Dear Parents and Guardians: Expectations for Grade 6 · PDF fileguide to the new Ontario Curriculum’s learning expectations for Grade One. ... Play Boggle, Scrabble, Pictionary,

6GRADE

Parents’ Guide

Durham DistrictSchool Board

The OntarioCurriculum

Expectations

for Grade 6

These curriculum expectationshave been taken directly from the

as of , published by theMinistry of Education. Theexpectations are separated bygrade to offer parents easy accessto this information.

The achievement charts identifyfour categories of knowledge andskills. The achievement chart is astandard province-wide guide to beused by teachers to guide thedevelopment of assessment tasksand tools, help teachers to planinstruction and assist in providingmeaningful feedback to students.Level 3 is the provincial standard.

Ontario Curriculum, Grades 1-8;

June 2010

Dear Parents and Guardians:

At the Durham District School Board we believe that parents andguardians are partners in learning and we value involvement inyour children’s education. To support you, and in turn ourstudents, we have prepared this clear and concise version of thecurriculum expectations. This publication offers you a completeguide to the new Ontario Curriculum’s learning expectations forGrade One.

The curriculum implemented in Durham District School Boardschools includes general and specific expectations of knowledge andskills required of students in Grade One through to Grade Eight.There are eight separate publications, covering the expectations foreach grade. By being familiar with the curriculum expectations, youcan see what your child is learning in each grade and work withteachers to improve your child’s academic success.

We also welcome you in our schools and encourage you toparticipate in parent-teacher conferences and school events, and tobe active on school councils. Most of all, we urge you to provideyour children with encouragement and support to be successful inschool.

It is our hope that you will find the grade-by-grade curriculumguides helpful. Parents can also find further information on theBoard's Website, www.durham.edu.on.ca in the "Parents"menu.

If you have questions or if you would like to discuss the curriculumexpectations, we encourage you to contact your child's teacher or theschool principal. Together, we can work in cooperation to ensurestudent success.

Sincerely,

Martyn BeckettDirector of Education

1

Oral Communication:Grade 6

Getting InvolvedEncourage your child to talk about books theyhave enjoyed or disliked and foster thoughtfulcritical thinking and comments.

Play Boggle, Scrabble, Pictionary, and other wordgames with the whole family.

Overall Expectations

Specific Expectations

By the end of Grade 6, students will:


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listen in order to understand andrespond appropriately in a variety ofsituations for a variety of purposes

Listen to Understand

Purposeidentify a range of purposes forlistening in a variety of situations,formal and informal, and set goalsrelated to specific listening tasks

demonstrate an understanding ofappropriate listening behaviour byadapting active listening strategies tosuit a variety of situations, includingwork in groups

identify a variety of listeningcomprehension strategies and use themappropriately before, during, and afterlistening in order to understand andclarify the meaning of increasinglycomplex oral texts

demonstrate an understanding of theinformation and ideas in increasinglycomplex oral texts in a variety of ways

interpret oral texts by using stated andimplied ideas from the texts

extend understanding of oral texts byconnecting, comparing, and contrastingthe ideas and information in them totheir own knowledge, experience, andinsights; to other texts, including printand visual texts; and to the worldaround them

analyse oral texts in order to evaluatehow well they communicate ideas,opinions, themes, and information

identify the point of view presented inoral texts, determine whether they agreewith the point of view, and suggestother possible perspectives

identify a variety of presentationstrategies used in oral texts and analysetheir effect on the audience

Active Listening Strategies

Comprehension Strategies

Demonstrating Understanding

Making Inferences/Interpreting Texts

Extending Understanding

Analysing Texts

Point of View

Presentation Strategies

The Importance of Literacyand Language

Language development is central to students’ intellectual, social, and

emotional growth, and must be seen as a key element of the

curriculum. When students learn to use language in the elementary

grades, they do more than master the basic skills. They learn to

value the power of language and to use it responsibly. They learn to

express feelings and opinions and, as they mature, to support their

opinions with sound arguments and research. They become aware

of the many purposes for which language is used and the diverse

forms it can take to appropriately serve particular purposes and

audiences.

They develop an awareness of how language is used in different

formal and informal situations. In sum, they come to appreciate

language both as an important medium for communicating ideas and

information and as a source of enjoyment.

The expectations for Grades 4 to 6 focus on students’ ability to use

their knowledge and skills in listening, speaking, reading, writing,

viewing, and representing to understand, critically analyse, and

communicate a broad range of information and ideas from and about

their multicultural, multimedia environment.

Demonstrating Understanding

Making Inferences/Interpreting Texts

Extending Understanding

Analysing Texts

Responding to and Evaluating Texts

Point of View

Text Forms

Text Patterns

Text Features

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demonstrate understanding ofincreasingly complex texts bysummarizing and explaining importantideas and citing relevant supportingdetails

develop interpretations about textsusing stated and implied ideas tosupport their interpretations

extend understanding of texts byconnecting, comparing, and contrastingthe ideas in them to their ownknowledge, experience, and insights, toother familiar texts, and to the worldaround them

analyse increasingly complex texts andexplain how the different elements inthem contribute to meaning

make judgements and drawconclusions about ideas in texts andcite stated or implied evidence fromthe text to support their views

identify the point of view presented intexts; determine whether they canagree with the view, in whole or inpart; and suggest some other possibleperspectives

analyse a variety of text forms andexplain how their particularcharacteristics help communicatemeaning, with a focus on literary textssuch as a myth

identify a variety of organizationalpatterns in a range of texts and explainhow they help readers understand thetexts

identify a variety of text features andexplain how they help readersunderstand texts




recognize a variety of text forms,text features, and stylistic elementsand demonstrate understanding ofhow they help communicatemeaning


Understand Form and Style




use speaking skills and strategiesappropriately to communicate withdifferent audiences for a variety ofpurposes

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identify a variety of purposes forspeaking and explain how the purposeand intended audience influence thechoice of form

demonstrate an increasinglysophisticated understanding ofappropriate speaking behaviour in avariety of situations, including pairedsharing, dialogue, and small- and large-group discussions

communicate orally in a clear, coherentmanner, using appropriate organizingstrategies and formats to link andsequence ideas and information

use appropriate words and phrasesfrom the full range of their vocabularyincluding inclusive and non-discriminatory language, and stylisticdevices appropriate to the purpose andcontext, to communicate their meaningaccurately and engage the interest oftheir intended audience

identify a range of vocal effects,including tone, pace, pitch, volume,and a variety of sound effects, and usethem appropriately and with sensitivitytowards cultural differences to helpcommunicate their meaning

identify a variety of non-verbal cues,including facial expression, gestures,and eye contact, and use them in oralcommunications, appropriately andwith sensitivity towards culturaldifferences, to help convey theirmeaning

use a variety of appropriate visual aids

Speak to Communicate

Purpose

Interactive Strategies

Clarity and Coherence

Appropriate Language

Vocal Skills and Strategies

Non-Verbal Cues

Visual Aids




reflect on and identify theirstrengths as listeners and speakers,areas for improvement, and thestrategies they found most helpfulin oral communication situations

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Reflect on Oral CommunicationSkills and Strategies


identify, in conversation with theteacher and peers, what strategies theyfound most helpful before, during, andafter listening and speaking and whatsteps they can take to improve theiroral communication skills

identify, in conversation with theteacher and peers, how their skills asviewers, representers, readers, andwriters help them improve their oralcommunication skills

Metacognition

Interconnected Skills




read and demonstrate anunderstanding of a variety ofliterary, graphic, and informationaltexts, using a range of strategies toconstruct meaning


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Read for Meaning

Variety of Texts

Purpose

Comprehension Strategies

read a wide variety of texts fromdiverse cultures, including literary texts

identify a variety of purposes forreading and choose reading materialsappropriate for those purposes

identify a variety of readingcomprehension strategies and use themappropriately before, during, and afterreading to understand increasinglycomplex texts

Reading: Grade 6

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use knowledge of words and cueingsystems to read fluently



reflect on and identify theirstrengths as readers, areas forimprovement, and the strategiesthey found most helpful before,during, and after reading


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Read with Fluency

Reflect on Reading Skills andStrategies

Reading Familiar Words

Reading Unfamiliar Words

Reading Fluently

Metacognition


automatically read and understandmost words in a range of readingcontexts

predict the meaning of and rapidlysolve unfamiliar words using differenttypes of cues, including:• semantic (meaning) cues• syntactic (language structure) cues• graphophonic (phonological and

graphic) cues

read appropriate texts with expressionand confidence, adjusting readingstrategies and reading rate to match theform and purpose

identify the strategies they found mosthelpful before, during, and afterreading and explain, in conversationwith the teacher and/or peers, or in areader’s notebook, how they can usethese and other strategies to improve asreaders

explain, in conversation with theteacher and/or peers or in a reader’snotebook, how their skills in listening,speaking, writing, viewing, andrepresenting help them make sense ofwhat they read






generate, gather, and organize ideasand information to write for anintended purpose and audience



draft nd revise their writing, usinga variety of informational, literary,and graphic forms and stylisticelements appropriate for thepurpose and audience


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Develop and Organize Content

Use Knowledge of Form and Style inWriting

Purpose and Audience

Developing Ideas

Research

Classifying Ideas

Organizing Ideas

Review

Form

identify the topic, purpose, andaudience for a variety of writing forms

generate ideas about a potential topicand identify those most appropriate forthe purpose

gather information to support ideas forwriting, using a variety of strategiesand a range of print and electronicresources

sort and classify information for theirwriting in a variety of ways that allowthem to view information fromdifferent perspectives and makeconnections between ideas

identify and order main ideas andsupporting details and group them intounits that could be used to develop astructured, multi-paragraph piece ofwriting, using a variety of strategies

determine whether the ideas andinformation they have gathered arerelevant, appropriate, and adequate forthe purpose, and do more research ifnecessary

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write longer and more complex textsusing a wide range of forms

Writing: Grade 6Voice

Word Choice

Sentence Fluency

Point of View

Preparing for Revision

Revision

Producing Drafts

Spelling Unfamiliar Words

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establish a distinctive voice in theirwriting appropriate to the subject andaudience

use some vivid and/or figurativelanguage and innovative expressions toenhance interest

create complex sentences bycombining phrases, clauses, and/orsimple sentences

identify their point of view and otherpossible points of view; determine,when appropriate, if their own view isbalanced and supported by theevidence; and adjust their thinking andexpression if appropriate

identify elements in their writing thatneed improvement, selectively usingfeedback from the teacher and peers,with a focus on supporting details andprecise language

make revisions to improve the content,clarity, and interest of their writtenwork, using a variety of strategies

produce revised draft pieces of writingto meet identified criteria based on theexpectations

spell unfamiliar words using a varietyof strategies that involve understandingsound-symbol relationships, wordstructures, word meanings, andgeneralizations about spelling




use editing, proofreading, andpublishing skills and strategies, andknowledge of languageconventions, to correct errors,refine expression, and present theirwork effectively


Apply Knowledge of LanguageConventions and Present WrittenWork Effectively

Spelling Familiar Wordsspell familiar words correctly

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demonstrate an understanding of avariety of media texts



identify some media forms andexplain how the conventions andtechniques associated with them areused to create meaning


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Understand Media Texts

Understand Media Forms,Conventions and Techniques


Making Inferences/Interpreting Messages

Responding to and Evaluating Texts

Audience Responses

Form

Conventions and Techniques

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explain how a variety of media textsaddress their intended purpose andaudience

interpret media texts, using overt andimplied messages as evidence for theirinterpretations

evaluate the effectiveness of thepresentation and treatment of ideas,information, themes, opinions, issues,and/or experiences in media texts

explain why different audiences

identify whose point of view is presented ina media text, identify missing or alternativepoints of view, and, where appropriate,determine whether the chosen viewachieves a particular goal

identify who produces various media texts,the reason for their production, how theyare produced, and how they are funded

describe in detail the main elements ofsome media forms

identify the conventions and techniquesused in some familiar media forms andexplain how they help convey meaningand influence or engage the audience

