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The Ontario Curriculum (TOC) Grade 8
GRADE 8 ENGLISH..................................................................................................................................... 2
ORAL COMMUNICATION ................................................................................................................................... 2
READING .......................................................................................................................................................... 4
WRITING........................................................................................................................................................... 7
MEDIA LITERACY ........................................................................................................................................... 11
GRADE 8 FRENCH .................................................................................................................................... 14
OVERALL EXPECTATIONS ............................................................................................................................... 14
SPECIFIC EXPECTATIONS: ORAL COMMUNICATION......................................................................................... 14
SPECIFIC EXPECTATIONS: READING ................................................................................................................ 14
SPECIFIC EXPECTATIONS: WRITING ................................................................................................................ 14
SPECIFIC EXPECTATIONS: GRAMMAR, LANGUAGE CONVENTIONS, AND VOCABULARY .................................. 14
GRADE 8 MATH ........................................................................................................................................ 15
MATHEMATICAL PROCESS EXPECTATIONS ..................................................................................................... 15
NUMBER SENSE AND NUMERATION ............................................................................................................... 16
MEASUREMENT .............................................................................................................................................. 17
GEOMETRY AND SPATIAL SENSE .................................................................................................................... 18
PATTERNING AND ALGEBRA ........................................................................................................................... 19
DATA MANAGEMENT AND PROBABILITY ........................................................................................................ 21
GRADE 8 SCIENCE ................................................................................................................................... 22
UNDERSTANDING LIFE SYSTEMS: CELLS ............................................................................................. 22
UNDERSTANDING STRUCTURES AND MECHANISMS: SYSTEMS IN ACTION .................................... 24
UNDERSTANDING MATTER AND ENERGY: FLUIDS ............................................................................ 26
UNDERSTANDING EARTH AND SPACE SYSTEMS: WATER SYSTEMS ................................................ 27
GRADE 8 HISTORY .................................................................................................................................. 29
CONFEDERATION ............................................................................................................................................ 29
THE DEVELOPMENT OF WESTERN CANADA ................................................................................................... 31
CANADA: A CHANGING SOCIETY .................................................................................................................... 32
GRADE 8 GEOGRAPHY ........................................................................................................................... 34
PATTERNS IN HUMAN GEOGRAPHY ................................................................................................................ 34
ECONOMIC SYSTEMS ...................................................................................................................................... 35
MIGRATION .................................................................................................................................................... 36
GRADE 8 HEALTH & PHYSICAL EDUCATION ................................................................................. 37
LIVING SKILLS ................................................................................................................................................ 37
ACTIVE LIVING ............................................................................................................................................... 39
MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES ................................................................. 41
HEALTHY LIVING ............................................................................................................................................ 44
GRADE 8 MUSIC ....................................................................................................................................... 49
GRADE 8 VISUAL ARTS .......................................................................................................................... 51
GRADE 8 DANCE....................................................................................................................................... 54
GRADE 8 DRAMA ..................................................................................................................................... 56
LEARNING SKILLS .................................................................................................................................. 58
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The Ontario Curriculum (TOC) Grade 8
Grade 8 English
Oral Communication
Overall 1. listen in order to understand and respond appropriately in a
8e1 Expectations variety of situations for a variety of purposes;
Overall 2. use speaking skills and strategies appropriately to
8e2 Expectations communicate with different audiences for a variety of purposes;
3. reflect on and identify their strengths as listeners and
Overall speakers, areas for improvement, and the strategies they found
8e3 Expectations most helpful in oral communication situations.
Purpose
1.1 identify a range of purposes for listening in a variety of
situations, formal and informal, and set goals appropriate to
specific listening tasks (e.g., to evaluate the effectiveness of the
arguments on both sides of a class debate on an environmental,
1. Listening to social, or global issue; to respond to feedback in peer
8e4 Understand conferences and student/teacher conferences)
Active Listening Strategies
1.2 demonstrate an understanding of appropriate listening
behaviour by adapting active listening strategies to suit a wide
variety of situations, including work in groups (e.g., follow the
conversation and make relevant contributions in a group
1. Listening to discussion; express interest in what is being said by commenting
8e5 Understand and questioning)
Comprehension Strategies
1.3 identify a variety of listening comprehension strategies and
use them appropriately before, during, and after listening in order
to understand and clarify the meaning of increasingly complex
and challenging oral texts (e.g., use background knowledge
about the structure of oral texts such as debates, interviews,
speeches, monologues, lectures, and plays to make predictions
and identify important ideas while listening; ask questions for
clarification or further information; use a range of note-taking
1. Listening to strategies to keep track of or summarize important points; use
8e6 Understand self-questioning to monitor understanding of what is being said)
Demonstrating Understanding
1.4 demonstrate an understanding of the information and ideas
in increasingly complex and difficult oral texts in a variety of ways
(e.g., compare views about an oral text with two other
classmates and prepare a joint summary to present to the class;
cite details from an oral text to support their opinions about it in a
1. Listening to small-group discussion; use visual art, music, or drama to
8e7 Understand represent important ideas in an oral text)
Making Inferences/Interpreting Texts
1.5 develop and explain interpretations of oral texts using the
language of the text and oral and visual cues to support their
interpretations
Teacher prompt: “Why might different audiences interpret the
1. Listening to same oral text in different ways? Give examples to support your
8e8 Understand opinion.”
Extending Understanding
1.6 extend understanding of oral texts, including increasingly
complex or difficult texts, by connecting, comparing, and
contrasting the ideas and information in them to their own
1. Listening to knowledge, experience, and insights; to other texts, including
8e9 Understand print and visual texts; and to the world around them (e.g.,
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The Ontario Curriculum (TOC) Grade 8
respond in role as a character from an oral text while being
interviewed by another student; discuss similarities and
differences between oral and print texts on the same topic,
focusing on specific elements such as the accuracy and
relevance of information; debate the wisdom of the choices
made by a historical personage depicted in an oral biography,
based on ideas about what their own choices might have been)
Analysing Texts
1.7 analyse a variety of complex or challenging oral texts in order
to identify the strategies that have been used to inform,
persuade, or entertain, and evaluate the effectiveness of those
strategies (e.g., compare the tone and the ideas emphasized in
speeches about non-smoking regulations by a tobacco company
1. Listening to representative and a person with asthma and suggest how each
8e10 Understand approach would influence an audience)
Point of View
1.8 explain what the use of irony or satire in an oral text reveals
about the speaker ‟s purpose and perspective
Teacher prompts: “What cues help you to recognize the use of
1. Listening to irony or satire in a text?” “How does recognizing irony or satire
8e11 Understand help you to understand what is being said?”
Presentation Strategies
1.9 identify a wide variety of presentation strategies used in oral
texts, evaluate their effectiveness, and suggest other strategies
that might have been as effective or more so (e.g., compare two
oral presentations, with a focus on the effectiveness of the
presentation strategies used by each speaker)
Teacher prompt: “Did the speakers use facial expressions, vocal
1. Listening to effects, and body language appropriately? Did the use of these
8e12 Understand strategies make the message more convincing?”
Purpose
2.1 identify a range of purposes for speaking in a variety of
situations, both straightforward and more complex, and explain
how the purpose and intended audience might influence the
choice of speaking strategies (e.g., to introduce a speaker; to
support the resolution in a debate; to dramatize a favourite
2. Speaking to poem; to explain a complex procedure to an individual or group;
8e13 Communicate to work towards the solution to a problem with a partner)
Interactive Strategies
2.2 demonstrate an understanding of appropriate speaking
behaviour in most situations, using a variety of speaking
strategies and adapting them to suit the purpose and audience
(e.g., paraphrase different points of view on an issue to clarify
alternative perspectives; affirm the contributions of others before
2. Speaking to responding; avoid making highly personal remarks in public or in
8e14 Communicate formal situations)
Clarity and Coherence
2.3 communicate in a clear, coherent manner, using a structure
and style appropriate to the purpose, the subject matter, and the
intended audience (e.g., combine logic with an appeal to emotion
in a charity fund-raising speech; use a cause-andeffect structure
2. Speaking to in a report on the rise of a political movement or the emergence
8e15 Communicate of a contentious Aboriginal issue)
Appropriate Language
2.4 use appropriate words, phrases, and terminology from the full
range of their vocabulary, including inclusive and non-
2. Speaking to discriminatory language, and a range of stylistic devices, to
8e16 Communicate communicate their meaning effectively and engage the interest
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The Ontario Curriculum (TOC) Grade 8
of their intended audience (e.g., use imagery, figurative language
such as similes and analogies, and other stylistic elements such
as idioms and onomatopoeia to evoke a particular mood in a
dramatic monologue or an appeal for support)
Vocal Skills and Strategies
2.5 identify a range of vocal effects, including tone, pace, pitch,
volume, and a variety of sound effects, and use them
appropriately and with sensitivity towards cultural differences to
communicate their meaning (e.g., use changes in pitch to
2. Speaking to differentiate voices in a storytelling session; use tone and volume
8e17 Communicate to clarify implied messages in a rap poem)
Non-Verbal Cues
2.6 identify a variety of non-verbal cues, including facial
expression, gestures, and eye contact, and use them in oral
communications, appropriately and with sensitivity towards
cultural differences, to help convey their meaning (e.g., rehearse
2. Speaking to and use hand gestures and increased volume to emphasize
8e18 Communicate points during a formal presentation)
Visual Aids
2.7 use a variety of appropriate visual aids (e.g., photographs,
multimedia, diagrams, graphs, charts, costumes, props,
artefacts) to support and enhance oral presentations (e.g., use a
chart to clarify the order of events in a report about a scientific
2. Speaking to breakthrough; use a video clip from an animated cartoon to show
8e19 Communicate how sound is used to complement the image)
Metacognition
3.1 identify what strategies they found most helpful before,
during, and after listening and speaking and what steps they can
take to improve their oral communication skills
Teacher prompts: “What listening strategies help you to
3. Reflecting on contribute effectively in a group discussion?” “What questions do
Oral you ask yourself to check whether you are understanding what is
Communication being said?” “Can you identify the most effective elements in
Skills and your oral presentation? How do you know they were effective?”
8e20 Strategies “What would you do differently next time?”
3. Reflecting on Interconnected Skills
Oral 3.2 identify how their skills as viewers, representers, readers,
Communication and writers help them improve their oral communication skills
Skills and Teacher prompt: “How does your experience of creating media
8e21 Strategies texts help you understand oral texts?”
Reading
1. read and demonstrate an understanding of a variety of literary,
Overall graphic, and informational texts, using a range of strategies to
8e22 Expectations construct meaning;
2. recognize a variety of text forms, text features, and stylistic
Overall elements and demonstrate understanding of how they help
8e23 Expectations communicate meaning;
Overall
8e24 Expectations 3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for
Overall improvement, and the strategies they found most helpful before,
8e25 Expectations during, and after reading.
Variety of Texts
1. Reading for 1.1 read a wide variety of increasingly complex or difficult texts
8e26 Meaning from diverse cultures, including literary texts (e.g., short stories,
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The Ontario Curriculum (TOC) Grade 8
novels, poetry, essays, science fiction, memoirs, scripts, satire),
graphic texts (e.g., graphs and graphic organizers, charts and
tables, surveys, maps, spreadsheets), and informational texts
(e.g., essays, Canadian and global print and online sources,
electronic texts, textbooks, dictionaries, thesauri, websites,
transcripts)
Purpose
1.2 identify a variety of purposes for reading and choose
increasingly complex or difficult reading materials appropriate for
those purposes (e.g., several online or print articles by the same
author to identify consistency or change in the author ‟s point of
view; websites for information on a topic from different sources;
1. Reading for stories from different cultures, including Aboriginal cultures, to
8e27 Meaning compare treatments of similar themes)
Comprehension Strategies
1.3 identify a variety of reading comprehension strategies and
use them appropriately before, during, and after reading to
understand increasingly complex or difficult texts (e.g., activate
prior knowledge on a topic through dialogue or by developing
mind maps; use visualization and comparisons with images in
other texts or media to clarify impressions of characters, scenes,
or concepts; ask questions to monitor and clarify understanding;
1. Reading for identify important ideas; synthesize ideas to broaden
8e28 Meaning understanding)
Demonstrating Understanding
1.4 demonstrate understanding of increasingly complex and
difficult texts by summarizing important ideas and explaining how
the details support the main idea (e.g., theme or argument and
supporting evidence in reviews, essays, plays, poems; key
information and related data in public documents, online and
1. Reading for print reference articles, manuals, surveys, graphs, tables and
8e29 Meaning charts, websites, transcripts)
Making Inferences/Interpreting Texts
1.5 develop and explain interpretations of increasingly complex
or difficult texts using stated and implied ideas from the texts to
support their interpretations
Teacher prompt: “How do the stated and unstated messages in
1. Reading for the dialogue between these characters complicate the plot of this
8e30 Meaning story? What details in the dialogue support your interpretation?”
Extending Understanding
1.6 extend understanding of texts, including increasingly complex
or difficult texts, by connecting the ideas in them to their own
knowledge, experience, and insights, to other texts, and to the
world around them
Teacher prompts: “Do you have knowledge or experiences that
affect the way you interpret the author‟s message?” “How does
1. Reading for the author‟s approach differ from the approach in other articles
8e31 Meaning you have read on this topic?”
Analysing Texts
1.7 analyse a variety of texts, including complex or difficult texts,
and explain how the various elements in them contribute to
meaning and influence the reader‟s reaction (e.g., narrative:
rising action holds attention and creates suspense; report on an
investigation: the opening paragraph tells the reader about the
purpose, goals, and audience for the report)
Teacher prompts: “Why does the author spend so much time
1. Reading for describing the preparation for the race?” “How does the
8e32 Meaning information in the opening paragraph help you understand the
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The Ontario Curriculum (TOC) Grade 8
rest of the report?”
Responding to and Evaluating Texts
1.8 evaluate the effectiveness of a text based on evidence taken
from that text
Teacher prompts: “Were the instructions for doing the
experiment clear and easy to follow? Why or why not?” “Were
the author‟s arguments well supported by credible evidence? Did
the arguments make sense? Why, or why not?” “Identify three
1. Reading for uses of imagery in the poem and explain how they help the poet
8e33 Meaning communicate the theme effectively.”
Point of View
1.9 identify the point of view presented in texts, including
increasingly complex or difficult texts; give evidence of any
biases they may contain; and suggest other possible
perspectives (e.g., determine whether an environmental
argument should include an economic perspective or an
economic argument should include an environmental
perspective)
1. Reading for Teacher prompt: “How will the addition of another perspective
8e34 Meaning affect the impact or appeal of the text?”
Text Forms
2.1 analyse a variety of text forms and explain how their
particular characteristics help communicate meaning, with a
focus on literary texts such as a memoir (e.g., the author‟s
personality and/or special experience of the subject are an
important part of the narrative, even if the author is not the
subject of the narrative), graphic texts such as a map (e.g., the
different colours for land and water help readers understand
what geographical features they are looking at), and
2. informational texts such as a magazine article (e.g., sidebars
Understanding allow minor themes to be developed in detail without interrupting
8e35 Form and Style the main narrative)
Text Patterns
2.2 analyse increasingly complex texts to identify different types
of organizational patterns used in them and explain how the
2. patterns help communicate meaning (e.g., a “before-and-
Understanding after”comparison in an advertisement; time order and cause and
8e36 Form and Style effect in an online magazine or newspaper article)
Text Features
2.3 identify a variety of text features and explain how they help
communicate meaning (e.g., tree diagrams, tables, endnotes,
and “Works Cited”or “References” lists help readers locate
2. information and understand its context)
Understanding Teacher prompt: “What do the types of sources in the
8e37 Form and Style „References‟ list tell you about the author‟s research?”
Elements of Style
2.4 identify a range of elements of style – including symbolism,
irony, analogy, metaphor, and other rhetorical devices – and
explain how they help communicate meaning and enhance the
effectiveness of texts (e.g., the use of dramatic irony, in which
2. the audience understands the implications of words or actions
Understanding better than the characters do themselves, can create humour or
8e38 Form and Style a sense of foreboding)
Reading Familiar Words
3.1 automatically read and understand most words in a wide
3. Reading range of reading contexts (e.g., words from grade-level texts;
8e39 With Fluency terminology used in discussions and posted in the classroom;
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The Ontario Curriculum (TOC) Grade 8
words from shared-, guided-, and independent-reading texts,
electronic texts, and resource material used in the curriculum
subject areas)
Reading Unfamiliar Words
3.2 predict the meaning of and rapidly solve unfamiliar words
using different types of cues, including:
• semantic (meaning) cues (e.g., base words, prefixes, suffixes,
phrases, sentences, and visuals that activate existing knowledge
of oral and written language);
• syntactic (language structure) cues (e.g., word order and the
relationship between words, language patterns, punctuation);
• graphophonic (phonological and graphic) cues (e.g., familiar
words within larger words, syllables within larger words,
similarities between words with known spelling patterns and
unknown words)
Teacher prompt: “Read to the end of the paragraph and see if
the context will help you solve the word. Is the word essential to
3. Reading your understanding? If so, reread and see if you can solve the
8e40 With Fluency word by…”
Reading Fluently
3.3 read appropriate texts with expression and confidence,
adjusting reading strategies and reading rate to match the form
3. Reading and purpose (e.g., orally read to entertain a younger class, using
8e41 With Fluency suitable emphasis, intonation, and phrasing)
Metacognition
4.1 identify the strategies they found most helpful before, during,
and after reading and explain, in conversation with the teacher
and/or peers or in a reader‟s notebook/reflective journal, how
they can use these and other strategies to improve as readers
Teacher prompts: “What strategies do you use most consistently
to help you understand a new text?” “What types of questions do
4. Reflecting on you ask yourself to help you monitor your reading?” “What „fix-up‟
Reading Skills strategies do you use when you don‟t understand?” “What
8e42 and Strategies strategies do you use confidently and effectively?”
4.2 explain, in conversation with the teacher and/or peers or in a
reader‟s notebook/reflective journal, how their skills in listening,
speaking, writing, viewing, and representing help them make
sense of what they read
Teacher prompts: “Did watching the television program about
space exploration help you when you were reading the
newspaper reports of the space probe?” “How does creating
4. Reflecting on online texts help you read electronic texts?” “What lessons have
Reading Skills you learned as a writer/listener that will make you a better
8e43 and Strategies reader?”
Writing
Overall 1. generate, gather, and organize ideas and information to write
8e44 Expectations for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational,
Overall literary, and graphic forms and stylistic elements appropriate for
8e45 Expectations the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies,
Overall and knowledge of language conventions, to correct errors, refine
8e46 Expectations expression, and present their work effectively;
Overall 4. reflect on and identify their strengths as writers, areas for
8e47 Expectations improvement, and the strategies they found most helpful at
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The Ontario Curriculum (TOC) Grade 8
different stages in the writing process.
Purpose and Audience
1.1 identify the topic, purpose, and audience for more complex
writing forms (e.g., a personal memoir about the school
experience to share with classmates, family, and friends at
graduation; a report on a topic of current interest in the style of a
1. Developing newspaper article, including headlines, for a school or
and Organizing community newspaper; a campaign flyer or brochure to promote
8e48 Content a candidate for school government)
1. Developing Developing Ideas
and Organizing 1.2 generate ideas about more challenging topics and identify
8e49 Content those most appropriate to the purpose
Research
1.3 gather information to support ideas for writing, using a variety
of strategies and a wide range of print and electronic sources
(e.g., produce a plan and timeline for carrying out research tasks;
interview people with knowledge of the topic; identify and use
1. Developing graphic and multimedia resources; record sources used and
and Organizing information gathered in a form that makes it easy to understand
8e50 Content and retrieve)
Classifying Ideas
1.4 sort and classify ideas and information for their writing in a
1. Developing variety of ways that allow them to manipulate information and
and Organizing see different combinations and relationships in their data (e.g.,
8e51 Content by using electronic graphic organizers, tables, charts)
Organizing Ideas
1.5 identify and order main ideas and supporting details and
group them into units that could be used to develop a summary,
a debate, or a report of several paragraphs, using a variety of
strategies (e.g., making jot notes; making sketchboard outlines
1. Developing of a procedure or series of events) and organizational patterns
and Organizing (e.g., combined/multiple orders such as order of importance and
8e52 Content cause and effect)
Review
1.6 determine whether the ideas and information they have
1. Developing gathered are relevant, appropriate, and sufficiently specific for
and Organizing the purpose, and do more planning and research if necessary
8e53 Content (e.g., check for depth and breadth of coverage of the topic)
Form
2.1 write complex texts of a variety of lengths using a wide range
of forms (e.g., a memoir of a significant Canadian; a report
comparing the economies of two nations and explaining how a
new industry might affect each nation‟s economy; briefing notes
for an oral debate outlining both sides of an argument, including
appeals to both logic and emotion; a narrative in the style of a
2. Using particular author, adding to or extending a text by that author; an
Knowledge of original satirical, science-fiction, or realistic fiction piece modelled
Form and Style on the structures and conventions of the genre; a free verse or
8e54 in Writing narrative poem, or a limerick)
Voice
2. Using 2.2 establish a distinctive voice in their writing appropriate to the
Knowledge of subject and audience, (e.g., use emotive language to persuade
Form and Style the audience to share their feelings, and explain the effect they
8e55 in Writing think it will have on the audience)
2. Using Word Choice
Knowledge of 2.3 regularly use vivid and/or figurative language and innovative
8e56 Form and Style expressions in their writing (e.g., adjective phrases: The car with
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The Ontario Curriculum (TOC) Grade 8
in Writing the fluorescent red racing stripe; adverb phrases: He walked with
the gait of a sailor; specialized vocabulary and terminology;
analogies and idioms)
Teacher prompt: “Identify three language choices you have
made and explain the effect they will have on a reader.”
