Science 5 Term 1: Forces and Simple Machines Essential Questions for Critical Understanding How do various forces affect

the movement of objects? What is the mechanical advantage of simple machines, including lever, wedge, pulley, ramp, screw and wheel? Can you design a compound machine? How are simple and compound machines used in daily life in our communities? Destinations for the Processes and Skills of Science I can identify variables that can be changed in an experiment. I can evaluate the fairness of a given experiment. I can describe the steps in designing an experiment. Evaluation Produces science work that meets set criteria, both co-constructed and performance based, when: * Representing the effort used to change the direction and motion of objects. * Measuring the amount of effort "saved" by using a simple machine. * Designing an investigation to test and compare simple machines. * Ensuring fair testing when conducting an experiment. * Identifying and control variables in an investigation. * Demonstrating curiosity and show inventiveness. * Designing a compound machine.

* Communicating in various media to show how simple and compound machines work. * Working cooperatively with others during activities, investigations and experiments. * Working independently to produce and present ideas, concepts, models and experiments. * Using materials and tools safely. Evidence * Predict and record the results for each activity. * Provide reason for predictions. * Willingness to record results contrary to predictions. * Reflect on reasons for results. * Describe effects of amounts of force applied to an object with a spring scale. * Take measurements. * Record results. * Compare results. * Compare effects of friction. * Measure results over a variety of surfaces. * Design a fair test to see how an object's motion is affected by ramps with different surfaces, slope, length and initial height. * Co-construct criteria for organizing and conducting experiments. * Evidence of proper procedure for organizing and conducting an experiment. * Identifying variable that will change. * Identifying variables that will stay the same. * Measuring with proper tool. * Recording results in a logical manner (chart, table, graph) * Drawing conclusions. * Peer assessment for fair testing. * Identify and classify everyday devices according to six basic

machines (lever, wedge, inclined plane, screw, roller, axle, wheel, pulley). * Observations and discussions. * Practice identifing simple machines in everyday objects and the job they do. * Labelled drawings of each simple machine. * Manipulating simple machines to test how they make work easier. * Co-construct a comparison system (size of machine, a quality for measuring, effort rating) * Designing and fair testing simple machines to show comparisons in the advantages and disadvantages of various simple machines for a particular job. * Using appropriate scientific language. * Diagrams properly labelled. * Explanations provided. * Procedures followed. * Predictions and hypotheses made and tested. * Results recorded. * Identify simple machines incorporated in the working parts of compound machines designed for a specific task. * Observations and discussions * Compare/Contrast Chart between simple and compound machines * Name and record basic machine parts in examples used. * Explain the function and necessity of machine examples used * Design a compound machine following set criteria (may be an imaginary machine or a working model). * Follow steps of design process. * Design a machine that consists of more than one interconnected simple machine. * Design the machine to move the object upward or horizontal. * Demonstrate creativity or originality. * Show understanding and ability to explain the machine's function.

* Matched the machine to the task. * Give several examples of some common heavy machines that contain simple machines. *Compare human power methods and machines for moving a load various ways (lift, lower, pulling, swinging). * Identify where the fulcrum is located on several types of machines with lifting arms. * Show some understanding of how hydraulic pistons are attached to simple machines. * Demonstrate appropriate behaviour on a field trip. * Take notes/sketches during a field trip. * Complete task to design an emergency exit machine for an injured person needing to go down the stairs and outside a door according to set criteria * Incorporates at least two simple machines. * Logical explanation of their solution. * Compatibility of machine to task. * Whether solution removes person safely down the stairs * Whether solution gets the person outside the door. *Complete a concept map of what student has learned in the unit, focussing on the Essential Questions for Critical Understanding and Destinations for Science Skills and Processes. Above evidence will be demonstrated in: * Science notebooks - activities, investigations, charts, diagrams, tables, experiments, designs. * Quizzes and Tests * Reflections in Pause and Think Books * Participation in discussions * Participation in activities and investigations * Co-constructed criteria charts * Set criteria charts

* Peer and Self-Assessment * Picture Dictionary of Science Vocabulary * Models/Diagrams * Oral Presentation of models and/or designs * Concept Map * Completion and Presentation of Science Fair Project Samples * Teacher model experiment on designing and fair test exploration of bouncing ball on various floor surfaces. * Teacher led example of designing a compound machine to set criteria. * Student and teacher generated samples of science work (charts, diagrams, procedures, designs, models, explanations, experiments, compare/contrast, concept map). * Real life samples of machines. * Samples demonstrated in LEGO model kits. Resources Textbook Internet Library Resources LRC Kits/Video/DVD Promethean Planet resources LEGO kit of simple machines Term 2: Human Body Essential Questions for Critical Understanding What are the basic structures and functions of the human respiratory, digestive, circulatory, skeletal, muscular and nervous systems?