Point of View

Production Perspectives






create a variety of media texts fordifferent purposes and audiences,using appropriate forms,conventions, and techniques



reflect on and identify theirstrengths as media interpreters andcreators, areas for improvement,and the strategies they found mosthelpful in understanding andcreating media texts


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Create Media Texts

Reflect on Media Literacy Skills andStrategies


Form

Conventions and Techniques

Producing Media Texts

Metacognition


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describe in specific detail the topic,purpose, and audience for media textsthey plan to create, and identifychallenges they may face in achievingtheir purpose

identify an appropriate form to suit thespecific purpose and audience for amedia text they plan to create, andexplain why it is an appropriate choice

identify conventions and techniquesappropriate to the form chosen for amedia text they plan to create, andexplain how they will use theconventions and techniques to helpcommunicate their message

produce a variety of media texts forspecific purposes and audiences, usingappropriate forms, conventions, andtechniques

identify what strategies they foundmost helpful in making sense of andcreating media texts, and explain howthese and other strategies can helpthem improve as media viewers/listeners/producers

explain how their skills in listening,speaking, reading, and writing helpthem to make sense of and producemedia texts

Vocabulary

Punctuation

Grammar

(e.g., I,me)

Proofreading

Publishing

Producing Finished Works

Metacognition


Portfolio

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confirm spellings and word meaningsor word choice using a variety ofresources appropriate for the purpose

use punctuation appropriately tocommunicate their intended meaningin longer and more complex sentences,with a focus on the use of: commas toseparate words in a list or after anintroductory word or phrase; quotationmarks in dialogue; and some uses ofthe colon, semi-colon, and brackets

use parts of speech correctly tocommunicate their meaning clearly,with a focus on the use of: personalsubject and object pronouns

indefinite pronouns

proofread and correct their writingusing guidelines developed with peersand the teacher

use a range of appropriate elements ofeffective presentation in the finishedproduct, including print, script,different fonts, graphics, and layout

produce pieces of published work tomeet identified criteria based on theexpectations

identify a variety of strategies theyused before, during, and after writing,explain which ones were most helpful,and suggest further steps they can taketo improve as writers

describe how their skills in listening,speaking, reading, viewing, andrepresenting help in their developmentas writers

select pieces of writing that they thinkreflect their growth and competence aswriters and explain the reasons fortheir choices




reflect on and identify theirstrengths as writers, areas forimprovement, and the strategiesthey found most helpful at differentstages in the writing process


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Reflect on Writing Skills andStrategies

Media Literacy:Grade 6

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Achievement Chart - Language, Grades 1-8

Categories Level 2 Level 4Level 1 Level 3

� uses planningskills with limitedeffectiveness

� uses planning skillswith considerableeffectiveness

� uses planningskills with someeffectiveness

� uses planning skillswith a high degreeof effectiveness

Use of planning skills(e.g., generating ideasgathering information,focusing research,organizing information)

Use of processing skills(e.g., making inferences,interpreting, analysing,detecting bias,synthesizing, evaluating,forming conclusions)

Use of critical/creativethinking processes(e.g., reading process,writing process, oraldiscourse, research,critical/creative analysis,critical literacy,metacognition, invention)

� uses processingskills with limitedeffectiveness

� uses critical/creativethinking processeswith limitedeffectiveness

� uses processing skillswith considerableeffectiveness

� uses critical/creativethinking processeswith considerableeffectiveness

� uses processingskills with someeffectiveness

� uses critical/creativethinking processeswith someeffectiveness

� uses processing skillswith a high degree ofeffectiveness

� uses critical/creativethinking processeswith a high degreeof effectiveness

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and thecomprehension of its meaning and significance (understanding)

The student:

Knowledge of content(e.g., forms of text;strategies associated withreading, writing,speaking, and listening;elements of style;terminology;conventions)

� demonstrates limitedknowledge of content

� demonstrates limitedunderstandingof content

� demonstrates someknowledge of content

� demonstrates someunderstandingof content

� demonstratesconsiderableknowledge ofcontent

� demonstratesconsiaderableunderstandingof content

� demonstrates thoroughknowledge of content

� demonstrates thoroughunderstandingof content

Thinking The use of critical and creative thinking skills and/or processes

The student:

Understanding ofcontent(e.g., concepts, ideas,opinions; relationshipsamong facts, ideas,concepts, themes)

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� transfers knowledgeand skills to newcontexts with limitedeffectiveness

�makes connectionswithin and betweenvarious contexts withlimited effectiveness

� transfers knowledgeand skills to newcontexts withconsiderableeffectiveness

�makes connectionswithin and betweenvarious contexts withconsiderableeffectiveness

� transfers knowledgeand skills to newcontexts with someeffectiveness

�makes connectionswithin and betweenvarious contexts withsome effectiveness

� transfers knowledgeand skills to newcontexts with a highdegree of effectiveness

�makes connectionswithin and betweenvarious contexts witha high degree ofeffectiveness

Transfer of knowledgeand skills

tonew contexts

(e.g., concepts,strategies, processes)

Communication fordifferent audiences andpurposes

visual, and writtenforms including mediaforms

(e.g., use ofappropriate style, voice,point of view, tone) inoral,

Use of conventions(e.g., grammar, spelling,punctuation, usage)vocabulary, andterminology of thediscipline in oral, visual,and written formsincluding media forms

Making connectionswithin and betweenvarious contexts (e.g.,between the text andpersonal knowledge orexperience, other texts,and the world outside theschool; betweendisciplines)

� communicates fordifferent audiencesand purposes withlimited effectiveness

� uses conventions,vocabulary, andterminology of thediscipline withlimited effectiveness

� communicates fordifferent audiencesand purposes withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology of thediscipline withconsiderableeffectiveness

� communicates fordifferent audiencesand purposes withsome effectiveness

� uses conventions,vocabulary, andterminology of thediscipline withsome effectiveness

� communicates fordifferent audiences andpurposes with a highdegree of effectiveness

� uses conventions,vocabulary, andterminology of thediscipline with a highdegree of effectiveness

Communication The conveying of meaning through various forms

Application The use of knowledge and skills to make connections within and between various contexts

The student:

The student:

Expressing andorganization of ideasand information

in oral,visual, and writtenforms including mediaforms

(e.g.,clear expression, logicalorganization)

Application ofknowledge and skills

in familiarcontexts

(e.g., concepts, strategies,processes)

� expresses andorganizes ideas andinformation withlimited effectiveness

� applies knowledgeand skills in familiarcontexts with limitedeffectiveness

� applies knowledgeand skills in familiarcontexts withconsiderableeffectiveness

� applies knowledgeand skills in familiarcontexts with someeffectiveness

� applies knowledge andskills in familiarcontexts with a highdegree of effectiveness

� expresses andorganizes ideas andinformation withsome effectiveness

� expresses andorganizes ideas andinformation withconsiderableeffectiveness

� expresses andorganizes ideas andinformation with a highdegree of effectiveness


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Getting InvolvedAsk your child to explain the answer to 10 ÷ ½.

Ask probing questions until you both understand why theanswer makes sense.

Grade 6: Mathematical Process Expectations

Throughout Grade 6, students will:

The mathematical process expectations are to be integrated into student learning associated with all the strands.

The Importance of Mathematics

Since mathematics is a key element of the curriculum, parents, students, and teachers need to understand whymathematics is important. When students learn mathematics, they do more than master basic skills; they acquirea concise and powerful means of analysis, problem solving, and communication.

Competence using mathematical language, structures, and operations within mathematical processes will helpstudents to reason, justify their conclusions, and express ideas clearly. Students need to be able to usemathematics in connection with technology, their daily lives and eventually, in the workplace.

Mathematics is an essential learning tool. As students identify relationships between mathematical concepts andeveryday situations, and make connections between mathematics and other subjects, they gain the ability toextend and apply their knowledge in other curriculum areas (such as science, music and language).

Problem Solving

Reflecting

Connecting

Representing

Communicating

Selecting Tools andComputational Strategies

Reasoning and Proving

� develop, select, and apply problem-solving strategies as they pose and solve problems andconduct investigations, to help deepen their mathematical understanding;

� demonstrate that they are reflecting on and monitoring their thinking to help clarify theirunderstanding as they complete an investigation or solve a problem (e.g., by comparing andadjusting strategies used, by explaining why they think their results are reasonable, byrecording their thinking in a math journal);

� make connections among simple mathematical concepts and procedures, and relatemathematical ideas to situations or phenomena drawn from other contexts (e.g., othercurriculum areas, daily life, sports);

� create a variety of representations of mathematical ideas (e.g., using physical models, pictures,numbers, variables, diagrams, graphs, onscreen dynamic representations), make connectionsamong them, and apply them to solve problems;

� communicate mathematical thinking orally, visually, and in writing, using everyday language, abasic mathematical vocabulary, and a variety of representations, and observing basic

.mathematical conventions

� select and use a variety of concrete, visual, and electronic learning tools and appropriatecomputational strategies to investigate mathematical ideas and to solve problems;

� develop and apply reasoning skills (e.g., classification, recognition of relationships, use ofcounter-examples) to make and investigate conjectures and construct and defend arguments;

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Number Sense andNumeration: Grade 6

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identify composite numbers and primenumbers, and explain the relationshipbetween them (i.e., any compositenumber can be factored into primefactors) (e.g., 42 = 2 x 3 x 7).

use a variety of mental strategies tosolve addition, subtraction,multiplication, and division problemsinvolving whole numbers (e.g., use thecommutative property: 4 x 16 x 5 = 4 x5 x 16, which gives 20 x 16 = 320; usethe distributive property: (500 + 15) ÷5 = 500 ÷ 5 + 15 ÷ 5, which gives 100+ 3 = 103);solve problems involving themultiplication and division of wholenumbers (four digit by two-digit),using a variety of tools (e.g., concretematerials, drawings, calculators) andstrategies (e.g., estimation, algorithms);add and subtract decimal numbers tothousandths, using concrete materials,estimation, algorithms, and calculators;multiply and divide decimal numbersto tenths by whole numbers, usingconcrete materials, estimation,algorithms, and calculators (e.g.,calculate 4 x 1.4 using base tenmaterials; calculate 5.6 ÷ 4 using baseten materials);multiply whole numbers by 0.1, 0.01,and 0.001 using mental strategies (e.g.,use a calculator to look for patterns andgeneralize to develop a rule);multiply and divide decimal numbersby 10, 100, 1000, and 10 000 usingmental strategies (e.g.,“To convert 0.6m to square centimetres, I calculatedin my head 0.6 x 10 000 and got 6000cm .”) ( Use acalculator to help you generalize a rulefor multiplying numbers by 10 000.);use estimation when solving problemsinvolving the addition and subtractionof whole numbers and decimals, tohelp judge the reasonableness of asolution;explain the need for a standard orderfor performing operations, byinvestigating the impact that changingthe order has when performing a seriesof operations (Calculate and compare the answers to3 + 2 x 5 using a basic four-functioncalculator and using a scientificcalculator.).