Sentence Fluency
2.4 vary sentence types and structures for different purposes
2. Using (e.g., to alter the pace or mood), with a focus on using a range of
Knowledge of relative pronouns (e.g., who, which), subordinate conjunctions
Form and Style (e.g., whenever, because, although), and both the active and
8e57 in Writing passive voice
Point of View
2.5 identify their point of view and other possible points of view,
evaluate other points of view, and find ways to respond to other
2. Using points of view, if appropriate
Knowledge of Teacher prompt: “How can you address in your writing the
Form and Style questions that would come from others who hold a different point
8e58 in Writing of view?”
Preparing for Revision
2.6 identify elements in their writing that need improvement,
selectively using feedback from the teacher and peers, with a
focus on depth of content and appropriateness of tone
Teacher prompts: “Are there any key ideas that are missing or
2. Using need more explanation?” “Does your writing have an identifiable
Knowledge of tone (e.g., sincerity, humour, horror, irony, pathos)? Is the tone
Form and Style appropriate to the subject matter? Does it accurately reflect your
8e59 in Writing point of view?”
Revision
2.7 make revisions to improve the content, clarity, and interest of
their written work, using a variety of strategies (e.g., use sticky
notes while rereading to record questions and ideas; cut and
paste to improve logic of organization; add or substitute words
and phrases, including vocabulary from other subject areas; use
idioms, figurative language, and rhetorical devices such as
analogy to achieve particular effects; adjust sentence length,
type, and complexity to suit the audience and purpose; use
patterns such as repetition with variations to emphasize
2. Using important points and hold the attention of the audience)
Knowledge of Teacher prompt: “Could you use two different sentence lengths
Form and Style and patterns to highlight the two points of view in your
8e60 in Writing argument?”
Producing Drafts
2. Using 2.8 produce revised draft pieces of writing to meet identified
Knowledge of criteria based on the expectations (e.g., adequate development
Form and Style of information and ideas, logical organization, appropriate use of
8e61 in Writing form and style, appropriate use of conventions)
3. Applying
Knowledge of
Language Spelling Familiar Words
Conventions 3.1 spell familiar words correctly (e.g., words from their oral
and Presenting vocabulary, anchor charts, and shared-, guided-, and
Written Work independent-reading texts; words used regularly in instruction
8e62 Effectively across the curriculum)
3. Applying Spelling Unfamiliar Words
Knowledge of 3.2 spell unfamiliar words using a variety of strategies that
Language involve understanding sound-symbol relationships, word
Conventions structures, word meanings, and generalizations about spelling
8e63 and Presenting (e.g., orally emphasize differences in easily confused words:
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The Ontario Curriculum (TOC) Grade 8
Written Work affect/effect, technicality/technically; compare complicated words
Effectively to words with known letter patterns; use knowledge of the history
of a word to help spell it: sheep herder/shepherd; use knowledge
of familiar words to spell technical terms)
3. Applying Vocabulary
Knowledge of 3.3 confirm spellings and word meanings or word choice using a
Language wide variety of resources appropriate for the purpose (e.g.,
Conventions locate entry words, pronunciation keys, prefixes, and information
and Presenting about word origins in online and print dictionaries, including
Written Work thematic dictionaries such as a dictionary of synonyms,
8e64 Effectively antonyms, and homonyms, a science dictionary)
Punctuation
3.4 use punctuation appropriately to communicate their intended
meaning in more complex writing forms, including forms specific
3. Applying to different subjects across the curriculum, with a focus on the
Knowledge of use of: commas to separate introductory phrases from the main
Language part of a sentence and to separate words, phrases, and clauses
Conventions in a series; quotation marks to distinguish words being discussed
and Presenting as words and to indicate titles; ellipses (…) and dashes to
Written Work indicate sentence breaks, ambiguities, or parenthetical
8e65 Effectively statements
3. Applying
Knowledge of
Language
Conventions Grammar
and Presenting 3.5 use parts of speech correctly to communicate their meaning
Written Work clearly, with a focus on subject/verb agreement and the use of
8e66 Effectively nouns, pronouns, adjectives, adverbs, and prepositions
3. Applying
Knowledge of
Language
Conventions Proofreading
and Presenting 3.6 proofread and correct their writing using guidelines
Written Work developed with peers and the teacher (e.g., an editing checklist
8e67 Effectively specific to the writing task)
Publishing
3. Applying 3.7 use a wide range of appropriate elements of effective
Knowledge of presentation in the finished product, including print, script,
Language different fonts, graphics, and layout (e.g., use legible printing and
Conventions cursive writing; use an imaginative text layout, drawings, and a
and Presenting table of contents in a class poetry anthology for the school
Written Work library; use a spreadsheet to display detailed specific
8e68 Effectively information)
3. Applying
Knowledge of Producing Finished Works
Language 3.8 produce pieces of published work to meet identified criteria
Conventions based on the expectations (e.g., adequacy of information and
and Presenting ideas, logic and effectiveness of organization, effective use of
Written Work form and stylistic elements, appropriate use of conventions,
8e69 Effectively effective presentation)
Metacognition
4.1 identify a variety of strategies they used before, during, and
after writing, explain which ones were most helpful, and suggest
future steps they can take to improve as writers (e.g., use a
three-column reflection journal to monitor the writing process:
4. Reflecting on What I learned/How I learned it/How I can use it)
Writing Skills Teacher prompt: “Explain how you used your writer‟s
8e70 and Strategies notebook/journal to help you identify your strengths as a writer
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The Ontario Curriculum (TOC) Grade 8
and your next steps for writing.”
Interconnected Skills
4.2 describe how their skills in listening, speaking, reading,
viewing, and representing help in their development as writers
Teacher prompts: “How does assuming the role of the reader of
your own writing help you revise your writing?” “How do you think
4. Reflecting on listening to oral texts has helped you become a better writer?”
Writing Skills “How can reading texts from different cultures improve your
8e71 and Strategies writing?”
Portfolio
4.3 select pieces of writing that they think reflect their growth and
competence as writers and explain the reasons for their choice
4. Reflecting on
Writing Skills
8e72 and Strategies
Media Literacy
Overall
8e73 Expectations 1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions
Overall and techniques associated with them are used to create
8e74 Expectations meaning;
3. create a variety of media texts for different purposes and
Overall audiences, using appropriate forms, conventions, and
8e75 Expectations techniques;
4. reflect on and identify their strengths as media interpreters and
Overall creators, areas for improvement, and the strategies they found
8e76 Expectations most helpful in understanding and creating media texts.
Purpose and Audience
1.1 explain how a variety of media texts address their intended
purpose and audience (e.g., this stage production based on a
popular novel uses music and lighting to enhance the original
and appeal to its fans; this commercial for a sports car uses fast-
paced editing and rock music to appeal to the target audience –
young, single men and women)
Teacher prompts: “Why might a producer think that yet another
1. version of this well-known story would attract a wide audience?”
Understanding “What kind of driver is this car advertisement designed to appeal
8e77 Media Texts to?”
Making Inferences/Interpreting Messages
1.2 interpret increasingly complex or difficult media texts, using
overt and implied messages as evidence for their interpretations
(e.g., compare the coverage of a lead story in a morning
newspaper to the coverage of that story on the evening news;
compare the order in which news stories are reported on two
different television channels and suggest reasons for the
differences; compare the treatment of a historical figure in a
movie to his or her treatment in a print biography)
Teacher prompts: “Did the newspaper and the television news
program use the same lead story? Why or why not? Did the
different news sources provide different information on the same
1. topic? Did they take a different position?“ “Which historical
Understanding portrait is more convincing? More accurate? More interesting?
8e78 Media Texts Why?”
1. Responding to and Evaluating Texts
8e79 Understanding 1.3 evaluate the effectiveness of the presentation and treatment
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Media Texts of ideas, information, themes, opinions, issues, and/or
experiences in media texts (e.g., explain how a series of
newspaper stories on a controversial issue captured and
maintained their interest; explain the similarities and differences
in the treatment of a particular topic or theme in different media
texts and evaluate the relative effectiveness of the treatments;
as a class, evaluate the media‟s coverage of a social or
environmental issue over a two-week period)
Audience Responses
1.4 explain why different audiences (e.g., with respect to gender,
age, culture, race, income level) might have different responses
to a variety of media texts (e.g., predict how a member of a
particular age/gender/ ethnocultural/socio-economic group might
react to a controversial article in a print or online news magazine
and give reasons for their prediction)
1. Teacher prompt: “Do you think all members of a particular group
Understanding would react the same way to this issue? Could an older person
8e80 Media Texts react the same way as a teenager? Why, or why not?”
Point of View
1.5 demonstrate understanding that different media texts reflect
different points of view and that some texts reflect multiple points
of view (e.g., a television broadcast of a sports game presents
the views of fans, the announcers, the sponsors, and the
television network; different media texts represent people of
different age, gender, income level, or ethnocultural background
differently, communicating obvious or subtle messages that
might indicate bias or stereotyping; different points of view are
often presented in a news report of a conflict)
Teacher prompts: “What different groups are represented in the
text? Are the different groups treated differently? If so, how?” “In
1. this news report about a conflict between two countries, does the
Understanding reporter appear to favour one side over the other? Give evidence
8e81 Media Texts for your view.”
Production Perspectives
1.6 identify who produces various media texts and determine the
commercial, ideological, political, cultural, and/or artistic interests
or perspectives that the texts may involve (e.g., a music
company‟s interest in a recording may be different from that of
the artist; the company that produces a video game and the
game‟s creator may have different views on how the game
should be promoted)
Teacher prompt: ”How are commercial and artistic interests
reflected in the contents and presentation of this CD by your
1. favourite group?” ”Explain how a more ideological approach
Understanding might affect the appeal of this magazine for its current broad
8e82 Media Texts range of readers.”
Form
2.1 explain how individual elements of various media forms
combine to create, reinforce, and/or enhance meaning (e.g., print
2. advertisements use text, images, colour, different fonts, and
Understanding different camera angles in a seamless combination to create an
Media Forms, effect)
Conventions, Teacher prompt: ”Why do you think each of these elements is
and included? How are the elements combined to create a coherent
8e83 Techniques message?”
2. Conventions and Techniques
Understanding 2.2 identify the conventions and techniques used in a variety of
8e84 Media Forms, media forms and explain how they help convey meaning and
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The Ontario Curriculum (TOC) Grade 8
Conventions, influence or engage the audience (e.g., website conventions:
and home pages provide users with a convenient preview of the
Techniques types of information available; website techniques: “sidebars”
with inviting audio/video elements entice viewers to browse and
explore new topics that might not have been their first priority)
Purpose and Audience
3.1 explain why they have chosen the topic for a media text they
plan to create (e.g., a poster advertising a class fund-raising
campaign to appeal to local parent groups, businesses, or
service organizations), and identify challenges they may face in
engaging and/or influencing their intended audience
Teacher prompt: “What are the challenges involved in reaching
each of these groups? How can you appeal to all of the groups in
3. Creating a single poster? If you were to develop three posters, one for
8e85 Media Texts each of them, how would the posters differ?”
Form
3.2 identify an appropriate form to suit the purpose and audience
for a media text they plan to create (e.g., a multimedia
resentation about their class or grade, to be presented to parents
during graduation ceremonies) and explain why it is an
appropriate choice
Teacher prompt: “What different types of media could you use
3. Creating for the presentation? How would they be organized and
8e86 Media Texts combined?”
Conventions and Techniques
3.3 identify conventions and techniques appropriate to the form
chosen for a media text they plan to create, and explain how they
will use the conventions and techniques to help communicate
their message (e.g., conventions in advertisements for a product
to appeal to different age groups among the students: text,
images, “free offer” promotional gimmicks; techniques: use of
age-appropriate content in all elements of the advertisement)
3. Creating Teacher prompt: “What are the important things you need to
8e87 Media Texts know about your audience when designing your media text?”
Producing Media Texts
3.4 produce a variety of media texts of some technical
complexity for specific purposes and audiences, using
appropriate forms, conventions, and techniques (e.g.,
• a multimedia presentation examining two or more elements of a
narrative, such as theme, plot, setting, or character
• a one-minute video advertising a class fund-raising project
• a website based on the content of a unit of study
• a report on school sports events to be presented during
morning announcements
• magazine advertisements for a particular product, aimed at
different age groups among the students in the school
• an interview with a family member about his or her cultural
heritage for publication in a school or community
magazine/newspaper
• a public-service announcement on a current issue that is
relevant to their fellow students, such as daily physical activity,
literacy, or bullying
3. Creating • a storyboard for a video of a favourite song that is not available
8e88 Media Texts as a video)
4. Reflecting on Metacognition
Media Literacy 4.1 identify what strategies they found most helpful in making
Skills and sense of and creating media texts, and explain how these and
8e89 Strategies other strategies can help them improve as media
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The Ontario Curriculum (TOC) Grade 8
viewers/listeners/producers
Teacher prompt: “Why was it helpful to think about your
audience‟s needs or wants before creating your advertisement?”
Interconnected Skills
4.2 explain how their skills in listening, speaking, reading, and
4. Reflecting on writing help them to make sense of and produce media texts
Media Literacy Teacher prompt: “How could reading about food and health help
Skills and you when you are trying to create an advertisement for a „healthy
8e90 Strategies eating‟ ad campaign?”
Grade 8 French
Overall expectations
fa1 listen to and talk about simple oral texts in structured and open-ended situations;
fa2 express ideas, feelings, and opinions in conversations and discussions, using
learned language structures and a variety of vocabulary and expressions;
fa3 read a variety of simple materials, 400 to 600 words long, and demonstrate
understanding;
fa4 write in a variety of forms, adjusting language to suit the audience;
fa5 identify and use the vocabulary and the grammer and language conventions
appropriate for this grade level.
Specific Expectations: Oral Communication
fo1 – use compound and complex sentences in conversations and discussions (e.g.,
Pauline n‟a pas fait ses devoirs parce qu‟elle a regardé la télé hier soir );
fo2 – respond to oral texts (e.g., answer questions, role-play);
fo3 – use language appropriately in a variety of rehearsed, routine, and open-ended
situations (e.g., an interview, a song lyric, an advertisement for a new restaurant);
fo4 – give an oral presentation of more than twenty sentences in length, adjusting
speech to suit the audience.
Specific Expectations: Reading
fr1 – read at least fifteen simple texts (e.g., excerpts from newspapers, magazines),
and identify the main idea and supporting details;
fr2 – produce a variety of simple responses, in structured and open-ended situations,
to convey understanding of written text in a different form (e.g., recreate a scene,
design a book jacket);
fr3 – express personal preferences or reactions to a text (e.g., in a dramatization).
Specific Expectations: Writing
fw1 – use simple and compound sentences, and organize information in paragraphs;
fw2 – use strategies (e.g., brainstorming, mind mapping) to plan and write first and
final drafts in guided and cooperative writing tasks;
fw3 – produce pieces of writing in a variety of simple forms (e.g., lists, dialogues,
illustrated stories), following and making adaptations to a model;
fw4 – proofread and correct final drafts, focusing on grammar, punctuation, and
spelling;
fw5 – use and spell the vocabulary appropriate for this grade level.
Specific Expectations: Grammar, Language Conventions, and Vocabulary
fg1 – object pronouns y and en
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The Ontario Curriculum (TOC) Grade 8
fg2 – pronoun on
fg3 – subject and auxiliary verbs in le passé composé 2
fg4 – le passé composé of regular -er, -ir, and -re verbs, and some irregular verbs
(e.g., avoir, être, faire, prendre) with the verb avoir
fg5 – singular form of le passé composé of a few high-frequency verbs formed with
the verb être (e.g., aller, partir )
fg6 – comparative and superlative forms of adjectives (e.g., Le fromage est plus cher
que le pain. C‟est le film le plus populaire )
fg7 – partitive article with negation (e.g., Je n‟ai pas de...)
fg8 – formation of adverbs with adjectives (e.g., naturelle, naturellement , heureux/
heureusement)
fg9 – basic vocabulary (e.g., words associated with careers, transportation, clothing,
music, films, travel)
fg10 – words from units under study, phrases and expressions from oral vocabulary,
personal word lists, and class lists
fg11 – use of basic sounds and their related spelling pattern, knowledge of cognates
(e.g., adore/adorer, nutrition/nutritif, universel/universelle)
fg12 – use of some generalizations about spelling (e.g., word families:
musique/musical/musicalement/musicien/musicienne)
fg13 – use of resources (e.g., classroom-displayed vocabulary, text, dictionary) to
check spelling
Grade 8 Math
Mathematical Process Expectations
• develop, select, apply, and compare a variety of problem-
solving strategies as they pose and solve problems and
conduct investigations, to help deepen their mathematical
8m1 Problem Solving understanding;
• develop and apply reasoning skills (e.g., recognition of
relationships, generalization through inductive reasoning, use
of counter-examples) to make mathematical conjectures,
Reasoning And assess conjectures and justify conclusions, and plan and
8m2 Proving construct organized mathematical arguments;
• demonstrate that they are reflecting on and monitoring their
thinking to help clarify their understanding as they complete an
investigation or solve a problem (e.g., by assessing the
effectiveness of strategies and processes used, by proposing
alternative approaches, by judging the reasonableness of
8m3 Reflecting results, by verifying solutions);
Selecting Tools
and • select and use a variety of concrete, visual, and electronic
Computational learning tools and appropriate computational strategies to
8m4 Strategies investigate mathematical ideas and to solve problems;
• make connections among mathematical concepts and
procedures, and relate mathematical ideas to situations or
phenomena drawn from other contexts (e.g., other curriculum
8m5 Connecting areas, daily life, current events, art and culture, sports);
• create a variety of representations of mathematical ideas
(e.g., numeric, geometric, algebraic, graphical, pictorial;
onscreen dynamic representations), connect and compare
them, and select and apply the appropriate representations to
8m6 Representing solve problems;
• communicate mathematical thinking orally, visually, and in
writing, using mathematical vocabulary and a variety of
appropriate representations, and observing mathematical
8m7 Communicating conventions.
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The Ontario Curriculum (TOC) Grade 8
Number Sense and Numeration
• represent, compare, and order equivalent
representations of numbers, including those involving
8m8 Overall Expectations positive exponents;
• solve problems involving whole numbers, decimal
numbers, fractions, and integers, using a variety of
8m9 Overall Expectations computational strategies;
• solve problems by using proportional reasoning in a
8m10 Overall Expectations variety of meaningful contexts.
– express repeated multiplication using exponential
8m11 Quantity Relationships notation (e.g., 2 x 2 x 2 x 2 = 24);
– represent whole numbers in expanded form using
8m12 Quantity Relationships powers of ten (e.g., 347 = 3 x 102 + 4 x 101 + 7);
– represent, compare, and order rational numbers (i.e.,
positive and negative fractions and decimals to
8m13 Quantity Relationships thousandths);
– translate between equivalent forms of a number (i.e.,
8m14 Quantity Relationships decimals, fractions, percents) (e.g., 3/4 = 0.75);
– determine common factors and common multiples
using the prime factorization of numbers (e.g., the
prime factorization of 12 is 2 x 2 x 3; the prime
factorization of 18 is 2 x 3 x 3; the greatest common
factor of 12 and 18 is 2 x 3 or 6; the least common
8m15 Quantity Relationships multiple of 12 and 18 is 2 x 2 x 3 x 3 or 36).