How are these different body systems interconnected? Destinations for the Processes and Skills of Science I can use measurement tools. I can design and carry out experiments on the functions of body systems and record results. I can draw conclusions about the function and interactions of body systems. Evaluation Produces science work that meets set criteria, both co-constructed and performance based, when: *Identifying the organs and their functions in a human body system. *Illustrating the human respiratory, digestive, circulatory, skeletal, muscular and nervous systems. *Conducting various experiments to safely measure and record the responses of the various systems, with teacher support. *Generating and answering several questions to investigate how body systems are integrated. *Demonstrating various ways in which body systems work together, using role plays, posters, or 3-D representations. Evidence *K-W-L Chart to each of heart, lungs, skin and brain. Devise questions for each. Select one question and assign peers to attempt the questions, comment on appropriateness and suggest improvements. Publish edited questions and have these given to the class as a whole for written assessment at end of unit. *Brainstorm all the words they associate with body systems.

*Sort and Predict in a chart according to appropriate body system. *Students to self-correct the chart as they carry out further activities - moving and adding words. *Groups assigned to different systems. Use a body outline. * Find, identify and label the appropriate places of different organs that belong to the basic body systems using books, the Internet, posters or video. * Make 3-D model of a body organs and systems and describe how they function (use recycled material to represent body organs and systems). *Co-create criteria on evidence models should provide: logical organization; reasonable representations; show major organs; understandable descriptions; working together; using learned vocabulary. *Work collaboratively and safely to investigate and conduct experiments on body systems (at stations set up by teacher). *measure and record heart rate before and after exercise *measure and record lung capacity *measure and record reaction time *test and record skin responses to hot and cold *Conduct investigations/experiments - teacher evaluation considering: *asking appropriate questions *gathering and setting up materials *follow a logical procedure that is fair and consistent *collect and clearly organize data *draw reasonable conclusions and be able to communicate them (journal entry, orally) *work collaboratively with others *Revisit questions from start of unit and choose one to answer in an expository essay. *Revisit original brainstorm of body system words and add to sort and predict sheet

*have students choose 3 words they moved or added and justify in writing why they did so (telling what they learned) -I moved _____to______ system because . . . -I learned that the_____us important because . . . -One thing I found interesting/amazing about the ______system/organ was . . . -I would like to learn more about the _____organ/system because . . . Above evidence will be demonstrated in: * Science notebooks - activities, investigations, charts, diagrams, tables, experiments, designs. * Quizzes and Tests * Reflections in Pause and Think Books * Participation in discussions * Participation in activities and investigations * Co-constructed criteria charts * Set criteria charts * Peer and Self-Assessment * Picture Dictionary of Science Vocabulary * Models/Diagrams * Oral Presentation of models and/or designs * Sort and Predict Chart * Expository Essay Samples * Teacher model experiments on designing and fair test exploration of body systems * Student and teacher generated samples of science work (charts, diagrams, procedures, designs, models, explanations, experiments, models). * Book, Internet, Video, Models of Human Body Systems.

Resources Textbook Internet Library Resources LRC Kits/Video/DVD Promethean Planet resources Term 3: Renewable and Non-renewable Resources Essential Questions for Critical Understanding How are living and non-living resources used in the Yukon? How are our resources extracted or harvested and processed? What are the potential environmental impacts of using our living and non-living resources? How is the Aboriginal concept of interconnectedness of the environment reflected in responsibility for and caretaking of resources? Destinations for the Processes and Skills of Science I can analyse data to determine if a resource is renewable or nonrenewable. I can investigate an environmental resource issue. I can identify variables that will determine if a particular locally used resource is renewable. I can identify how resources should be used carefully, recycled and conserved by humans whenever possible.

I can demonstrate socially responsible actions. Evaluation Produces science work that meets set criteria, both co-constructed and performance based, when: * analysing data and correctly classifying resources as renewable or non-renewable. * explaining in detail various ways in which resources are used. * illustrating several examples of resource based harvesting or extraction. * tracing a resource based product to its source. * illustrating various ways in which Aboriginal peoples take care of the land and the resources. * explain, with examples, how and why Aboriginal peoples' unique relationship with the environment demonstrates responsibility for the land and resources. * identifying and describing a variety of solutions to address the issue of natural resource management. * collecting relevant data and logically articulating various points of view on a local resource issue. Evidence * Brainstorm resources in the Yukon. *Co-construct criteria for determining whether a resource is living or non-living. * Use T-Chart to classify brainstormed list. * Teacher Model - Choose a resource and identify possible uses. * Students construct mind maps of a resource and its uses. * Set up Gallery Walk to review each other's work. * Students make suggestions on what could be added to mind maps.