Operational Sense

Proportional Relationships

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2Sample problem:

Sample problem:

represent ratios found in real-lifecontexts, using concrete materials,drawings, and standard fractionalnotation ( In aclassroom of 28 students, 12 arefemale. What is the ratio of malestudents to female students?);

Sample problem:

Measurement:Grade 6

Overall ExpectationsBy the end of Grade 6, students will:

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estimate, measure, and recordquantities, using the metricmeasurement system;determine the relationships amongunits and measurable attributes,including the area of a parallelogram,the area of a triangle, and the volumeof a triangular prism.

an understanding of therelationship between estimated andprecise measurements, and determineand justify when each kind isappropriate ( You areasked how long it takes you to travel agiven distance. How is the method youuse to determine the time related to theprecision of the measurement?);estimate, measure, and record length,area, mass, capacity, and volume, usingthe metric measurement system.

and justify the appropriate metricunit (i.e., millimetre, centimetre,decimetre, metre, decametre,kilometre) to measure length ordistance in a given real-life situation( Select and justifythe unit that should be used to measurethe perimeter of the school.);solve problems requiring conversionfrom larger to smaller metric units(e.g., metres to centimetres, kilogramsto grams, litres to millilitres) (

How many grams are in oneserving if 1.5 kg will serve sixpeople?);construct a rectangle, a square, atriangle, and a parallelogram, using avariety of tools (e.g., concretematerials, geoboard, dynamic geometrysoftware, grid paper), given the area;

Specific ExpectationsBy the end of Grade 6, students will:

Attributes, Units, and MeasurementSense

Measurement Relationships

demonstrate

select

Sample problem:

Sample problem:

Sampleproblem:

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determine and explain, throughinvestigation using concrete materials,drawings, and calculators, therelationships among fractions (i.e.,with denominators of 2, 4, 5, 10, 20,25, 50, and 100), decimal numbers, andpercents (e.g., use a 10 x 10 grid toshow that = 0.25 or 25%)represent relationships using unit rates( If 5 batteries cost$4.75, what is the cost of 1 battery?).Sample problem:

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Quantity Relationships�

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represent, compare, and order wholenumbers and decimal numbers from0.001 to 1 000 000, using a variety oftools (e.g., number lines withappropriate increments, base tenmaterials for decimals);demonstrate an understanding of placevalue in whole numbers and decimalnumbers from 0.001 to 1 000 000,using variety of tools and strategies(e.g. use base ten materials to representthe relationship between 1, 0.1, 0.01,and 0.001) ( Howmany thousands cubes would beneeded to make a base ten block for1 000 000?);read and print in words whole numbersto one hundred thousand, usingmeaningful contexts (e.g., the Internet,reference books);represent, compare, and orderfractional amounts with unlikedenominators, including proper andimproper fractions and mixed numbers,using a variety of tools (e.g., fractioncircles, Cuisenaire rods, drawings,number lines, calculators) and usingstandard fractional notation (

Use fraction strips to showthat 1 is greater than );estimate quantities using benchmarksof 10%, 25%, 50%, 75%, and 100%(e.g., the container is about 75% full;approximately 50% of our studentswalk to school);solve problems that arise from real-lifesituations and that relate to themagnitude of whole numbers up to1 000 000 ( Howwould you determine if a person couldlive to be 1 000 000 hours old? Showyour work.);

Sample problem:

Sampleproblem:

Sample problem:

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read, represent, compare, and orderwhole numbers to 1 000 000, decimalnumbers to thousandths, proper andimproper fractions, and mixednumbers;solve problems involving themultiplication and division of wholenumbers, and the addition andsubtraction of decimal numbers tothousandths, using a variety ofstrategies;demonstrate an understanding ofrelationships involving percent, ratio,and unit rate.


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perimeter ( Create twodifferent triangles with an area of 12square units, using a geoboard.);determine, through investigation using avariety of tools (e.g., pattern blocks,Power Polygons, dynamic geometrysoftware, grid paper) and strategies (e.g.,paper folding, cutting, and rearranging),the relationship between the area of arectangle and the areas of parallelogramsand triangles, by decomposing (e.g.,cutting up a parallelogram into arectangle and two congruent triangles)and composing (e.g., combining twocongruent triangles to form aparallelogram) (Decompose a rectangle and rearrangethe parts to compose a parallelogramwith the same area. Decompose aparallelogram into two congruenttriangles, and compare the area of oneof the triangles with the area of theparallelogram.);develop the formulas for the area of aparallelogram (i.e.,

= x ) and thearea of a triangle [i.e., =( x ) ÷ 2], using the arearelationships among rectangles,parallelograms, and triangles (

Use dynamic geometrysoftware to show that parallelogramswith the same height and the same baseall have the same area.);solve problems involving the estimationand calculation of the areas of trianglesand the areas of parallelograms( Calculate the areasof parallelograms that share the samebase and the same height, including thespecial case where the parallelogram isa rectangle.);determine, using concrete materials, therelationship between units used tomeasure area (i.e., square centimetre,square metre), and apply the relationshipto solve problems that involveconversions from square metres tosquare centimetres (Describe the multiplicative relationshipbetween the number of squarecentimetres and the number of squaremetres that represent an area. Use thisrelationship to determine how manysquare centimetres fit into half a squaremetre.);determine, through investigation using avariety of tools and strategies (e.g.,decomposing rectangular prisms intotriangular prisms; stacking congruenttriangular layers of concrete materials toform a triangular prism), the relationshipbetween the height, the area of the base,and the volume of a triangular prism,and generalize to develop the formula(i.e., = x )( Create triangularprisms by splitting rectangular prismsin half. For each prism, record the areaof the base, the height, and the volumeon a chart. Identify relationships.);

Sample problem:

Sample problem:

Sampleproblem:

Sample problem:

Sample problem:

Sample problem:

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Area ofparallelogram base height

Area of trianglebase height

Volume area of base height

� sketch, using a variety of tools (e.g.,isometric dot paper, dynamic geometrysoftware), isometric perspectives anddifferent views (i.e., top, side, front) ofthree-dimensional figures built withinterlocking cubes.

explain how a coordinate systemrepresents location, and plot points inthe first quadrant of a Cartesiancoordinate plane;identify, perform, and describe, throughinvestigation using a variety of tools(e.g., grid paper, tissue paper, protractor,computer technology), rotations of 180ºand clockwise and counterclockwise

rotations of 90 , with the centre ofrotation inside or outside the shape;create and analyse designs made byreflecting, translating, and/or rotating ashape, or shapes, by 90º or 180º( Identify rotations of

90 or 180 that map congruent shapes,in a given design, onto each other.).

Location and Movement�

�

�

°

° °

Sample problem:


Patterns and Relationships�

�

identify geometric patterns, throughinvestigation using concrete materialsor drawings, and represent themnumerically;make tables of values, for growingpatterns given pattern rules, in words(e.g., start with 3, then double eachterm and add 1 to get the next term),then list the ordered pairs (with the firstcoordinate representing the termnumber and the second coordinaterepresenting the term) and plot thepoints in the first quadrant, using avariety of tools (e.g., graph paper,calculators, dynamic statisticalsoftware);


�

�

describe and represent relationships ingrowing and shrinking patterns (wherethe terms are whole numbers), andinvestigate repeating patterns involvingrotations;use variables in simple algebraicexpressions and equations to describerelationships.

Patterning &Algebra: Grade 6


�

�

�

classify

sort

and construct polygons andangles;sketch three-dimensional figures, andconstruct three-dimensional figuresfrom drawings;describe location in the first quadrantof a coordinate system, and rotatetwo-dimensional shapes.

and classify quadrilateralsby geometric properties related tosymmetry, angles, and sides, throughinvestigation using a variety of tools(e.g., geoboard, dynamic geometrysoftware) and strategies (e.g., usingcharts, using Venn diagrams);sort polygons according to the numberof lines of symmetry and the order ofrotational symmetry, throughinvestigation using a variety of tools(e.g., tracing paper, dynamic geometrysoftware, Mira);measure and construct angles up to180 using a protractor, and classifythem as acute, right, obtuse, orstraight angles;construct polygons using a variety oftools, given angle and sidemeasurements (Use dynamic geometry software toconstruct trapezoids with a 45 angleand a side measuring 11 cm.).

build three-dimensional models usingconnecting cubes, given isometricsketches or different views (i.e., top,side, front) of the structure (

Given the top, side, and frontviews of a structure, build it using the


Geometric Properties

Geometric Relationships

�

�

�

�

�

°

°

Sample problem:

Sampleproblem:

�

�

determine, through investigation using avariety of tools (e.g., nets, concretematerials, dynamic geometry software,Polydrons) and strategies, the surfacearea of rectangular and triangularprisms;solve problems involving the estimationand calculation of the surface area andvolume of triangular and rectangularprisms ( How manysquare centimetres of wrapping paperare required to wrap a box that is 10 cmlong, 8 cm wide, and 12 cm high?).

Sample problem:

Geometry & SpatialSense: Grade 6

9




�

�

�

�

�

�

�

collect and organize discrete orcontinuous primary data and secondarydata and display the data using chartsand graphs, including continuous linegraphs;read, describe, and interpret data, andexplain relationships between sets ofdata;determine the theoretical probability ofan outcome in a probabilityexperiment, and use it to predict thefrequency of the outcome.

collect data by conducting a survey(e.g., use an Internet survey tool) or anexperiment to do with themselves, theirenvironment, issues in their school orcommunity, or content from anothersubject, and record observations ormeasurements;collect and organize discrete orcontinuous primary data and secondarydata (e.g., electronic data fromwebsites such as E-Stat or Census AtSchools) and display the data in charts,tables, and graphs (includingcontinuous line graphs) that haveappropriate titles, labels (e.g.,appropriate units markedon the axes), and scales (e.g., withappropriate increments) that suit therange and distribution of the data,using a variety of tools (e.g., graphpaper, spreadsheets, dynamicstatistical software);select an appropriate type of graph torepresent a set of data, graph the datausing technology, and justify thechoice of graph (i.e., from types ofgraphs already studied, such aspictographs, horizontal or vertical bargraphs,stem-and-leaf plots, double bar graphs,broken-line graphs, and continuousline graphs);determine, through investigation,how well a set of data represents apopulation, on the basis of the methodthat was used to collect the data( Would the resultsof a survey of primary students abouttheir favourite television showsrepresent the favourite shows ofstudents in the entire school?Why or why not?).


Collection and Organization of Data

Sample problem:

Data Management &Probability: Grade 6

Data Relationships

Probability

�

�

�

�

�

�

�

�

read, interpret, and draw conclusionsfrom primary data (e.g., survey results,measurements, observations) and fromsecondary data (e.g., sports data in thenewspaper, data from the Internetabout movies), presented in charts,tables, and graphs (includingcontinuous line graphs);compare, through investigation,different graphical representations ofthe same data ( Usetechnology to help you compare thedifferent types of graphs that can becreated to represent a set of data aboutthe number of runs or goals scoredagainst each team in a tournament.Describe the similarities anddifferences that you observe.);explain how different scales used ongraphs can influence conclusionsdrawn from the data;demonstrate an understanding of mean(e.g., differs from and

because it is a value that“balances” a set of data – like thecentre point or fulcrum in a lever), anduse the mean to compare two sets ofrelated data, with and without the useof technology ( Usethe mean to compare the masses ofbackpacks of students from two ormore Grade 6 classes.);demonstrate, through investigation, anunderstanding of how data from charts,tables, and graphs can be used to makeinferences and convincing arguments(e.g., describe examples found innewspapers and magazines).

express theoretical probability as aratio of the number of favourableoutcomes to the total number ofpossible outcomes, where all outcomesare equally likely (e.g., the theoreticalprobability of rolling an odd numberon a six-sided number cube isbecause, of six equally likelyoutcomes, only three are favourable –that is, the odd numbers 1, 3, 5);represent the probability of an event(i.e., the likelihood that the event willoccur), using a value from the range of0 (never happens or impossible) to 1(always happens or certain);predict the frequency of an outcome ofa simple probability experiment orgame, by calculating and using thetheoretical probability of that outcome(e.g.,“The theoretical probability ofspinning red is since there are fourdifferent-coloured areas that are equal.If I spin my spinner 100 times, Ipredict that red should come up about25 times.”). ( Createa spinner that has rotational symmetry.Predict how often the spinner will landon the same sector after 25 spins.Perform the experiment and comparethe prediction to the results.).

