Ministry of Education

Curriculum Expectations

GRADE 6 for

English Language French as a Second Language Mathematics Science and Technology Social Studies Health & Physical Education (Interim) The Arts

2010

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Curriculum Expectations by Grade Subject:

The Arts Grade 6

The Arts (None) Expectations A. DANCE OVERALL EXPECTATIONS 6a1

A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of short dance pieces, using the elements of dance to communicate feelings and ideas;

6a2

A2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;

6a3

A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.

Elements of dance 6a4

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

6a5

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

6a6

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

6a7

energy: effort, force, quality (e.g., flick, fold, stab, poke, flow freely)

6a8

relationship: dancers to props/objects (e.g., in front of, inside, over, around), meet/part, follow/lead, emotional connections between dancers, groupings

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations

Grade 6

A1. Creating and Presenting 6a9

A1.1 incorporate the use of props and materials (e.g., fabric, chairs, hats, hula hoops, balls, sticks) into dance pieces they create (e.g., use fabric as a shawl or an extension of an arm gesture or the movement of a ship’s sail; use a stretchy fabric body bag to create abstract shapes; use an artefact like a garbage can to explore rhythm and body movement) Teacher prompts: “When creating a dance, how could you use chairs to explore relationship (e.g., over, in front of, behind), shape, and levels?” “How can you use the prop (e.g., streamer, fabric) as an extension of your body to make shapes, pathways, and lines to emphasize or extend movement?”

6a10

A1.2 use dance as a language to interpret and depict central themes in literature (e.g., develop a movement vocabulary that reinterprets themes such as good versus evil or humans versus nature; construct a dance that explores bravery in a legend or peace in a poem) Teacher prompts: “What types of shapes or pathways would you use to communicate frustration?” “How could you use level to depict feelings of freedom or authority?”

6a11

A1.3 use guided improvisation in a variety of ways as a starting point for choreography (e.g., use exercises such as mirroring, flocking, and body storming to create movement material for choreography) Teacher prompt: “How can a guided improvisation like flocking expand your movement vocabulary?”

6a12

A1.4 combine the elements of dance in different ways to communicate a variety of ideas (e.g., combine a low level and a wavy pathway to show evasion; use the sudden, quick, and indirect movements of a dynamic orchestra conductor and translate them into a whole body expression of the music) Teacher prompts: “What elements could you combine to show that you are on a dangerous mission?” “What elements could you combine to show that you are excited? Or bored?”

A2. Reflecting, Responding, and Analysing

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a13

A2.1 construct personal interpretations of dance pieces that depict stories, issues, and themes, and explain their interpretations, using dance terminology (e.g., write an opinion paragraph on a recorded or live community dance performance [Red Sky]; write a response journal entry on a dance piece performed by peers about a social issue [emotional or physical bullying, friendship, safety, fairness, family, inclusion, equity]) Teacher prompts: “How do we know this dance is about bullying? What elements helped make the theme clear?” “What did this dance mean to you? What themes or stories did you see in it?”

6a14

A2.2 analyse, using dance vocabulary, how the elements of dance are used in their own and others’ dance pieces and explain how they help communicate messages and ideas (e.g., pairing free-flowing movements with slow music suggests a dreamy mood; using low levels and quick, short movements suggests busyness; using symmetry and asymmetry conveys the idea of change or transformation) Teacher prompt: “What elements did the dancers use to communicate joy/surprise? Were the ideas clearly communicated through movement? What does the dancing suggest that couldn’t have been expressed in another way?”

6a15

A2.3 identify and give examples of their strengths and areas for growth as choreographers and audience members (e.g., determine how their preparations for a performance improved the performance and what they might do differently to strengthen future performances) Teacher prompts: “What skills do you need to be a choreographer? How can you hone these skills?” “How could you use a movement web to generate more ideas for your next dance?”

Grade 6

A3. Exploring Forms and Cultural Contexts 6a16

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A3.1 describe, with teacher guidance, types of dances used among Aboriginal peoples in the past and the present that express aspects of their cultural identity (e.g., war dances to express prayers for victory and/or gratitude for success; initiation dances to mark rites of passage; shamans’ dances to assist in physical or spiritual healing; contemporary powwow dances for cultural affirmation and/or revitalization) Teacher prompt: “How would you describe the regalia and dance styles of powwow dances? How do these features help express the cultural identity and heritage of the dancers?”

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Curriculum Expectations by Grade Subject:

The Arts Grade 6

The Arts (None) Expectations 6a17

A3.2 identify and describe ways in which pop culture and the media influence our awareness, understanding, and appreciation of dance (e.g., by making us aware of different kinds of dance and diverse uses of dance in society; by providing male role models in dance and helping us view dance as a way to have a healthy, active lifestyle) Teacher prompts: “Do you watch popular TV shows about dance? What influence do these dance shows have on you?” “What are some of the barriers and issues around popular competitive dance shows?”

B. DRAMA OVERALL EXPECTATIONS 6a18

B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives;

6a19

B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;

6a20

B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts.

ELEMENTS OF DRAMA 6a21

role/character: considering in depth the inner and outer life in developing a character; differentiating between authentic characters and stereotypes; using gestures and movement to convey character

6a22

relationship: analysing and portraying how relationships influence character development/change

6a23

time and place: establishing a clear setting; sustaining belief in the fictional setting

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a24

tension: using sound, light, technology, and stage effects to heighten tension/suspense

6a25

focus and emphasis: using drama conventions to reveal or communicate key emotions, motivations, perspectives, and ideas to the audience

Grade 6

B1. Creating and Presenting 6a26

B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places (e.g., adapt roles and develop improvised scenes based on human rights issues and/or environmental issues such as species extinction; dramatize opinions about cultural appropriation; role-play historical characters; prepare a presentation about peace for Remembrance Day; use choral speaking and role playing to interpret poetry) Teacher prompts: “What do you hope to learn about this character through role playing?” “What is the theme of our drama?” “How could you use the drama conventions of hot seating or voices in the head or thought tracking to develop a deeper understanding of a character’s intentions and motivations?”

6a27

B1.2 demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context (e.g., develop a character in the context of a courtroom drama: judge, lawyer, witness, juror, the accused) Teacher prompts: “What elements are critically important to build belief in the drama?” “What will the jury be doing when the accused person enters?” “How will we know where and when the action is taking place?” “How can tension be created in this scene?” “What different points of view will be represented by the different roles?”

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a28

B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role (e.g., In role: conduct a “hot seat” interview with the protagonist or antagonist; Out of role: make suggestions and introduce new ideas when planning a drama presentation) Teacher prompts: Out of role: “What questions might you ask when you go back into role to help us understand the emotions and motivations the character has at this key moment?” In role: “Why do you feel this way? What do you really want to see happen?”

6a29

B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer (e.g., use a data projector to project evocative imagery; use filters and gels to create unusual effects with lighting; use music to suggest a mood; use masks to highlight specific character traits) Teacher prompts: “What features of your mask have you exaggerated to allow the audience to see the character from a distance (e.g., heavy brows, large nose, large eyes, jutting chin)?” “How can you use a photograph or everyday object from another historical period to communicate an aspect of that person/time/place?” “What visual effect would emphasize what this character is feeling on the inside?”

Grade 6

B2. Reflecting, Responding, and Analysing 6a30

B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works (e.g., describe their response to the attitudes and beliefs of specific characters in a drama) Teacher prompts: “How did this drama/play make you feel? Of what does it remind you?” “What did you like/dislike about this play? Why?” “Select one moment that you would like to revisit to change. How would you change it?” “Identify a moment in your drama when you felt fully in role.”

6a31

B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness (e.g., explain what elements made the final confrontation between the hero and the villain exciting to perform or watch) Teacher prompts: “How was symbolism used in this scene? How effectively did it help create a particular mood?” “Why was it important for the actor to stop in mid-sentence while speaking?”

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Curriculum Expectations by Grade Subject:

The Arts Grade 6

The Arts (None) Expectations 6a32

B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members (e.g., write a journal entry about a new strategy they have learned; write a letter to a new student about how to cope with stage fright; respond to interview questions about their growth and development; explain to the teacher how they collaborated and contributed to the group work of developing, planning, and designing a drama) Teacher prompts: “What advice about (topic X) would you give a student who is new to drama?” “What are some important skills people need to work in drama?” “Describe your own strengths in drama.” “How did you give/receive constructive feedback on ways in which space, gesture, and voice are used to communicate within a drama work? Was the feedback used to refine the drama work?” “What ideas did you submit to individual and collective decisions to develop the drama?” “How did you show a commitment to maintaining your role?”

B3. Exploring Forms and Cultural Contexts 6a33

B3.1 demonstrate an understanding of some drama and theatre themes and traditions from a variety of times, communities, and places (e.g., Aboriginal communities: storytelling forms – the Seven Grandfather teachings, Haida tales, Medicine Wheel stories; theatre forms – Red Sky Performance Theatre, De-ba-jeh-mu-jig Theatre) Teacher prompt: “Different communities have different versions of this shared story. What elements are the same in many versions? What elements are different? How might we explain some of the similarities and differences?”

6a34

B3.2 identify and describe key contributions drama and theatre make to the community (e.g., provide opportunities for self-expression and creativity to both amateurs and professionals; provide employment for a wide variety of workers; encourage tourism; promote strengthening and healing in Aboriginal communities) Teacher prompts: “What careers related to theatre do not involve acting?” “In what ways can drama and theatre help build community?”

C. MUSIC OVERALL EXPECTATIONS

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a35

C1. Creating and Performing: apply the creative process (see pages 19–22) to create and perform music for a variety of purposes, using the elements and techniques of music;

6a36

C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences;

6a37

C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts.

Grade 6

ELEMENTS OF MUSIC 6a38

duration: 9/8 metre (oral count, with primary emphasis on “one” and secondary emphasis on “two” and “three”: “one-and-a-two-and-a-three-and-a”) and other compound metres (e.g., 6/4); 5/4 metre; pick-up note(s) (anacrusis); triplets; common Italian tempo marks (e.g., allegro, adagio) and others encountered in the repertoire performed

6a39

pitch: low “so”, low “la”, higher and lower pitch, pitch contour

6a40

dynamics and other expressive controls: those encountered in repertoire (e.g., very soft [pianissimo – pp], very loud [fortissimo – ff], slurs)

6a41

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

6a42

texture/harmony: layering of electronic sounds, chord progressions using I, IV, and V

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a43

Grade 6

form: theme and variations; repeats (e.g., first and second endings)

C1. Creating and Performing 6a44

C1.1 sing and/or play, in tune, from musical notation, unison music and music in two or more parts from a wide variety of cultures, styles, and historical periods (e.g., perform three- and four-part rounds by Canadian choral composers; perform pieces for Orff ensemble using recorder and pitched and non-pitched percussion; perform pieces, using technology to provide the accompaniment) Teacher prompts: “What are some ways we can use body percussion to create a four-part round?” “What would be an effective ostinato to support your melody?”

6a45

C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect (e.g., compose a piece in the theme and variations form, using a well-known song for the theme to engage the listener; change the metre of a familiar eight-bar melody and describe the effect of the change; remove tone bars on a xylophone to create a pentatonic tonality, and then improvise a pentatonic response on the xylophone to a call played on a recorder) Teacher prompts: “How will you change your theme to create a set of variations?” “What effect will changing the metre of ’Frère Jacques’ have on the music?” “Explain why your composition should (or should not) include an introduction or coda.”

6a46

C1.3 create musical compositions for specific purposes and audiences (e.g., write a melodic composition reflecting a piece of art of their own or by another, such as Norval Morrisseau or Emily Carr; create a rhythmic composition using non-pitched percussion to accompany a First Nation legend, story, or poem; with a partner, compose a song to promote Canada to the rest of the world) Teacher prompts: “What do the lines in the painting tell you about the direction the pitches should move in?” “How could the rhythm of the syllables in your name be used as the rhythmic base for your composition?” “What is the purpose of selecting specific timbres in your accompaniment of a First Nation legend?”

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a47

C1.4 use the tools and techniques of musicianship in musical performances (e.g., conduct pieces in duple and triple metres, listen for balance and blend when singing and/or playing, interpret musical markings and Italian terms during performance) Teacher prompt: “What are the musical characteristics that you intend to demonstrate in your performance? How will you demonstrate them?”

6a48

C1.5 demonstrate an understanding of standard and other types of musical notation through performance and composition (e.g., perform music that includes ledger lines, triplets, simple and compound metres; use original graphic or symbolic systems to represent vocal and instrumental sounds and musical ideas) Teacher prompts: “What are the steps you need to follow in order to read and interpret this music?” “What are the similarities and differences between this devised notation system and standard notation?”

Grade 6

C2. Reflecting, Responding, and Analysing 6a49

C2.1 express detailed personal responses to musical performances in a variety of ways (e.g., write a critical review of a live or recorded performance; write analyses of works they have listened to in a log or journal; create a drawing or graphic representation of their initial reaction to a song) Teacher prompts: “What do you think is the mood of this piece and how is it created?” “Using musical terms, how would you describe the overall form and effect of the music?”

6a50

C2.2 identify the elements of music in the reper-toire they perform, listen to, and create, and describe how they are used (e.g., describe the way in which dotted rhythms, the sound quality of brass instruments, higher pitches, loud dynamics, and accented articulation combine to suggest music that introduces royalty) Teacher prompts: “How would you describe the rhythm?” “What are the primary instruments used by the composer?” “How is the music organized?”

6a51

C2.3 identify and give examples of their strengths and areas for improvement as composers, musical performers, interpreters, and audience members (e.g., reflect on their first draft of an original composition and incorporate suggestions from their peers into their final piece) Teacher prompts: “What type of behaviour would you expect from your audience if you were playing a solo for the class?” “How can you improve your performance next time?”

C3. Exploring Forms and Cultural Contexts Printed:

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Curriculum Expectations by Grade Subject:

The Arts Grade 6

The Arts (None) Expectations 6a52

C3.1 identify and describe ways in which awareness or appreciation of music is affected by culture and the media (e.g., people attend concerts of music that they know and like or have found out about through the media; people can be influenced to buy products that are advertised with music that they relate to) Teacher prompts: “What style of music – for example orchestral, jazz, pop, rock, funk, rap, or hip hop – would you use to advertise a new video game? Why?” “Explain the appeal of using rap music to address issues of oppression and identity among Aboriginal youth.”

6a53

C3.2 compare some aspects of the music of one culture and/or historical period with aspects of the music of another culture and/or historical period (e.g., compare selected characteristics of music from the baroque and classical periods, using a Venn diagram; write a review of music from another society, comparing the music of that society with the music with which they are familiar Teacher prompts: “In what ways is popular music from other cultures different from or similar to North American popular music?” “Which elements of music seem to be common in all cultures?”

D. VISUAL ARTS OVERALL EXPECTATIONS 6a54

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce art works in a variety of traditional two- and three-dimensional forms, as well as multimedia art works, that communicate feelings, ideas, and understandings, using elements, principles, and techniques of visual arts as well as current media technologies;

6a55

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

6a56

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.

ELEMENTS OF DESIGN

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a57

line: lines that direct the viewer’s attention; lines that create the illusion of force or movement (e.g., wavy and wiggly lines used in op art); contour drawings of objects that are not easily recognizable (e.g., crumpled paper)

6a58

shape and form: exaggerated proportions, motifs, fonts; geometric (e.g., conical, pyramidal) shapes and forms

6a59

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

6a60

colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating naturalistic images

6a61

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

6a62

value: shading that suggests volume; gradation

Grade 6

PRINCIPLES OF DESIGN 6a63

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

D1. Creating and Presenting

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a64

D1.1 create two-dimensional, three-dimensional, and multimedia art works that explore feelings, ideas, and issues from a variety of points of view (e.g., art work inspired by the motifs in other art forms [dance, music] or by hopes and dreams; a mixed-media piece or one-minute video “short” about adaptation and survival; a still-life painting that offers a social commentary on fast-food packaging) Teacher prompts: “How does the music make you feel? Now, close your eyes and try to see the music. How does what you hear, feel, and see (e.g., an abstract painting by Wassily Kandinsky) influence what you create?” “How will you convey the movement of the dancer in your sculpture?” “How will you edit the text and images in your art work to capture the viewer’s attention and convey your ideas?” “How can you compose your image to represent a particular point of view?”

