.
Specific Expectations:
• use two or more attributes to sort objects and data; • identify examples of the use of data in the world around them;
• select appropriate methods to cross-classify objects; • before gathering data, predict the possible results of a survey based on
• generate questions that have a finite number of responses for their own their experiences;
surveys; • conduct surveys and record data on tally charts;
• use their questions as a basis for collecting data; • display data by hand and by using computer applications on horizontal
and vertical bar graphs and on pictographs using many-to-one corre-
spondence;
PUNCH HOLES AND INSERT INTO BINDER
FOLD AND PASTE HERE
• explain how data were collected and describe the results of a survey;
• use conventional symbols, titles, and labels when displaying data;
• find the range of data values.
• relate objects to number on a graph with many-to-one correspondence; • recognize the purposes of different parts of a graph: title, labels, axes;
• organize data in Venn diagrams and charts using several criteria; • construct labelled graphs both by hand and by using computer
• construct bar graphs (with discrete classes on one axis and number on applications, and create intervals suited to the range and distribution of
the other) and pictographs using scales with multiples of 2, 5, and 10; the data gathered;
• interpret data from graphs; • read and interpret data presented on tables, charts, and graphs and
discuss the important features;
• conduct simple probability experiments and predict the results; • compare experimental results with predicted results;
• apply the concept of likelihood to events in solving simple problems; • conduct simple probability experiments and use the results to make
• predict the probability that an event will occur; decisions;
• use mathematical language in discussion to describe probability. • use tree diagrams to organize data according to several criteria;
• use a knowledge of probability to pose and solve simple problems.
Mathematics:Data Management and Probability Learning Continuum
Grade 5 Grade 6
By the end of Grade 5, students will: By the end of Grade 6, students will:
• use computer applications to record the results of data collected; • systematically collect, organise, and analyse data;
• predict the validity of the results of data collected; • use computer applications to examine data in a variety of ways;
• interpret displays of data and present the information using mathemati- • construct graphic organizers using computer applications;
cal terms; • interpret displays of data and present the information using mathemati-
• evaluate and use data from graphic organizers; cal terms;
• demonstrate an understanding of probability concepts and use • evaluate data and make conclusions from the analysis of data;
mathematical symbols; • use a knowledge of probability to pose and solve problems;
• pose and solve simple problems involving the concept of probability. • examine the concepts of possibility and probability;
• compare experimental probability results with theoretical results.
Specific Expectations:
• design surveys, collect data, and record the results on given • design surveys, organize the data into self-selected categories and
spreadsheets or tally charts; ranges, and record the data on spreadsheets or tally charts;
• display data on graphs by hand and by using computer applications; • experiment with a variety of displays of the same data using computer
applications, and select the type of graph that best represents the data;
PUNCH HOLES AND INSERT INTO BINDER
FOLD AND PASTE HERE
• analyse how data were collected and discuss the reasonableness of the • evaluate and explore how data were collected and how the results
results; represent the population;
• explain the choice of intervals used to construct a bar graph or the • explain how the choice of intervals affects the appearance of data;
choice of symbols on a pictograph; • calculate the median of a set of data;
• calculate the mean and the mode of a set of data;
• recognize that graphs, tables, and charts can present data with • recognize that different types of graphs can present the same data
accuracy or bias; differently;
• construct labelled graphs both by hand and by using computer • construct line graphs, bar graphs, and scatter plots both by hand and
applications; by using computer applications;
• evaluate data presented on tables, charts, and graphs and use the • make inferences and convincing arguments based on the analysis of
information in discussion; tables, charts, and graphs;
• connect real-life statements with probability concepts; • connect the possible events and the probability of a particular event;
• predict probability in simple experiments and use fractions to describe • examine experimental probability results in the light of theoretical
probability; results;
• use tree diagrams to record the results of simple probability experi- • use tree diagrams to record the results of systematic counting;
ments; • show an understanding of probability in making relevant decisions.
• use a knowledge of probability to pose and solve simple problems.
Mathematics:Data Management and Probability Learning Continuum
Grade 7 Grade 8
By the end of Grade 7, students will: By the end of Grade 8, students will:
• systematically collect, organize, and analyse data; • systematically collect, organize, and analyse primary data;
• recognize the different levels of data collection; • use computer applications to examine and interpret data in a variety of
• use computer applications to examine and interpret data in a variety of ways;
ways; • interpret displays of data and present the information using mathemati-
• develop an appreciation for statistical methods as powerful means of cal terms;
decision making; • evaluate data and draw conclusions from the analysis of data;
• construct graphic organizers using computer applications; • identify probability situations and apply a knowledge of probability;
• interpret displays of data and present the information using mathemati- • appreciate the power of using a probability model by comparing
cal terms; experimental results with theoretical results.
• evaluate data and make conclusions from the analysis of data;
• use and apply a knowledge of probability.
Specific Expectations:
• demonstrate the pervasive use of data and probability; • collect primary data using both a whole population (census) and a
• understand the impact that statistical methods have on decision sample of classmates, organize the data on tally charts and stem-and-
making; leaf plots, and display the data on frequency tables;
• collect and organize data on tally charts and stem-and-leaf plots, and • understand the relationship between a census and a sample;
display data on frequency tables, using simple data collected by the • read a database or spreadsheet and identify its structure;
students (primary data) and more complex data collected by someone • manipulate and present data using spreadsheets, and use the quantita-
else (secondary data); tive data to solve problems;
• understand how tally charts and frequency tables can be used to record • search databases for information and use the quantitative data to solve
data; problems.
• understand the difference between a spreadsheet and a database for
recording and retrieving information;
• search databases for information and interpret the numerical data.
FOLD AND PASTE HERE
• understand that each measure of central tendency (mean, median, mode) • know that a pattern on a graph may indicate a trend;
gives different information about the data; • understand and apply the concept of the best measure of central
• identify and describe trends in graphs, using informal language to tendency;
identify growth, clustering, and simple attributes;
• discuss trends in graphs to clarify understanding and draw conclusions
about the data;
• describe in their own words information presented on tally charts, stem- • discuss the quantitative information presented on tally charts, stem-and-
and-leaf plots, and frequency tables; leaf plots, frequency tables, and/or graphs;
• use conventional symbols, titles, and labels when displaying data; • explain the choice of intervals used in constructing bar graphs or the
• analyse bias in data-collection methods; choice of symbols in pictographs;
• read and report information about data presented on bar graphs, • assess bias in data-collection methods;
pictographs, and circle graphs, and use the information to solve problems; • read and report information about data presented on line graphs,
• describe data using calculations of mean, median, and mode. comparative bar graphs, pictographs, and circle graphs, and use the
information to solve problems;
• determine the effect on a measure of central tendency of adding or
removing a value.
• display data on bar graphs, pictographs, and circle graphs, with and • understand the difference between a bar graph and a histogram;
without the help of technology; • construct line graphs, comparative bar graphs, circle graphs, and
• make inferences and convincing arguments that are based on data histograms, with and without the help of technology, and use the
analysis; information to solve problems;
• evaluate arguments that are based on data analysis; • make inferences and convincing arguments that are based on data
• explore with technology to find the best presentation of data. analysis;
• evaluate arguments that are based on data analysis;
• determine trends and patterns by making inferences from graphs;
• explore with technology to find the best presentation of data.
• develop intuitive concepts of probability and understand how probability • use probability to describe everyday events;
can relate to sports and games of chance; • identify 0 to 1 as a range from “never happens” (impossibility) to“always
• list the possible outcomes of simple experiments by using tree diagrams, happens” (certainty) when investigating probability;
modelling, and lists; • list the possible outcomes of simple experiments by using tree diagrams,
• identify the favourable outcomes among the total number of possible modelling, and lists;
outcomes and state the associated probability; • identify the favourable outcomes among the total number of possible
• apply a knowledge of probability in sports and games of chance. outcomes and state the associated probability;
• use definitions of probability to calculate complex probabilities from tree
diagrams and lists;
• compare predicted and experimental results;
• apply a knowledge of probability in sports and games, weather predic-
tions, and political polling.
Learning Continuum
Learning Continuum
Learning Continuum
Science and Technology: Life Systems
Grade 1 - Characteristics and The Needs of Living Grade 2 - Growth and Changes in Animals
Things
Overall Expectations by the end of Grade 1, students will: by the end of Grade 2, students will:
• demonstrate an understanding of the basic needs of animals •demonstrate an understanding of the similarities and differences
and plants; among various types of animals and the ways in which animals
• investigate the characteristics and needs of animals and plants; Sadapt to different environmental conditions;
• demonstrate awareness that animals and plants depend on their • investigate physical and behavioural characteristics and the
environment to meet their basic needs, and describe the process of growth of different types of animals;
requirements for good health for humans. • identify ways in which humans can affect other animals.
Specific Expectations:
Understanding Basic Concepts
• identify major parts of the human body and describe their •identify and describe the major physical characteristics of
functions; different types of animals;
• identify the location and function of each sense organ; •identify and describe behavioural characteristics that enable
• classify characteristics of animals and plants by using the animals to survive;
senses; •classify a variety of animals using observable characteristics;
• describe the different ways in which animals move to meet their •compare ways in which animals eat their food, move, and use
needs; their environment to meet their needs;
• identify and describe common characteristics of humans and •describe changes in the appearance and activity of an animal as
other animals that they have observed, and identify variations in it goes through a complete life cycle;
these characteristics; •compare the life cycles of some animals that have similar life
• describe some basic changes in humans as they grow, and cycles and some that have different life cycles;
compare changes in humans with changes in other living things; •identify constant traits and changing traits in animals as they
• describe patterns that they have observed in living things. grow, and compare the appearance of young and mature
animals of the same species;
•describe ways in which animals respond and adapt to their
environment;
•compare ways in which different animals care for their young.
FOLD AND PASTE HERE
• select and use appropriate tools to increase their capacity to • ask questions about and identify some needs of different
observe; animals with which they are familiar, and explore possible
• ask questions about and identify some needs of living things, answers to these questions and ways of meeting these needs;
and explore possible answers to these questions and ways of • plan investigations to answer some of these questions or find
meeting these needs; ways of meeting these needs, and describe the steps involved;
Developing Skills of Inquiry,
Design, and Communication
• plan investigations to answer some of these questions or find • use appropriate vocabulary in describing their investigations,
ways of meeting these needs; explorations, and observations;
• use appropriate vocabulary in describing their investigations, • record relevant observations, findings, and measurements, using
explorations, and observations; written language, drawings, and concrete materials;
• record relevant observations, findings, and measurements, using • communicate the procedures and results of investigations for
written language, drawings, charts, and concrete materials; specific purposes, using drawings, demonstrations, and oral and
• communicate the procedures and results of investigations for written descriptions.
specific purposes, using demonstrations, drawings, and oral and
written descriptions.
Technology to the World Outside
• compare the basic needs of humans with the needs of other • describe features of the environment that support the growth of
living things; familiar animals;
• compare ways in which humans and other animals use their • identify and compare the effects of the seasons on animals;
Relating Science and
senses to meet their needs; • describe ways in which humans can help or harm other living
• describe ways in which people adapt to the loss or limitation of things;
• demonstrate an understanding of the requirements of small
the School
sensory or physical ability;
•identify a familiar animal or plant from seeing only a part of it; animals for survival;
• describe ways in which the senses can both protect and • describe the life processes of an animal that they have
mislead; observed;
• describe a balanced diet using the four basic food groups • demonstrate awareness of ways of caring for animals properly;
outlined in Canada’s Food Guide to Healthy Eating, and demon- • describe how humans produce food by raising livestock.
strate awareness of the natural sources of items in the food
groups;
• identify ways in which individuals can maintain a healthy
environment for themselves and for other living things.
Science and Technology: Life Systems Learning Continuum
Grade 3 - Growth and Changes in Plants Grade 4 - Habitats and Communitites
by the end of Grade 3, students will: by the end of Grade 4, students will:
• demonstrate an understanding of the similarities and differences in the • demonstrate an understanding of the concepts of habitat and commu-
physical characteristics of different plant species and the changes that nity, and identify the factors that could affect habitats and communities
take place in different plants as they grow; of plants and animals;
• investigate the requirements of plants and the effects of changes in • investigate the dependency of plants and animals on their habitat and
environmental conditions on plants; the interrelationships of the plants and animals living in a specific
• describe ways in which plants are important to other living things, and habitat;
the effects of human activities on plants. • describe ways in which humans can change habitats and the effects of
these changes on the plants and animals within the habitats.
Specific Expectations:
• identify the major parts of plants and describe their basic functions; • identify, through observation, various factors that affect plants and
• classify plants according to visible characteristics; animals in a specific habitat;
• describe, using their observations, the changes that plants undergo in a • classify organisms according to their role in a food chain;
complete life cycle; • demonstrate an understanding of a food chain as a system in which
• describe, using their observations, the effects of the seasons on plants; energy from the sun is transferred eventually to animals, construct food
• compare the life cycles of different kinds of plants; chains of different plant and animal species, and classify animals as
• identify traits that remain constant in some plants as they grow; omnivore, carnivore, and herbivore;
• describe, using their observations, how the growth of plants is affected • describe structural adaptations of plants and animals that demonstrate
by changes in environmental conditions; a response of the living things to their environment;
• explain how different features of plants help them survive. • recognize that animals and plants live in specific habitats because they
are dependent on those habitats and have adapted to them;
• classify plants and animals that they have observed in local habitats
according to similarities and differences.
PUNCH HOLES AND INSERT INTO BINDER
FOLD AND PASTE HERE
• design and conduct a hands-on inquiry into seed germination or plant • formulate questions about and identify the needs of animals and plants in
growth; a particular habitat, and explore possible answers to these questions and
• ask questions about and identify some needs of plants, and explore ways of meeting these needs;
possible answers to these questions and ways of meeting these needs; • plan investigations for some of these answers and solutions, identifying
•plan investigations to answer some of these questions or find ways of variables that need to be held constant to ensure a fair test and identify
meeting these needs, and explain the steps involved; ing criteria for assessing solutions;
• use appropriate vocabulary in describing their investigations, explora- • use appropriate vocabulary, including correct science and technology
tions, and observations; terminology, in describing their investigations, explorations, and
• record relevant observations, findings, and measurements, using written observations;
language, drawings, charts, and graphs; • compile data gathered through investigation in order to record and
• communicate the procedures and results of investigations for specific present results, using tally charts, tables, and labelled graphs produced
purposes and to specific audiences, using drawings, demonstrations, by hand or with a computer;
simple media works, and oral and written descriptions. • communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presenta
tions, written notes and descriptions, drawings, and charts.
• describe ways in which humans use plants for food, shelter, and • describe ways in which humans are dependent on plants and animals;
clothing; • describe ways in which humans can affect the natural world;
• describe ways in which humans can protect natural areas to maintain • construct food chains that include different plant and animal species and
native plant species; humans;
• identify the parts of a plant that are used to produce specific products • show the effects on plants and animals of the loss of their natural
for humans and describe the steps in production; habitat;
• describe various plants used in food preparation and identify places • investigate ways in which the extinction of a plant or animal species
where they can be grown; affects the rest of the natural community and humans.
• describe various settings in which plant crops are grown;
• describe ways in which plants and animals depend on each other;
• compare the requirements of some plants and animals, and identify the
requirements that are common to all living things;
• demonstrate awareness of ways of caring for plants properly;
• identify some functions of different plants in their local area.
Science and Technology: Life Systems Learning Continuum
Grade 5 - Human Organ Systems Grade 6 - Diversity of Living Things
by the end of Grade 5, students will: by the end of Grade 6, students will:
demonstrate an understanding of the structure and function of the demonstrate an understanding of ways in which classification systems
respiratory, circulaatory, digestive, excretory, and nervous systems, and are used to understand the diversity of living thing and the interrelation
the interactions of organs within each system; ships among living things;
investigate the structure and function of the major organs of the investigate classification systems and some of the processes of life
repiratory, circulatory, digestive, excretory, and nervous systems; common to all animals;
demonstrate understanding of factors that contribute to good health. describe ways in which classification systems can be used in everyday
life.