Sample problem:

Sample problem:

Sample problem:

mean medianmode

b x h2

�

�

�

�

�

�

�

�

determine the term number of a giventerm in a growing pattern that isrepresented by a pattern rule in words,a table of values, or a graph (

For the pattern rule “startwith 1 and add 3 to each term to getthe next term”, use graphing to findthe term number when the term is 19.);

pattern rules (in words) thatgenerate patterns by adding orsubtracting a constant, or multiplying ordividing by a constant, to get the nextterm (e.g., for 1, 3, 5, 7, 9, …, the patternrule is “start with 1 and add 2 to eachterm to get the next term”), thendistinguish such pattern rules frompattern rules, given in words, thatdescribe the general term by referring tothe term number (e.g., for 2, 4, 6, 8, …,the pattern rule for the general term is“double the term number”);determine a term, given its term number,by extending growing and shrinkingpatterns that are generatedby adding or subtracting a constant, ormultiplying or dividing by a constant,to get the next term (For the pattern 5000, 4750, 4500,4250, 4000, 3750, …, find the 15th term.Explain your reasoning.);extend and create repeating patternsthat result from rotations, throughinvestigation using a variety of tools(e.g., pattern blocks, dynamic geometrysoftware, geoboards, dot paper).

demonstrate an understanding ofdifferent ways in which variables areused (e.g., variable as an unknownquantity; variable as a changingquantity);identify, through investigation, thequantities in an equation that vary andthose that remain constant (e.g., in theformula for the area of a triangle,A = , the number 2 is a constant,whereas b and h can vary and maychange the value of A);solve problems that use two or threesymbols or letters as variables torepresent different unknown quantities( If + l = 15 and + l+ = 19, what value does therepresent?);determine the solution to a simpleequation with one variable, throughinvestigation using a variety of tools andstrategies (e.g., modelling with concretematerials, using guess and check withand without the aid of a calculator)( Use the method ofyour choice to determine the value of thevariable in the equation 2 x + 3 = 11. Isthere more than one possible solution?Explain your reasoning.).

Sampleproblem:

Sample problem:

Sample problem:

Sample problem:

describe

Variables, Expressions, andEquations

n ns s

n

Data Management &Probability: Grade 6

14

36

10

Achievement Chart - Mathematics, Grades 1-8

� uses planningskills with limitedeffectiveness




Use of planning skillsunderstanding theproblem (e.g.,formulating andinterpreting theproblem, makingconjectures)making a plan forsolving the problem

�

�

Use of processing skills*carrying out a plan(e.g., collecting data,questioning, testing,revising, modelling,solving, inferring,forming conclusions)looking back at thesolution (e.g.,evaluatingreasonableness,making convincingarguments, reasoning,justifying, proving,reflecting)

�

�

� uses processing skillswith limitedeffectiveness



� uses processing skillswith a high degreeof effectiveness


The student:

Knowledge of content(e.g., facts, terms,procedural skills, use oftools)

Understanding ofmathematical concepts

Use of critical/creativethinking processes* (e.g.,problem solving, inquiry)


� demonstrates limitedunderstanding ofconcepts

� uses of critical/creativethinking process withlimited effectiveness

� uses of critical/creativethinking process withconsiderableeffectiveness

� uses of critical/creativethinking process withsome effectiveness

� uses of critical/creativethinking process with ahigh degree ofeffectiveness


� demonstrates someunderstanding ofconcepts

� demonstratesconsiderableknowledge of content

� demonstratesconsiderableunderstanding ofconcepts

� demonstratesthorough knowledgeof content

� demonstratesthoroughunderstandingof concepts

Thinking The use of critical and creative thinking skills and/or processes*

The student:

* The processing skills and critical/creative thinking processes in the Thinking category include some but not all aspects of thedescribed in the Ministry document. Some aspects of the mathematical processes relate to the other categories of the achievement chart.

mathematical processes


11






�makes connectionswithin and betweenvarious contextswith considerableeffectiveness




�makes connectionswithin and betweenvarious contextswith a high degreeof effectiveness




Communication fordifferent audiences (e.g.,peers, teachers) andpurposes (e.g., to presentdata, justify a solution,express a mathematicalargument) in oral, visual,and written forms

Transfer of knowledgeand skills to new contexts

Use of conventions,vocabulary, andterminology of thediscipline (e.g., terms,symbols) in oral, visual,and written forms

Making connectionswithin and betweenvarious contexts (e.g.,connections betweenconcepts, representations,and forms withinmathematics; connectionsinvolving use of priorknowledge andexperience; connectionsbetween mathematics,other disciplines, and thereal world)

� uses conventions,vocabulary, andterminology ofthe discipline withlimited effectiveness


� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness




The student:

The student:

Expression andorganization of ideas andmathematical thinking(e.g., clarity ofexpression, logicalorganization), using oral,visual, and written forms(e.g., pictorial, graphic,dynamic, numeric,algebraic forms; concretematerials)

Application ofknowledge and skills infamiliar contexts

� expresses andorganizes mathematicalthinking with limitedeffectiveness




� applies knowledgeand skills in familiarcontexts with a highdegree of effectiveness

� expresses andorganizes mathematicalthinking with someeffectiveness

� expresses andorganizes mathematicalthinking withconsiderableeffectiveness

� expresses andorganizes mathematicalthinking with a highdegree of effectiveness

12


�

�

�

�

participate in dialogues about familiartopics, and listen to and talk aboutshort oral texts;read a variety of classroom and simpleauthentic materials, 150 to 200 wordslong, containing familiar and newvocabulary, and demonstrateunderstanding;communicate ideas and facts in writingfor specific purposes;identify and use the vocabulary and thegrammar and language conventionsappropriate for this grade level.

French As A SecondLanguage: Grade 6

Getting InvolvedEncourage your child to read to you in French.Practice new vocabulary by asking your child for the Frenchequivalent.Encourage your child to watch a cartoon on television inFrench.Listen to music on a French radio station with your child.

The Importance of FrenchAs a Second Language

The ability to communicate in French is a valuable skill,

because French is one of Canada’s two official

languages and is also widely used around the world.

Second-language learning in general is valuable for a

number of reasons. Research confirms that knowledge

of a second language strengthens first-language skills,

and that the ability to speak two or more languages

generally enhances problem-solving and reasoning

skills, the capacity for creative thinking and the ability

to respect and understand other cultures. Second-

language learning strengthens students’ ability to

communicate and participate effectively in the

workplace and the global community. It also increases

their ability to understand themselves and other people,

and helps them to appreciate the power of words and the

many different uses of language.

13

The Goals of the Science and Technology ProgramA scientifically and technologically literate person is one who can read and understand common media reports about

science and technology, critically evaluate the information presented, and confidently engage in discussions and decision-

making activities that involve science and technology.

Science Co-ordinators’ and Consultants’Association of Ontario (SCCAO) and Science Teachers’Association of Ontario(STAO/APSO), “Position Paper: The Nature of Science” (2006), p. 1

During the twentieth century, science and technology played an increasingly important role in the lives of all Canadians.

Science and technology underpin much of what we take for granted, including clean water, the places in which we live

and work, and the ways in which we communicate with others. The impact of science and technology on our lives will

continue to grow. Consequently, scientific and technological literacy for all has become the overarching objective of

science and technology education throughout the world.

Achievement of both excellence and equity underlies the three major goals of the science and technology program at the

elementary level. Accordingly, The Ontario Curriculum, Grades 1–8: Science and Technology, 2007outlines the skills and

knowledge that students will develop, as well as the attitudes that they need to develop in order to use their knowledge and

skills responsibly. The three goals are the following:

1.

2.

3.

to relate science and technology to society and the environment

to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problemsolving

to understand the basic concepts of science and technology

Fundamental ConceptsFundamental concepts are key ideas that provide a framework for the acquisition of all scientific and technologicalknowledge. They also help students to integrate scientific and technological knowledge with knowledge in other subjectareas, such as mathematics and social studies.

These fundamental concepts are described in the following chart.

Fundamental Concepts

Matter Matter is anything that has mass and occupies space. Matter has particular structural and behavioural

characteristics.

Energy

Systems andInteractions

Structureand Function

Change andContinuity

SustainabilityandStewardship

Energy comes in many forms, and can change forms. It is required to make things happen (to do work).Work is done when a force causes movement.

A system is a collection of living and/or non-living things and processes that interact to perform some

function. A system includes inputs, out-puts, and relationships among system components. Natural and

human systems develop in response to, and are limited by, a variety of environmental factors.

This concept focuses on the interrelationship between the function or use of a natural or human-made object

and the form that the object takes.

Sustainability is the concept of meeting the needs of the present without compromising the ability of future

generations to meet their needs.

Stewardship involves understanding that we need to use and care for the natural environment in a responsible

way and making the effort to pass on to future generations no less than what we have access to ourselves.

Values that are central to responsible stewardship are: using non-renewable resources with care; reusing and

recycling what we can; switching to renewable resources where possible.

Change is the process of becoming different over time, and can be quantified.

Continuity represents consistency and connectedness within and among systems over time. Interactions

within and among systems result in change and variations in consistency.

14

Understanding Life SystemsBiodiversity


1.

2.

3.

assess human impacts on biodiversity,and identify ways of preservingbiodiversity;

investigate the characteristics of livingthings, and classify diverse organismsaccording to specific characteristics;

demonstrate an understanding ofbiodiversity, its contributions to thestability of natural systems, and its benefitsto humans.


Relating Science and Technologyto Society and the Environment

1.1 analyse a local issue related tobiodiversity (e.g., the effects of humanactivities on urban biodiversity, flooding oftraditional Aboriginal hunting andgathering areas as a result of damconstruction), taking different points ofview into consideration (e.g., the points ofview of members of the local community,business owners, people concerned aboutthe environment, mine owners, local FirstNations, Métis, Inuit), propose action thatcan be taken to preserve biodiversity, andact on the proposal

Understanding LifeSystems - Biodiversity:Grade 6

1.2

2.1

2.2

2.3

2.4

2.5

assess the benefits that human societiesderive from biodiversity (e.g., thousands ofproducts such as food, clothing, medicine, andbuilding materials come from plants andanimals) and the problems that occur whenbiodiversity is diminished (e.g., monoculturesare more vulnerable to pests and diseases)

follow established safety proceduresfor outdoor activities and field work (e.g.,stay with a partner when exploring habitats;wash hands after exploring a habitat)

investigate the organisms found in aspecific habitat and classify them accordingto a classification system

use scientific inquiry/research skills tocompare the characteristics of organismswithin the plant or animal kingdoms (e.g.,compare the characteristics of a fish and amammal, of coniferous and deciduoustrees, of ferns and flowering plants)

use appropriate science and technologyvocabulary, including classification,biodiversity, natural community,interrelationships, vertebrate, invertebrate,stability, characteristics, and organism, inoral and written communication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., use a graphicorganizer to show comparisons betweenorganisms in various communities)


Developing Investigation and

Communication Skills


Understanding Basic Concepts

3.1

3.2

3.3

3.4

identify and describe the distinguishingcharacteristics of different groups of plantsand animals (e.g., invertebrates have nospinal column; insects have three basicbody parts; flowering plants produceflowers and fruits), and use thesecharacteristics to further classify variouskinds of plants and animals (e.g.,invertebrates – arthropods – insects;vertebrates –mammals – primates; seedplants – flowering plants – grasses)

demonstrate an understanding ofbiodiversity as the variety of life on earth,including variety within each species ofplant and animal, among species of plantsand animals in communities, and amongcommunities and the physical landscapesthat support them

describe ways in which biodiversity withinspecies is important for maintaining theresilience of those species (e.g., because ofgenetic differences, not all squirrels areaffected equally by infectious diseases such asmange; some species of bacteria have becomeresistant to antibiotics because resistantindividuals have survived and reproduced)

describe ways in which biodiversitywithin and among communities is importantfor maintaining the resilience of thesecommunities (e.g., having a variety of speciesof wheat allows for some part of the crop tosurvive adverse conditions)

Big IdeasFundamentalConcepts


Biodiversity includes diversity of individuals, species, and ecosystems.

