English Language Arts – Grade 9 - British Columbia · Web viewTable of Contents English Language Arts – Grade 9 Mathematics – Grade 9 Physical Education – Grade 9 Home Economics

GRADE 9Curriculum Package

(compiled February 2010)

For ease of reference, this Grade 9 Curriculum Package compiles all Prescribed Learning Outcomes and Suggested Achievement Indicators from within each subject-based curriculum into one comprehensive document.

www.bced.gov.bc.ca/irp

TABLE OF CONTENTS

TABLE OF CONTENTS

INTRODUCTION

Introduction ......................................................................................................................................................... 5Required Areas of Study...................................................................................................................... 5How to Use This Document................................................................................................................. 5

GRADE 9 PRESCRIBED LEARNING OUTCOMES AND SUGGESTED ACHIEVEMENT INDICATORS

English Language Arts ...................................................................................................................................... 7

Health and Career Education.......................................................................................................................... 35

Mathematics ...................................................................................................................................................... 43

Physical Education ............................................................................................................................................55

Science ................................................................................................................................................................ 63

Social Studies .................................................................................................................................................... 71

Daily Physical Activity ................................................................................................................................... 77

Applied Skills ................................................................................................................................................... 79

Business Education ........................................................................................................................... 79

Home Economics ............................................................................................................................... 83

Information Technology .................................................................................................................. 89

Technology Education ...................................................................................................................... 91

Fine Arts ............................................................................................................................................................. 95

Dance .................................................................................................................................................... 95

Drama ................................................................................................................................................... 99

Music .................................................................................................................................................. 105

Visual Arts ........................................................................................................................................ 111

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 3

http://www.bced.gov.bc.ca/irp/irp.htm

INTRODUCTION

his document provides basic information about the provincial curriculum requirements for Grade 9 students in

British Columbia. The full text of all provincial curricula is available online at www.bced.gov.bc.ca/irp/irp.htm

TREQUIRED AREAS OF STUDY As stated in the Required Areas of Study In An Educational Program Order (http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf) each school year a board must offer to all students in Grade 9 an educational program that meets all the Prescribed Learning Outcomes set out in the applicable educational program guide in:

English Language Arts, or in the case of a student enrolled in a francophone educational program, French Language Arts

Social Studies Mathematics Science Physical Education One of the following Fine Arts: Dance,

Drama, Music, or Visual Arts One of the following Applied Skills:

Technology Education, Information Technology, Home Economics, or Business Education

Health and Career Education Daily Physical Activity

HOW TO USE THIS DOCUMENT For each required area of study for Grade 9, the Prescribed Learning Outcomes and corresponding Suggested Achievement Indicators are presented in a series of tables.

Prescribed Learning Outcomes

Prescribed Learning Outcomes are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, prescribed learning outcomes set out the required

attitudes, skills, and knowledge – what students are expected to know and be able to do – by the end of the specified subject and grade.

Schools are responsible for ensuring that all Prescribed Learning Outcomes for each required area of study are met; however, schools have flexibility in determining how delivery of the curriculum can best take place.

It is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy.

All prescribed learning outcomes complete the stem, “It is expected that students will ….”

Prescribed Learning Outcomes are presented by curriculum organizer (and suborganizer as applicable), and for some subjects are coded alphanumerically for ease of reference; however, this arrangement is not intended to imply a required instructional sequence.

Suggested Achievement Indicators

Suggested Achievement Indicators in relation to each Prescribed Learning Outcome are included to support the assessment of provincially prescribed curricula.

Achievement indicators support the principles of assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement.

Suggested Achievement Indicators describe what evidence to look for to determine whether or not the student has fully met the intent of the learning outcome. Since each achievement indicator presents only one aspect of the corresponding learning outcome, the entire set of achievement


http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf

http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf


indicators can assist teachers when determining whether students have fully met the learning outcome.

Achievement indicators are not mandatory; they are suggestions only, provided to assist in the assessment of how well students achieve the Prescribed Learning Outcomes.

(Note: at the time of publication of this document, Suggested Achievement Indicators had not been developed for Dance, Drama, Music, and Visual Arts; and for Technology Education, Information Technology, and Business Education.

For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm

6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm


ENGLISH LANGUAGE ARTS – GRADE 9

ENGLISH LANGUAGE ARTS – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators

PURPOSES (ORAL LANGUAGE)

PRESCRIBED LEARNING OUTCOMES SUGGESTED ACHIEVEMENT INDICATORS

It is expected that students will:

The following suggested indicators may be used to assess student achievement for each corresponding Prescribed Learning Outcome.

By the end of Grade 9, students who have fully met the Prescribed Learning Outcome are able to:

A1 interact and collaborate in pairs and groups to – support the learning of self

and others – explore experiences, ideas,

and information – understand the

perspectives of others – comprehend and respond

to a variety of texts – create a variety of texts

collaborate with members of a group (e.g., listen and speak respectfully, ask questions, take turns, cooperate, disagree courteously) to achieve a common purpose (e.g., discuss social issues, analyse characters, discuss themes)

share and support group roles and responsibilities to achieve purpose and goals (e.g., analyse tasks, generate a plan, designate roles)

express opinions and ideas and encourage the opinions and ideas of others (e.g., invite participation, acknowledge other perspectives)

demonstrate active nonverbal participation in group activities (e.g., physical proximity to group, eye contact, facial expression)








A2 express ideas and information in a variety of situations and forms to – explore and respond – recall and describe – narrate and explain – persuade and support – engage and entertain

identify and describe purpose for speaking sustain group and class discussions through relevant

and thoughtful contributions (e.g., build on other students’ ideas)

provide clear organizational cues when presenting or discussing (e.g., use transition words and phrases)

modify language, ideas, and information in relation to the needs and interests of the audience

present ideas, information, and emotions in an imaginative and relevant way (e.g., description, significant details)

A3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts, considering – purpose – messages – tone – structure – effects and impact – bias

identify the purpose of the text, and the evidence used to support that purpose

identify persuasive techniques (e.g., statistics, real-life examples)

summarize and clarify ideas and information (e.g., take turns summarizing text with a partner, ask questions to clarify understanding)

describe the effects and impact of tone (e.g., identify words that create an emotional effect)

attend to organizational cues in text (e.g., transitions, emphasis)

recognize text-specific devices and elements (e.g., slogan, point of view)

make judgments about the effectiveness of the text (e.g., in relation to purpose, ideas, techniques)

identify and explain possible bias (e.g., “She deflected questions about the opposite point of view. For example...”)




STRATEGIES (ORAL LANGUAGE)





A4 select and use a range of strategies to interact and collaborate with others in pairs and groups, including – selecting methods for

working together effectively

– listening actively – contributing ideas and

encouraging the ideas of others

– demonstrating awareness of diverse points of view

– reaching consensus or agreeing to differ

choose ways for group members to achieve task requirements (e.g., role descriptions, meeting notes)

create and follow classroom guidelines for interacting (e.g., listen and speak respectfully, take turns, cooperate, disagree courteously)

ask questions to clarify views or ideas of others extend ideas stated by others suggest ways to include and relate different points of

view (e.g., appoint spokespersons to represent different points of view)

seek out multiple points of view (e.g., brainstorm various perspectives on the topic, considering gender, culture, age, ability)

A5 select and use a range of strategies to prepare oral communications, including– interpreting a task and

setting a purpose – considering audience – generating ideas – making connections among

relevant knowledge and experiences

– planning and rehearsing presentations

identify purpose and audience (e.g., choose register and diction appropriate to task and audience)

brainstorm or list topics or ideas compare and select relevant ideas and information organize information around key ideas or questions seek out and act on suggestions of others choose techniques for presenting prepare visual aids, materials, and equipment for

presentations





A6 select and use a range of strategies to express ideas and information in oral communications, including – vocal techniques – style and tone – nonverbal techniques – visual aids – organizational and

memory aids – monitoring methods

use and adjust vocal techniques to make presentations effective and appropriate to audience (e.g., expression, audibility)

use and adjust nonverbal techniques to make presentations effective and appropriate to audience (e.g., eye contact, body language)

use props, diagrams, computer presentations, and artifacts to enhance delivery

use organizational and memory prompts to aid effective delivery (e.g., notes, index cards, outlines)

monitor listeners’ reactions (e.g., watch nonverbal cues) and make adjustments accordingly (e.g., change volume, rephrase main point)

A7 use listening strategies to understand, recall, and analyse a variety of texts, including – connecting to prior

knowledge – making reasonable

predictions – identifying main points – generating thoughtful

questions – clarifying and confirming

meaning

explain predictions (e.g., how reached, evidence) identify and restate important points (e.g., use graphic

organizers, take notes) use examples beyond the text when making

connections (e.g., text-to-text, text-to-self, text-to-world)

consider and suggest a main idea or theme and provide support

distinguish between fact and opinion identify point of view and speaker bias identify when and describe why understanding failed

(e.g., “The information was too complex,” “There was too much information.”)

act to re-establish meaning (e.g., ask for clarification or examples)




THINKING (ORAL LANGUAGE)





A8 speak and listen to make personal responses to texts, by – making connections with

prior knowledge and experiences

– describing reactions and emotions

– generating thoughtful questions

– developing opinions with reasons

use oral modes to express response to text (e.g., questions, class discussion, interview, speech, drama, poetry)

describe and explain connections, reactions, and emotional responses (e.g., “This reminds me of...,”)

ask questions that deepen personal response (e.g., “How does this make me feel?,” “Why do I feel this way?”)

state reasons for personal opinions (e.g., “The speech inspired me because...”)

demonstrate listening to oral texts to express a personal response through a variety of modes (e.g., journal, speech, drama, poetry, visual representation, multimedia, song)

A9 speak and listen to interpret, analyse, and evaluate ideas and information from texts, by– making and supporting

judgments– examining and comparing

ideas and elements within and among texts

– describing perspectives– identifying bias,

contradictions, and non-represented perspectives

determine purpose and main ideas and identify supporting evidence

describe the effectiveness of content, presentation, and style in achieving intended purpose

apply class- or teacher-generated criteria for assessing the quality of ideas and information presented

express and explain feelings, judgments, or opinions evoked by the text

identify words, elements, and techniques that influence the audience’s feelings and attitudes (e.g., sound devices, imagery, suspense, dialogue, character)

discuss the point of view presented and any inconsistencies, and suggest other possible points of view








A10 speak and listen to synthesize and extend thinking, by – personalizing ideas and

information – explaining relationships

among ideas and information

– applying new ideas and information

– transforming existing ideas and information

combine prior knowledge with newly acquired information and ideas

trace the development of own changing opinions generate questions to enhance understanding, explore

possibilities, and lead to further inquiry defend a new idea with support consider and suggest other outcomes or solutions build on the ideas of others and voice new

understandings apply a newly acquired idea, piece of information, or

strategy to a new situation or task transform ideas by expanding on them (e.g., suggest a

new ending, continue a narrative)

A11 use metacognitive strategies to reflect on and assess their speaking and listening, by – referring to criteria – setting goals for

improvement – creating a plan for

achieving goals – evaluating progress and

setting new goals

contribute relevant ideas and opinions to discussions about effective speaking and listening

generate and select criteria for speaking and listening demonstrate understanding of strategies available to

increase success in speaking and listening evaluate speaking and listening through meaningful

self-assessment (e.g., “I used effective examples,” “ My charts needed to be clearer,” “I stayed on track even though I was bored.”)

set new goals and create a plan for implementation (e.g., “I want to improve my listening skills, so I will focus on one of the criteria each week.”)

periodically review goals and assess progress (e.g., “I’m getting better at...,” “I need to continue to work on...”)




