Term 3 Syllabus

Term Three Syllabus 2022-2023

Listed below are the proposed units of study and learning outcomes for Term 2.

In all subject areas, the students will use a variety of web-based and iPad-based applications to demonstrate their knowledge.

LANGUAGE ARTS (integrated throughout the curriculum)

Reading -  Integrated throughout all curricular areas.

We will complete an in-depth novel study and have a focus on nonfiction text. We will also read many different short stories throughout the term. 

Writing - Integrated throughout all curricular areas

Focus on paragraph writing/structure, note taking, story development, research, poetry   

Speaking -  Integrated throughout all curricular areas.
Listening -  Integrated throughout all curricular areas.

Using oral, written, visual, and digital texts, students are expected individually and collaboratively to be able to:

Comprehend and connect (reading, listening, viewing)

·    Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability

·    Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking

·    Synthesize ideas from a variety of sources to build understanding

·    Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages

·    Think critically, creatively, and reflectively to explore ideas within, between, and

beyond texts

·    Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts

·    Recognize how language constructs personal, social, and cultural identity

·    Construct meaningful personal connections between self, text, and world

·    Respond to text in personal, creative, and critical ways

·    Understand how literary elements, techniques, and devices enhance and shape meaning

·    Recognize an increasing range of text structures and how they contribute to meaning

·    Recognize and appreciate the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values, beliefs, and points of view

·    Recognize the validity of First Peoples oral traditions for a range of purposes

Create and communicate (writing, speaking, representing)

·    Exchange ideas and viewpoints to build shared understanding and extend thinking

·    Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences

·    Assess and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message

·    Use an increasing repertoire of conventions of Canadian spelling, grammar, and punctuation

·    Use and experiment with oral storytelling processes

·    Select and use appropriate features, forms, and genres according to audience, purpose, and message

·    Transform ideas and information to create original texts

Students are expected to know the following:

Story/text

·    forms, functions, and genres of text

·    text features

·    literary elements

·    literary devices

·    techniques of persuasion

Strategies and processes

·    reading strategies

·    oral language strategies

·    metacognitive strategies

·     writing processes

Language features, structures, and conventions

·    features of oral language

·    paragraphing

·    language varieties

·    sentence structure and grammar

·    conventions

·    presentation techniques

MATH 

Unit 4 Geometry 

Unit 6 Equations

Unit 7 Data Analysis

Unit 8 Geometry/Transformations 

Grade 6

Students are expected to do the following:

Reasoning and analyzing

·    Use logic and patterns to solve puzzles and play games

·    Use reasoning and logic to explore, analyze, and apply mathematical ideas

·    Estimate reasonably

·    Demonstrate and apply mental math strategies

·    Use tools or technology to explore and create patterns and relationships, and test conjectures

·    Model mathematics in contextualized experiences

Understanding and solving

·    Apply multiple strategies to solve problems in both abstract and contextualized situations

·    Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

·    Visualize to explore mathematical concepts

·    Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Communicating and representing

·    Use mathematical vocabulary and language to contribute to mathematical discussions

·    Explain and justify mathematical ideas and decisions

·    Communicate mathematical thinking in many ways

·    Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and reflecting

·    Reflect on mathematical thinking

·    Connect mathematical concepts to each other and to other areas and personal interests

·    Use mathematical arguments to support personal choices

·   Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Students are expected to know the following:

·    one-step equations with whole-number coefficients and solutions

·    perimeter of complex shapes

·    area of triangles, parallelograms, and trapezoids

·    angle measurement and classification

·    volume and capacity

·    triangles

·    combinations of transformations

·    line graphs

·    single-outcome probability, both theoretical and experimental

·    financial literacy — simple budgeting and consumer math

Grade 7 

Students are expected to do the following:

Reasoning and analyzing

·    Use logic and patterns to solve puzzles and play games

·    Use reasoning and logic to explore, analyze, and apply mathematical ideas

·    Estimate reasonably

·    Demonstrate and apply mental math strategies

·    Use tools or technology to explore and create patterns and relationships, and test conjectures

·    Model mathematics in contextualized experiences

Understanding and solving

·    Apply multiple strategies to solve problems in both abstract and contextualized situations