6a65

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (e.g., use a larger area of a lighter tint and a smaller area of a darker tone of one colour in an asymmetrically balanced painting; use repetition, simplification, and exaggeration of proportion and shape to create a sense of rhythm in a graphite-and-pastel drawing of musical instruments and their shadows) Teacher prompts: “How have you used line and the repetition of shape and colour to create a sense of rhythm and the illusion of movement? What else could you repeat to create rhythm?” “How can you use small areas of brilliant, warm colour to visually balance large areas of either neutral or cool colours?”

6a66

D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., a design of a letter of the alphabet using shapes, symbols, colour, and font style to represent a selected animal and its habitat; a DVD cover design or movie poster that uses line, shape, space, colour, and value to communicate information about the content) Teacher prompts: “How can colour be used in your letter design to separate your letter shape from the background?” “What images will you select and will they symbolize something in your design?” “How would you change the images and colours in your poster to appeal to younger students?” “What is the message of your work, and how has it been conveyed to the audience?”

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Grade 6

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a67

Grade 6

D1.4 use a variety of materials, tools, techniques, and technologies to determine solutions to design challenges (e.g., • drawing: use charcoal to create a shaded drawing of the exaggerated details of a face, a figure, or natural objects [e.g., shells, pods] on earth-toned papers [e.g., tan construction paper] • mixed media: create a collage that uses a limited colour palette by cutting, pasting, and layering to combine images, symbols, textured papers, and text about consumerism or cultural pride • painting: use a variety of paint techniques [e.g., blending, scumbling, glazing] in a mural of a landscape or cityscape incorporating stylistic elements from contemporary pop culture • printmaking: cut and gouge a variety of lines and marks to enhance the background and negative spaces in a softoleum, linoleum, or block print that depicts an endangered animal species • sculpture: create an assemblage on a topic or theme, using found objects that are painted or otherwise unified through colour, in the style of a sculpture by Louise Nevelson • technology: create a digital photo montage that represents aspects of environmentalism) Teacher prompts: “How can you arrange photographs to create balance and harmony in your collage or montage?” “How can you manipulate the relationship of shape or form in your collage by gluing some paper flat and some in relief?”

D2. Reflecting, Responding, and Analysing 6a68

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D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey (e.g., describe Ted Harrison’s use of line, colour, brushstrokes, and rhythm to create a feeling of movement and excitement; compare the themes and the emotions conveyed in selected Western animations and in Japanese animations such as those by Hayao Miyazaki) Teacher prompts: “How does the artist convey a particular emotion through this art work?” “How does each comic style use facial expression, body language, and colour to express emotion? How have current media technologies influenced the expression of ideas in animations and comics?”

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations 6a69

D2.2 explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding (e.g., identify the point of view or gaze of the main subject, and explain how it is used to influence an intended audience of an art work or a media work; explain how Kenojuak Ashevak’s use of formal balance (symmetry) in The World Around Me conveys a sense of harmony in nature; explain how a rough texture can be used to represent strength, anger, or something unpleasant) Teacher prompts: “How could you show the same message in another art form, such as a sculpture, a digital medium, or a painting?” “How does Bill Reid’s The Raven and the First Men depict the relationship of form to its surroundings through the use of positive and negative space?”

6a70

D2.3 demonstrate an understanding of how to read and interpret signs, symbols, and style in art works (e.g., symbolism for sending messages and telling stories in Egyptian hieroglyphs, Agawa rock paintings, or graffiti art; symbols on currency or in advertisements that have specific national or other connotations; meanings associated with colour in different cultures [white dresses symbolize purity in Western culture but mourning and death in some Asian cultures]) Teacher prompts: “What are some of the feelings and ideas associated with Canadian symbols (e.g., maple leaf, beaver), and what are some of the things that they say about us as a nation?” “What assumptions do you make about a product when its advertisement shows a man and woman holding hands? How can designers change the image to manipulate those assumptions?”

6a71

D2.4 identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of art (e.g., reflect on challenges and successes in the form of an artist’s statement; maintain a sketchbook or collection of ideas and images for art works; do peer reviews of each other’s art works, using a checklist of criteria created by the class to help them identify areas that need revision, and provide suggestions) Teacher prompts: “How did you adapt these new ideas, situations, media, materials, processes, or technologies to help you convey your ideas?” “How did you use imagination, observation, and the study of other art works to help you develop your ideas?” “How did you negotiate designs with other members of the group and agree on the techniques, ideas, and composition you used?” “How did you approach the challenges you faced in making sure your sculpture was interesting to look at from more than one side? What would you do differently next time?”

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Grade 6

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Curriculum Expectations by Grade Subject:

The Arts

The Arts (None) Expectations

Grade 6

D3. Exploring Forms and Cultural Contexts 6a72

D3.1 identify and describe some of the ways in which art forms and styles reflect the beliefs and traditions of a variety of communities, times, and places (e.g., art can represent ways in which people view their personal identity; contemporary Aboriginal artists use their artistic traditions to comment on identity, society, and the world; art can be a record of human experience; differences in style among different artists can be associated with a specific reason, intent, or motivation) Teacher prompts: “How do contemporary artists use the influences of various global and/or historical art forms to explore ideas and themes that have personal relevance?” “How does Jane Ash Poitras’ combining of autobiographical elements, traditional Cree iconography, text, photographs, newspaper clippings, and painted elements address ideas about identity and acculturation?” “Describe some of the differences and similarities between the depictions of men and the depictions of women in historical and contemporary art works.”

6a73

D3.2 demonstrate an understanding of key contributions and functions of visual and media arts in various contexts at both the local and the national levels (e.g., community art schools or programs provide opportunities for creative expression and instruction by and for both amateurs and professionals; a wide variety of workers are employed by arts industries such as advertising, design, movie making, and broadcast media; artists contribute to Canada’s economy by providing both goods and services) Teacher prompts: “In what ways do the visual arts contribute to the economies of urban and rural communities?” “In what ways are the visual arts involved in international trade?” “What are the various professions or careers that have a basis in visual arts, and what education is required? How can we find out more about these careers?”

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Curriculum Expectations by Grade Subject:

French as a Second Language

Core French (None) Expectations

Grade 6

Oral Communication, Reading, and Writing Overall Expectations 6f1

participate in dialogues about familiar topics, and listen to and talk about short oral texts;

6f2

read a variety of classroom and simple authentic materials, 150 to 200 words long, containing familiar and new vocabulary, and demonstrate understanding;

6f3

communicate ideas and facts in writing for specific purposes;

6f4

identify and use the vocabulary and the grammar and language conventions appropriate for this grade level.

Oral Communication 6f5

ask and answer simple questions using complete sentences (e.g., Quelle est ton adresse?);

6f6

use appropriate pronunciation, liaison (e.g., nous avons), intonation, and language in familiar contexts;

6f7

respond to oral texts (e.g., answer questions from a tape);

6f8

give an oral presentation of ten to fifteen sentences in length (e.g., the results of a survey);

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Curriculum Expectations by Grade Subject:

French as a Second Language

Core French (None) Expectations 6f9

Grade 6

make revisions to oral language in form, content, and organization (e.g., add details, change the order of words), using appropriate resources and feedback from the teacher and their peers.

Reading 6f10

read at least nine simple passages or stories (e.g., pamphlets, booklets);

6f11

participate in a variety of reading situations, such as guided, shared, and choral reading, using expression, correct pronunciation, and intonation;

6f12

read and produce simple, structured responses that convey understanding of written text (e.g., arrange sentences in proper sequence, illustrate a few sentences);

6f13

identify the main idea and a few supporting details;

6f14

use various reading strategies to determine meaning (e.g., the glossary at the back of a book, various dictionaries).

Writing 6f15

write sentences and questions that contain learned vocabulary and familiar language structures;

6f16

write in different forms (e.g., paragraphs, dialogues, directions);

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Curriculum Expectations by Grade Subject:

French as a Second Language

Core French (None) Expectations 6f17

write, using a model, a first draft and corrected version in guided and cooperative writing tasks (e.g., pamphlets, booklets);

6f18

use and spell the vocabulary appropriate for this grade level.

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Grade 6

Page:

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Curriculum Expectations by Grade Subject:

French as a Second Language

Extended French (None) Expectations

Grade 6

Oral Communication Overall Expectations 6x1

listen and respond to a variety of spoken texts and media works;

6x2

express ideas and opinions on a range of topics, using correct pronunciation and appropriate intonation.

Listening 6x3

demonstrate an understanding of spoken texts and media works (e.g., stories, television and radio excerpts, presentations by guest speakers) (e.g., by asking questions, clarifying meaning, drawing conclusions, expressing opinions);

6x4

listen and respond to the viewpoints of others in a group discussion on a specific, topic (e.g., by asking questions and offering opinions and ideas);

6x5

listen to and take brief directed notes on presentations and reports;

6x6

recognize and interpret visual and verbal cues (e.g., gestures, facial expressions, tone of voice) to aid in understanding what they hear.

Speaking 6x7

Printed:

participate in classroom activities by asking and answering questions, giving personal opinions, and expressing ideas on a topic under study;

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Curriculum Expectations by Grade Subject:

French as a Second Language

Extended French (None) Expectations 6x8

organize their thoughts and information to convey a message;

6x9

use visual and verbal cues (e.g., gestures, facial expressions, tone of voice) to communicate information;

6x10

use simple and compound sentences to express ideas and opinions on familiar topics;

6x11

create and tell a story in logical sequence;

6x12

contribute to small-group discussions (e.g., ask questions to clarify a point, comment on ideas of other group members);

6x13

prepare and give oral presentations on a topic under study;

6x14

create short media works (e.g., record an advertisement, tape a weather report), using appropriate technologies.

Grade 6

Application of Language Conventions 6x15

recognize and use appropriate language structures in oral communication activities;

6x16

observe the rules of pronunciation and intonation in their speech;

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Curriculum Expectations by Grade Subject:

French as a Second Language Grade 6

Extended French (None) Expectations 6x17

use a variety of sentence types (e.g. declarative, interrogative, exclamatory) in their speech;

6x18

correct errors in their spoken French (e.g., vocabulary, language and sentence structures, anglicisms), with prompting from the teacher.

Reading Overall Expectations 6x19

read a variety of texts and media works and demonstrate understanding through a range of oral and written responses.

Comprehension and Response to Text 6x20

demonstrate comprehension of texts read independently (e.g., short novels, poems, short stories, electronic print) (e.g., by answering oral or written questions, restating content, dramatizing events, expressing opinions);

6x21

summarize and explain the main ideas in informational materials (e.g., articles, charts, instructional materials);

6x22

extract information from written texts to verify predictions and to support personal opinions and reactions;

6x23

identify and describe elements of a written text (e.g., main ideas, supporting details, a sequence of events, main participants);

6x24

make predictions and draw inferences while reading a story or novel, using various textual clues;

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Curriculum Expectations by Grade Subject:

French as a Second Language Grade 6

Extended French (None) Expectations 6x25

use research skills (e.g., formulate questions, locate information, compare information from various sources);

6x26

identify various forms of writing (e.g., narratives, poems, plays, articles, reports) and describe their characteristics.

Application of Language Conventions 6x27

recognize and use appropriate language structures in their response to written texts;

6x28

use reading strategies (e.g., use context clues, reread, record key points) to facilitate comprehension of reading materials;

6x29

read aloud, with expression, observing the rules of pronunciation and intonation;

6x30

use and interpret various conventions of formal text (e.g., table of contents, headings, subheadings, charts, glossary, index) to find information and aid comprehension;

6x31

identify synonyms and antonyms;

6x32

use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Writing Overall Expectations Printed:

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Curriculum Expectations by Grade Subject:

French as a Second Language

Extended French (None) Expectations 6x33

Grade 6

produce written texts, using a variety of forms, for various purposes and in a range of contexts.

Communication of Information and Ideas 6x34

use appropriate vocabulary and sentence structure for specific forms of writing (e.g., posters, letters, narratives, reports);

6x35

write descriptive and narrative text in a variety of forms (e.g., compositions, reports, scripts, poems, journal entries, letters) to convey facts, personal opinions, and ideas;

6x36

organize information into paragraphs that focus on a main idea and give some relevant supporting details;

6x37

produce written text (e.g., captions, labels) to accompany visual information (e.g., computer graphics, charts, diagrams, illustrations);

6x38

write a report, following an outline, on a class research project.

Application of Language Conventions 6x39

use appropriate language structures in their writing;

6x40

use and spell correctly the vocabulary appropriate for this grade level;

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Curriculum Expectations by Grade Subject:

French as a Second Language

Extended French (None) Expectations 6x41

use compound affirmative and negative sentences;

6x42

use a variety of sentence types (e.g., declarative, interrogative, exclamatory) of varying length;

6x43

extend their use of punctuation to include the following: use of comma for inversion within a sentence (e.g., Cet après-midi, nous allons faire du ski.); use of quotation marks to indicate dialogue;

6x44

use appropriate organizers (e.g., table of contents, headings, charts, captions) in their written work;

6x45

use a thesaurus to expand their vocabulary;

6x46

revise, edit, and proofread their writing in collaboration with others, focusing on grammar, spelling, punctuation, and conventions of style;

6x47

use French-English dictionaries to verify spelling and determine the meaning of unfamiliar vocabulary.

Grade 6

Language Structures Overall Expectations 6x48

identify and use appropriate language conventions during oral communication activities, in their responses to reading materials, and in their written work.

Nouns and Pronouns Printed:

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Curriculum Expectations by Grade Subject:

French as a Second Language

Extended French (None) Expectations 6x49

irregular formation of the plural of nouns (e.g., un animal/des animaux, un travail/des travaux);

6x50

direct object pronouns le, la, l’, les;

6x51

relative pronouns qui, que;

6x52

pronoun on.

Grade 6

Verbs 6x53

présent of -ir, -re verbs and irregular verbs venir, partir, sortir, voir, vouloir, devoir, savoir, prendre;

6x54

formation and use of the impératif;

6x55

passé composé of -ir and -re verbs;

6x56

imparfait of être, avoir, and regular -er verbs.

Adjectives

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Curriculum Expectations by Grade Subject:

French as a Second Language

Extended French (None) Expectations 6x57

Grade 6

superlative form of adjectives (le plus, le moins ).

Adverbs 6x58

formation of regular adverbs (e.g.,, lent/lentement, rapide/rapidement, heureux/heureusement );

6x59

comparative and superlative of adverbs (plus, le plus, moins, le moins).

Prepositions and Conjunctions 6x60

use of voici, voilà.

Interrogative Constructions 6x61

subject/verb inversion with avoir (e.g., As-tu faim? As-tu besoin de. . . ?).

Sentence Structure 6x62

Printed:

compound sentences using connecting words (e.g., d’abord, et puis, ensuite ).

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Curriculum Expectations by Grade Subject:

French as a Second Language

French Immersion (None) Expectations

Grade 6

Oral Communication Overall Expectations 6i1

listen and respond to a variety of spoken texts and media works;

6i2

express ideas and opinions clearly on a range of topics, using correct pronunciation and appropriate intonation.

Listening 6i3

demonstrate an understanding of a variety of spoken texts and media works (e.g., excerpts of recorded readings, radio and television commercials, radio broadcasts) (e.g., by asking questions, clarifying meaning, restating the main ideas, expressing a point of view);

6i4

listen and respond to the viewpoints of others in group discussions on a specific topic (e.g., by asking relevant questions, offering opinions and interpretations, summarizing views expressed);

6i5

demonstrate the ability to concentrate on the topic under discussion (e.g., by identifying details that support the main points, providing additional relevant information).