FEATURES (ORAL LANGUAGE)





A12 recognize and apply the structures and features of oral language to convey and derive meaning, including – context – text structures – syntax – diction – usage conventions – rhetorical devices – vocal techniques – nonverbal techniques

identify context (e.g., audience, purpose, situation) select appropriate tone (e.g., formal, informal) and

diction (e.g., word choice, colloquialisms) when listening, demonstrate behaviours that

contribute to successful listening (e.g., respectful attention and appropriate response)

identify and use some typical text structures (e.g., flashback, chorus) and rhetorical devices (e.g., repetition, questions) that shape meaning in texts

use logical syntax (e.g., transitions) and accepted conventions of usage (e.g., consistent verb tenses)

avoid repetitive “filler” words and expressions (e.g., like, you know, right, um)

in formal situations, speak with clarity, appropriate pace and volume, and with some purposeful inflection

when speaking, use body language and gestures to convey and clarify meaning or for emphasis

when listening, identify when a speaker’s gestures, body language, or emphasis suggests important information




PURPOSES (READING AND VIEWING)





B1 read, both collaboratively and independently, to comprehend a variety of literary texts, including – literature reflecting a

variety of times, places, and perspectives

– literature reflecting a variety of prose forms

– poetry in a variety of narrative and lyric forms

– significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)

– traditional forms from Aboriginal and other cultures

– student-generated material

identify how the key elements of a story (e.g., setting, plot, character, and theme) influence each other (e.g., elements of setting influence character action, character traits contribute to conflict, plot events contribute to theme)

identify how elements of poetry (e.g., figurative language, form, sound devices) contribute to construction of meaning (e.g., onomatopoeia contributes to humour, repetition creates emphasis)

make and explain inferences about the text (e.g., “The fire allowed the boy to show his bravery,” “Because the father was weak, the children felt unsafe.”)

offer relevant insights regarding the text and/or author (e.g., “In the short story all the children are happy because their parents show love to each other,” “In ‘David,’ the words used to describe nature give the feeling of Bobby’s horror when he goes down the mountain.”)

make and support connections between the text and personal experience (e.g., “It reminded me of how I felt when my mother was so sick,” “I feel happier when the snow melts, too.”)

make and support connections to other texts (e.g., “Nothing has changed. The kids in Iqbal were treated badly, just like the factory kids in the 1800s that we read about in Socials.”)

explain how descriptive language helps to create meaning (e.g., “When I read ‘The Shark,’ I noticed that the language shows that the shark is sinister.”)








B2 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with increasing complexity of ideas and form, such as – articles and reports – biographies and

autobiographies – textbooks, magazines, and

newspapers – print and electronic

reference material – advertising and

promotional material – opinion-based material – student-generated material

determine and state a purpose for reading (e.g., “I’m looking for the negative influences on…,” “I want to find out how he became successful.”)

indicate purposes for re-reading (e.g., “This time I need to pay attention to…,” “I’d like to find three statistics that support...”)

restate main ideas in own words locate details relevant to reader’s purpose, including

those provided in visual or graphic materials make notes by creating categories that reflect the main

ideas or topics support inferences or interpretations with specific

evidence from the text (e.g., “In Take Action, the Kielburgers suggest that all of us can make a difference…,” “The chart shows that salaries increase when...”)

use glossaries, tables of contents, indices, appendices, navigation bars, and search engines to locate specific information

compare information from a variety of sources, including magazines, newspapers, web sites, electronic media, and anthologies

make judgments about accuracy of information in texts (e.g., “This article is outdated. There are no statistics after 1999,” “The journalist did not interview all of the candidates.”)








B3 view, both collaboratively and independently, to comprehend a variety of visual texts, such as – broadcast media – web sites – graphic novels – film and video – photographs – art – visual components of print

media – student-generated material

set a purpose for viewing (e.g., “We need to pick out three details in Tom Thomson’s paintings that show...,” “I want to find a graphic novel about...”)

explain how visual elements (e.g., line, texture, formatting, layout, colour) create meaning (e.g., “It sure helped to have all the key terms in red.”)

compare related information from multiple visual texts (e.g., charts detailing salary differences to bar graphs tracing levels of education)

identify differences between a print text and visual representation (e.g., compare scenes from A Midsummer Night’s Dream to a film version)

offer reasonable interpretations of the purpose of the visual text (e.g., “David Suzuki discusses the implications of…,” “That poster is biased.”)

identify visual content that affects the viewer’s response (e.g., “All the charts and graphs crammed together confused me,” “After watching the video, I began to see the issue through the eyes of a prairie farmer.”)

make and justify inferences and predictions about visual text and about material that is implicit or absent (e.g., about what happened before/after the timeline; about the points of view of people represented in the picture)








B4 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency

choose texts of appropriate difficulty (e.g., vocabulary preview, paraphrase a paragraph)

select texts based on personal interest or topic of study (e.g., preview table of contents, choose by genre and/or author, choose resource from a text set)

read independently every day (e.g., 15-20 minutes in class, 30-40 minutes on own time)

track and/or describe independent reading (e.g., home reading logs, literary journals, book reviews, partner talk)

offer to read aloud to various audiences (e.g., family members, a partner, information circle, research group)

use knowledge of genre and text structure to improve fluency and expression when reading aloud

talk about independent reading as an enjoyable and shared experience (e.g., “If you like mysteries, try reading...”)

describe text, author, and/or genre preferences (e.g., “I like science fiction the best. When I read Robert J. Sawyer stories, I escape...”)




STRATEGIES (READING AND VIEWING)





B5 before reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including – interpreting a task – setting a purpose – accessing prior knowledge – making logical predictions – generating guiding

questions

articulate/discuss a purpose for reading and viewing brainstorm/explain what is already known about the

topic and genre/form use a variety of alternative sources to locate

information and expand background knowledge about the topic (e.g., encyclopedia, Internet, books, articles)

sort and categorize vocabulary/key terms/images provided

state and support predictions based on prior knowledge and preview of the text

generate and ask questions to guide reading and viewing

record ideas in a graphic organizer

B6 during reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning, including – predicting, questioning,

visualizing, and making connections

– making inferences and drawing conclusions

– differentiating main ideas and supporting details

– summarizing – using text features – determining the meaning

of unknown words and phrases

– self-monitoring and self-correcting

discuss and/or explain predictions (e.g., compare new information to predictions)

generate, share, and/or record questions and inferences describe, sketch, or use graphic organizers to record

mental images identify and communicate connections (e.g., text-to-

text, text-to-self, text-to-world) made while reading (e.g., concept map, journal response, coding text, partner chats)

identify graphic and visual cues used to find information and clarify understanding (e.g., glossaries, summaries, questions in text, outlines, sidebars, navigation bars, and hyperlinks)

make relevant notes using logical categories (e.g., outlines, mind maps, timelines)

restate main ideas/events in own words use context cues, word structure, illustrations, and

classroom resources to figure out unfamiliar vocabulary

identify when meaning-making is breaking down








B7 after reading and viewing, select and use a range of strategies to extend and confirm meaning, including – responding to text – asking questions – reviewing text and purpose

for reading – making inferences and

drawing conclusions – summarizing,

synthesizing, and applying ideas

consider and express initial response (e.g., journal entry, partner talk, whole-group discussion)

generate and communicate questions related to and going beyond the text

re-state or redefine purpose for reading/viewing state the main ideas and provide supporting details suggest inferences and conclusions supported by

evidence from the text consider and express alternative interpretations compare the ideas expressed in the text to ideas from

other sources (e.g., prior knowledge, partner talk, class discussions, secondary texts, media sources)

generate and integrate new ideas (e.g., suggest an alternative approach; articulate personal change; based on new understanding/information, suggest what is missing in other texts)




THINKING (READING AND VIEWING)





B8 explain and support personal responses to texts, by – making connections with




– offering and supporting opinions using evidence

offer and explain connections between a text and own ideas, beliefs, experiences, and feelings (e.g., “The author’s solution to the problem of graffiti is different from mine...”)

make and support connections to reading and viewing selections (e.g., “In Featherboy, Norbert also figured out that things were not going to get better for him even though he had proven his bravery.”)

describe and discuss emotions evoked by a text supported by reasons, questions, explanations, and evidence (e.g., “Don’t you think that she was right to expose the others?” “I feel that she has to go ahead and...”)

pose questions that demonstrate personal connections to the text or author (e.g., “How does an author write about something he or she hasn’t experienced?”)

express and share opinions regarding a text supported by reasons, explanations, and evidence (e.g., “The lyrics in this song are too similar to those in…,” “When I compare the lines…”)





B9 interpret, analyse, and evaluate ideas and information from texts, by – making and supporting

judgments – examining and comparing


– beginning to identify diverse voices

– identifying bias, contradictions, and non-represented perspectives

make judgments about the text based on evidence (e.g., “The research in this article is up to date because it uses several recent studies.”)

recognize significant patterns in text (e.g., “e.e. cummings’ poems often contain…,” “All of the sidebars give modern-day examples of...”)

examine and compare ideas and information from a variety of texts (e.g., “The article about S. E. Hinton talks about how her experiences affect her writing. That Was Then, This is Now shows how she uses her experiences when...”)

identify more than one voice or perspective in a text (e.g., “Chapter One tells the story through John’s eyes; in Chapter Two the reader gets to hear Lorraine’s point of view.”)

describe contradictions within texts (e.g., “I cannot figure out how he arrives at this conclusion. Based on the examples given...”)

evaluate assumptions implicit within texts (e.g., “Raj thinks that the whole class likes rock music because in his story he…,” “Ernest Buckler shows life on the farm is really peaceful, but I know...”)

identify missing perspectives (e.g., “Where is the point of view of...?”)

B10 synthesize and extend thinking about texts, by – personalizing ideas and





integrate new information into existing knowledge and beliefs (e.g., clarify how new information in text has an impact on personal opinions or beliefs)

combine perspectives relating to a text (e.g., combine own and narrator’s perspectives)

juxtapose and merge related ideas (e.g., explore the differences between characters’ motives)

use key ideas and relevant details from texts to create representations/responses/artifacts (e.g., create a group presentation, play, or musical work based on central themes)

consider developments extending beyond the text (e.g., suggest alternative and/or creative outcomes)





B11 use metacognitive strategies to reflect on and assess their reading and viewing, by – referring to criteria – setting goals for



setting new goals

contribute relevant ideas and opinions to discussions about effective reading and viewing

generate and select criteria for reading and viewing identify strengths as readers and viewers using

vocabulary from class-developed criteria and/or other criteria

demonstrate understanding of strategies available to increase success in reading and viewing

evaluate reading and viewing through meaningful self-assessment (e.g., “I was able to understand the artist’s use of colour and line.”)

set new goals and create a plan for implementation (e.g., “The next novel I read will be something other than fantasy.”)

periodically review goals and assess progress (e.g., “I’m getting better at..., I need to continue to work on...”)




FEATURES (READING AND VIEWING)





B12 recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including – form and genre – functions of text – literary elements – literary devices – use of language – non-fiction elements – visual/artistic devices

identify structures of text (e.g., conclusion, refrain, lead)

explain the function of a text (e.g., to describe, engage, persuade)

explain how literary elements contribute to understanding (e.g., article is written from a patient’s point of view)

explain how literary devices contribute to understanding (e.g., personification gives voice to nature)

describe how the author’s use of language contributes to understanding (e.g., short, choppy sentences create a sense of urgency)

explain the function of non-fiction elements (e.g., diagrams clarify points made in the text)

explain the function of visual/artistic devices (e.g., sidebars summarize key information)

B13 demonstrate increasing word skills and vocabulary knowledge, by – analysing the origins and

roots of words – determining meanings and

uses of words based on context

– identifying, selecting, and using appropriate academic and technical language

– using vocabulary appropriate to audience and purpose

apply knowledge of word origins (e.g., Anglo-Saxon root words) and word relationships (e.g., word families) to determine meaning

derive word meanings from context and verify those meanings (e.g., substitute synonyms to figure out unfamiliar or challenging words)

explain why an author might have chosen a word that has multiple connotative meanings (e.g., he drove his “heap” to the movies)

identify new vocabulary introduced in texts, including vocabulary related to English Language Arts and other subject areas

use newly acquired vocabulary in their speaking and writing experiences

choose to use or avoid colloquialisms




PURPOSES (WRITING AND REPRESENTING)





C1 write meaningful personal texts that explore ideas and information to – experiment – express self – make connections – reflect and respond – remember and recall

experiment with various forms of personal writing, including impromptu, to explore ideas, feelings, and opinions (e.g., experiment with various views and voices)

express ideas, feelings, insights, and personal views through sustained writing

make connections between experiences and/or texts (e.g., integrate new ideas and opinions)

reflect on and respond to a topic/issue/theme to develop an opinion

remember and recall relevant details from texts and prior experiences

C2 write purposeful information texts that express ideas and information to – explore and respond – record and describe – analyse and explain – persuade – engage

explore and respond to ideas and information through various forms of informational writing, including impromptu

write information text that accomplishes a clearly stated purpose (e.g., instructions to be followed; includes details to support a thesis)

use relevant details to express and justify a viewpoint include details that anticipate and answer some of the

reader’s questions modify language in relation to the needs and interests

of the audience present ideas and information in a purposeful and

relevant way (e.g., description, narration)

See “Features” section for additional criteria relating to features and conventions.