Classification of the components within a diverse system is a beginning point forunderstanding the interrelationships among the components.

Because all living things are connected, maintaining diversity is critical to the health of theplanet.

Humans make choices that can have an impact on biodiversity.

(Overall expectations 2 and 3)



(Overall expectation 1)

Sustainability

andStewardship

15


Structure andFunction

Flight occurs when the characteristics of structures take advantage of certain properties of air.

Air has many properties that can be used for flight and for other purposes.

(Overall expectations 1, 2, and 3)

(Overall expectations 1, 2, and 3)

Understanding Structures and MechanismsFlight

UnderstandingStructures andMechanisms -Flight: Grade 6

flying devices (e.g., aim flying devicesaway from each other when launchingthem; fly kites and airplanes a safe distancefrom overhead hydro wires)

use scientific inquiry/experimentationskills to investigate the properties of air(e.g., air takes up space, has mass, can becompressed)

investigate characteristics andadaptations that enable living things to fly(e.g., a bat’s wings are made up of long,thin bones covered with a very lightmembrane that forms an airfoil surface;insects can twist and turn their wings,which helps them to hover in the air or evenfly backwards; some seeds, such as thekeys of a maple tree or dandelion seeds,have parachutes or wings like a glider thatallow them to be carried by the wind)

use technological problem-solvingskills to design, build, and test a flyingdevice (e.g., a kite, a paper airplane, a hotair balloon)

use appropriate science and technologyvocabulary, including aerodynamics,compress, flight, glide, propel, drag, thrust,and lift, in oral and written communication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., usingtechnological conventions, make a drawingof the flying device they constructed)

2.2

2.3

2.4

2.5

2.6









1.

2.

3.

assess the societal and environmentalimpacts of flying devices that make use ofproperties of air

investigate ways in which flyingdevices make use of properties of air;

explain ways in which properties of aircan be applied to the principles of flight andflying devices.

Relating Science and Technology toSociety and the Environment

1.1

2.1

assess the benefits and costs of aviationtechnology for society and the environment,taking different social and economicperspectives into account (e.g., theperspectives of farmers, airline workers,doctors, home owners, tour operators)

follow established safety proceduresfor using tools and materials and operating

Developing Investigation andCommunication Skills

3.1

3.2

3.3

3.4

3.5

3.6

identify the properties of air that makeflight possible (e.g., air takes up space, hasmass, expands, can exert a force whencompressed)

identify common applications of theproperties of air, such as its compressibilityand insulating qualities (e.g., homeinsulation, tires, sleeping bags, layeredclothing)

identify and describe the four forces offlight –lift, weight, drag, and thrust

describe, in qualitative terms, therelationships between the forces of lift,weight, thrust, and drag that are requiredfor flight (e.g., lift must be greater thanweight for a plane to take off; thrust mustbe greater than drag for a plane to take off;lift must be less than weight for a plane toland; thrust must be less than drag for aplane to land)

describe ways in which flying devicesor living things use unbalanced forces tocontrol their flight (e.g., a plane can besteered up or down by tilting the elevatorson the tail; when a bird flaps its wings, thewings develop lift as well as forward andupward force, thus causing it to take off)

describe ways in which the four forcesoff light can be altered (e.g., increasing theangle of attack increases the lift; lightweightmaterials help to keep the overall mass ofthe plane down, so that it can fly withsmaller lift force; jet engines can vary theamount of thrust, which enables the plane tomove forward; using the flaps on airplanewings changes the amount of drag, whichreduces the speed of the plane)

Matter

3.5 describe interrelationships within species(e.g.,wolves travel in packs to defend theirterritory, raise their cubs, and hunt large prey),between species (e.g., the brightly-colouredanemone fish protects its eggs by laying themamong the poisonous tentacles of the seaanemone, and in return the fish’s brightcolours attract prey for the anemone to eat;birds and bees take sustenance from plants

and carry pollen between plants), and betweenspecies and their environment (e.g., algae andwater lilies compete for sunlight in a pond),and explain how these interrelationshipssustain biodiversity

identify everyday products that comefrom a diversity of organisms (e.g.,traditional pain relievers are derived fromthe bark of the white willow tree; tofu is

3.6

made from soybeans; silk is made fromsilkworm cocoons; nutritional supplements,shampoos, toothpastes, and deodorantscontain pollen collected by bees)

explain how invasive species(e.g.,zebra mussel, Asian longhorned beetle,purple loosestrife) reduce biodiversity inlocal environments

3.7

16

Understanding Matterand Energy - Electricityand Electrical Devices:Grade 6

working with electricity (e.g., ensure hands arecompletely dry when working with electricity;be aware of electrical hazards at home, atschool, and in the community)

design and build series and parallel circuits,draw labelled diagrams identifying thecomponents used in each, and describe the roleof each component in the circuit

use scientific inquiry/experimentation skillsto investigate the characteristics of staticelectricity

design, build, and test a device thatproduces electricity (e.g., a battery built from alemon or potato; a wind turbine)

use technological problem-solving skills todesign, build, and test a device that transformselectrical energy into another form of energy inorder to perform a function (e.g., a device thatmakes a sound, that moves, that lights up)

use appropriate science and technologyvocabulary, including current, battery, circuit,transform, static, electrostatic, and energy, inoral and written communication

use a variety of forms (e.g., oral, written,graphic, multimedia) to communicate withdifferent audiences and for a variety of purposes(e.g., using scientific and technologicalconventions, create a labelled diagram showingthe component parts of the device they created totransform electrical energy into another form ofenergy and perform a function)

distinguish between current and staticelectricity

use the principles of static electricity toexplain common electrostatic phenomena (e.g.,the attraction of hairs to a comb that has beenrubbed on a piece of wool; the attraction ofsmall pieces of paper to a plastic ruler that has

2.2

2.3

2.4

2.5

2.6

2.7

3.1

3.2

Specific ExpectationsBy the end of Grade 6, students will:Understanding Basic Concepts







1.

2.

3.

evaluate the impact of the use of electricityon both the way we live and the environment;

investigate the characteristics of static andcurrent electricity, and construct simplecircuits;

demonstrate an understanding of theprinciples of electrical energy and itstransformation into and from other forms ofenergy.



1.1

1.2

2.1

assess the short- and long-termenvironmental effects of the different ways inwhich electricity is generated in Canada (e.g.,hydro, thermal, nuclear, wind, solar), includingthe effect of each method on natural resourcesand living things in the environment

assess opportunities for reducingelectricity consumption at home or at schoolthat could affect the use of non-renewableresources in a positive way or reduce theimpact of electricity generation on theenvironment

follow established safety procedures for

been rubbed with a rag; the attraction of piecesof clothing to each other when they come outof a clothes dryer)

identify materials that are good conductorsof electricity (e.g., copper, gold, silver,aluminum, water [when it has a high mineralcontent]) and good insulators (e.g., glass,plastic, rubber, ceramics)

describe how various forms of energy canbe transformed into electrical energy (e.g.,batteries use chemical energy; hydroelectricplants use water power; nuclear generatingstations use nuclear energy; wind turbines usewind power; solar panels use energy from thesun; wave power stations use energy fromocean waves)

identify ways in which electrical energy istransformed into other forms of energy (e.g.,electrical energy is transformed into heat energyin a toaster, light and sound energy in atelevision, mechanical energy in a blender)

explain the functions of the components ofa simple electrical circuit (e.g., a battery is thepower source; a length of wire is the conductorthat carries the electrical current to the load; alight bulb or motor is the load)

describe series circuits (componentsconnected in a daisy chain) and parallel circuits(components connected side by side like therungs of a ladder), and identify where each isused (e.g., some strings of patio lights are inseries circuits when one light burns out, thewhole string goes out; parallel circuits are usedfor wiring lighting and electrical outlets in yourhouse when one light burns out, the others keepburning)

describe ways in which the use ofelectricity by society, including the amount ofelectrical energy used, has changed over time(e.g., drying clothes in a dryer instead of using aclothesline; playing video games instead ofplaying board games; using electric lightsinstead of candles)

3.3

3.4

3.5

3.6

3.7

3.8


Energy Electrical energy can be transformed into other forms of energy.

Other forms of energy can be transformed into electrical energy.

Electrical energy plays a significant role in society, and its production has an impact on theenvironment.

Society must find ways to minimize the impact of energy production on the environment.





Understanding Matter and EnergyElectricity and Electrical Devices


Sustainability

and Stewardship

17

Patterning &Algebra: Grade 1Big Ideas

FundamentalConcepts


Earth is a part of a large interrelated system.

Technological and scientific advances that enable humans to study space affect our lives.



Understanding Earth and Space SystemsSpace

Understanding Earthand Space Systems -Space: Grade 6

(e.g., the point of view of health careworkers and workers in other agencies thatcompete with space programs for publicmoney; astronauts and their families; thegeneral public; scientists)

follow established safety proceduresfor handling tools and materials andobserving the sun (e.g., use appropriate eyeprotection when testing a sundial)

use technological problem-solvingskills to design, build, and test devices(e.g., a sundial, a model of the earth’srotation around the sun) for investigatingthe motions of different bodies in the solarsystem

use scientific inquiry/research skills toinvestigate scientific and technologicaladvances that allow humans to adapt to lifein space

use appropriate science and technologyvocabulary, including axis, tilt, rotation,revolution, planets, moons, comets, andasteroids, in oral and writtencommunication

use a variety of forms (e.g., oral,written, graphic, multimedia) tocommunicate with different audiences andfor a variety of purposes (e.g., use a graphicorganizer to identify and order main ideasand supporting details for a report abouthow science and technology can helphumans adapt to life in space)



2.1

2.2

2.3

2.4

2.5





1.

2.

3.

assess the impact of space explorationon society and the environment;

investigate characteristics of the systemsof which the earth is a part and therelationship between the earth, the sun, andthe moon;

demonstrate an understanding ofcomponents of the systems of which theearth is a part, and explain the phenomenathat result from the movement of differentbodies in space.