Speaking 6i6

organize their thoughts and information to convey a message clearly and appropriately;

6i7

use simple, compound, and some complex sentences to respond to ideas and to explain and support opinions;

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Curriculum Expectations by Grade Subject:

French as a Second Language Grade 6

French Immersion (None) Expectations 6i8

use effective strategies in small-group discussions (e.g., invite other group members to contribute, ask questions to clarify a point, negotiate to find a basis for agreement);

6i9

prepare and give oral presentations (e.g., on a topic under study or of personal interest), incorporating varied vocabulary and a range of sentence structures;

6i10

create short media works (e.g., a radio broadcast, a performance on video), using appropriate technologies.

Application of Language Conventions 6i11

recognize and use appropriate language structures in oral communication activities;

6i12

use appropriate vocabulary and sentence structure and a variety of sentence types (e.g., declarative, interrogative, exclamatory) in their speech;

6i13

correct errors in their spoken French (e.g., vocabulary, language and sentence struc-tures, anglicisms);

6i14

speak spontaneously, observing the rules of pronunciation and intonation and providing verbal and non-verbal cues (e.g., volume and tone of voice, facial expressions, gestures).

Reading Overall Expectations 6i15

Printed:

read a variety of texts and media works and demonstrate understanding through a range of oral and written responses.

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Curriculum Expectations by Grade Subject:

French as a Second Language

French Immersion (None) Expectations

Grade 6

Comprehension and Response to Text 6i16

summarize and explain the main ideas in informational materials and give supporting details;

6i17

make judgements and draw conclusions about ideas in written materials, using evidence from the materials;

6i18

identify the elements of a story and explain how they relate to one another (e.g., the ways in which character and plot are interrelated);

6i19

make predictions and draw inferences while reading, using various textual clues;

6i20

identify different forms of writing (e.g., mystery novels, biographies) and describe their characteristics.

Application of Language Conventions 6i21

recognize and use appropriate language structures in their response to written texts;

6i22

use reading strategies (e.g., use context clues, reread, take notes) to facilitate comprehension of reading materials;

6i23

read aloud, with expression, observing the rules of pronunciation and intonation;

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Curriculum Expectations by Grade Subject:

French as a Second Language Grade 6

French Immersion (None) Expectations 6i24

use and interpret various conventions of formal text (e.g., table of contents, headings, subheadings, charts, glossary, index) to find information and aid comprehension;

6i25

use their knowledge of the elements of grammar (e.g., subject/verb agreement) and the structure of words (e.g. root words, prefixes, suffixes) and sentences to understand what they read;

6i26

use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Writing Overall Expectations 6i27

produce clear written texts, using a variety of forms, for various purposes and in a range of contexts.

Communication of Information and Ideas 6i28

communicate ideas, opinions, and facts for specific purposes (e.g., to provide information, explain a point of view);

6i29

write descriptive and narrative text in a variety of forms (e.g., compositions, reports, scripts, poems, journal entries,letters) to convey facts, personal opinions, and ideas;

6i30

organize information, using linked paragraphs that convey a central idea and provide supporting details;

6i31

plan and write a research report, using appropriate resources.

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Curriculum Expectations by Grade Subject:

French as a Second Language

French Immersion (None) Expectations

Grade 6

Application of Language Conventions 6i32

use appropriate language structures in their writing;

6i33

use and spell correctly the vocabulary appropriate for this grade level;

6i34

extend their use of punctuation to include use of quotation marks for dialogue and use of comma for inversion within a sentence (e.g., Ce soir, nous allons au restaurant.);

6i35

use compound and some complex sentences;

6i36

use a variety of sentence types (e.g., declarative, interrogative, exclamatory) of varying length;

6i37

use appropriate organizers (e.g., table of contents, headings, charts, index) in their written work;

6i38

use a thesaurus to expand their vocabulary;

6i39

revise, edit, and proofread their writing in collaboration with others, focusing on grammar, spelling, punctuation, and conventions of style;

6i40

use French-English dictionaries to verify spelling and determine the meaning of unfamiliar vocabulary.

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Curriculum Expectations by Grade Subject:

French as a Second Language

French Immersion (None) Expectations

Grade 6

Language Structures Overall Expectations 6i41

identify and use appropriate language conventions during oral communication activities, in their responses to reading materials, and in their written work.

Nouns and Pronouns 6i42

indirect object pronouns lui, leur;

6i43

relative pronouns qui, que, dont, lequel;

6i44

possessive pronouns (e.g., le mien, la tienne).

Verbs 6i45

imparfait of regular -ir, -re verbs and aller;

6i46

présent of reflexive verbs related to daily routine (e.g., se lever, s’habiller ).

Adjectives 6i47

Printed:

indefinite adjective plusieurs;

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Curriculum Expectations by Grade Subject:

French as a Second Language

French Immersion (None) Expectations 6i48

Grade 6

comparative and superlative forms of bon and mauvais.

Adverbs 6i49

comparative and superlative forms of bien and mal.

Sentence Structure 6i50

Printed:

complex sentences using connecting words (e.g., parce que, car, donc, en effet, ainsi, de plus, ensuite, et puis ).

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations

Grade 6

Living skills Overall expectations 6p1

1. demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.

1. Living Skills 6p2

Personal Skills (PS) 1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: identify which of the factors known to motivate participation in physical activity in most people are the strongest factors affecting their own motivation to be active; Movement Competence: assess their technique for catching throws of different speeds – are they remembering to move farther away when a ball is thrown hard and fast?; Healthy Living: reflect on how their body image affects their self-concept, and identify other factors, including acceptance by others, that influence their sense of themselves)

6p3

Personal Skills (PS) 1.2 use adaptive, management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: explain why properly fitted helmets and well-secured straps on wheelchairs allow them to participate in physical activities with greater confidence; Movement Competence: explain how adopting a positive attitude and a willingness to try new things helped them have more fun and make progress in learning a new skill or game; Healthy Living: describe how their management and organizational skills are applied when they are preparing to babysit a younger child) Student: “When I am preparing to babysit, I always make sure I have the emergency contact information for the parents before I leave. I check to make sure I know what rules and guidelines they expect the children to follow. I also make sure I have a plan to get immediate help if I need it.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p4

Interpersonal Skills (IS) 1.3 communicate effectively, using verbal or non-verbal means, as appropriate, and interpret information accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living (e.g., Active Living: use encouraging words to support other students when being active; Movement Competence: communicate clearly when working together in small groups to create a movement sequence; Healthy Living: describe what verbal and non-verbal signals could be used to send messages to others about how you feel about them)

6p5

Interpersonal Skills (IS) 1.4 apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members (e.g., Active Living: promote fair play, share equipment, take turns, and follow rules when playing lead-up games; show respect for the decisions and calls of teammates when refereeing their own activities; Movement Competence: contribute ideas when working in a group to accomplish a collaborative task; Healthy Living: show awareness of how best to help others by asking questions and responding as directed by the person) Students: “Here is a plan: If the ball is hit to left field, I’ll run and get the ball. You run and cover my spot. I’ll throw the ball to you. You throw the ball in to the infield. What do you think of that plan?” “I saw someone with crutches trying to go up the stairs. I asked them if they wanted help instead of assuming that they needed help, because they might have been trying to do it on their own.”

6p6

Critical and Creative Thinking (CT) 1.5 use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education (e.g., Active Living: describe the steps that should be taken when responding to minor injuries; Movement Competence: plan a variety of offensive and defensive tactics that could be used in different situations in striking/fielding games; Healthy Living: describe what can be done to challenge stereotypes and assumptions, and to encourage respect for and acceptance of differences and inclusion of all people in social activities)

Grade 6

A. Active living Overall expectations Printed:

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p7

A1. participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of factors that encourage lifelong participation in physical activity;

6p8

A2. demonstrate an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living;

6p9

A3. demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

Grade 6

A1. Active Participation 6p10

Printed:

A1.1 actively participate in a wide variety of program activities (e.g., lead-up games, recreational activities, fitness activities, dance), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part (e.g., being engaged and moving throughout the activity, using time effectively, being open to new activities, displaying fair play by taking turns and sharing, listening to others, not blaming or taking advantage of others) [PS, IS]

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p11

A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active (e.g., having the opportunity to participate in activities in various sizes of groups and using various types of equipment, having a choice of activities, being able to take part in activities that are modified to suit their individual needs, being able to participate actively in a game or activity rather than having to sit it out, having a chance to take part in both team games and individual activities, experiencing pleasure in both the physical experiences and the aesthetic aspects of movement), as they participate in a wide variety of individual and small-group activities and lead-up games [PS] Teacher prompt: “Involving everyone in the activity makes the activity more enjoyable for all. How can you ensure everyone is involved?” Student: “By playing in groups of four instead of groups of eight, everyone gets lots of turns. Our group adjusted the boundaries to make it easier for everyone to play.” Teacher prompt: “When your group creates its dance sequence, all of you have to agree about what you are going to do and participate fully. If someone doesn’t agree, you need to find ways to negotiate or compromise.”

6p12

A1.3 describe factors that motivate them to participate in physical activity every day, at school and during leisure time, and that influence their choice of activities (e.g., influence of friends, enthusiasm for the outdoors, a preference for either team or individual activities, encouragement from others, increased time with friends, availability of a program, enjoyment of healthy competition, influence of media role models) [CT] Teacher prompt: “How do the things that motivate you to be active affect what you choose to do?” Students: “I really like being outdoors, so I will pick activities that give me a chance to be outside. There is a new hiking and outdoor activities club being started at lunch. None of my friends are joining, but I think it sounds interesting, and I might meet someone new.” “I am learning traditional dancing because I want to learn about something that has a connection to my culture.” “I love competing and I love team sports and activities. Lots of team sports, like soccer, are available in my community.” “I do not like team sports, but I do like being active with other people. I kayak with my aunt on the weekends and, whenever I can, I go to the skateboard park with my friends.”

Grade 6

A2. Physical Fitness

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p13

A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day (e.g., hiking, playing lead-up soccer, doing fitness circuits, doing aerobic routines, orienteering; walking to reduce heart rate after activity, holding stretches after running) [PS] Teacher prompt: “After our vigorous activity during DPA, we will walk slowly as our heartbeats return to a resting rate. We will stretch when our muscles are warm. Why is it important to stretch when our muscles are warm, and what should we remember as we do our stretches?” Student: “Stretching when our muscles are warm reduces the risk of injury. It is important to stretch after doing any physical activity. As we do our stretches, we need to hold each stretch at the point of tension or tightness, but not to the point of pain.”

6p14

A2.2 explain how participation in physical activities affects personal health-related fitness (e.g., muscular strength and endurance activities help tone and strengthen muscles, flexibility activities can help prevent injuries, cardiorespiratory activities can improve the immune system) [CT] Teacher prompt: “Canada’s Physical Activity Guide for Youth recommends doing a combination of flexibility, strength, and endurance activities – both cardiorespiratory and muscular. How does your participation in physical activity affect your physical and mental health?” Student: “I go swimming once a week, I ride my bike or walk to school every day, and I play road hockey as often as I can after school. The walking, biking, swimming, and hockey all help my ‘cardio’, because they are activities that make my heart beat faster and make me breathe deeply. These activities also help to build my muscular endurance. They help with my flexibility too, but I probably need to do more work specifically on my flexibility and also on my muscular strength. As I develop my fitness I find I have more energy, I get sick less often, and I generally feel more positive and happier.”

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Grade 6

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p15

Printed:

Grade 6

A2.3 assess their level of health-related fitness (i.e., cardiorespiratory endurance, muscular strength, muscular endurance, flexibility) as they participate in various physical activities (e.g., comparing how they feel before, during, and after an activity or simple fitness tasks), and monitor changes in their physical fitness over time (e.g., comparing their personal results and physical activity participation over a period of time, such as the beginning, middle, and end of the school term) [PS, CT] Teacher prompt: “Can you give me examples of things that would be signs of fitness development over time?” Students: “Holding myself in a front support or plank position has gotten easier from the beginning of the school year. I used to have to put my knees down after about ten seconds. I have been practising a lot and now I can hold a solid plank position for more than twenty seconds. I can tell that my core muscles are getting stronger.” “I felt a burning sensation again in my legs after doing the wall-sit, but it is not as difficult to hold as it was last month. I think my legs are getting stronger.” “I am working on being able to hold myself up out of my wheelchair for longer periods of time. My arms used to get very shaky, and I would just drop into the seat. I am getting stronger. I can hold myself for longer before I begin to shake.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p16

Grade 6

A2.4 develop and implement plans of action based on both their assessments of their health-related components of fitness and their interests, in order to achieve personal fitness goals (e.g., improving cardiorespiratory fitness by doing activities that increase the heart rate in order to be able to walk or run faster or wheel a specified distance; enhancing flexibility by holding a stretch for a designated amount of time) [PS, CT] Teacher prompt: “You have identified which health-related component of fitness you are going to focus on for your fitness goal. What will you do to help achieve your goal?” Students: “I want to work on my cardiorespiratory fitness so I can go around the school property five times without stopping. I know that I will have to build up to this goal gradually. I will start by running and taking walking breaks when I need to, but gradually I won’t need to take them as often.” “I want to be able to play in a wheelchair basketball league, but I know I need to develop my arm strength to be able to play for as long as I need to during a game. I plan to work on doing lifts from my chair to help develop my arm strength.” “Because of my muscular dystrophy, I have muscle weakness. I have an individualized fitness plan, which was developed by my health care team – my doctor, my occupational and physical therapists, and my teacher. My plan outlines the kinds of exercise and the movements I can do safely. I will work towards the goals in my plan at my own pace, and I’ll ask for support when I need it.”

A3. Safety 6p17

A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity (e.g., demonstrating personal responsibility; checking that equipment is in good working order; wearing an appropriate and properly fitting helmet when taking part in activities such as bike riding, downhill skiing, or skateboarding; helping someone adjust the straps on his/her wheelchair) [PS, IS] Teacher prompt: “What do you need to check to make sure your equipment is safe to use?” Student: “I need to make sure the equipment fits and that it’s not broken. For example, if a bat is cracked, it shouldn’t be used.”

6p18

A3.2 describe appropriate methods for treating minor injuries that may occur while participating in physical activity (e.g., applying pressure and ice to reduce swelling, cleaning and bandaging minor cuts, applying pressure to reduce bleeding, treating injuries quickly so they do not become worse) [PS, CT]

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations

Grade 6

B. Movement Competence: Skills, Concepts, and Strategies Overall expectations 6p19

B1. perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;

6p20

B2. apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities

B1. Movement Skills and Concepts 6p21

Printed:

B1.1 perform smooth transfers of weight in relation to others and equipment in a variety of situations involving static and dynamic balance (e.g., shift weight smoothly during hip hop dancing; perform twists and balances on a stability ball; with a partner, use resistance [pushing] and counter-tension [pulling] by shifting and adjusting their weight and position to create a stable partner balance; move smoothly from a downward dog pose in yoga to a standing pose) [PS, IS] Teacher prompt: “When creating a partner balance, how do you use your weight and your balance skills to create a stable balance?” Student: “My partner and I experiment with leaning backwards and forward to find the spot where we feel most balanced and secure. We sometimes need to change where our feet are positioned or how close we are to the ground to find a position where we feel stable. Just like when we are balancing on our own, keeping low to the ground, using a wide base of support, and keeping our muscles tight are things that help to make the balance more stable.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p22

B1.2 perform a wide variety of locomotor movements, in combination, at different speeds, in different directions, and using different pathways, while moving around others and/or equipment (e.g., wheel their wheelchair around objects and at different speeds in a fitness circuit; create a developmental gymnastics sequence with a partner that uses a range of movements and shows changes in speed, level, and formation) [PS, IS] Teacher prompt: “When creating your sequence to the music using a hula hoop, consider how to use your hula hoop in different ways – spinning it, tossing it to a partner, rolling it in different directions. Consider also how you move your body through, around, over and under the hoop, changing your own speed in relation to the movement of the hoop.”

6p23

B1.3 send and receive a variety of objects (e.g., rubber chickens, rings, beanbags, soft foam balls, discs, tennis balls, utility balls), adjusting for speed and distance, while applying basic principles of movement (e.g., use different amounts of force to send an object to a teammate, depending on relative positions and type of object being thrown, batted, or kicked; send an object through a hoop, into a bucket, to a target on a wall, to a specific spot on the other side of a net, to a partner; bend knees, keeping arms out and head up in a ready position to prepare to receive an object; use the body to absorb an object that is sent with greater force; follow through in the direction of the target to improve aim and accuracy) [PS, IS] Teacher prompt: “Once you are comfortable throwing and catching an object with a partner when you are stationary, try sending the object so your partner needs to move to catch it. After that, try sending and receiving it when both people are moving.”