C3 write effective imaginative texts to explore ideas and information to – make connections and

develop insights – explore literary forms and

techniques – experiment with language

and style – engage and entertain

express ideas, feelings, insights, and personal views through sustained writing

create various forms or genres of imaginative writing, including impromptu, that develop ideas through details, images, and emotions

develop ideas and emotions indirectly (e.g., dialogue, showing characters through their actions)

use figurative language to enhance meaning and emotion

write creative texts that consider audience and purpose

C4 create thoughtful representations that communicate ideas and information to – explore and respond – record and describe – explain and persuade – engage

demonstrate imaginative connections to personal feelings, experiences, and opinions

create representations that convey information and/or emotion for a specific purpose and audience

develop key ideas through details, images, and emotions

experiment with visual/artistic devices and forms to create impact and enhance communication

See “Features” section for additional criteria relating to features and conventions.




STRATEGIES (WRITING AND REPRESENTING)





C5 select and use a range of strategies to generate, develop, and organize ideas for writing and representing, including – making connections – setting a purpose and

considering audience – gathering and

summarizing ideas from personal interest, knowledge, and inquiry

– analysing writing samples or models

– setting class-generated criteria

consider prior knowledge and other sources (e.g., writing about what they know and care about, building on others’ ideas, research from a variety of sources)

discuss purpose and identify an audience for writing or representing

generate, collect, and develop ideas in a variety of ways (e.g., brainstorming, free-writing, interviewing)

categorize and organize ideas and information using outlines and graphic organizers before and during writing/representing

record sources for citation during research and note taking

conceptualize the final product and plan the steps to achieve it

examine models of the genre and form, and identify and analyse characteristics

generate class criteria for writing and representing (e.g., variety of sentence types and lengths, elements specific to genre and/or form)





C6 select and use a range of drafting and composing strategies while writing and representing, including – using a variety of sources

to collect ideas and information

– generating text – organizing ideas and

information – analysing writing samples

or models – creating and consulting

criteria

expand ideas from prewriting to writing/representing (e.g., refer to notes for additional ideas, ask for and incorporate feedback from others)

consult a variety of texts for ideas and information and as models

compose and share work in progress (e.g., peer and teacher conferences, PQP)

identify and restate main points in order to clarify meaning

use models to assist in understanding form (e.g., short story, essay, ad) and features (e.g., use of dialogue, provocative introduction, visual elements such as font and colour)

use print and electronic references and tools while drafting (e.g., dictionaries, graphics programs, cut/paste)

refer to self-generated, class, school, and provincial criteria

C7 select and use a range of strategies to revise, edit, and publish writing and representing, including – checking work against

established criteria – enhancing supporting

details and examples – refining specific aspects

and features of text – proofreading

persevere through the revision process until a satisfactory product is achieved

reconsider or review for specific features or established criteria (e.g., supporting details, sentence variety, effectiveness of visual elements)

select areas for revision and revise to enhance work review and confirm organization (e.g., sequencing,

transitions, development of ideas) accept and incorporate some revision suggestions

from peers and teacher (e.g., more descriptive language, add detail to illustration)

edit and proofread for clarity, spelling, and punctuation, and overall appearance

attend to presentation details appropriate to medium (e.g., legibility, visual impact, spatial organization)




THINKING (WRITING AND REPRESENTING)





C8 write and represent to explain and support personal responses to texts, by – making connections with




– developing opinions using evidence

suggest and support connections among own ideas, beliefs, experiences, feelings, and/or texts (e.g., Student writes, “This Aboriginal creation legend reminds me of...”)

describe and discuss emotions evoked by a text supported by reasons, explanations, and evidence (e.g., Student writes, “I’m passionate about human rights because...”)

pose open-ended questions about the text or author (e.g., Student writes, “What other options did this character have?”)

express opinions regarding a text supported by reasons, explanations, and evidence (e.g., Student writes, “Bottom is not a sympathetic character because...”)

respond in various forms (e.g., written, visual, kinesthetic, electronic)

use vocabulary that expresses a depth and range of response





C9 write and represent to interpret, analyse, and evaluate ideas and information from texts, by – making and supporting

judgments – examining and comparing


– identifying diverse points of view

– identifying bias, contradictions, and non-represented perspectives

make judgments based on evidence (e.g., write a letter to the editor explaining an opinion about a contentious local issue)

assess the effectiveness of ideas and information (e.g., identify and provide evidence of bias in an argument)

examine and compare ideas and information from a variety of texts (e.g., write a paragraph comparing the motivations of different characters in and between texts)

recognize and describe own and others’ viewpoints (e.g., Student writes, “Even though the class thinks..., my opinion is that...”)

identify and evaluate assumptions within texts (e.g., Student writes, “The view of the environmentalist is valued over the others who were interviewed.”)

identify missing perspectives (e.g., Student writes, “How do the other students in Define Normal see Ellie?”)

C10 write and represent to synthesize and extend thinking, by – personalizing ideas and





integrate new information into existing knowledge and beliefs (e.g., clarify how new information in text has an impact on personal opinions or beliefs)

combine perspectives relating to a text (e.g., combine own and narrator’s perspectives)

juxtapose and merge related ideas (e.g., explore the differences between characters’ motives)

use key ideas and relevant details from texts to create representations/responses (e.g., create a group presentation, play, or musical work based on central themes)

develop extensions or revisions of texts (e.g., suggest alternative and/or creative outcomes, integrate a different perspective)





C11 use metacognitive strategies to reflect on and assess their writing and representing, by – relating their work to

criteria – setting goals for



setting new goals

contribute relevant ideas and opinions to discussions about effective writing and representing (e.g., “Her topic sentence is very clear.”)

generate and select criteria specific to writing tasks identify strengths and areas for growth as authors

using vocabulary from class-developed and/or other criteria (e.g., “My main idea was really good, but I didn’t keep to my topic.”)

identify and assess strategies used in writing/representing

set personal goals for writing and representing (e.g., “I will make sure the central idea of my poster is placed for the most impact.”)

develop and implement a plan to achieve the goals periodically review goals and assess progress (e.g.,

“I’m getting better at...,” “I need to continue to work on...”)




FEATURES (WRITING AND REPRESENTING)





C12 use and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – syntax and sentence

fluency – diction – point of view – literary devices – visual/artistic devices

Syntax/Sentence Fluency use a variety of sentence lengths and structures use a variety of sentence types for effect deliberately use sentence fragments and run-on

sentences for effect combine sentences using subordinate and independent

clauses use transitional words/phrases within and between

sentences and paragraphs

Diction experiment with vocabulary use clear language and content words effectively demonstrate increasing specificity of language experiment with word choice and phrasing based on

audience and purpose (e.g., deliberately choppy phrasing in a poem)

Point of View incorporate appropriate register based on audience

and purpose maintain consistent tone maintain a consistent point of view reveal individual perspective when representing (e.g.,

choice of images in a collage creates emotion)

Literary Devices use descriptive/sensory details to develop ideas create effective images through figurative and

evocative language incorporate literary devices to enhance meaning

Visual/Artistic Devices choose a form appropriate to purpose show attention to detail and some control of form integrate visual elements and language to develop

meaning (e.g., texture, layout)





C13 use and experiment with elements of form in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – organization of ideas and

information – text features and visual/

artistic devices

Organization of Ideas and Information follow “rules” of a specific form or genre to match the

writing task use internal elements/text structures (e.g., salutation in

letter, “hook” in paragraph) appropriate to purpose and audience

unify writing with a controlling purpose begin with an effective introduction/engaging opening

(e.g., clearly indicates purpose, grabs reader’s attention)

develop a sequence of ideas with helpful transitions finish with a logical conclusion/effective ending

Text Features and Visual/Artistic Devices include text features when appropriate (e.g., diagrams,

graphics) include visual/artistic devices when appropriate (e.g.,

labels, colour, space) clearly and effectively to enhance meaning

integrate visual/artistic devices and language to develop meaning





C14 use conventions in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including – grammar and usage – punctuation, capitalization,

and Canadian spelling – copyright and citation of

references – presentation/layout

Grammar and Usage use coordinating and subordinating conjunctions to

create compound and complex sentence structures with few run-ons or fragments

maintain subject-verb agreement and pronoun-antecedent agreement

properly place modifiers maintain consistent verb tense use active voice for clarity and impact

Punctuation/Capitalization/Spelling use standard punctuation, including commas, semi-

colons, and quotation marks, and capitalization to communicate clearly

use punctuation and capitalization correctly in special situations, including direct quotations, scripts, dialogue, and poetry

employ knowledge of spelling rules and word patterns to correct spelling errors

use reference materials to confirm spellings and to solve spelling problems when editing (e.g., dictionaries, spell-checkers, personal word list)

Copyright/Citation of References define and explain copyright and plagiarism in

context acknowledge sources of information when creating

texts (e.g., print, web-based) respect and acknowledge copyright embed quotations within sentences cite research information, ideas, and quotations in a

consistent and ethical manner

Presentation/Layout write legibly or word-process in a readable format use headings, titles, graphics, and illustrations

appropriate to context and purpose attend to aspects of presentation appropriate to

medium (e.g., visual impact, spatial organization)



HEALTH AND CAREER EDUCATION – GRADE 9


Prescribed Learning Outcomes and Suggested Achievement Indicators

EDUCATION AND CAREERS





• describe ways of exploring career options (e.g., job shadowing, mentoring, volunteering)

list and describe a variety of ways of exploring career options, including:– job shadowing (e.g., Take Your Kids to Work Day)– mentoring – informational interviews – volunteering – Internet research – accessing sources of information and support

• identify sources of information and support to assist them in their education and career planning (e.g., family, mentors, school and career counselling centres, coaches, web sites, libraries)

identify and describe their personal support network (e.g., peers, family, clergy, teachers, elders, mentors, local businesses and services), and explain the service each provides

identify community services that can provide information and support for their education and career planning (e.g., school and community career counselling centres, library, web sites)





• explain the importance of developing employability skills (e.g., employability skills are transferable to all areas of a student’s life, including school, leisure, part-time employment, future careers)

create a comprehensive list of employability skills (e.g., teamwork, study skills, time management, communication skills, technological literacy, ethical behaviour, lifelong learning)

give a reasoned explanation of why employability skills are important (e.g., employability skills are transferable to all areas of a student’s life, including school, leisure, part-time employment, future careers)

create a list of their own employability skills give examples of how they can develop specific

employability skills through school courses and recreational and volunteer activities

• describe the grade 10 requirements of the Graduation Program (e.g., required and elective courses, required exams, graduation portfolio introduction)

accurately describe the grade 10 requirements of the Graduation Program (e.g., required and elective courses, required exams)

list ways a portfolio can be used as a tool for documenting evidence of achievements related to education and career interests (e.g., highlights relevant achievements, helps show connections among various areas of learning and experience, shows growth and development over time, keeps information safe and organized)




HEALTH





Healthy Living

• relate the characteristics of a healthy lifestyle to their ability to maximize personal potential

demonstrate clear and informed reasoning in assessing the ways in which being physically and emotionally healthy can support the attainment of personal, educational, and career goals

identify the potential consequences (e.g., altered decision-making ability, unplanned pregnancy, becoming infected with an STI, addiction, criminal record, personal injury, financial impacts, obesity, stress-related illnesses) of unhealthy lifestyle choices on personal goals

• analyse how healthy eating habits can support a healthy lifestyle

describe a variety of healthy eating habits (e.g., eating breakfast every day, choosing healthy snacks, recognizing and responding to hunger cues, controlling portions, eating a variety of foods from each food group, balancing input and output, limiting sugar intake, choosing low-fat foods, planning healthy food choices for when eating away from home)

describe the ways that healthy eating habits support physical and emotional health (e.g., fuels the body for activity, helps a body grow and develop, helps prevent disease, improves the ability to concentrate, increases energy and vitality)