Specific Expectations:
identify the cell as the basic unit of life; explain why formal classification systems are usually based on structural
describe the basic structure and function of the major organs in the rather than on physical appearance or behavioural characteristics;
respiratory, circulatory, digestive, excretory, and nervous systems; recognize that the essential difference between cold- and warm-blooded
describe, using models and simulations, ways in which the skeletal, animals lies in different means of regulating body temperature;
muscular, and nervous systems work together to produce movement; identify and describe the characteristics of vertebrates, and use these
identify the skin as an organ and explain its purpose; characteristics to classify vertebrates as mammals, birds, amphibians,
explain what happens to excess nutrients not immediately used by the reptiles, and fish (the five main classes);
body; identify and describe the characteristics of invertebrates, and classify
describe the components of the bodys system of defence against invertebrates into phyla;
infections. compare the characteristics of vertebrates and invertebrates;
compare the characteristics of different kinds of arthropods;
describe microscopic living things using appropriate tools to assist them
with their observations;
PUNCH HOLES AND INSERT INTO BINDER
describe ways in which micro-organisms meet their basic needs.
.OLD AND PASTE HERE
formulate questions about and identify the needs of humans, and formulate questions about and identify the needs of different types of
explore possible answers to these questions and ways of meeting these animals, and explore possible answers to these questions and ways of
needs; meeting these needs;
plan investigations for some of these answers and solutions, identifying plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and variables that need to be held constant to ensure a fair test and identify-
identifying criteria for assessing solutions; ing criteria for assessing solutions;
use appropriate vocabulary, including correct science and technology use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations, explorations, and terminology, in describing their investigations and observations;
observations; compile data gathered through investigation in order to record and
compile data gathered through investigation in order to record and present results, using charts, tables, labelled graphs, and scatter plots
present results, using tally charts, tables, and labelled graphs produced produced by hand or with a computer;
by hand or with a computer; communicate the procedures and results of investigations for specific
communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presenta-
purposes and to specific audiences, using media works, oral presenta tions, written notes and descriptions, charts, graphs, and drawings.
tions, written notes and descriptions, drawings, and charts.
describe the types of nutrients in foods and their function in maintaining identify various kinds of classification systems that are based on specific
a healthy body;
identify a balanced diet as one containing carbohydrates, proteins, fats, criteria and used to organize information;
minerals, vitamins, fibre, and water, and design a diet that contains all of identify inherited characteristics and learned or behavioural
these; characteristics;
identify food sources from which people in various societies obtain explain why characteristics related to physical appearance or behaviour
nutrients;
interpret nutritional information to make healthy food choices; are not suitable attributes for classifying living things;
demonstrate awareness that some disorders can be affected by diet; identify various kinds of plant or animal organisms in a given plot using
identify types of industries involved in the processing and preserving of commercially produced biological or classification keys;
foods; describe specific characteristics or adaptations that enable each group
describe the relationship between eating habits, weight, height, and
metabolism; of vertebrates to live in its particular habitat and explain the importance
describe ways in which various kinds of organisms are used to recycle of maintaining that habitat for the survival of the species;
human waste; explain how fossils provide evidence of changes in animals over
explain the importance of daily physical activity;
explain how the health of human beings is affected by environmental geological time;
factors; compare similarities and differences between fossils and animals of the
explain the benefits and disadvantages of using some technological present.
innovations;
describe some types of medical technology.
Science and Technology: Life Systems Learning Continuum
Grade 7 - Interactions Within Ecosystems Grade 8 - Cells, Tissues, Organs, and Systems
by the end of Grade 7, students will: by the end of Grade 8, students will:
• demonstrate an understanding of the interactions of plants, animals, • demonstrate an understanding of the basic structure and function of
fungi, and micro-organisms in an ecosystem; plant and animal cells, and describe the hierarchical organization of cells
• investigate the interactions in an ecosystem, and identify factors that in plants and animals;
affect the balance among the components of an ecosystem; • investigate basic cellular processes and certain specialized cells in
• demonstrate an understanding of the effects of human activities and plants;
technological innovations, as well as the effects of changes that take • describe ways in which study of the structure, function, and interde-
place naturally, on the sustainability of ecosystems. pendence of human organ systems can result in improvements in human
health.
Specific Expectations:
• identify living (biotic) and non-living (abiotic) elements in an ecosystem; • identify unicellular organisms and multicellular organisms;
• identify populations of organisms within an ecosystem and the factors • investigate ways in which unicellular organisms meet their basic needs;
that contribute to their survival in that ecosystem; •identify organelles in cells through observation and explain their
• identify and explain the roles of producers, consumers, and functions;
decomposers in food chains and their effects on the environment; • describe, using their observations, differences in structure between plant
• explain the importance of microorganisms in recycling organic matter; and animal cells;
• identify micro-organisms as beneficial and/or harmful; • describe the organization of cells into tissues, organs, and systems;
• interpret food webs that show the transfer of energy among several • explain the function of selectively permeable membranes in cells;
food chains, and evaluate the effects of the elimination or weakening of • describe and explain the structure and function of specialized cells and
any part of the food web; tissues in different parts of plants;
• describe the process of cycling carbon and water in the biosphere; • recognize that cells in multicellular organisms need to reproduce to make
• investigate ways in which natural communities within ecosystems can more cells to form and repair tissues;
change, and explain how such changes can affect animal and plant • explain how the structure of the roots, stem, and leaves of a plant
populations; permit the movement of food, water, and gases;
• identify signs of ecological succession in a local ecosystem. • compare the structure of different plants and show how their structure
enables them to live in specific conditions;
• describe, using their observations, the movement of gases and water
FOLD AND PASTE HERE
into and out of cells during diffusion and osmosis.
• formulate questions about and identify the needs of various living things • use a microscope accurately to find, observe, and draw microscopic
in an ecosystem, and explore possible answers to these questions and objects;
ways of meeting these needs; • formulate questions about and identify needs related to the functioning
• plan investigations for some of these answers and solutions, identifying of cells, and explore possible answers to these questions and ways of
variables that need to be held constant to ensure a fair test and meeting these needs;
identifying criteria for assessing solutions; • plan investigations for some of these answers and solutions, identifying
• use appropriate vocabulary, including correct science and technology variables that need to be held constant to ensure a fair test and
terminology, to communicate ideas, procedures, and results; identifying criteria for assessing solutions;
• compile qualitative and quantitative data gathered through investigation • use appropriate vocabulary, including correct science and technology
in order to record and present results, using diagrams, flow charts, terminology, to communicate ideas, procedures, and results;
frequency tables, bar graphs, line graphs, and stem-and-leaf plots • compile qualitative and quantitative data gathered through investigation
produced by hand or with a computer; in order to record and present results, using diagrams, flow charts,
• communicate the procedures and results of investigations for specific frequency tables, graphs, and stem-and-leaf plots produced by hand or
purposes and to specific audiences, using media works, oral - with a computer;
presentations, written notes and descriptions, charts, graphs, and • communicate the procedures and results of investigations for specific
drawings. purposes and to specific audiences, using media works, oral presenta-
tions, written notes and descriptions, charts, graphs, and drawings.
• investigate the impact of the use of technology on the environment • describe the needs and functions of various cells and organs in relation
• investigate the bio-economical costs and benefits of the recycling and ship to the needs of the human body as a whole;
waste- disposal industries; • describe the basic factors that contribute to the efficient functioning of
• explain the importance of plants as sources of energy, as producers of the human respiratory, circulatory, digestive, excretory, and nervous
carbohydrates and oxygen and as habitats for wildlife; systems;
• describe the conditions in an ecosystem that are essential to the growth • describe some ways in which the various systems in the human body are
and reproduction of plants and micro-organisms, and show the connec- interdependent;
tion between these conditions and various aspects of the food supply for
•describe similarities and differences in the functions of comparable
structures in different groups of living things;
humans;
• describe ways in which research about cells has brought about improve
• identify the importance of plants in the Canadian economy and describe
ments in human health and nutrition;
the impact of the industrial use of plants on the environment; • describe ways in which substances work by altering the way cells
• explain the long-term effects of the loss of natural habitats and the function;
extinction of species; • describe ways in which various types of cells contribute to the healthy
• identify and explain economic, environmental and social factors that functioning of the human body;
should be considered in the management and preservation of habitats. • illustrate how blood is pushed by pressure throughout the body to carry
oxygen and nutrients to cells, tissues, and organs.
Learning Continuum
Learning Continuum
Science and Technology: Matter and Materials Learning Continuum
Grade 1 - Characteristics of Objects and Grade 2 - Properties of Liquids and Solids
Overall Expectations
Properties of Materials
by the end of Grade 1, students will: by the end of Grade 2, students will:
•distinguish between objects and materials and identify and •demonstrate an understanding of the properties of familiar liquids
describe the properties of some materials; and solids, and of interactions between liquids and between
•investigate the properties of materials and make appropriate liquids and solids;
use of materials when designing and making objects; • investigate the properties of and interactions between liquids
•describe the function of specific materials in manufactured and between liquids and solids, and identify the types of objects
objects that they and others use in daily life. or materials that can be used to contain liquids and solids;
• identify and describe ways in which we use our knowledge of
liquids and solids in making useful objects and in living in our
environment.
Specific Expectations:
•identify each of the senses and demonstrate understanding of •describe the properties of liquids and solids, using their observa-
how they help us recognize and use a variety of materials; tions;
Understanding Basic Concepts
• describe various materials using information gathered by using •distinguish between solids that dissolve in water and solids that
their senses; do not;
• identify properties of materials that are important to the purpose •describe, using their observations, the characteristics of the
and function of the objects that are made from them; three states of water, and identify the conditions that cause
• describe, using their observations, ways in which materials can changes from one state to another;
be changed to alter their appearance, smell, and texture. • recognize that the states of liquids and solids remain constant in
some circumstances, but may change in other circumstances;
• identify reversible changes in materials;
• identify, through observation, various substances that are
buoyant, that can absorb another substance, and that can
dissolve another substance;
• evaluate the appropriateness of the materials chosen in the
design and used in the construction of a structure that is
intended to float.
FOLD AND PASTE HERE
•sort objects and describe the different materials from which •design and assemble, using given materials, an object that is
those objects are made; buoyant and able to support a given mass, and identify and
• demonstrate ways in which various materials can be describe the materials and tools they used;
Developing Skills of Inquiry, Design
manipulated to produce different sounds and describe their • ask questions about and identify needs and problems related to
findings; the use of liquids and solids, and explore possible answers and
• design a usable product that is aesthetically pleasing and solutions;
construct it by combining and modifying materials that they • plan investigations to answer some of these questions or solve
and Communication
have selected themselves; some of these problems, and describe the steps involved;
• ask questions about and identify needs and problems related to • use appropriate vocabulary in describing their investigations,
objects and materials, and explore possible answers and explorations, and observations;
solutions; • record relevant observations, findings, and measurements, using
• plan investigations to answer some of these questions or solve written language, drawings, charts, and concrete materials;
some of these problems; • communicate the procedures and results of investigations for
• use appropriate vocabulary in describing their investigations, specific purposes, using demonstrations, drawings, and oral and
explorations, and observations; written descriptions.
• record relevant observations, findings, and measurements,
using written language, drawings, charts, and concrete
materials;
• communicate the procedures and results of investigations for
specific purposes, using demonstrations, drawings, and oral and
written descriptions.
•describe how properties of materials help us learn about natural •compare the properties of liquids with those of solids to
and human-made objects; determine which materials take the shape of their container;
Relating Science and Technology to
• identify materials that can be used to join and fasten other •compare different materials with respect to their capacity to
materials; absorb, and identify ways in which this capacity determines how
• demonstrate ways of reusing materials and objects in daily these materials are used;
activities; • describe, using their observations, the behaviour of various
• recognize that objects made of certain materials can be liquids when poured on different surfaces, when combined with
the Outside World
recycled; solids, and when combined with other liquids, and explain how
• identify, through observation, the same material in different the reactions they observe determine the uses of these liquids
objects; and solids;
• compare objects constructed for similar purposes and identify • compare the properties of water with the properties of at least
the similarities and differences between their corresponding one other liquid;
parts and the materials from which they are made; • identify liquids used in the home and describe how they are
• identify materials commonly used in manufactured objects as used;
well as the source of those materials. • describe, using their observations, some ways in which solids
and liquids can be combined to make useful substances;
• identify objects in the immediate environment as solids or liquids;
• recognize international symbols that give us information on the
safety of substances and Canadian Safety Association signage
when working with liquids and solids.
Science and Technology: Matter and Materials Learning Continuum
Grade 3 - Magnetic and Charged Materials Grade 4 - Materials that Transmit, Reflect or Absorb
Light or Sound
by the end of Grade 3, students will: by the end of Grade 4, students will:
• demonstrate an understanding of the properties of materials that can be • demonstrate understanding that certain materials can transmit, reflect,
magnetized or charged and of how materials are affected by magnets or or absorb light or sound;
static electric charges; • investigate materials that transmit, reflect, or absorb light or sound and
• identify and describe, using their observations, ways in which static use their findings in designing objects and choosing materials from which
electric charges are made in everyday materials, as well as different to construct them;
types of interactions that take place both between charged materials • explain why materials that transmit, reflect, or absorb light and/or sound
and between magnetized materials; are used in a variety of consumer products.
• identify familiar uses of magnets and give examples of static electric
charges that are created in the home or at school.
Specific Expectations:
• classify, using their observations, materials that are magnetic • recognize and describe how different materials affect light;
and not magnetic, and identify materials that can be magnetized; • classify materials as transparent, translucent, or opaque;
• identify, through observation, the effect of different conditions on the • demonstrate how opaque materials absorb light and thereby cast
strength of magnets and on static electric charges in materials; shadows;
• compare different materials by measuring their magnetic strength or the • investigate, through explorations, ways in which different properties of
strength of their electric charge; materials, including their shape, affect the nature of sound;
• identify, through observation, pairs of materials that produce a charge • identify and describe, using their observations, physical changes in a
when rubbed together; material that can alter the sound it makes;
• describe and demonstrate how some materials that have been electrically • identify, using their observations, a variety of materials through which
charged or magnetized may either push or pull similar materials; sound can travel.
• determine, through observation, the polarity of a magnet;
PUNCH HOLES AND INSERT INTO BINDER
• identify materials that can be placed between a magnet and an
attracted object without diminishing the strength of the attraction;
• predict, verify, and describe the interaction of two objects that are
similarly charged;
• describe, through observation, changes in the force of attraction at
different distances, both for magnetic forces and for static electric
FOLD AND PASTE HERE
forces.
• design and construct a system that uses magnetic force to move an • design and make instruments for a specific purpose or function;
object; • formulate questions about and identify problems related to the ways in
• ask questions about and identify problems related to magnetic which materials transmit, reflect, or absorb sound or light, and explore
and static electric forces, and explore possible answers or solutions; possible answers or solutions;
• plan investigations to answer some of these questions or solve • plan investigations for some of these answers and solutions, identifying
some of these problems, and explain the steps involved; variables that need to be held constant to ensure a fair test and identify-
• use appropriate vocabulary in describing their investigations, ing criteria for assessing solutions;
explorations, and observations; • use appropriate vocabulary, including correct science and technology
• record relevant observations, findings, and measurements, using terminology, in describing their investigations, explorations, and observa-
written language, drawings, charts, and graphs; tions;
• communicate the procedures and results of investigations for specific • compile data gathered through investigation in order to record and
purposes and to specific audiences, using demonstrations, drawings, present results, using tally charts, tables, and labelled graphs produced
simple media works, and oral and written descriptions. by hand or with a computer;
• communicate the procedures and results of investigations for specific
purposes and to specific audiences, using oral presentations, written
notes and descriptions, drawings, and charts.
• identify uses of magnets in familiar things; • classify materials that transmit, absorb, or reflect energy as natural or
• describe examples of static electricity encountered in everyday human-made;
activities; • identify transparent, translucent, and opaque materials used in objects
• identify ways in which static electricity can be used safely or avoided. in the immediate environment, and evaluate whether the ability of these
materials to transmit, reflect, or absorb light enhances the objects’
usefulness;
• describe, using their observations, how substances employed in
finishing processes can alter a material’s ability to transmit, absorb, or
reflect light or sound;
• describe and demonstrate, using different materials, ways of mixing
colours to create new colours;
• compare the intensity of light passing through different materials, and
identify how the differences might determine the uses of these
materials;
• identify different types of light observed in the immediate environment
and compare them;
• compare materials in terms of the sounds that they can be made to
produce;
• investigate objects in the home and community that are designed and
made to produce sounds;
• describe some ways in which materials that absorb sound are used;
• describe practices that ensure their safety and that of others.