1.1

1.2

assess the contributions of Canadians(e.g., astronauts Marc Garneau and RobertaBondar; astronomers Richard Bond, DavidLevy, and Helen Hogg; Spar AerospaceLimited’s development of the Canadarm;the University of British Columbia’sdevelopment of the “Humble” spacetelescope) to the exploration and scientificunderstanding of space

evaluate the social and environmentalcosts and benefits of space exploration,taking different points of view into account



3.1

3.2

3.3

3.4

3.5

identify components of the solarsystem, including the sun, the earth, andother planets, natural satellites, comets,asteroids, and meteoroids, and describetheir physical characteristics in qualitativeterms (e.g., The earth’s surface is veryyoung; much of it is covered with water.The moon is the earth’s only naturalsatellite. Comets are the largest objects inour solar system; their centres contain rockparticles trapped in frozen liquid; their tailsare made up of gas and dust.)

identify the bodies in space that emitlight (e.g., stars) and those that reflect light(e.g., moons and planets)

explain how humans meet their basicbiological needs in space (e.g., obtainingair, water, and food and managing bodilyfunctions)

identify the technological tools anddevices needed for space exploration (e.g.,telescopes, spectroscopes, spacecraft, life-support systems)

describe the effects of the relativepositions and motions of the earth, moon,and sun (e.g., use models or simulations toshow solar and lunar eclipses, phases of themoon, tides)

18

Achievement Chart - Science and Technology, - Grades 1-8

� uses initiating andplanning skills andstrategies with limitedeffectiveness

� uses initiating andplanning skills andstrategies withconsiderableeffectiveness

� uses initiating andplanning skills andstrategies with someeffectiveness

� uses initiating andplanning skills andstrategies with a highdegree of effectiveness

Use of initiating andplanning skills andstrategies(e.g., formulatingquestions, identifying theproblem, developinghypotheses, scheduling,selecting strategies andresources, developingplans)

Use of processing skillsand strategies(e.g., performing andrecording, gatheringevidence and data,observing, manipulatingmaterials and usingequipment safely, solvingequations, proving)

Use of critical/creativethinking processes,skills, and strategies(e.g., analysing,interpreting, problemsolving, evaluating,forming and justifyingconclusions on the basisof evidence)

� uses processing skillsand strategies withlimited effectiveness

� uses critical/creativethinking processes,skills, and strategieswith limitedeffectiveness

� uses processing skillsand strategies withconsiderableeffectiveness

� uses critical/creativethinking processes,skills, and strategieswith considerableeffectiveness

� uses processing skillsand strategies withsome effectiveness

� uses critical/creativethinking processes,skills, and strategieswith someeffectiveness

� uses processing skillsand strategies with ahigh degree ofeffectiveness

� uses critical/creativethinking processes,skills, and strategieswith a high degree ofeffectiveness


The student:

Knowledge of content(e.g., facts; terminology;definitions; safe use oftools, equipment, andmaterials)


� demonstrates limitedunderstanding ofcontent


� demonstrates someunderstanding ofcontent


� demonstratesconsiderableunderstanding ofcontent


� demonstrates thoroughunderstanding ofcontent

Thinking and Investigation - The use of critical and creative thinking skills and inquiry and problem solvingskills and/or processes

The student:

Understanding ofcontent(e.g., concepts, ideas,theories, principles,procedures, processes)



The student:

Expression andorganization of ideasand information

in oral,visual, and/or writtenforms

(e.g.,clear expression, logicalorganization)

(e.g., diagrams,models)


� expresses andorganizes ideas andinformation with someeffectiveness



19


� transfers knowledgeand skills to unfamiliarcontexts with limitedeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith limitedeffectiveness

� transfers knowledgeand skills tounfamiliar contextswith considerableeffectiveness

�makes connectionsbetween science,technology, society,and the environmentwith considerableeffectiveness

� transfers knowledgeand skills tounfamiliar contextswith some

�makes connectionsbetween science,technology, society,and the environmentwith someeffectiveness

� transfers knowledgeand skills to unfamiliarcontexts with a highdegree of effectiveness

�makes connectionsbetween science,technology, society,and the environmentwith a high degree ofeffectiveness




Communication fordifferent audiences

andpurposes

in oral,visual, and/or writtenforms

(e.g., peers, adults)(e.g., to inform,

to persuade)

Transfer of knowledgeand skills

to unfamiliarcontexts

(e.g., concepts andprocesses, safe use ofequipment andtechnology, investigationskills)

Use of conventions,vocabulary, andterminology of thediscipline in oral, visual,and/or written forms(e.g., symbols, formulae,scientific notation, SIunits)

Making connectionsbetween science,technology, society, andthe environment(e.g., assessing theimpact of science andtechnology on people,other living things, andthe environment)

� uses conventions,vocabulary, andterminology of thediscipline with limitedeffectiveness


� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness�


Communication (continued)


The student:

The student:

Application ofknowledge and skills

in familiarcontexts

(e.g., concepts andprocesses, safe use ofequipment andtechnology,investigationskills)

� applies knowledge andskills in familiarcontexts with limitedeffectiveness

� applies knowledge andskills in familiarcontexts withconsiderableeffectiveness

� applies knowledge andskills in familiarcontexts with someeffectiveness



� proposes courses ofpractical action oflimited effectiveness

�makes connectionsbetween science,technology, society,and the environmentwith considerableeffectiveness

� proposes courses ofpractical action ofsome effectiveness

�makes connectionsbetween science,technology, society,and the environmentwith a high degree ofeffectiveness

Proposing coursesof practical action todeal with problemsrelating to science,technology, society,and the environment

20

Heritage & Citizenship: FirstNation Peoples & EuropeanExplorers: Grade 6

Overview:

Students learn about the main characteristics of NorthAmerican First Nation cultures, including the closerelationship of the First Nation peoples with the naturalenvironment. They investigate the motivating factors for earlyEuropean exploration and the prevailing attitudes of theexplorers. They also examine the positive and negative effectsof interactions between European and First Nation peoples,from first Viking contact to the time of permanent Europeansettlement in the early seventeenth century.

Overall ExpectationsBy the end of Grade 6, students will:�

�

describe characteristics of pre-contact First Nationcultures across Canada, including their close relationshipswith the natural environment; the motivations andattitudes of the European explorers; and the effects ofcontact on both the receiving and the incoming groups;use a variety of resources and tools to investigate differenthistorical points of view about the positive and negativeeffects of early contact between First Nation peoples andEuropean explorers;analyse examples of interaction between First Nationpeoples and European explorers to identify and report onthe effects of cooperation and the reasons fordisagreements between the two groups.

�

The Importance of Social Studies

Students, their parents, friends, teachers and all citizens are part of a variety of communities from local to global

in scale. Social studies courses allow students to discover and appreciate the various heritages and nature of

citizenship within these communities. Through the year, students gain a knowledge of key social studies

concepts, including change, culture, environment, power and basic economic forces within the marketplace.

They learn about Canada and the role of citizens in a democratic society and its connections around the globe.

This social studies course also helps students acquire skills of inquiry and communication through field studies,

research projects, the use of maps, globes and models, and the consideration of various forms of historical

evidence. Students apply these skills to develop an understanding of Canadian identity and democratic values, to

evaluate different points of view, and to examine information critically in order to solve problems and make

decisions on issues that are relevant to their lives.

21

Canada & World Connections:Canada’s Links To The World:Grade 6

Overview:

Overall Expectations:

Students identify and describe Canada’s economic, political,social, and physical links with the United States and otherregions of the world. They use a variety of inquiry methodsand research tools to investigate the importance ofinternational connections for Canada’s well-being andinfluence in the world. Students identify current internationalissues that concern Canada, and describe Canada’s response tothem.

identify and describe Canada’s economic, political, social,and physical links with the United States and other regionsof the world;use a variety of resources and tools to gather, process, andcommunicate information about the domestic andinternational affects of Canada’s links with the UnitedStates and other areas of the world;explain the relevance to Canada of current global issuesand influences.

By the end of Grade 6, students will:�

�

�

Getting InvolvedEncourage your child to ask questions about the world.Stimulate your child’s interest in current events and issues.Become familiar with the course expectations to better discuss your child’s work.Communicate regularly with your child’s teacher.Encourage your child to participate in activities that develop responsible citizenship.

22


� uses processing skillswith a high degreeof effectiveness

� uses critical/creativethinking processeswith a high degreeof effectiveness





Achievement Chart for Social Studies, History, and Geography - Grades 1-8



� uses critical/creativethinking processeswith considerableeffectiveness



� demonstratesconsiderableunderstandingof content

� uses planning skillswith someeffectiveness


� uses critical/creativethinking processes withsome effectiveness





� uses planning skillswith limitedeffectiveness


� uses critical/creativethinking processes withlimited effectiveness

�

�

demonstrates limitedknowledge of content

demonstrates limitedunderstanding ofcontent



The student:

The student:

The student:

Use of planning skills(e.g., focusing research,gathering information,organizing an inquiry,asking questions, settinggoals)

Use of processing skills(e.g., analyzing,generating, integrating,synthesizing, evaluating,detecting point of viewand bias)

Use of critical/creativethinking processes (e.g.,inquiry process, problem-solving process, decision-making process, researchprocess)

Knowledge of content(e.g., facts, terms,definitions)

Expression andorganization of ideas andinformation (e.g., clearexpression, logicalorganization) in oral,visual, and written forms

Understanding of content(e.g., concepts, ideas,theories, procedures,processes,methodologies, and/ortechnologies)


23




�makes connectionswithin and betweenvarious contextswith considerableeffectiveness




�makes connectionswithin and betweenvarious contexts witha high degree ofeffectiveness

Transfer of knowledgeand skills (e.g.,concepts, procedures,methodologies,technologies) to newcontexts

Use of conventions

vocabulary,and terminology of thediscipline in oral, visual,and written forms

(e.g.,conventions of form, mapconventions),

Making connectionswithin and betweenvarious contexts (e.g.,past, present, and future;environment; social;cultural; spatial; personal;multidisciplinary)

� uses conventions,vocabulary, andterminology of thediscipline withlimited effectiveness


� uses conventions,vocabulary, andterminology of thediscipline with someeffectiveness




The student:

The student:

Communication fordifferent audiences (e.g.,peers, adults) andpurposes (e.g., to inform,to persuade) in oral,visual, and written forms

Application ofknowledge and skills(e.g., concepts,procedures, processes,and/or technologies)in familiar contexts





� applies knowledgeand skills in familiarcontexts with a highdegree of effectiveness





24

25

The Importanceof Health &PhysicalEducation in theCurriculum

The health and physical education

curriculum helps students develop

an understanding of what they need

in order to make a commitment to

lifelong healthy, active living and

develop the capacity to live

satisfying, productive lives.

Healthy, active living benefits both

individuals and society in many

ways – for example, by increasing

productivity and readiness for

learning, improving morale,

decreasing absenteeism, reducing

health-care costs, decreasing anti-

social behaviour such as bullying

and violence, promoting safe and

healthy relationships, and

heightening personal satisfaction.

Research has shown a connection

between increased levels of physical

activity and better academic

achievement, better concentration,

better classroom behaviour, and

more focused learning. Other

benefits include improvements in

psychological well-being, physical

capacity, self-concept, and the

ability to cope with stress. The

expectations that make up this

curriculum also provide the

opportunity for students to develop

social skills and emotional well-

being. This practical, balanced

approach will help students move

successfully through elementary and

secondary school and beyond. In

health and physical education,

students will learn the skills needed

to be successful in life as active,

socially responsible citizens.