– solve multi-step problems arising from real-life
contexts and involving whole numbers and decimals,
using a variety of tools (e.g., graphs, calculators) and
8m16 Operational Sense strategies (e.g., estimation, algorithms);
– solve problems involving percents expressed to one
decimal place (e.g., 12.5%) and whole-number
percents greater than 100 (e.g., 115%) (Sample
problem: The total cost of an item with tax included
[115%] is $23.00. Use base ten materials to determine
8m17 Operational Sense the price before tax.);
– use estimation when solving problems involving
operations with whole numbers, decimals, percents,
integers, and fractions, to help judge the
8m18 Operational Sense reasonableness of a solution;
– represent the multiplication and division of fractions,
using a variety of tools and strategies (e.g., use an
8m19 Operational Sense area model to represent 1/4 multiplied by 1/3);
– solve problems involving addition, subtraction,
8m20 Operational Sense multiplication, and division with simple fractions;
– represent the multiplication and division of integers,
using a variety of tools [e.g., if black counters
represent positive amounts and red counters represent
negative amounts, you can model 3 x (–2) as three
8m21 Operational Sense groups of two red counters];
– solve problems involving operations with integers,
using a variety of tools (e.g., two-colour counters,
8m22 Operational Sense virtual manipulatives, number lines);
– evaluate expressions that involve integers, including
expressions that contain brackets and exponents,
8m23 Operational Sense using order of operations;
8m24 Operational Sense – multiply and divide decimal numbers by various
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The Ontario Curriculum (TOC) Grade 8
powers of ten (e.g., "To convert 230 000 cm3 to cubic
metres, I calculated in my head 230000 ÷ 106 to get
0.23 m3.") (Sample problem: Use a calculator to help
you generalize a rule for dividing numbers by 1 000
000.);
– estimate, and verify using a calculator, the positive
square roots of whole numbers, and distinguish
between whole numbers that have whole-number
square roots (i.e., perfect square numbers) and those
that do not (Sample problem: Explain why a square
with an area of 20 cm2 does not have a whole-number
8m25 Operational Sense side length.).
– identify and describe real-life situations involving two
quantities that are directly proportional (e.g., the
number of servings and the quantities in a recipe,
Proportional mass and volume of a substance, circumference and
8m26 Relationships diameter of a circle);
– solve problems involving proportions, using concrete
materials, drawings, and variables (Sample problem:
The ratio of stone to sand in HardFast Concrete is 2 to
Proportional 3. How much stone is needed if 15 bags of sand are
8m27 Relationships used?);
– solve problems involving percent that arise from real-
life contexts (e.g., discount, sales tax, simple interest)
(Sample problem: In Ontario, people often pay a
provincial sales tax [PST] of 8% and a federal sales tax
[GST] of 7% when they make a purchase. Does it
Proportional matter which tax is calculated first? Explain your
8m28 Relationships reasoning.);
– solve problems involving rates (Sample problem: A
pack of 24 CDs costs $7.99. A pack of 50 CDs costs
Proportional $10.45. What is the most economical way to purchase
8m29 Relationships 130 CDs?).
Measurement
• research, describe, and report on applications of
8m30 Overall Expectations volume and capacity measurement;
• determine the relationships among units and
measurable attributes, including the area of a circle
8m31 Overall Expectations and the volume of a cylinder.
– research, describe, and report on applications of
volume and capacity measurement (e.g., cooking,
closet space, aquarium size) (Sample problem:
Attributes, Units, and Describe situations where volume and capacity are
8m32 Measurement Sense used in your home.).
– solve problems that require conversions involving
metric units of area, volume, and capacity (i.e., square
centimetres and square metres; cubic centimetres and
cubic metres; millilitres and cubic centimetres)
Measurement (Sample problem: What is the capacity of a cylindrical
8m33 Relationships beaker with a radius of 5 cm and a height of 15 cm?);
– measure the circumference, radius, and diameter of
circular objects, using concrete materials (Sample
Measurement Problem: Use string to measure the circumferences of
8m34 Relationships different circular objects.);
8m35 Measurement – determine, through investigation using a variety of
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The Ontario Curriculum (TOC) Grade 8
Relationships tools (e.g., cans and string, dynamic geometry
software) and strategies, the relationships for
calculating the circumference and the area of a circle,
and generalize to develop the formulas [i.e.,
Circumference of a circle = p x diameter; Area of a
circle = p x (radius)2] (Sample problem: Use string to
measure the circumferences and the diameters of a
variety of cylindrical cans, and investigate the ratio of
the circumference to the diameter.);
– solve problems involving the estimation and
Measurement calculation of the circumference and the area of a
8m36 Relationships circle;
– determine, through investigation using a variety of
tools and strategies (e.g., generalizing from the volume
relationship for right prisms, and verifying using the
capacity of thin-walled cylindrical containers), the
relationship between the area of the base and height
and the volume of a cylinder, and generalize to
Measurement develop the formula (i.e., Volume = area of base x
8m37 Relationships height);
– determine, through investigation using concrete
materials, the surface area of a cylinder (Sample
problem: Use the label and the plastic lid from a
Measurement cylindrical container to help determine its surface
8m38 Relationships area.);
– solve problems involving the surface area and the
volume of cylinders, using a variety of strategies
(Sample problem: Compare the volumes of the two
cylinders that can be created by taping the top and
Measurement bottom, or the other two sides, of a standard sheet of
8m39 Relationships paper.).
Geometry and Spatial Sense
• demonstrate an understanding of the geometric
properties of quadrilaterals and circles and the
8m40 Overall Expectations applications of geometric properties in the real world;
• develop geometric relationships involving lines,
triangles, and polyhedra, and solve problems involving
8m41 Overall Expectations lines and triangles;
• represent transformations using the Cartesian
coordinate plane, and make connections between
8m42 Overall Expectations transformations and the real world.
– sort and classify quadrilaterals by geometric
properties, including those based on diagonals,
through investigation using a variety of tools (e.g.,
concrete materials, dynamic geometry software)
(Sample problem: Which quadrilaterals have diagonals
8m43 Geometric Properties that bisect each other perpendicularly?);
– construct a circle, given its centre and radius, or its
centre and a point on the circle, or three points on the
8m44 Geometric Properties circle;
– investigate and describe applications of geometric
properties (e.g., properties of triangles, quadrilaterals,
8m45 Geometric Properties and circles) in the real world.
Geometric – determine, through investigation using a variety of
8m46 Relationships tools (e.g., dynamic geometry software, concrete
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The Ontario Curriculum (TOC) Grade 8
materials, geoboard), relationships among area,
perimeter, corresponding side lengths, and
corresponding angles of similar shapes (Sample
problem: Construct three similar rectangles, using grid
paper or a geoboard, and compare the perimeters and
areas of the rectangles.);
– determine, through investigation using a variety of
tools (e.g., dynamic geometry software, concrete
materials, protractor) and strategies (e.g., paper
folding), the angle relationships for intersecting lines
Geometric and for parallel lines and transversals, and the sum of
8m47 Relationships the angles of a triangle;
– solve angle-relationship problems involving triangles
(e.g., finding interior angles or complementary angles),
intersecting lines (e.g., finding supplementary angles
or opposite angles), and parallel lines and transversals
Geometric (e.g., finding alternate angles or corresponding
8m48 Relationships angles);
– determine the Pythagorean relationship, through
investigation using a variety of tools (e.g., dynamic
Geometric geometry software; paper and scissors; geoboard) and
8m49 Relationships strategies;
Geometric – solve problems involving right triangles geometrically,
8m50 Relationships using the Pythagorean relationship;
– determine, through investigation using concrete
materials, the relationship between the numbers of
faces, edges, and vertices of a polyhedron (i.e.,
number of faces + number of vertices = number of
edges + 2) (Sample problem: Use Polydrons and/or
paper nets to construct the five Platonic solids [i.e.,
tetrahedron, cube, octahedron, dodecahedron,
icosahedron], and compare the sum of the numbers of
Geometric faces and vertices to the number of edges for each
8m51 Relationships solid.).
– graph the image of a point, or set of points, on the
Cartesian coordinate plane after applying a
transformation to the original point(s) (i.e., translation;
reflection in the x-axis, the y-axis, or the angle bisector
of the axes that passes through the first and third
Location and quadrants; rotation of 90°, 180°, or 270° about the
8m52 Movement origin);
Location and – identify, through investigation, real-world movements
8m53 Movement that are translations, reflections, and rotations.
Patterning and Algebra
• represent linear growing patterns (where the terms
are whole numbers) using graphs, algebraic
8m54 Overall Expectations expressions, and equations;
• model linear relationships graphically and
algebraically, and solve and verify algebraic equations,
using a variety of strategies, including inspection,
8m55 Overall Expectations guess and check, and using a "balance" model.
– represent, through investigation with concrete
materials, the general term of a linear pattern, using
Patterns and one or more algebraic expressions (e.g., "Using
8m56 Relationships toothpicks, I noticed that 1 square needs 4 toothpicks,
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The Ontario Curriculum (TOC) Grade 8
2 connected squares need 7 toothpicks, and 3
connected squares need 10 toothpicks. I think that for
n connected squares I will need 4 + 3(n – 1)
toothpicks, because the number of toothpicks keeps
going up by 3 and I started with 4 toothpicks. Or, if I
think of starting with 1 toothpick and adding 3
toothpicks at a time, the pattern can be represented as
1 + 3n.");
– represent linear patterns graphically (i.e., make a
table of values that shows the term number and the
term, and plot the coordinates on a graph), using a
Patterns and variety of tools (e.g., graph paper, calculators, dynamic
8m57 Relationships statistical software);
– determine a term, given its term number, in a linear
pattern that is represented by a graph or an algebraic
equation (Sample problem: Given the graph that
represents the pattern 1, 3, 5, 7, …, find the 10th term.
Patterns and Given the algebraic equation that represents the
8m58 Relationships pattern, t = 2n – 1, find the 100th term.).
– describe different ways in which algebra can be used
Variables, in real-life situations (e.g., the value of $5 bills and
Expressions, and toonies placed in a envelope for fund raising can be
8m59 Equations represented by the equation v = 5f + 2t);
– model linear relationships using tables of values,
graphs, and equations (e.g., the sequence 2, 3, 4, 5, 6,
… can be represented by the equation t = n + 1, where
n represents the term number and t represents the
term), through investigation using a variety of tools
(e.g., algebra tiles, pattern blocks, connecting cubes,
base ten materials) (Sample problem: Leah put $350
in a bank certificate that pays 4% simple interest each
year. Make a table of values to show how much the
Variables, bank certificate is worth after five years, using base ten
Expressions, and materials to help you. Represent the relationship using
8m60 Equations an equation.);
– translate statements describing mathematical
relationships into algebraic expressions and equations
Variables, (e.g., for a collection of triangles, the total number of
Expressions, and sides is equal to three times the number of triangles or
8m61 Equations s = 3n);
– evaluate algebraic expressions with up to three
Variables, terms, by substituting fractions, decimals, and integers
Expressions, and for the variables (e.g., evaluate 3x + 4y = 2z, where x =
8m62 Equations 1/2, y = 0.6, and z = –1);
– make connections between solving equations and
determining the term number in a pattern, using the
Variables, general term (e.g., for the pattern with the general term
Expressions, and 2n + 1, solving the equation 2n + 1 = 17 tells you the
8m63 Equations term number when the term is 17);
– solve and verify linear equations involving a one-
variable term and having solutions that are integers, by
Variables, using inspection, guess and check, and a "balance"
Expressions, and model (Sample problem: What is the value of the
8m64 Equations variable in the equation 30x – 5 = 10?).
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The Ontario Curriculum (TOC) Grade 8
Data Management and Probability
• collect and organize categorical, discrete, or
continuous primary data and secondary data and
display the data using charts and graphs, including
frequency tables with intervals, histograms, and scatter
8m65 Overall Expectations plots;
• apply a variety of data management tools and
8m66 Overall Expectations strategies to make convincing arguments about data;
• use probability models to make predictions about
8m67 Overall Expectations real-life events.
– collect data by conducting a survey or an experiment
to do with themselves, their environment, issues in
Collection and their school or community, or content from another
8m68 Organization of Data subject, and record observations or measurements;
– organize into intervals a set of data that is spread
over a broad range (e.g., the age of respondents to a
Collection and survey may range over 80 years and may be organized
8m69 Organization of Data into ten-year intervals);
– collect and organize categorical, discrete, or
continuous primary data and secondary data (e.g.,
electronic data from websites such as E-Stat or
Census At Schools), and display the data in charts,
tables, and graphs (including histograms and scatter
plots) that have appropriate titles, labels (e.g.,
appropriate units marked on the axes), and scales
(e.g., with appropriate increments) that suit the range
and distribution of the data, using a variety of tools
Collection and (e.g., graph paper, spreadsheets, dynamic statistical
8m70 Organization of Data software);
– select an appropriate type of graph to represent a set
of data, graph the data using technology, and justify
the choice of graph (i.e., from types of graphs already
studied, including histograms and scatter plots); –
explain the relationship between a census, a
representative sample, sample size, and a population
Collection and (e.g., "I think that in most cases a larger sample size
8m71 Organization of Data will be more representative of the entire population.").
– explain the relationship between a census, a
representative sample, sample size, and a population
Collection and (e.g., "I think that in most cases a larger sample size
8m72 Organization of Data will be more representative of the entire population.").
– read, interpret, and draw conclusions from primary
data (e.g., survey results, measurements,
observations) and from secondary data (e.g., election
data or temperature data from the newspaper, data
from the Internet about lifestyles), presented in charts,
tables, and graphs (including frequency tables with
8m73 Data Relationships intervals, histograms, and scatter plots);
– determine, through investigation, the appropriate
measure of central tendency (i.e., mean, median, or
mode) needed to compare sets of data (e.g., in
hockey, compare heights or masses of players on
8m74 Data Relationships defence with that of forwards);
– demonstrate an understanding of the appropriate
uses of bar graphs and histograms by comparing their
characteristics (Sample problem: How is a histogram
8m75 Data Relationships similar to and different from a bar graph? Use
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The Ontario Curriculum (TOC) Grade 8
examples to support your answer.);
– compare two attributes or characteristics (e.g., height
versus arm span), using a scatter plot, and determine
whether or not the scatter plot suggests a relationship
(Sample problem: Create a scatter plot to compare the
lengths of the bases of several similar triangles with
8m76 Data Relationships their areas.);
– identify and describe trends, based on the rate of
change of data from tables and graphs, using informal
language (e.g., "The steep line going upward on this
graph represents rapid growth. The steep line going
downward on this other graph represents rapid
8m77 Data Relationships decline.");
– make inferences and convincing arguments that are
based on the analysis of charts, tables, and graphs
(Sample problem: Use data to make a convincing
argument that the environment is becoming
8m78 Data Relationships increasingly polluted.);
– compare two attributes or characteristics, using a
variety of data management tools and strategies (i.e.,
pose a relevant question, then design an experiment or
survey, collect and analyse the data, and draw
conclusions) (Sample problem: Compare the length
and width of different-sized leaves from a maple tree to
determine if maple leaves grow proportionally. What
8m79 Data Relationships generalizations can you make?).
– compare, through investigation, the theoretical
probability of an event (i.e., the ratio of the number of
ways a favourable outcome can occur compared to the
total number of possible outcomes) with experimental
probability, and explain why they might differ (Sample
problem:Toss a fair coin 10 times, record the results,
and explain why you might not get the predicted result
8m80 Probability of 5 heads and 5 tails.);
– determine, through investigation, the tendency of
experimental probability to approach theoretical
probability as the number of trials in an experiment
increases, using class-generated data and technology-
based simulation models (Sample problem: Compare
the theoretical probability of getting a 6 when tossing a
number cube with the experimental probabilities
obtained after tossing a number cube once, 10 times,
8m81 Probability 100 times, and 1000 times.);
– identify the complementary event for a given event,
and calculate the theoretical probability that a given
event will not occur (Sample problem: Bingo uses the
numbers from 1 to 75. If the numbers are pulled at
random, what is the probability that the first number is
8m82 Probability a multiple of 5? is not a multiple of 5?).
Grade 8 Science
UNDERSTANDING LIFE SYSTEMS: Cells
Overall Expectations
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1. assess the impact of cell biology on individuals, society, and the
8s1 environment;
8s2 2. investigate functions and processes of plant and animal cells;
3. demonstrate an understanding of the basic structure and function of
8s3 plant and animal cells and cell processes.
Relating Science and Technology to Society and the Environment
1.1 assess the role of selected technologies (e.g., the development of the
electron microscope, the ability to infuse dyes into cells, in vitro fertilization)
in enhancing our understanding of cells and cellular processes. Sample
guiding questions: How have electron microscopes helped our
understanding of cells and cell processes? What are some disadvantages
of using this technology that might affect its availability or effectiveness?
How might infusing dye into cells be a useful tool for diagnosing and/or
treating diseases, or for understanding how cells work? How might the
8s4 understanding of cells and cell processes help in treating disease?
1.2 assess the potential that our understanding of cells and cell processes
has for both beneficial and harmful effects on human health and the
environment, taking different perspectives into account (e.g., the
perspectives of farmers, pesticide manufacturers, people with life
threatening illnesses). Sample issues: (a) Medical scientists can identify
changes in a cell or in chromosomes that signal the development of
medical problems. But because of the cost of the procedure, this service
may not be available to everyone. (b) Scientists can develop pest-resistant
crops that reduce the need for chemical pesticides. But there are some
concerns that these crops may cross-breed with native plants and disrupt
8s5 natural populations and balances.
Developing Investigation and Communication Skills
2.1 follow established safety procedures for handling apparatus and
materials (e.g., wash hands after preparing materials for slides) and use
microscopes correctly and safely (e.g., carry the microscope with both
hands, place it near the centre of the desk, ensure that the sun cannot be
directly focused through the instrument when sunlight is used for
8s6 illumination, keep both eyes open when viewing to avoid eye strain)
2.2 use a microscope correctly and safely to find and observe components
of plant and animal cells (e.g., using an onion slice or a prepared slide of a
8s7 protist) and make accurate drawings of their observations
2.3 prepare dry- and wet-mount slides of a variety of objects for use with a
8s8 microscope (e.g., a piece of newspaper, a hair)
2.4 use scientific inquiry/experimentation skills (see page 12) to investigate
the processes of osmosis and diffusion. Sample guiding questions: What
question will your experiments try to answer? What do you predict might
happen in your experiment? What variables might you need to consider?
What conclusions might you draw from the results of your experiment?
How closely do your predictions compare with what you actually observed
in your experiments? How might what you have learned about osmosis and
diffusion be useful in daily life (e.g., how might this help you to keep your
8s9 houseplants from wilting?)
2.5 use appropriate science and technology vocabulary, including
organelle, diffusion, osmosis, cell theory, selective permeability,
8s10 membrane, stage, and eyepiece, in oral and written communication
2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes (e.g.,
using the conventions of science, make a labelled drawing of a cell; create
a slide show to explain the results of investigations into the processes of
8s11 osmosis and diffusion)
Understanding Basic Concepts
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3.1 demonstrate an understanding of the postulates of the cell theory (e.g.,
the cell is the basic unit of life; all cells come from pre-existing cells; all
8s12 living things are made up of one or more cells)
3.2 identify structures and organelles in cells, including the nucleus, cell
membrane, cell wall, chloroplasts, vacuole, mitochondria, and cytoplasm,
and explain the basic functions of each (e.g., the nucleus holds all the
8s13 information needed to make every cell in the body)
8s14 3.3 compare the structure and function of plant and animal cells
3.4 explain the processes of diffusion and osmosis and their roles within a
8s15 cell
3.5 identify unicellular organisms (e.g., amoebae) and multicellular
organisms (e.g., invertebrates [worms], vertebrates [frogs]), and compare
ways in which they meet their basic needs (e.g., nutrition, movement, gas
8s16 exchange)
3.6 describe the organization of cells into tissues, organs, and systems
(e.g., groups of cells with similar functions combine to make up tissues;
groups of tissues with similar functions combine to make organs; groups of
8s17 organs work together as organ systems)
UNDERSTANDING STRUCTURES AND MECHANISMS: Systems in Action
Overall Expectations
1. assess the personal, social, and/or environmental impacts of a system,
and evaluate improvements to a system and/or alternative ways of meeting
8s18 the same needs;
2. investigate a working system and the ways in which components of the
8s19 system contribute to its desired function;
3. demonstrate an understanding of different types of systems and the
8s20 factors that contribute to their safe and efficient operation.
Relating Science and Technology to Society and the Environment
1.1 assess the social, economic, and environmental impacts of automating
systems. Sample issues: (a) Automation was feared by some people who
believed that replacing humans with automated systems would lead to high
unemployment. However, others argued that automation would actually
lead to higher employment, because it freed some of the labour force to
enter higher-skilled, higher-paying jobs. (b) Although automation is often
viewed as a way to minimize human error in systems, as the degree and
sophistication of automation increase so do the chances of more serious
errors and their consequences. (c) The effects of automation can be
environmentally disastrous. Serious pollution coincided with the
development of factories and the widespread use of coal to run their
machinery. Although factories and automation continue to exist, we are
more aware of what these systems can do to the environment. (d) Mass-
produced furniture is made of lowquality materials, lacks durability, and
involves minimal original craftsmanship, and it therefore can be purchased
at a reasonable price. However, many consumers tend to discard it readily,
8s21 and it often is sent to landfills, thus creating environmental problems.