6p24

B1.4 retain objects in a variety of situations while travelling in different pathways and at different speeds in relation to others and equipment (e.g., run to catch a football, then carry it in a “down and out” pattern that first goes down the field, then turns abruptly right or left; stickhandle a felt disc slowly and then quickly while keeping their head up) [PS, IS] Teacher prompt: “Experiment with how you need to cradle the ball with the lacrosse stick as you run quickly, slowly, forwards, backwards, change direction, and spin around.”

Grade 6

B2. Movement Strategies

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p25

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Grade 6

B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities (e.g., lead-up games such as four-on-four rubber-chicken keep-away, basketball shooting games, and two-base softball; recreational activities such as mini-triathlons, hiking, skipping rope, and cooperative games; fitness activities such as t’ai chi, activities with exercise bands and exercise balls, and personal fitness challenges; dance activities such as cultural dance, jazz, and creative movement) [IS, CT] Teacher prompt: “How can you apply basic dance steps like a grapevine or a step touch in different dances and other activities?” Student: “The grapevine step – step-behind-step-touch – or a simple step-touch is used in many folk dances, but you can use those same movements in a jazz, hip hop, or creative dance and make the steps look totally different by changing the way you move or adding arm movements. The same kind of footwork as a grapevine step, without stepping behind, is used when playing basketball or badminton as you shuffle or slide sideways.” Teacher prompt: “What movement skills and concepts do you use when you are playing a game like beach ball volleyball?” Student: “You use skills like sending and receiving in control, getting under the ball to send it upwards, and using different amounts of force. You have to be able to move quickly to different positions on the court to hit the beach ball into an open space.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p26

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Grade 6

B2.2 describe common features of specific categories of physical activities (e.g., individual, target, net/wall, striking/fielding, territory), and describe strategies that they found effective while participating in a variety of physical activities in different categories [CT] Teacher prompt: “Striking/fielding games such as cricket, softball, lob ball, three-pitch, stickball, kickball, soccer baseball, and beep baseball all involve striking, running, retrieving an object, and returning it. Runners hit, kick, or throw an object, then score runs by running around a designated area or areas, usually called bases. Fielders work to retrieve the object quickly and return it to stop the runner. What strategies might be common to all of these activities?” Student: “In all of these games, sending the object away from the fielders can help you score more runs. You need to watch the position of the ball, think about how far you have to run, and think about how fast you can run in order to plan when it is safe to run from base to base. Fielders need to be ready to retrieve the object quickly and work together to try to stop the runner.” Teacher prompt: “Consider what is similar about activities like fencing, t’ai chi, yoga, karate, kendo, qigong, and Pilates. What strategies might you use to improve your performance in all of these activities?” Student: “Some of these activities are martial arts and were originally about defending yourself. With most of these activities, body form, control, breathing, flexibility, and alignment are important. There is a mind-body connection in these activities, and they require focus and concentration. To improve in these activities, I would need to work on overall fitness, core strength, and flexibility. Developing better control of my breathing would be an important strategy for improving my concentration and control of my movements.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p27

Grade 6

B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical activities (e.g., individual activities: find a comfortable pace when running, wheeling a wheelchair, or speed-walking; work with a partner to develop different ways of using an exercise ball to improve core strength; target activities: in a game like bocce, hit opponents’ balls out of the way in order to make space for their own ball closer to the target; net/wall activities: assume a position of readiness to move to receive an object; practise sending the ball to specific parts of the opposite court; striking/fielding activities: throw the ball promptly to teammates after retrieving it to stop opponents from scoring; territory activities: defend territory by anticipating an opponent’s actions; bounce a utility ball at different heights to keep it from an opponent in a keep-away game; throw a disc to a stationary partner, then move down the field to receive a return pass) [IS, CT] Teacher prompt: “When you are running, how do you find and maintain a steady, comfortable pace?” Student: “Finding a comfortable pace takes practice. I try different paces and pay attention to how I feel. Running with a partner who likes to run at the same speed is sometimes a good way to maintain a steady pace.” Teacher prompt: “How do you, as a team, stop an opponent from scoring in a striking/ fielding game?” Student: “In striking/fielding games, we can stop opponents from scoring by spreading out in the field to cover the space effectively and working together to field the ball quickly, using a relay person to throw the ball in from the outfield so our team can quickly tag the base.” Teacher prompt: “Why is it important to create space by spreading out around the playing area for your team in territory games?” Student: “In territory games, creating space gives your team clearer paths to pass the object and move it up the field or the gym towards the goal.”

C. Healthy living Overall expectations 6p28

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C1. demonstrate an understanding of factors that contribute to healthy development;

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p29

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;

6p30

C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

6p31

(Growth and Development 1998) identify the major parts of the reproductive system and their functions and relate them to puberty;

Grade 6

C1. Understanding Health Concepts

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p32

Substance Use, Addictions, and Related Behaviours C1.1 describe the range of effects associated with using cannabis and other illicit drugs (e.g., crack, cocaine, Ecstasy, crystal methamphetamine) and intoxicating substances (e.g., gas, glue, prescription medications) Teacher prompt: “Different types of drugs can have very different effects on your body, depending on whether they are stimulants, depressants, hallucinogens, or psychiatric drugs. Cannabis is a commonly used illicit drug. The effect of cannabis on your body depends on a number of things: how much you use, how often and how long you use it, whether you smoke it or swallow it, your mood, your environment, your age, whether you’ve taken other drugs, and your medical condition. What are some possible effects of using cannabis?” Student: “Cannabis can change the way you see and feel things – distances can seem shorter or longer than they really are, and things that are serious can seem funny. Larger amounts can lead to feelings of losing control, panic, or confusion. Physical effects include red eyes, dry mouth, a higher heart rate, and a feeling of hunger. Using cannabis often and for a longer time can lead to being physically dependent on it. Then, when people stop using cannabis, they can have withdrawal symptoms, which can include feeling irritable, anxious, or nauseated, not having an appetite, or not being able to sleep well.” Teacher: “How can these effects of cannabis affect a person’s life?” Student: “Cannabis can affect your performance at school because it makes it harder to concentrate. It can be dangerous if it’s used with alcohol because it makes the effect of the alcohol stronger and makes you more intoxicated. It can affect your ability to drive safely. It can get you into trouble with the law because it is illegal to grow, possess, or sell cannabis. If you are pregnant, it can affect your baby. But cannabis is also used for some medical purposes, such as relieving nausea and stimulating appetite in patients who have cancer or AIDS.”

6p33

Substance Use, Addictions, and Related Behaviours C1.2 identify people and community resources (e.g., elders, family members, community agencies, churches, mosques, synagogues, public health units, telephone help lines, recreation facilities) that can provide support when dealing with choices or situations involving substance use and addictive behaviours Teacher prompt: “How can calling a telephone help line provide support?” Student: “Talking with someone about problems can help you look at things from different perspectives. Sometimes you need to get help to deal with stress and to cope.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations

Grade 6

C2. Making Healthy Choices 6p34

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Healthy Eating C2.1 apply their knowledge of medical, emotional, practical, and societal factors that influence eating habits and food choices (e.g., allergies and sensitivities, likes and dislikes, dental health, food availability, media influences, cultural influences, influence of family and friends, school food and beverage policies, environmental impact, cost) to develop personal guidelines for healthier eating [CT] Teacher prompt: “How can a busy lifestyle lead to poor eating habits and food choices, and what can you do to eat better when you are busy?” Student: “When you’re busy, it is easy to eat whatever is quick and convenient, which is not always healthy. To eat better, you have to fit your healthy eating goals into your lifestyle. If I bring a snack with me, I usually eat healthier food than if I grab something on my way. If I have to pick something up on the way, I try to make the healthiest choice from what is available. In our family, we eat meals together whenever we can. When our family eats together, we eat healthier food and have time to enjoy the food and the company.” Teacher prompt: “How do you handle emotional and social factors that could lead to poor eating habits or choices?” Student: “I try to be aware of why I am eating. Sometimes I eat because I’m bored or lonely and have a treat to make me feel better or because the people I am with are eating. Sometimes I eat without thinking because I’m distracted. I make healthier choices when I’m feeling better. If I think about why I want to eat and whether I’m really hungry, I might decide to do something different instead of eating. I make better food choices when I’m with people who are also making healthy choices. Thinking about the situations where it’s easier to make healthy choices is useful for me. I also try to be aware of media messages about eating and know that what I am seeing and hearing may not always match up with healthy eating practices.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p35

Healthy Eating C2.2 apply their recognition of internal hunger and thirst cues and their knowledge of physical factors that influence the desire to eat and drink (e.g., stage of development, growth spurts, level of physical activity, eating larger portions) to develop personal guidelines for healthier eating [PS] Teacher prompt: “How do you feel if you wait until you are very hungry to eat? How does your body feel when you have eaten too much?” Student: “When I’m very hungry, I eat quickly and I don’t really taste my food. Sometimes I keep eating before I realize that I’m full. I end up feeling uncomfortable. I need to be aware of those things and try to eat when I’m hungry and stop when I’m full.”

6p36

Personal Safety and Injury Prevention C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs) [PS, IS] Teacher prompt: “If someone does something that makes you feel very angry, what can you do to manage your anger?” Student: “I can take some deep breaths, walk away, and give myself some time and space to cool down. Doing something outdoors and physical, like running, swimming, playing basketball, or biking, helps me. When I am calmer, I can think about what made me angry and about whether there is anything I can do to prevent the situation from happening again.” Teacher prompt: “When working in groups, what have you found helpful in making your group function well?” Student: “Our group works best when we make sure everyone gets a turn to speak, when we are clear about what everyone is supposed to do, and when we listen to each other and treat each other with respect.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p37

Grade 6

Substance Use, Addictions, and Related Behaviours C2.4 use decision-making strategies and skills and an understanding of factors influencing drug use (e.g., personal values, peer pressure, media influences, curiosity, legal restrictions, cultural teachings) to make safe personal choices about the use of drugs such as alcohol, tobacco, and cannabis [CT] Teacher prompt: “How can peers influence your decisions about using drugs? How might you respond to those influences?” Student: “Some peers may try to influence you to do drugs by saying it’s cool to do them, or sometimes you may just want to be part of a crowd that’s doing drugs. To avoid this kind of influence, you have to be strong as an individual, think about what you really want and what you value, and make up your own mind about things. Even if someone tells you ‘everyone is doing it’, your decisions are your own, and so are the consequences. But peers can be a positive influence too. Hanging out with friends who don’t use drugs can keep you from using drugs. It also helps to have good role models in your family or community.”

C3. Making Connections for Healthy Living 6p38

Printed:

Healthy Eating C3.1 explain how healthy eating and active living work together to improve a person’s general health and well-being (e.g., both provide more energy and contribute to improved self-concept, greater resistance to disease, and better overall health; both help a person to maintain a weight that is healthy for them) and how the benefits of both can be promoted to others [CT] Teacher prompt: “Why is healthy eating important for active living? How does active living affect the way we eat and the way our bodies use the food we eat?” Student: “Eating healthy foods gives me the nutrients I need to be energetic and active. Healthy food and physical activity are both necessary to build stronger bones and muscles. Being active also gives me more of an appetite. When I am more active, I need to eat more because I am using more energy and burning more calories.” Teacher prompt: “How can you promote the benefits of healthy eating and active living at school?” Student: “I can lead by example. I can be a role model for younger students at recess by having a healthy snack, like a piece of fruit, and playing an active game, like tag, instead of standing around.”

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Curriculum Expectations by Grade Subject:

Health and Physical Education

Health and Physical Education (None) Expectations 6p39

Personal Safety and Injury Prevention C3.2 recognize the responsibilities and risks associated with caring for themselves and others (e.g., while babysitting, staying home alone, caring for pets, volunteering in the community, assisting someone with a disability, preparing meals, travelling to and from school and other locations), and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions, fire, sports injuries, dental emergencies, hypothermia, bullying) [PS, IS] Teacher prompt: “What should you do to protect yourself before volunteering in the community?” Student: “Have a parent or caregiver check to make sure the situation is safe.” Teacher: “What are some ways in which you could help someone who has a physical disability?” Student: “I could ask the person if they would like help and, if so, what kind of help. I could help someone who is blind or partially sighted by walking with them as a guide. I might be able to help a person in a wheelchair transfer to a chair, if I were given instructions about how to help.” Teacher: “If you are preparing a meal for yourself or others, what are some things to be aware of to stay safe?” Student: “Be cautious and handle all equipment carefully when preparing food and using appliances, sharp knives, or utensils. Keep young children away from sharp knives, hot things, and other objects that could cause injury.”

6p40

(Growth and Development 1998) relate the changes at puberty to the reproductive organs and their functions;

6p41

(Growth and Development 1998) apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships;

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations

Grade 6

Oral Communication Overall Expectations 6e1

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

6e2

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

6e3

3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

1. Listening to Understand 6e4

Purpose 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals related to specific listening tasks (e.g., to identify the perspective in an oral presentation; to identify the strategies and devices used to enhance the impact of a speech; to describe stated and implied ideas in the lyrics of a song)

6e5

Active Listening Strategies 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups (e.g., ask questions to deepen understanding and make connections to the ideas of others; summarize or paraphrase information and ideas to focus or clarify understanding; use vocal prompts in dialogues or conversations to express empathy, interest, and personal regard: That's really interesting. You must have been excited.)

6e6

Comprehension Strategies 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of increasingly complex oral texts (e.g., use self–questioning to monitor understanding; visualize different elements of an oral text; use note–taking strategies to record important ideas, key words, questions, and predictions)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e7

Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a variety of ways (e.g., summarize and explain information and ideas from an oral text, citing important details; ask questions to confirm inferences and value judgements during discussions after listening)

6e8

Making Inferences/Interpreting Texts 1.5 interpret oral texts by using stated and implied ideas from the texts. Teacher prompts: “What messages did you get from the speaker's tone of voice/body language/facial expressions?” “How does paying attention to a speaker's body language help you interpret what is being said?”

6e9

Extending Understanding 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them (e.g., use dialogue or drama to explore similarities and differences between ideas in oral texts and their own ideas)

6e10

Analysing Texts 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and information (e.g., compare their own response to an oral text with a partner's response, citing details from the text to support their own view; explain what makes a war veteran's Remembrance Day speech effective)

6e11

Point of View 1.8 identify the point of view presented in oral texts, determine whether they agree with the point of view, and suggest other possible perspectives (e.g., ask questions about the values that are stated and implied by the perspective taken and those that are ignored; use role play or drama to express alternative views). Teacher prompts: “Whose point of view is being explored in this text?” “Whose voice do we not hear? Is this fair?”

6e12

Presentation Strategies 1.9 identify a variety of presentation strategies used in oral texts and analyse their effect on the audience (e.g., the unexpected use of humour or of changes in pace). Teacher prompt: “Why do you think the speaker paused for so long at that point in the story?”