* Self-assessment of gallery walk How helpful were the suggestions I gave? Based on my gallery walk, now I know how/why ____is used/important resource. Questions I have about_____ are I can find out about question # by _______ (action plan). *As a class we will participate in Salmon in the Classroom program. (hopefully!) *Teacher model of product researched from how it is developed and presented in a flow chart. ex. Copper Wire *Co-create criteria on how to assess the flow chart. *Students choose a product to research it's development and present in a flow chart. * Simulation exercise to illustrate examples of extraction. (Chocolate Chip Cookie Mining) * Students assess their own performance in simulation according to pre-set criteria. * Compare their simulation experience to an actual extraction process (video). * Create an overview of their process to actual process with diagrams, labels, explanation, and analogy. * Discussion how Aboriginal peoples demonstrate pride and ownership of resources from the land. * Invite a First Nation speaker to share their perspective on resources. -students to prepare questions ahead * Have students explore a controversial issue that is pertinent to local First Nation (Peel Watershed or Fracking). -discuss pros and cons

-identify needs and concerns of this point of view -prepare and present written arguments using RAFT strategy (Role, Audience, Format, Topic/Strong Verb) * Discussion of ways of conserving resources through the practice of reduce, reuse, recycle. -develop a checklist on what constitutes a successful program * Debate a resource issue (may be fictional ex. mining on ski trails). Work together to debate the pros and cons involving the extraction of a resource. Students should be able to: -define and clarify the problem -gather, analyse and interpret information available -synthesize information for presentation -contribute to group problem solving and decision making -understand that the use of resources affects local ecosystems and communities -able to make decisions based on responses, pro and con. Above evidence will be demonstrated in: * Science notebooks - activities, T-Charts, mind maps, flow charts, diagrams, tables, simulations, debates. * Quizzes and Tests * Reflections in Pause and Think Books * Participation in discussions * Participation in activities, discussions, debates. * Co-constructed criteria charts * Set criteria charts * Peer and Self-Assessment * Picture Dictionary of Science Vocabulary * Oral Presentation during debate * RAFT writing Samples

* Teacher model explanations and examples of resource use, flow charts. * Student and teacher generated samples of ideas related to resource use, pros and cons. * Book, Internet, Video samples. * Primary sources (letters, editorials, etc.) on resource related issues * First Nation expert/speaker Resources Textbook Internet Library Resources LRC Kits/Video/DVD Promethean Planet resources Primary Documents - maps, articles, newspaper. Grade 5 First Nations Package Social Studies 5 Term 2: Government Essential Questions for Critical Understanding How did Confederation form Canada as a nation? How have key individuals and events shaped the history of law and order in Canada? How have prime ministers contributed to the development of Canada? What are the levels and responsibilities of government? What are the distinct governance structures of First Nations in Canada?

Destinations for the Processes and Skills of Social Studies I can use timelines and maps to help me locate, interpret and represent Canada's major physical, political and economic features. I can defend a position on a selected topic. I can implement a plan of action to address a school, community or national problem or issue. Evaluation * Describe the significance of the British North America Act of 1867 and the Constitution Act of 1982. * Explain the significance of a constitution. * Create a timeline to show when each province or territory entered Confederation. * Describe the significant events and people contributing to Confederation. * Describe the significance of bilingualism in Canada. * Distinguish the different levels of government in Canada - municipal, provincial, territorial, federal. * Summarize the responsibilities of government. * Identify the key roles within each level of government. * Accurately name their elected and appointed territorial and federal leaders. * Examine the election process. * Identify the distinct governance structures of First Nations in Canada. Evidence * Define constitution.

* Create a constitution for an imaginary service club that will meet a need in the school or local community and display in a poster. Constitution will meet set criteria: 4-5 rules that are reasonable and relate to purpose of club. Have two clubs merge and create a new constitution that will meet the needs of both clubs. * Complete a club constitution assessment after each activity. * Create maps of Canada showing its gradual development. * Discussion how constitution changed to meet needs of expanding country - Constitution Act 1982. * Create an annotated timeline from 1867-1999 (BNA Act to creation of Nunavut). *accurately represent key events, including the constitution acts and the date of each province and territory joining Confederation. *incorporate an appropriate scale, legend and title * Write an article in the role of significant person or person who is part of significant event in Confederation. *research used *accuracy of information *presentation * KWL chart of everything currently known about levels of government and questions to answer. * Brainstorm list of needs for individual student, with partner for needs they have in the classroom, small groups for needs they have in the school. Discuss similarities and differences and make generalizations. Discuss relationship between three levels examined and who looks after needs at each level. Make connections to the similarities in the levels of government. Discuss and note take on responsibilities of each level of government. * Participate in simulation activity on creating levels of government for a new planet. *write in response journals for each phase of the activity, reflecting on what they have learned