• describe practices that promote healthy sexual decision making

articulate reasoned and informed guidelines that should be considered by individuals when making decisions regarding sexual activity (e.g., knowing personal boundaries, respecting boundaries of self and others, personal and family values, avoiding risky situations, having access to accurate information, understanding implications of various decisions, accepting personal responsibility for decisions, recognizing the importance of positive and assertive communication skills, knowing their right to refuse)

describe strategies that help to prevent or reduce sexual risk taking (e.g., abstaining from sexual activity, abstaining from drugs and alcohol in order to avoid impaired decision making, dating in groups, practising assertive communication, knowing how to access accurate information about prevention of pregnancy and STIs)

• assess the short-term and long-term consequences of unsafe sexual behaviour (e.g., unplanned pregnancy, sexually transmitted infections including HIV/AIDS, negative impact on future goals)

demonstrate clear and informed reasoning in assessing the potential impact of unplanned pregnancy on individuals and their families (e.g., impact on education, financial obligations, relationships, future opportunities)

demonstrate an understanding of the consequences of contracting sexually transmitted infections including HIV/AIDS (e.g., symptoms, short-term and long-term health issues, understanding that there is currently no vaccine or cure for HIV/AIDS)





Healthy Relationships

• propose strategies for building and maintaining healthy interpersonal relationships (e.g., effective communication skills, effective expression of emotions, setting and communicating personal boundaries)

describe the positive characteristics (e.g., trust, respect, honesty, open communication, shared interests, concern about the well-being of others) they value in their own peer, family, school, and other relationships

create a comprehensive list of strategies for building and maintaining healthy interpersonal relationships (e.g., verbal and non-verbal communication skills, compromise, consensus, effective expression of emotions, setting and communicating personal boundaries, empathy)

using role plays — fictional or based on students’ experiences — apply appropriate relationship-building strategies to a variety of interpersonal situations (e.g., giving encouragement to a friend, talking with parents about a desire for increased independence, talking to a partner about intimacy)





• describe skills for avoiding or responding to unhealthy, abusive, or exploitative relationships (e.g., assertiveness skills, refusal skills, communication skills, accessing help and support)

describe warning signs that a relationship may be unhealthy or abusive (e.g., jealousy; controlling; attempts to isolate from family and friends; critical or unsupportive behaviour; pressure to engage in unwanted, unsafe, or illegal behaviour)

describe in detail specific problem-solving and communication strategies for avoiding or responding to unhealthy, abusive, or exploitative relationship situations, such as: – assertiveness – refusal skills – setting, communicating, and sticking to

boundaries-establishing positive connections (e.g., having a support network of trusted peers and adults)

– recognizing potential dangers and lures (e.g., unsolicited gifts and compliments from a stranger or acquaintance in the community or on the Internet, offers of a job such as modelling or acting, offers of drugs or alcohol)

– knowing how to access help (e.g., telling or seeking advice from a trusted adult)

demonstrate an understanding that sexual assault and sexual exploitation are criminal offences (e.g., legal definitions and examples of sexual assault and sexual exploitation — including acquaintance rape, drugging, exposing, obscene communications, sexual harassment, coercion into prostitution; legal consequences of sexual assault or exploitation)

• describe effective and appropriate responses to bullying, discrimination, harassment, and intimidation (e.g., recognizing discrimination when it occurs, encouraging communication and empathy, promoting responsibility and accountability, speaking up on behalf of others, identifying support services)

with teacher support, describe laws and/or school protocol related to bullying, discrimination, harassment, and intimidation

based on class discussions and activities, identify appropriate services and support for people dealing with bullying, discrimination, harassment, and intimidation (e.g., school counsellor, police, crisis line, human rights tribunal)

list and discuss effective, appropriate, and socially responsible responses to a variety of discrimination, harassment, and intimidation scenarios (e.g., recognizing discrimination when it occurs, encouraging communication and empathy, promoting responsibility and accountability, speaking up on behalf of others)





Safety and Injury Prevention

• propose strategies to avoid unnecessary risks in a variety of situations on the road and in the community

identify potential dangers for themselves and others that exist in obviously risky situations (e.g., extreme sports, road racing) and less obviously risky situations (e.g., job shadowing, babysitting, using household tools and appliances)

identify potential risks in their own community (e.g., water-related hazards, industrial sites, railroads, animals)

propose ways to reduce or mitigate the dangers associated with a variety of activities (e.g., assessing potential risks, using protective equipment, abstaining from drugs and alcohol, following safety rules, training and education, choosing to avoid higher-risk activities, using assertive communication in risk situations)

in simulations, apply socially responsible strategies to avoid unsafe situations (e.g., using a buddy system, not riding with impaired drivers, having a plan ahead of time for a safe way home such as a designated driver or public transportation, assertive communication to prevent a road race)

• describe strategies to avoid unnecessary risks on the job

list a range of injuries and accidents that can occur on the job (e.g., slipping, falling, tripping, burns, cuts, muscle strains)

based on class discussions and activities, list and describe ways of reducing risk and injury on the job (e.g., knowing and following established safety guidelines, knowing own abilities and limits, using safety and personal protective equipment, knowing own rights such as the right to adequate training and the right to refuse unsafe work, knowing where to go to address a problem, knowing how to access first aid and other emergency assistance)





Substance Misuse Prevention

• assess the potential physical, emotional, and social consequences for themselves and others if they misuse substances

based on class discussions and activities, describe the potential physical, emotional, and social consequences of substance misuse for self (e.g., altered judgment and decision-making ability, risk-taking behaviour resulting in physical injury, drug use continuum, effects on brain development, addiction, physical health effects, social isolation, negative impact on school work and recreational activities, school disciplinary consequences, legal consequences)

based on class discussions and activities, describe the potential physical, emotional, and social consequences of substance misuse for others (e.g., burden on health care and legal systems, Fetal Alcohol Spectrum Disorder when alcohol is consumed during pregnancy)

describe how understanding the potential consequences of substance misuse can affect a person’s decision making related to substance use (e.g., allows for advance planning, supports informed decision making)



MATHEMATICS – GRADE 9

MATHEMATICS – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators

NUMBER





A1 demonstrate an understanding of powers with integral bases (excluding base 0) and whole number exponents by – representing repeated

multiplication using powers

– using patterns to show that a power with an exponent of zero is equal to one

– solving problems involving powers

[C, CN, PS, R]

demonstrate the differences between the exponent and the base by building models of a given power, such as 23 and 32

explain, using repeated multiplication, the difference between two given powers in which the exponent and base are interchanged (e.g., 103 and 310)

express a given power as a repeated multiplication express a given repeated multiplication as a power explain the role of parentheses in powers by

evaluating a given set of powers (e.g., (–2)4 , (–24 ) and –24)

demonstrate, using patterns, that a0 is equal to 1 for a given value of a (a ≠ 0)

evaluate powers with integral bases (excluding base 0) and whole number exponents

[C] Communication[CN] Connections

[ME] Mental Mathematicsand Estimation

[PS] Problem Solving[R] Reasoning

[T] Technology[V] Visualization





A2 demonstrate an understanding of operations on powers with integral bases (excluding base 0) and whole number exponents [C, CN, PS, R, T]

explain, using examples, the exponent laws of powers with integral bases (excluding base 0) and whole number exponents: – ( am ) ( an )=am+n

– am÷ an=am−n ,m>n– ¿– ¿ = ambm

– ( ab )

n

= an

bn , b ≠0

evaluate a given expression by applying the exponent laws

determine the sum of two given powers (e.g., 52 + 53) and record the process

determine the difference of two given powers (e.g., 43 – 42) and record the process

identify the error(s) in a given simplification of an expression involving powers

A3 demonstrate an understanding of rational numbers by – comparing and ordering

rational numbers – solving problems that

involve arithmetic operations on rational numbers

[C, CN, PS, R, T, V]

order a given set of rational numbers, in fraction and decimal form, by placing them on a number line

(e.g., 35 , -0.666 … , 0.5, -

58 )

identify a rational number that is between two given rational numbers

solve a given problem involving operations on rational numbers in fraction form and decimal form

A4 explain and apply the order of operations, including exponents, with and without technology [PS, T]

solve a given problem by applying the order of operations without the use of technology

solve a given problem by applying the order of operations with the use of technology

identify the error in applying the order of operations in a given incorrect solution

A5 determine the square root of positive rational numbers that are perfect squares [C, CN, PS, R, T]

determine whether or not a given rational number is a square number and explain the reasoning

determine the square root of a given positive rational number that is a perfect square

identify the error made in a given calculation of a square root (e.g., Is 3.2 the square root of 6.4?)

determine a positive rational number given the square root of that positive rational number





A6 determine an approximate square root of positive rational numbers that are non-perfect squares [C, CN, PS, R, T]

estimate the square root of a given rational number that is not a perfect square, using the roots of perfect squares as benchmarks

determine an approximate square root of a given rational number that is not a perfect square using technology (e.g., calculator, computer)

explain why the square root of a given rational number as shown on a calculator may be an approximation

identify a number with a square root that is between two given numbers

PATTERNS AND RELATIONS (PATTERNS)





B1 generalize a pattern arising from a problem-solving context using linear equations and verify by substitution [C, CN, PS, R, V]

write an expression representing a given pictorial, oral, or written pattern

write a linear equation to represent a given context describe a context for a given linear equation solve, using a linear equation, a given problem that

involves pictorial, oral, and written linear patterns write a linear equation representing the pattern in a

given table of values and verify the equation by substituting values from the table









B2 graph linear relations, analyse the graph, and interpolate or extrapolate to solve problems [C, CN, PS, R, T, V]

describe the pattern found in a given graph graph a given linear relation, including horizontal and

vertical lines match given equations of linear relations with their

corresponding graphs extend a given graph (extrapolate) to determine the

value of an unknown element interpolate the approximate value of one variable on a

given graph given the value of the other variable extrapolate the approximate value of one variable from

a given graph given the value of the other variable solve a given problem by graphing a linear relation

and analysing the graph

PATTERNS AND RELATIONS (VARIABLES AND EQUATIONS)





B3 model and solve problems using linear equations of the form – ax=b

–xa=b ,a≠0

– ax+b=c

–xa+b=c ,a≠0

– ax=b+cx– a ( x+b )=c– ax+b=cx+d– a¿

–ax=b , x ≠0

where a, b, c, d, e, and f are rational numbers [C, CN, PS, V]

model the solution of a given linear equation using concrete or pictorial representations, and record the process

determine, by substitution, whether a given rational number is a solution to a given linear equation

solve a given linear equation symbolically identify and correct an error in a given incorrect

solution of a linear equation represent a given problem using a linear equation solve a given problem using a linear equation and

record the process





B4 explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context [C, CN, PS, R, V]

translate a given problem into a single variable linear inequality using the symbols ≥, >, ¿ , or ≤

determine if a given rational number is a possible solution of a given linear inequality

generalize and apply a rule for adding or subtracting a positive or negative number to determine the solution of a given inequality

generalize and apply a rule for multiplying or dividing by a positive or negative number to determine the solution of a given inequality

solve a given linear inequality algebraically and explain the process orally or in written form

compare and explain the process for solving a given linear equation to the process for solving a given linear inequality

graph the solution of a given linear inequality on a number line

compare and explain the solution of a given linear equation to the solution of a given linear inequality

verify the solution of a given linear inequality using substitution for multiple elements in the solution

solve a given problem involving a single variable linear inequality and graph the solution

B5 demonstrate an understanding of polynomials (limited to polynomials of degree less than or equal to 2) [C, CN, R, V]

create a concrete model or a pictorial representation for a given polynomial expression

write the expression for a given model of a polynomial identify the variables, degree, number of terms, and

coefficients, including the constant term, of a given simplified polynomial expression

describe a situation for a given first degree polynomial expression

match equivalent polynomial expressions given in simplified form (e.g., 4 x−3 x2+2 is equivalent to -3 x2+4 x+2)