Grade 6

2. Speaking to Communicate

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e13

Purpose 2.1 identify a variety of purposes for speaking and explain how the purpose and intended audience influence the choice of form (e.g., to clarify thinking through dialogue; to explore different points of view through drama and role playing; to present information to a group)

6e14

Interactive Strategies 2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small– and large–group discussions (e.g., acknowledge different points of view; paraphrase to clarify meaning; adjust the level of formality to suit the audience and purpose for speaking)

6e15

Clarity and Coherence 2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information (e.g., present an argument in favour of one point of view on an issue, with an opening statement, sequence of points with supporting evidence, and summary/conclusion)

6e16

Appropriate Language 2.4 use appropriate words and phrases from the full range of their vocabulary including inclusive and non–discriminatory language, and stylistic devices appropriate to the purpose and context, to communicate their meaning accurately and engage the interest of their intended audience (e.g., use similes, personification, and comparative adjectives and adverbs to achieve a desired effect)

6e17

Vocal Skills and Strategies 2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning (e.g., create different–sounding “voices” for the characters in a dramatization of a story)

6e18

Non–Verbal Cues 2.6 identify a variety of non–verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning (e.g., count off on their fingers as they present each point in an argument)

6e19

Visual Aids 2.7 use a variety of appropriate visual aids, (e.g., video images, maps, posters, charts, costumes) to support or enhance oral presentations (e.g., wear a costume to help portray the speaker in a monologue; create a slide show to accompany a report)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations

Grade 6

3. Reflecting on Oral Communication Skills and Strategies 6e20

Metacognition 3.1 identify, in conversation with the teacher and peers, what strategies they found most helpful before, during, and after listening and speaking and what steps they can take to improve their oral communication skills. Teacher prompts: “What strategies do you use to help you understand and follow a discussion among several people?” “What strategies do you use to recall important information after listening?” “What factors do you consider when deciding whether to use an informal or a formal approach when speaking?”

6e21

Interconnected Skills 3.2 identify, in conversation with the teacher and peers, how their skills as viewers, representers, readers, and writers help them improve their oral communication skills. Teacher prompt: “What strategies that you use when preparing to write help you organize your ideas before speaking?”

Reading Overall Expectations 6e22

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

6e23

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

6e24

3. use knowledge of words and cueing systems to read fluently;

6e25

4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

1. Reading for Meaning

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e26

Variety of Texts 1.1 read a wide variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, legends, fantasies, novels, plays), graphic texts (e.g., graphic novels, advertisements, atlases, graphic organizers, charts and tables), and informational texts (e.g., biographies, textbooks, and other non–fiction materials; articles and reports; print and online editorials, various electronic texts, webquest texts)

6e27

Purpose 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes (e.g., online and print sources to compare different approaches to the same topic; webquest texts for information on a historical topic; graphic organizers, charts, and tables for specific information; a novel or a nonfiction book on a favourite topic for personal enjoyment)

6e28

Comprehension Strategies 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts (e.g., activate prior knowledge on a topic through brainstorming and developing concept maps; use visualization and comparisons with images from other media to clarify details of characters, scenes, or concepts in a text; make predictions about a text based on knowledge of similar texts; reread or read on to confirm or clarify understanding)

6e29

Demonstrating Understanding 1.4 demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing relevant supporting details (e.g., general idea and related facts in chapters, reports, tables and charts, concept maps, online and print magazine articles, editorials, brochures or pamphlets, websites; main theme and important details in short stories, poems, plays, legends)

6e30

Making Inferences/Interpreting Texts 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations. Teacher prompt: “What is the story between the lines… beyond the lines? What clues did the author give that led to your conclusion? Why do you think the author doesn't state these ideas directly?”

6e31

Extending Understanding 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them. Teacher prompt: “How does the author's treatment of this topic compare with treatments of the topic in other sources?”

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e32

Analysing Texts 1.7 analyse increasingly complex texts and explain how the different elements in them contribute to meaning (e.g., narrative: contribution of characters, setting, and plot to the theme; persuasive argument: the role of the summing–up paragraph in highlighting the most compelling points in the argument)

6e33

Responding to and Evaluating Texts 1.8 make judgements and draw conclusions about ideas in texts and cite stated or implied evidence from the text to support their views. Teacher prompts: “What conclusions can you draw from the events or information presented in the text?” “Has the author chosen the most convincing facts to support his or her opinion?”

6e34

Point of View 1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives (e.g., ask questions to identify any biases that are stated or implied in the view presented). Teacher prompts: “Who would be most likely to share this point of view? Who would not?” “How would you revise the text to appeal to a different or a wider audience?” “Why do you think stereotypes are used in certain texts?”

Grade 6

2. Understanding Form and Style 6e35

Text Forms 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate meaning, with a focus on literary texts such as a myth (e.g., the use of imaginary/supernatural characters tells the reader not to interpret the story literally), graphic texts such as an advertisement (e.g., colour and layout are used to emphasize the appeal and importance of the product), and informational texts such as an editorial (e.g., the formal, logical structure of thesis, development, and summary/conclusion helps create an authoritative impression)

6e36

Text Patterns 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts (e.g., order of importance in a persuasive letter or news report, a grid and coordinates in a map, columns and rows in a table, time order in a biography)

6e37

Text Features 2.3 identify a variety of text features and explain how they help readers understand texts (e.g., indexes, headings/subheadings, captions and labels, and drop–down menus help the reader locate key words, phrases, or ideas when skimming or scanning a text before reading)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e38

Grade 6

Elements of Style 2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs, dialogue, and complex sentences – and explain how they help communicate meaning (e.g., hyperbole provides drama and emphasis in a persuasive article; a complex sentence allows the author to combine ideas for succinctness and improved flow)

3. Reading With Fluency 6e39

Reading Familiar Words 3.1 automatically read and understand most words in a range of reading contexts (e.g., words from oral vocabulary and grade–level texts; terminology used regularly in discussions and posted on anchor charts; words from shared–, guided–, and independent–reading texts and resource materials in the curriculum subject areas)

6e40

Reading Unfamiliar Words 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language); syntactic (language structure) cues (e.g., word order, language patterns, punctuation); graphophonic (phonological and graphic) cues (e.g., words within larger words, syllables within longer words, similarities between words with known spelling patterns and unknown words)

6e41

Reading Fluently 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to match the form and purpose (e.g., read a radio drama or radio editorial in role with suitable emphasis and phrasing)

4. Reflecting on Reading Skills and Strategies 6e42

Printed:

Metacognition 4.1 identify the strategies they found most helpful before, during, and after reading and explain, in conversation with the teacher and/or peers, or in a reader's notebook, how they can use these and other strategies to improve as readers. Teacher prompts: “What questions do you ask yourself to check that you understand what you are reading?” “How do you know if you need to reread a section of a text?” “What else can you do if reading on or rereading does not clarify the meaning?” “In what way do you use your reader's notebook to help you as a reader?”

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e43

Grade 6

Interconnected Skills 4.2 explain, in conversation with the teacher and/or peers or in a reader's notebook, how their skills in listening, speaking, writing, viewing, and representing help them make sense of what they read (e.g., using a particular form when writing enhances understanding when reading texts of a similar form). Teacher prompt: “Think about the conventions you used when creating a class newspaper. How will that information help you when you read the community newspaper?”

Writing Overall Expectations 6e44

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

6e45

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

6e46

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

6e47

4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

1. Developing and Organizing Content 6e48

Printed:

Purpose and Audience 1.1 identify the topic, purpose, and audience for a variety of writing forms (e.g., an original poem, with an invented structure or based on a model such as a haiku, about a topic of personal interest, to share with the class; a persuasive letter asking the school principal to look at a specific issue from a new point of view; a description of the procedure for constructing a three–dimensional model, to share with Grade 3 students; a script on a topic of current interest for a mock television broadcast for a general audience)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e49

Developing Ideas 1.2 generate ideas about a potential topic and identify those most appropriate for the purpose

6e50

Research 1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources (e.g., identify the steps required to gather information; interview people with knowledge of the topic; identify and use graphic and multimedia resources; record sources used and information gathered in a form that makes it easy to understand and retrieve)

6e51

Classifying Ideas 1.4 sort and classify information for their writing in a variety of ways that allow them to view information from different perspectives and make connections between ideas (e.g., by underlining or highlighting key words or phrases; by using a graphic organizer such as a fishbone chart, a T–chart, or an “Agree/Disagree”chart)

6e52

Organizing Ideas 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a structured, multi–paragraph piece of writing, using a variety of strategies (e.g., making outlines, writing notes, filling in a ranking grid) and organizational patterns (e.g., order of importance)

6e53

Review 1.6 determine whether the ideas and information they have gathered are relevant, appropriate, and adequate for the purpose, and do more research if necessary (e.g., review information critically with a friend using a concept map, checklist, or flowchart)

Grade 6

2. Using Knowledge of Form and Style in Writing 6e54

Form 2.1 write longer and more complex texts using a wide range of forms (e.g., an “autobiography” in the role of a historical or contemporary person, based on research; a journalist's report on a real or imagined event for a newspaper or a television news broadcast; an explanation of the principles of flight; an argument in support of one point of view on a current global issue affecting Canadians; a made–up legend or fantasy, based on themes from their reading, to entertain younger children)

6e55

Voice 2.2 establish a distinctive voice in their writing appropriate to the subject and audience (e.g., use punctuation, dialogue, and vivid language to create a particular mood or tone)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e56

Word Choice 2.3 use some vivid and/or figurative language and innovative expressions to enhance interest (e.g., strong verbs; concrete, specific nouns; unusual adjectives; unexpected word order). Teacher prompt: “Identify three language choices you have made and explain the effect they will have on a reader.”

6e57

Sentence Fluency 2.4 create complex sentences by combining phrases, clauses, and/or simple sentences (e.g., combine several simple sentences – “Nora left the house. She was heading for the market. She didn't want to be late.” – to create a complex sentence – “Not wanting to be late, Nora left the house and headed for the market.”)

6e58

Point of View 2.5 identify their point of view and other possible points of view; determine, when appropriate, if their own view is balanced and supported by the evidence; and adjust their thinking and expression if appropriate (e.g., revise writing focusing on the use of inclusive language, such as police officer instead of policeman)

6e59

Preparing for Revision 2.6 identify elements in their writing that need improvement, selectively using feedback from the teacher and peers, with a focus on supporting details and precise language (e.g., identify one main idea that is poorly supported; identify three sentences that would be clarified by adding an adjective or adverb). Teacher prompt: “How can you determine which parts of your work need further clarification?”

6e60

Revision 2.7 make revisions to improve the content, clarity, and interest of their written work, using a variety of strategies (e.g., use arrows or make notes to identify text that needs to be moved; use sticky notes to indicate insertions; use underlining to focus on overworked words; add or substitute words and phrases that would make their writing more vivid; use figurative language such as similes and personification and rhetorical devices such as exaggeration to achieve particular effects; adjust sentence length, type, and complexity to suit the audience and purpose; check that language is inclusive and non–discriminatory). Teacher prompt: “Can you use short, abrupt sentences to add drama to your writing?”

6e61

Producing Drafts 2.8 produce revised draft pieces of writing to meet identified criteria based on the expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations

Grade 6

3. Applying Knowledge of Language Conventions and Presenting Written Work Effectively 6e62

Spelling Familiar Words 3.1 spell familiar words correctly (e.g., words from their oral vocabulary, anchor charts, and shared–, guided–, and independent– reading texts; words used regularly in instruction across the curriculum)

6e63

Spelling Unfamiliar Words 3.2 spell unfamiliar words using a variety of strategies that involve understanding sound–symbol relationships, word structures, word meanings, and generalizations about spelling (e.g., orally emphasize hard–to–hear sounds in difficult, complex words: Feb–ru–ar–y; leave unknown letters/letter clusters blank to solve after having spelled the familiar parts of a word; visualize a known word that is like the “problem” word; apply rules for forming plurals to unfamiliar words)

6e64

Vocabulary 3.3 confirm spellings and word meanings or word choice using a variety of resources appropriate for the purpose (e.g., locate entry words, multiple meanings, pronunciation guides, charts of spellings of sounds, inflected forms, suffixes and prefixes, primary and secondary stresses, different pronunciations, idioms, and homographs in online and print dictionaries; use thematic dictionaries such as a word game dictionary or a homonym dictionary; use a thesaurus to explore alternative word choices)

6e65

Punctuation 3.4 use punctuation appropriately to communicate their intended meaning in longer and more complex sentences, with a focus on the use of: commas to separate words in a list or after an introductory word or phrase; quotation marks in dialogue; and some uses of the colon, semi–colon, and brackets

6e66

Grammar 3.5 use parts of speech correctly to communicate their meaning clearly, with a focus on the use of: personal subject and object pronouns (e.g., I, me) indefinite pronouns (e.g., someone, nobody); conjunctions; subordinate clauses; adverb phrases; and present, past, and future verb tenses

6e67

Proofreading 3.6 proofread and correct their writing using guidelines developed with peers and the teacher (e.g., an editing checklist specific to the writing task)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e68

Publishing 3.7 use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout (e.g., use legible printing and cursive writing; include photographs or magazine pictures and a map in a travel brochure; include an index to help the reader find specific information in a report; supply a table of contents)

6e69

Producing Finished Works 3.8 produce pieces of published work to meet identified criteria based on the expectations (e.g., adequacy of information and ideas, logic and effectiveness of organization, effective use of form and stylistic elements, appropriate use of conventions, effective presentation)

Grade 6

4. Reflecting on Writing Skills and Strategies 6e70

Metacognition 4.1 identify a variety of strategies they used before, during, and after writing, explain which ones were most helpful, and suggest further steps they can take to improve as writers. Teacher prompts: “How did the sources you used allow you to generate a balanced selection of ideas?” “How do you use your writer's notebook to help you during the writing process?”

6e71

Interconnected Skills 4.2 describe how their skills in listening, speaking, reading, viewing, and representing help in their development as writers. Teacher prompts: “What do you know about different media texts that might help when you are writing?” “In what way do you think that the reading you do helps you as a writer? Can you give an example?”

6e72

Portfolio 4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choices

Media Literacy Overall Expectations 6e73

Printed:

1. demonstrate an understanding of a variety of media texts;

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Language

English Language (2006) (None) Expectations 6e74

2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

6e75

3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

6e76

4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

Grade 6

1. Understanding Media Texts 6e77

Purpose and Audience 1.1 explain how a variety of media texts address their intended purpose and audience (e.g., T–shirts intended for supporters of particular institutions, groups, or causes are decorated with related images, logos, colours, and slogans; CD and DVD covers designed to appeal to young children have colourful images of their favourite characters; advertisements geared to parents of infants are broadcast during the daytime whereas those geared to single adults run during late–night programming)

6e78

Making Inferences/Interpreting Messages 1.2 interpret media texts, using overt and implied messages as evidence for their interpretations (e.g., explain why the advertisements used in a particular magazine are appropriate for that magazine, identifying the messages that would appeal to the magazine's audience; explain how advertisements for healthy food and those for fast food differ). Teacher prompt: “Is there a connection between the articles and the advertisements used in a magazine?”

6e79

Responding to and Evaluating Texts 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes, opinions, issues, and/or experiences in media texts (e.g., evaluate the coverage of the same news item in a newspaper article, a segment of a news program, a website, and/or a blog; evaluate the effectiveness with which themes are developed, supported, and illustrated in a movie or music video). Teacher prompt: “You've told me that you think this advertisement is very effective, but that the other one is weak. Explain what accounts for the success or failure of each.”

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e80

Audience Responses 1.4 explain why different audiences (e.g., boys, girls, adults, seniors, various cultural groups) might have different responses to media texts (e.g., movies, songs, websites, video games, items of clothing). Teacher prompts: “Why might many teenagers respond differently from their parents to an election debate?” “Who do you think would be the most likely audience for a car magazine? An advertisement for a retirement residence? An investment brochure? An action–oriented video game? A fashion magazine? A television science special? A quiz show? Action figures? Explain your answers.”

6e81

Point of View 1.5 identify whose point of view is presented in a media text, identify missing or alternative points of view, and, where appropriate, determine whether the chosen view achieves a particular goal (e.g., identify biases in two different media texts that focus on the same topic or event; evaluate the portrayal of Aboriginal people in the media). Teacher prompts: “What bias or stereotypes can you detect in this advertisement? Can you think of reasons why this view of the subject is used? What does this advertisement achieve?” “Are there different portrayals of Aboriginal people in the media? How are they different? Why are they different? Which ones are most accurate?”

6e82

Production Perspectives 1.6 identify who produces various media texts, the reason for their production, how they are produced, and how they are funded (e.g., political parties create advertisements to win voter support, using funds raised by their members and supporters; producers develop television dramas to entertain and make money by selling their products to television conglomerates, which then broadcast the programs to make money by selling advertising spots in the programs' time slots). Teacher prompt: “What are the different professions that would be involved in producing a television commercial? How much would it cost to produce? How could we find out?”