1.2 assess the impact on individuals, society, and the environment of
alternative ways of meeting needs that are currently met by existing
systems, taking different points of view into consideration. Sample issues:
(a) A large city decides that it will put in more bicycle lanes and bikeways
instead of expanding its existing public transit system. (b) A school system
decides to have students and teachers in school year-round, instead of
8s22 having everyone on vacation in July and August.
Developing Investigation and Communication Skills
8s23 2.1 follow established safety procedures for working with apparatus, tools,
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The Ontario Curriculum (TOC) Grade 8
materials, and electrical systems (e.g., tie hair back before working with
drills, saws, and sanders)
2.2 investigate the work done in a variety of everyday activities and record
the findings quantitatively (e.g., calculate the work done when lifting
dumbbells by measuring the force required to move the dumbbell and
8s24 multiplying by the distance the dumbbell moves)
2.3 use scientific inquiry/experimentation skills (see page 12) to investigate
mechanical advantage in a variety of mechanisms and simple machines.
Sample problems: Conduct experiments to determine what happens when
the length of the effort arm and/or the load arm in a lever are changed, and
note qualitative or quantitative changes in mechanical advantage. Conduct
experiments to determine what happens when the diameter of the piston in
a hydraulic system is changed, and note qualitative or quantitative changes
in mechanical advantage. Conduct experiments to determine what
happens when the number of pulleys that support a load is changed, and
8s25 note qualitative or quantitative changes in mechanical advantage.
2.4 use technological problem-solving skills (see page 16) to investigate a
system (e.g., an optical system, a mechanical system, an electrical
system) that performs a function or meets a need. Sample problem: Create
a device that will carry a snack from one place to another. Describe the
function of each component part, and examine the effects of making a
change to one or more of the components. Sample guiding questions:
What purpose or need does your device fulfil? When you tested your
device, which component or components worked as intended? Which did
not? Why do you think the problem occurred? Predict what will happen if
you remove or change the size or direction of one or more of the
8s26 components.
2.5 investigate the information (e.g., owner‟s manual for a car, weather
advisories for a region, pest forecasts/warnings for a crop/region) and
support (e.g., a technical support line for computers) provided to
consumers/clients to ensure that a system functions safely and effectively.
Sample guiding questions: What are the criteria for a good owner‟s manual
(for a car, an MP3 player, etc.) or for an effective help or support service?
Why is it important to have this kind of information? What other information
might have been included to make the manual more helpful? How might
the help or support service be improved? What might be some
8s27 consequences of not having this kind of help and support?
2.6 use appropriate science and technology vocabulary, including
mechanical advantage, input, output, friction, gravity, forces, and efficiency,
8s28 in oral and written communication
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes (e.g.,
using appropriate mathematical conventions, create a graph to represent
changes in mechanical advantage when certain factors in a mechanism
8s29 are manipulated.
Understanding Basic Concepts
3.1 identify various types of systems (e.g., mechanical systems, body
systems, optical systems, mass transit systems, Aboriginal clan systems,
8s30 health care systems)
3.2 identify the purpose, inputs, and outputs of various systems (e.g., a
garden – purpose: to grow things; input: seeds, water, fertilizer; output:
8s31 flowers, food)
3.3 identify the various processes and components of a system (e.g.,
robot, front-end loader/backhoe, heating system, transportation system,
8s32 health care system) that allow it to perform its function efficiently and safely
3.4 compare, using examples, the scientific definition with the everyday
8s33 use of the terms work, force, energy, and efficiency
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3.5 understand and use the formula work = force × distance (W = F × d) to
establish the relationship between work, force, and distance moved parallel
8s34 to the force in simple systems
3.6 calculate the mechanical advantage (MA = force needed without a
simple machine divided by force needed with a simple machine) of various
mechanical systems (e.g., a wheelbarrow allows a smaller force to lift a
larger weight, a hockey stick allows a short movement of hands to move
the blade a larger distance, a simple fixed pulley system redirects the effort
8s35 force)
3.7 explain ways in which mechanical systems produce heat, and describe
ways to make these systems more efficient (e.g., friction produces heat,
8s36 which can be reduced by lubrication)
3.8 describe systems that have improved the productivity of various
industries (e.g., robotic systems have increased the rate of production in
8s37 factories that assemble the fine parts of wrist watches)
3.9 identify social factors that influence the evolution of a system (e.g.,
growing concern over the amount of waste creates a need for recycling
centres, and the recycling centres must grow as population and waste
increase; the desire to make tasks easier creates a need for pulley
systems, gear systems, and hydraulic and pneumatic systems; changes in
traditional work hours created by technological advances can influence
8s38 changes in a child care system)
UNDERSTANDING MATTER AND ENERGY: Fluids
Overall Expectations
1. analyse how the properties of fluids are used in various technologies,
and assess the impact of these technologies on society and the
8s39 environment;
8s40 2. investigate the properties of fluids;
8s41 3. demonstrate an understanding of the properties and uses of fluids.
Relating Science and Technology to Society and the Environment
1.1 assess the social, economic, and environmental impacts of selected
technologies that are based on the properties of fluids. Sample issues: (a)
The use of heavy hydraulic equipment on construction sites increases
productivity. It also reduces the need for manual labourers. (b) Dialysis and
blood-separation techniques have decreased mortality rates. But the costs
of the equipment can mean that the service is not available to everyone
8s42 who needs it.
1.2 assess the impact of fluid spills on society and the environment,
including the cost of the cleanup and the effort involved. Sample issues: An
oil tanker spills its load in B.C.‟s inside coastal waters. A fuel truck
jackknifes and is leaking gasoline onto a major highway and into local
groundwater. A farm truck moving down a country road is leaking liquid
fertilizer. The family car is in need of repair – there is brake fluid running
8s43 down the driveway.
Developing Investigation and Communication Skills
2.1 follow established safety practices for using apparatus, tools, and
materials (e.g., use syringes and tubing for the purposes for which they
8s44 were designed)
2.2 determine the mass-to-volume ratio of different amounts of the same
8s45 substance (e.g., water, corn syrup, copper pennies)
2.3 investigate and compare the density of a variety of liquids (e.g., water,
salt water, corn syrup, liquid soap). Sample problem: Construct and
8s46 calibrate a hydrometer and use it to find the density of a variety of liquids.
8s47 2.4 investigate applications of the principles of fluid mechanics (e.g., in
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The Ontario Curriculum (TOC) Grade 8
aeronautical research, shipping, food services, plumbing, hydrodynamic
engineering)
2.5 use scientific inquiry/experimentation skills (see page 12) to identify
factors that affect the flow rates of various fluids. Sample problem: Devise
an experiment to find out how the flow rate of a fluid is affected by
changing its temperature; by changing the angle or tilt at which it is poured;
8s48 by changing the diameter of the tube through which it is poured.
2.6 use technological problem-solving skills (see page 16) to design, build,
and test devices that use pneumatic or hydraulic systems. Sample
problem: Use your knowledge of Pascal‟s law to design, construct, and test
a working model of a device (e.g., a dentist‟s chair, an automobile hoist, a
hydraulic brake, a backhoe) that operates using hydraulics and/or
8s49 pneumatics.
2.7 use appropriate science and technology vocabulary, including viscosity,
density, particle theory of matter, hydraulic, and pneumatic, in oral and
8s50 written communication
2.8 use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes (e.g.,
using appropriate scientific and/or technological conventions, create a
technical drawing of a pneumatic/hydraulic device; create a brochure or a
multimedia presentation outlining safe and unsafe uses of the device that
8s51 was modelled)
Understanding Basic Concepts
3.1 demonstrate an understanding of viscosity and compare the viscosity
8s52 of various liquids (e.g., water, syrup, oil, shampoo, ketchup)
3.2 describe the relationship between mass, volume, and density as a
8s53 property of matter
3.3 explain the difference between solids, liquids, and gases in terms of
density, using the particle theory of matter (e.g., in general, solids are more
8s54 dense than liquids, which are more dense than gases)
3.4 explain the difference between liquids and gases in terms of their
compressibility (e.g., gases are more compressible than liquids) and how
their compressibility affects their usage (e.g., pneumatic devices are used
to operate bus doors because they work over a larger temperature range
8s55 and are safer for this purpose than hydraulic devices)
3.5 determine the buoyancy of an object, given its density, in a variety of
8s56 fluids (e.g., less dense objects float, more dense objects sink)
3.6 explain in qualitative terms the relationship between pressure, volume,
and temperature when a liquid (e.g., water) or a gas (e.g., air) is
8s57 compressed or heated
3.7 explain how forces are transferred in all directions in fluids (Pascal‟s
8s58 law)
3.8 compare the ways in which fluids are used and controlled in living
things to the ways in which they are used and controlled in manufactured
devices (e.g., compare the role of valves in the circulatory system to the
role of valves in an internal combustion engine; compare the role of a fish‟s
8s59 swim bladder to the role of the ballast tanks in a submarine)
UNDERSTANDING EARTH AND SPACE SYSTEMS: Water Systems
Overall Expectations
1. assess the impact of human activities and technologies on the
8s60 sustainability of water resources;
8s61 2. investigate factors that affect local water quality;
3. demonstrate an understanding of the characteristics of the earth‟s water
8s62 systems and the influence of water systems on a specific region.
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Relating Science and Technology to Society and the Environment
1.1 evaluate personal water consumption, compare it with personal water
consumption in other countries, and propose a plan of action to reduce
8s63 personal water consumption to help address water sustainability issues
1.2 assess how various media sources (e.g., Canadian Geographic; the
science section in newspapers; Internet websites; local, national, and
international news on television and radio) address issues related to the
impact of human activities on the long-term sustainability of local, national,
or international water systems. Sample issues: (a) You are doing research
on the implications of exporting water from Canada to other countries. Your
sources are a national newspaper, a scientific magazine, and some
selected Internet sites. Each has a slightly different opinion on the issue.
(b) A farmer wants to ensure that her nutrient management strategies are
not adversely affecting the local water system. She consults the agriculture
section of a local newspaper, a Canadian magazine with an environmental
focus, and local farm reports. She finds conflicting information. (c) The
Protocol for Safe Drinking Water in First Nations Communities addresses
drinking water concerns in First Nations communities. Various government
agencies, news agencies, and interest groups have different perspectives
on its development and release. Sample guiding questions: How does
each of these texts address the purpose and the intended audience for the
piece? Are there implied messages in the text, and if so, what are they?
How does the information in each of the texts compare? Why might they
take different positions? What different groups are represented in the
texts? How does each text capture and maintain the interest of the reader?
Why might different people or groups of people react differently to these
8s64 texts?
1.3 assess the impact on local and global water systems of a scientific
discovery or technological innovation (e.g., enhancing the efficiency of
naturally occurring bacteria that consume hydrocarbons from oil spills and
convert them to carbon dioxide and water; development of desalination
techniques to provide fresh water from sea water). Sample issues: (a)
Bioremediation (e.g., the use of microorganisms to clean up contaminated
soil or water) can eliminate contamination in many environments with a
speed and thoroughness much greater than traditional methods and at
significantly lower costs. However, it is effective on a limited number of
contaminants; in some cases, the time involved is relatively long; and
considerable knowledge and experience are needed to design and
implement a successful bioremediation program. (b) Desalination is a
method that allows sea water to be made into fresh water. The cost to do
this is declining, while extracting water from rivers and lakes is becoming
more expensive as well as ecologically harmful, and groundwater in many
locations is depleted. However, not every area that needs a supply of fresh
water is on a coastline. Sample guiding questions: What scientific
discoveries or technologies are currently affecting Earth‟s water systems?
What kind of an impact are these advances having on water systems?
What discoveries or technologies are available (or in development) that
8s65 can help clean our water systems?
Developing Investigation and Communication Skills
2.1 follow established safety procedures for the use of apparatus and
chemicals (e.g., when using water-testing equipment and water-testing
8s66 chemicals)
2.2 investigate how municipalities process water (e.g., obtain it, test it, and
treat it) and manage water (e.g., distribute it, measure consumption, and
8s67 dispose of waste water)
2.3 test water samples for a variety of chemical characteristics (e.g., pH,
8s68 salinity, chlorine). Sample problem: Test the pH, salinity, and chlorine
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content of tap water, rain water, bottled water, filtered water, and water
from a variety of other sources such as streams, rivers, ponds, or lakes.
Record and compare the findings and draw conclusions from them.
2.4 use scientific inquiry/research skills (see page 15) to investigate local
water issues. Sample guiding questions: Where does your local water
supply come from? How is water used in the area where you live? How
does the use of water in your community affect the local water supply?
How might you find out? What are some local issues regarding the water
supply for your area? Why have these become issues? How are they
currently being addressed by your city, town, or region? How might you and
your family have become aware of the issue? What are some things that
you think others should know about their local water supply and how it is
8s69 managed?
2.5 use technological problem-solving skills (see page 16) to design, build,
and test a water system device that performs a practical function or meets
a need. Sample problem: Design, build, and test a filtration device that
8s70 makes unclean water clean; build a working model of an irrigation system.
2.6 use appropriate science and technology vocabulary, including water
8s71 table, aquifer, polar ice-cap, and salinity, in oral and written communication
2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to
communicate with different audiences and for a variety of purposes (e.g.
using appropriate scientific conventions, draw a labelled diagram of a water
treatment facility; create a brochure about the safe use of wells and septic
8s72 tanks)
Understanding Basic Concepts
3.1 identify the various states of water on the earth‟s surface, their
distribution, relative amounts, and circulation, and the conditions under
which they exist (e.g., water is a solid in glaciers, snow, and polar ice-caps;
8s73 a liquid in oceans, lakes, rivers, and aquifers; and a gas in the atmosphere)
3.2 demonstrate an understanding of the watershed as a fundamental
geographic unit, and explain how it relates to water management and
8s74 planning
3.3 explain how human and natural factors cause changes in the water
table (e.g., lawn watering, inefficient showers and toilets, drought, floods,
8s75 overuse of wells, extraction by bottled water industry)
3.4 identify factors (e.g., annual precipitation, temperature, climate change)
that affect the size of glaciers and polar ice-caps, and describe the effects
8s76 of these changes on local and global water systems
3.5 explain changes in atmospheric conditions caused by the presence of
bodies of water (e.g., differences in temperature near large bodies of
8s77 water; microclimates; storms off coastal areas)
Grade 8 History
Confederation
• describe the internal and external political factors, key
personalities, significant events, and geographical
realities that led to the creation of the Dominion of
Canada in 1867, and to the growth of Canada as other
8h1 Overall Expectations provinces and territories joined Confederation;
• use a variety of resources and tools to gather,
process, and communicate information about the
8h2 Overall Expectations needs and challenges that led to the formation and
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expansion of the Canadian federation;
• compare Canada as it was in 1867 to the Canada of
today, including political, social, and other issues
8h3 Overall Expectations facing the country in both periods.
– identify key social, political, economic, and physical
characteristics of the British North American colonies
Knowledge and between 1850 and 1860 (e.g., British, French, First
8h4 Understanding Nation, and Black communities);
– identify external and internal factors and events
leading to Confederation (e.g., political deadlock,
intercolonial trade, reciprocity, Britain‟s repeal of the
Knowledge and Corn Laws, the Fenian raids, the U.S. doctrine of
8h5 Understanding Manifest Destiny, transportation and defence issues);
– identify the roles of key individuals (e.g., Sir George-
Étienne Cartier, Sir John A. Macdonald), the main
events leading to the signing of the British North
America Act (e.g., the Charlottetown, Quebec, and
London Conferences; coalition government in the
Canadas), and the reasons for the exclusion of certain
Knowledge and groups from the political process (e.g., First Nation
8h6 Understanding peoples, women, the Chinese and Japanese).
– formulate questions to guide research on issues and
problems (e.g.,Why did Nova Scotia join
Inquiry/Research and Confederation in 1867 while Prince Edward Island did
8h7 Communication Skills not? What qualities made Louis Riel a good leader?);
– use a variety of primary and secondary sources to
locate relevant information about the regional interests
of each colony/ rovince before and after joining the
Dominion of Canada (e.g., primary sources: artefacts,
journals, letters, statistics, field trips, period documents
Inquiry/Research and and maps; secondary sources: maps, illustrations,
8h8 Communication Skills print materials, videos, CD-ROMs, Internet sites);
– describe and analyse conflicting points of view about
a historical issue or personality (e.g., British versus
Canadian points of view about trade and defence;
Inquiry/Research and Queen Victoria, Sir John A. Macdonald, Joseph Howe,
8h9 Communication Skills Louis Riel);
– construct and use a wide variety of graphs, charts,
diagrams, maps, and models to organize and interpret
information (e.g., a decision-making chart showing the
Inquiry/Research and advantages and disadvantages of joining
8h10 Communication Skills Confederation for each colony);
– analyse, synthesize, and evaluate historical
information (e.g., determine the changes in Canada‟s
Inquiry/Research and boundaries in 1867, 1870, 1871, 1873, 1898, 1905,
8h11 Communication Skills 1949, and 1999, using a series of maps);
– communicate the results of inquiries for specific
purposes and audiences, using media works, political
cartoons, oral presentations, written notes and
Inquiry/Research and descriptions, drawings, tables, charts, and graphs
8h12 Communication Skills (e.g., create captions for political cartoons of the time);
– use appropriate vocabulary (e.g., Confederation,
conference, political deadlock, reciprocity, intercolonial
Inquiry/Research and trade, Corn Laws, Fenians, Manifest Destiny) to
8h13 Communication Skills describe their inquiries and observations.
– illustrate the growth of Canada, using outline maps
8h14 Application or other tools, identifying the physical regions of
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The Ontario Curriculum (TOC) Grade 8
Canada, the colonies that joined Confederation, and
their boundaries and dates of entry (e.g., 1867 –
Ontario, Quebec, New Brunswick, Nova Scotia; 1870 –
Manitoba, as a province, and Northwest Territories, as
a territory; 1871 – British Columbia; 1873 – Prince
Edward Island; 1898 – Yukon, as a territory; 1905 –
Alberta, Saskatchewan; 1949 – Newfoundland; 1999 –
Nunavut, as a territory);
– use sections 91 and 92 of the British North America
Act to outline how and why responsibilities are divided
between the federal and provincial governments and
relate these divisions to some present-day
disagreements between the two levels of government
(e.g., federal responsibilities for First Nation peoples,
health care, the environment, trade,
8h15 Application telecommunications).
The Development of Western Canada
• outline the main factors contributing to the settlement
and development of the Prairie provinces, British
Columbia, and Yukon, and describe the effects of
development on various groups of people in the region
8h16 Overall Expectations from a variety of perspectives;
• use a variety of resources and tools to gather,
process, and communicate information about conflicts
and changes that occurred during the development of
8h17 Overall Expectations western Canada;
• show how the history of the Canadian west has
influenced both artistic/imaginative works and
8h18 Overall Expectations Canadian institutions.
– describe the everyday life of various groups (e.g.,
Knowledge and First Nation peoples, Métis, Europeans) in western
8h19 Understanding Canada in the late nineteenth century;
– explain the factors that led to the settlement of the
Canadian west (e.g., federal government policy of
Knowledge and opening up the prairies for European settlement,
8h20 Understanding protective tariffs, railroad construction);
– analyse how treaties and the Indian Act of 1876
Knowledge and transformed the lifestyles of First Nation peoples in the
8h21 Understanding Canadian west;
– describe the role of the Canadian Pacific Railway in
furthering Canada‟s expansion, and identify the key
individuals (e.g., Donald Smith,William Van Horne) and
Knowledge and groups (e.g., Chinese workers) whose efforts led to the
8h22 Understanding railway‟s completion;
– describe the causes and results of the Red River
Rebellion of 1869-70 and the North-West Rebellion of
1885 and explain the role of key individuals and groups
(e.g., Louis Riel, Gabriel Dumont, the North-West
Knowledge and Mounted Police,Thomas Scott, Big Bear, Poundmaker,
8h23 Understanding General Wolseley, Catherine Schubert);
– explain the effects of post-Confederation
immigration, new wheat strains, and the Klondike gold
rush on the expansion of western Canada and British
Knowledge and Columbia (e.g., the development of prairie towns, the
8h24 Understanding entry of the Yukon Territory into Confederation, the
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The Ontario Curriculum (TOC) Grade 8
growth of Dawson City).