Science and Technology: Matter and Materials Learning Continuum
Grade 5 - Properties of and Changes in Matter Grade 6 - Properties of Air and Characteristics of Flight
by the end of Grade 5, students will: by the end of Grade 6, students will:
• demonstrate an understanding of the three states of matter and of • demonstrate an understanding of the properties of air and explain how
changes in state; these can be applied to the principles of flight;
• investigate common changes of state and make informed choices • investigate the principles of flight and determine the effect of the
about materials when finding solutions to problems in designing and properties of air on materials when designing and constructing flying
constructing objects; devices;
• identify the properties that make different materials useful in everyday • identify design features (of products or structures) that make use of the
products and discuss the environmental impact of their use. properties of air, and give examples of technological innovations that
have helped inventors to create or improve flying devices.
Specific Expectations:
• identify and describe some changes to materials that are reversible and • recognize that gravity does not depend on the presence of air;
some that are not; • demonstrate understanding that gases expand to fill a space; demonst
• describe changes they observe in the properties of materials when the rate that air expands when heated;
materials interact with each other; • demonstrate and explain how the shape of a surface over which air
• describe examples of interactions between materials that result in the flows affects the role of lift (Bernoulli’s principle) in overcoming gravity;
production of a gas; • demonstrate and describe methods used to alter drag in flying devices;
• identify the three different states of matter – solid, liquid, and gas – and • explain the importance of minimizing the mass of an object when
give examples of each state; designing devices to overcome the force of the earth’s gravity;
• identify the characteristic properties of each of the three states of matter • describe the sources of propulsion for flying devices;
and group materials on the basis of these properties; • describe how unbalanced forces are used to steer airplanes and
• recognize, on the basis of their observations, that melting and evapora- spacecraft.
tion require heat;
• use a thermometer to measure the temperature of a material;
• identify melting, freezing, condensation, and evaporation as changes of
state that can be reversed;
• describe, using their observations, non-reversible changes that occur
PUNCH HOLES AND INSERT INTO BINDER
FOLD AND PASTE HERE
when some materials are heated;
• investigate and describe the changes in the relative volume, shape, and
temperature of materials when pressure is applied to them.
•design and make a device or product that minimizes heat loss; • design, construct, and test a structure that can fly;
• conduct a fair test to determine the effectiveness of a variety of • design and create a device that uses pneumatic power to move
commercial products designed for the same purpose; another object;
• formulate questions about and identify needs and problems related to • formulate questions about and identify needs and problems related to the
the properties and changes in state of familiar materials, and explore properties of air and characteristics of flight, and explore possible
possible answers and solutions; answers and solutions;
• plan investigations for some of these answers and solutions, identifying • plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and variables that need to be held constant to ensure a fair test and identify-
identifying criteria for assessing solutions; ing criteria for assessing solutions;
• use appropriate vocabulary, including correct science and technology • use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations; terminology, to communicate ideas, procedures, and results;
• compile data gathered through investigation in order to record and • compile data gathered through investigation in order to record and
present results, using tally charts, tables, and labelled graphs produced present results, using tally charts, tables, labelled graphs, and scatter
by hand or with a computer; plots produced by hand or with a computer;
• communicate the procedures and results of investigations for specific • communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presenta- purposes and to specific audiences, using media works, written notes
tions, written notes and descriptions, drawings, and charts. and descriptions, charts, graphs, drawings, and oral presentations.
• identify the source of the materials found in a product and describe the • identify devices that involve the application of Bernoulli’s principle;
steps required to modify the natural materials to make the product; • describe how the properties of air, such as its compressibility and
• describe how physical and chemical processes change materials found insulating quality, are used in common products;
at home and materials used in industry; • describe and justify the differences in design between various types of
• describe physical changes and chemical reactions that can take place in flying devices;
household products and explain how these reactions affect the use of • identify characteristics and adaptations that enable birds and insects to
the products; fly;
• measure, in different materials, observable changes that result from • compare living things to identify the different features that allow them to
such processes as rusting, dissolving, and bleaching, and identify be transported by wind;
products that are affected by these processes; • describe milestones in the history of air and space travel;
• describe chemical changes that can be caused in a substance, and • compare the special features of different transportation methods that
explain how the changes affect the use and function of the substance; enable those methods to meet different needs;
• compare the mass of a substance in its liquid and solid states; • assess whether the materials in student-designed projects were used
• relate the mass of a whole object to the sum of the masses of its parts. economically and effectively;
• describe practices that ensure their safety and that of others.
tter and Materials
Science andTechnology: Ma Learning Continuum
Grade 7 - Pure Substances and Mixtures Grade 8 - Fluids
by the end of Grade 7, students will: by the end of Grade 8, students will:
• demonstrate an understanding of the characteristics of mechanical • demonstrate an understanding of the properties and the buoyant force of
mixtures (heterogeneous) and solutions (homogeneous) and describe fluids;
these characteristics using a scientific model (the particle theory); • investigate the buoyant force and other properties of fluids, and design
• investigate properties of different kinds of mechanical mixtures and and construct pneumatic or hydraulic systems that solve a problem in a
solutions that make them useful in manufacturing products for particu- given situation;
lar purposes; • describe how knowledge of the properties of fluids can help us to
• identify human uses of mixtures and solutions in everyday life, and understand and influence organisms in the natural world, and to design
evaluate the environmental impact of some of these uses. and operate technological devices and to evaluate how efficiently
different devices make use of these properties.
Specific Expectations:
• distinguish between mechanical mixtures and solutions; • compare various liquids in terms of their viscosity;
• describe the concentration of a solution in qualitative terms and in • compare qualitatively the densities of solids, liquids, and gases;
quantitative terms; • predict how the flow rate (an indicator of viscosity) of different liquids is
• recognize that, according to the particle theory, particles have an affected by temperature;
• describe qualitatively the relationship between mass and weight;
attraction for each other and that the attraction between the particles of
• describe qualitatively the relationship between viscosity and density;
solute and solvent keeps them in solution; • determine, through experimentation, the mass-to-volume ratio of
• distinguish between pure substances and mixtures using the particle different amounts of the same substance;
theory; • describe the relationship between the mass, volume, and density of
• identify factors that affect solubility and the rate at which substances solids, liquids, and gases, using the particle theory;
dissolve; • compare fluids in terms of their compressibility or incompressibility;
• describe, through observation, the difference between saturated and • recognize and state the relationship between gravity and buoyancy;
unsaturated solutions; • explain the effects of changes in temperature on the density of solids,
liquids, and gases, and relate their findings to the particle model of
• identify solutes and solvents in various kinds of solutions.
matter;
• predict the effect of applying external pressure on the behaviour of
fluids;
• compare different liquids to determine how they alter the buoyant force
on a given object;
• compare liquids and air in terms of their efficiency as transmitters of
FOLD AND PASTE HERE
force in pneumatic and hydraulic devices.
• formulate questions about and identify needs and problems related to • design and build devices that use pneumatic or hydraulic systems;
the characteristics of mixtures and solutions, and explore possible • design, make, and calibrate a hydrometer and use it to compare the
answers and ways of meeting these needs; density of water with that of another liquid;
• plan investigations for some of these answers and solutions, identifying • design and construct a model of a common device that uses pneumatic
variables that need to be held constant to ensure a fair test and or hydraulic systems;
identifying criteria for assessing solutions; • formulate questions about and identify needs and problems related to the
• use appropriate vocabulary, including correct science and technology properties of fluids, and explore possible answers and solutions;
terminology, to communicate ideas, procedures, and results; • plan investigations for some of these answers and solutions, identifying
• compile qualitative and quantitative data gathered through investigation variables that need to be held constant to ensure a fair test and identify-
in order to record and present results, using diagrams, flow charts, ing criteria for assessing solutions;
frequency tables, bar graphs, line graphs, and stem-and-leaf plots • use appropriate vocabulary, including correct science and technology
produced by hand or with a computer; terminology, to communicate ideas, procedures, and results;
• communicate the procedures and results of investigations for specific • compile qualitative and quantitative data gathered through investigation in
purposes and to specific audiences, using media works, written notes order to record and present results, using diagrams, flow charts,
and descriptions, charts, graphs, drawings, and oral presentations; frequency tables, graphs, and stem-and-leaf plots produced by hand or
• follow safe work procedures and use appropriate tools, materials, and with a computer;
equipment. • communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, written notes
and descriptions, charts, graphs, drawings, and oral presentations;
• use the most appropriate items from a selection of tools, equipment, and
materials to perform a specific task;
• follow safe work procedures.
• identify solutions that exist as solids, liquids, and gases; • describe situations in which the density of a substance changes naturally
• differentiate between raw materials and processed materials; or is intentionally altered;
• describe how raw materials are collected and processed to produce • identify substances that are useful because of their viscosity;
different materials; • compare the way fluids function in living things with the way they
• demonstrate different methods of separating the components of function in manufactured devices;
mixtures and describe some industrial applications of these methods; • explain how the study of hydraulic systems enhances medical knowledge
• identify a variety of manufactured products made from mixtures or about vascular systems;
solutions and explain their functions; • describe some effects of technological innovations related to hydraulics
• identify the sources and characteristics of pollutants that result from and pneumatics;
manufacturing and agricultural systems; • identify some design features and explain how the design makes use of
• describe the effects of some solvents on the environment, and identify one or more of the properties of fluids;
regulations that are in place to ensure their safe use and disposal; • identify industries in which the principles of fluid dynamics play a central
• demonstrate the use of water as a solvent and as a chemical reactant; role.
• evaluate and compare the quality of water from different sources by
performing simple tests, and assess whether human use of the environ-
ment affected the quality of the water;
• identify different types of waste present in the community and the
environmental considerations related to their disposal;
• describe practices that ensure their safety and that of others.
Learning Continuum
Learning Continuum
Science and Technology: Energy and Control Learning Continuum
Grade 1 - Energy in Our Lives Grade 2 Energy From Wind and Moving Water
Overall Expectations by the end of Grade 1, students will: by the end of Grade 2, students will:
•demonstrate an understanding of ways in which energy is used •demonstrate an understanding of the movement of air and of
in daily life; water as sources of energy;
•investigate some common devices and systems that use energy •design and construct devices that are propelled by moving air or
and ways in which these can be controlled manually; moving water;
•describe different uses of energy at home, at school, and in the •identify wind and moving water as renewable sources of energy
community, and suggest ways in which energy can be con and determine the advantages and disadvantages of using
served. them.
Specific Expectations:
Understanding Basic Concepts
•recognize that the sun is the principal source of energy used on •identify movement as an outcome of energy input;
the surface of the earth; •recognize that it is the movement of air and water that produces
• identify food as a source of energy for themselves and other energy and that air and water are not by themselves sources of
living things; energy;
• identify everyday uses of energy; • identify various ways in which moving water is used as a form of
• describe how our senses of touch, hearing, and sight help us to energy.
control energy-using devices in the home, school, and commu-
nity;
FOLD AND PASTE HERE
•construct a manually controlled device that performs a specific •design and construct a device propelled by air;
task; •design and construct a system that controls the flow of water
• operate a simple device or system and identify the input and and/or air using a variety of mechanisms;
output; •ask questions about and identify needs and problems related to
•
Developing Skills of Inquiry,
ask questions about and identify needs and problems related to the use of wind and moving water as energy sources, and
Design, and Communication
energy production or use in the immediate environment, and explore possible answers and solutions;
explore possible answers and solutions; • plan investigations to answer some of these questions or solve
• plan investigations to answer some of these questions or solve some of these problems, and describe the steps involved;
some of these problems; • use appropriate vocabulary in describing their investigations,
• use appropriate vocabulary in describing their investigations, explorations, and observations;
explorations, and observations; • record relevant observations, findings, and measurements, using
• record relevant observations, findings, and measurements using written language, pictures, and charts;
written language, drawings, concrete materials, and charts; • communicate the procedures and results of investigations and
• communicate the procedures and results of investigations and explorations for specific purposes, using drawings, demonstra
explorations for specific purposes, using demonstrations, tions, and oral and written descriptions.
drawings, and oral and written descriptions.
•describe the different forms of energy used in a variety of •identify devices that use moving air and moving water as energy
everyday devices; sources, and describe what happens to these devices when the
•
Relating Science and Technology
identify everyday devices that are controlled manually; air or water is still;
to the World Outside the School
• identify devices they use that consume energy and list things • list activities that are affected by moving water and wind;
they can do to reduce energy consumption; • recognize that moving air and moving water can be sources of
• select one of the most common forms of energy used every day energy for electrical power;
and predict the effect on their lives if it were no longer available. • describe how gravity and the shape of different structures
affect the behaviour and use of moving water.
Science and Technology: Energy and Control Learning Continuum
Grade 3 - Forces and Movement Grade 4 - Light and Sound Energy
by the end of Grade 3, students will: by the end of Grade 4, students will:
•demonstrate an understanding of how movement is caused by forces •demonstrate an understanding of the characteristics and properties of
and by energy that is stored and then released; light and sound;
• investigate how different forces affect the operation of everyday •investigate different ways in which light and sound are produced and
devices, and design and construct devices that use a form of energy to transmitted, and design and make devices that use these forms of
create controlled movement; energy;
• identify objects, devices, and systems in everyday life that are affected • identify technological innovations related to light and sound energy and
by forces and movement and explain in what ways they are useful to how they are used and controlled at home and in the community, and
us. determine how the quality of life has been affected by these innovations.
Specific Expectations:
Specific Expectations:
•identify force as a push or pull by one body on another; • identify a variety of natural and artificial light sources;
•investigate the ways in which different can change the speed or • describe the behaviour of light, using their observations, and identify
some of its basic characteristics;
direction of a moving object;
• distinguish between objects that produce their own light and those that
•investigate the effect of magnets and electrically charged objects on the reflect light from another source;
motion of different materials; • identify, through observation, colour as a property of light;
•identify, through observation, different forms of energy and suggest how • predict the location, shape, and size of a shadow when a light source is
they might be used to provide power to devices and to create movement; placed in a given location relative to an object;
•distinguish between kinds of motion and indicate whether the motion is • investigate and compare how light interacts with a variety of optical
devices recognize, using their observations, that most objects give off
caused indirectly or directly; both light and heat, and identify some objects that give off light but
•investigate the effects of directional forces and how unbalanced forces produce little or no heat;
can cause vidible motion in objects that are capable of movement. •recognize, using their observations, that sound can travel through a
substance;
PUNCH HOLES AND INSERT INTO BINDER
• group a variety of sounds according to pitch and loudness and demon
strate how the sounds can be modified;
• compare the range of sounds that humans can hear with the range of
FOLD AND PASTE HERE
sounds that other animals can hear;
• recognize that sounds are caused by vibrations;
• describe how the human ear is designed to detect vibrations.
•ask questions about and identify needs and problems related to the •formulate questions about and identify needs and problems related to
behaviour of different forces in their immediate environment, and their own experiences with light and sound, and explore possible
explore possible answers and solutions; answers and solutions;
• plan investigations to answer some of these questions or solve some of • plan investigations for some of these answers and solutions, identifying
these problems, and explain the steps involved; variables that need to be held constant to ensure a fair test and identify-
• use appropriate vocabulary in describing their investigations, explora ing criteria for assessing solutions;
tions, and observations; • use appropriate vocabulary, including correct science and technology
• record relevant observations, findings, and measurements, using written terminology, in describing their investigations and observations;
language, drawings, charts, and graphs; • compile data gathered through investigation in order to record and
• communicate the procedures and results of investigations for specific present results, using tally charts, tables, and labelled graphs produced
purposes and to specific audiences, using drawings, demonstrations, by hand or with a computer;
simple media works, and oral and written descriptions; • communicate the procedures and results of investigations for specific
• design and construct a device that uses a specific form of energy in purposes and to specific audiences, using media works, oral presenta-
order to move. tions, written notes and descriptions, drawings, and charts;
• design, make, and test an optical device;
• design and make musical instruments, and explain the relationship
between the sounds they make and their shapes;
• follow safe work procedures in all investigations.
•describe the visible effects of forces acting on a variety of everyday •identify various uses of sounds encountered daily;
objects; •describe the harmful effects of high noise levels and identify potential
• identify surfaces that affect the movement of objects by increasing or noise hazards at home or in the community;
reducing friction; •describe, using their observations, how sounds are produced in a variety
• demonstrate how a magnet works and identify ways in which magnets of musical instruments and identify those they like listening to best;
are useful; •identify sound-related jobs and the role of sound in different jobs;
• recognize devices that are controlled automatically, at a distance), or by •describe devices that extend our ability to see and hear;
hand; •identify different uses of light at home, at school, or in the community,
• identify parts of systems used in everyday life, and explain how the and explain how their brightness and colour are related to their purpose;
parts work together to perform a specific function •describe the effect on the quality of life if light and sound could not be
used as forms of energy;
•identify common phenomena related to light and and describe the
conditions that create them;
•identify systems that use light or sound sensors to detect movement.