Grade 6

2. Understanding Media Forms, Conventions, and Techniques 6e83

Printed:

Form 2.1 describe in detail the main elements of some media forms (e.g., drama scripts: cast of characters, description of setting, acts, scenes, stage directions; television quiz shows: host/hostess, contestants, prizes; magazines: cover images and text, table of contents, regular columns, feature articles, advertisements)

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e84

Grade 6

Conventions and Techniques 2.2 identify the conventions and techniques used in some familiar media forms and explain how they help convey meaning and influence or engage the audience (e.g., movie conventions: in old–fashioned westerns, white and black cowboy hats were used to identify “good” and “bad” characters; movie techniques: freezeframe images, slow motion, theme music in movies are used to communicate information non–verbally, emphasize or prolong important or appealing scenes, and maintain interest by keeping the viewer wondering “what next?”). Teacher prompt: “What visual clues are used to identify 'good' and 'bad' characters in movies and video games you have seen recently?”

3. Creating Media Texts 6e85

Purpose and Audience 3.1 describe in specific detail the topic, purpose, and audience for media texts they plan to create, and identify challenges they may face in achieving their purpose (e.g., a review of a television program, film, piece of art, or artistic performance to encourage children or adults to see it). Teacher prompt: ''Why do you think it is important for people to know about this topic? Why might you need to be especially persuasive to interest them in the topic?”

6e86

Form 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create, and explain why it is an appropriate choice (e.g., a mock television, radio, or newspaper announcement to inform students about a school–related issue). Teacher prompt: “Which form do you think would be most likely to help you reach your audience? Why?”

6e87

Conventions and Techniques 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create, and explain how they will use the conventions and techniques to help communicate their message (e.g., a scene for a television drama adapted from a novel or play: the camera can focus on one character, object, or gesture at a time, allowing different kinds of emphasis; camera angles and distances can vary to create different effects and perspectives; scenes can be edited to change the pace of the action; background music can be used to enhance the mood). Teacher prompt: “How do the conventions and techniques of this form make it easier or harder to communicate certain ideas?"

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Curriculum Expectations by Grade Subject:

Language

English Language (2006) (None) Expectations 6e88

Grade 6

Producing Media Texts 3.4 produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a review of a television program, film, piece of art, or artistic performance that includes commentary on the effects created through the use of various conventions and techniques; a mock television broadcast of an announcement about a school–related issue; a soundtrack to accompany the reading of a section of a graphic novel or comic book; br> a multimedia presentation to inform younger students about how to use a website to research a topic related to a unit of study; a pamphlet outlining the researched or imagined biography of a writer; a travelogue illustrating the journey of an early Canadian explorer, including contacts with First Nations peoples; a storyboard indicating the images to be used in a scene for a television drama adapted from a novel or play; a movie poster to advertise a movie based on a narrative they have studied)

4. Reflecting on Media Literacy Skills and Strategies 6e89

Metacognition 4.1 identify what strategies they found most helpful in making sense of and creating media texts, and explain how these and other strategies can help them improve as media viewers/ listeners/producers. Teacher prompt: “What skills and knowledge have you needed to interpret and create the variety of media forms you have studied?”

6e90

Interconnected Skills 4.2 explain how their skills in listening, speaking, reading, and writing help them to make sense of and produce media texts. Teacher prompt: “Which reading and listening comprehension strategies help you most in developing interpretations of media texts such as movies and advertisements?”

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations

Grade 6

Mathematical Process Expectations Problem Solving 6m1

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

Reasoning And Proving 6m2

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

Reflecting 6m3

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

Selecting Tools and Computational Strategies 6m4

select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate mathematical ideas and to solve problems.

Connecting 6m5

make connections among mathematical concepts and procedures, and relate mathematical ideas to situations or phenomena drawn from other contexts (e.g., other curriculum areas, daily life, sports).

Representing 6m6

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create a variety of representations of mathematical ideas (e.g., by using physical models, pictures, numbers, variables, diagrams, graphs, onscreen dynamic representations), make connections among them, and apply them to solve problems. 16-September-2010

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations

Grade 6

Communicating 6m7

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

Number Sense and Numeration Overall Expectations 6m8

read, represent, compare, and order whole numbers to 1 000 000, decimal numbers to thousandths, proper and improper fractions, and mixed numbers;

6m9

solve problems involving the multiplication and division of whole numbers, and the addition and subtraction of decimal numbers to thousandths, using a variety of strategies;

6m10

demonstrate an understanding of relationships involving percent, ratio, and unit rate.

Quantity Relationships 6m11

represent, compare, and order whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools (e.g., number lines with appropriate increments, base ten materials for decimals);

6m12

demonstrate an understanding of place value in whole numbers and decimal numbers from 0.001 to 1 000 000, using a variety of tools and strategies (e.g. use base ten materials to represent the relationship between 1, 0.1, 0.01, and 0.001) (Sample problem: How many thousands cubes would be needed to make a base ten block for 1 000 000?);

6m13

read and print in words whole numbers to one hundred thousand, using meaningful contexts (e.g., the Internet, reference books);

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m14

represent, compare, and order fractional amounts with unlike denominators, including proper and improper fractions and mixed numbers, using a variety of tools (e.g., fraction circles, Cuisenaire rods, drawings, number lines, calculators) and using standard fractional notation (Sample problem: Use fraction strips to show that 1 1/2 is greater than 5/4.);

6m15

estimate quantities using benchmarks of 10%, 25%, 50%, 75%, and 100% (e.g., the container is about 75% full; approximately 50% of our students walk to school);

6m16

solve problems that arise from real-life situations and that relate to the magnitude of whole numbers up to 1 000 000 (Sample problem: How would you determine if a person could live to be 1 000 000 hours old? Show your work.);

6m17

identify composite numbers and prime numbers, and explain the relationship between them (i.e., any composite number can be factored into prime factors) (e.g., 42 = 2 x 3 x 7).

Grade 6

Operational Sense 6m18

use a variety of mental strategies to solve addition, subtraction, multiplication, and division problems involving whole numbers (e.g., use the commutative property: 4 x 16 x 5 = 4 x 5 x 16, which gives 20 x 16 = 320; use the distributive property: (500 + 15) ÷ 5 = 500 ÷ 5 + 15 ÷ 5, which gives 100 + 3 = 103);

6m19

solve problems involving the multiplication and division of whole numbers (four-digit by two-digit), using a variety of tools (e.g., concrete materials, drawings, calculators) and strategies (e.g., estimation, algorithms);

6m20

add and subtract decimal numbers to thousandths, using concrete materials, estimation, algorithms, and calculators;

6m21

multiply and divide decimal numbers to tenths by whole numbers, using concrete materials, estimation, algorithms, and calculators (e.g., calculate 4 x 1.4 using base ten materials; calculate 5.6 ÷ 4 using base ten materials);

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Curriculum Expectations by Grade Subject:

Mathematics Grade 6

Mathematics (None) Expectations 6m22

multiply whole numbers by 0.1, 0.01, and 0.001 using mental strategies (e.g., use a calculator to look for patterns and generalize to develop a rule);

6m23

multiply and divide decimal numbers by 10, 100, 1000, and 10 000 using mental strategies (e.g., "To convert 0.6 m2 to square centimetres, I calculated in my head 0.6 x 10 000 and got 6000 cm2.") (Sample problem: Use a calculator to help you generalize a rule for multiplying numbers by 10 000.);

6m24

use estimation when solving problems involving the addition and subtraction of whole numbers and decimals, to help judge the reasonableness of a solution;

6m25

explain the need for a standard order for performing operations, by investigating the impact that changing the order has when performing a series of operations (Sample problem: Calculate and compare the answers to 3 + 2 x 5 using a basic four-function calculator and using a scientific calculator.).

Proportional Relationships 6m26

represent ratios found in real-life contexts, using concrete materials, drawings, and standard fractional notation (Sample problem: In a classroom of 28 students, 12 are female. What is the ratio of male students to female students?);

6m27

determine and explain, through investigation using concrete materials, drawings, and calculators, the relationships among fractions (i.e., with denominators of 2, 4, 5, 10, 20, 25, 50, and 100), decimal numbers, and percents (e.g., use a 10 x 10 grid to show that 1/4 = 0.25 or 25%);

6m28

represent relationships using unit rates (Sample problem: If 5 batteries cost $4.75, what is the cost of 1 battery?).

Measurement Overall Expectations

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m29

estimate, measure, and record quantities, using the metric measurement system;

6m30

determine the relationships among units and measurable attributes, including the area of a parallelogram, the area of a triangle, and the volume of a triangular prism.

Grade 6

Attributes, Units, and Measurement Sense 6m31

demonstrate an understanding of the relationship between estimated and precise measurements, and determine and justify when each kind is appropriate (Sample problem:You are asked how long it takes you to travel a given distance. How is the method you use to determine the time related to the precision of the measurement?);

6m32

estimate, measure, and record length, area, mass, capacity, and volume, using the metric measurement system.

Measurement Relationships 6m33

select and justify the appropriate metric unit (i.e., millimetre, centimetre, decimetre, metre, decametre, kilometre) to measure length or distance in a given real-life situation (Sample problem: Select and justify the unit that should be used to measure the perimeter of the school.);

6m34

solve problems requiring conversion from larger to smaller metric units (e.g., metres to centimetres, kilograms to grams, litres to millilitres) (Sample problem: How many grams are in one serving if 1.5 kg will serve six people?);

6m35

construct a rectangle, a square, a triangle, and a parallelogram, using a variety of tools (e.g., concrete materials, geoboard, dynamic geometry software, grid paper), given the area and/or perimeter (Sample problem: Create two different triangles with an area of 12 square units, using a geoboard.);

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m36

determine, through investigation using a variety of tools (e.g., pattern blocks, Power Polygons, dynamic geometry software, grid paper) and strategies (e.g., paper folding, cutting, and rearranging), the relationship between the area of a rectangle and the areas of parallelograms and triangles, by decomposing (e.g., cutting up a parallelogram into a rectangle and two congruent triangles) and composing (e.g., combining two congruent triangles to form a parallelogram) (Sample problem: Decompose a rectangle and rearrange the parts to compose a parallelogram with the same area. Decompose a parallelogram into two congruent triangles, and compare the area of one of the triangles with the area of the parallelogram.);

6m37

develop the formulas for the area of a parallelogram (i.e., Area of parallelogram = base x height) and the area of a triangle [i.e., Area of triangle = (base x height) ÷ 2], using the area relationships among rectangles, parallelograms, and triangles (Sample problem: Use dynamic geometry software to show that parallelograms with the same height and the same base all have the same area.);

6m38

solve problems involving the estimation and calculation of the areas of triangles and the areas of parallelograms (Sample problem: Calculate the areas of parallelograms that share the same base and the same height, including the special case where the parallelogram is a rectangle.);

6m39

determine, using concrete materials, the relationship between units used to measure area (i.e., square centimetre, square metre), and apply the relationship to solve problems that involve conversions from square metres to square centimetres (Sample problem: Describe the multiplicative relationship between the number of square centimetres and the number of square metres that represent an area. Use this relationship to determine how many square centimetres fit into half a square metre.);

6m40

determine, through investigation using a variety of tools and strategies (e.g., decomposing rectangular prisms into triangular prisms; stacking congruent triangular layers of concrete materials to form a triangular prism), the relationship between the height, the area of the base, and the volume of a triangular prism, and generalize to develop the formula (i.e., Volume = area of base x height) (Sample problem: Create triangular prisms by splitting rectangular prisms in half. For each prism, record the area of the base, the height, and the volume on a chart. Identify relationships.);

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Grade 6

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m41

determine, through investigation using a variety of tools (e.g., nets, concrete materials, dynamic geometry software, Polydrons) and strategies, the surface area of rectangular and triangular prisms;

6m42

solve problems involving the estimation and calculation of the surface area and volume of triangular and rectangular prisms (Sample problem: How many square centimetres of wrapping paper are required to wrap a box that is 10 cm long, 8 cm wide, and 12 cm high?).

Grade 6

Geometry and Spatial Sense Overall Expectations 6m43

classify and construct polygons and angles;

6m44

sketch three-dimensional figures, and construct three-dimensional figures from drawings;

6m45

describe location in the first quadrant of a coordinate system, and rotate two-dimensional shapes.

Geometric Properties 6m46

sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn diagrams);

6m47

sort polygons according to the number of lines of symmetry and the order of rotational symmetry, through investigation using a variety of tools (e.g., tracing paper, dynamic geometry software, Mira);

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Curriculum Expectations by Grade Subject:

Mathematics Grade 6

Mathematics (None) Expectations 6m48

measure and construct angles up to 180° using a protractor, and classify them as acute, right, obtuse, or straight angles;

6m49

construct polygons using a variety of tools, given angle and side measurements (Sample problem: Use dynamic geometry software to construct trapezoids with a 45° angle and a side measuring 11 cm.).

Geometric Relationships 6m50

build three-dimensional models using connecting cubes, given isometric sketches or different views (i.e., top, side, front) of the structure (Sample problem: Given the top, side, and front views of a structure, build it using the smallest number of cubes possible.);

6m51

sketch, using a variety of tools (e.g., isometric dot paper, dynamic geometry software), isometric perspectives and different views (i.e., top, side, front) of three-dimensional figures built with interlocking cubes.

Location and Movement 6m52

explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane;

6m53

identify, perform, and describe, through investigation using a variety of tools (e.g., grid paper, tissue paper, protractor, computer technology), rotations of 180º and clockwise and counterclockwise rotations of 90°, with the centre of rotation inside or outside the shape;

6m54

create and analyse designs made by reflecting, translating, and/or rotating a shape, or shapes, by 90º or 180º (Sample problem: Identify rotations of 90° or 180° that map congruent shapes, in a given design, onto each other.).

Patterning and Algebra Overall Expectations

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m55

describe and represent relationships in growing and shrinking patterns (where the terms are whole numbers), and investigate repeating patterns involving rotations;

6m56

use variables in simple algebraic expressions and equations to describe relationships.

Grade 6

Patterns and Relationships 6m57

identify geometric patterns, through investigation using concrete materials or drawings, and represent them numerically;

6m58

make tables of values, for growing patterns given pattern rules, in words (e.g., start with 3, then double each term and add 1 to get the next term), then list the ordered pairs (with the first coordinate representing the term number and the second coordinate representing the term) and plot the points in the first quadrant, using a variety of tools (e.g., graph paper, calculators, dynamic statistical software);

6m59

determine the term number of a given term in a growing pattern that is represented by a pattern rule in words, a table of values, or a graph (Sample problem: For the pattern rule "start with 1 and add 3 to each term to get the next term", use graphing to find the term number when the term is 19.);

6m60

describe pattern rules (in words) that generate patterns by adding or subtracting a constant, or multiplying or dividing by a constant, to get the next term (e.g., for 1, 3, 5, 7, 9, …, the pattern rule is "start with 1 and add 2 to each term to get the next term"), then distinguish such pattern rules from pattern rules, given in words, that describe the general term by referring to the term number (e.g., for 2, 4, 6, 8, …, the pattern rule for the general term is "double the term number");

6m61

determine a term, given its term number, by extending growing and shrinking patterns that are generated by adding or subtracting a constant, or multiplying or dividing by a constant, to get the next term (Sample problem: For the pattern 5000, 4750, 4500, 4250, 4000, 3750, …, find the 15th term. Explain your reasoning.);

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m62

Grade 6

extend and create repeating patterns that result from rotations, through investigation using a variety of tools (e.g., pattern blocks, dynamic geometry software, geoboards, dot paper).

Variables, Expressions, and Equations 6m63

demonstrate an understanding of different ways in which variables are used (e.g., variable as an unknown quantity; variable as a changing quantity);

6m64

identify, through investigation, the quantities in an equation that vary and those that remain constant (e.g., in the formula for the area of a triangle, A = (bxh)/2, the number 2 is a constant, whereas b and h can vary and may change the value of A);

6m65

solve problems that use two or three symbols or letters as variables to represent different unknown quantities (Sample problem: If n + l = 15 and n + l + s = 19, what value does the s represent?);

6m66

determine the solution to a simple equation with one variable, through investigation using a variety of tools and strategies (e.g., modelling with concrete materials, using guess and check with and without the aid of a calculator) (Sample problem: Use the method of your choice to determine the value of the variable in the equation 2 x n + 3 = 11. Is there more than one possible solution? Explain your reasoning.).

