Appendix I Curriculum Map

APPENDIX I- ONTARIO KINDERGARTEN- GRADE 6 WHO DO I WANT TO BECOME CURRICULUM MAP
The following curriculum map illustrates a set of specific expectations within the Ontario Kindergarten-Grade 6 curriculum that provide a
starting point for meaningful integration of the Who Do I Want to Become? framework into a teacher’s lesson planning process. Specific
expectations have been colour coded to the framework’s areas of inquiry but should not be considered prescriptive. Teachers are encouraged
to use their experience, personal perspective and areas of expertise to refine the map, adding and re-categorizing specific expectations
across the framework to best fit their individual styles and instructional needs. Care has been taken to include specific expectations related
to first nations communities where deeper understanding of personal identity and place in culture are of particular importance.
(Sources: Ontario Ministry of Education Curriculum Guidelines: Kindergarten, Grade 1-8 Social Studies, Science & Technology, The Arts and
Physical and Health Education)
My Future Ready Self
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SOCIAL STUDIES
GRADE LEVEL SPECIFIC EXPECTATIONS MAPPED TO WHO DO YOU WANT TO BE FRAMEWORK
GRADE 1 Why Roles and Responsibilities Change
A1.1 describe how and why a person’s roles, relationships, and responsibilities may change in different places or
situations and at different times (e.g., how and why a student’s relationship with a teacher is different from that
with a peer; how their parents’ roles differ at home and at work; how a child’s responsibilities at home may
change as he or she gets older; why expectations for table manners may be different when they are home than
when they are a guest in someone else’s home)
A1.2 describe how some significant events in their lives (e.g., the birth of a sibling, starting school, moving to a
new home, getting a pet) led to changes in their roles, relationships, and/or responsibilities
A1.3 compare some of the significant events in their own lives and/or the lives of their family members with
those in the lives of their peers
A1.4 describe the impact that people can have on each other in some different situations (e.g., when a person
helps a child who is lost, when a child bullies another child, when a teacher helps a student find the answer to a
problem, when schoolmates share toys or art supplies) and some of the ways in which interactions between
people can affect a person’s sense of self
Roles, Responsibilities, and Identity

A2.1 formulate questions to guide investigations into some aspects of the interrelationship between events,
people, and/or places in their lives and their own roles, relationships, responsibilities, and identity/sense of self
(e.g., brainstorm with their peers to formulate simple questions related to an event that has affected their self-
concept, to changes in their responsibilities since they started school, or to how they behave in different places)
A2.2 gather and organize information on significant events, people, and/or places in their lives that contribute or
have contributed to the development of their roles, relationships, responsibilities, and identity/sense of self
(e.g., a birth or death in the family, their first day at school, a friend getting hurt at the park, getting lost in a
shopping mall, their family’s place of worship), using primary and/or secondary sources that
they have located themselves or that have been provided to them (e.g., photographs, family and other stories,
interviews, artefacts, newspapers and magazines)
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A2.4 interpret and analyse information relevant to their investigations, using a variety of tools (e.g., use a
timeline of significant events in their life to help them make connections between those events and changes in
their sense of self; list their responsibilities at home and at school on a Venn diagram to help them determine
their similarities and differences; use a graphic organizer to help them determine the relationship between the
responsibilities of adults in their life and their own responsibilities)
A2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship between events,
people, and/or places in their lives and their own roles, relationships, responsibilities, and identity/sense of self
Roles, Relationships, and Respect

A3.1 describe some of their own roles, relationships, and responsibilities (e.g., as a student, member of a family,
friend, member of the community)
A3.2 identify some of the significant people, places, and things in their life, including their life in the community
(e.g., people: parent, teacher, Elder, doctor; places: school, friends’ homes, the library, parks or playgrounds,
their place of worship; things: pets, culturally specific items in their home, toys and comfort items), and describe
their purpose or the role they have
Interrelationships within the Community

B1.2 identify some services and service-related occupations in their community (e.g., occupations such as
sanitation worker, store clerk, restaurant server, repair person; services provided by the post office, the band
office, the water treatment plant, grocery stores, gas stations), and describe how they meet people’s needs,
including their own needs
B1.3 create a plan that outlines some specific ways in which they can responsibly interact with the built and/or
natural environment in the local community (e.g., map out the location of garbage and recycling cans in parks so
they can properly dispose of their waste; help plan a garden at home, composting in the school, or other ways
of reducing their environmental footprint; plan ways to participate in clean-up days), and describe how their
actions might enhance the features of the local environment
Interrelationships and Their Impact

B2.1 formulate questions to guide investigations into some aspects of the interrelationship between people and
the natural and built features of their community, with a focus on some of the short- and long-term effects of
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this interrelationship (e.g., brainstorm with their peers to formulate simple questions related to the effects of
not using garbage cans or not cleaning up after their dogs on the playground, of a community tree-planting
event, of the building of a new road or big-box store on what was once green space, or of shutting down a local
store)
B2.5 evaluate evidence and draw conclusions about some aspects of the interrelationship between people and
natural and built features of their local community, and some of the effects of this interrelationship
The Elements of the Local Community