Science and Technology: Energy and Control Learning Continuum
Grade 5 - Conservation of Energy Grade 6 - Electricity
by the end of Grade 5, students will: by the end of Grade 6, students will:
•demonstrate an understanding of the importance of conservation of •demonstrate understanding that electrical energy can be transformed
energy in relation to the wise use of renewable and non-renewable into other forms of energy;
energy sources; •design and construct a variety of electrical circuits and investigate ways
•design and construct devices that use a form of energy to meet a in which electrical energy is transformed into other forms of energy;
specific need or want, and investigate how the energy is transferred to a •identify uses of electricity in the home and community and evaluate the
specified output; impact of these uses on both our quality of life and the environment.
•evaluate the reasons for conserving natural resources and identify
possible ways of conserving energy.
Specific Expectations:
Specific Expectations:
•distinguish between a renewable and a non-renewable source of •investigate ways in which electrical energy can be transformed into
energy; other forms of energy;
•investigate ways energy can be stored for later use; •compare the conductivity of a variety of solids and liquids;
•describe how energy is stored and transferred in a given device or •identify, through experimentation, ways in which chemical energy can
system; be transformed into electrical energy;
•recognize that energy cannot be created or destroyed but can only be •compare the characteristics of current and static electricity;
changed from one form into another; •describe the relationship between electricity and magnetism in an
•operate a mechanical device or system that uses a sensory or time- electromagnetic device;
based input and describe how energy is transferred to a specified •identify, through observation, the effects of using different types of core
output. materials in building an electromagnet;
PUNCH HOLES AND INSERT INTO BINDER
•identify different types of switches that are used to control electrical
devices and explain the key differences among them.
FOLD AND PASTE HERE
•formulate questions about and identify needs and problems related to • formulate questions about and identify needs and problems related to
protection of the natural environment, and explore possible answers and the properties or uses of electrical energy, and explore possible
solutions; answers and solutions;
• plan investigations for some of these answers and solutions, identifying • plan investigations for some of these answers and solutions, identifying
variables that need to be held constant to ensure a fair test and identify variables that need to be held constant to ensure a fair test and
ing criteria for assessing solutions; identifying criteria for assessing solutions;
• use appropriate vocabulary, including correct science and technology • use appropriate vocabulary, including correct science and technology
terminology, in describing their investigations and observations;
terminology, in describing their investigations and observations;
• compile data gathered through investigation in order to record and
• compile data gathered through investigation in order to record and
present results, using tally charts, tables, labelled graphs, and scatter
present results, using tally charts, tables, and labelled graphs produced
plots produced by hand or with a computer;
by hand or with a computer; • communicate the procedures and results of investigations for specific
• communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presenta-
purposes and to specific audiences, using media works, oral presenta tions, written notes and descriptions, drawings, and charts;
tions, written notes and descriptions, drawings, and charts; • design and build electrical circuits and describe the function of their
• design devices that can transform one form of energy into another . component parts;
• build and test an electrical circuit that performs a useful function, and
draw a diagram of it using appropriate electrical symbols;
• construct series circuits and parallel circuits to control a device, and
compare their characteristics;
• design and construct an electrical system that operates a device in a
controlled way.
• list various sources of energy and identify them as renewable or non- • identify sources of electricity and state whether the sources are
renewable; renewable or non-renewable;
• describe the advantages and disadvantages of using renewable energy • recognize the use of electromagnets in motors and generators;
sources as opposed to non-renewable sources; • describe the electrical conversions in everyday devices or systems;
• identify the forms of energy used in the home, school, and community • identify the different ways electricity is produced and evaluate the
and identify the energy source for each; effect of different production methods on natural resources and living
• describe how we use different natural resources as sources of energy things in the environment;
and evaluate the effect of their use on natural and human-made environ- • describe conditions that could affect the consumption of electrical
ments; energy in the home and at school;
• explain ways in which technological innovations affect our use of natural • identify devices that use electricity to send signals;
resources and increase or decrease our ability to conserve energy; • describe how electricity was discovered and harnessed for use and
• identify factors that determine how effectively and economically a device discuss whether we are more or less dependent on electricity than
can transform one form of energy into another; people in the past;
• explain how humans rely on energy transfers from a variety of products • develop a plan for reducing electricity consumption at home or at school,
and systems to survive; and assess how this change could affect the economy and our use of
• identify ways humans use energy, evaluate the economic and environ natural resources.
mental costs of each, and describe ways to avoid wasting energy;
• identify design features that improve the energy efficiency of buildings,
devices, and systems .
Science and Technology: Energy and Control Learning Continuum
Grade 7 - Heat Grade 8 - Optics
by the end of Grade 7, students will: by the end of Grade 8, students will:
• demonstrate understanding that heat is a result of molecular motion; • demonstrate an understanding of the properties of visible light and the
• identify, through experimentation, ways in which heat changes sub- properties of other types of electromagnetic radiation, including infrared
stances, and describe how heat is transferred; and ultraviolet rays, X-rays, microwaves, and radio waves;
• explain how the characteristics and properties of heat can be used, and • investigate the properties of visible light, including the effects of
identify the effect of some of these applications on products, systems, reflection and refraction, and recognize how these properties are used in
and living things in the natural and human-made environments. optical devices;
• describe ways in which different sources of visible light and the
properties of light, both natural and artificial, are used by humans for
different purposes.
Specific Expectations:
Specific Expectations:
• distinguish between the concept of temperature and the concept of • identify the properties of visible light through experimentation;
heat; • compare the properties of visible light with the properties of other types
• compare the motions of particles in a solid, a liquid, and a gas using the of electromagnetic radiation, including infrared and ultraviolet rays,
particle theory; X-rays, microwaves, and radio waves;
• explain how heat is transmitted by conduction, convection, and radiation • describe how incandescent, fluorescent, and phosphorescent sources
in solids, liquids, and gases; produce light;
• describe how various surfaces absorb radiant heat; • identify colours as different wavelengths of light and explain why objects
•describe the effect of heating and cooling on the volume of a solid, a appear to have colour;
liquid, and a gas; • describe qualitatively how visible light is refracted;
• investigate and identify factors affecting the rate of temperature change • investigate how objects or media refract, transmit, or absorb light;
using a constant heat source; • identify ways in which the characteristics of mirrors and convex and
• describe the effect of heat on the motion of particles and explain how concave lnses determine their use in optical instruments;
changes of state occur; • investigate and describe the laws of reflection of visible light;
• compare, in qualitative terms, the heat capacities of common materials; • explain colour vision using the additive theory;
• identify systems that are controlled by sensory inputs and feedbacks; • describe the effect of colour filters on white light using the subtractive
• design and build a device that minimizes energy transfer. theory.
FOLD AND PASTE HERE
• formulate questions about and identify needs and problems related to • formulate questions about and identify needs and problems related to
heat, and explore possible answers and solutions; the properties and behaviour of light, and explore possible answers and
• plan investigations for some of these answers and solutions, identifying solutions;
variables that need to be held constant to ensure a fair test and identify • plan investigations for some of these answers and solutions, identifying
ing criteria for assessing solutions; variables that need to be held constant to ensure a fair test and
• use appropriate vocabulary, including correct science and technology identifying criteria for assessing solutions;
terminology, to communicate ideas, procedures, and results; • use appropriate vocabulary, including correct science and technology
• compile qualitative and quantitative data gathered through investigation terminology, to communicate ideas, procedures, and results;
in order to record and present results, using diagrams, flow charts, • compile qualitative and quantitative data gathered through investigation
frequency tables, bar graphs, line graphs, and stem-and-leaf plots in order to record and present results, using diagrams, flow charts,
produced by hand or with a computer; frequency tables, graphs, and stem-and-leaf plots by hand or with a
• communicate the procedures and results of investigations for specific computer;
purposes and to specific audiences, using media works, written notes • communicate the procedures and results of investigations for specific
and descriptions, charts, graphs, drawings, and oral presentations . purposes and to specific audiences, using media works, written notes
and descriptions, charts, graphs, drawings, and oral presentations.
• recognize heat as a necessity for the survival of plants and animals; • describe how energy comes to earth as radiation in a range of wave
• explain how the heating and cooling of the earth’s surface produces air lengths, some of which are visible;
movement that results in all weather effects; • identify ways in which the properties of reflection are used in everyday
• describe the water cycle as a process of energy transfer involving situations;
convection and radiation; • explain the function and purpose of combinations of multiple lenses or
• identify different forms of energy that can be transformed into heat lenses and mirrors in optical systems;
energy; • compare the automatic functions of the human eye to functions in an
• explain how mechanical systems produce heat, and describe ways to automatic camera;
make these systems more efficient; • identify the input, output, feedback, and stability of systems;
• describe and explain issues related to heat pollution, including both •evaluate the effectiveness of energy transfer systems;
positive and negative aspects; • recognize that energy can be a significant cost in the manufacture and
• explain why heat energy is considered to be the final or end form of use of products or systems and explain how that determines its produc-
energy transformation; tions.
• identify the purpose of the specialized features of various instruments
that are used to measure temperature;
• identify and describe steps that can be taken to conserve energy and the
reasons for doing so;
• identify the components of a system that are designed to transfer heat
energy and describe methods for conserving energy within that system.
Learning Continuum
Learning Continuum
Science and Technology: Structures and Mechanisms Learning Continuum
Grade 1 - Everyday Structures Grade 2 - Movement
Overall Expectations by the end of Grade 1, students will: by the end of Grade 2, students will:
• demonstrate awareness that structures have distinctive • describe the position and movement of objects, and demon-
characteristics; strate an understanding of how simple mechanisms enable an
• design and make structures that meet a specific need; object to move;
• demonstrate understanding of the characteristics of different • design and make simple mechanisms, and investigate their
structures and of ways in which they are made, and recognize characteristics;
and use some systems in the home or at school. • recognize that different mechanisms and systems move in
different ways, and that the different types of movement
determine the design and the method of production of these
mechanisms and systems.
Specific Expectations:
Understanding Basic Concepts
• explain the function of different structures; • describe different mechanisms through observation and
• identify ways in which various structures are similar to and investigation, and identify the components that are simple
different from others in form and function; machines;
• classify various structures in their environment according to • describe, using their observations, the characteristics and
specific features and functions; movements of simple mechanisms;
• identify geometric shapes in ordinary structures; • describe, using their observations, the position of an object in
• describe patterns that are produced by the repetition of specific relation to other objects or to a specific area;
shapes or motifs in various materials and objects. • identify changes in the position of an object in relation to other
objects;
• describe, using their observations, the pattern of movement of
objects.
FOLD AND PASTE HERE
• design and make different structures using concrete materials, • ask questions about and identify needs or problems related to
and explain the function of the structure; structures and mechanisms, and explore possible answers and
• ask questions about and identify needs or problems related to solutions;
structures in their immediate environment, and explore possible • plan investigations to answer some of these questions or solve
answers and solutions; some of these problems, and describe the steps involved;
Developing Skills of Inquiry,
• plan investigations to answer some of these questions or solve • use appropriate vocabulary to describe their investigations,
Design and Communication
some of these problems; explorations, and observations;
• use appropriate vocabulary in describing their investigations, • record relevant observations, findings, and measurements, using
explorations, and observations; written language, drawings, charts, and concrete materials;
• record relevant observations, findings, and measurements, using • communicate the procedures and results of investigations and
written language, drawings, charts, and concrete materials; explorations for specific purposes, using drawings, demonstra
• communicate the procedures and results of investigations and tions, and oral and written descriptions;
explorations for specific purposes, using demonstrations, • make simple mechanisms and use them in building a device
drawings, and oral and written descriptions; they have designed;
• use appropriate natural and manufactured materials to make • select and use appropriate tools, utensils, and equipment;
structures; • use appropriate techniques to make and fasten the components
• select appropriate tools and utensils; of a model that they have made.
• use tools appropriately when joining and shaping various
materials.
• distinguish between structures and devices made by humans • identify, through observation, the mechanical parts of objects
and structures found in nature; and describe the motion of these parts;
Relating Science and Technology
• explain the function of a structure that they have made and • compare the motion of objects on different surfaces;
to the World Outside the School
describe how they made it; • compare the motion of similar objects made with or filled with
• identify structures whose function is indicated by their shape ; different materials;
• examine different kinds of fasteners and indicate where they are • describe, using their observations, the effect that different
used; surfaces have on the rate at which an object slows down;
• use and recognize the effects of different kinds of finishing • describe, using their observations, the effects of changing the
techniques and processes on structures they have designed and slope of an inclined plane on the motion of an object that is
made; placed on it;
• recognize that a product is manufactured to meet a need; • predict factors that make a load easier or more difficult to move;
• identify the action (input) required to operate an everyday • identify different ways in which wheels and axles can be
system , and identify the response (output) of that system; attached to a chassis;
• describe, using their own experience, how the parts of some • demonstrate awareness that the wheels of a vehicle rotate
systems work together. clockwise or counterclockwise depending on the direction of
movement of the vehicle.
Science and Technology: Structures and Mechanisms Learning Continuum
Grade 3 - Stability Grade 4 - Pulleys and Gears
by the end of Grade 3, students will: by the end of Grade 4, students will:
demonstrate an understanding of the factors that affect the stability of demonstrate an understanding of the characteristics of pulleys and
objects; gears;
design and make structures that include mechanisms and that can design and make pulley systems and gear systems, and investigate how
support and move a load, and investigate the forces acting on them; motion is transferred from one system to another;
describe, using their observations, systems involving mechanisms and identify ways in which different systems function, and identify appro-
structures, and explain how these systems meet specific needs and priate criteria to be considered when designing and making such
how they have been made. systems.
Specific Expectations:
Specific Expectations:
describe, using their observations, ways in which the strength of describe, using their observations, the functions of pulley systems and
different materials can be altered; gear systems;
describe ways in which forces alter the shape or strength of different describe, using their observations, how rotary motion in one system is
structures; transferred to rotary motion in another in the same structure;
describe ways to improve the strength and stability of a frame structure; describe, using their observations, how gears operate in one plane and in
describe, using their observations, the role of struts and ties in structures two planes;
under load; demonstrate an awareness of the concept of mechanical advantage by
describe, using their observations, the changes in the amount of effort using a variety of pulleys and gears.
needed to lift a specific load with a lever when the position of the
fulcrum is changed;
describe, using their observations, how simple levers amplify or reduce
movement;
describe the effects of different forces on specific structures and
mechanisms.
PUNCH HOLES AND INSERT INTO BINDER
ask questions about and identify needs and problems related to formulate questions about and identify needs and problems related to
structures and mechanisms in their immediate environment, and explore structures and mechanisms in their environment, and explore possible
possible answers and solutions; answers and solutions;
plan investigations to answer some of these questions or solve some of plan investigations for some of these answers and solutions, identifying
these problems, and explain the steps involved;
.OLD AND PASTE HERE
variables that need to be held constant to ensure a fair test and
use appropriate vocabulary to describe their investigations, explora- identifying criteria for assessing solutions;
tions, and observations; use appropriate vocabulary, including correct science and technology
record relevant observations, findings, and measurements, using terminology, to describe their investigations;
written language, drawings, charts, and graphs;
compile data gathered through investigation in order to record and
communicate the procedures and results of investigations for specific
present results, using tally charts, tables, and labelled graphs produced
purposes and to specific audiences, using demonstrations, drawings,
simple media works, and oral and written descriptions; by hand or with a computer;
design and make a stable structure that will support a given mass and communicate the procedures and results of investigations for specific
perform a specific function; purposes and to specific audiences, using media works, written notes
use appropriate materials to strengthen and stabilize structures that and descriptions, drawings, charts, and oral presentations;
they have designed and made and that are intended to support a load; design, make, and use a pulley system that performs a specific task;
design and make a levered mechanism; design and make a system of pulleys and/or gears for a structure that
design and make a stable structure that contains a mechanism and moves in a prescribed and controlled way and performs a specific
performs a function that meets a specific need; function;
use appropriate equipment and adhesives when making structures that manipulate pliable and rigid materials as required by a specific design.
they have designed themselves; task.
use hand tools and equipment appropriately to cut a variety of mater-
ials.
distinguish between the structure of an object and its mechanical parts; demonstrate awareness that most mechanical systems are fixed and
recognize that geometrical patterns in a structure contribute to the dependent on structures;
strength and stability of that structure; compare in qualitative terms the performance of various mechanical
demonstrate awareness that the strength in structures is due to bulk systems, and describe how they are used;
(or mass), number of layers, and shape; identify and make modifications to their own pulley and gear systems to
identify a number of common levers and describe how they make improve the way they move a load;
work easier; evaluate, in general terms, the performance of a system that they have
made and the performance of another system designed to do the same
identify efficient ways of joining the components of a mechanical
task;
structure or system;
explain how various mechanisms on a bicycle function;
describe, using their observations, how different balance points of
demonstrate awareness that finishing techniques can adversely affect
different masses affect the stability of a structure; the performance of a mechanical system;
predict which body positions provide the most stability in various identify the properties of materials that are best suited for use in a
circumstances. structure that contains a mechanical system;
describe the consequences of having a limited choice of materials when
making a device or a structure;
identify common devices and systems that incorporate pulleys and/or
gears.