·    Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

·    Visualize to explore mathematical concepts

·    Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

Communicating and representing

·    Use mathematical vocabulary and language to contribute to mathematical discussions

·    Explain and justify mathematical ideas and decisions

·    Communicate mathematical thinking in many ways

·    Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and reflecting

·    Reflect on mathematical thinking

·    Connect mathematical concepts to each other and to other areas and personal interests

·    Use mathematical arguments to support personal choices

·    Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Students are expected to know the following:

·    two-step equations with whole-number coefficients, constants, and solutions

·    circumference and area of circles

·    volume of rectangular prisms and cylinders

·    Cartesian coordinates and graphing

·    combinations of transformations

·    circle graphs

·    experimental probability with two independent events

·    financial literacy — financial percentage

This year, we will be continuing with the "AB Curriculum" model. The grade six and seven science and socials curriculi is comprised of six to eight units of study. Units in science and socials are taught on a two year rotation. Each term will incorporate one or two units of study from each subject area. This year, in science, students will complete units on Electricity, Chemistry, and the Extreme Environments/Space. In socials, the three units will include: Trade and Economics, Ancient Worlds (focus on Ancient Rome and Ancient China), and Settlement Patterns, Culture and Environment. Next year, the current grade 6 students will complete the other units of study.

SCIENCE

Students are expected to be able to do the following:

Questioning and predicting

·    Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

·    Make observations in familiar or unfamiliar contexts

·    Identify questions to answer or problems to solve through scientific inquiry

·    Make predictions about the findings of their inquiry

Planning and conducting

·    With support, plan appropriate investigations to answer their questions or solve problems they have identified

·    Decide which variable should be changed and measured for a fair test

·    Choose appropriate data to collect to answer their questions

·    Observe, measure, and record data, using appropriate tools, including digital technologies

·    Use equipment and materials safely, identifying potential risks

Processing and analyzing data and information

·    Experience and interpret the local environment

·    Identify First Peoples perspectives and knowledge as sources of information

·    Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data

·    Identify patterns and connections in data

·    Compare data with predictions and develop explanations for results

·    Demonstrate an openness to new ideas and consideration of alternatives

Evaluating

·    Evaluate whether their investigations were fair tests

·    Identify possible sources of error

·    Suggest improvements to their investigation methods

·    Identify some of the assumptions in secondary sources

·    Demonstrate an understanding and appreciation of evidence

·    Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations

Applying and innovating

·    Contribute to care for self, others, and community through personal or collaborative approaches

·    Cooperatively design projects

·    Transfer and apply learning to new situations

·    Generate and introduce new or refined ideas when problem solving

Communicating

·    Communicate ideas, explanations, and processes in a variety of ways

·    Express and reflect on personal, shared, or others’ experiences of place

Students are expected to know the following:

·  heterogeneous mixtures

·    mixtures:

—  separated using a difference in component properties

—  local First Peoples knowledge of separation and extraction methods

·    elements and compounds are pure substances

·    crystalline structure of solids

·    chemical changes

SOCIAL STUDIES

Students are expected to be able to do the following:

·    Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions

·    Develop a plan of action to address a selected problem or issue

·    Construct arguments defending the significance of individuals/groups, places, events, or developments (significance)

·    Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence)

·    Sequence objects, images, or events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change)

·    Differentiate between short- and long-term causes, and intended and unintended consequences, of events, decisions, or developments (cause and consequence)

·    Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective)

·    Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgment)

·    Assess the significance of people, places, events, or developments at particular times and places (significance)

·    Identify what the creators of accounts, narratives, maps, or texts have determined is significant (significance)

·    Assess the credibility of multiple sources and the adequacy of evidence used to justify conclusions (evidence)

·    Characterize different time periods in history, including periods of progress and decline, and identify key turning points that marked periods of change (continuity and change)

·    Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence)

·    Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective)

Students are expected to know the following:

·    the urbanization and migration of people

·    different systems of government

·    economic policies and resource management, including effects on indigenous peoples

·    globalization and economic interdependence

·    international cooperation and responses to global issues

·    regional and international conflict

·    media technologies and coverage of current events

·    features and characteristics of civilizations, and factors that led to their rise and fall

·    origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas

·    interactions and exchanges between past civilizations and cultures, including conflict, peace, trade, expansion, and migration