B6 model, record, and explain the operations of addition and subtraction of polynomial expressions, concretely, pictorially, and symbolically (limited to polynomials of degree less than or equal to 2) [C, CN, PS, R, V]

model addition of two given polynomial expressions concretely or pictorially and record the process symbolically

model subtraction of two given polynomial expressions concretely or pictorially and record the process symbolically

apply a personal strategy for addition and subtraction of given polynomial expressions, and record the process symbolically

identify equivalent polynomial expressions from a given set of polynomial expressions, including pictorial and symbolic representations

identify the error(s) in a given simplification of a given polynomial expression

B7 model, record, and explain the operations of multiplication and division of polynomial expressions (limited to polynomials of degree less than or equal to 2) by monomials, concretely, pictorially, and symbolically [C, CN, R, V]

model multiplication of a given polynomial expression by a given monomial concretely or pictorially and record the process symbolically

model division of a given polynomial expression by a given monomial concretely or pictorially and record the process symbolically

apply a personal strategy for multiplication and division of a given polynomial expression by a given monomial

provide examples of equivalent polynomial expressions

identify the error(s) in a given simplification of a given polynomial expression




SHAPE AND SPACE (MEASUREMENT)





C1 solve problems and justify the solution strategy using circle properties, including – the perpendicular from the

centre of a circle to a chord bisects the chord

– the measure of the central angle is equal to twice the measure of the inscribed angle subtended by the same arc

– the inscribed angles subtended by the same arc are congruent

– a tangent to a circle is perpendicular to the radius at the point of tangency

[C, CN, PS, R, T, V]

provide an example that illustrates – the perpendicular from the centre of a circle to a

chord bisects the chord – the measure of the central angle is equal to twice

the measure of the inscribed angle subtended by the same arc

– the inscribed angles subtended by the same arc are congruent

– a tangent to a circle is perpendicular to the radius at the point of tangency

solve a given problem involving application of one or more of the circle properties

determine the measure of a given angle inscribed in a semicircle using the circle properties

explain the relationship among the centre of a circle, a chord, and the perpendicular bisector of the chord








SHAPE AND SPACE (3-D OBJECTS AND 2-D SHAPES)





C2 determine the surface area of composite 3-D objects to solve problems [C, CN, PS, R, V]

determine the area of overlap in a given concrete composite 3-D object, and explain its effect on determining the surface area (limited to right cylinders, right rectangular prisms, and right triangular prisms)

determine the surface area of a given concrete composite 3-D object (limited to right cylinders, right rectangular prisms, and right triangular prisms)

solve a given problem involving surface area

C3 demonstrate an understanding of similarity of polygons [C, CN, PS, R, V]

determine if the polygons in a given pre-sorted set are similar and explain the reasoning

draw a polygon similar to a given polygon and explain why the two are similar

solve a given problem using the properties of similar polygons








SHAPE AND SPACE (TRANSFORMATIONS)





C4 draw and interpret scale diagrams of 2-D shapes [CN, R, T, V]

identify an example in print and electronic media (e.g., newspapers, the Internet) of a scale diagram and interpret the scale factor

draw a diagram to scale that represents an enlargement or reduction of a given 2-D shape

determine the scale factor for a given diagram drawn to scale

determine if a given diagram is proportional to the original 2-D shape and, if it is, state the scale factor

solve a given problem that involves a scale diagram by applying the properties of similar triangles









C5 demonstrate an understanding of line and rotation symmetry [C, CN, PS, V]

classify a given set of 2-D shapes or designs according to the number of lines of symmetry

complete a 2-D shape or design given one half of the shape or design and a line of symmetry

determine if a given 2-D shape or design has rotation symmetry about the point at the centre of the shape or design and, if it does, state the order and angle of rotation

rotate a given 2-D shape about a vertex and draw the resulting image

identify a line of symmetry or the order and angle of rotation symmetry in a given tessellation

identify the type of symmetry that arises from a given transformation on the Cartesian plane

complete, concretely or pictorially, a given transformation of a 2-D shape on a Cartesian plane, record the coordinates, and describe the type of symmetry that results

identify and describe the types of symmetry created in a given piece of artwork

determine whether or not two given 2-D shapes on the Cartesian plane are related by either rotation or line symmetry

draw, on a Cartesian plane, the translation image of a given shape using a given translation rule, such as R2, U3, or ↑ ↑, ↑↑↑, label each vertex and its corresponding ordered pair, and describe why the translation does not result in line or rotation symmetry

create or provide a piece of artwork that demonstrates line and rotation symmetry, and identify the line(s) of symmetry and the order and angle of rotation








STATISTICS AND PROBABILITY (DATA ANALYSIS)





D1 describe the effect of – bias – use of language – ethics – cost – time and timing – privacy – cultural sensitivity on the

collection of data [C, CN, R, T]

analyse a given case study of data collection, and identify potential problems related to bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity

provide examples to illustrate how bias, use of language, ethics, cost, time and timing, privacy, or cultural sensitivity may influence the data

D2 select and defend the choice of using either a population or a sample of a population to answer a question [C, CN, PS, R]

identify whether a given situation represents the use of a sample or a population

provide an example of a situation in which a population may be used to answer a question and justify the choice

provide an example of a question where a limitation precludes the use of a population and describe the limitation (e.g., too costly, not enough time, limited resources)

identify and critique a given example in which a generalization from a sample of a population may or may not be valid for the population









D3 develop and implement a project plan for the collection, display, and analysis of data by – formulating a question for

investigation – choosing a data collection

method that includes social considerations

– selecting a population or a sample

– collecting the data – displaying the collected

data in an appropriate manner

– drawing conclusions to answer the question

[C, PS, R, T, V]

create a rubric to assess a project that includes the assessment of – a question for investigation – the choice of a data collection method that

includes social considerations – the selection of a population or a sample and

justifying the choice – the display of the collected data – the conclusions to answer the question

develop a project plan that describes – a question for investigation – the method of data collection that includes social

considerations – the method for selecting a population or a sample – the method to be used for collection of the data – the methods for analysis and display of the data

complete the project according to the plan, draw conclusions, and communicate findings to an audience

self-assess the completed project by applying the rubric

D4 demonstrate an understanding of the role of probability in society [C, CN, R, T]

provide an example from print and electronic media (e.g., newspapers and the Internet), where probability is used

identify the assumptions associated with a given probability and explain the limitations of each assumption

explain how a single probability can be used to support opposing positions

explain, using examples, how decisions based on probability may be a combination of theoretical probability, experimental probability, and subjective judgment







PHYSICAL EDUCATION – GRADE 9

PHYSICAL EDUCATION – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators

ACTIVE LIVING





Knowledge

A1 formulate a rationale for active living

describe the benefits of active living, and the potential consequences of an inactive lifestyle

analyse the relationship between personal nutrition choices and participation in physical activity (e.g., sufficient hydration, appropriate foods to provide adequate energy, eating at appropriate times in relation to physical activity)

create a personal statement about the importance of active living

A2 explain how physical activity relates to – health-related components

of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)

– skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)

– movement concepts (body awareness, spatial awareness, qualities of movement, relationships)

describe the health-related components of fitness—muscular strength, muscular endurance, cardiovascular endurance, and flexibility

describe skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)

describe movement concepts (body awareness, spatial awareness, qualities of movement, relationships)

explain the importance of various movement concepts and components of fitness to the ability to perform a variety of physical activities (e.g., reaction time and agility in martial arts, co-ordination and speed in tag games, muscular endurance for cross-country skiing, balance and co-ordination in aerobics)





A3 analyse how principles of training relate to components of fitness

describe principles of training (e.g., duration, repetition, intensity, frequency, type of activity) and how each can be applied to contribute to the development of – health-related components of fitness – skill-related components of fitness

define the terms aerobic activity and anaerobic activity describe the difference between aerobic and anaerobic

activities, and give examples of each (e.g., aerobic: jogging, dancing, cross-country skiing, cycling; anaerobic: weight training, jumping rope, intervals, isometrics)

identify the effects of specific types of physical activity on body systems during and after physical activity

A4 monitor their rate of exertion during physical activity

describe at least two ways to assess their rate of exertion during physical activity (e.g., target heart rate zone posters, electronic heart rate monitors, pulse rate, rate of perceived exertion scale)

compare their own levels of exertion before, during, and after physical activity

A5 pursue personal physical activity goals related to – health-related components

of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)

– skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)

articulate measurable and time-specific goals related to each health-related component of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)

articulate measurable and time-specific goals related to at least two skill-related components of fitness (e.g., agility, speed, reaction time, co-ordination, balance)

identify and follow steps to achieve their goals (e.g., selecting specific activities to develop components of fitness, considering time and intensity)

measure, monitor, and reflect on their progress (e.g., log, video, demonstration, rating scales)









Participation

A6 participate daily in moderate to vigorous physical activity to enhance fitness

participate in moderate to vigorous physical activity for an extended period of time (e.g., resulting in a rate of perceived exertion of 4-7 on a 10-point scale, reaching an appropriate heart rate training zone)

A7 demonstrate a willingness to participate in a wide range of physical activities, including – individual and dual

activities – games – rhythmic movement

activities (including dance and gymnastic activities)

participate appropriately in a wide range of activities by demonstrating – punctuality – preparedness (e.g., wearing appropriate clothing

and footwear) – time on task (engagement, attentiveness, following

instructions) – enthusiasm and enjoyment – co-operation

conduct ongoing self-assessment of their own participation in a range of activities

MOVEMENT









B1 apply fundamental movement skills in a range of individual and dual activities

demonstrate a variety of specific non-locomotor, locomotor, and manipulative movement skills in individual and dual activities (e.g., kick-glide in cross-country skiing)

demonstrate an ability to identify and apply combinations of movement skills involved in individual and dual activities (e.g., lob shot in golf, wrestling holds and counters, baton pass, absorbing the impact of a landing)

demonstrate strategies applicable to a variety of individual and dual activities (e.g., read and react, assess the environment)

demonstrate fluency in performing new and familiar combinations of non-locomotor, locomotor, and/or manipulative skills in individual and dual activities (e.g., tai chi, hurdles)

apply proper practice techniques to improve performance and avoid injury

B2 apply fundamental movement skills in games activities in predictable and unpredictable settings

demonstrate a variety of specific non-locomotor, locomotor, and manipulative movement skills in games activities (e.g., hit a pitched softball, execute a spike approach in volleyball)

demonstrate an ability to identify and apply combinations of movement skills involved in games activities (e.g., catch then shoot in lacrosse, corner kick in soccer, applying the principle of opposition to throw a ball)

demonstrate offensive and defensive strategies applicable to a variety of predictable and unpredictable games settings (e.g., read and react, assess the environment, maintain spacing, give and go, attack open space)

demonstrate fluency in performing new and familiar combinations of non-locomotor, locomotor, and/or manipulative skills in games activities (e.g., jump smash in badminton, return a serve in pickleball)










B3 apply fundamental movement skills in structured complex rhythmic movement activities

demonstrate a variety of specific non-locomotor, locomotor, and manipulative movement skills in rhythmic movement activities (e.g., rock step, toe-loop)

demonstrate an ability to identify and apply combinations of movement skills involved in rhythmic movement activities (e.g., grapevine to the left with a right kick, forward roll to half-turn)

select and use modelled patterns of non-locomotor and locomotor skills to create rhythmic movement sequences (e.g., swing, square dance, multi-skill floor routine) – alone and with others – with or without music

demonstrate fluency in performing new and familiar combinations of non-locomotor, locomotor, and/or manipulative skills in rhythmic movement activities (e.g., line dance pattern, complex floor routine)


B4 apply selected principles of training to improve fitness

apply appropriate principles of training (e.g., duration, repetition, intensity, frequency, type of activity) to maintain or improve – health-related components of their personal fitness

— muscular strength, muscular endurance, cardiovascular endurance, flexibility

– skill-related components of their personal fitness (agility, speed, reaction time, co-ordination, balance)

demonstrate ways to monitor their exertion during training

follow teacher direction and all safety rules to avoid injury

use information from various sources (e.g., teacher, coach, previous performance measurements) to maintain or improve fitness