Science and Technology: Structures and Mechanisms Learning Continuum
Grade 5 - Forces Acting on Structures Grade 6 - Motion
by the end of Grade 5, students will: by the end of Grade 6 students will:
• demonstrate an understanding of the effect of forces acting on different • demonstrate an understanding of different kinds of motion (linear,
structures and mechanisms; rotational, reciprocating, oscillating);
• design and make load-bearing structures and different mechanisms, and • design and make mechanical devices, and investigate how mechanisms
investigate the forces acting on them; change one type of motion into another and transfer energy from one
• evaluate the design of systems that include structures and mechanisms, form to another;
and identify modifications to improve their effectiveness. • identify modifications to improve the design and method of production
of systems that have mechanisms that move in different ways.
Specific Expectations:
• identify and measure forces acting on a structure, and describe the • describe, using their observations, ways in which mechanical devices
effects of their application; and systems produce a linear output from a rotary input;
• identify the parts of a structure that are under tension and those that • describe, using their observations, the purposes or uses of three classes
are under compression when subjected to a load; of simple levers;
• compare the force needed to lift a load manually with the force required • demonstrate an understanding of how linkages (systems of levers)
to lift the load with a simple machine; transmit motion and force;
• describe, using their observations, the advantages and disadvantages • demonstrate awareness that a moving mass has kinetic energy that can
of using different types of mechanical systems; be transferred to a stationary object;
• describe the turning force (torque) of different combinations of gears; • demonstrate awareness that friction transforms kinetic energy into heat
• identify the force required by different pulley systems (systems with energy;
one or more pulleys) to move a load, and compare the systems in • investigate ways of reducing friction so that an object can be moved
qualitative terms. more easily.
PUNCH HOLES AND INSERT INTO BINDER
FOLD AND PASTE HERE
• formulate questions about and identify needs and problems related to • design and make mechanical devices that change the direction and
structures and mechanisms in the outdoor environment, and explore speed of an input to produce a desired output and that perform a useful
possible answers and solutions; function;
• plan investigations for some of these answers and solutions, identifying • formulate questions about and identify needs and problems related to
variables that need to be held constant to ensure a fair test and identify structures and mechanisms in the environment, and explore possible
ing criteria for assessing solutions; answers and solutions;
• use appropriate vocabulary, including correct science and technology • plan investigations for some of these answers and solutions, identifying
terminology, in describing their investigations and observations; variables that need to be held constant to ensure a fair test and
• compile data gathered through investigation in order to record and identifying criteria for assessing solutions;
present results, using tally charts, tables, and labelled graphs produced • use appropriate vocabulary, including correct science and technology
by hand or with a computer; terminology, in describing their investigations and observations;
• communicate the procedures and results of investigations for specific • compile data gathered through investigation in order to record and
purposes and to specific audiences, using media works, written notes present results, using tally charts, tables, labelled graphs, and scatter
and descriptions, drawings, charts, and oral presentations; plots produced by hand or with a computer;
• design and make a frame structure that can support a load; • communicate the procedures and results of investigations for specific
• make a mechanical system that performs a specific function; purposes and to specific audiences, using media works, written notes
• cut, join, and rearrange pliable and rigid materials to make an object; and descriptions, charts, drawings, and oral presentations.
• describe safety measures to be taken to ensure their own safety and
that of others.
• identify specific considerations in the actual manufacture of a product • make use of the physical and aesthetic properties of natural and
that they have designed and made; manufactured materials when designing a product;
• identify problems that arose in the designing and making of a product, • show awareness of the effect on a design of the unavailability of specific
and indicate how these could have been avoided or how they were materials;
solved; • write a plan outlining the different materials and processes involved in
• describe the consequences of having limited time and materials when producing a product;
making a product; • identify various criteria for selecting a product;
• identify modifications intended to improve the performance, aesthetic • describe modifications that could improve the action of a variety of
appeal, and impact on the environment of a product they designed; devices in the home;
• identify the aesthetic qualities of a product they made, and explain the • show an understanding of the impact of moving mechanisms on the
usefulness of the product to others; environment and on living things;
• assess the effect of modifying a component of a system; • compare qualitatively the effort required to move a load a given distance
• assess the effect of modifying a subsystem that interacts with other using different devices and systems;
subsystems within a system to perform a specific function; • describe how different devices and systems have been used by different
• describe how different mechanisms are designed for a specific purpose cultures to meet similar needs.
or function;
• recognize the advantages and disadvantages of using various mecha-
nisms with respect to the amount of energy they require to move or
lift a given load;
• describe the change in energy transfer that occurs when the number
and the size of gears in a gear system are modified.
Science and Technology: Structures and Mechanisms Learning Continuum
Grade 7 - Structural Strength and Stability Grade 8 - Mechanical Efficiency
by the end of Grade 7, students will: by the end of Grade 8, students will:
• demonstrate an understanding of the relationship between the effective •demonstrate an understanding of the factors that contribute to the
ness of structural forms and the forces that act on and within them; efficient operation of mechanisms and systems;
• design and make a variety of structures, and investigate the relationship •design and make systems of structures and mechanisms, and investi-
between the design and function of these structures and the forces that gate the efficiency of the mechanical devices within them;
act on them; •demonstrate understanding of the factors that can affect the manufac
• demonstrate an understanding of the factors that must be considered in turing of a product, including the needs of the consumer.
the designing and making of products that meet a specific need.
Specific Expectations:
Specific Expectations:
• classify structures as solid (or mass) structures, frame structures, or • explain how forces are transferred in all directions in fluids (Pascal’s law);
shell structures; • describe in quantitative terms the relationship between force, area, and
• demonstrate awareness that the position of the centre of gravity of a pressure;
structure determines whether the structure is stable or unstable; • explain in qualitative terms the relationship between pressure, volume,
• describe, using their observations, ways in which different forces can and temperature when a liquid is compressed or heated and a gas (e.g.,
affect the stability of a structure; air) is compressed or heated;
• demonstrate awareness that the effect of forces acting on a structure • compare the effect of pressure on a liquid with the effect of pressure on
a gas;
under load depends on the magnitude, direction, and point and plane of
• explain, using their observations, how the use of appropriate levers and
application of the forces;
ways of linking the components of fluid systems can improve the
• identify forces within a structure that are affected by forces outside the
performance of the systems;
structure; • investigate and measure forces that affect the movement of an object;
• measure the performance of a structure by comparing its mass with • distinguish between velocity and speed;
the mass of the load it supports.
FOLD AND PASTE HERE
• determine the velocity ratio of devices with pulleys and gears;
• predict the mechanical efficiency of using different mechanical systems.
•use appropriate techniques and materials while making structures that • formulate questions about and identify needs and problems related to the
have mechanisms; efficient operation of mechanical systems, and explore possible answers
• formulate questions about and identify needs and problems related to and solutions;
the strength of structures, and explore possible answers and solutions; • plan investigations for some of these answers and solutions, identifying
• plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identify
variables that need to be held constant to ensure a fair test and identify- ing criteria for assessing solutions;
ing criteria for assessing solutions; • use appropriate vocabulary, including correct science and technology
• use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results;
terminology, to communicate ideas, procedures, and results; • compile qualitative and quantitative data gathered through investigation
• compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts,
in order to record and present results, using diagrams, flow charts, frequency tables, graphs, and stem-and-leaf plots produced by hand or
frequency tables, bar graphs, line graphs, and stem-and-leaf plots with a computer;
produced by hand or with a computer; • communicate the procedures and results of investigations for specific
• communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes
purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations;
and descriptions, charts, drawings, and oral presentations. • design and make a mechanical system that is operated by hydraulic or
pneumatic power;
• select and use appropriate materials and strategies to make a product;
• produce technical drawings and layout diagrams of a structure or a
mechanical system that they are designing, using a variety of resources.
• tell the “story” of a product used every day, identifying the need it • explain how human weight, height, age, sex, and physical capability
meets and describing its production, use, and eventual disposal; affect the design of products;
• investigate ways in which research is done on existing products to • analyse the use of symmetry in the ergonomic design of objects and
systems;
generate new ideas for the products;
• describe how the components and subsystems of a product used by
• recognize the importance of researching needs and opportunities for humans enable the product to function;
sale before proposing ways of developing a product; • identify the kinds of information that assist consumers in making a decision
• recognize that a solution to a problem may result in creating new about buying a product;
problems in other areas, and that a solution to a problem may be found • identify consumer expectations regarding the function and effectiveness
while one is working on solving a problem in another area; of a product, using information collected in a survey they made, and
• identify energy as a significant cost in the manufacturing and use of recognize that expectations may change;
products or systems; • recognize the importance of unbiased testing of control samples and
• produce a work plan that outlines the possible criteria for choosing independent evaluation of the test results before a product is manufactured;
• identify the personal and societal factors that determine whether a product
resources for manufacturing a product that they have designed;
is used;
• describe, using their observations, the function of symmetrical design • evaluate product manuals or help screens, focusing on clarity, thorougness,
in structural and mechanical systems; and general “user-friendliness”, and identify ways of making the
• use their knowledge of materials in designing and making structures product easier to use;
that will stand up to stress; • assess the impact on the environment of the use and disposal of various
• demonstrate how information is organized and stored in a computer products;
system. • explain the economic, social, and environmental factors that can determine
whether a product is manufactured;
• make informed judgements about products designed and made by others;
• evaluate their own designs against the original need, and propose modifica-
tions to improve the quality of the products.
Learning Continuum
Learning Continuum
Science and Technology: Earth and Space Systems Learning Continuum
Grade 1 - Daily and Seasonal Cycles Grade 2 - Air and Water in the Environment
Overall Expectations
by the end of Grade 1, students will: by the end of Grade 2, students will:
• demonstrate an understanding of changes that occur in daily and • demonstrate an awareness of the forms in which water and air
seasonal cycles and of how these changes affect the character- are present in the environment, and describe ways in which
istics, behaviour, and location of living things; living things are affected by water and air;
• investigate changes that occur in a daily cycle and in a seasonal • investigate the visible effects of air and water in the environ-
cycle; ment;
• describe how living things, including humans, adapt to and • describe ways in which clean air and water are vital for meeting
prepare for daily and seasonal changes. the needs of humans and other living things.
Specific Expectations:
Understanding Basic Concepts
• identify the sun as a source of heat and light; • demonstrate an awareness of air as a substance that surrounds
• compare the different characteristics of the four seasons; us and takes up space, and whose movement we feel as wind;
• use units of time related to the earth’s cycles; • describe the movement of air relying on their observations of its
• describe, using their observations, changes in heat and light from effects;
the sun over a period of time. • compare characteristics of and changes in observed air condi-
tions, in both indoor and outdoor environments;
• identify ways in which changes in temperature affect living
things, including themselves;
• recognize that water exists in three states on earth;
• identify and describe forms of moisture in the environment;
• identify the factors that cause things to dry quickly or slowly;
FOLD AND PASTE HERE
• recognize evidence of the water cycle;
• design and construct models of structures that would provide • ask questions about and identify needs or problems arising from
Developing Skills of Inquiry, Design and
protection against local weather conditions; events in the outdoor environment, and explore possible
• ask questions about and identify needs or problems arising from answers and solutions;
observable events in the environment, and explore possible • plan investigations to answer some of these questions or solve
answers and solutions; some of these problems, and describe the steps involved;
• plan investigations to answer some of these questions or solve • use appropriate vocabulary in describing their explorations,
some of these problems; investigations, and observations;
• use appropriate vocabulary in describing their explorations, • record relevant observations, findings, and measurements, using
Communication
investigations, and observations; written language, drawings, concrete materials, and charts;
• record relevant observations, findings, and measurements, using • communicate the procedures and results of explorations and
written language, drawings, concrete materials, and charts; investigations for specific purposes, using drawings,
• communicate the procedures and results of explorations and demonstrations, and oral and written descriptions.
investigations for specific purposes, using demonstrations,
drawings, and oral and written descriptions.
• identify outdoor human activities that are based on the seasons • predict and describe how local weather conditions affect living
and examine some of the solutions humans have found to make things, including themselves;
it possible to engage in these activities out of season; • describe the different uses of water and identify some that are
Relating Science and Technology
to the World Outside the School
• identify characteristics of clothing worn in different seasons and essential for maintaining our health;
make appropriate decisions about clothing for different environ- • identify sources of drinking water;
mental conditions; • recognize that clean water is an increasingly scarce resource in
• identify features of houses that help keep us sheltered and many parts of the world and that the water we use is part of
comfortable throughout daily and seasonal cycles; our environment and should be used wisely;
• describe changes in the characteristics and behaviour of living • demonstrate awareness of the ways in which the disposal of
things that occur on a daily basis; waste water can affect our health and the health of other living
• describe changes in the characteristics, behaviour, and location things.
of living things that occur in seasonal cycles;
• describe ways in which humans modify their behaviour to adapt
to changes in temperature and sunlight during the day.
Science and Technology: Earth and Space Systems Learning Continuum
Grade 3 - Soils in the Environment Grade 4 - Rocks, Minerals and Erosion
by the end of Grade 3, students will: by the end of Grade 4, students will:
• demonstrate an understanding of the similarities and differences • demonstrate an understanding of the physical properties of rocks and
between various soils and the effects of moving water on soils; minerals and the effects of erosion on the landscape;
• investigate the components of various soils, and describe the effects of • investigate, test, and compare the physical properties of rocks and
moving water on these soils; minerals and investigate the factors that cause erosion of the landscape;
• recognize the dependence of humans and other living things on soil and • describe the effects of human activity on physical features of the
recognize its importance as a source of materials for making useful landscape, and examine the use of rocks and minerals in making con-
objects. sumer products.
Specific Expectations:
Specific Expectations:
• describe, using their observations, the various components within a • describe the difference between minerals (composed of the same
sample of soil; substance throughout) and rocks (composed of two or more minerals);
• describe, using their observations, the differences between sand, clay, • classify rocks and minerals according to chosen criteria, relying on their
humus, and other soil components, and compare and describe soil observations;
samples from different locations; • recognize that there are three classes of rocks: igneous, sedimentary,
• compare the absorption of water by different earth materials, and and metamorphic;
describe the effects of moisture on characteristics of the materials; • compare different rocks and minerals from the local environment with
• describe, using their observations, how different earth materials are rocks and minerals from other places;
affected by moving water; • describe the effects of wind, water, and ice on the landscape, and
• compare different ways in which plant roots grow through the soil; identify natural phenomena that cause rapid and significant changes in
• describe through experimentation how soil can be separated into its the landscape;
different components. • investigate and describe ways in which soil is formed from rocks;
PUNCH HOLES AND INSERT INTO BINDER
• identify and describe rocks that contain records of the earth’s history,
and explain how they were formed.
FOLD AND PASTE HERE
• ask questions about organisms and events in the outdoor environment • follow procedures that ensure their safety by covering rock samples with
and identify needs of organisms that arise from these events, and a cloth when chipping and by wearing safety goggles;
explore possible answers to these questions and ways of meeting these • test and compare the physical properties of minerals;
needs; • formulate questions about and identify needs and problems related to
• plan investigations to answer some of these questions or find ways of objects and events in the environment, and explore possible answers
meeting these needs, and explain the steps involved; and solutions;
• use appropriate vocabulary in describing their investigations, explora- • plan investigations for some of these answers and solutions, identifying
tions, and observations; variables that need to be held constant to ensure a fair test and
• record relevant observations, findings, and measurements, using identifying criteria for assessing solutions;
written language, charts, and drawings; • use appropriate vocabulary, including correct science and technology
• communicate the procedures and results of investigations for specific terminology, in describing their investigations and observations;
purposes and to specific audiences, using drawings, demonstrations, • compile data gathered through investigation in order to record and
simple media works, and oral and written descriptions. present results, using tally charts, tables, and labelled graphs produced
by hand or with a computer;
• communicate the procedures and results of investigations for specific
purposes and to specific audiences, using media works, oral presenta-
tions, written notes and descriptions, drawings, and charts.