*observations of how each group makes decisions in the election process *class discussions following each election process. *compare similarities and differences of the leadership at each level in the new planet with Canadian levels of government *Scrap book/Flip book of key roles in government - with picture and summary of role *co-constructed criteria for assessment *self and peer assessment *Create an imaginary political party and identify an imaginary leader. Create an election platform, advertisements and speech to promote their candidate for election. Focus on a national issue/problem (cyber bullying, greenhouse gas emissions, military spending, preserving Parks and Heritage sites). *participation in group activity *develop reasonable actions to address issue/problem *develop realistic activities to promote candidate *written in style of a political platform * Recognize that individual First Nations have distinctive concepts of governance structures. *make comparisons to levels of government in Canada * Describe how First Nations governments are established. *make comparisons to election process of other levels of government * Describe levels and structures of First Nations governments - add to Scrap/Flip book. Samples * Student and Teacher generated samples of timelines, posters, flip book, speeches, articles, summaries, charts, Venn Diagrams, maps. * Samples generated from Text Book, Internet, Promethean resource files, performance standards.

Resources Textbook Internet Library Resources LRC Kits/Video/DVD Promethean Planet resources Primary Documents - maps, articles, newspaper. Grade 5 First Nations Text - Governance and Clan Structure Term 2: Immigration Essential Questions for Critical Understanding Why did immigrants come to Canada? What were the individual challenges faced by immigrants? How have immigrants contributed to Canada? Destinations for the Processes and Skills of Social Studies I can apply critical thinking skills - including hypothesizing, comparing, imagining, inferring, identifying patterns and summarizing - to a range of problems and issues. I can gather a body of information from a variety of primary and secondary resources. I can create a presentation on a selected topic. I can defend a position on a selected topic. Evaluation * Give historical reasons for the immigration of specific cultural groups to Canada.

* Present personal perspectives of the challenges faced by immigrants. * Create a representation of how immigration has led to the development of Canada as a cultural mosaic. Evidence * KWL chart of what students already know about the various immigrant groups to Canada, the reasons they had for leaving their homes. * Create a class list of countries of origin of students' own families. * Gathering and recording information based on class discussions, reading material (primary and secondary sources), internet research of one group of immigrants (the Chinese - pre 1923 and post 1947), the reasons they had for coming and their contributions to Canada. * Create a graphic organizer comparing reasons for emigrating (push factors) and immigrating (pull factors). * Present the personal perspective of a Chinese immigrant faced with an emigration/immigration challenge through a skit or letter. *teacher set criteria - accuracy of information, understanding of challenge faced, realistic portrayal, presentation skills (tone, volume, expression or letter format). * Use a jigsaw strategy to trace the ability of Chinese to flourish in Canada, despite hardships and barriers faced and become full participants in Canada's cultural mosaic. * Investigate topic in groups (5 topics) * Share what has been learned to the group. * Create a storyboard based on collective learning, incorporating each student's individual research focussing on describing the next event in the history of the Chinese coming to Canada. *illustrating and writing a caption *Co-create criteria for storyboards (including: information includes

important ideas and events, accuracy, thorough information in captions, detailed and accurate illustrations) * Discuss "potluck dinner" quote by David Lam - comparing immigration to Canada to a potluck dinner. *reflect and respond *Brainstorm ideas about what students, staff and parents need to bring to school to make it great. *Web *Create a visual display (model, mural, collage, poster) encouraging all stakeholders to fulfill David Lam's ideal. Samples * Teacher and student selected samples of: lists, reading for information and note-taking techniques ( main idea/determining importance strategy organizers, providing details/evidence strategy organizers, summarizing information strategy lessons), articles, letters, storyboards, writing captions, detailed illustrations. * Samples generated from Text book, Internet, related texts. Resources Textbook Internet Library Resources LRC Kits/Video/DVD Promethean Planet resources Primary Documents - diaries, articles, newspaper, memoirs. Related historical novels Term 3: Canadian History Essential Questions for Critical Understanding