– formulate questions to guide research on issues and
Inquiry/Research and problems (e.g.,Why did Big Bear receive the treatment
8h25 Communication Skills he did from Canada‟s legal system?);
– use a variety of primary and secondary sources to
locate relevant information about the building of the
railway, the settling of the land, and social and cultural
life in the developing west (e.g., primary sources:
photographs of Chinese labourers and prairie
sodbusters, the poetry of Robert W. Service;
Inquiry/Research and secondary sources: maps, illustrations, print materials,
8h26 Communication Skills videos, CD-ROMs, Internet sites);
– analyse, synthesize, and evaluate historical
Inquiry/Research and information (e.g., trends in immigration, the impact of
8h27 Communication Skills Treaties 1 to 8);
– describe and analyse conflicting points of view about
Inquiry/Research and a historical event (e.g., the Pacific Scandal, the
8h28 Communication Skills hanging of Louis Riel, the imprisonment of Big Bear);
– communicate the results of inquiries for specific
purposes and audiences, using media works, political
cartoons, oral presentations, written notes and reports,
Inquiry/Research and drawings, tables, charts, and graphs (e.g., create diary
8h29 Communication Skills entries depicting Louis Riel as a hero or a traitor);
– use appropriate vocabulary (e.g., treaties, Métis,
Rupert‟s Land, provisional government, prospector,
Inquiry/Research and panning for gold, staking a claim) to describe their
8h30 Communication Skills inquiries and observations.
– compare the image and duties of the North-West
Mounted Police to the image and duties of the Royal
8h31 Application Canadian Mounted Police today;
– show how examples of art, poetry, music, and video
reflect the history of the Canadian west (e.g., the art of
Emily Carr, “The Cremation of Sam McGee” by Robert
W. Service, “The Canadian Railroad Trilogy” by
8h32 Application Gordon Lightfoot, Paul Yee‟s writings).
Canada: A Changing Society
• describe key characteristics of Canada between 1885
and 1914, including social and economic conditions,
the roles and contributions of various people and
groups, internal and external pressures for change,
8h33 Overall Expectations and the political responses to these pressures;
• use a variety of resources and tools to gather,
process, and communicate information about the
factors that shaped Canada as it was entering the
8h34 Overall Expectations twentieth century;
• compare living and working conditions, technological
developments, and social roles near the beginning of
the twentieth century with similar aspects of life in
8h35 Overall Expectations present-day Canada.
– describe the factors contributing to change in
Knowledge and Canadian society (e.g., immigration, technology,
8h36 Understanding politics, globalization);
– describe the achievements of individuals and groups
Knowledge and in Canada who have contributed significantly to the
8h37 Understanding technological development of Canada and the world
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The Ontario Curriculum (TOC) Grade 8
(e.g., Martha Black, Guglielmo Marconi, Alexander
Graham Bell, J.A.D. McCurdy, Samuel McLaughlin,
George Ross, Adam Beck) and analyse the impact on
society of new technologies (e.g., prospecting, radio,
the telephone, the automobile, electricity);
– describe the social and working conditions of
Canadians around the beginning of the twentieth
Knowledge and century (e.g., in mining, forestry, factory work; on
8h38 Understanding farms; in cities);
– describe how specific individuals and events helped
change the position of women and children in Canada
(e.g., Nellie McClung, Emily Carr, Lucy Maud
Knowledge and Montgomery, Pauline Johnson; the Temperance
8h39 Understanding Movement, laws establishing compulsory education);
Knowledge and – outline the advantages and disadvantages of Clifford
8h40 Understanding Sifton‟s immigration policy in the Laurier era;
– identify and explain the factors that led to Laurier‟s
Knowledge and electoral defeat in 1911 (e.g., the reciprocity issue,
8h41 Understanding political compromise, French-English tensions);
– identify key events that illustrate Canada‟s role within
the British Empire and explain their significance (e.g.,
Knowledge and the Boer War, the Naval Question, Canada‟s
8h42 Understanding participation in Imperial conferences);
– describe the treaties, alliances, events, and people
Knowledge and that contributed to the start of the First World War, and
8h43 Understanding explain their relevance to Canada.
– formulate questions to facilitate research on
particular topics (e.g.,Why did Canadians support
Inquiry/Research and Laurier‟s leadership for fifteen years? Who started the
8h44 Communication Skills First World War?);
– use a variety of primary and secondary sources to
locate relevant information (e.g., primary sources:
immigration posters, photographs of working
Inquiry/Research and conditions, journals and diaries; secondary sources:
8h45 Communication Skills print materials, videos, CD-ROMs, Internet sites);
– analyse, synthesize, and evaluate historical
Inquiry/Research and information (e.g., immigration tables, population growth
8h46 Communication Skills tables);
– describe and analyse conflicting points of view about
Inquiry/Research and a historical issue (e.g., child labour, the Boer War, the
8h47 Communication Skills causes of the First World War);
– communicate the results of inquiries for specific
purposes and audiences, using media works, political
cartoons, oral presentations, written notes and reports,
Inquiry/Research and drawings, tables, charts, and graphs (e.g., prepare a
8h48 Communication Skills report on a selected topic and individual);
– use appropriate vocabulary (e.g., advocate,
movement, temperance, reciprocity, entrepreneurs,
Inquiry/Research and multiculturalism, alliance, entente ) to describe their
8h49 Communication Skills inquiries and observations.
– create an immigration campaign to attract
immigrants to Canada around the beginning of the
twentieth century and today, using media appropriate
8h50 Application to the period (e.g., poster, pamphlet);
– compare the challenges facing farmers and workers
at the beginning of the twentieth century to those
8h51 Application facing farmers and workers today;
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The Ontario Curriculum (TOC) Grade 8
– compare family roles at the beginning of the
twentieth century to family roles today (e.g.,
responsibilities and roles of men, women, and
8h52 Application children).
Grade 8 Geography
Patterns in Human Geography
• identify the main patterns of human settlement and
identify the factors that influence population distribution
8g1 Overall Expectations and land use;
• use a variety of geographic representations,
resources, tools, and technologies to gather, process,
and communicate geographic information about
8g2 Overall Expectations patterns in human geography;
• compare living and working conditions in countries
with different patterns of settlement, and examine how
demographic factors could affect their own lives in the
8g3 Overall Expectations future.
Knowledge and – identify the three main patterns of human settlement
8g4 Understanding – linear, scattered, and clustered;
– identify and explain the factors affecting population
distribution (e.g., history, natural environment,
Knowledge and technological development, immigration
8g5 Understanding trends/patterns);
Knowledge and – compare the characteristics of places with high and
8g6 Understanding low population densities;
Knowledge and – explain how site and situation influence settlement
8g7 Understanding patterns;
– identify and describe the types of land use (e.g.,
residential, recreational, institutional, commercial,
Knowledge and industrial, agricultural; for transportation,
8g8 Understanding communication, utilities; public space);
Knowledge and – summarize the factors that affect patterns of
8g9 Understanding urbanization, industrialization, and transportation.
– formulate questions to guide and synthesize
research on the study of population characteristics and
patterns (e.g.,What conditions are needed to maintain
a high quality of life? What is the relationship between
Inquiry/Research and literacy rate and GNP? What action can students take
8g10 Communication Skills to aid a developing nation?);
– locate relevant information from a variety of primary
and secondary sources (e.g., primary sources:
interviews, field studies, surveys; secondary sources:
Inquiry/Research and statistics, maps, diagrams, illustrations, print materials,
8g11 Communication Skills videos, CD-ROMs, Internet sites);
– communicate the results of inquiries for specific
purposes and audiences using computer slide shows,
videos, websites, oral presentations, written notes and
reports, illustrations, tables, charts, maps, models, and
graphs (e.g., create graphs to compare factors
Inquiry/Research and affecting quality of life; create an illustrated brochure
8g12 Communication Skills outlining positive features of a developing nation; map
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The Ontario Curriculum (TOC) Grade 8
the ten highest and lowest countries on the Human
Development Index; interpret population pyramids to
predict population trends in other countries);
– use appropriate vocabulary (e.g., site, situation, rural,
developed, developing, urbanization, population
density, population distribution, gross domestic product
[GDP], gross national product [GNP], correlation, birth
Inquiry/Research and and death rates, literacy rate, life expectancy ) to
8g13 Communication Skills describe their inquiries and observations.
– create and use a variety of maps for specific
purposes (e.g., to show land use, transportation
Map, Globe, and routes, population distribution, popular tourist
8g14 Graphic Skills * destinations);
– produce and interpret simple scatter graphs to
Map, Globe, and determine the correlation between population
8g15 Graphic Skills * characteristics;
– construct and examine population pyramids to make
Map, Globe, and predictions about future trends in population
8g16 Graphic Skills * characteristics.
– compare key characteristics (e.g., quality of life, level
of industrialization and urbanization) of a number of
8g17 Application developed and developing countries;
– research job trends and predict the skills that will be
needed to meet the challenges of Canada‟s changing
8g18 Application demographics.
Economic Systems
• describe the characteristics of different types of
economic systems and the factors that influence them,
including economic relationships and levels of
8g19 Overall Expectations industrial development;
• use a variety of geographic representations,
resources, tools, and technologies to gather, process,
and communicate geographic information about
8g20 Overall Expectations regional, national, and international economic systems;
• compare the economies of different communities,
regions, or countries, including the influence of factors
such as industries, access to resources, and access to
8g21 Overall Expectations markets.
– outline the fundamental questions that all economic
systems must answer: what goods are produced; how
Knowledge and they are produced; for whom they are produced; by
8g22 Understanding whom they are produced; and how they are distributed;
– describe the characteristics of different types of
economic systems (e.g., traditional, command, market)
and explain why most countries, including Canada,
Knowledge and have a mixed economy that includes features from
8g23 Understanding more than one system;
– explain how the availability of particular economic
resources (e.g., quantity and quality of land, labour,
Knowledge and capital, entrepreneurial ability) influences the economic
8g24 Understanding success of a region;
– identify and give examples of the three major types
of industries – primary (resource), secondary
Knowledge and (manufacturing), and tertiary (service) – and describe
8g25 Understanding how these industries have developed in Canada.
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The Ontario Curriculum (TOC) Grade 8
– formulate questions to guide and analyse research
on economic influences and relationships (e.g.,Where
would be the best place to start a new logging industry
in Canada? How have the types of industries in
Inquiry/Research and Canada changed since the nineteenth century? How
8g26 Communication Skills has technology changed a specific industry?);
– locate relevant information from a variety of primary
and secondary sources (e.g., primary sources:
statistics, interviews, published field studies, a field trip
to a local industry; secondary sources: maps,
Inquiry/Research and illustrations, print materials, videos, CD-ROMs, Internet
8g27 Communication Skills sites);
– communicate the results of inquiries for specific
purposes and audiences, using computer slide shows,
videos, websites, oral presentations, written notes and
reports, illustrations, tables, charts, maps, models, and
graphs (e.g., use a brief dramatization to explain an
industry to the class; produce a map showing the
Inquiry/Research and locations of natural resources and raw materials
8g28 Communication Skills needed by an industry);
– use appropriate vocabulary (e.g., economy;
traditional, command, market, and mixed economies;
supply and demand; production; goods; services;
consumer; market; distribution; imports; exports; land;
entrepreneurial; capital; primary, secondary, and
Inquiry/Research and tertiary industries ) to describe their inquiries and
8g29 Communication Skills observations.
– use thematic maps to identify economic patterns
(e.g., the location of industries in relation to sources of
raw materials, markets, and transportation; the
Map, Globe, and proportional flow of trade between countries; sources
8g30 Graphic Skills * of labour).
– compare the economies of some top trading nations
and explain the reasons for their success, taking into
account factors such as industries, access to
8g31 Application resources, and access to markets;
– investigate and explain the advantages and
disadvantages of Canada‟s involvement in major trade
associations/agreements (e.g., North American Free
Trade Agreement [NAFTA],World Trade Organization
8g32 Application [WTO]);
– investigate and describe how a new or existing
8g33 Application industry affects the economy of a region.
Migration
• identify factors that affect migration and mobility,
describe patterns and trends of migration in Canada,
and identify the effects of migration on Canadian
8g34 Overall Expectations society;
• use a variety of geographic representations,
resources, tools, and technologies to gather, process,
and communicate geographic information about
8g35 Overall Expectations migration and its effects on people and communities;
• connect the real experiences of Canadians to
8g36 Overall Expectations information about the causes and effects of migration.
8g37 Knowledge and – identify the push and pull factors that influence
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The Ontario Curriculum (TOC) Grade 8
Understanding people to move (e.g., push: drought, war, lack of
freedom, discrimination and persecution; pull:
employment opportunities, security, climate);
Knowledge and – identify barriers to migration (e.g., physical, financial,
8g38 Understanding legal, political, emotional);
Knowledge and – describe how technology has improved human
8g39 Understanding mobility;
– explain how the components of culture (e.g.,
Knowledge and language, social organization, educational systems,
8g40 Understanding beliefs and customs) can be affected by migration;
– describe the effects that migration has had on the
development of Canada (e.g., its multicultural
Knowledge and character, rural and urban resettlement, interprovincial
8g41 Understanding movement, the brain drain).
– formulate questions to guide and analyse research
on migration and mobility (e.g.,What barriers exist
today for new immigrants? In which time period would
it be harder for people to immigrate to Canada – now
Inquiry/Research and or a hundred years ago? Where would be the best
8g42 Communication Skills place to migrate to in Canada?);
– locate relevant information from a variety of primary
and secondary sources (e.g., primary sources:
surveys, statistics, interviews, field studies; secondary
Inquiry/Research and sources: maps, illustrations, print materials, videos,
8g43 Communication Skills CD-ROMs, Internet sites);
– communicate the results of inquiries for specific
purposes and audiences, using computer slide shows,
videos, websites, oral presentations, written notes and
reports, illustrations, tables, charts, maps, models, and
graphs (e.g., write a story/journal relating the difficulties
faced by past or present immigrants; create a slide
show to show how technological changes have
Inquiry/Research and affected mobility; create a video presentation
8g44 Communication Skills encouraging immigrants to come and live in Canada);
– use appropriate vocabulary (e.g., accessible,
barriers, migration, mobility, immigration, emigration,
Inquiry/Research and refugees, modes of transportation, push factors, pull
8g45 Communication Skills factors ) to describe their inquiries and observations.
– use thematic maps to identify patterns in migration
(e.g., location of regions that were sources of
Map, Globe, and significant immigration to Canada, proportional flow
8g46 Graphic Skills * along migrational routes to Canada).
– use a decision-making model to select an ideal place
to live, and present this decision to other members of
8g47 Application the class;
– investigate the migrational roots of the members of
the class and relate them to Canada‟s cultural
8g48 Application development.
Grade 8 Health & Physical Education
Living Skills
Overall Expectations
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The Ontario Curriculum (TOC) Grade 8
1. demonstrate personal and interpersonal skills and the use of critical
and creative thinking processes as they acquire knowledge and skills in
connection with the expectations in the Active Living, Movement
8p1 Competence, and Healthy Living strands for this grade.
Living Skills
Personal Skills (PS) 1.1 use self-awareness and self-monitoring skills to
help them understand their strengths and needs, take responsibility for
their actions, recognize sources of stress, and monitor their own progress,
as they participate in various physical activities, develop movement
competence, and acquire knowledge and skills related to healthy living
(e.g., Active Living: explain how knowing themselves – their likes, dislikes,
strengths, and abilities – can help them determine which health related
and skill-related components of fitness to focus on when developing their
fitness plan; Movement Competence: monitor improvements in their body
control as they apply their understanding of the phases of movement –
preparation, execution, follow-through – to the refinement of a variety of
movement skills; Healthy Living: describe the importance of self-
8p2 awareness in developing stress-management strategies)
Personal Skills (PS) 1.2 use adaptive, management, and coping skills to
help them respond to the various challenges they encounter as they
participate in physical activities, develop movement competence, and
acquire knowledge and skills related to healthy living (e.g., Active Living:
manage their improvement of different health-related components of
fitness by monitoring the frequency of their physical activity, the intensity
of their activity, the types of activities they choose, and the length of time
they are being active; Movement Competence: experiment with shifting
weight and changing body position to find ways to make smoother
transitions when performing a series of balances with a partner; Healthy
Living: identify the type of support that is available to help with the various
physical, emotional, cultural, social, and psychological issues that can
8p3 arise in connection with sexuality and sexual health)
Interpersonal Skills (IS) 1.3 communicate effectively, using verbal or non-
verbal means, as appropriate, and interpret information accurately as they
participate in physical activities, develop movement competence, and
acquire knowledge and skills related to healthy living (e.g., Active Living:
give examples of how to communicate information clearly and concisely in
an emergency situation; Movement Competence: congratulate opponents
on a good play in a sincere way; Healthy Living: make adjustments to suit
particular audiences – parents, peers, younger students, community
8p4 members – when communicating to promote healthy eating)
Interpersonal Skills (IS) 1.4 apply relationship and social skills as they
participate in physical activities, develop movement competence, and
acquire knowledge and skills related to healthy living to help them interact
positively with others, build healthy relationships, and become effective
team members (e.g., Active Living: cooperate with others by respecting
their choice of activities; encourage others when participating in activities
like cross-country running; Movement Competence: work with a partner to
try out different types of passes to evade opponents; Healthy Living:
explain the positive aspects and the risks associated with close personal
8p5 relationships and different levels of physical intimacy)
Critical and Creative Thinking (CT) 1.5 use a range of critical and creative
thinking skills and processes to assist them in making connections,
planning and setting goals, analysing and solving problems, making
decisions, and evaluating their choices in connection with learning in
health and physical education (e.g., Active Living: track and analyse
changes in their health-related components of fitness over a designated
8p6 period of time, and make any necessary adjustments in their fitness plans;
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The Ontario Curriculum (TOC) Grade 8
plan ways to promote the involvement of all the students in the school in
“healthy schools” activities such as litterless lunch programs and active
recess activities; Movement Competence: explain how developing
movement competence and building confidence influence the extent to
which people participate in physical activity; Healthy Living: analyse
potentially dangerous situations and devise solutions for making them
safer)
Active Living
Overall Expectations
A1. participate actively and regularly in a wide variety of physical activities,
and demonstrate an understanding of how personal motivational factors
8p7 can be used to encourage participation in physical activity;
A2. demonstrate an understanding of the importance of being physically
active, and apply physical fitness concepts and practices that contribute to
8p8 healthy, active living;
A3. demonstrate responsibility for their own safety and the safety of others
8p9 as they participate in physical activities.
Active Participation
A1.1 actively participate according to their capabilities in a wide variety of
program activities (e.g., individual, small-group, and large-group activities;
movement and rhythmic activities; dance; outdoor pursuits) [PS, IS]
Teacher prompt: “In the next ten minutes, you will have the opportunity to
go to three different fitness stations. Think about what stations you will
choose to visit.” Student: “I am going to pick two stations that connect to
my fitness goals and one for fun. I am going to go to the exercise band
station because I need to work on my arm strength. I am going to go to
the stability ball station because I am working on my core strength and
balance. I‟m going to pick skipping as my third station because my friend
and I are having a contest to see who can skip rope the longest without
8p10 stopping.”
A1.2 demonstrate an understanding of factors that contribute to their
personal enjoyment of being active (e.g., being able to adapt activities to
suit individual needs and preferences; having a choice of activities and
choices within activities; being comfortable with the activities, both socially
and emotionally; being able to take part in activities in a natural
environment; being able to take part in activities that are culturally
relevant), as they participate in a diverse range of physical activities in a
variety of indoor and outdoor environments [PS] Teacher prompt: “In
class, we play in different groups to experience working with different
people who have different skill levels. What kinds of groups do you find
most comfortable to participate in?” Student: “I‟m comfortable playing
with people who are at my skill level, but I also like playing with people
who are better than I am, because it gives me a good challenge and I can
learn from playing with them.” Teacher prompt: “Activities are more
enjoyable when you can play at a level that is challenging but still not too
difficult. How does this badminton activity do this?” Student: “With this
activity, you can choose to serve the shuttle from any of three lines. If you
choose the distance that allows you to get the shuttle over the net most of
the time and into one of the three areas marked on the floor with pylons,
8p11 then you are choosing the distance that is not too easy and not too hard.”
A1.3 demonstrate an understanding of factors that motivate personal
participation in physical activities every day (e.g., gaining health benefits,
including release from stress; having interpersonal interactions; becoming
8p12 more independent in daily living activities; experiencing personal
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The Ontario Curriculum (TOC) Grade 8
enjoyment), and explain how these factors can be used to influence
others (e.g., friends, family, members of the community) to be physically
active [CT] Teacher prompt: “How can your participation in physical
activity have an impact on others?” Students: “By being active, you can
be a good role model and influence others. At school I am a fitness buddy
for a Grade 2 student. Our classes get together and we help the younger
students participate in physical activities.” “Sometimes just by
participating, you can motivate others to join you. Because I play water
polo, my younger sister wants to try it.” “On the weekends when I go for a
bike ride, my father often comes with me. He might not go out on his own
if I were not going.”