• identify living things found in the soil; • distinguish between natural features of the landscape and those that are
• demonstrate awareness of the importance of recycling organic the result of human activity;
materials in soils; • determine positive and negative effects of human alteration of the
• recognize the importance of understanding different types of soil and landscape;
their characteristics; • identify ways in which soil erosion can be controlled or minimized;
• describe how the use of different soils affects the growth of indoor • design, build, and test a system to control the effects of soil erosion;
plants; • identify the many uses of rocks and minerals in manufacturing, and in
• describe ways of using soil materials to make useful objects, and arts and crafts;
investigate, through manipulation, ways of shaping clay to make useful • conduct their investigations of the outdoor environment in a responsible
objects. way and with respect for the environment.
Science and Technology: Earth and Space Systems Learning Continuum
Grade 5 - Weather Grade 6 - Space
by the end of Grade 5, students will: by the end of Grade 6, students will:
• demonstrate an understanding of the major climatic factors and patterns • demonstrate an understanding of the patterns of change observable on
associated with weather; earth as a result of the movement of the different bodies in the solar
• investigate the major climatic factors associated with weather, and system and of the physical characteristics of the different components of
design, construct, and test a variety of instruments for recording various the solar system;
features of the weather; • investigate, using models and simulations, the relationship between the
• examine how weather forecasts influence decisions concerning human sun, earth, and moon, the patterns of change observable on earth that
activity and how humans have adapted to a variety of weather condi- result from the movement of these bodies, and the physical characteris-
tions. tics of the different components of the solar system;
• describe technological and scientific advances that enable humans to
study space, and explain how these advances have affected the quality
of life on earth.
Specific Expectations:
Specific Expectations:
• explain the difference between weather and climate and the factors that • describe the physical characteristics of components of the solar system
influence both of these systems; - the sun, planets, natural satellites, comets, asteroids, and meteoroids;
• recognize large-scale and local weather systems; • identify the bodies in space that emit light (stars) and those that reflect
• predict local weather patterns using data from their own observations of light;
weather and from weather reports; • describe, using models or simulations, the features of the moon’s
• explain the formation of clouds and the effects of different cloud surface;
formations on weather and climate; • identify cycles in nature and describe the changes within the cycles;
• describe the water cycle in terms of evaporation, condensation, and • describe, using models or simulations, how the earth’s rotation causes
precipitation; the cycle of day and night, and how the earth’s revolution causes the
• identify patterns in air movement; cycle of the seasons;
PUNCH HOLES AND INSERT INTO BINDER
• describe the ways in which energy from the sun affects weather • recognize major constellations visible at night and describe the origins
conditions; of their names;
• identify the effects of air pressure; • describe, using models or simulations, the effects of the relative motion
• compare outdoor air movement with indoor air movement. and positions of the earth, moon, and sun;
FOLD AND PASTE HERE
follow safety procedures when observing the sun.
• design, construct, and test a variety of weather instruments; • construct a device that could have been used to tell time before
• formulate questions about and identify needs and problems related to mechanical clocks were invented;
objects and events in the environment, and explore possible answers • formulate questions about and identify needs and problems related to
and solutions; objects and events in the environment, and explore possible answers
• plan investigations for some of these answers and solutions, identifying and solutions;
variables that need to be held constant to ensure a fair test and • plan investigations for some of these answers and solutions, identifying
identifying criteria for assessing solutions; variables that need to be held constant to ensure a fair test and
• use appropriate vocabulary, including correct science and technology identifying criteria for assessing solutions;
terminology, in describing their investigations and observations; • use appropriate vocabulary, including correct science and technology
• compile data gathered through investigation in order to record and terminology, in describing their investigations and observations;
present results, using tally charts, tables, and labelled graphs produced • compile data gathered through investigation in order to record and
by hand or with a computer; present results, using tally charts, tables, labelled graphs, and scatter
• communicate the procedures and results of investigations for specific plots produced by hand or with a computer;
purposes and to specific audiences, using media works, oral presenta- • communicate the procedures and results of investigations for specific
tions, written notes and descriptions, drawings, and charts. purposes and to specific audiences, using media works, written notes
and descriptions, charts, graphs, drawings, and oral presentations.
• describe ways in which weather conditions affect the activities of • describe how humans have improved the tools and techniques used in
humans and other animals; space exploration;
• explain how climatic and weather conditions influence the choice of • identify Canadians who have contributed to space science and
materials used for building shelters; technology;
• explain how advances in technology and science have enabled humans • explain how astronauts meet their basic needs in space;
to make predictions about the weather; • identify the technological tools and devices needed for space explora-
• understand and explain the importance of weather forecasts for people tion;
in certain occupations; • recognize problems arising from space exploration;
• recognize how the movement of large-scale air masses affects regional • identify and describe past and present-day contributions of astronomy
weather in Ontario; to the quality of human life;
• explain how weather conditions influence activities and events related • identify the ways in which the development of materials and technology
to science and technology. for space exploration has led to the use of new technologies and
materials on earth.
Science and Technology: Earth and Space Systems Learning Continuum
Grade 7 - The Earths Crust Grade 8 - Water Systems
by the end of Grade 7, students will: by the end of Grade 8, students will:
demonstrate an understanding of the composition of the earths crust, demonstrate an understanding of how the earths water systems were
and describe how changes in the earths crust result from both internal formed, the similarities and differences among them, and how they
and external processes; influence the climate and weather of the region in which they are
investigate the formation of the physical features of the earths crust; located;
identify the factors that must be considered in making informed investigate the major features of the earths water resources and the
decisions about land use and explain their importance. effects of large bodies of water on global climate and ecosystems;
examine how humans use resources from the earths different water
systems and identify the factors involved in managing these resources
for sustainability.
Specific Expectations:
Specific Expectations:
describe the composition of the earths crust; identify the various states of water on the earths surface and the conditions
classify rocks and minerals, using their observations, according to their under which they exist;
describe the distribution and circulation of water on the earth;
characteristics and method of formation; compare the formation of geological features on the ocean floor and the formation
distinguish between rocks and minerals and describe the differences in of lakes and rivers;
their composition; compare the physical characteristics of salt water with those of fresh water;
identify the geological processes involved in rock and mineral formations; explain how salinity differs in bodies of fresh and salt water;
explain the rock cycle; describe wave formation and the effects of waves on coastal features;
explain, using simulations or models, how certain geological features affect the
describe the process of soil formation by relating the various meteorologi- height of tides;
cal, geological, and biological processes involved; describe, for their geographical area, the direction of water flow and its relation-
describe, using simulations or models, the processes involved in ship to the Continental Divide (the watershed boundary for North America);
mountain formation and in the folding and faulting of the earths surface; investigate, through observation, the effects of changes in temperature on
analyse, through observation, evidence of geological change; convection currents in water;
investigate how large bodies of water affect the weather and climate of an area;
describe, using simulations or models, the origin and history of natural describe factors that affect glaciers and polar ice-caps, and describe the effects
features of the local landscape; of glaciers and polar ice-caps on the environment;
.OLD AND PASTE HERE
explain the causes of some natural events that occur on or near the investigate, using simulations or models, the movement of ocean currents and
earths surface. their impact on regional climates.
investigate the effect of weathering on rocks and minerals; formulate questions about and identify needs arising from events
formulate questions about and identify needs and problems arising from relating to the earths water, and explore possible answers to these
events relating to the earths crust, and explore possible answers and questions and ways of meeting these needs;
solutions; plan investigations for some of these answers and solutions, identifying
plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and
variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
identifying criteria for assessing solutions; use appropriate vocabulary, including correct science and technology
use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and result;
terminology, to communicate ideas, procedures, and results; compile qualitative and quantitative data gathered through investigation
compile qualitative and quantitative data gathered through investigation in order to record and present results, using diagrams, flow charts,
in order to record and present results, using diagrams, flow charts, frequency tables, bar graphs, line graphs, and stem-and-leaf plots
frequency tables, bar graphs, line graphs, and stem-and-leaf plots produced by hand or with a computer;
produced by hand or with a computer; communicate the procedures and results of investigations for specific
communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, written notes
purposes and to specific audiences, using media works, written notes and descriptions, charts, graphs, drawings, and oral presentations.
and descriptions, charts, graphs, drawings, and oral presentations.
identify the factors that must be considered in making informed evaluate human use of water and the economic and environmental
decisions about land use; effects of that use;
investigate some of the ways in which humans have altered the explain the different stages involved in processing water for use by
landscape to meet their needs and assess the environmental and humans;
economic consequences; evaluate the positive and negative effects on the earths water supply of
identify earth resources used by humans to manufacture products and the development of natural resources;
discuss what happens to the products when they are no longer useful; describe technological innovations that have facilitated and improved
explain how the characteristics of soil determine its use; scientific research into oceans;
recognize and explain the importance of knowledge of the different analyse factors that affect the productivity and distribution of animal
types and characteristics of soil in determining its suitability for specific species in marine and fresh water environments;
uses; compare the diversity of living organisms in salt water with that in fresh
assess the importance of soil conservation; water;
describe how humans are affected by natural events and how technol- explain how the geological features of the ocean floor interact with ocean
ogy has helped humans adapt to these events; currents to influence the productivity of the oceans and affect marine life;
identify past and present-day applications of technologies that have identify ways in which humans have tried to contain damage caused by
contributed to the study of geology; water;
recognize that the earth provides us with geothermal energy. explain how changes in the water table relate to the water cycle;
discuss the technologies used to extract and secure oil and natural gas
from the ocean floor and the possible economic and environmental costs
and benefits.
Learning Continuum
Learning Continuum
Social Studies: Heritage and Citizenship Learning Continuum
Grade 1- Relationships and Responsibilites Grade 2- Traditions and Celebrations
Overall Expectations by the end of Grade 1, students will: by the end of Grade 2, students will:
• identify significant people, places, and events in their lives, and • demonstrate an understanding that Canada is a country of many
some significant people in Canada in the past and present; cultures;
• create simple timelines to describe changes over time; • describe family history and traditions as they relate to being
•describe the roles and responsibilities of various family members, Canadian;
as well as of other people in their school and neighbourhood. • describe contributions made by individuals and groups to the
local community.
Specific Expectations:
• identify important past and present relationships in their lives; • demonstrate an understanding that communities may be made
• identify important people in Canada in both the past and present; up of many cultures;
• describe significant places in their lives; • demonstrate an understanding that traditions are passed down
• identify significant events in their lives; from parents and grandparents;
Understanding Concepts
• describe simple patterns that influence their daily lives; • identify ways in which heritage and traditions are passed on;
• demonstrate an understanding of the need for rules and • identify the cultural origins of various families’ members;
responsibilities; • identify the significant features of various family cultures;
• identify and describe the rights and responsibilities of family • describe a family history by identifying major events;
members; • describe the contributions each family makes to the community.
• identify rules in the home, at school, and in the community;
• recognize and describe consequences of events and actions that
affect their lives;
• demonstrate an understanding of rights and responsibilities in a
FOLD AND PASTE HERE
way that shows respect for the rights and property of other
people.
• use appropriate vocabulary to describe their inquiries and • use appropriate vocabulary to describe their inquiries and
observations; observations;
• ask questions to gain information and explore alternatives; • ask questions to gain information and explore alternatives;
Developing Inquiry / Research
• locate information from primary sources and secondary sources; • locate simple information about family history and traditions
and Communication Skills
• sort and classify information; from primary sources and secondary sources;
• construct and read for specific purposes concrete, pictorial, and • sort and classify information, using more than one attribute;
simple maps, graphs, charts, and diagrams; • make and read a variety of graphs, charts, diagrams, maps, and
• present the results of focused inquiries, using simple models for specific purposes;
demonstrattions, drawings, and oral and written descriptions. • communicate the results of inquiries for specific purposes, using
simple demonstrations, drawings, and oral and written descrip-
tions.
• identify factors that might cause rules to change and describe • identify the contributions that various cultures have made to the
Skills in Various Contexts
the changes; community;
• identify an area of concern and contribute to a school activity • construct a timeline identifying the history of a family member or
Applying Concepts and
connected with it; a special person, orally, pictorially, and in written form;
• explain how rules and responsibilities may change over time; • construct a simple family tree identifying members of a family;
• order a sequence of events orally and with pictorial symbols; • share family traditions with members of the class;
• create a simple timeline to show relevant family history. • identify community celebrations that reflect their own heritage
and Canadian identity.
Social Studies: Heritage and Citizenship Learning Continuum
Grade 3- Pioneer Life Grade 4- Medieval Times
by the end of Grade 3, students will: by the end of Grade 4, students will:
• identify early settlers and their origins, and describe their lives and • identify the distinguishing features of medieval society;
contributions; • describe the impact of Christianity, the Crusades, Islamic culture, and
• identify the contributions of Aboriginal peoples to early settlement; the Magna Carta on medieval society;
• describe changes that have occurred in their communities since the • describe the ways in which medieval society has influenced modern
time of the early settlers. Western society.
Specific Expectations:
• identify the countries of origin of the pioneers who settled in Upper • identify some of the significant events that occurred during medieval
Canada; times;
• identify the areas of early settlement in Upper Canada; • describe the various roles of people in medieval society;
• identify the Aboriginal peoples located in Upper Canada at the time of • describe the manor system and identify the hierarchy (lord, dame,
first settlement;
knight, squire);
• describe the routes pioneers took to arrive at their destinations in Upper
Canada; • identify the reasons for the Crusades and describe their impact on
PUNCH HOLES AND INSERT INTO BINDER
• explain how the St. Lawrence River and Great Lakes were important to medieval society;
the settlement of Upper Canada; • describe the influences of Christianity on medieval society;
FOLD AND PASTE HERE
• explain how the pioneers used natural resources; • explain the impact of Islamic culture on medieval society;
• describe the influence of Aboriginal peoples and pioneers in the area of • describe some design and construction methods of medieval buildings.
farming methods;
• identify the contributions of Aboriginal peoples to pioneer settlement;
• describe Aboriginal communities prior to pioneer settlement;
• describe the major components of a pioneer village or settlement;
• describe the lifestyles of male and female pioneers, and the various roles
of individuals in a pioneer settlement.
• use appropriate vocabulary to describe their inquiries and observations; • use appropriate vocabulary to describe their inquiries and observations;
• ask questions to gain information and explore alternatives; • ask pertinent questions to gain information;
• locate key information about pioneer communities from primary sources • locate relevant information from a variety of sources;
and secondary sources; • analyse, clarify, and interpret information about the social, political, and
• collect and evaluate information about human and environmental economic structure of medieval society;
interactions during the early settlement period; • construct and read a variety of graphs, charts, diagrams, maps, and
• make and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes;
models for specific purposes; • communicate information, using media works, oral presentations, written
• communicate information, using media works, oral presentations, notes and descriptions, and drawings.
written notes and descriptions, and drawings.
• locate and label the pioneers’ countries of origin on a world map; • compare a medieval community to their own community;
• locate and label pioneer settlements on a map of Upper Canada; • compare environmental causes of pollution in medieval times and today;
• trace the routes taken by early settlers on a world map; • use medieval symbols and mythological creatures to create a shield or
• compare and contrast the lives of pioneer and present-day children of family coat of arms;
similar ages; • identify stories and legends from medieval times that are still popular
• compare and contrast life in a pioneer settlement with that in their own today;
community; • compare the impact of Christianity and of Islamic culture on medieval
• compare and contrast buildings in a pioneer settlement with those of the society.
present day;
• compare tools used by the pioneers to today’s tools;
• investigate pioneer diet and compare it to that of present-day people;
• compare past and present techniques of processing products;
• identify significant heritage symbols on the Canadian coat of arms.
Social Studies: Heritage and Citizenship Learning Continuum
Grade 5- Early Civilizations Grade 6- Aboriginal Peoples and European Explorers
by the end of Grade 5 students will: by the end of Grade 6, students will:
• identify ways in which the natural environment shaped the cultures of • identify ways in which the environment molded Canadian Aboriginal
various early civilizations; cultures;
• identify physical and social needs of people in early civilizations and • identify early explorers and describe their impact on the development of
compare the ways in which these needs were met; Canada;
• describe how the knowledge developed by early civilizations has • demonstrate an understanding of the social, political, and economic
affected modern society. issues facing Aboriginal peoples in Canada today.