What is the significance of key events and factors in the development of Canada, including: the fur trade, the railroad, Klondike gold rush? How have transportation systems developed in Canada? What are the major physical regions of Canada? Where are natural resources located within Canada? What is the relationship between the economic development of communities and their available resources? What have been the environmental effects of settlement in early Canada? Why is sustainability of renewable and non-renewable resources important? Destinations for the Processes and Skills of Social Studies I can apply critical thinking skills - including hypothesizing, comparing, imagining, inferring, identifying patterns and summarizing - to a range of problems and issues. I can use timelines and maps to help me locate, interpret and represent Canada's major physical, political and economic features. I can gather a body of information from a variety of primary and secondary resources. I can create a presentation on a selected topic. Evaluation * Describe key events and factors in the development of Canada in terms of their: context and rationale, major figures, conflicts and

outcomes. * Describe the roles of the fur trade, the CPR and the gold rush in the development of Canada. * Create an annotated timeline, map or other graphic to illustrate selected events or periods in the development of Canada (choose between the fur trade, the Klondike gold rush, evolution of NWMP/RCMP) * Give reasons why transportation technologies were important to Canada. * Compare modes of transportation used in different places and times in Canada. * Create a presentation on the history and development of a selected mode of transportation. * Use a map to identify major transportation systems and technologies in contemporary Canada. * Use appropriate terminology to describe geographic features. * Name and locate on a map the major physical regions of Canada. * Use thematic maps to describe the physical features of each region in Canada. * Identify significant natural resources in Canada (fish and marine resources, forests, minerals, energy resources). * Use thematic maps to describe the location of natural resources in Canada in relation to characteristics of physical geography. * Give examples of specific resources that affected settlement patterns in Canada. * Relate supply and demand using specific resource examples (gold rush, fashion and the fur trade) * Explain how technology has affected the discovery, extraction, processing and marketing of selected natural resources (undersea mining, fish farms)

Evidence * Gathering information on the building of the CPR focussing on: who was involved, when, chronology of significant events and importance to Canada's development. * Recording CPR information in teacher modelled format - map. * Independently gathering and recording information on the Klondike gold rush focussing on: who was involved, when, chronology of significant events and importance to Canada's development. * Write a letter responding to a request for advice (outlining a choice of alternatives for students to research) on a topic (wildlife in the region, great people, travelling to the gold fields, concerns at the gold fields) from the gold rush. *follow teacher set criteria: correctly uses letter format; writes in clear language; writes free of grammatical errors; recognizes sequence and chronology; amount of information is adequate; visuals are appropriate; considers pros and cons; applies criteria when decision making; and offers plausible advice. * Gather information on the origins of the Royal Canadian Mounted Police focussing on: who was involved, when, chronology of significant events and importance to Canada's development. * Create an annotated timeline to represent the chronological sequence of the development of the RCMP including: *co-create criteria for timeline (including: showing sequence and chronology, evidence of important changes and accuracy of dates, provide a complete order of events or changes, label events by date, demonstrate appropriate scale). *Choose a mode of transportation from Canadian history (from pictures presented by the teacher) *brainstorm questions based on the picture

*teacher questions: why transportation was important to Canada *research answers to questions *illustrate on a map of Canada for the transportation mode *create an advertisement to promote their transportation system. * Complete a group project/poster examining a physical region of Canada. *In groups, assign one physical region of Canada to each group (Appalachians, Arctic Lowland, Canadian Shield, Cordillera, Great Lakes/St. Lawrence Lowlands, Hudson Bay Lowlands, Innuitain, Interior Plain). *Group research - include accessing and citing relevant sources of information. * Nine square poster including: name of region; landforms of region; climatic map and graph; vegetation; rock and mineral types; natural resources; cities/towns; recreation; lakes/rivers. * Present posters for peer assessment. Criteria to include ability to: describe region in Canada; create maps to represent aspects of region; apply keys and legends to each map; use appropriate language to describe geographic, political and physical features. * Compare two physical regions in Canada (using posters done with group) *Brainstorm ways to compare regions with a partner. *Class discussion on ways to compare and using appropriate terminology. *Compare information with their partner's. *Record similarities and differences between the regions on a Venn Diagram. *Show ability to use appropriate terminology; compare resources. * Complete a labelled map of Canada with the location of each physical region in Canada and key geographic, physical, political and resource

information (using group posters as reference). * Examine a resource map of Canada and observe how communities are located close to resources * Examine one community and how it has developed based on its available resource. *create a map showing landforms, rivers, main roads, railway and how they relate to community *Create a map and plan of one location on resource map to develop a community and show how community will develop around the nearby resource and how the resource will be transported. *teacher set criteria: use keys and legends to interpret map; (economic activity, landforms and water bodies); apply keys and legends, location of community to resource; realistic use of resource; and plausible transportation system for marketing the resource. Samples * Teacher and student selected samples of: various forms of maps, map keys/legends, reading for information and note-taking techniques ( main idea/determining importance strategy organizers, providing details/evidence strategy organizers, summarizing information strategy lessons), timelines, Venn Diagrams, advertisements, picture study, * Samples generated from Text book, Internet, related texts. Resources Textbook Internet Library Resources LRC Kits/Video/DVD Promethean Planet resources Primary Documents - maps, articles, newspaper.