Physical Fitness
A2.1 Daily physical activity (DPA): participate in sustained moderate to
vigorous physical activity, with appropriate warm-up and cool-down
activities, to the best of their ability for a minimum of twenty minutes each
8p13 day (e.g., capture the flag, four-corner soccer, ball fitness activities) [PS]
A2.2 recognize the difference between health-related components of
personal fitness (i.e., cardiorespiratory endurance, muscular strength,
muscular endurance, flexibility) and skill-related components (i.e.,
balance, agility, power, reaction time, speed, and coordination), and
explain how to use training principles to enhance both components [CT]
Teacher prompt: “How do you use training principles, such as considering
the frequency and intensity of your workout and the timing and types of
activities you choose, to improve your health-related fitness, particularly
cardiorespiratory fitness? What does Canada‟s Physical Activity Guide for
Youth recommend?” Student: “I need to decide what activities to do, and
how often and how long I need to be active to get the fitness benefits I
want. To improve my cardiorespiratory fitness, I need to choose activities
that will raise my heart rate and make my heart and lungs work harder.
Doing something like swimming for forty minutes three days a week, for
example, would improve my cardiorespiratory fitness. The physical activity
guide recommends that young people improve their fitness by increasing
the time they currently spend on physical activity each day and reducing
non-active time.” Teacher prompt: “Health-related components of fitness
contribute to your overall health and well-being. Skill-related components
of fitness help improve the quality of your movements during activity.
Agility is a skill-related component of fitness. Explain what agility is. Why
is it important?” Student: “Agility is the ability to change directions and
change smoothly and easily from one movement to another. It is helpful
when playing sports like soccer or basketball but also when participating
in recreational activities like in-line skating or skateboarding. Having good
agility helps you move more smoothly and efficiently and makes the
8p14 activity more fun.”
A2.3 assess their level of health-related fitness (i.e., cardiorespiratory
endurance, muscular strength, muscular endurance, flexibility) during
various physical activities and monitor changes in fitness levels over time
(e.g., by tracking heart rates, recovery time, how they feel during and after
activity, level of participation; noting increase in range of motion when
doing yoga stretches; tracking increases in the number of repetitions
when doing arm curls with exercise bands) [PS, CT] Teacher prompt:
“How has monitoring your work on different fitness components helped
improve your fitness?” Student: “Seeing improvements over time has
given me encouragement to keep working and become even more fit.
Tracking my progress on different components has also helped me focus
8p15 on those that need more work, so my overall fitness has become better.”
A2.4 develop, implement, and revise a personal plan to meet short- and
8p16 long-term health-related fitness and physical activity goals [PS, CT]
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Teacher prompt: “What have you chosen as your goal? When setting your
goal and developing your plan to achieve it, consider your time frame as
well as your assessment information. Is your goal short-term or long-
term? How do you know that your goal is realistic? How will you know
whether you‟ve achieved your goal? What will help you achieve your goal?
How will achieving this goal help you?” Student: “I‟m working at
improving my long-distance running/wheeling to improve my overall
fitness. I want to run/wheel the 1500-metre event at the track meet in the
spring. I am also thinking of doing a 10K charity run/wheel. I think my goal
is realistic. It is October, so this is a long-term goal – and I have time to
train. And I did complete the 1500-metre event last year, although it was
fairly challenging. Here is my plan to accomplish my goal: I plan to
practise three times a week for the next ten weeks. And if I work with a
partner, I think I will be more successful, because my partner can give me
tips, suggestions, and encouragement. I can also talk with my partner
about my plan and consider whether I need to change anything I am
doing. I don‟t have a goal to complete the race in any set time. Finishing
the race will be my goal. I will definitely be more fit and I will be really
proud of myself if I can do this.”
Safety
A3.1 demonstrate behaviours and apply procedures that maximize their
safety and that of others (e.g., following appropriate procedures and
guidelines; demonstrating social responsibility; encouraging others to act
safely; wearing sunscreen, long sleeves, sunglasses, and a hat to limit UV
exposure) in a variety of physical activity settings (e.g., school, community
recreational facilities, outdoor recreational venues) [PS, IS] Teacher
prompt: “Other than school facilities, what are some local indoor and
outdoor recreational venues in our community that we can use for
physical activities? What safety considerations do you need to think
about, whether you are participating in physical activity at school or in the
community?” Student: “We have several parks, including a skateboard
park, as well as fields, hiking trails, bike paths, a rink, and a lake that is
close by. Wherever we participate in physical activities, we need to be
aware of ourselves and others in our surroundings. Different activities
have specific safety considerations and rules that we need to think about
and follow. We also need to use and wear the proper safety equipment for
these activities. Using good judgement, thinking for yourself, following
posted rules and signs, and thinking before you act are good general
8p17 guidelines.”
A3.2 demonstrate a basic understanding of how to deal with emergency
situations that may occur while participating in physical activity (e.g.,
remain calm, know when more help is needed or when to call 9-1-1, know
where to get more help, know how to recognize symptoms of asthma or
anaphylaxis, move objects that may be a safety hazard away from the
injured person, know what an automated external defibrillator (AED) is
8p18 and be aware of where they are located in community facilities) [PS, CT]
Movement Competence: Skills, Concepts, and Strategies
Overall Expectations
B1. perform movement skills, demonstrating an understanding of the basic
requirements of the skills and applying movement concepts as appropriate,
8p19 as they engage in a variety of physical activities;
B2. apply movement strategies appropriately, demonstrating an
understanding of the components of a variety of physical activities, in order
8p20 to enhance their ability to participate successfully in those activities.
Movement Skills and Concepts
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B1.1 perform smooth transfers of weight and rotations, in relation to others
and equipment, in a variety of situations involving static and dynamic
balance (e.g., display control while stepping and turning on and off steps
during an aerobic routine; move smoothly between positions and twists
during a Pilates activity; work with a partner to create a sequence that
involves holding a partner‟s partial or whole weight when transferring from
one balance to another) [PS, IS] Teacher prompt: “Create a series of
tableaux that demonstrates the different phases of your favourite physical
activity, such as the three phases involved in sprinting or in swinging a
cricket bat, showing how you get ready, showing the action itself, and
showing the follow-through. Be sure to show three distinct movements and
8p21 a smooth transition from each movement to the next.”
B1.2 perform a wide variety of locomotor movements, with and without
equipment, while responding to a variety of external stimuli (e.g., approach,
take off, and land when doing a triple jump into a pit; strive to beat a time
record in orienteering; choreograph a dance sequence in response to
music; perform step aerobics at different tempos; change styles of cross-
country skiing depending on snow and terrain conditions, using a skate
technique on open, flat sections and a classic technique on narrower trails)
[PS] Teacher prompt: “How might you modify the movements in your
dance sequence as the music changes or as you develop new movement
sequences using different types of music?” Student: “With slower, more
lyrical music, my movements would be slower and bigger. With fast music,
8p22 I would use quicker and stronger steps in response to the fast tempo.”
B1.3 use and combine sending, receiving, and retaining skills in response
to a variety of external stimuli, while applying basic principles of movement
(e.g., shift weight and use all joints for maximum force when throwing
against the wind; put an appropriate spin on the ball when throwing a
football or rolling a ball around an obstacle in front of a target; sprint to
catch a pass that has been thrown short to an open space away from
defenders; while moving to music, transfer a rhythmic gymnastics ball from
one hand to the other, using the momentum of the movement to hold on to
the ball; show awareness of others‟ positions when taking off and landing
in a basketball layup; move body to retain an object in flag tag while
evading defenders; keep the basketball on their lap while moving and
evading a defender in wheelchair basketball) [PS, IS] Teacher prompt:
“How will you adjust for the wind when throwing an object?” Student: “I will
need to throw harder or softer, or adjust my aim, depending on the
8p23 direction of the wind.”
B1.4 demonstrate an understanding of the phases of movement (i.e.,
preparation, execution, follow-through) and apply this understanding to the
refinement of movement skills in a variety of physical activities (e.g.,
assume a ready position, swing, and follow through in a badminton stroke;
reach, pull, and recover when doing the back crawl) [PS] Teacher prompt:
“How does the preparation phase for sprinting differ from the preparation
phase for cross-country running?” Student: “With sprinting, you stay low
to the ground and prepare to explode from the start. With cross-country
running, you want to start in more of an upright position, and you start more
slowly because you want to conserve energy and pace yourself all the way
8p24 through the run.”
Movement Strategies
B2.1 demonstrate an understanding of the components of a range of
physical activities (e.g., movement skills, game structures, basic rules and
guidelines, conventions of fair play and etiquette), and apply this
understanding as they participate in a variety of physical activities in indoor
and outdoor environments [IS, CT] Teacher prompt: “Working in your
8p25 small group, consider what rule you could change in this activity to make it
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more or less challenging.” Student: “When playing ultimate disc, we could
change the rules so that everyone has to throw with their non-dominant
hand. That gives everyone good practice and also makes the play a little
more equal because it makes it challenging for everyone.” Teacher
prompt: “Now change the activity again, considering how you might adapt
the activity for a person in your group who has different needs; for
example, you may adapt the activity for someone who doesn‟t understand
the language or someone who may not understand the rules of the
activity.” Student: “We might change the rules to make it a lot simpler –
for example, we would not worry about the rules about the number of
seconds you can hold the disc or the number of steps you are allowed to
take with the disc. Once everyone seems to understand the game, we
could add those rules back in. Or we might play the game with a person
who needs help paired up with a more experienced player, or with
everyone working in pairs, so people can help each other follow the game.
In this variation, both players would handle the disc – for example, one
catches it and the other throws it – before it goes on to another pair.”
B2.2 demonstrate an understanding of how movement skills, concepts,
and strategies are transferable across different physical activities within
various categories (e.g., individual, target, net/wall, striking/fielding,
territory), and identify skills, concepts, and strategies that they found
effective while participating in a variety of physical activities in different
categories [CT] Teacher prompt: “Think about activities you do at school
and those you do on your own time. How can knowing how to do an activity
well affect your performance in that activity and in other activities?”
Students: “At school, we did cross-country running. I also go running
sometimes at home. Learning how to pace myself when I run has made it a
lot easier for me to run in my neighbourhood.” “We worked on our stability
and balance when we did fitness and developmental gymnastics at school.
My balance has improved and that has helped me with trail riding when I
am working on strategies for riding over logs and bumps. The better I get,
the more confident I get and the more I am able to do. I can also use the
skills, like balance, and the strategies, like ways of negotiating bumps and
jumps, when I do other activities, like skateboarding.” Teacher prompt:
"What are some common elements of a variety of individual activities, such
as yoga, qigong, and track and field? What about common elements
among team sports such as soccer, rugby, and softball?" Student:
“Activities like yoga and qigong involve core strength, balance, and
flexibility. Paying attention to breathing is also really important. There is
also a certain etiquette that you should follow in these activities – for
example, you shouldn‟t talk while doing the activity. You should focus on
your own practice. In team activities like soccer, rugby, and softball, you
use sending, receiving, and carrying skills. You need an understanding of
the basic rules. You need to be aware of the boundaries and work together
8p26 as a team.”
B2.3 apply a variety of tactical solutions to increase chances of success as
they participate in physical activities (e.g., individual activities: use
conscious breathing to enhance movement during a fitness activity; toss
balls or beanbags in an even pattern and keep eyes focused at the peak of
the toss when learning to juggle with three objects; target activities:
position balls or rocks in a place that makes it difficult for the opposing
team to score in games such as bocce or curling; net/wall activities:
choose the type of shot and consider the placement of the shot to gain an
offensive advantage; striking/ fielding activities: send the object away from
the defenders to allow for more time to score before the fielders retrieve
the object; territory activities: send a pass that places the object closer to
the goal; keep their body between the object and the defender while
8p27 moving; practise using a fast transition from offence to defence) [IS, CT]
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Teacher prompt: “How do you use a breathing rhythm, planning when to
inhale and when to exhale, to help you when doing activities such as push-
ups, curl-ups, and stretches?” Student: “I find it easier to do curl-ups
when I concentrate on breathing in when I‟m lying back and on breathing
out when I‟m sitting up.” Teacher prompt: “What are some important ideas
that transfer across different types of activities done in the natural
environment, such as canoeing, hiking, and skiing?” Student: “When
taking part in any activity in the natural environment, you should always
respect the environment and all who live in it. Your activities should not
harm or significantly change the environment. You should also take steps
to ensure your safety. Monitor the weather conditions, have an emergency
action plan, and always make sure others know where you will be and
when you will return.”
Healthy living
Overall Expectations
C1. demonstrate an understanding of factors that contribute to healthy
8p28 development;
C2. demonstrate the ability to apply health knowledge and living skills to
make reasoned decisions and take appropriate actions relating to their
8p29 personal health and well-being;
C3. demonstrate the ability to make connections that relate to health and
well-being – how their choices and behaviours affect both themselves and
others, and how factors in the world around them affect their own and
8p30 others‟ health and well-being.
Specific Expectations
Healthy Eating C1.1 demonstrate an understanding of different types of
nutrients (e.g., macronutrients and micronutrients) and their functions
Teacher prompt: “Different kinds of nutrients are needed to achieve
optimal health and prevent disease. Nutrients can be divided into two types
– macronutrients and micronutrients. What are these, and why is each kind
of nutrient needed for good health? Student: “Macro means big.
Macronutrients include carbohydrates, fats, and proteins. They provide our
bodies with energy for growth and activity. Micro means small.
Micronutrients are the vitamins and minerals in our food. They help
8p31 regulate body functions such as vision, healing, and muscle movement.”
Personal Safety and Injury Prevention C1.2 identify situations that could
lead to injury or death (e.g., head injuries in contact sports, spinal cord
injuries from falls or diving into unknown water, injuries in car accidents)
and describe behaviours that can help to reduce risk (e.g., wearing
protective gear, especially helmets; thinking before acting; avoiding
conflicts that could lead to violence; avoiding diving into unknown water;
being cautious when driving or riding ATVs, tractors, boats, or
snowmobiles; being aware of food safety when cooking and preparing
food) [CT] Teacher prompt: “Unintentional injury is a leading cause of
death for children and youth in Canada. Adolescents need to be aware of
the potential results associated with higher-risk activities. What are some
possible consequences of injuries to the spinal cord or head?” Student:
“Spinal cord injuries can cause complete or partial paralysis. Severe head
injuries can cause brain damage that may result in impairments of
movement, sight, hearing, speech, cognitive functioning, or sensation or
8p32 that may even lead to death.”
Substance Use, Addictions, and Related Behaviours C1.3 identify and
describe the warning signs of substance misuse or abuse, addictions, and
8p33 related behaviours (e.g., changes in behaviour, gradual withdrawal from
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social circles, a drop in academic performance) and the consequences that
can occur (e.g., aggressive behaviours related to alcohol use that can lead
to gender-based violence, dating violence, or sexual assault; financial
problems resulting from online gambling; overdose as a result of misuse of
prescription medications, including pain relievers; inability to make good
decisions as a result of drug use; binge drinking and alcohol poisoning;
injury, death, or legal charges resulting from accidents caused by impaired
driving; self-harming behaviours, including cutting, related to mental
illnesses such as depression that are exacerbated by substance abuse;
fetal alcohol spectrum disorder [FASD] in children as a result of alcohol
abuse by the mother during pregnancy)
Human Development and Sexual Health C1.4 identify and explain factors
that can affect an individual‟s decisions about sexual activity (e.g., previous
thinking about reasons to wait, including making a choice to delay sexual
activity and establishing personal limits; perceived personal readiness;
peer pressure; desire; curiosity; self-concept; awareness and acceptance
of gender identity and sexual orientation; legal concerns; awareness of
health risks, including risk of STIs and blood-borne infections; concerns
about risk of pregnancy; use of alcohol or drugs; personal or family values;
religious beliefs; cultural teachings; access to information; media
messages), and identify sources of support regarding sexual health (e.g., a
health professional [doctor, nurse, public health practitioner], a community
elder, a teacher, a religious leader, a parent or other trusted adult, a
reputable website) [PS] Teacher prompt: “How would thinking about your
personal limits and making a personal plan influence decisions you may
choose to make about sexual activity?” Student: “Thinking in advance
about what I value and what my personal limits are would help me to
respond and make decisions that I felt comfortable with in different
situations. I would be able to approach a situation with more confidence
and stick to what I had planned. I would be less likely to be caught off
guard and have to react without having thought through the options and
possible consequences.” Teacher prompt: “Why is it important to get
information from a credible source before making a decision about being
sexually active?” Student: “Having more information – and information
that you can trust – helps you make better decisions for yourself. Taking
time to get more information also gives you more time to think. Teens who
consult a health professional before being sexually active are more likely to
8p34 use protection, such as condoms, if they choose to be sexually active.”
Human Development and Sexual Health C1.5 demonstrate an
understanding of gender identity (e.g., male, female, two-spirited,
transgendered, transsexual, intersex) and sexual orientation (e.g.,
heterosexual, gay, lesbian, bisexual), and identify factors that can help
individuals of all identities and orientations develop a positive self-concept
[PS] Teacher prompt: “Gender identity refers to a person‟s internal sense
or feeling of being male or female, which may or may not be the same
thing as one‟s biological sex. It is different from and does not determine a
person‟s sexual orientation. Sexual orientation refers to a person‟s sense
of affection and sexual attraction for people of the same sex, the opposite
sex, or both sexes. Gender identity and sexual orientation are connected to
the way we see ourselves and to our interactions with others.
Understanding and accepting our gender identity and our sexual orientation
can have a strong impact – positive or negative – on the development of
our self-concept. A person‟s self-concept can develop positively if the
person understands and accepts his or her gender identity and sexual
orientation and is accepted by family and community. It is harder to
develop a positive self-concept, however, if the way a person feels or
identifies does not meet perceived or real societal norms and expectations
8p35 or is not what they want, or if they do not feel supported by their family,
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friends, school, or community. A person‟s self-concept can be harmed if a
person is questioning his or her gender identity or sexual orientation and
does not have support in dealing with his or her uncertainties. What kind of
support do people need to help them understand and accept their gender
identity and sexual orientation?” Student: “Having role models that you
can relate to – for example, people of similar ages or cultures – is
important. So is having all gender identities and sexual orientations
portrayed positively in the media, in literature, and in materials we use at
school. Family, school, and community support are crucial. Additional help
can come from trusted adults, community organizations, and school
support systems such as gay-straight alliances.”
Making Healthy Choices
Healthy Eating C2.1 evaluate personal food choices on the basis of a
variety of criteria, including serving size, nutrient content, energy value, and
ingredients (e.g., fats, carbohydrates, protein, vitamins and minerals,
calories, additives, allergens), preparation method, and other factors that
can affect health and well-being [CT] Teacher prompt: “Why is paying
attention to nutrients more valuable than counting calories?” Student:
“Paying attention to nutrients helps you focus on eating in a balanced way.
Calories are only one thing to consider and, by themselves, don‟t provide
information about nutrition. By following Canada‟s Food Guide, I can make
sure that I am meeting my energy and nutrient needs. It‟s important to get
all of the different nutrients that my body needs. By considering nutrient
content, I can make sure I get enough vitamins and minerals – for
example, I need to eat orange vegetables like carrots and orange peppers
to get Vitamin A. And if I make soup with milk instead of water, I‟ll get more
calcium and Vitamin D.” Teacher: “Serving size is one thing to consider
when making food choices. How many servings of fruits and vegetables
are recommended for teenagers?” Student: “Canada‟s Food Guide
recommends that teens eat seven to eight servings of vegetables and fruit
per day.” Teacher prompt: “If you do not eat breakfast, how does that
affect how you feel during the day?” Student: “I feel sluggish in the
morning, and I‟m starving by ten o‟clock. When I‟m so hungry, I‟m more
8p36 likely to eat less nutritious food at break.”
Personal Safety and Injury Prevention C2.2 demonstrate the ability to
assess situations for potential dangers (e.g., getting into a car with a
stranger or an impaired, unlicensed, or inexperienced driver; dependencies
or coercion in dating relationships; joining gangs; participating in violence;
attending a party where alcohol or drugs are being used; using cosmetic
procedures or treatments such as piercing, tattooing, crash diets, or
artificial tanning that involve potential health risks), and apply strategies for
avoiding dangerous situations [CT] Teacher prompt: “What are some
things you could do instead of getting into a car with a driver who has been
drinking?” Student: “I could call a family member or friend, stay over
where I am, walk home with a friend if there is a safe route, or take a bus
or taxi if one is available. I should have a plan and, if I can, carry money or
a phone, so that I do not have to depend on someone else to get home
safely.” Teacher prompt: “What are some things to be aware of in a
relationship to keep yourself safe?” Student: “Thinking about what makes
a relationship healthier is a good start. Things that could lead to danger in
relationships include an uneven balance of power in the relationship and
situations that involve alcohol or drugs. I can stay safer by defining my own
limits, listening to my gut feelings, and letting others know what I am doing
and where I am going. If something does not feel good or right, I need to
8p37 have the confidence to tell the other person to stop immediately.”