Specific Expectations:
• identify major early civilizations; •demonstrate an understanding of the theories related to the origin of
• demonstrate an understanding of the basic features of early civilizations; the Aboriginal peoples;
PUNCH HOLES HERE AND INSERT INTO BINDER
• demonstrate an understanding of the interrelationships between early • describe the relationship between Aboriginal peoples and their environ-
civilizations and the environment; ment;
• demonstrate an understanding of the nature of the governments and of • describe how the Algonquian and Iroquoian nations contributed to the
the class structures of early civilizations; development of Canada;
• demonstrate an understanding of some of the values and beliefs on • identify early explorers who established settlements in Canada and
which life in early civilizations was based; explain the reasons for their exploration;
• demonstrate an understanding of how values and beliefs in early • identify technological developments and cultural factors that led to the
civilizations affected people’s daily lives; exploration of North America;
• identify some of the major scientific and technological achievements of • identify some of the consequences of Aboriginal and European interac-
early civilizations; tions .
• identify and compare the distinguishing features of early civilizations;
• describe myths and legends of various early civilizations;
• identify and compare design and technology in early civilizations.
• use appropriate vocabulary to describe their inquiries and observations; • use appropriate vocabulary to describe their inquiries and observations;
• formulate questions to serve as a guide to gathering information about • formulate questions to serve as a guide to gathering information;
early civilizations; • ask pertinent questions to gain information;
• locate relevant information from a variety of sources; • locate relevant information about the rlationship between the environ-
• construct and read a wide variety of graphs, charts, diagrams, maps, ment and Aboriginal lifestyles, using primary sources and secondary
and models for specific purposes; sources;
• communicate information about early communities, using media works, • analyse, clarify, and interpret information;
oral presentations, written notes and descriptions, drawings, tables, • construct and read a variety of graphs, charts, diagrams, maps, and
charts, maps, and graphs. models for specific purposes;
• communicate information, using media works, oral presentations, written
notes and descriptions, and drawings, tables, charts, maps, and graphs.
• examine how environment, society, and technology were related in early •describe early explorers’ perceptions of Aboriginal peoples’ way of life;
civilizations; • identify current concerns of Aboriginal peoples;
• examine the impact of early civilizations on modern civilizations; • describe the current relationship between the government of Canada and
• compare maps of early civilizations with modern maps of the same area; the Aboriginal peoples;
• map the locations of early Mediterranean, African, Asian, and Central/ • identify the contributions of Aboriginal peoples to the political and social
South American civilizations; life of Canada;
• apply knowledge of grids, symbols, and direction when mapping the • describe the challenges of present-day explorers and compare them to
locations of important features of an area; the challenges of early explorers.
• use contour lines to represent elevation on maps;
• compare design and technology in early civilizations with those in
modern Canada.
Learning Continuum
Social Studies: Canada and World Connections Learning Continuum
Grade 1- The Local Community Grade 2- Features of Communities Around
Overall Expectations
the World
By the end of Grade 1, students will: By the end of Grade 2, students will:
• demonstrate an understanding that a local community is made •demonstrate an understanding that the world is made up of
up of groups of people; countries where people have both similar and different lifestyles;
• locate the distinguishing physical features of their community; • use maps and globes to locate countries as part of a compara-
• describe how people in the community interact to meet basic tive study of families from countries from different continents;
needs. •describe how the environment affects the ways in which needs
are met.
Specific Expectations:
• demonstrate an understanding of basic personal and family •demonstrate an understanding that the world contains many
needs; countries, including Canada;
• identify how their basic needs are met; •demonstrate an understanding of the relationship between
• identify buildings in their community and their uses; location and climate;
• identify the occupations of some people in the community; •identify the ways in which climate affects how needs are met in
• show an understanding of how these people are important to different communities around the world;
Understanding Concepts
meeting their needs and ensuring their safety; •demonstrate an understanding that there are similarities and
• identify the buildings in which these people work and describe differences in the ways communities around the world meet
the tools and vehicles they use; their needs;
• identify safe places in the community; • identify similarities and differences between their community
• identify ways in which people travel around the community; and communities in other parts of the world.
• identify events, places, and celebrations significant to them;
• describe how families and friends in the community interact.
FOLD AND PASTE HERE
• use appropriate vocabulary to describe their inquiries and •use appropriate vocabulary to describe their inquiries and
Developing Inquiry / Research
observations; observations;
and Communication Skills
• ask simple questions to gain information about their local •ask simple questions and use a variety of means for obtaining
community; information about communities around the world;
• locate basic information about their local community from • interpret data and draw simple conclusions;
pictures, maps, print materials, and other media sources; •sort and classify information using more than one criterion;
• sort and classify basic information about people in their local •construct and read a variety of graphs, charts, diagrams, maps,
community; and models for specific purposes;
• communicate the results of inquiries concerning their local •communicate information, using media works, oral presenta-
community, using simple demonstrations, drawings, and oral tions, and written notes and descriptions.
and written descriptions.
Developing Map and Globe
• make and read simple models and maps of familiar areas in their •use symbols, colour, and cardinal directions (i.e., N, S, E, W) on
local community; maps of Canada and other countries;
• use non-standard units to measure distance on a map; •identify the earth as a sphere and half the earth as a hemsphere;
• demonstrate an understanding of scale, that is, give the reasons •demonstrate an understanding that the globe is a model of the
for using small objects to represent large ones on a map. earth;
•identify the equator and polar regions on a map and/or globe;
Skills
•use legends and recognize pictorial symbols on simple maps;
•use cardinal directions when locating and recording information;
•locate their local community, as well as Toronto, Ontario,
Canada, and the various countries studied on a globe or map.
• construct a simple model of their local community, using small • record information on charts or data bases related to children
objects to represent large ones; around the world, including countries of origin, languages, food,
Skills in Various Contexts
• recall and record specific information about themselves, their clothing, homes, and games;
Applying Concepts and
school, and their community; • describe some everyday items and identify the countries of
• identify and describe routes within the school, using familiar origin of these items;
symbols and landmarks; • describe places observed through the media, comparing their
• describe the route to school, using familiar landmarks and climates and regions with respect to weather, homes, food,
symbols; clothing, and activities;
• use their own symbols on a map to identify buildings and places • identify factors that influence choice of clothing;
in their local community. • describe long distances in terms of travel time;
• compare symbols that represent the countries studied with
symbols of their own country.
Social Studies: Canada and World Connections Learning Continuum
Grade 3- Urban and Rural Communities Grade 4- The Provinces and Territories of Canada
by the end of Grade 3, students will: by the end of Grade 4, students will:
• identify distinguishing features of urban and rural communities; • describe the distinguishing physical features of regions within the
• describe some possible relationships between communities and natural provinces and territories;
environments; • identify how different regions are interdependent;
• demonstrate awareness of the possible similarities and differences among • demonstrate an awareness of the various relationships within and
people, places, and environments. between Canadian regions.
Specific Expectations:
• demonstrate an understanding of the characteristics of urban (industrial, •identify the characteristics of the physical regions of Ontario;
residential, commercial) communities; •identify and describe the main features of a river system;
•demonstrate an understanding of the significance of the St. Lawrence
• demonstrate an understanding of the characteristics of rural (fishing,
River and the Great Lakes systems;
PUNCH HOLES AND INSERT INTO BINDER
farming, forestry, mining) communities; • identify Ontario’s major natural resources and their uses;
• describe the interaction between people and the environment; •identify and describe types of communities in each physical region of
• demonstrate an understanding of why people live where they do. Ontario;
•demonstrate an understanding of the exchanges that occur between the
FOLD AND PASTE HERE
regions of Ontario;
•identify the physical regions of Canada (Appalachians, Hudson Bay
lowlands, Arctic lowlands, Great Lakes/St. Lawrence lowlands, interior
plains, Cordilleras);
•describe and compare the physical environments of these regions;
•identify the natural resources necessary to create Canadian products and
the provinces from which they originate;
•demonstrate an understanding of the exchanges that occur between
provinces;
•demonstrate an understanding of the characteristics of the provinces;
•identify the levels (legislative, executive, and judicial) of provincial
government;
•demonstrate an understanding of how provincial governments are elected;
•identify ways in which the provincial government is involved in provision of
services.
• use appropriate vocabulary to describe their inquiries and observations; • use appropriate vocabulary to describe their inquiries and observations;
• ask questions and explore a variety of means to obtain information; • formulate questions to facilitate the gathering and clarifying of
• locate key information about urban and rural communities from primary information on study topics;
sources and secondary sources; • locate key information about natural resources and their uses from
• sort and classify information about communities to identify issues, solve primary sources and secondary sources;
problems, and make decisions; • sort and classify information to identify issues, solve problems, and make
• construct and read graphs, charts, diagrams, maps, and models for decisions;
specific purposes; • construct and read a wide variety of graphs, charts, diagrams, maps, and
• communicate information, using media works, oral presentations, written models for specific purposes;
notes and descriptions, drawings, tables, charts, maps, and graphs. • communicate information about regions, using media works, oral
presentations, written notes and descriptions, drawings, tables, charts,
maps, and graphs.
• make and use large maps of rural and urban communities, using familiar • locate and label provinces, territories, and capital cities within each region
on a map of Canada;
units of measure;
• identify Ottawa as the capital of Canada;
• identify the Canadian provinces, territories, and their capitals on a map; • locate and label the Great Lakes and other major bodies of water and
• consult map legends when looking for selected features; waterways on a map of Ontario;
• recognize that different colours on maps indicate different things. • identify symbols used to outline boundaries (international, national,
provincial);
• locate and label the physical regions of Canada on a map;
• use cardinal and intermediate directions, non-pictorial symbols, and colour
on a map to locate and describe physical regions;
• use number and letter grids to locate places on base maps and road maps,
and in atlases;
• use pictorial symbols to represent natural resources on a map;
• use latitude and longitude to describe location;
• utilize special purpose maps;
• create sketch maps of familiar places, using symbols for places and routes.
• describe ways in which they and their families use the natural environ- • identify relationships between Ontario and the other provinces and
ment; territories in a variety of fields;
• compare the characteristics of their community to those of a different • compare two or more regions, investigating their physical environments
community; and exchange of goods and services;
• describe the ways in which people interact with other communities; • construct maps of the provinces and territories, showing major
• identify some products that Ontario sells to other provinces or territories. roadways, railways, and cities;
• locate on a map community boundaries and adjacent communities within
a region;
• construct maps of transportation routes between local communities
within a region;
• investigate a cause-and-effect relationship between the environment and
the economy in a province or territory;
• research an Arctic community and analyse the impact of technology on
the lives of its citizens.
Social Studies: Canada and World Connections Learning Continuum
Grade 5- Aspects of Government in Canada Grade 6- Canada and Its Trading Partners
by the end of Grade 5, students will: by the end of Grade 6, students will:
• describe the functions and interactions of different levels of government • describe the ways in which Canada is connected to the rest of the world
in Canada; through trade;
• identify and describe the electoral process; • identify current distinguishing features of the United States, and of at
• describe how immigrants become Canadian citizens. least one other trading partner from another region of the world;
• describe Canada’s connection to the United States and at least one
country from another region of the world.
Specific Expectations:
• identify the structure of Canada’s federal government; • identify some of Canada’s major trading partners;
• demonstrate an understanding of the components of the federal • demonstrate an understanding of the different connections Canada
government; shares with its trading partners;
PUNCH HOLES AND INSERT INTO BINDER
• identify the connections among the three levels of government; • identify products that Canada imports and exports;
• identify the characteristics of different systems of government; • identify the countries to which Canada exports goods;
• demonstrate an understanding of how governments are elected in • identify the countries from which Canada imports goods;
Canada; • describe Canada’s involvement in the Commonwealth, Francophonie,
• identify services provided by the federal government; Organization of American States (OAS), and Asian Pacific Economic
• demonstrate an understanding of the rights of Canadians, including those Community (APEC);
specified in the Charter of Rights; • identify Canada’s connections to the United States through media, trade,
• demonstrate an understanding that for every right there is a responsibil- immigration, culture, technology, tourism, history, and geography;
ity; • demonstrate an understanding of the current distinguishing features of
• describe how immigrants apply for citizenship and become Canadian the United States;
citizens; • demonstrate an understanding of the distinguishing features of a country
• identify the significance of early Canadian Members of Parliament; in another region.
• identify current political leaders (local, provincial, and federal);
• demonstrate an understanding of the significance of Canada’s official
buildings and symbols
• use appropriate vocabulary to describe their inquiries and observations; • use appropriate vocabulary to describe their inquiries and observations;
• formulate questions to facilitate the gathering and clarifying of • formulate questions to facilitate the gathering and clarifying of
information on specific topics; information on study topics;
• locate relevant information about the electoral process from primary • locate relevant information about Canada’s exports and imports from a
sources and secondary sources; variety of primary sources and secondary sources;
• sort and classify relevant information to test hypotheses and make • analyse, classify, and interpret information about the various regions of
comparisons; the United States and at least one other trading partner from another
• construct and read a wide variety of graphs, charts, diagrams, maps, and region of the world;
models for specific purposes; • construct and read a wide variety of graphs, charts, diagrams, maps, and
• communicate information, using media works, oral presentations, written models for specific purposes;
notes and descriptions, drawings, and tables. • communicate information about the various regions of the United States
and a country from another region of the world, using media works, oral
presentations, written descriptions, illustrations, tables, charts, maps,
and graphs.
• create sketch maps to show the relative positions of places;
• use shading/colour to indicate variations in characteristics;
• use time zones to identify time differences among trading partners.
• compare Canada’s system of government with other systems of govern- • identify outstanding contributions of Canadians from various
ment found around the world; backgrounds to the global community through dance, sports, music,
• research ways in which the three levels of government work together. literature, art, science, and technology;
• describe how sharing of goods and culture between Canada and other
countries can influence the lifestyles of Canadians;
• describe influences Canada has on other countries;
• describe the influences of other countries on contemporary Canada;
• identify countries to which Canada has contributed assistance;
• demonstrate an understanding of the possible reasons for the
presence of Canadian peacekeepers in other countries;
• identify other contributions Canada makes to the global community.
Learning Continuum
History: Grade 7
Overall Expectations New rance
New FFrance
France British North America Conflict and Change
by the end of Grade 7, students will: by the end of Grade 7, students will: by the end of Grade 7, students will:
•describe the origin and development of •describe the origin and development of •demonstrate an understanding of the nature
French settlement in North America; English settlement in Canada in the late of change and conflict, methods of creating
• demonstrate an understanding of how the eighteenth century; change, and methods of resolving conflicts;
early French Canadian communities adapted • demonstrate an understanding of the • describe the causes, personalities, and
to the challenges of their new land; strategies used by early settlers to adapt to results of the rebellions of 1837 in Upper
• describe the relationships among the the challenges of their new land; and Lower Canada;
various cultural groups in North America. • demonstrate an understanding of the • evaluate the social, economic, political, and
significance of the War of 1812 for legal changes that occurred as a result of the
Canadian/American relations. rebellions.
Specific Expectations: By the end of Grade 7, students will:
•describe the early European and Aboriginal •demonstrate an understanding of the •demonstrate an understanding of the nature
settlement patterns in North America; reasons for the early settlement of English of change and conflict, identify types of
•demonstrate an understanding of why Canada; conflict, and present strategies for conflict
people came to live in New France; • describe the different groups of people who resolution;
•demonstrate an understanding of economic, took part in the Loyalists’ migration and • demonstrate an awareness of the major
political, and social life in New France; identify their areas of settlement; sources of conflict that led to the rebellions
Understanding Concepts
•demonstrate an understanding of the • explain Canada’s involvement in the of 1837 in Upper and Lower Canada;
interactions between the French and the “underground railway”; • describe the role of key personalities
Aboriginal peoples; • demonstrate an understanding of life in involved in the rebellions and the methods
•demonstrate an understanding of the English Canada; they used to bring about change;
rivalries between the French and English in • describe the major causes and personalities • describe the rebellions of 1837 in Upper and
North America and Europe; of the War of 1812; Lower Canada and their impact on ordinary
•describe the impact of the events related to • describe the impact of the War of 1812 on people;
Ste. Marie Among the Hurons; the development of Canada; • explain the major political changes that
•describe the major causes, results, and • identify the achievements and contributions Resulted from the rebellions and their impact
personalities of the Seven Years’ War in of Sir John Graves Simcoe. on the Canadas.
North America;
•explain the impact of the Battle of the Plains
of Abraham;
•describe the effects of the expulsion of the
Acadians on the Acadians themselves, and
on French/English relations;
•describe the impact of the Treaty of Paris
and the Quebec Act from both the English
and French points of view.