Math 5 Destinations * I can use a pattern rule and a variable to describe, predict and extend a pattern. * I can use equations to solve problems. * I can use place value to represent whole numbers to one million and to one hundredth. * I can estimate and solve problems that involve large whole numbers and small decimal numbers. * I can multiply a 2-digit number by a 2-digit number. * I can divide a 3-digit number by a 1-digit number. * I can use methods of measurement to solve problems involving length, area, volume and capacity. * I can compare and order fractions with unlike denominators. * I can recognize equivalent fractions. * I can relate decimals, fractions and percents to one another. * I can describe and compare regular and irregular polygons and use attributes to identify and sort them. * I can collect data and construct and interpret double bar graphs. * I can use the language of probability and compare the likelihood of outcomes. * I can identify transformations and translate, reflect and rotate a shape. Evaluation

* Understands and applies mathematical concepts and skills being studied and can demonstrate through use of symbols, pictures and writing. (Products) * Articulates understanding of mathematical concepts and skills in conversations with teacher and students using "math talk". (Conversations) * Uses mathematical "habits of mind", including persistence, questioning, drawing on prior knowledge and precision of language and thought. (Observations) Evidence Products * math journals * math practice books * evaluation questions * unit reviews and tests * unit end problems * self-assessments Conversations * class discussions * math games * self and peer assessment * co-constructed criteria Observations * math games * self and peer assessments * co-constructed criteria * teacher notes and rubrics Samples

* student samples of math workbooks, practice books and test questions * samples generated from performance standards * teacher generated samples and demonstrations of concepts and skills Timeline Term 1 Unit 1 Patterns and Equations Unit 2 Whole Numbers Term 2 Unit 3 Multiplication and Division Unit 4 Measurement Term 3 Unit 5 Fractions, Decimals and Percents Unit 6 Geometry Unit 7 Data Collection Unit 8 Probability Unit 9 Transformations Resources Math Makes Sense 5 Box Cars and One Eyed Jacks Game Books Dice/Decadice Game Books Math 5 Assessment Nets Math 5 Performance Standards Samples Visual Art 5 Destinations I can apply the elements of art to my art projects.

I can apply the principles of design to my art projects. I can use and apply various methods and techniques of art to my art projects. I can safely and responsibly use art materials. Evaluation * Produces quality art projects that: -meet stated criteria, -apply art elements, -apply art principles and -apply specific art techniques. * Works cooperatively and collaboratively with others. * Works independently and makes good use of class time. * Safely and responsibly uses art materials and supplies. Evidence Art projects that emphasize the elements and principles of design: Term 1 Colour and Line Pattern and Space Materials: Watercolour, Felt, Pencil Crayon Term 2 Texture and Space Emphasis, Proportion and Balance Materials: Print Making, 2-D/3-D Pictures, Material/Sewing Term 3 Shape and Form Variety and Pattern Materials: Papier Mache or Wire Sculpture, Transformations, Paper Collage

Samples * Student and Teacher generated examples * Samples from known artists * Samples from art books Resources Internet and art books Art magazines Art Teacher blogs Drama Grade 5/6/7 Participation in the Shakespeare Festival in April 2014. Play to be studied and presented is The Tempest Health and Career Education 5 Term 1: Healthy Living Essential Questions * What behaviours contribute to a safe and caring school environment? * What are the physical, emotional and social changes associated with puberty? * What are factors that influence my attitudes and decisions for a healthy lifestyle? * What are strategies for contributing to a healthy, balanced lifestyle? * What are practices that help prevent both communicable and non-

communicable diseases? * How do my interpersonal skills apply towards building and maintaining positive relationships with family and friends? Evaluation * Analyse behaviours that contribute to a safe and caring school. * Describe the physical, emotional and social changes associated with puberty. * Describe strategies for contributing to a healthy, balanced lifestyle. * Identify factors that influence attitudes and decisions regarding healthy lifestyles. * Describe practices that help prevent communicable and noncommunicable diseases. * Identify how my interpersonal skills can build and maintain positive relationships with family and friends. Evidence * Discuss and list suggestions from the class as to: What makes a safe and enjoyable playground. What makes it unsafe or not enjoyable? What would you change about the playground? How would this impact others? *Fill in answers independently on worksheet *Draw a picture of how they would solve a playground problem. * Discuss the changes associated with puberty through a story. * Use a worksheet and discussion to identify the changes that occur for girls, boys and both * Vocabulary, Definitions and Diagram to sort and predict the