B5 apply a range of movement concepts (including concepts associated with body awareness, spatial awareness, qualities of movement, and relationships) to improve their performance of activity-based movement skills

describe how movement concepts relate to a variety of physical activities they participate in, including – individual and dual activities (e.g., appropriate

stance to maintain position on a balance board) – games activities (e.g., back-door cut in basketball,

moving backward to catch a fly ball) – rhythmic movement activities (e.g., flow, direction,

spatial relationships, relationships with others, levels, pathways)

apply appropriate movement concepts to improve the performance of selected activity-specific movement skills

SAFETY, FAIR PLAY AND LEADERSHIP





C1 apply safety procedures in all physical activities across the activity categories

consistently follow personal safety practices during physical activity (e.g., respecting own and others’ abilities and limits, wearing appropriate clothing and footwear, following instructions, knowing and following school and facility-specific emergency plans and procedures)

consistently identify and follow particular rules and guidelines for participating safely in specific activities (e.g., wearing goggles for racquetball or squash, no high-sticking, keeping hands away from lacrosse stick basket, wearing sunscreen for outside activities)

describe the difference between static and dynamic stretching, and how each apply to warmup and cooldown procedures

participate in – dynamic warmup activities – cooldown activities









C2 demonstrate proper use of equipment and facilities

describe guidelines for proper use of equipment, including those relating to – using equipment and facility only for its intended

purpose – care – storage – reporting damage

apply activity-specific guidelines for proper use of equipment and facilities (e.g., setting weights down gently and placing them in the appropriate rack, walking not running on pool deck)

C3 demonstrate fair play in all physical activities across the activity categories

consistently respect and follow all rules demonstrate a commitment to competing fairly (e.g.,

using talent and ability to win, following both the spirit and letter of the rules, demonstrating self-officiating)

demonstrate respect for officials (e.g., accept their decisions without questioning their integrity or ability)

recognize and acknowledge good performances of opponents

demonstrate respect for their own and others’ individual abilities

demonstrate emotional self-control (e.g., in defeat, recognizing with dignity the success of the opponent; acting graciously in victory)

demonstrate knowledge of guidelines and etiquette for participation in specific activities (e.g., waiting for bowlers in neighbouring lanes, wiping off equipment after workout)

C4 exhibit leadership in a range of physical activities

demonstrate leadership in a range of physical activities, such as by – volunteering in class – encouraging others – leading by example – demonstrating or modelling technique– demonstrating or modelling proper use of

equipment – initiating equipment set-up or take-down



SCIENCE – GRADE 9

SCIENCE – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators

PROCESSES OF SCIENCE





A1 demonstrate safe procedures identify a variety of dangers in procedures (e.g., cuts from sharp objects; burns from heating devices; overloading a circuit; shocks from misuse of electrical equipment)

identify appropriate equipment for an lab activity (e.g., Bunsen burner vs. hotplate)

identify and use appropriate personal protective equipment (e.g., hand and eye protection) and procedures (e.g., hair tied back, clear work area, no loose clothing, no horseplay)

use proper techniques for handling and disposing of lab materials (e.g., using tongs, waste receptacles to handle and dispose of chemicals)

with teacher support, describe appropriate emergency response procedures (e.g., how to use a fire extinguisher/blanket, eye wash station, first aid for cuts, knowing who to contact and how)





A2 perform experiments using the scientific method

describe the elements of a valid experiment: – formulate an hypothesis – make a prediction – identify controlled versus experimental variables – observe, measure, and record, using appropriate

units – interpret data – draw conclusions

use information and conclusions as a basis for further comparisons, investigations, or analyses

communicate results using a variety of methods

A3 represent and interpret information in graphic form

identify and use the most appropriate type of graphic, model, or formula to convey information, including – Bohr model – solar system model – star map or celestial sphere – simple chemical formulae – diagrams of a cell in stages of mitosis

distinguish between dependent and independent variables in a graph

use appropriate scale and axis to create a graph extrapolate and interpolate points on a graph extract information from bar graphs, line graphs, and

tables, and diagrams (e.g., periodic table)

A4 demonstrate scientific literacy identify the main points in a science-related article or illustration

describe the qualities of the scientifically literate person, such as – awareness of assumptions (their own and

authors’) – respect for precision – ability to separate fundamental concepts from the

irrelevant or unimportant – recognizing that scientific knowledge is

continually developing and often builds upon previous theories

– recognizing cause and effect use given criteria for evaluating evidence and sources

of information (e.g., identify supporting or refuting information and bias)

explain how science and technology affect individuals, society, and the environment



SCIENCE – GRADE 9


A5 demonstrate ethical, responsible, cooperative behaviour

describe and demonstrate – ethical behaviour (e.g., honesty, fairness,

reliability) – open-mindedness (e.g., ongoing examination and

reassessment of own beliefs) – willingness to question and promote discussion – skills of collaboration and co-operation – respect for the contributions of others

A6 describe the relationship between scientific principles and technology

give examples of scientific principles that have resulted in the development of technologies (e.g., cell division—reproductive technologies; electrical energy—appliances; properties of matter—semiconductors)

identify a variety of technologies and explain how they have advanced our understanding of science (e.g., microscopes for observing cell structure; instruments for observing astronomical phenomena)

A7 demonstrate competence in the use of technologies specific to investigative procedures and research

select and carefully use appropriate technologies, including – microscope – balances and other measurement tools (e.g.,

thermometers, voltmeter, ammeter, Van de Graaff generator)

– electrical circuitry devices (e.g., batteries, power supplies, switches, lamps, resistors)

proficiently use the Internet as a research tool



SCIENCE – GRADE 9

LIFE SCIENCE: REPRODUCTION





B1 explain the process of cell division

identify the contents of the nucleus: chromosomes, DNA, genes, and nucleolus

explain the significance of cell division, with reference to the basic relationship between genes and proteins (i.e., genes code for proteins)

describe factors that may lead to changes in a cell’s genetic information

describe, in sequence, the stages and features of the cell cycle, including mitosis and cytokinesis

describe cancer as abnormal cell division distinguish meiosis from mitosis in terms of outcomes

(i.e., number of chromosomes and number of daughter cells)

B2 relate the processes of cell division and emerging reproductive technologies to embryonic development

distinguish between male and female gametes describe the process by which a single zygote forms

(fertilization) and develops describe and assess the impact of one or more

emerging reproductive technologies (e.g., in vitro, cloning)

explain the role of stem cells in embryonic development

B3 compare sexual and asexual reproduction in terms of advantages and disadvantages

distinguish between sexual reproduction (e.g., human) and asexual reproduction (e.g., binary fission, budding, vegetative, fragmentation) in representative organisms

relate sexual and asexual reproduction to adaptability of organisms



SCIENCE – GRADE 9

PHYSICAL SCIENCE: ATOMS, ELEMENTS, AND COMPOUNDS





C1 use modern atomic theory to describe the structure and components of atoms and molecules

describe the development of atomic theory, including reference to Dalton, Rutherford, and Bohr

distinguish between atoms and molecules identify the three subatomic particles, their properties,

and their location within the atom

C2 use the periodic table to compare the characteristics and atomic structure of elements

explain the organization of the periodic table of elements (e.g., atomic number, atomic mass, properties, families)

distinguish between metals, non-metals, and metalloids

use the periodic table to predict the properties of a family of elements (e.g., alkali, alkaline earth, halogens, and noble gases)

draw a Bohr model of each atom up to atomic number 20 (including only protons and electrons)

C3 write and interpret chemical symbols of elements and formulae of ionic compounds

differentiate between elements and compounds write chemical symbols for atoms and ions of elements differentiate between atoms and ions in terms of

structure, using Bohr models write chemical formulae for ionic compounds,

including those involving metals with non-metals, multivalent metals, and polyatomic ions

name ionic compounds, given the chemical formula

C4 describe changes in the properties of matter

identify physical properties of matter, including mass, volume, density, state at room temperature, colour, melting/boiling point, and conductivity

differentiate between physical and chemical changes, citing observable evidence

name the changes of state of matter, and describe how the kinetic molecular theory explains those changes



SCIENCE – GRADE 9

PHYSICAL SCIENCE: CHARACTERISTICS OF ELECTRICITY





C5 explain the production, transfer, and interaction of static electrical charges in various materials

explain, with illustrations, how static charges are separated because of transfer between various materials

describe types of static electrical charge (positive, negative) and no charge (neutral) with reference to atomic theory

describe how the electric force between two objects depends on types of charge, size of charge, and the distance between the two objects

C6 explain how electric current results from separation of charge and the movement of electrons

distinguish between – potential and kinetic energy – static electricity and electric current – conventional current and electron flow

relate the charge on electrons to electron flow in a circuit (i.e., from negative to positive)

define current in terms of the amount of electric charge that passes a point in a given time interval

C7 compare series and parallel circuits involving varying resistances, voltages, and currents

define resistance draw circuit diagrams using appropriate symbols that

are properly placed conduct experiments to

– measure voltage and current, using appropriate equipment and units (e.g., volts, amperes)

– determine resistance, using current and voltage data

perform calculations using Ohm’s Law for a fixed supply voltage, differentiate qualitatively

between series and parallel circuits in terms of – current (may change from resistor to resistor in

parallel; remains the same in series) – voltage (may change from resistor to resistor in

series; remains the same in parallel) – total resistance (increases with the number of

resistors in series; decreases in parallel)



SCIENCE – GRADE 9


C8 relate electrical energy to power consumption

define electrical energy and power calculate the following:

– power—using voltage and current data – energy consumption—given the power rating of a

device and duration of use

EARTH AND SPACE SCIENCE: SPACE EXPLORATION





D1 explain how a variety of technologies have advanced understanding of the universe and solar system

identify and describe a range of instruments that are used in astronomy (e.g., telescopes, spectroscopes, satellites, probes, robotic devices)

give examples of how astronomers use astronomical and space exploration technologies to advance understanding of the universe and solar system (e.g., using red shift to support the idea of an expanding universe, using parallax to measure distance)

D2 describe the major components and characteristics of the universe and solar system

identify galaxies, star clusters/types, planets, constellations, nebulae according to their distinguishing characteristics

relate mass to different stages in the life cycle of stars describe theories on the nature of the solar system

(e.g., Ptolemy, Copernicus, Kepler) describe the formation of the solar system (e.g.,

condensing nebula) and its components (e.g., planets, moons, comets, asteroids, the Sun) and the formation of the universe (e.g., Big Bang)

describe the processes that generate and events that distribute the energy of the Sun and other stars (e.g., nuclear fusion, solar flares and prominences, sun spots, solar wind)



SCIENCE – GRADE 9


D3 describe traditional perspectives of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies

identify passages related to the relationship between the Earth and various celestial bodies within specific traditional stories of BC Aboriginal peoples

respond to BC Aboriginal stories and presentations focusing on the nature of stars, the moon, planets, comets, or eclipses (e.g., by creating illustrations; by identifying similarities among stories or between stories and contemporary scientific understanding)

D4 explain astronomical phenomena with reference to the Earth/moon system

describe the formation of the Earth’s moon, with reference to supporting evidence

describe the significance of Earth’s rotation, revolution, and axis tilt (e.g., seasons, day/night)

describe the celestial sphere in relation to constellations and their locations

explain the apparent motion of constellations, planets, the Sun, the moon, asteroids, and comets

explain and illustrate solar and lunar eclipses

D5 analyse the implications of space travel

identify various possibilities and limitations associated with space travel (e.g., with reference to factors such as time, essential human needs, robots, budget choices, militarization of space)

debate a range of ethical issues related to space travel (e.g., appropriateness of terraforming another planet, exposing humans to risks)

research current ideas or initiatives for further space exploration (e.g., space elevator, colonization of other planets, search for extraterrestrial life)



SOCIAL STUDIES – GRADE 9

SOCIAL STUDIES – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators

APPLICATIONS OF SOCIAL STUDIES


It is expected that students will:Students who have fully met the Prescribed Learning Outcome are able to:

identify and clarify a problem, an issue, or an inquiry

select and summarize information from primary and secondary print and non-print sources, including electronic sources

assess the reliability, currency, and objectivity of different interpretations of primary and secondary sources

defend a position on a controversial issue after considering a variety of perspectives

plan, revise, and deliver formal oral and written presentations

co-operatively plan, implement, and assess a course of action that addresses the problem, issue, or inquiry initially identified

Suggested Achievement Indicators have not been developed.