·    social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the Americas

PHYSICAL & HEALTH EDUCATION

Physical Education - Major Games Unit, Track and Field 

Health Education - Substance Abuse, Puberty, Gender Identity 

Students are expected to be able to do the following:

Physical literacy

·    Develop, refine, and apply fundamental movement skills in a variety of physical activities and environments

·    Develop and apply a variety of movement concepts and strategies in different physical activities

·    Apply methods of monitoring and adjusting exertion levels in physical activity

·    Develop and demonstrate safety, fair play, and leadership in physical activities

·    Identify and describe preferred types of physical activity

Healthy and active living

 ·    Participate daily in physical activity designed to enhance and maintain health components of fitness

·    Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness

·    Analyze health messages and possible intentions to influence behaviour

·    Identify, apply, and reflect on strategies used to pursue personal healthy-living goals

·    Identify factors that influence healthy choices and explain their potential health effects

·    Assess and communicate health information for various health issues

·    Reflect on outcomes of personal healthy-living goals and assess strategies used

Social and community health

·    Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations

·    Describe and assess strategies for responding to discrimination,stereotyping, and bullying

·    Describe and apply strategies for developing and maintaining healthy relationships

·    Explore strategies for promoting the health and well-being of the school and community

Mental well-being

·    Describe and assess strategies for promoting mental well-being, for self and others

·    Describe and assess strategies for managing problems related to mental well-being and substance use, for others

·    Explore, describe create, and assess strategies for managing physical, emotional, and social changes during puberty and adolescence

·    Explore and describe how personal identities adapt and change in different settings and situations

·    Explore the impact of transition and change on identities

Students are expected to know the following:

·    proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills

·    movement concepts and strategies

·    ways to monitor and adjust physical exertion levels

·    how to participate in different types of physical activities, including individual and dual activities, rhythmic activities, and games

·    training principles to enhance personal fitness levels, including the FITT principle and the SAID principle

·    effects of different types of physical activity on the body

·    practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases

·    sources of health information

·    basic principles for responding to emergencies

·    strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings

·    consequences of bullying, stereotyping, and discrimination

·    strategies for managing personal and social risks related to psychoactive substances and potentially addictive behaviours

·    physical, emotional, and social changes that occur during puberty and adolescence

influences on individual identity, including sexual identity, gender, values, and beliefs

·    signs and symptoms of stress, anxiety, and depression

·    influences of physical, emotional, and social changes on identities and relationships

APPLIED DESIGN, SKILLS & TECHNOLOGY 

Students are expected to be able to do the following:

Applied Design

Understanding context

·    Empathize with potential users to find issues and uncover needs and potential design opportunities

Defining

·    Choose a design opportunity

·    Identify key features or potential users and their requirements

·    Identify criteria for success and any constraints

Ideating

·    Generate potential ideas and add to others’ ideas

·    Screen ideas against criteria and constraints

·    Evaluate personal, social, and environmental impacts and ethical considerations

·    Choose an idea to pursue

Prototyping

·    Identify and use sources of information

·    Develop a plan that identifies key stages and resources

·    Explore and test a variety of materials for effective use

·    Construct a first version of the product or a prototype, as appropriate, making changes to tools, materials, and procedures as needed

·    Record iterations of prototyping

Testing

·    Test the first version of the product or the prototype

·    Gather peer and/or user and/or expert feedback and inspiration

·    Make changes, troubleshoot, and test again

Making

·    Identify and use appropriate tools, technologies, and materials for production

·    Make a plan for production that includes key stages, and carry it out, making changes as needed

·    Use materials in ways that minimize waste

Sharing

·    Decide on how and with whom to share their product

·    Demonstrate their product and describe their process, using appropriate terminology and providing reasons for their selected solution and modifications

·    Evaluate their product against their criteria and explain how it contributes to the individual, family, community, and/or environment

·    Reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient cooperative work space

·    Identify new design issues

Applied Skills

·    Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments

·    Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

Applied Technologies

·    Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

·    Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use

Identify how the land, natural resources, and culture influence the development and use of tools and technologies

Computational Thinking

Students are expected to know the following:

·    simple algorithms that reflect computational thinking

·    visual representations of problems and data

·    evolution of programming languages

·    visual programming

Computers and Communications Devices

Students are expected to know the following:

·    computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal communication devices

·    strategies for identifying and troubleshooting simple hardware and software problems

·    function of input and output devices, including 3D printing and adaptive technologies for those with special needs

·    ergonomics in use of computers and computing devices

·    effective and efficient keyboarding techniques

Food Studies

Students are expected to know the following:

·    basic food handling and simple preparation techniques and equipment

·    factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions

·    factors that influence food choices, including cost, availability, and family and cultural influences

Media Arts

Students are expected to know the following:

·    digital and non-digital media, and their distinguishing characteristics and uses

·    techniques for using images, sounds, and text to communicate information, settings, ideas, and story structure

·    media technologies and techniques to capture, edit, and manipulate images, sounds, and text for specific purposes

·    influences of digital media for the purpose of communication and self-expression

Robotics

Students are expected to know the following:

·    a robot is a machine capable of carrying out a complex series of actions automatically

·    uses of robotics

·    main components of robots: sensors, control systems, and effectors

·    various ways that objects can move

·    programming and logic for robotics components

·    various platforms for robotics

CAREER EDUCATION

Students are expected to be able to do the following:

·   Question self and others about how their personal public identity can have both positive and negative consequences

·    Examine the importance of service learning and the responsibility of individuals to contribute to the community and the world

·    Appreciate the importance of respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments

·    Question self and others about the reciprocal relationship between self and community

·    Use entrepreneurial and innovative thinking to solve problems

·    Demonstrate leadership skills through collaborative activities in the school and community

·    Demonstrate safety skills in an experiential learning environment

·    Set realistic short- and longer-term learning goals, define a path, and monitor progress

·  Explore volunteer opportunities and other new experiences outside school and recognize their value in career development

Students are expected to know the following:

Personal Development

·    goal-setting strategies

·    self-assessment

·    project management

·    leadership

·    problem-solving and decision-making strategies

Connections to Community

·    local and global needs and opportunities

·    cultural and social awareness

·    global citizenship

·    volunteer opportunities

Life and Career Plan

·   technology in learning and working

ART EDUCATION

Students will be able to use creative processes to:

Exploring and creating

·    Intentionally select, apply, combine, and arrange artistic elements, processes, materials, movements, technologies, tools, techniques, and environments in art making

·    Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

·    Explore relationships between identity, place, culture, society, and belonging through the arts

·    Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts

Reasoning and reflecting

·   Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts

·    Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations

·    Reflect on works of art and creative processes to understand artists’ intentions

·    Interpret creative works using knowledge and skills from various areas of learning

Examine relationships between the arts and the wider world

Communicating and documenting

·    Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences

·    Interpret and communicate ideas using symbols and elements to express meaning through the arts

·    Take creative risks to express feelings, ideas, and experiences

·    Express, feelings, ideas, and experiences through the arts

·    Describe, interpret and respond to works of art and explore artists’ intent

·    Experience, document and present creative works in a variety of ways

·    Demonstrate increasingly sophisticated application and/or engagement of curricular content

Students are expected to know the following:

·   purposeful application of elements and principles to create meaning in the arts, including but not limited to:

—  dance: body, space, dynamics, time, relationships, form, and movement principles

—  drama: character, time, place, plot, tension, mood, focus, contrast

—  music: beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture

—  visual arts: elements of design: line, shape, space, texture, colour, form, value; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm, variety, unity, harmony

·    processes, materials, movements, technologies, tools, strategies, and techniques to support creative works

·    choreographic devices

·    a variety of dramatic forms

·    notation in music and dance to represent sounds, ideas, movement, elements, and actions

·    image development strategies

·    symbolism and metaphor to explore ideas and perspective

·    traditional and contemporary Aboriginal arts and arts-making processes

·    a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places

·   personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment

Students will be able to use creative processes to:

Exploring and creating

·    Intentionally select and apply materials, movements, technologies, environments, tools, and techniques by combining and arranging artistic elements, processes, and principles in art making

·    Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

·    Explore relationships between identity, place, culture, society, and belonging through the arts

·    Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts

Reasoning and reflecting

·    Research, describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments in the arts

FRENCH

Mr. Lalani is responsible for the teaching and assessment of the Grade 6/7 French Program.