•use appropriate vocabulary to describe their •use appropriate vocabulary to describe their •use appropriate vocabulary to describe their
inquiries and observations; inquiries and observations; inquiries and observations;
•formulate questions to facilitate gathering •formulate questions to facilitate research in •formulate questions to facilitate research on
and clarifying information; specific areas; issues and problems;
•
Developing Inquiry / Research
locate relevant information about how early
settlers met the challenges of the new land •locate relevant information about how early •locate relevant information about key
and Communication Skills
in a variety of primary sources and settlers met the challenges of the new land, personalities involved in the rebellions from
secondary sources; using a variety of sources; a variety of sources;
•analyse, synthesize, and evaluate historical • analyse, synthesize, and evaluate historical • analyse, synthesize, and evaluate historical
information; information; information;
•analyse and describe conflicting points of • analyse and describe conflicting points of • examine and communicate conflicting points
view about an historical event, giving view about a series of historical events; of view about an historical issue;
examples of fact and opinion; • construct and interpret a wide variety of • construct and interpret a wide variety of
•construct and interpret a wide variety of
graphs, charts, diagrams, maps, and models graphs, charts, diagrams, maps, and models
graphs, charts, diagrams, maps, and models
to organize and interpret information; to organize and interpret information; to organize and interpret information;
•communicate the results of inquiries for • communicate the results of inquiries for • communicate the results of inquiries for
specific purposes and audiences, using specific purposes and audiences, using specific purposes and audiences, using
media works, oral presentations, written media works, oral presentations, written media works, oral presentations, written
notes and reports, drawings, tables, charts, notes and reports, drawings, tables, charts, notes and descriptions, drawings, tables,
and graphs. and graphs. charts, and graphs.
•describe fur traders, using current business •trace the historical development of their own •describe the impact of political unrest and
Skills in Various Contexts
Applying Concepts and
terms, as Canadian entrepreneurs. community. change in the Maritimes during the rebel-
lions in Upper and Lower Canada;
• examine and communicate methods of
conflict resolution employed in everyday life:
at home, at school, in the community;
• compare strategies of conflict resolution
used at home and at school to strategies
used historically.
History: Grade 8
Confederation The Development of Western Canada:A Changing Society
Overall Expectations Canada
by the end of Grade 8, students will: by the end of Grade 8, students will: by the end of Grade 8, students will:
•demonstrate an understanding of the • demonstrate an understanding of the growth • demonstrate an understanding of how
factors that contributed to Canada’s and development of the West from the diverse groups and individuals have
Confederation; points of view of the Canadian government, contributed to the historical, cultural, and
• analyse and describe current issues and Aboriginal peoples, Metis, and new economic development of Canada;
their potential impact on Confederation today; immigrants;
i • analyse and describe the conflicts and
• demonstrate an understanding of the • analyse and describe the conflicts and changes involving Canadians from Confed-
diverse groups and individuals who changes that occurred in the Canadian West eration to 1918;
contributed to the formation and growth of in the nineteenth century; • demonstrate an understanding of the impact
Canada. • demonstrate an understanding of how of World War I on Canada and the world
diverse groups and individuals have community.
contributed to the growth and development
of the Canadian West.
.
Specific Expectations: By the end of Grade 8 students will:
•demonstrate an understanding of the social, • demonstrate an understanding of the • demonstrate an understanding of factors
political, and economic make-up of the factors that led to the settlement of the contributing to change in a society;
British North American colonies in the Canadian West;
• demonstrate an understanding of how the
industrial revolution changed Canadian
1860s; • describe the everyday life of various groups society;
• identify external and internal factors leading in Western Canada at the time of settlement • identify and describe the achievements of
Canadians who have contributed significantly
Understanding Concepts
to Confederation; by Europeans;
• demonstrate an understanding of the roles o • describe the causes, results, and personali- to the development of Canada and the world;
of the key individuals and main events ties of the Red River Rebellion of 1870 and • identify and demonstrate an understanding of
major developments that affected the
leading to Confederation; the North West Rebellion of 1885; working conditions of Canadian workers;
• identify the colonies that joined Confedera • describe the role played by the North West • describe the impact of the Indian Act of
tion and their dates of entry (1867 – Mounted Police in the opening of the West 1876 on Aboriginal peoples;
Ontario, Quebec, New Brunswick, Nova and identify some of the significant • identify major developments in the changing
Scotia; 1870 – Manitoba, as a province, personalities associated with this role; role of children in the Canadian workforce;
• identify major developments and personali-
and North West Territories, as a territory; • describe the significance of the Canadian ties in the women’s rights movement, and
1871 – British Columbia; 1873 – Prince Pacific Railway in Canada’s expansion and demonstrate an understanding of the
Edward Island; 1898 – Yukon, as a identify the key individuals and groups changing role of women in Canadian society;
territory; 1905 – Alberta and Saskatch (Chinese workers) whose efforts led to the • identify features of Canada’s immigration
ewan; 1949 – Newfoundland). railway’s completion; policy in the nineteenth century;
• identify and explain the effects of post- • demonstrate an understanding of Canada’s
participation in World War I and the
Confederation immigration on the develop- contributions of war veterans to Canada and
ment of Western Canada; to world history;
• demonstrate an understanding of the effect • demonstrate an understanding of the impact
that the discovery of gold and new wheat of the war on the veterans, their families,
strains had on the economy of the early Canada as a whole, specific groups within
the country, and the world.
Canadian West.
• use appropriate vocabulary to describe their • use appropriate vocabulary to describe their • use appropriate vocabulary to describe their
inquiries and observations; inquiries and observations; inquiries and observations;
•formulate questions to facilitate research on • formulate questions to facilitate research on • formulate questions to facilitate research on
Developing Inquiry / Research
issues and problems; issues and problems; particular topics;
and Communication Skills
• locate relevant information about the • locate relevant information, using a variety • locate relevant information, using a variety of
regional interests of each colony, using a of sources; sources;
variety of sources; • analyse, synthesize, and evaluate historical • analyse, synthesize, and evaluate historical
• analyse, synthesize, and evaluate historical information; information;
information; • analyse and describe conflicting points of • analyse and describe conflicting points of
• analyse and describe conflicting points of view about an historical event; view about an historical issue;
view about an historical issue; • communicate the results of inquiries for • communicate the results of inquiries for
• construct and interpret a wide variety of specific purposes and audiences, using specific purposes and audiences, using
graphs, charts, diagrams, maps, and models media works, political cartoons, oral media works, political cartoons, oral
to organize and interpret information; presentations, written notes and reports, presentations, written notes and reports,
• communicate the results of inquiries for drawings, tables, charts, and graphs. drawings, tables, charts, and graphs.
specific purposes and audiences, using
media works, political cartoons, oral
presentations, written notes and descrip
tions, drawings, tables, charts, and graphs.
Skills in Various Contexts
Applying Concepts and
• identify the contributions of each political • describe the changing roles of the North • describe and evaluate the effects of technol-
region to Canadian Confederation today; West Mounted Police (Royal Canadian ogy on Canadian society;
• identify recent developments in Confedera- Mounted Police); • describe how events in the Canadian labour
tion. • identify references made to Canada’s movement have influenced workers today;
historical development in Canadian art and • demonstrate an understanding of significant
music. changes made to Canada’s immigration
policy;
• interview new Canadians to determine their
attitudes towards their new home and
towards Canada’s immigration policies.
Learning Continuum
Learning Continuum
Learning Continuum
Geography: Grade 7
Overall Expectations The Themes of Geographic Inquiry Patterns in Physical Geography Natural Resources
by the end of Grade 7, students will: by the end of Grade 7, students will: by the end of Grade 7, students will:
• demonstrate an understanding of geographic • explain how patterns are useful to the study • demonstrate an understanding of how
inquiry; of geography; Canada’s natural resources have contributed
• use the five themes of geography (location/ • identify and explain patterns in physical to its economic development;
place, environment, region, interaction, geography; • identify factors that affect the use and value
movement) to focus their inquiries; • demonstrate an understanding of how of natural resources;
• use a variety of geographic representations, physical patterns affect human activity. • demonstrate an understanding of how
tools, and technologies to gather, process, human activity affects people and the
and communicate geographic information. environment.
Specific Expectations: By the end of Grade 7 students will:
• identify themes that geographers use to • recognize pattern as an important concept • demonstrate an understanding that people
organize their inquiries: location/place, in geography; use renewable, non-renewable, and flow
environment, region, interaction, and
• identify and explain how land-forms are resources in a variety of ways to meet their
used to delineate regions;
movement; • identify and describe world land-form needs;
• demonstrate an understanding of the place/ patterns; • identify the pattern that exists in the
location theme (i.e., a “place” is defined by • identify and describe world climate patterns; distribution and use of natural resources
Understanding Concepts
unique physical and human characteristics; • demonstrate an understanding that climate throughout the world;
“ location” means where a place is and where patterns result from the interaction of • demonstrate an understanding of how
several factors: latitude, altitude, global
it is relative to other places); wind systems, air masses, proximity to technology has affected natural resources;
• demonstrate an understanding of the large bodies of water, ocean currents; • demonstrate an understanding of the
environment theme; • identify, through investigation, the effects of concept of sustainable development and its
• demonstrate an understanding of the region natural phenomena on people and the implications for the environment;
theme (i.e., a region is a part of the earth’s environment; • describe the influence of natural resources
• demonstrate an understanding that natural
surface that has similar characteristics; the vegetation patterns result from the interac- on any country.
concept of “region” helps to simplify tion of several factors: temperature,
complex ideas); precipitation, soil types, competition for
• demonstrate an understanding of the available nutrients;
interaction theme; • identify major river systems of the world
and describe their drainage patterns as
• demonstrate an understanding of the either dendritic or trellis;
movement theme. • describe the correlation between physical
patterns and types of crops;
• demonstrate an understanding of three
types of agriculture (subsistence, commer-
cial, specialized) and their relation to
climate, topography, and soil;
• identify the six major factors which
influence commercial agriculture: location,
climate, raw materials, market, labour, and
transportation.
• use appropriate vocabulary to describe their • use appropriate vocabulary, including • use appropriate vocabulary, including
inquiries and observations; correct geographic terminology to describe correct geographic terminology, to describe
• formulate comparative and speculative their inquiries and observations; their inquiries and observations;
Developing Inquiry, Research
and Communication Skills
questions to identify issues and define • formulate comparative and speculative • formulate comparative and speculative
problems for research purposes; questions to guide the research of a topic of questions to identify issues and define
• locate relevant information from a variety of study concerning physical patterns; problems regarding study topics;
primary sources and secondary sources; • locate relevant information from a variety of • locate and record relevant information from
• analyse, synthesize, and evaluate data by primary sources and secondary sources; a variety of primary sources and secondary
applying a decision-making model to an
• analyse, synthesize, and evaluate data; sources;
environmental issue;
• construct a wide variety of graphs, charts, • analyse, synthesize, and evaluate data;
• produce a wide variety of graphs, charts,
diagrams, and models for different diagrams, maps, and models to organize • construct a wide variety of graphs, charts,
purposes; information; diagrams, maps, and models to organize
• communicate the results of inquiries stating • communicate the results of inquiries for information;
different points of view on an issue using specific purposes and audiences, using • communicate the results of inquiries for
media works, oral presentations, written media works, oral presentations, written specific purposes and audiences, using
notes and reports, drawings, tables, charts, notes and descriptions, drawings, tables, media works, oral presentations, written
and graphs. charts, and graphs. notes and reports, drawings, tables, charts,
and graphs.
Map and Globe
• produce maps for a variety of purposes. • identify patterns in physical geography, • map locations of Canada’s natural resources;
using thematic maps; • identify patterns of natural resources, using
Skills
• make and interpret climate graphs; thematic maps.
• draw cross-sectional diagrams.
• produce a report on current environmental • investigate and describe how specialized • produce a report on the factors that affect
Skills in Various Contexts
Applyihng Concepts and
events in the news; forms of agriculture relate to world patterns the availability of natural resources in the
• communicate an understanding that various of land-forms, climate, and vegetation; future;
individuals and groups have different • construct and compare climate graphs; • present and defend a point of view on how
opinions on environmental issues; investigate and describe the process a resource should be used.
• identify and describe regions where natural involved in growing, harvesting, and
hazards exist; processing a plantation crop.
• organize and present a report on the
emergency procedures followed to respond
to an environmental disaster.
Geography: Grade 8
Overall Expectations Patterns in Human Geography Economic Systems Migration
by the end of Grade 8, students will: by the end of Grade 8, students will: by the end of Grade 8, students will:
• identify and explain patterns in human • demonstrate an understanding of economic • identify factors that affect migration and
geography and describe how human systems and the factors that influence mobility;
activities are affected by these patterns; them; • demonstrate an understanding of the ways
• demonstrate an understanding of employ- • describe the economic relationship between in which cultures are affected by migration;
ment patterns and trends; Canada and the global community; • describe patterns and trends in migration
• use a variety of geographic representations, • use a variety of geographic representations, and their effects on Canada.
tools, and technologies to gather, process, tools, and technologies, to gather, process,
and communicate geographic information. and communicate geographic information.
Specific Expectations: By the end of Grade 8 students will:
• identify the three main patterns of settle- • demonstrate an awareness of the funda- • demonstrate an understanding that migration
ment: linear, scattered, and clustered; mental elements of an economic system: results from decisions people make about
Understanding Concepts
• demonstrate an understanding of the what goods are produced; how they are conditions and events around them;
factors affecting population distribution; produced; for whom they are produced; and • identify factors that influence people to move
• identify and describe the characteristics how they are distributed; away from a place;
common to places of high population • demonstrate an awareness of the character- • identify factors that influence people to move
density and the characteristics common to istics of basic economic systems, as well as to another place;
places of low population density; recognition that most countries like Canada • identify barriers to migration;
• demonstrate an understanding of how site have a mixed economy that includes • identify the components of culture that can
and situation influence settlement; features from more than one system; be affected by migration;
• identify and describe the types of land use; • demonstrate an understanding of how • identify global distribution patterns of various
• demonstrate an understanding of the terms economic resources influence the economic cultures;
describing population characteristics; success of a region; • demonstrate an understanding of the effects
• demonstrate an understanding of the • identify and give examples of the three that migration has had on the development
correlation between population characteris- major types of industries (i.e., primary/ of Canada.
tics; resource, secondary/manufacturing, tertiary/
• demonstrate an understanding of the service), and describe how the distribution
factors affecting urbanization, industrializa- of these industries has changed;
tion, transportation, and improvements in • demonstrate an understanding of the
agriculture. manufacturing system, and describe how
mechanization and technology have
changed the Canadian economy.
• use appropriate vocabulary to describe their • use appropriate vocabulary to describe their • use appropriate vocabulary to describe their
inquiries and observations; inquiries and observations; inquiries and observations;
Developing Inquiry, Research
and Communication Skills
• formulate questions that synthesize various • ask questions that synthesize various • formulate questions that synthesize various
sources of information and points of view; sources of information and points of view; sources of information and points of view;
• locate relevant information from a variety of • locate relevant information from a variety of • locate relevant information from a variety of
sources; sources; primary sources and secondary sources;
• analyse, synthesize, and evaluate data; • analyse, synthesize, and evaluate data; • construct a wide variety of graphs, charts,
• construct a variety of graphs, charts, • construct a wide variety of graphs, charts, diagrams, and models to organize informa-
diagrams, and models to organize informa- diagrams, and models to organize informa- tion;
tion; tion; • communicate the results of inquiries for
• communicate the results of inquiries for • communicate the results of inquiries for specific purposes and audiences, using
specific purposes and audiences, using specific purposes and audiences, using media works, oral presentations, written
media works, oral presentations, written media works, oral presentations, written notes and reports, drawings, tables, charts,
notes and reports, illustrations, tables, notes and reports, drawings, tables, charts, and graphs.
charts, and graphs. and graphs.
Map and Globe
• produce a variety of maps for specific • identify patterns in the area of economics, • identify patterns in migration, using thematic
purposes. using thematic maps. maps.
Skills
Skills in Various Contexts
Applyihng Concepts and
• compare the characteristics of developed • identify the top trading countries in the • use a decision-making model to select an
and developing countries; world and the reasons for their success; ideal place to live in or visit, and present this
• identify some employment and workplace • investigate and describe the advantages and decision to other members of the class;
issues and describe their impact on the disadvantages of economic associations • describe how technology has improved
present-day Canadian work force; such as the North American Free Trade mobility.
• research job trends and predict the skills Agreement and the European Economic
needed to meet the challenges of the future. Community;
• describe the impact of a new industry on the
economy of a region.
Learning Continuum
Related docs