Data Management and Probability Overall Expectations 6m67

collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including continuous line graphs;

6m68

read, describe, and interpret data, and explain relationships between sets of data;

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m69

Grade 6

determine the theoretical probability of an outcome in a probability experiment, and use it to predict the frequency of the outcome.

Collection and Organization of Data 6m70

collect data by conducting a survey (e.g., use an Internet survey tool) or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;

6m71

collect and organize discrete or continuous primary data and secondary data (e.g., electronic data from websites such as E-Stat or Census At Schools) and display the data in charts, tables, and graphs (including continuous line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools (e.g., graph paper, spreadsheets, dynamic statistical software);

6m72

select an appropriate type of graph to represent a set of data, graph the data using technology, and justify the choice of graph (i.e., from types of graphs already studied, such as pictographs, horizontal or vertical bar graphs, stem-and-leaf plots, double bar graphs, broken-line graphs, and continuous line graphs);

6m73

determine, through investigation, how well a set of data represents a population, on the basis of the method that was used to collect the data (Sample problem:Would the results of a survey of primary students about their favourite television shows represent the favourite shows of students in the entire school? Why or why not?).

Data Relationships 6m74

Printed:

read, interpret, and draw conclusions from primary data (e.g., survey results, measurements, observations) and from secondary data (e.g., sports data in the newspaper, data from the Internet about movies), presented in charts, tables, and graphs (including continuous line graphs);

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m75

compare, through investigation, different graphical representations of the same data (Sample problem: Use technology to help you compare the different types of graphs that can be created to represent a set of data about the number of runs or goals scored against each team in a tournament. Describe the similarities and differences that you observe.);

6m76

explain how different scales used on graphs can influence conclusions drawn from the data;

6m77

demonstrate an understanding of mean (e.g., mean differs from median and mode because it is a value that "balances" a set of data like the centre point or fulcrum in a lever), and use the mean to compare two sets of related data, with and without the use of technology (Sample problem: Use the mean to compare the masses of backpacks of students from two or more Grade 6 classes.);

6m78

demonstrate, through investigation, an understanding of how data from charts, tables, and graphs can be used to make inferences and convincing arguments (e.g., describe examples found in newspapers and magazines).

Grade 6

Probability 6m79

express theoretical probability as a ratio of the number of favourable outcomes to the total number of possible outcomes, where all outcomes are equally likely (e.g., the theoretical probability of rolling an odd number on a six-sided number cube is 3/6 because, of six equally likely outcomes, only three are favourable that is, the odd numbers 1, 3, 5);

6m80

represent the probability of an event (i.e., the likelihood that the event will occur), using a value from the range of 0 (never happens or impossible) to 1 (always happens or certain);

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Curriculum Expectations by Grade Subject:

Mathematics

Mathematics (None) Expectations 6m81

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Grade 6

predict the frequency of an outcome of a simple probability experiment or game, by calculating and using the theoretical probability of that outcome (e.g., "The theoretical probability of spinning red is 1/4 since there are four different-coloured areas that are equal. If I spin my spinner 100 times, I predict that red should come up about 25 times."). (Sample problem: Create a spinner that has rotational symmetry. Predict how often the spinner will land on the same sector after 25 spins. Perform the experiment and compare the prediction to the results.).

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Curriculum Expectations by Grade Subject:

Native Languages

Native Languages (None) Expectations

Grade 6

Oral Communication, Reading, and Writing Overall Expectations 6n1

communicate in various contexts and for a variety of purposes;

6n2

demonstrate an understanding of simple oral texts, including short stories;

6n3

demonstrate an understanding of vocabulary and language structures appropriate for this grade;

6n4

demonstrate an understanding of elements of grammar appropriate for this grade;

6n5

read a variety of print materials in the writing system used in the program;

6n6

write for a variety of purposes in the writing system used in the program;

6n7

demonstrate knowledge and understanding of aspects of the Native culture under study. Native-language teachers may wish to approach knowledgeable members of the community for assistance with this expectation.

Oral Communication 6n8

Printed:

participate in simple conversations;

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Curriculum Expectations by Grade Subject:

Native Languages

Native Languages (None) Expectations 6n9

demonstrate an understanding of spoken language in various situations and contexts (e.g., summarize a Native story told to the class by a Native speaker from the community);

6n10

participate in a variety of structured oral language activities appropriate for the grade (e.g., classify nouns as animate or inanimate, identify kinds of verbs);

6n11

use the pronunciation used by Native speakers in the community;

6n12

participate in oral presentations (e.g., prepare a presentation on a Native tradition or custom).

Grade 6

Reading 6n13

read a variety of simple written texts (e.g., traditional Native stories and legends, short stories by Native authors);

6n14

demonstrate an understanding of the information and ideas conveyed in written materials (e.g., identify the main ideas in short stories);

6n15

participate in a variety of structured reading activities appropriate for the grade (e.g., identify types of sentences in a written text);

6n16

use a variety of reading strategies appropriate for the grade (e.g., consider word endings, word order, context);

6n17

read sentences aloud using proper intonation to convey meaning.

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Native Languages

Native Languages (None) Expectations

Grade 6

Writing 6n18

write a variety of materials (e.g., informal notes, letters, descriptions), using vocabulary and language structures appropriate for the grade;

6n19

participate in a variety of structured writing activities appropriate for the grade (e.g., describe an experience using different verb tenses);

6n20

use correct spelling in their writing, drawing on a variety of resources (e.g., class-room-displayed vocabulary lists, print and electronic dictionaries, spell-check feature of software programs);

6n21

demonstrate knowledge and understanding of aspects of the Native culture studied in their writing.

Grammar, Language Conventions, and Vocabulary Language elements: nouns and pronouns 6n22

gender of nouns (animate and inanimate Algonquian; masculine, feminine, and neuter - Iroquoian);

6n23

various classes of nouns (e.g., nouns that designate human beings, kin terms, proper nouns, functional nouns);

6n24

indefinite pronouns (e.g., someone, something).

Language elements: verbs

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Curriculum Expectations by Grade Subject:

Native Languages

Native Languages (None) Expectations 6n25

various kinds of intransitive verbs;

6n26

different kinds of past tenses (e.g., immediate past, recent past, remote past).

Grade 6

Language elements: conjunctions 6n27

conjunctions used to join simple sentences (e.g., but, because ).

Language elements: syntax 6n28

various interrogative sentences using new vocabulary (e.g., Could you pass the salt? What is the name of this fruit? );

6n29

simple negative sentences with plural pronouns (e.g., No, they are not eating ).

Vocabulary 6n30

words used in subtraction (e.g., take away, take from );

6n31

words associated with eating, nutrition, and table setting.

Spelling

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Curriculum Expectations by Grade Subject:

Native Languages

Native Languages (None) Expectations 6n32

correct spelling of words and phrases studied;

6n33

use of resources to confirm spelling (e.g., personal lexicon, classroom-displayed vocabulary lists, print and electronic dictionaries, syllabics chart, spell-check feature of software programs).

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Grade 6

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations

Grade 6

UNDERSTANDING LIFE SYSTEMS: Biodiversity Overall Expectations 6s1

1. assess human impacts on biodiversity, and identify ways of preserving biodiversity;

6s2

2. investigate the characteristics of living things, and classify diverse organisms according to specific characteristics;

6s3

3. demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.

1. Relating Science and Technology to Society and the Environment 6s4

Printed:

1.1 analyse a local issue related to biodiversity (e.g., the effects of human activities on urban biodiversity, flooding of traditional Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration (e.g., the points of view of members of the local community, business owners, people concerned about the environment, mine owners, local First Nations, Métis, Inuit), propose action that can be taken to preserve biodiversity, and act on the proposal. Sample issue: A local forest is slated to be cut down to make room for a new shopping plaza.. Sample guiding questions: What are the positive and negative aspects of the issue (e.g., a community will have access to goods and services in the new shopping plaza that were not there before; getting the land for the shopping plaza means losing a local forest)? Who might have differing opinions on this issue? Why? What are some things that you might do as an individual, or that we might do as a class, to make others aware of the issues and concerns (e.g., write a letter to the local newspaper, the mayor, or the Member of Parliament; design and hang awareness posters in the community)?

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Science and Technology

Science and Technology (None) Expectations 6s5

Grade 6

1.2 assess the benefits that human societies derive from biodiversity (e.g., thousands of products such as food, clothing, medicine, and building materials come from plants and animals) and the problems that occur when biodiversity is diminished (e.g., monocultures are more vulnerable to pests and diseases). Sample issue: Monoculture systems on farms allow crops to be grown in the soil that is best for them. But monoculture systems reduce diversity, and so more soil and pest problems result. In turn, farmers apply more chemical fertilizers and pesticides, which pollute the land, the water, and the food they are producing.

2. Developing Investigation and Communication Skills 6s6

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

6s7

2.2 investigate the organisms found in a specific habitat and classify them according to a classification system

6s8

2.3 use scientific inquiry/research skills (see page 15) to compare the characteristics of organisms within the plant or animal kingdoms (e.g., compare the characteristics of a fish and a mammal, of coniferous and deciduous trees, of ferns and flowering plants). Sample guiding questions: What are the criteria you will use to compare organisms? Why are these good criteria to use to compare the organisms? How might the criteria change if you picked two different organisms? Why is it important to be able to compare organisms in some organized way?

6s9

2.4 use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication

6s10

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to show comparisons between organisms in various communities)

3. Understanding Basic Concepts

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s11

3.1 identify and describe the distinguishing characteristics of different groups of plants and animals (e.g., invertebrates have no spinal column; insects have three basic body parts; flowering plants produce flowers and fruits), and use these characteristics to further classify various kinds of plants and animals (e.g., invertebrates – arthropods – insects; vertebrates – mammals – primates; seed plants – flowering plants – grasses)

6s12

3.2 demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them

6s13

3.3 describe ways in which biodiversity within species is important for maintaining the resilience of those species (e.g., because of genetic differences, not all squirrels are affected equally by infectious diseases such as mange; some species of bacteria have become resistant to antibiotics because resistant individuals have survived and reproduced)

6s14

3.4 describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities (e.g., having a variety of species of wheat allows for some part of the crop to survive adverse conditions)

6s15

3.5 describe interrelationships within species (e.g., wolves travel in packs to defend their territory, raise their cubs, and hunt large prey), between species (e.g., the brightly-coloured anemone fish protects its eggs by laying them among the poisonous tentacles of the sea anemone, and in return the fish’s bright colours attract prey for the anemone to eat; birds and bees take sustenance from plants and carry pollen between plants), and between species and their environment (e.g., algae and water lilies compete for sunlight in a pond), and explain how these interrelationships sustain biodiversity

6s16

3.6 identify everyday products that come from a diversity of organisms (e.g., traditional pain relievers are derived from the bark of the white willow tree; tofu is made from soybeans; silk is made from silkworm cocoons; nutritional supplements, shampoos, toothpastes, and deodorants contain pollen collected by bees)

6s17

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

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Grade 6

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations

Grade 6

UNDERSTANDING STRUCTURES AND MECHANISMS: Flight Overall Expectations 6s18

1. assess the societal and environmental impacts of flying devices that make use of properties of air;

6s19

2. investigate ways in which flying devices make use of properties of air;

6s20

3. explain ways in which properties of air can be applied to the principles of flight and flying devices.

1. Relating Science and Technology to Society and the Environment 6s21

1.1 assess the benefits and costs of aviation technology for society and the environment, taking different social and economic perspectives into account (e.g., the perspectives of farmers, airline workers, doctors, home owners, tour operators). Sample issues: (a) Crop dusting from planes allows the chemicals to spread quickly over large crop areas, which is critical to pest control and crop protection. However, the planes cannot direct the chemicals onto the target crop with precision, so the chemicals spread where they are not wanted. (b) The speed and ease of air travel allow quick transportation of organs for lifesaving transplants, quick transportation of injured patients to hospitals, and trips for business and pleasure. However, air travel also increases the risk of spreading infectious diseases and creates noise and air pollution.

2. Developing Investigation and Communication Skills 6s22

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2.1 follow established safety procedures for using tools and materials and operating flying devices (e.g., aim flying devices away from each other when launching them; fly kites and airplanes a safe distance from overhead hydro wires)

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Science and Technology

Science and Technology (None) Expectations 6s23

2.2 use scientific inquiry/experimentation skills (see page 12) to investigate the properties of air (e.g., air takes up space, has mass, can be compressed). Sample guiding questions: How do we know that air is there? When have you felt the force or pressure of air? Where might you see some of these principles applied in daily life?

6s24

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

6s25

2.4 use technological problem-solving skills (see page 16) to design, build, and test a flying device (e.g., a kite, a paper airplane, a hot air balloon). Sample guiding questions: How does your device use the principles of flight? What were some challenges in getting your device off the ground? How might you change your device to make it fly better?

6s26

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

6s27

2.6 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using technological conventions, make a drawing of the flying device they constructed)

Grade 6

3. Understanding Basic Concepts 6s28

3.1 identify the properties of air that make flight possible (e.g., air takes up space, has mass, expands, can exert a force when compressed)

6s29

3.2 identify common applications of the properties of air, such as its compressibility and insulating qualities (e.g., home insulation, tires, sleeping bags, layered clothing)

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s30

3.3 identify and describe the four forces of flight – lift, weight, drag, and thrust

6s31

3.4 describe, in qualitative terms, the relationships between the forces of lift, weight, thrust, and drag that are required for flight (e.g., lift must be greater than weight for a plane to take off; thrust must be greater than drag for a plane to take off; lift must be less than weight for a plane to land; thrust must be less than drag for a plane to land)

6s32

3.5 describe ways in which flying devices or living things use unbalanced forces to control their flight (e.g., a plane can be steered up or down by tilting the elevators on the tail; when a bird flaps its wings, the wings develop lift as well as forward and upward force, thus causing it to take off)

6s33

3.6 describe ways in which the four forces of flight can be altered (e.g., increasing the angle of attack increases the lift; lightweight materials help to keep the overall mass of the plane down, so that it can fly with smaller lift force; jet engines can vary the amount of thrust, which enables the plane to move forward; using the flaps on airplane wings changes the amount of drag, which reduces the speed of the plane)

Grade 6

UNDERSTANDING MATTER AND ENERGY: Electricity and Electrical Devices Overall Expectations 6s34

1. evaluate the impact of the use of electricity on both the way we live and the environment;

6s35

2. investigate the characteristics of static and current electricity, and construct simple circuits;

6s36

3. demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy.

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations

Grade 6

1. Relating Science and Technology to Society and the Environment 6s37

1.1 assess the short- and long-term environmental effects of the different ways in which electricity is generated in Canada (e.g., hydro, thermal, nuclear, wind, solar), including the effect of each method on natural resources and living things in the environment. Sample problems: (a) Electricity in Ontario is generated by nuclear plants, hydroelectric plants, coal-fired plants, and natural gas plants, and a small percentage is obtained through alternative energy sources. Choose an electricity-generating plant that supplies electricity in your community, and compare the environmental effects of the generating method it uses with a method used in another part of the province. (b) The James Bay Hydroelectric Project was one of the biggest hydroelectric developments of the past century, but it has also had a serious impact on the environment and the James Bay Cree people. Investigate both sides of this issue, and suggest how things might be approached differently today.

6s38

1.2 assess opportunities for reducing electricity consumption at home or at school that could affect the use of non-renewable resources in a positive way or reduce the impact of electricity generation on the environment. Sample issue: Peak demand times for electricity are morning and early evening. Because electricity cannot be stored in a cost-effective way, it must be supplied as it is being used. This means that almost all of a utility’s available power plants must run to meet the demand and prevent system outages. Some utility companies are considering a plan to pay consumers to reduce their electricity consumption, especially during peak hours. This plan would not only reduce demand but would also reduce the cost of electricity for all customers and the impact of electricity production on the environment.