Substance Use, Addictions, and Related Behaviours C2.3 explain how
8p38 stress affects mental health and emotional well-being, and demonstrate an
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understanding of how to use a variety of strategies for relieving stress and
caring for their mental health (e.g., engaging in physical activity, listening to
music, resting, meditating, talking with a trusted individual, practising
smudging) [PS] Teacher prompt: “Maintaining good mental health and
emotional well-being involves balancing the different aspects of life: the
physical, intellectual, social, emotional, and spiritual. It involves the ability
to think, feel, act, and interact in a way that allows you to enjoy life and
cope with challenges that arise. Signs of potential mental health difficulties
can include being frequently sad or depressed, anxious, or rebellious;
having difficulty paying attention; having problems with eating, sleeping, or
getting along at school; or being addicted to substances. Everyone is
vulnerable to emotional or mental stresses. What can you do to take care
of your mental health?” Student: “Being aware of my feelings and
monitoring them can help. So can understanding that anyone can
experience mental health difficulties and that getting help makes a big
difference.” Teacher prompt: “Stress can be positive and negative. Stress
can motivate you to get things done, but it is also connected to things over
which you have less control, like illness, death, or divorce, financial
concerns, or environmental issues. Identify a situation in which students
often feel stressed. How can you manage stress effectively?” Student: “
Students often feel stressed when they have too much to do. To cope, you
need to plan your time and set priorities. Do the most important things first.
Include some time for taking breaks and being active. Check off what you
get done as you do it. Plan with a friend, if that helps you. Stress can be
managed or relieved in many ways. Some people find that taking some
personal time to reflect and think and do quiet things like rest, write, read,
meditate, or listen to music works best for them. Others find that being
physically active or interacting with others by talking through problems is
helpful. Different things work for different people, and you have to find the
way that works best for you. Some cultures have special ways of relieving
stress. Some First Nation people, for example, use smudging to relieve
stress. This is a practice in which people fan smoke from herbs like sage
or sweetgrass over their bodies to cleanse them of bad feelings and get rid
of negative thoughts and energy. Afterwards, they feel renewed, physically,
emotionally, mentally, and spiritually.”
Human Development and Sexual Health C2.4 develop their understanding
about sexual health (e.g., about issues such as abstinence; the choice to
delay first intercourse; setting sexual limits; safer sex and pleasure; use of
contraception, including condoms, for pregnancy and STI prevention),
using knowledge of self and of safe-sex practices and contraception
(including condom use), seeking additional information and support as
needed, and practising (e.g., through role play) the communication,
assertiveness, and refusal skills that may be needed for decision making in
real-life contexts [IS, CT] Teacher prompt: “What do teenagers need to
know about contraception and safer sex in order to protect their sexual
health and set appropriate personal limits?” Student: “Teenagers need to
know about the benefits and risks of different types of contraception. They
need to understand that the only 100% sure way of not becoming pregnant
or getting an STI, including HIV, is not having sexual contact. Those who
choose to be sexually active also need to know which contraceptive
methods provide a protective barrier against disease as well as pregnancy.
Condoms provide protection against both pregnancy and STIs – but to be
effective, they need to be used properly and used every time. Teenagers
need to understand how important it is to talk with their partners about
sexual health choices and about keeping safe. They have to develop the
skills to communicate their thoughts effectively in these conversations. This
8p39 takes practice.”
Making Connections for Healthy Living
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Healthy Eating C3.1 identify strategies for promoting healthy eating within
the school, home, and community (e.g., implementing school healthy food
policies, launching healthy-eating campaigns, choosing healthy food items
to sell in fundraising campaigns, getting involved in family meal planning,
learning food preparation skills, urging local restaurants to highlight healthy
food choices) [CT] Teacher prompt: “How could you promote healthy
eating at home?” Student: “I could help with meal planning, shopping, and
preparation, or discuss healthy eating with my family.” Teacher: “Where
can you get more information about healthy eating in your community?”
Student: “The public health unit, registered dieticians, medical clinics,
family health centres, and reputable websites are all good sources of
information about healthy eating.” Teacher: “What might you do to
promote healthy eating at school?” Student: “I could ask about healthy
food policies and join clubs or groups to support healthy eating at school. I
could model healthy eating. As a class, we could put together information
about healthier food choices to share with younger students. Instead of
selling chocolates to raise funds, we could do something healthy like have
8p40 a dance-a-thon.”
Personal Safety and Injury Prevention C3.2 analyse the impact of violent
behaviours, including aggression, anger, swarming, dating violence, and
gender-based or racially based violence, on the person being targeted, the
perpetrator, and bystanders, and describe the role of support services in
preventing violence (e.g., help lines, school counsellors, social workers,
youth programs, shelters, restorative justice programs, gay-straight student
alliances) [CT] Teacher prompt: “Managing emotions in heated situations
is an essential skill. Consider this situation: Students are playing
basketball on the playground; someone gets pushed aggressively and
tempers flare. What is the impact on those playing and those watching?”
Student: “This situation could escalate into a fight. Someone could be hurt,
and that could lead to suspension or assault charges and damage the
relationships between the players on and off the court and in the
classroom. It could scare or injure the people watching.” Teacher prompt:
“Gender-based violence includes any form of behaviour – psychological,
physical, and sexual – that is based on an individual‟s gender and is
intended to control, humiliate, or harm the individual. When we say
„gender-based violence‟, we are often referring to violence against women
and girls. Can you give me some examples?” Student: “It can include
physical assault in a relationship, sexual assault, or rape. It can also
include things like having your rear end pinched in the hallway, having your
8p41 top pulled down or lifted up, or being held down and touched.”
Human Development and Sexual Health C3.3 analyse the attractions and
benefits associated with being in a relationship (e.g., support,
understanding, camaraderie, pleasure), as well as the benefits, risks, and
drawbacks that relationships involving different degrees of sexual intimacy
can pose for themselves and others (e.g., hurt when relationships end or
trust is broken; in more sexually intimate relationships, risk of STIs and
related risk to future fertility, unintended pregnancy, sexual harassment
and exploitation; potential for dating violence) [IS, CT] Teacher prompt:
“There are pros and cons to being in a relationship, and when you are in a
relationship, there are positive things and drawbacks associated with
different levels of intimacy. All of them are important to think about. There
is a range of intimate behaviours that people can use to show caring and
connection in a relationship, and different levels of risk associated with
different levels of intimacy. Intimate behaviours can include holding hands,
hugging, kissing, touching bodies and genitals, and engaging in sexual
intercourse. When considering the level of intimacy that is appropriate for
their relationship, what does a couple need to think about?” Student:
8p42 “Both individuals need to consider their own values and beliefs and
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whether both partners are treating each other with respect, and they need
to be able to talk about this with their partner. If one partner is choosing to
abstain from sexual activity, that partner needs to have the confidence and
comfort level to explain what that means to him or her. For example, a
person might want to kiss but not want to have any genital contact. Both
partners need to be able to talk about how they can show their affection
while respecting that decision.” Teacher: “How can being in an intimate
relationship affect other relationships in your life?” Student: “When you
have a boyfriend or a girlfriend, sometimes friends treat you differently. You
might start hanging out with different people or spending less time with
some friends. You might have less time to spend with family. It‟s important
to be aware of what is happening, so that you can take steps to avoid
neglecting other relationships that are important to you.”
Grade 8 Music
Overall Expectations
C1. Creating and Performing: apply the creative process (see pages 19–
22) to create and perform music for a variety of purposes, using the
8a35 elements and techniques of music;
C2. Reflecting, Responding, and Analysing: apply the critical analysis
process (see pages 23–28) to communicate their feelings, ideas, and
8a36 understandings in response to a variety of music and musical experiences;
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding
of a variety of musical genres and styles from the past and present, and
8a37 their sociocultural and historical contexts.
ELEMENTS OF MUSIC
8a38 duration: tempo markings and rhythms encountered in the repertoire
8a39 pitch: major and minor tonality; keys encountered in the repertoire
dynamics and other expressive controls: all intensity levels; changes in
8a40 levels
timbre: tone colours of world music ensembles and instruments (e.g.,
8a41 gamelan, shakuhachi, doumbek, sitar, djembe, ocarina)
8a42 texture/harmony: monophonic, homophonic, and polyphonic music
8a43 form: forms encountered in performance repertoire (e.g., minuet)
Creating and Performing
C1.1 sing and/or play, in tune, music in unison and in two or more parts
from a variety of cultures, styles, and historical periods (e.g., perform in
large and small ensembles, prepare a solo, improvise in a drum circle)
Teacher prompts: “How can you interpret the expressive markings in music
when you perform?” “When composing, how can you indicate with musical
8a44 symbols how the performer is to perform your composition?”
C1.2 apply the elements of music through performing, composing, and
arranging music for a specific effect or clear purpose (e.g., create a jingle
to advertise a product; improvise a simple melody over a 12-bar blues
progression; arrange a piece of their choice from their method book for a
quartet of mixed instruments) Teacher prompts: “How did the elements
that you chose for your jingle help sell the product?” “What did you need to
8a45 take into consideration when arranging the piece for your quartet?”
C1.3 create musical compositions in a variety of forms for specific
purposes and audiences (e.g., write lyrics and a melody for a protest song
based upon a current social issue; compose a melodic theme for a
computer game Teacher prompts: “Explain how the rhythm and melody of
your song communicate your intended message.” “What does a composer
8a46 have to consider when writing music for computer games?”
8a47 C1.4 use the tools and techniques of musicianship in musical
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performances (e.g., apply blend, articulation, phrasing, conducting
patterns; maintain straight and relaxed posture when singing or playing;
keep instrument, hand, arm, and/or mouth in playing position; use proper
breath, bow, or stick control Teacher prompts: “What are the functions of
your right and left hands when conducting?” “How can you communicate
dynamics, articulation, phrasing, and tempo through your conducting
gestures?”
C1.5 demonstrate an understanding of standard and other musical notation
through performance and composition (e.g., interpret repeat signs such as
D. C. al coda, d. s. al coda, d. s. al fine; interpret Italian terms and
abbreviations for dynamics and tempo; use the notes of the chromatic
scale; arrange a piece for a duet using notation software) Teacher
prompts: “How many bars of music will you actually sing or play in this
piece if you follow the repeats indicated by the composer?” “What are all of
the different dynamic and tempo markings in this piece?” “What will you
8a48 need to do in your singing or playing to effectively follow these markings?”
Reflecting, Responding, and Analysing
C2.1 express analytical, personal responses to musical performances in a
variety of ways (e.g., use graphic organizers, journals, or reflection logs to
record their responses; conduct or respond in an interview in which they
describe a musical experience; analyse a performance in the way that a
musical commentator on the radio might do it; depict scenes from Love
Songs for a Small Planet by Alexina Louie or The Moldau by Smetana
8a49 using visual arts)
C2.2 analyse, using musical terminology, ways in which the elements of
music are used in various styles and genres they perform, listen to, and
create (e.g., use of form and dynamics in absolute music, such as the
Symphony no. 40 in G minor by Mozart, and in program music, such as
The Firebird by Stravinsky) Teacher prompts: “What are the differences
between absolute and program music? How did the composer use such
musical elements as timbre, form, and dynamics to suggest certain
images?” “Which musical elements made the images in The Firebird the
clearest for you? Why?” “How do the lyrics in a song affect your
interpretation of the music? What happens when we change the lyrics?
8a50 How is the song‟s overall effect different? Why?”
C2.3 identify and give examples of their strengths and areas for
improvement as composers, musical performers, interpreters, and
audience members (e.g., set a goal to improve their performance skills,
reflect on how successfully they attained their goal, keep a practice journal,
record and analyse their own performances throughout the term) Teacher
prompts: “Having followed your music as you listen to your performance,
what are your strengths and next steps as a performer?” “About what area
of music do you feel most confident? What area do you want to pursue in
8a51 the future?”
Exploring Forms and Cultural Contexts
C3.1 analyse some of the social, political, and economic factors that affect
the creation of music (e.g., historical events that inspired the composition
of nationalistic music; the development of jazz, rap, and heavy metal, and
their effect on culture; the social and/or cultural origins of folk songs, love
songs, national anthems, and dance music; the economic purposes for
commercial music played in stores; purposes and effects of Aboriginal
activism through song) Teacher prompts: “What factors might influence
someone to compose this type of music?” “Do composers have a target
audience in mind when composing music?” “How does nationalistic music
influence the listener?” “How might the style of the music affect your
8a52 interpretation of the lyrics?”
8a53 C3.2 compare and contrast music from the past and present (e.g.,
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differences and similarities between music from various cultures and
contemporary fusion forms; similarities and differences between traditional
Aboriginal music and music sung and played by contemporary Aboriginal
musicians; differences and similarities between dance music from the
seventeenth century, Chopin waltzes, hip hop, and mariachi) Teacher
prompts: “What are the key characteristics that distinguish folk music from
popular commercial music? Are there any similarities?” “How has the role
of music in our lives changed?”
Grade 8 Visual Arts
Overall Expectations
D1. Creating and Presenting: apply the creative process (see pages 19–
22) to produce art works in a variety of traditional two- and three-
dimensional forms, as well as multimedia art works, that communicate
feelings, ideas, and understandings, using elements, principles, and
8a54 techniques of visual arts as well as current media technologies;
D2. Reflecting, Responding, and Analysing: apply the critical analysis
process (see pages 23–28) to communicate feelings, ideas, and
8a55 understandings in response to a variety of art works and art experiences;
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding
of a variety of art forms, styles, and techniques from the past and present,
8a56 and their sociocultural and historical contexts.
ELEMENTS OF DESIGN
line: directional lines; one- and two-point perspective to create depth;
8a57 contour drawings of figures
shape and form: various visual “weights” of forms (e.g., large, light-
coloured forms can seem to have less weight than smaller, dark forms);
8a58 complex three-dimensional constructions and motifs; gradation in size
space: one- and two-point perspective or foreshortening to create illusory
space; informal converging lines in an image creating the illusion of space;
adult human figures that are seven to eight heads in height; alternative
systems for representing space (e.g., layered images in medieval art;
disproportionately small images of people within a vast landscape in
Chinese art to show the smallness of humans in relation to nature; images
seen from several points of view simultaneously in Egyptian and cubist
8a59 paintings)
colour: tertiary colours; contrast of colour; absence of colour Note: In
creating multimedia art works, students may need some understanding of
8a60 different colour models, such as RGB and CMY(K), and websafe colours.
8a61 texture: real and illusory textures that appear in the environment
value: cross-hatching to suggest volume and shadows; variation and
8a62 increased range of gradation in value
PRINCIPLES OF DESIGN
movement: actual lines to lead the viewer‟s eye (e.g., solid lines, dotted
lines); subtle or implied “paths” using shape, value, and/or colour (e.g., an
invisible path created by leading the eye from large shapes to small
shapes, from shapes in dark colours to shapes in lighter colours, from
familiar shapes to unfamiliar shapes, from colour to no colour); actual
action (e.g., kinetic sculpture, animation); implied action (e.g., an invisible
path created by an arrow, a gaze, or a pointing finger; the “freeze frame”
effect of an object in motion, such as a bouncing ball suspended in mid-air
8a63 or a runner about to take the next step)
Creating and Presenting
D1.1 create art works, using a variety of traditional forms and current
8a64 media technologies, that express feelings, ideas, and issues and that
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demonstrate an awareness of multiple points of view (e.g., create a collage
that shows contrast between two points of view or a cause-and-effect
relationship; create an art work on a current event or issue, using the
conventions of sequential art or comics, or using found images and text to
express a point of view in the style of a contemporary artist such as Martin
Firrel, Jenny Holzer, or Barbara Kruger) Teacher prompts: “How can you
juxtapose text and images to create a message that challenges what the
text is saying?” “In your monochromatic comic layout, how will you use
angle of view, images, and text to show two sides of the story?” “How can
stereotypes be reinforced or challenged in art works?”
D1.2 demonstrate an understanding of composition, using multiple
principles of design and other layout considerations such as compositional
triangles to create narrative art works or art works on a theme or topic
(e.g., a figure drawing of a historically influential person that makes use of
the whole paper or space to create a sense of unity and balance, with a
single word or motif in the background; an abstract painting in which
movement is created by using line, value, colour, and/or shape; a stop-
motion animation that tells a simple story and that demonstrates the
principle of movement through sequential images in which the character or
object moves in relation to the frame) Teacher prompts: “How would your
image be different if your figure took up only one side of the paper?” “How
can you use colour and variation in value, like Mary Pratt, to capture light in
a still-life composition that leads the viewer‟s eye throughout the art work?”
“How can you use implied action through a technique such as automotion
8a65 or through the gaze or gestures of the figures?”
D1.3 use elements of design in art works to communicate ideas,
messages, and understandings for a specific audience and purpose (e.g.,
an illustration for a children‟s book that uses colour and rhythm to appeal to
its audience; a short movie or animation that uses space, time, and
framing to highlight a contemporary issue; a portrait of a person made from
junk-food or brand packaging to communicate an opinion, in the style of
Giuseppe Arcimboldo‟s series of allegorical portraits made from fruit,
vegetables, and other unlikely objects such as pots and books) Teacher
prompts: “How would manipulating the colour change the meaning of the
image? How would your illustration differ if you used colours from the
opposite side of the colour wheel?” “How will you use a variety of camera
angles and shots (e.g., wide, medium, close-up) to include different
8a66 perspectives and enhance your message?”
D1.4 use a variety of materials, tools, techniques, and technologies to
determine solutions to increasingly complex design challenges (e.g., •
drawing: create a pastel composition or flipbook that combines or contrasts
styles of two artists or styles from two cultures • mixed media: make a
series of small artist trading cards [ATCs] in a variety of media, illustrating
a contemporary issue or topic • painting: make an acrylic painting of a
magnified section of a sketch or an image that is seen through a viewfinder
or frame, then make changes to the painted surface with oil pastels to
create a personal interpretation of the image • printmaking: make a series
of two-colour softoleum, linoleum, or block prints that are variations on a
social theme and that are printed on papers of different colours and
textures [magazine paper, coloured bond paper, newsprint, tissue paper,
handmade paper] • sculpture: make a sculptural portrait of a hero or
favourite person out of papier mâché or plaster bandage that captures
what the person means to them • technology: create a short movie from an
animated image sequence or video, using editing software to create
suspense, a feeling of speed, or a sense of the passage of time) Teacher
prompts: “How would the feeling and message of the print change if you
8a67 printed it on a magazine advertisement rather than on coloured paper?
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Which one serves your purpose better?” “How can you use storyboards to
plan a variety of shots and camera angles?”
Reflecting, Responding, and Analysing
D2.1 interpret a variety of art works and identify the feelings, issues,
themes, and social concerns that they convey (e.g., hold a mock debate
between artists on a topic such as the emotional impact of realist versus
expressionist styles of art; compare art works in different artistic media that
express a common theme, such as wartime suffering in the art work of
Käthe Kollwitz and Francisco Goya; interpret images of social issues that
are explored in historical art works, contemporary art works, and media
arts) Teacher prompts: “How can a landscape image express ideas or
concepts, such as the power of nature in works by printmaker Hokusai or
photographer Ansel Adams?” “How have you been influenced by art work
from other cultures or historical periods?” “What makes one image a
8a68 stereotyped illustration and another image an authentic expression?”
D2.2 analyse ways in which elements and principles of design are used in
a variety of art works to communicate a theme or message, and evaluate
the effectiveness of their use on the basis of criteria generated by the class
(e.g., the use of colour and exaggeration in Balinese masks to evoke
feelings of fear; the use of line, colour, and shape in the work of Daphne
Odjig and Norval Morrisseau to represent spiritual ideas; Molly Bang‟s use
of colour, size, and asymmetrical balance in Picture This to reinforce a
mood or narrative; substitution of fur for a ceramic textural surface in
Beyond the Teacup by Meret Oppenheim) Teacher prompts: “What
message do you think Bang wants to convey in her image?” “How effective
are the elements of design as the ‟words‟ of a visual language?” “How do
the elements of design allow you to identify the intended audience for a
book after you‟ve looked at its cover?” “How does the representation of an
image from two or three points of view at once in Egyptian or cubist art
8a69 show you another way to represent perception?”