Specific Expectations:



�

�

�

�

�

�

demonstrate personal and interpersonalskills and the use of critical and creativethinking processes as they acquireknowledge and skills in connection withthe expectations in the Active Living,Movement Competence, and HealthyLiving strands for this grade.

use self-awareness and self-monitoringskills to help them understand theirstrengths and needs, take responsibilityfor their actions, recognize sources ofstress, and monitor their own progress,as they participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy livinguse adaptive, management, and copingskills to help them respond to thevarious challenges they encounter asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy living

communicate effectively, using verbalor non-verbal means, as appropriate,and interpret information accurately asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy livingapply relationship and social skills asthey participate in physical activities,develop movement competence, andacquire knowledge and skills related tohealthy living to help them interactpositively with others, build healthyrelationships, and become effectiveteam members

use a range of critical and creativethinking skills and processes to assistthem in making connections, planningand setting goals, analysing and solvingproblems, making decisions, andevaluating their choices in connectionwith learning in health and physicaleducation

Personal Skills:

Interpersonal Skills:

Critical and Creative Thinking:

Living Skills: Grade 6





�

�

�

�

�

�

�

�

�

�

participate actively and regularly in awide variety of physical activities, anddemonstrate an understanding of factorsthat encourage lifelong participation inphysical activity;demonstrate an understanding of theimportance of being physically active,and apply physical fitness concepts andpractices that contribute to healthy,active living;demonstrate responsibility for their ownsafety and the safety of others as theyparticipate in physical activities.

actively participate in a wide variety ofprogram activities, according to theircapabilities, while applying behavioursthat enhance their readiness and abilityto take partdemonstrate an understanding of factorsthat contribute to their personalenjoyment of being active as theyparticipate in a wide variety ofindividual and small-group activitiesand lead-up gamesdescribe factors that motivate them toparticipate in physical activity everyday, at school and during leisure time,and that influence their choice ofactivities

Daily physical activity (DPA):participate in sustained moderate tovigorous physical activity, withappropriate warm-up and cool-downactivities, to the best of their ability fora minimum of twenty minutes each dayexplain how participation in physicalactivities affects personal health-relatedfitnessassess their level of health-relatedfitness as they participate in variousphysical activities, and monitor changesin their physical fitness over timedevelop and implement plans of actionbased on both their assessments of theirhealth-related components of fitnessand their interests, in order to achievepersonal fitness goals

Active Participation:

Physical Fitness:

Active Living: Grade 6

Safety:�

�

demonstrate behaviours and applyprocedures that maximize their safetyand that of others during physicalactivitydescribe appropriate methods fortreating minor injuries that may occurwhile participating in physical activity

MovementCompetence: Skills,Concepts, andStrategies: Grade 6





�

�

�

�

�

�

�

�

perform movement skills,demonstrating an understanding of thebasic requirements of the skills andapplying movement concepts asappropriate, as they engage in a varietyof physical activities;apply movement strategiesappropriately, demonstrating anunderstanding of the components of avariety of physical activities, in order toenhance their ability to participatesuccessfully in those activities.

perform smooth transfers of weight inrelation to others and equipment in avariety of situations involving static anddynamic balanceperform a wide variety of locomotormovements, in combination, at differentspeeds, in different directions, and usingdifferent pathways, while movingaround others and/or equipmentsend and receive a variety of objects,adjusting for speed and distance, whileapplying basic principles of movementretain objects in a variety of situationswhile travelling in different pathwaysand at different speeds in relation toothers and equipment

demonstrate an understanding of thebasic components of physical activities,and apply this understanding as theyparticipate in a variety of physicalactivitiesdescribe common features of specificcategories of physical activities*, anddescribe strategies that they foundeffective while participating in a variety

Movement Skills and Concepts:

Movement Strategies:

of physical activities in differentcategoriesapply a variety of tactical solutions toincrease their chances of success as theyparticipate in physical activities

�

Healthy Living:Grade 6





�

�

�

�

�

�

�

�

demonstrate an understanding of factorsthat contribute to healthy development;demonstrate the ability to apply healthknowledge and living skills to makereasoned decisions and take appropriateactions relating to their personal healthand well-being;demonstrate the ability to makeconnections that relate to health andwell-being – how their choices andbehaviours affect both themselves andothers, and how factors in the worldaround them affect their own and others’health and well-being.

describe the range of effects associatedwith using cannabis and other illicitdrugsidentify people and communityresources that can provide support whendealing with choices or situationsinvolving substance use and addictivebehaviours

apply their knowledge of medical,emotional, practical, and societal factorsthat influence eating habits and foodchoicesapply their recognition of internalhunger and thirst cues and theirknowledge of physical factors thatinfluence the desire to eat and drink

apply personal skills and interpersonalskills to promote positive interaction andavoid or manage conflict in socialsituations

:

Making Healthy Choices:

Substance Use, Addictions, andRelated Behaviours

Healthy Eating

Personal Safety and Injury Prevention

Substance Use, Addictions, andRelated Behaviours

Healthy Eating

Personal Safety and Injury Prevention

�

�

�

use decision-making strategies andskills and an understanding of factorsinfluencing drug use to make safepersonal choices about the use of drugssuch as alcohol, tobacco, and cannabis

explain how healthy eating and activeliving work together to improve aperson’s general health and well-beingand how the benefits of both can bepromoted to others

recognize the responsibilities and risksassociated with caring for themselvesand others, and demonstrate anunderstanding of related safety practicesand appropriate procedures forresponding to dangerous situations

Making Connections for HealthyLiving:

26

� uses planing skills withlimited effectiveness


� uses planning skillswith someeffectiveness

� uses planning skillswith a high degree ofeffectiveness

Useofplanningskills(e.g.,identifyingtheproblem,formulatingquestionsandideas,gatheringandorganizinginformation;developing fitnessplans;selectingstrategies)

Use of processing skills(e.g., synthesizinginformation, evaluatingrisk and determiningappropriate safetymeasures, revising fitnessgoals, detecting bias)

Use of critical/creativethinking processes (e.g.,goal setting, decisionmaking, problem solving;analysing movementskills, strategizing,reflecting on learning anddetermining steps forimprovement, critiquing)


� uses critical/creativethinking processes withlimited effectiveness


� uses critical/creativethinking processes withconsiderableeffectiveness

� uses processing skillswith someeffectiveness

� uses critical/creativethinking processes withsome effectiveness

� uses processing skillswith a high degree ofeffectiveness

� uses critical/creativethinking processes witha high degree ofeffectiveness


The student:

Knowledge of content(e.g., facts, definitions,skills, principles andstrategies, safe practicesand procedures)

Expression andorganization of ideas andinformation in oral,visual,and/or written forms (e.g.,demonstrations, role plays,conferences,presentations, posters,pamphlets, journals)


� demonstrates limitedunderstanding ofcontent








� demonstratesconsiderableunderstanding ofcontent




The student:

Achievement Chart for Health and Physical Education - Grades 1-8

Understanding of content(e.g., processes,techniques, ideas,relationships betweenconcepts)


The student:


Communication fordifferent audiences (e.g.,peers, teammates, adults)and purposes (e.g., toinform, instruct, promote)and in oral, visual, and/orwritten forms

� communicates fordifferent audiences andpurposes with limitedeffectiveness

� communicates fordifferent audiences andpurposes withconsiderableeffectiveness

� communicates fordifferent audiences andpurposes with someeffectiveness


27




�makes connectionswithin and betweenvarious contexts withconsiderableeffectiveness




�makes connectionswithin and betweenvarious contexts with ahigh degree ofeffectiveness

Transfer of knowledgeand skills to new contexts(e.g., transfer ofmovement skills,strategies, and tacticsfrom a familiar physicalactivity to a new activity,transfer of planning skillsto contexts such asfitness, healthy eating,healthy sexuality)

Making connectionswithin and betweenvarious contexts (e.g.,between activeparticipation, learning inthe health and physicaleducation program, andhealthy, active living;between health andphysical education,other subjects, andpersonal experiences inand beyond school)



The student:

The student:

Use of health andphysical educationconventions, vocabulary,and terminology (e.g.,using and interpretingsignals and bodylanguage; using correctterminology to discussparts of the body, health-related componentsof fitness, phases ofmovement [preparation,execution, follow-through]) in oral, visualand/or written forms

Application of knowledgeand skills (e.g.,movementskills, concepts,principles, strategies;training principles; healthconcepts; safe practices;personal and interpersonalskills, includingteamwork, fair play,etiquette, leadership) infamiliar contexts (e.g.,physical activities, healthyliving discussions)

� uses conventions,vocabulary, andterminology withlimited effectiveness

� applies knowledge andskills in familiarcontexts with limitedeffectiveness

� applies knowledge andskills in familiarcontexts withconsiderableeffectiveness

� applies knowledge andskills in familiarcontexts with someeffectiveness


� uses conventions,vocabulary, andterminology with someeffectiveness

� uses conventions,vocabulary, andterminology withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology with ahigh degree ofeffectiveness


28

Health and Physical Education: Strands, Subgroups, and Living Skills

Movement Competence: Skills, Concepts, Strategies

Healthy Living

Active Living

Active Participation�

�

Regular participation, variety,lifelong activityEnjoyment, motivation

Physical Fitness� Fitness development throughdaily physical activity, personalfitness plans

Safety� Personal safety and safety of

others during physical activity

Movement Skills and Concepts�

�

�

Movement skills – stability, locomotion, manipulationMovement concepts – body awareness, effort, spatialawareness, relationshipsMovement principles

Movement Strategies�

�

Components of physical activitiesStrategies and tactics in all physicalactivities

Understanding HealthConcepts� Understanding the factors that

contribute to healthy growthand development

Making Healthy Choices�Applying health knowledge,

making decisions aboutpersonal health and well-being

Making Connections forHealthy Living�Making connections to link

personal health and well-beingto others and the world aroundthem

Expectations in the Healthy Living strand focus on the following four health topics. Positivebehaviours in relation to each topic area contribute to overall mental health and emotionalwell-being.

Healthy EatingPersonal Safety and Injury PreventionSubstance Use, Addictions, and Related BehavioursHuman Development and Sexual Health

�

�

�

�

Mental Healthand Emotional

Well-being

Physical Literacy

Individuals who are physically literatemove with competence in a wide varietyof physical activities that benefit thedevelopment of the whole person.

Health Literacy

Health literacy involves the skills neededto get, understand and use information tomake good decisions for health. TheCanadian Public Health Association’sExpert Panel on Health Literacy definesit as the ability to access, understand,evaluate and communicate informationas a way to promote, maintain andimprove health in a variety of settingsacross the life-course.

Living Skills

Personal Skills�

�

�

�

�

�

�

�

Self-awarenessand self-monitoring skillsAdaptive,management, andcoping skills

CommunicationskillsRelationship andsocial skills

PlanningProcessingDrawingconclusions/presenting resultsReflecting/evaluating

Interpersonal Skills

Critical and Creative

Thinking

29

Education in the arts is essential to students’

intellectual, social, physical, and emotional growth

and well-being. Experiences in the arts – in dance,

drama, music, and visual arts – play a valuable role

in helping students to achieve their potential as

learners and to participate fully in their community

and in society as a whole. The arts provide a

natural vehicle through which students can explore

and express themselves and through which they

can discover and interpret the world around them.

Participation in the arts contributes in important

ways to students’ lives and learning – it involves

intense engagement, development of motivation

and confidence, and the use of creative and

Challenging

and

Inspiring

Feedback

(from Peers and Teacher)

and Reflection

Imagining

and

Generating

Planning

and

Focusing

Exploring

and

Experimenting

Producing

Preliminary

Work

Revising

and

Refining

Presenting,

Performing,

and Sharing

Reflecting

and

Evaluating

The Creative Process

dynamic ways of thinking and knowing. It is well

documented that the intellectual and emotional

development of children is enhanced through study

of the arts. Through the study of dance, drama,

music, and visual arts, students develop the ability

to think creatively and critically. The arts nourish

and stimulate the imagination, and provide

students with an expanded range of tools,

techniques, and skills to help them gain insights

into the world around them and to represent their

understandings in various ways. Study of the arts

also provides opportunities for differentiation of

both instruction and learning environments.