reproductive anatomy for both boys and girls. * Discuss puberty change of increasing responsibility over decisions that affect their lives. * Brainstorm and discuss things they decide independently, require assistance, what they are responsible for now compared to the past, decisions they will make in the future. * Create a timeline to illustrate the types of decisions made in the past, those they make now and those they will make in the future. -look for ability to identify decisions that are their responsibility/shared/others and how it changes over time. * Illustrate concept of balance using a scale food intake and energy output - physical activity * Discuss the potential effects of imbalance in real life *Make similar comparisons with emotional balance * Use scale to discuss recommended daily requirements in each food group, servings * Keep a detailed log of healthy practices for one week. Review log and reflect on activities in relation to what they know about healthy lifestyle * Brainstorm the factors that influence decisions and attitudes related to a healthy lifestyle (family, peers, media, school, community) * Create a gallery walk with sheets of paper for each category and brainstorm the messages that each group gives about the characteristics of healthy living (eating, sleep, physical activity, emotional health) * Discuss which are positive and negative influences. * Make a collage depicting a balanced, healthy lifestyle and complete sentence stems to accompany it. My family thinks ____ is one of the most important things about healthy living. My friends think____ about healthy living.

I see a lot of things on TV/Internet about_____ Magazines I read say_____ I think the most important influences on my health decisions are____ because_____. * Discuss prior knowledge about communicable and non-communicable diseases and practices to prevent illness - use video and Internet resources. * Choose a health care practice to help prevent illness and design a poster -Co-construct criteria about what poster should contain (differentiate between a communicable and non-communicable disease; examples of practices to prevention) * Discuss the characteristics of successful friendships or relationships and how have your relationships changed as you've gotten older. -Create a class list of these characteristics * Complete a self-assessment of their interpersonal skills (as outlined in Curr. Guide) -Set a goal based on one area they feel they can most develop Term 2: Safety and Injury Prevention * What are the safety guidelines I can use to protect myself and others from abuse and exploitation? * How can I remove or reduce hazards and risks for injury in a variety of settings? * What strategies can I use to respond to social pressures that contribute to risk taking? * What factors contribute to the use of alcohol, tobacco and other drugs?

Goals and Decisions * What factors affect decision making? * What are the benefits of personal support networks? Evaluation * Graduation of DARE Program Evidence DARE Program as delivered by Cpl. Latham * Discussions * Observations * Written work Samples * Provided by facilitator as per DARE program Term 3 Career Development * What types of work interest me? * How are work habits transferable career skills? Evaluation * Identify types of work that interest the student. * Relate work habits to transferable skills. Evidence

* Create a web of effective work habits they have developed or are developing. * Listen to invited guests speaking about the work they do and the skills required to do that work. * Create a job profile based on one of the invited guest's job. Identify the range of effective work habits and skills needed for that job. * Co-create a list of questions to interview an adult about their career choice. * Interview an adult on how they chose the career they are in. * Present and share the interview. Samples Internet resources Library resources Invited guests Teacher and student generated sample interviews. Resources Healthy Transitions Grade 5 Library and Internet resources Invited guests Video/DVD DARE Program Language Arts: Reading and Writing Grade 6/7 Term 1 Essential Questions * What makes me who I am? Term 2

Essential Questions * Is there a place for poetry in our world? * What can we learn from conflict? Term 3 Essential Questions * What makes media so powerful? * Do your words matter? Writing Destinations * I produce writing that flows smoothly, makes sense and engages the reader. * I develop stories with a plot that includes characters, a setting, problems and solutions. * I support my ideas with details, examples and feelings. * I effectively incorporate a variety of writing techniques, including similes, metaphores, personification, alliteration and sensory imagery. * I use a variety of sentence lengths and am beginning to use more complex sentence structures. * I am beginning to experiment with dialogue. * I write complete, legible sentences with few errors. * I effectively edit and revise my writing to reduce errors and enhance ideas. * I am developing an awareness that knowing how good readers think can enhance my writing. Writing Evaluation Produces quality writing assignments that: * meet set criteria (teacher generated, performance based and coconstructed),

* show multiple drafts that are edited and revised for content, spelling, grammar and punctuation, * consistently reflect upon work in a thoughtful and directed manner, * works both cooperatively and independently to produce and present work. Writing Evidence Products * Writing pieces: personal memoirs, narratives, non-fiction writing, poems and various other writing genres. * School Wide Write * Reading Responses * Assignments in mini-lessons on writing techniques * Assignments in mini-lessons on grammar * Assignments in mini-lessons on vocabulary * Peer and self-editing Conversations and Observations * Participation in class brainstorms, class webs and personal webs. * Peer and self-editing * Whole class and small group discussions * Participation in mini-lessons on writing techniques, grammar and vocabulary. * Presenting work to others orally and published work. * Participation in co-constructing criteria. * Writing conferences with teacher. Writing Samples * Student writing samples. * Samples generated from performance standards and professional resources. * Teacher generated samples of techniques and finished pieces.