D2.3 demonstrate an understanding of how to read and interpret signs,
symbols, and style in art works (e.g., Horse and Train by Alex Colville as
an allegory of the impact of the industrial age; the style of an artist or
director of a film who is using compositional framing, point of view, and
selective focus to guide the attention of the viewer or audience; the
purposes of logos, icons, and images in advertisements; symbolic reuse
and transformation of popular images or iconography as a form of
commentary [“culture jamming”]; use of traditional Aboriginal symbols in
contemporary art) Teacher prompts: “How are the symbol systems in a
variety of cultures similar or different?” “How has the artist implied
meanings in his or her image? Explain why you think this art work is or is
8a70 not an allegory.”
D2.4 identify and explain their strengths, their interests, and areas for
improvement as creators, interpreters, and viewers of art (e.g., organize
and participate in a non-competitive art show that documents the stages of
the artistic process from artists‟ statements, concept drawings, and photos
of works in progress to the final art works; select, critique, and organize a
display of personally meaningful images from their own portfolios; use
feedback to evaluate the effectiveness of their own art works) Teacher
prompts: “How does your art work reflect a sense of personal or social
responsibility?” “How have you taken the venue or audience into
consideration in your display or portfolio of work?” “How did you
demonstrate imagination, flexibility, initiative, or judgement as you explored
ideas to make, interpret, or present art works?” “What strategies did you
8a71 use to resolve problems when planning your art work?”
Exploring Forms and Cultural Contexts
8a72 D3.1 identify and explain some of the ways in which artistic traditions in a
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variety of times and places have been maintained, adapted, or
appropriated (e.g., art works support or challenge personal and societal
beliefs or practices; migration or contact with other cultures has an
influence on the forms and styles of art and architecture; art styles of other
times and places have sometimes been appropriated by artists to create
hybrid art works that explore, represent, or challenge ideas) Teacher
prompts: “What are some contemporary clothing designs that show
influences from other cultures and designers from around the world?” “How
are Inuit artists using traditional elements and forms to create art that is
relevant today?” “How can artists incorporate the work of other artists or
cultural traditions to make original art work while also showing respect for
others‟ cultural or intellectual property?” “How do exhibitions or research
organized by theme or topic, instead of time period or culture, change the
way art works are perceived?”
D3.2 identify and analyse some of the social, political, and economic
factors that affect the creation of visual and media arts and the visual and
media arts community (e.g., the influence of love, loss, anger, or war on
creative expression; collaboration within production teams or artistic
communities; effects on artists of changes in government, changes in the
amount of government funding, the creation of arts festivals, and the
availability of exhibition opportunities; influence of location, era, and
changes in technology on art and architecture) Teacher prompts: “How
does the social and political context change the ways in which universal
themes or ideas (e.g., love, war, family, ritual) are represented in art
works?” “Which lifestyles, values, or points of view are represented in this
image? Which are omitted?” “How are collaboration and group work used
to produce, edit, and promote a movie?” “What external factors have led to
the creation of a new art movement?” “How is visual culture shaped by the
8a73 beliefs, technologies, arts funding, and values of society?”
Grade 8 Dance
Overall Expectations
A1. Creating and Presenting: apply the creative process (see pages 19–
22) to the composition of a variety of dance pieces, using the elements of
8a1 dance to communicate feelings and ideas;
A2. Reflecting, Responding, and Analysing: apply the critical analysis
process (see pages 23–28) to communicate their feelings, ideas, and
8a2 understandings in response to a variety of dance pieces and experiences;
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding
of a variety of dance forms, traditions, and styles from the past and
8a3 present, and their sociocultural and historical contexts.
Elements of dance
body: body awareness, use of body parts (e.g., hips, shoulders), body
shapes (e.g., angular, stretched, twisted), locomotor movements (e.g.,
leap, dart), non-locomotor movements (e.g., twist, rock), body bases,
symmetry versus asymmetry, geometric versus organic shape, curved
8a4 versus angular shape, isolation of body parts, weight transfer
space: levels, pathways, directions, positive versus negative space,
proximity of dancers to one another, various group formations, use of
8a5 performance space
time: stillness, rhythm, tempo, pause, freeze, with music, without music,
8a6 duration, acceleration/deceleration
energy: quality, inaction versus action, percussion, fluidity (e.g., glide, sink,
8a7 fall, shiver)
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relationship: dancers to objects, opposition, groupings (e.g., large and
small groups), meet/part, follow/lead, emotional connections between
8a8 dancers
Creating and Presenting
A1.1 create dance pieces to respond to issues that are personally
meaningful to them (e.g., young people‟s relationship to authority, global
warming [glacial melting, extreme weather events], recycling, land claims,
bike lanes) Teacher prompts: “How would you structure a dance to convey
the impact of a tsunami (the calm before the storm, storm escalating,
chaos) on the environment and humans?” “What kinds of movements
8a9 would help you convey your ideas about peace?”
A1.2 use dance as a language to communicate messages about themes of
social justice and/or environmental health (e.g., possible solutions to
bullying, poverty, racism, pollution, land claims, homelessness, war,
deforestation, oppression, colonization) Teacher prompt: “What formations
could you use to show racism (e.g., one dancer separates from the
group)? What type of movements would help you communicate your
message clearly? How do you change the movements to convey
8a10 togetherness and acceptance?”
A1.3 determine the appropriate choreographic form and create dance
pieces for a specific audience or venue (e.g., use a narrative dance
structure for a primary class; use features of a site-specific outdoor space
to structure a dance on an environmental theme) Teacher prompt: “How
can you use theme and variation to convey a message of peace at a
Remembrance Day assembly? If you are performing alone, what are some
8a11 ways that the movements can be varied using different elements?”
A1.4 use technology, including multimedia, to enhance the message
communicated by the choreography in a dance piece (e.g., use lights and
costumes to create a mood; project images on the dancers or a backdrop
to illustrate a theme) Teacher prompt: “How could you use light and/or
sound technology to enhance the message of your dance piece about the
8a12 majesty of forests?”
Reflecting, Responding, and Analysing
A2.1 construct personal and/or group interpretations of the themes in their
own and others‟ dance pieces (e.g., the role of greed in deforestation, war,
global warming, poverty) and communicate their responses in a variety of
ways (e.g., through writing, discussion, oral report, song, drama, visual art,
dance) Teacher prompts: “How do the projected images (e.g., of
deforestation, war, global warming, poverty) in this dance piece reinforce
the choreographer‟s intent?” “What choices did you make in your dance
8a13 about how to convey your opinion on homelessness?”
A2.2 analyse, using dance vocabulary, their own and others‟ dance pieces
to identify the elements of dance and the choreographic forms used in
them (e.g., body: geometric shapes, stretched shapes; space: levels; time:
duration; energy: percussion; relationship: opposition; choreographic form:
theme and variation) and explain how they help communicate meaning
(e.g., percussion and opposition are used to suggest conflict; theme and
variation are used to explore a relationship between continuity and change)
Teacher prompts: “How did this group‟s manipulation of the element of
energy change the message of the main theme?” “What feeling did the
8a14 abrupt movements in the dance create?”
A2.3 identify and give examples of their strengths and areas for growth as
dance creators, interpreters, and audience members (e.g., describe a
suggestion they made to a peer about how to improve the first draft of a
dance work, and evaluate their personal contribution to the success of the
final performance) Teacher prompt: “How did you make constructive
8a15 suggestions without appearing to comment negatively on someone else‟s
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work? What was good about your approach? What might you change next
time? How could you use invented dance notation to visually represent the
suggestions for improvement?”
Exploring Forms and Cultural Contexts
A3.1 describe how social, political, and economic factors influenced the
emergence and development of a dance form or genre of their choice
(e.g., factors: funding to artists, the commercialization of dance, support for
dance programs in schools; genres/forms: modern dance in the early
twentieth century, the waltz in nineteenth-century Europe) Teacher
prompts: “What social factors led to the emergence of this dance (e.g., hip
hop, Celtic dance, the waltz)?” “Why do you think swing developed during
8a16 the Depression in the 1930s (e.g., escapism)?”
A3.2 identify a variety of types of dances and relate them to their different
roles in society (e.g., contemporary Aboriginal dance/folk dance contributes
to ceremony/ritual; dance numbers in stage plays and movies provide
entertainment; classical ballet offers scope for artistic expression and
provides elite entertainment; disco dancing and solo performance allow
creative self-expression; dances at parties or social events contribute to
social bonding; jazz and hip hop make a social and/or cultural statement)
Teacher prompt: “How did the street dance ‟Cool‟ in the musical West Side
Story depict the culture of American gangs in the 1950s? What
impressions do you have of the dance? How do you think this dance might
8a17 have affected audiences when the film was released in 1961?”
Grade 8 Drama
Overall Expectations
B1. Creating and Presenting: apply the creative process (see pages 19–
22) to process drama and the development of drama works, using the
elements and conventions of drama to communicate feelings, ideas, and
8a18 multiple perspectives;
B2. Reflecting, Responding, and Analysing: apply the critical analysis
process (see pages 23–28) to communicate feelings, ideas, and
8a19 understandings in response to a variety of drama works and experiences;
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding
of a variety of drama and theatre forms, traditions and styles from the past
8a20 and present, and their sociocultural and historical contexts.
ELEMENTS OF DRAMA
role/character: analysing the background, motivation, speech, and actions
of characters to build roles; using voice, stance, gesture, and facial
8a21 expression to portray character
relationship: analysing relationships to develop the interplay between
8a22 characters
time and place: using props, costumes, and furniture to establish setting;
8a23 modifying production elements to suit different audiences
8a24 tension: using various stage effects to produce specific audience reactions
focus and emphasis: using a wide range of devices to highlight the central
8a25 theme for the audience; making deliberate artistic choices to sharpen focus
Creating and Presenting
B1.1 engage actively in drama exploration and role play, with a focus on
examining multiple perspectives and possible outcomes related to complex
issues, themes, and relationships from a wide variety of sources and
diverse communities (e.g., identify significant perspectives related to an
issue and assume roles to give voice to the different perspectives; use
improvisation to communicate insights about life events and relationships;
8a26 develop and present anthology dramas, short scripts, or multi-role plays for
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a single actor) Teacher prompt: “How could you use drama conventions
such as conversations, mapping, or role on the wall to dramatize two
opposing views on a community issue (e.g., consumerism, landfills, bike
lanes)?”
B1.2 demonstrate an understanding of the elements of drama by selecting
and manipulating multiple elements and conventions to create and
enhance a variety of drama works and shared drama experiences (e.g.,
use “a day in the life” to compare farming, fishing, or hunting practices at
the beginning of the twentieth century to those of today; create sets to
depict the physical setting of a drama using available materials; use
knowledge of movement and blocking to achieve well-paced action and
create visual interest) Teacher prompts: “How can corridor of voices help
you to understand your role more deeply and also to experience other
perspectives on what the character might think and feel?” “In your
prepared improvisation, how can your physical movements in relation to
8a27 one another be used to highlight the nature of your emotional relationship?”
B1.3 plan and shape the direction of the drama by negotiating ideas and
perspectives with others, both in and out of role (e.g., In role: use group
improvisation to work out a time line of events in a drama story; Out of role:
use the talking stick in group discussion about the best way to resolve the
drama‟s central conflict) Teacher prompt: “In your group, discuss one
aspect of your presentation that communicates your meaning clearly.
8a28 Identify one thing that could be changed to strengthen your presentation.”
B1.4 communicate feelings, thoughts, and abstract ideas through drama
works, using audio, visual, and/or technological aids for specific purposes
and audiences (e.g., music/soundtracks to intensify audience reaction;
video as counterpoint to action or to add details; costumes, props, fabric to
establish character and setting; an audio recording of a soundscape to
accompany and reinforce ideas and feelings in a mimed sequence)
Teacher prompts: “What are some ways you can use objects or technology
to represent the moods of these different characters? Masks? A ‟signature
tune‟?” “How could you use technology to signal to the audience when an
actor‟s speech represents the character‟s private, inner thoughts? A
8a29 spotlight? Another kind of lighting change?”
Reflecting, Responding, and Analysing
B2.1 construct personal interpretations of drama works, connecting drama
issues and themes to social concerns at both the local and global level
(e.g., create a web with the main idea of the drama in the centre and words
describing personal and global connections leading out from the centre;
explain in discussion or a journal entry why they disagree or empathize with
the motivations of a character) Teacher prompts: “What are the key
messages of this drama/play? How does its message relate to your own
life experiences and opinions?” “Can you sum up what this play was about
for you in a paragraph? A sentence? A word?” “Is this an important play for
others to see? Why?” “How does the play‟s theme or point of view connect
8a30 to another drama experience that we‟ve shared?”
B2.2 evaluate, using drama terminology, how effectively drama works and
shared drama experiences use the elements of drama to engage the
audience and communicate a theme or message (e.g., determine whether
the use of contrasting comic and serious scenes strengthened the impact
of the theme or weakened it; determine whether using a historical setting
enhanced the presentation of a contemporary theme) Teacher prompts:
“Imagine that you are a theatre critic. How many stars (on a scale of one to
five) does this drama deserve? What key elements were used in the
drama? In your opinion did they help make it stronger or weaker? Why?”
“How successful were the actors in using movement, voice, and gesture to
8a31 create interest?”
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The Ontario Curriculum (TOC) Grade 8
B2.3 identify and give examples of their strengths, interests, and areas for
improvement as drama creators, performers, and audience members (e.g.,
write a journal entry outlining the process they used to solve a given
problem, what worked, and what they would do differently next time;
develop and use rubrics and/or assessment charts to evaluate their
contribution to group work) Teacher prompts: “About what area of drama
do you feel most confident? What areas do you want to pursue in the
future?” “What drama conventions did you use most successfully to
8a32 express your thoughts, feelings, and ideas?”
Exploring Forms and Cultural Contexts
B3.1 analyse the influence of the media on a wide variety of drama forms
and/or styles of live theatre (e.g., introduction of digital storytelling,
multimedia presentations, and dance-drama into drama forms;
incorporation of technologies from different media to enhance sets,
backdrops, and special effects; use of virtual role play to explore options
for avatar characters) Teacher prompts: “What are some similarities and
differences in how drama expresses ideas and emotions compared to
other art forms (e.g., dance, film, music, art)?” “In what ways can the use
of technology enhance or detract from the message or meaning in a drama
8a33 presentation?”
B3.2 identify and describe a wide variety of ways in which drama and
theatre make or have made contributions to social, cultural, and economic
life in a variety of times and places (e.g., by providing opportunities for
personal enjoyment, celebration, and entertainment; by providing jobs; by
attracting tourists; by communicating and teaching about a range of topics;
by enhancing participants‟ life skills of communication and collaboration; by
raising awareness of political, environmental, medical, and other
social/global issues) Teacher prompts: “Why do we provide opportunities
to participate in drama in school and in the community?” “Why might
theatrical performances have been important in times when very few
people could read and write?” “How do theatre performances help the
8a34 economy?”
Learning Skills
Independent Work
i1 demonstrates responsibility in attendance, punctuality, and task completion
i2 works well without supervision
i3 accepts responsibility for completing tasks on time and with care
i4 accepts responsibility for own behaviour
i5 follows routines and instructions independently
i6 demonstrates self-direction in learning
i7 responds and participates in a variety of learning activities
i8 selects learning materials, resources, activities independently
i9 shows motivation
i10 displays self-confidence
i11 persists with tasks
i12 uses time/schedules/planners effectively
i13 organizes time effectively
i14 adheres to established time lines
i15 explores, selects, and uses a variety of learning strategies
i16 completes homework and other assignments on time with care
Initiative
n1 shows motivation
n2 seeks work, new opportunities for learning
n3 responds to challenges
n4 seeks challenges and takes risks
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The Ontario Curriculum (TOC) Grade 8
n5 shows interest and curiosity about objects and events
n6 observes, questions, explores, investigates
n7 seeks additional and new information from library books, CD-ROMs, and other resources
n8 identifies problems to solve, conducts experiments
n9 shows initiative and self direction
n10 displays confidence
n11 approaches new learning situations with confidence
n12 demonstrates a positive attitude toward learning
n13 generates questions for further inquiry
n14 seeks information from innovative sources and in innovative ways
n15 investigates and obtains information independently
n16 develops original ideas and innovative procedures
n17 attempts a variety of learning activities
n18 seeks assistance when required
n19 participates in extra-curricular activities
Homework Completion
c completes homework on time and with care
c1 comes to class prepared for learning
c2 completes tasks by designing innovative procedures
c3 puts forth consistent effort
c4 follows directions and completes all homework tasks
c5 shows attention to detail
c6 demonstrates interest and enthusiasm in homework assignments
c7 organizes materials and equipment effectively
c8 begins work promptly
c9 follows directions and completes tasks
c10 chooses and uses materials and equipment correctly, safely, creatively
c11 utilizes time effectively
c12 perseveres with complex projects that require sustained effort
c13 attends to task at hand
c14 demonstrates flexibility and adaptability
Use of Information
e1 effectively interprets and synthesizes information
e2 integrates learning from various subjects and areas
e3 effectively uses a variety of information-gathering techniques and different information sources
e4 accurately analyses and assesses the value of information
e5 recognizes where and how assignments, projects would benefit from additional information
e6 uses facilities, equipment, supplies, evidence, research, expert opinions, and discussion to gather
information and solve problems
e7 considers all information, alternatives before reaching a conclusion
e8 assesses information and ideas and draws relevant conclusions
e9 demonstrates creativity in assessing information and ideas and in drawing relevant conclusions
e10 identifies a variety of sources and resources to collect information
e11 demonstrates a variety of skills to organize and manage information
e12 demonstrates research skills
e13 asks questions to clarify meaning and ensure understanding
e14 uses information and technology systems effectively
Cooperation with others
o1 takes turns
o2 listens to, acknowledges and considers differing opinions
o3 willingly works with others
o4 follows classroom and school procedures
o5 shares in cleaning duties after an activity
o6 assumes responsibilities in groups, the classroom, the school
o7 helps others
o8 volunteers
o9 considers both the immediate and long-term effects of actions on others
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The Ontario Curriculum (TOC) Grade 8
o10 shares resources, materials, and equipment with others
o11 respects rights, property and opinions of others
o12 works and plays cooperatively with others
o13 establishes positive relationships with peers and adults
o14 responds and is sensitive to the needs and welfare of others
Conflict Resolution
r1 resolves conflicts when they occur
r2 resolves conflicts independently
r3 resolves conflicts in socially acceptable ways
r4 negotiates to solve problems, conflicts
r5 mediates differences of opinion
r6 listens to understand conflict before acting or offering a resolution
r7 assists others to resolve conflicts appropriately
r8 seeks positive solutions to conflicts
r9 uses a variety of strategies to resolve conflicts appropriately
r10 helps the group to identify and maintain strategies for conflict resolution
Class Participation
p1 participates in class and group activities
p2 willingly works with new groups
p3 accepts various roles within the class and group, including leadership
p4 takes responsibility for own share of the work to be done
p5 contributes to co-operative problem solving
p6 completes class and group activities or projects
p7 works to help achieve the goals of the class and group
p8 helps to motivate others
p9 communicates well with class and group members
p10 helps the class and group to work together
p11 encourages others to participate
p12 contributes information and ideas to the class and group
p13 questions the ideas of the group to seek clarification or agreement
p14 demonstrates leadership in class and group activities
p15 modifies views as the result of group discussion
p16 shows respect for the ideas of others in the class and group
p17 supports ideas and observations of the group with facts and details
p18 listens to others without interrupting
p19 asks group members to explain their ideas
p20 paraphrases points of view to help understanding
p21 recognizes contributions of group members through encouragement, support or praise
p22 seeks consensus before making decisions
p23 shares responsibility for carrying decisions
p24 shares responsibility for difficulties encountered during an activity
Problem-solving
s1 solves problems independently
s2 interprets, understands the problem
s3 devises a plan to solve the problem
s4 carries out the plan
s5 records the process and the results
s6 checks the solution/results
s7 evaluates the plan, solution, result
s8 devises alternate solutions, plans to solve a problem
s9 makes connections between different problems and solutions
s10 applies successful strategies to new problem situations
s11 chooses appropriate materials and equipment to solve problems
s12 develops original ideas and creative solutions to solve problems
s13 applies logic
Goal-setting to improve work
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The Ontario Curriculum (TOC) Grade 8
w1 identifies criteria to assess work
w2 uses criteria to assess work
w3 assesses own work
w4 identifies goals
w5 identifies specific steps or actions to reach goal or to improve
w6 evaluates success in reaching goals
w7 identifies strengths and areas for improvement in own work
w8 perseveres to achieve goals
w9 revises goals or steps and strategies when necessary
w10 demonstrates self-direction in goal setting and goal achievement
w11 accepts feedback on performance from others
w12 uses feedback to improve work and monitor learning
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