The Importance of the Arts

30

Achievement Chart - The Arts, Grades 1–8

The student:

� demonstrateslimitedknowledge ofcontent

� demonstratessomeknowledge ofcontent

� demonstratesthoroughknowledge ofcontent

� demonstratessome understandingof content

� demonstratesconsiderableunderstandingof content

� demonstratesthoroughunderstandingof content


The student:

� uses planningskills withlimitedeffectiveness


� uses planningskills with ahigh degree ofeffectiveness

� uses processingskills withlimitedeffectiveness

� uses processingskills withsomeeffectiveness

� usesprocessingskills with ahigh degree ofeffectiveness

� usescritical/creativethinkingprocesses withlimitedeffectiveness

� usescritical/creativethinkingprocesses withsomeeffectiveness

Knowledge of content(e.g., facts, genres, terms,definitions, techniques,elements, principles, forms,structures, conventions)

Understanding of content(e.g., concepts, ideas,procedures, processes, themes,relationships among elements,informed opinions)

Use of planning skills(e.g., formulating questions,generating ideas, gatheringinformation, focusingresearch, outlining, organizingan arts presentation orproject, brainstorming/bodystorming, blocking,sketching, using visualorganizers, listing goals in arehearsal log, inventingnotation)

Use of processing skills(e.g.,analysing, evaluating,inferring, interpreting,editing, revising, refining,forming conclusions,detecting bias, synthesizing)

Use of critical/creativethinking processes(e.g., creative and analyticalprocesses, design process,exploration of the elements,problem solving, reflection,elaboration, oral discourse,evaluation, critical literacy,metacognition, invention,critiquing, reviewing)


� uses planningskills withconsiderableeffectiveness

� uses critical/creativethinkingprocesses withconsiderableeffectiveness

� uses critical/creative thinkingprocesses with ahigh degree ofeffectiveness

� demonstrateslimitedunderstanding ofcontent

� uses processingskills withconsiderableeffectiveness

� demonstratesconsiderableknowledge ofcontent

31

Knowledge and Understanding Subject-specific content acquired in each grade (knowledge), and the

comprehension of its meaning and significance (understanding)


The student:

Expression and organization ofideas and understandings in artforms

andin oral and written forms

, includingmedia/multimedia forms

,

(dance, drama, music, and thevisual arts)

(e.g.,expression of ideas and feelings usingvisuals, movements, the voice,gestures, phrasing, techniques)

(e.g.,clearexpression and logical organizationin critical responses to art works andinformed opinion pieces)

Use of conventions in dance,drama, music, and the visual arts

andarts vocabulary and terminologyin oral and written forms

(e.g., allegory, narrative or symbolicrepresentation, style, articulation,drama conventions, choreographicforms, movement vocabulary)


The student:


Application of knowledge andskills

in familiar contexts

(e.g., performance skills,composition, choreography,elements, principles, processes,technologies, techniques, strategies,conventions)(e.g., guided improvisation,performance of a familiar work, useof familiar forms)

Transfer of knowledge and skills

to new contexts(e.g., concepts, strategies, processes,techniques) (e.g., awork requiring stylistic variation, anoriginal composition, student-ledchoreography, an interdisciplinaryor multidisciplinary project)

Making connections within andbetween various contexts (e.g.,between the arts; between the artsand personal experiences and theworld outside the school; betweencultural and historical, global,social, and/or environmentalcontexts; between thearts and other subjects)

�makesconnectionswithin andbetween variouscontexts withlimitedeffectiveness

� transfersknowledge andskills to newcontexts withsomeeffectiveness

� appliesknowledge andskills in familiarcontexts withsomeeffectiveness

� uses conventions,vocabulary, andterminology ofthe arts with someeffectiveness

�communicates fordifferentaudiences andpurposes withsomeeffectiveness

� expresses andorganizes ideasandunderstandingswith someeffectiveness

� communicates fordifferentaudiences andpurposes withlimitedeffectiveness

� uses conventions,vocabulary, andterminology ofthe arts withlimitedeffectiveness

� expresses andorganizes ideasandunderstandingswith a high degreeof effectiveness

�expresses andorganizes ideasandunderstandingswith considerableeffectiveness

Communication for differentaudiences

and purposesthrough the arts

andin oral and written forms

(e.g., peers, adults,younger children)

(e.g., dramapresentations, visual arts exhibitions,dance and music performances)

(e.g.,debates, analyses)

� uses conventions,vocabulary, andterminology of thearts withconsiderableeffectiveness

� uses conventions,vocabulary, andterminology of thearts with a highdegree ofeffectiveness

� appliesknowledge andskills in familiarcontexts withlimitedeffectiveness

� applies knowledgeand skills infamiliar contextswith considerableeffectiveness

�

to newcontexts withlimitedeffectiveness

transfersknowledge andskills

� transfersknowledge andskills to newcontexts withconsiderableeffectiveness

� transfers knowledgeand skills to newcontexts with a highdegree ofeffectiveness

� applies knowledgeand skills in familiarcontexts with a highdegree ofeffectiveness

� communicates fordifferent audiencesand purposes with ahigh degree ofeffectiveness

�makes connectionswithin and betweenvarious contextswith a high degreeof effectiveness

�makesconnections withinand betweenvarious contextswith considerableeffectiveness

�makesconnectionswithin andbetween variouscontexts withsomeeffectiveness

� communicates fordifferentaudiences andpurposes withconsiderableeffectiveness

� expresses andorganizes ideasandunderstandingswith limitedeffectiveness

32

Dance: Grade 6

33


apply thecreative process to the compositionof short dance pieces, using theelements of dance to communicatefeelings and ideas;

� Creating and Presenting:


apply thecreative process to process dramaand the development of dramaworks, using the elements andconventions of drama tocommunicate feelings, ideas, andmultiple perspectives;


Dance: Fundamental Concepts for Grade 6

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate their feelings,ideas, and understandings inresponse to a variety of dancepieces and experiences;

� Exploring Forms andCultural Contexts:demonstrate anunderstanding of a varietyof dance forms, traditions,and styles from the pastand present, and theirsociocultural and historicalcontexts.

Students in Grade 6 will develop or extend understanding of the following concepts through participationin various dance experiences (e.g., communicating a variety of ideas through combined elements), withparticular emphasis on body, space, time, energy, and relationship.

body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, bodybases, symmetry versus asymmetry, geometric versus organic shape, curved versus angular shape

pathways, directions, positive versus negative space, proximity of dancers to one another,various group formations

tempo, rhythm, pause, stillness, with music, without music, duration (e.g., short, long),acceleration/deceleration

effort, force, quality (e.g., flick, fold, stab, poke, flow freely)dancers to props/objects (e.g., in front of, inside, over, around), meet/part, follow/lead,

emotional connections between dancers, groupings

ELEMENTS OF DANCE

•

•

•

••

body:

space:

time:

energy:relationship:

Drama: Grade 6

Reflecting, Responding, andAnalysing: apply the criticalanalysis process to communicatefeelings, ideas, andunderstandings in response to avariety of drama works andexperiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of drama andtheatre forms, traditions, andstyles from the past andpresent, and theirsociocultural and historicalcontexts.

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applythe creative process to create andperform music for a variety ofpurposes, using the elements andtechniques of music;

� Creating and Performing:

Drama: Fundamental Concepts for Grade 6

Music: Fundamental Concepts for Grade 6

Music: Grade 6

Students in Grade 6 will develop or extend understanding of the following concepts through participationin various drama experiences.

considering in depth the inner and outer life in developing a character; differentiatingbetween authentic characters and stereotypes; using gestures and movement to convey character

analysing and portraying how relationships influence character development/changeestablishing a clear setting; sustaining belief in the fictional setting

using sound, light, technology, and stage effects to heighten tension/suspenseusing drama conventions to reveal or communicate key emotions, motivations,

perspectives, and ideas to the audience

ELEMENTS OF DRAMA

• role/character:

• relationship:• time and place:• tension:• focus and emphasis:

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate their feelings,ideas, and understandings inresponse to a variety of musicand musical experiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of musical genresand styles from the past andpresent, and their socioculturaland historical contexts.

In Grade 6, students will build on their knowledge of the elements of music and related musical conceptsthat were introduced in Grades 1 to 5. Students will develop understanding of musical concepts throughparticipation in musical experiences that involve listening, moving, creating, and performing (vocal and/orinstrumental music).

metre (oral count, with primary emphasis on “one” and secondary emphasis on “two”and “three”: “one-and-a-two-and-a-three-and-a”) and other compound metres (e.g., ); metre;pick-up note(s) (anacrusis); triplets; common Italian tempo marks (e.g., allegro, adagio) and othersencountered in the repertoire performed

ledger lines above or below the staff; major, minor, and perfect intervals (e.g. major third,perfect fifth)

those encountered in repertoire (e.g., very soft [pianissimo –pp], very loud [fortissimo – ff ], slurs)

Orff ensemble (xylophone, recorder, pitched and non-pitched percussion);other ensemble sonorities (drum line, choir, guitar, marching band)

layering of electronic sounds, chord progressions using I, IV, and Vtheme and variations; repeats (e.g., first and second endings)

ELEMENTS OF MUSIC

• duration:

• pitch:

• dynamics and other expressive controls:

• timbre: electronic sounds;

• texture/harmony:• form:

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applythe creative process to produce artworks in a variety of traditionaltwo- and three-dimensional forms,as well as multimedia art works,that communicate feelings, ideas,and understandings, usingelements, principles, andtechniques of visual arts as well ascurrent media technologies;


Visual Arts: Fundamental Concepts for Grade 6

Visual Arts: Grade 6

� Reflecting, Responding, andAnalysing: apply the criticalanalysis process tocommunicate feelings, ideas,and understandings inresponse to a variety of artworks and art experiences;

� Exploring Forms andCultural Contexts:demonstrate an understandingof a variety of art forms,styles, and techniques fromthe past and present, and theirsociocultural and historicalcontexts.

In addition to the concepts introduced in Grades 1 to 5, students in Grade 6 will develop understanding ofthe following concepts through participation in a variety of hands-on, open-ended visual arts experiences.

Students will develop understanding of all elements of design.lines that direct the viewer’s attention; lines that create the illusion of force or movement

(e.g., wavy and wiggly lines used in op art); contour drawings of objects that are not easily recognizable(e.g., crumpled paper)

exaggerated proportions, motifs, fonts; geometric (e.g., conical, pyramidal) shapesand forms

centre of interest (focal point) and one-point perspective; basic facial proportions; horizontaland vertical symmetry

the colour wheel; tertiary colours; colour for expressive purposes; colour for creating naturalisticimages

textures created with a variety of tools, materials, and techniques (e.g., gouged marks in asoftoleum print)

shading that suggests volume; gradation

Students will develop understanding of all principles of design (that is, contrast, repetition and rhythm,variety, emphasis, proportion, balance, unity and harmony, and movement), but the focus in Grade 6 willbe on balance.

arrangement of the elements of design to create the impression of equality in weight orimportance (e.g., a formal or symmetrical arrangement produced through distribution of shapes; an informalor asymmetrical arrangement produced through use of colour); colour concepts to be used in creating balance(e.g., light or neutral colours appear lighter in “weight” than dark or brilliant colours; warm colours seem toexpand, cool colours seem to contract; transparent areas seem to “weigh” less than opaque areas)

ELEMENTS OF DESIGN

PRINCIPLES OF DESIGN

• line:

• shape and form:

• space:

• colour:

• texture:

value:

• balance:

•

Documents

Dear Parents and Guardians: Expectations for Grade 6 · PDF fileguide to the new Ontario Curriculum’s learning expectations for Grade One. ... Play Boggle, Scrabble, Pictionary,