Reading Destinations * I can make meaningful connections to grade level stories, informational text and poems to enhance my understanding. * I can ask thoughtful, meaningful questions during the reading process in order to better understand the text. * I visualize while reading grade level text, using the words to create mental images that will enhance my understanding. * I understand and can compare facts (explicitly stated in text) and personal inferences (implied within the text) in texts I read. * I can infer meaning from clues in text, text features and pictures. * I zoom in on the big ideas and details in informational text and understand the differences. * I can describe and explain the relationship between setting, characterization, conflict and the sequence of events in grade level stories. * I can interpret themes and author's message in stories and poems. * I can communicate my reactions and opinions with reasons and examples that support my thinking. Reading Evaluation Produces reading assignments that: * meet set criteria (teacher generated, performance based and coconstructed), * shows evidence of understanding of what has been read and strategies to improve understanding (products), * consistently reflects upon work in thoughtful and directed manner (conversations), * works cooperatively and independently in producing and presenting reading assignments (observations). Reading Evidence

Products * Reading Responses - making meaningful connections with examples -telling what happened with evidence -presenting theme with evidence -asking questions to further understanding -making inferences from details and schema -finding the big idea with supporting details -analysing text features * Book reviews * DART reading assessment * Written responses to mini-lessons on reading strategies * Literature Circle responses and assignments * Characterization assignments * Ancient Civilization - non-ficition reading - assignments * Poetry and poetic devices assignments * Exploring Media assignments * Use of text features, graphic organizers to demonstrate understanding Conversations * Book talks * DART reading assessment * Class and small group discussions * Partner, group and class sharing * Reading conferences Observations * Peer and self-assessments * Class and small group discussions * Participation in co-constructing criteria * Choral readings * Partner,group, class sharing Reading Samples

* student generated samples of reading responses, journal entries, assignments * samples generated from performance standards and professional resources * teacher generated samples G.O.E.S 5 Destinations * I can work collaboratively and participate with group members when out on experiential outings and lead others by being cooperative, flexible, adaptable, trustworthy and responsible. * I can anticipate and confront challenges I will face during experiential outings by staying optimistic, showing courage and confidence, being diligent and by persevering. * I can take responsibility for managing and directing myself by being organized, independent and diligent on experiential outings. * I can develop self-awareness by understanding and reflecting on what I can accomplish physically, intellectually and emotionally to achieve personal well-being. * I can stay safe on experiential outings by adequately preparing and planning for all possible conditions I may face, by listening to those in charge and by respecting the group rules and expectations. * I can demonstrate a commitment to caring by being an environmental steward and by being a kind, compassionate and open-minded member of my community who is involved in service. * I recognize and appreciate the traditional lands that I visit on experiential outings and participate respectfully in learning cultural and land-based traditions. Evaluation

Produces quality field journals, writing and experimental logs that: * meet and reflect on criteria (set and co-created) (products), * consistently reflects upon personal behaviour and ethics during experiential outings in a thoughtful and directed manner (conversations), * shows commitment and demonstrates growth in independence, perseverance, self-management and leadership skills during experiential outings (observations), * shows a commitment to growth in G.O.E.S. targeted skill sets and development(observations). Evidence * Co-constructed criteria before outings/hikes/camps (ex. What can we do as individuals and as a community to make camp successful for everyone? How can we prepare ourselves for an enjoyable time skiing? How do we make our outdoor classroom sessions successful?) * Camp journals * Self and peer-assessments/ personal reflections using criteria during and after experiential outings. * Skill development in areas of G.O.E.S. targeted skill sets: -canoeing/paddling -fitness on hikes/running club -multi-day packing -orienteering skills -GPS skills -XC Skiing skills -Snowshoeing skills * Participation in service opportunities - in school, community, wider world. * Ability to follow safety guidelines, rules and guest instructors. Samples

* Slide shows, photos and video of previous trips * Mentorship of younger students by older students during house activities, school activities, camps. * Teachers and community members role-modeling the skills and lifestyle targeted by G.O.E.S program. * Examples, demonstrations and knowledge shared by cultural leaders and instructors. * Conversations and recommendations of older students who have the experiences of successful experiential outings to share with younger students.