SOCIETY AND CULTURE: EUROPE AND NORTH AMERICA FROM 1500 TO 1815



analyse the relationship between Aboriginal people and Europeans and explain the role of each in the development of Canada

describe daily life in Aboriginal communities, New France, and British North America

assess how identity is shaped by a variety of factors, including: – family – gender – belief systems – ethnicity – nationality

describe how different forms of artistic expression reflect the society in which they are produced

analyse roots of present-day regional, cultural, and social issues within Canada





POLITICS AND LAW: EUROPE AND NORTH AMERICA FROM 1500 TO 1815



define colonialism, imperialism, and nationalism

analyse factors that contribute to revolution and conflict

analyse the contributions of the English, French, and American revolutions in the development of democratic concepts

investigate the roots of Canada’s political and legal systems, including the development of two legal systems from two cultures

evaluate the changing nature of law and its relation to social conditions of the times





ECONOMY AND TECHNOLOGY: EUROPE AND NORTH AMERICA FROM 1500 TO 1815



assess how economic systems contributed to the development of early Canada

analyse reasons for the initial exploration and settlement of North America

analyse effects of colonialism on trade and conflict

assess the impact of the fur trade on exploration and settlement

identify factors that influenced growth and development of industry

evaluate the effects of the Industrial Revolution on society and the changing nature of work





ENVIRONMENT: EUROPE AND NORTH AMERICA FROM 1500 TO 1815



construct, interpret, and use graphs, tables, grids, scales, legends, contours, and various types of maps

describe and compare North America’s diverse geographical regions

identify major exploration routes and historical events in the development of Canada

demonstrate understanding of the ways in which Aboriginal people interact with their environment

explain the role of Aboriginal people in the fur trade and in the exploration of North America

assess the role of geographical factors in the development of trade and settlement in Canada and other colonies




DAILY PHYSICAL ACTIVITY – GRADE 9

DAILY PHYSICAL ACTIVITY – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators





participate in physical activities for a minimum of 30 minutes during each school day

participate in daily physical activities participate in physical activity in blocks of at least 10

minutes at a time, totaling a minimum of 30 minutes per day (students in half-day Kindergarten programs will be expected to participate in physical activities for a minimum of 15 minutes during each school day)

participate in a range of endurance activities

participate in physical activities that help develop their cardiovascular endurance

participate daily in endurance activities (e.g., brisk walking, swimming, cycling, jogging, soccer, aerobics, dancing, cross-country skiing, relay games, tag games)

participate in a range of strength activities

participate in activities that help develop their strength participate daily in activities that help to develop the

strength of different muscle groups (e.g., rope climbing, push-ups, racquet and ball games, core strength training, skating)

participate in a range of flexibility activities

participate in activities that help develop their flexibility

participate daily in activities that help to develop the flexibility of different parts of the body (e.g., stretches, pilates, dancing)



APPLIED SKILLS BUSINESS EDUCATION – GRADE 9

APPLIED SKILLS:BUSINESS EDUCATION – GRADE 9


BUSINESS COMMUNICATION



demonstrate Level II touch keyboarding on alphanumeric keyboards

apply appropriate formatting techniques to create word-processed business documents

describe communication skills and technologies used in business and the workplace

create effective business communications by integrating a variety of technologies




BUSINESS EDUCATION – GRADE 9 APPLIED SKILLS

FINANCE



use basic record-keeping practices for financial management

produce budgets to address business problems

describe a variety of personal investment options

explain the nature of credit and the advantages and disadvantages of obtaining credit


ECONOMICS



analyse the effects of competition in the marketplace

explain how factors of production including land, labour, capital, and entrepreneurship affect business decision making

describe the effects of an information-based economy on business practices

outline methods of resource allocation in various economic systems




APPLIED SKILLS BUSINESS EDUCATION – GRADE 9

MARKETING



describe the changing nature of marketing

describe the elements of marketing research

evaluate the social implications of advertising

select and develop a promotional mix for a product or service


ENTREPRENEURSHIP



outline and develop plans to overcome obstacles involved in starting a business

explain the role of research and innovation in entrepreneurship

contrast various forms of business ownership




APPLIED SKILLS HOME ECONOMICS – GRADE 9

APPLIED SKILLS:HOME ECONOMICS – GRADE 9


FOOD PREPARATION FOUNDATIONS







BUSINESS EDUCATION – GRADE 9 APPLIED SKILLS


Safety and Sanitation

A1 identify sources of food-borne illnesses (e.g., salmonella, botulism, E. coli 0157: H7, staphylococcus) and demonstrate appropriate preventative measures, including – washing hands – sanitizing work surfaces – cross-contamination

prevention – proper dishwashing – temperature control – clean-up procedures

describe potential sources of food contamination and food poisoning (e.g., undercooked meat and poultry, raw eggs, bulging cans, food handler with illness, improper storage of food, improper temperature control, poor hygiene, unsanitary food preparation area, unpotable water)

without reminders, apply the 30-second rule for washing hands, tie back hair, put on apron, sanitize work surfaces

use appropriate methods to prevent cross-contamination (e.g., clean cutting surfaces and equipment after handling foods such as meat, wash hands at every possibility of contamination, use plastic gloves when hands have cuts, burns, or skin conditions)

consistently wash dishes using appropriate techniques (e.g., wash in correct order; use 45°C water for washing and rinsing, dish soap, drain racks, clean towels for drying)

demonstrate an understanding of the importance of keeping food out of the Danger Zone (e.g., hot foods hot, cold foods cold, cool foods quickly, thawing techniques)

without reminders, use appropriate clean-up procedures (e.g., spills, broken glass, sweeping, laundry)


A2 demonstrate a knowledge of precautionary measures and emergency response associated with food preparation, including – handling hot foods safely

(e.g., to prevent steam scalds, burns from hot oil)

– responding appropriately to emergencies (e.g., fires, burns, cuts)

handle hot foods appropriately (e.g., proper lid-lifting and saucepan-lifting techniques, spatter and scalding protection, cooling racks/mats)

recognize emergency situations and describe correct response procedures (e.g., alert appropriate authority, apply basic first aid, use appropriate fire suppression methods)

A3 demonstrate safe use of equipment needed to prepare food items

use equipment safely (e.g., appropriate use of kitchen appliances, stoves, microwaves, knives, cutting boards, oven mitts)





Kitchen Basics

A4 demonstrate the ability to follow a recipe, including – selecting appropriate

equipment – using appropriate

measuring techniques – time management – understanding of

terminology

correctly use appropriate equipment (e.g., saucepans, double boilers, whisks, rolling pins, baking pans, spatulas, wooden spoons, beaters, bowls, knives, cutting boards)

without teacher support, use correct measuring equipment and techniques (e.g., heap and level for dry measures, at eye-level on a flat surface for liquid measure, packing, water displacement, metric and Imperial conversions)

complete tasks within a specified time period demonstrate understanding of cooking terminology

and abbreviations (e.g., roux, folding, cutting in, dice, cube, blend, separate, L, temp., °C, b. soda, b.p., pt.)

A5 care for and store equipment appropriately

consistently clean and return equipment to its proper place

A6 demonstrate organization and co-operation in partner and group work

with teacher support, organize and share tasks among group members, assisting others in group when necessary (e.g., cooking, clean-up, projects, field trips)

Function of Ingredients

A7 explain the functions of common ingredients used in food preparation

describe the functions of various ingredients in recipes (e.g., leaveners, thickeners, sweeteners, tenderizers, flavourings)



HOME ECONOMICS – GRADE 9 APPLIED SKILLS

FOOD PREPARATION TECHNIQUES





Food Products

B1 apply cooking principles to prepare healthy dishes and simple meals

use appropriate cooking techniques to produce a successful product or simple meal (e.g., quick and yeast bread, salad, soup, casserole, pasta, healthy dessert)

Methods of Cooking

B2 use a variety of cooking methods to prepare food

use procedures and techniques for a variety of cooking methods (e.g., baking, boiling, broiling, frying, microwaving, raw, sautéing, steaming, stir-frying, and food preservation methods such as freezing, drying, canning)

NUTRITION AND HEALTHY EATING





C1 identify and explain the functions of nutrients (including proteins, carbohydrates, fats, vitamins and minerals, fibre, and water) and how they relate to Eating Well with Canada’s Food Guide

summarize the functions of nutrients and give examples of the foods and food groups in which they are found (e.g., proteins maintain and repair muscle and tissue and are found in meat, nuts, legumes, eggs, and milk products)





C2 use Eating Well with Canada’s Food Guide to plan meals and snacks for a nutritionally balanced diet

describe the various food groups, the types of food within each food group, specified serving sizes, and recommended daily servings from each food group

create menus and grocery lists for breakfast, lunch, dinner, and snacks that meet the guidelines for adolescents in Eating Well with Canada’s Food Guide or Eating Well with Canada’s Food Guide - First Nations, Inuit, and Métis

C3 examine the relationship between personal eating practices and physical activity

identify personal eating practices (e.g., using a food recall/journal), compare practices to the guidelines in Eating Well with Canada’s Food Guide or Eating Well with Canada’s Food Guide - First Nations, Inuit, and Métis, and suggest changes where necessary

demonstrate an understanding of the relationship between personal eating practices and physical activity

C4 identify and compare the ingredients and nutritional value of various commercial food products

use ingredient lists of different brands of commercial food products to evaluate nutritional value (e.g., descending order of each ingredient, types of additives)

SOCIAL, ECONOMIC, AND CULTURAL INFLUENCES





D1 describe factors that influence food choices

discuss the potential impact of factors that influence food choices (e.g., pricing, quality, convenience, taste, organically grown, locally produced, availability, cultural/personal dietary needs, advertising)

D2 compare a variety of eating customs and etiquette

identify appropriate table settings and behaviours in a variety of situations (e.g., classroom, informal/formal, cultural diversity)



HOME ECONOMICS – GRADE 9 APPLIED SKILLS

CAREER OPPORTUNITIES





E1 identify food-related occupations and careers

brainstorm and discuss a variety of careers and jobs in the food industry (e.g., short-order cook, chef, server, cashier, food stylist, baker, cake decorator, caterer, butcher, farmer, public health inspector, home economist, Home Economics teacher)



APPLIED SKILLS INFORMATION TECHNOLOGY – GRADE 9

APPLIED SKILLS:INFORMATION TECHNOLOGY – GRADE 9


FOUNDATIONS



enter information accurately using appropriate keyboarding techniques and software that allows for the storage, retrieval, and editing of material

demonstrate the ability to install software on stand-alone computers

evaluate different software and defend their use in solving problems

demonstrate the ability to use the Internet to access, capture, and store information

demonstrate an understanding of the ethical use of information

demonstrate an understanding of programming, using a variety of information technology tools

demonstrate an awareness of ergonomic and health issues related to the use of information technology tools

identify careers related to the field of information technology




INFORMATION TECHNOLOGY – GRADE 9 APPLIED SKILLS

PROCESS



demonstrate the use of a variety of software and appropriate information technology tools to solve problems

demonstrate the ability to use a variety of software to access, capture, and store information from the Internet

evaluate the suitability of information for use in specific contexts

analyse electronically organized information for authenticity, bias, timeliness, and usefulness


PRESENTATION



select, use, and evaluate a variety of information technology tools for making presentations

apply the principles of effective communication and good design when using information technology tools

consider ethical and legal issues when presenting information

analyse the impact of multimedia documents on the intended audiences

develop an awareness that all media can be digitized for electronic presentation




APPLIED SKILLS TECHNOLOGY EDUCATION – GRADE 9

APPLIED SKILLS

TECHNOLOGY EDUCATION – GRADE 9 Prescribed Learning Outcomes and Suggested Achievement Indicators

SELF AND SOCIETY





INFORMATION TECHNOLOGY – GRADE 9 APPLIED SKILLS


contribute to group success by encouraging others to fulfil their responsibilities

identify role models in technological occupations, including those that are sensitive to culture, gender, and physical ability

explain relationships between technological advancements and changes in the workplace, including the changing roles of workers

evaluate design ideas based on assessments by others

demonstrate a willingness to look for and develop improved solutions to problems that arise during the design process

express personal thoughts and feelings about how societal pressures may influence technological advancements and, conversely, how technological changes influence society and the environment

demonstrate confidence and positive attitudes when solving problems that arise during the design process