2. Developing Investigation and Communication Skills 6s39

2.1 follow established safety procedures for working with electricity (e.g., ensure hands are completely dry when working with electricity; be aware of electrical hazards at home, at school, and in the community)

6s40

2.2 design and build series and parallel circuits, draw labelled diagrams identifying the components used in each, and describe the role of each component in the circuit

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s41

2.3 use scientific inquiry/experimentation skills (see page 12) to investigate the characteristics of static electricity. Sample guiding questions: Is static electricity really static? Explain. What causes static electricity? Is it easier to generate static electricity in a dry room or a humid room? Why? Which materials accept a charge better than others? Where would you find static electricity in action?

6s42

2.4 design, build, and test a device that produces electricity (e.g., a battery built from a lemon or potato; a wind turbine). Sample guiding questions: How can you find the positive and negative ends of your battery? How much voltage does your battery produce? How can you increase the voltage? What would happen if you exchanged the lemon for an apple? For a potato or a carrot? For other fruits or vegetables? How does a wind turbine produce electricity? Is this a good method of producing electricity? Why? Why not?

6s43

2.5 use technological problem-solving skills (see page 16) to design, build, and test a device that transforms electrical energy into another form of energy in order to perform a function (e.g., a device that makes a sound, that moves, that lights up). Sample guiding questions: What function will your device perform? What does your device transform the electrical energy into? How does your device work?

6s44

2.6 use appropriate science and technology vocabulary, including current, battery, circuit, transform, static, electrostatic, and energy, in oral and written communication

6s45

2.7 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., using scientific and technological conventions, create a labelled diagram showing the component parts of the device they created to transform electrical energy into another form of energy and perform a function)

Grade 6

3. Understanding Basic Concepts 6s46

Printed:

3.1 distinguish between current and static electricity

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s47

3.2 use the principles of static electricity to explain common electrostatic phenomena (e.g., the attraction of hairs to a comb that has been rubbed on a piece of wool; the attraction of small pieces of paper to a plastic ruler that has been rubbed with a rag; the attraction of pieces of clothing to each other when they come out of a clothes dryer)

6s48

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

6s49

3.4 describe how various forms of energy can be transformed into electrical energy (e.g., batteries use chemical energy; hydroelectric plants use water power; nuclear generating stations use nuclear energy; wind turbines use wind power; solar panels use energy from the sun; wave power stations use energy from ocean waves)

6s50

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

6s51

3.6 explain the functions of the components of a simple electrical circuit (e.g., a battery is the power source; a length of wire is the conductor that carries the electrical current to the load; a light bulb or motor is the load)

6s52

3.7 describe series circuits (components connected in a daisy chain) and parallel circuits (components connected side by side like the rungs of a ladder), and identify where each is used (e.g., some strings of patio lights are in series circuits – when one light burns out, the whole string goes out; parallel circuits are used for wiring lighting and electrical outlets in your house – when one light burns out, the others keep burning)

6s53

3.8 describe ways in which the use of electricity by society, including the amount of electrical energy used, has changed over time (e.g., drying clothes in a dryer instead of using a clothesline; playing video games instead of playing board games; using electric lights instead of candles)

Grade 6

UNDERSTANDING EARTH AND SPACE SYSTEMS: Space Overall Expectations

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s54

1. assess the impact of space exploration on society and the environment;

6s55

2. investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon;

6s56

3. demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space.

Grade 6

1. Relating Science and Technology to Society and the Environment 6s57

1.1 assess the contributions of Canadians (e.g., astronauts Marc Garneau and Roberta Bondar; astronomers Richard Bond, David Levy, and Helen Hogg; Spar Aerospace Limited’s development of the Canadarm; the University of British Columbia’s development of the “Humble”space telescope) to the exploration and scientific understanding of space

6s58

1.2 evaluate the social and environmental costs and benefits of space exploration, taking different points of view into account (e.g., the point of view of health care workers and workers in other agencies that compete with space programs for public money; astronauts and their families; the general public; scientists). Sample issue: Space exploration has brought many benefits to society. High-quality radio and television signals are now relayed around the globe by satellite. Biological experiments in space, such as the growing of insulin crystals, are contributing to our ability to fight disease. The technology used for space shuttle fuel pumps is now being used to make better artificial hearts. Geographical data obtained by satellites have improved the quality of maps and made navigation safer. But space exploration is also very expensive, involves risks to the lives of astronauts and others, produces pollution, and creates space junk that may eventually fall back to Earth. Are the benefits worth the costs and risks?

2. Developing Investigation and Communication Skills

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s59

2.1 follow established safety procedures for handling tools and materials and observing the sun (e.g., use appropriate eye protection when testing a sundial)

6s60

2.2 use technological problem-solving skills (see page 16) to design, build, and test devices (e.g., a sundial, a model of the earth’s rotation around the sun) for investigating the motions of different bodies in the solar system. Sample guiding questions: In what direction does your sundial fin need to point? Why? In what direction might you expect the shadow to move? How would daylight saving time affect the accuracy of your sundial? How might your model of the earth and sun best be used to explain the reason for day and night? What impact does the tilt of the earth’s axis have on cycles on earth? What does the earth do to cause the day and night cycle?

6s61

2.3 use scientific inquiry/research skills (see page 15) to investigate scientific and technological advances that allow humans to adapt to life in space. Sample guiding questions: Why is life in space a challenge for humans? How might some of those challenges be overcome? What technologies exist now to allow us to overcome the challenges? In what ways does the International Space Station mimic conditions on Earth? What technologies create conditions similar to Earth’s on the space station, and what differences remain? How might robotics play a role in human adaptation to space life? Under what circumstances might robots replace humans in space exploration?

6s62

2.4 use appropriate science and technology vocabulary, including axis, tilt, rotation, revolution, planets, moons, comets, and asteroids, in oral and written communication

6s63

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., use a graphic organizer to identify and order main ideas and supporting details for a report about how science and technology can help humans adapt to life in space)

Grade 6

3. Understanding Basic Concepts

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Curriculum Expectations by Grade Subject:

Science and Technology

Science and Technology (None) Expectations 6s64

3.1 identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms (e.g., The earth’s surface is very young; much of it is covered with water. The moon is the earth’s only natural satellite. Comets are the largest objects in our solar system; their centres contain rock particles trapped in frozen liquid; their tails are made up of gas and dust.)

6s65

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

6s66

3.3 explain how humans meet their basic biological needs in space (e.g., obtaining air, water, and food and managing bodily functions)

6s67

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

6s68

3.5 describe the effects of the relative positions and motions of the earth, moon, and sun (e.g., use models or simulations to show solar and lunar eclipses, phases of the moon, tides)

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Grade 6

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations

Grade 6

HC: First Nation Peoples and European Explorers Overall Expectations 6z1

describe characteristics of pre-contact First Nation cultures across Canada, including their close relationships with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and the incoming groups;

6z2

use a variety of resources and tools to investigate different historical points of view about the positive and negative effects of early contact between First Nation peoples and European explorers;

6z3

analyse examples of interaction between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reasons for disagreements between the two groups.

Knowledge and Understanding 6z4

examine various theories about the origins of First Nation and Inuit peoples in North America (e.g., that they crossed the Bering land bridge, had always been indigenous to North America, travelled by water from South America);

6z5

describe the attitude to the environment of various First Nation groups (e.g., Nisga'a, Mi'kmaq, James Bay Cree) and show how it affected their practices in daily life (e.g., with respect to food, shelter, clothes, transportation);

6z6

compare key social and cultural characteristics of Algonquian and Iroquoian groups (e.g., language; agriculture and hunting; governance; matriarchal and patriarchal societies; arts; storytelling; trade; recreation; roles of men, women, and children);

6z7

identify the Viking, French, and English explorers who first came to and explored Canada, and explain the reasons for their journeys (e.g., the early-fifteenth-century blockade of overland trade routes and the resulting search for new routes to the Far East; the fishing industry; the fur trade; the search for gold; population growth in Europe leading to the search for new areas for settlement);

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations 6z8

identify technological developments and cultural factors that assisted and promoted the exploration of North America (e.g., caravel ships, improved navigational instruments, the quest for new lands);

6z9

describe the expansion of European influence through the founding of the first trading posts (e.g., Île Ste Croix, Port Royal, Québec, Mont Royal, Fort William) and explain how the fur trade served the interests of both the Europeans and the First Nation peoples;

6z10

identify the results of contact for both the Europeans and the First Nation peoples (e.g., sharing of beliefs, knowledge, and skills; intermarriage; trading alliances and conflicts; impact of European diseases on First Nation peoples; impact of fur trade on natural resources such as beaver populations).

Grade 6

Inquiry/Research and Communication Skills 6z11

formulate questions with a statement of purpose to develop research plans (e.g., Why did Cartier kidnap Donnacona and his sons? What was the role of First Nation women in the fur trade?);

6z12

select relevant resources and identify their point of view (e.g., recognize the historical context of Cartier's logbook; recognize bias in Champlain's drawing and descriptions of Mohawk villages);

6z13

identify and explain differing opinions about the positive and negative effects of early contact between European and First Nation peoples (e.g., growth of First Nation peoples’ dependency on trade goods; impact of the fur trade on the economy and environment; effect of attempts to convert the Huron Nation to Christianity);

6z14

use and construct a variety of graphic organizers to clarify and interpret information (e.g., cause-and-effect diagrams linking the environment and First Nation cultures, mind maps to connect the results of early contact, diagrams and captions to illustrate technological advances that allowed exploration);

6z15

read, interpret, and compare historical and modern maps of an area to determine accuracy (e.g., Champlain's maps versus present-day maps of North America; a map based on Magellan's journey versus modern projections of the world);

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations 6z16

build models or draw and label various forms of maps, using cartographic symbols and a legend (e.g., model of a Mohawk village, maps of explorers' routes, maps of waterways used for the fur trade);

6z17

observing bibliographic conventions, use media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs to communicate the results of inquiries about the effects of early contact between First Nation peoples and early European explorers (e.g., the causes of the disappearance of the Neutral Nation, the influence of French fashion on the expansion of the fur trade);

6z18

use appropriate vocabulary (e.g., Métis, clan, council, Anishinabek, consensus, social, Haudenosaunee, political, archaeological, caravel, astrolabe, bias, epidemic, alliance, monopoly) to describe their inquiries and observations.

Grade 6

Application 6z19

explain how cooperation between First Nation groups and early European explorers benefited both groups (e.g., Europeans gained medical knowledge, survival skills, and geographic knowledge from First Nation peoples; First Nation peoples acquired products of European technology such as cooking pots, metal tools, blankets, and clothing; military alliances helped both groups against a common enemy);

6z20

explain how differences between First Nation peoples and early European explorers led to conflicts between the two groups (e.g., lack of common language, differing world views and spiritual beliefs, introduction of European diseases, differing views about property ownership);

6z21

express their personal viewpoints, based on historical evidence, about the outcomes of early contact between First Nation peoples and early European explorers (e.g., report on the origins and challenges of the Métis Nation; use a storyboard to show the events leading to the establishment and destruction of Ste-Marie-Among-the-Hurons; present the results of an Internet search on a specific Hudson’s Bay Company or North West Company trading post);

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations 6z22

identify some present-day issues concerning First Nation peoples that relate to results of early contact (e.g., the effect of new technologies on First Nation cultures; land claims);

6z23

identify achievements and contributions of Aboriginal people in present-day Canada (e.g., James Bartleman, Jordin Tootoo, Douglas Cardinal, Susan Aglukark).

Grade 6

CWC: Canada's Links to the World Overall Expectations 6z24

identify and describe Canada's economic, political, social, and physical links with the United States and other regions of the world;

6z25

use a variety of resources and tools to gather, process, and communicate information about the domestic and international effects of Canada's links with the United States and other areas of the world;

6z26

explain the relevance to Canada of current global issues and influences.

Knowledge and Understanding 6z27

identify some countries with which Canada has links (e.g., in Europe, the Pacific Rim, the Americas, Asia, the Middle East, Africa);

6z28

describe some of the connections Canada shares with the rest of the world (e.g., trade, history, geography, tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture);

6z29

identify products that Canada imports and exports (e.g., imports: fruit, vegetables, chemicals, motor vehicles; exports: newsprint, grain, machinery, timber, telecommunications, natural gas);

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations 6z30

identify the countries to which Canada exports goods (e.g., the United States, Japan, the United Kingdom, China, Germany);

6z31

identify the countries from which Canada imports goods (e.g., the United States, Japan, the United Kingdom, Germany, other European countries,Taiwan, South Korea, Mexico);

6z32

identify some important international organizations/agreements in which Canada participates and describe their purpose (e.g., the United Nations, the World Trade Organization, the North American Free Trade Agreement, the World Health Orga-nization, the North Atlantic Treaty Organization, the Commonwealth of Nations, la Francophonie, the Asia-Pacific Economic Cooperation [APEC] association);

6z33

identify Canada’s connections with the United States through the media, trade, immigration, culture, technology, tourism, history, and geography (e.g., television programs, trade in vehicles, historical roots, common geographic features, shared waterways, common environmental initiatives);

6z34

describe distinguishing characteristics of the United States (e.g., climate, physical features, political system, economic activities,international influence, celebrations);

6z35

describe distinguishing characteristics of a country in another region with which Canada has links (e.g., climate, physical features, political system, economic activities, international influence, celebrations).

Grade 6

Inquiry/Research and Communication Skills 6z36

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formulate questions to develop research plans with a statement of purpose (e.g., How has Canada achieved its reputation as a leading peacekeeping country? How does tourism benefit Canadians? What are some current issues arising from Canadian/ U.S. trade relations? Why does the U.S. government recognize Jay’s Treaty but the Canadian government does not? Why do some Canadian companies choose to manufacture goods outside of North America?);

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations 6z37

use a variety of primary and secondary sources to locate and process relevant information about Canada’s links with the world (e.g., primary sources: statistics, field trips, interviews, original documents; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites);

6z38

analyse, classify, and interpret information about the United States and at least one other country from another region of the world;

6z39

use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information (e.g., tables to show countries and total trade; double bar graphs to compare imports to exports; circle graphs to show how tourist dollars are spent);

6z40

observing bibliographic conventions, use media works, oral presentations, written descriptions, illustrations, tables, charts, maps, and graphs to communicate main ideas, with supporting evidence, about the various regions of the United States and about one other country from another region of the world;

6z41

use appropriate vocabulary (e.g., technology, culture, immigration, tourism, physical features, indigenous peoples, export, import, parallels, meridians, Pacific Rim, economics, media) to describe their inquiries and observations.

Grade 6

Map, Globe, and Graphic Skills 6z42

use base maps and a variety of information sources to sketch the relative position of places (e.g., location of trading partners, popular tourist areas of the United States and Canada);

6z43

create maps using shading/colour to show details of the physical characteristics of regions (e.g., resources, agriculture, climate, elevation);

6z44

use information about time zones to identify time differences among regions of the world;

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Curriculum Expectations by Grade Subject:

Social Studies

Social Studies (None) Expectations 6z45

use special-purpose maps (e.g., contour maps, climatic maps, physical-features maps) to find specific geographic information;

6z46

use latitude and longitude coordinates to locate some major cities and countries of the world;

6z47

compare various map projections of the world (e.g., Mercator, Peters, Mollweide, Atlantic-centred and Pacific-centred), and analyse their differences to determine the particular bias of each.

Grade 6

Application 6z48

use an appropriate presentation format to show how the contributions of an out-standing Canadian are recognized in the global community as well as in Canada (e.g., in dance, sports, music, literature, art, science, technology);

6z49

describe some ways in which Canada has influenced other countries (e.g., through the arts, technology, sports, literature, media, telecommunications, satellites);

6z50

describe some influences of other countries on contemporary Canadian society and the lifestyles of Canadians (e.g., technologies, diseases, heritage celebrations, foods, sports, entertainment);

6z51

describe Canada’s participation in international efforts to address current global issues (e.g., peacekeeping, environmental initiatives, world health initiatives, disaster relief, regulation of child labour, human rights violations, acceptance of refugees).

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