COMMUNICATIONS









communicate ideas for designing products and systems using various drawing projection methods, spreadsheets, graphics, or other media

use information-gathering and communication methods to solve problems during the design process and to create effective presentations

revise presentations based on personal review and feedback from others

describe the advantages and disadvantages of various information-gathering and communication processes

develop two- and three-dimensional graphics using manual and computer-assisted processes

identify how information and concepts from other fields of knowledge are used in the design process




TECHNOLOGY EDUCATION – GRADE 9 APPLIED SKILLS

PRODUCTION



use a design process to modify products to improve their appearance, usefulness, and function

classify and describe the characteristics of industrial materials

investigate and select materials to meet design specifications

devise and use assembly-sequence diagrams and flow charts to explain a process or system

devise a manufacturing process identify new trends in

manufacturing processes describe ways to reduce waste select and use a variety of

finishes on products to improve their appearance and durability

select and safely use hand and power tools in the manufacture of products

demonstrate safe work habits when using tools, equipment, and technical processes, and encourage the same in others





CONTROL



demonstrate an understanding of the operating principles used in various control devices

design and construct a system that uses a control device

use troubleshooting strategies to locate the source of malfunctions in a system

modify electric, electronic, pneumatic, and mechanical control devices for particular applications


ENERGY AND POWER



explain how systems convert potential energy to kinetic energy, and assess their environmental and social implications

construct devices that convert and transmit various forms of energy

disassemble devices and explain the transfer and conversion of energy within mechanical systems

describe alternative sources of energy

incorporate selected devices in the design of energy transmission and conversion systems




FINE ARTS DANCE – GRADE 9

FINE ARTS:DANCE – GRADE 9


ELEMENTS OF MOVEMENT



demonstrate dance techniques associated with particular genres

apply principles of movement (alignment, balance, flexibility, strength, breathing) to dance

apply principles of fitness, health, and safety to dance

use elements of movement in a variety of combinations, as appropriate to the given genre or purpose




DANCE – GRADE 9 FINE ARTS

CREATION AND COMPOSITION



create movement in response to a range of stimuli

identify and use dance as metaphor or analogy

distinguish among choreographic forms

transform a given dance sequence

choreograph dances for a variety of environments and purposes

apply the creative process to revise and refine dance




FINE ARTS DANCE – GRADE 9

PRESENTATION AND PERFORMANCE



rehearse and perform dance for a specific environment

demonstrate dance movements in the appropriate style for the chosen genre or choreography

demonstrate skills and attitudes appropriate to a range of dance experiences as performer, participant, and audience, demonstrating: – an awareness of a sense of

community – audience and performer

etiquette – performance skills – respect for others’

contributions use established criteria to

analyse the work of self and others


DANCE AND SOCIETY



analyse the cultural context and evolution of a particular dance genre

describe the purposes of dance in various cultures

analyse roles in dance identify personal and career

opportunities in dance (occupation, recreation, entertainment)




FINE ARTS DRAMA – GRADE 9

FINE ARTS:DRAMA – GRADE 9


EXPLORATION AND IMAGINATION (EXPRESSION AND TRUST)



demonstrate trust in others through class activities and individual and ensemble performances

demonstrate the unique ability of drama to unify a diverse group

restate the thoughts, feelings, and beliefs of others

choose appropriate ways to express thoughts, feelings, and beliefs


EXPLORATION AND IMAGINATION (CRITICAL ANALYSIS)





DANCE – GRADE 9 FINE ARTS


use a variety of strategies to make choices in problem solving

make reasoned choices within the boundaries of the dramatic situation

accept responsibility for decisions and solutions

use set criteria to assess and evaluate the work of self and others


DRAMA SKILLS (BODY AND VOICE)



make movement choices that create a specific effect

demonstrate appropriate use of voice elements

use appropriate physical and vocal expression to enhance drama

apply movement and gesture to clarify and enhance vocal interpretation

use emotional recall to enhance sensory recall and visualization


DRAMA SKILLS (ROLE)







move in and out of role appropriately

create and sustain situations while in role

use vocal and physical techniques to create role and character

reflect on and clearly express experiences both in and out of role




DRAMA – GRADE 9 FINE ARTS

DRAMA SKILLS (DRAMA AS METAPHOR)



demonstrate a commitment to suspending disbelief

use objects as symbols of abstract concepts in a drama

identify effective dramatic forms for representing particular ideas and experiences

demonstrate an awareness of a dramatic work as a metaphor


DRAMA SKILLS (ELEMENTS AND STRUCTURES)



identify a variety of ways in which character is revealed

identify and portray a character’s objective within a scene

relate setting to action explain how a central image

contributes to a unified work identify a variety of ways to

manipulate a story’s structure to enhance the drama

show facility in using a variety of forms to develop a drama

manipulate drama and theatre elements to affect the drama





DRAMA SKILLS (TECHNIQUE)



demonstrate familiarity with stage vocabulary and apply theatrical conventions to dramatic forms

select and use design elements to achieve a desired effect

demonstrate responsibility to the group and self in rehearsal and performance

demonstrate respect for the nature of their audience

enhance dramatic work with available technical elements

select and adapt material appropriate to a concept

collaborate in the direction of a dramatic activity


CONTEXT (SOCIAL AND CULTURAL CONTEXT)



reflect the cultural variety of their communities in their dramatic work

identify and explain the influence of the media on their own work in drama

demonstrate an understanding that theatre is created in response to the needs of the community




DRAMA – GRADE 9 FINE ARTS

CONTEXT (MAKING CONNECTIONS)



articulate criteria for their own aesthetic responses

select other art forms to respond to drama

select appropriate dramatic forms, skills, attitudes, and knowledge as a means of learning in other subjects

consider various career possibilities in which dramatic skills may be useful

apply their knowledge of the arts in their choice of recreational activities




FINE ARTS MUSIC – GRADE 9

FINE ARTS:MUSIC – GRADE 9


STRUCTURE (ELEMENTS OF RHYTHM)



create, perform, and notate rhythms in a variety of metres

analyse rhythmic choices in performing and listening repertoire

use appropriate music terminology to describe a wide range of rhythmic patterns and metres




MUSIC – GRADE 9 FINE ARTS

STRUCTURE (ELEMENTS OF MELODY)



demonstrate an ability to enhance tuning by altering pitch

apply understanding of melodic direction and contour to expressive phrasing

analyse patterns used in melody identify and represent melodies

in various clefs and keys use appropriate music

terminology to describe a range of melodic patterns


STRUCTURE (ELEMENTS OF EXPRESSION)



read and maintain a part accurately within complex harmonies and textures

apply an increasing range of dynamics, tempos, timbres, and articulations in classroom repertoire

evaluate the use of the elements of expression in performing and listening repertoire

describe the elements of expression using appropriate music terminology

describe the elements of expression in terms of the physical properties of sound





STRUCTURE (FORM AND THE PRINCIPLES OF DESIGN)



identify an expanded variety of forms

purposefully apply a variety of music forms and principles of design to composition

represent the form of a piece of music

use appropriate terminology to define aspects of form and principles of design

compare and contrast the form of a variety of music compositions




MUSIC – GRADE 9 FINE ARTS

THOUGHTS, IMAGES AND FEELINGS



represent thoughts, images, and feelings derived from music experiences

apply the elements of music to interpret and represent a broad range of thoughts, images, and feelings

demonstrate a willingness to share personal insights arising from experiences with music

explain personal meaning derived from music without reference to stories or visual artifacts

defend personal music choices, demonstrating awareness of the thoughts, images, and feelings that the music expresses

demonstrate respect for and understanding of the diversity of thoughts, images, and feelings evident in culturally, historically, and stylistically diverse music





CONTEXT (SELF AND COMMUNITY)



use skills and attitudes appropriate to a range of music experiences in a variety of venues, as performer, participant, and audience, demonstrating: – an awareness of the sense

of community – audience and performer

etiquette – performance skills – respect for others’

contributions demonstrate an ability to

critique the work of self and others

demonstrate an ability to contribute to the physical wellbeing of self and others while experiencing music

identify a range of career-related music activities represented in the community


CONTEXT (HISTORICAL AND CULTURAL)



compare and contrast music from a range of historical and cultural contexts, including their interrelationships

compare and contrast music created for a variety of purposes

demonstrate respect for music of various historical and cultural contexts




FINE ARTS VISUAL ARTS – GRADE 9

FINE ARTS:VISUAL ARTS – GRADE 9


IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (PERCEIVING/RESPONDING)



use vocabulary related to 2-D and 3-D art forms and image development

compare and contrast a variety of images of a given subject in different media, styles, and techniques

identify a variety of imagery sources and analyse and evaluate image-development strategies used by self, peers, and others

analyse images (2-D and 3-D) to determine the purposes for which they have been created

recognize the importance of ethical considerations associated with reproduction as an image-development strategy




VISUAL ARTS – GRADE 9 FINE ARTS

IMAGE-DEVELOPMENT AND DESIGN STRATEGIES (CREATING/COMMUNICATING)



develop and make images: – using a combination of

image– development techniques – using a variety of styles

and movements – (or a series of images) that

represent a subject or theme

– that solve complex design problems, considering form and function

– that deliberately engage more than one of the senses

draft and refine ideas related to fields other than visual arts, using various image-development strategies and sources





CONTEXT (PERCEIVING/RESPONDING)



compare and contrast art careers in a variety of contexts

demonstrate an understanding of the roles of artists and the visual arts in a variety of contexts

demonstrate an understanding of the roles of artists and the visual arts in reflecting, sustaining, and challenging beliefs and traditions in society

explain how the meanings and purposes of images are influenced by the context in which they are created or viewed

demonstrate an awareness of the relationship between culture and style, and the use of materials, processes, and images associated with them

analyse and evaluate displays, considering the nature of artwork, presentation, venue, and audience





CONTEXT (CREATING/COMMUNICATING)



create images that: – support or challenge

personal and societal beliefs, values, traditions, or practices

– demonstrate an awareness of the styles of various artists, movements, and periods

– respond to historical and contemporary images or issues

– reflect a sense of personal and social responsibility

make and arrange a display or portfolio of work, taking into consideration the nature of the artwork, venue, and audience





VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (PERCEIVING/RESPONDING)



use appropriate vocabulary in oral and written analyses of works of art

analyse how individual visual elements and principles of art and design are used to create meaning in images

analyse how the physical qualities of visual elements and principles of art and design are used to create effects and mood in representational and non-representational images

evaluate personal use of the elements and principles of art and design





VISUAL ELEMENTS AND PRINCIPLES OF ART AND DESIGN (CREATING/COMMUNICATING)



create images that: – deliberately employ

physical and expressive qualities of the visual elements and principles of art and design to create an effect or mood

– use a selected element of art to convey an idea or concept

– combine and emphasize particular visual elements and principles of art and design

create variations of an image through manipulations of particular elements or principles of art and design





MATERIALS, TECHNOLOGIES, PROCESSES (PERCEIVING/RESPONDING)



apply vocabulary for materials, processes, and technologies used in 2-D and 3-D image development

analyse the contribution of materials, processes, and technologies to the meaning and function of an image and evaluate the appropriateness of their use

evaluate the skills and techniques associated with the use of particular materials and processes in a given work

identify tools and equipment used to create images

demonstrate an awareness of safety and environmental considerations related to materials, technologies, and processes

demonstrate respect for their own work and the work of others





MATERIALS, TECHNOLOGIES, PROCESSES (CREATING/COMMUNICATING)



use a variety of materials, technologies, and processes, alone and in combination, to make personally meaningful images

select materials, technologies, and processes appropriate for a planned work

use, care for, and maintain materials, technologies, and work space in a safe and environmentally sensitive fashion

invent and construct a tool for creating images

demonstrate a willingness to try unfamiliar materials and processes and adapt familiar materials for unfamiliar uses




Documents

English Language Arts – Grade 9 - British Columbia · Web viewTable of Contents English Language Arts – Grade 9 Mathematics – Grade 9 Physical Education – Grade 9 Home Economics