B3.7 identify some of the services in the community for which the government is responsible (e.g., postal
service, police services, fire services, hospitals, garbage collection, ploughing snow, maintenance of public areas,
water treatment), and describe key responsibilities of people in the community in relation to those services (e.g.,
to properly sort garbage and recycling and place the bins on the street for pick up; to shovel snow off their
sidewalks; to dispose of hazardous waste at collection sites; to install and maintain smoke detectors; to keep
noise down after hours)
GRADE 2 Why Traditions Change

A1.1 compare ways in which some traditions have been celebrated over multiple generations in their family, and
identify some of the main reasons for changes in these traditions (e.g., immigration to Canada, family members
marrying someone from a different culture, changes in technology)
A1.3 compare some of the past and present traditions and celebrations of different ethno cultural groups in
their local community, and identify some of the main reasons for the change (e.g., influenced by practices
around Christmas, some Jewish families now give presents at Hanukkah; when some of their spiritual or cultural
traditions were outlawed, First Nations people developed different practices, but now some traditional practices
are returning)
Past and Present Traditions

A2.1 formulate questions to guide investigations into some of the past and present traditions and celebrations
in their own family and the communities to which they belong (e.g., simple questions related to past and
present practices associated with Christmas, Yom Kippur, Eid ul-Fitr, Diwali, or Kwanzaa)
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A2.5 evaluate evidence and draw conclusions about past and present traditions and celebrations in their own
families and the communities to which they belong
Tradition and Heritage

A3.1 identify and describe different types of families (e.g., families with one parent, two parents, no children;
same-sex families; blended and multigenerational families; immigrant families; families where the parents come
from different religious or ethno cultural groups)
A3.2 identify some different groups in their community (e.g., various religious and ethno cultural groups), and
describe some of the ways in which they contribute to diversity in Canada (e.g., different languages, foods,
music, clothing, holidays; ethnic neighbourhoods with specialized shops and restaurants)
A3.6 identify some ways in which heritage is passed on through various community celebrations and events
(e.g., recipes are passed down to new generations when traditional food is prepared for a community
celebration; ethno cultural festivals often showcase traditional costumes, music, dance, stories, and/or games)
Variations in Global Communities

B1.1 compare selected communities from around the world, including their own community, in terms of the
lifestyles of people in those communities and some ways in which the people meet their needs (e.g., in northern
Europe, people have homes that are heated and insulated, while in the Caribbean, houses do not need to be
insulated and may have rooms that are open to the outdoors; in cities, most people buy their groceries from a
local shop or a grocery store, but in rural South America people either grow their own food or trade with other
farmers)
B1.3 demonstrate an understanding of the importance of sustainability in people’s interrelationship with their
natural environment and of some of the consequences of sustainable and/or non-sustainable actions (e.g., if
people in dry regions do not use their water carefully, they may run out; if people do not use sustainable
farming techniques, they may exhaust the fertility of the soil; responsible use of resources helps ensure that
they will be available for future generations)
Natural Environments and Ways of Life
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B2.1 formulate questions to guide investigations into some aspects of the interrelationship between the natural
environment of selected communities and the ways in which people live
B2.2 gather and organize information and data about some communities’ locations, climate, and physical
features, and the ways of life of people in these communities (e.g., use atlases, globes, print, digital or interactive
maps, and/or satellite images to determine location; find photographs in magazines or on the Internet that
provide information on people’s food, shelter, and/or clothing)
Life in Canada – Then and Now

GRADE 3 A1.1 describe some of the similarities and differences in various aspects of everyday life (e.g., housing, clothing,
food, religious/spiritual practices, work, recreation, the role of children) of selected groups living in Canada
between 1780 and 1850 (e.g., First Nations, Métis, French, British, Black people; men and women; slaves,
indentured servants, habitants, seigneurs, farmers; people from different classes)
A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the
nineteenth century with those in the present day (e.g., the roles of women, men, and children; challenges
related to the environment, work, community life, the law)
A1.3 identify some key components of the Canadian identity (e.g., bilingualism, multiculturalism, founding
nations, religious freedom), and describe some of the ways in which communities that were in Canada around
the early 1800s have had an impact on Canadian identity (e.g., with reference to Canada’s official languages,
cultural contributions, place names, observances such as National Aboriginal Day or Black History Month)
Community Challenges and Adaptations

A2.2 gather and organize information on major challenges facing different groups and communities, and on
measures taken to address these challenges, using a variety of primary and/or secondary sources (e.g., settler
journals, artefacts, period paintings and drawings, historical fiction)
A2.5 evaluate evidence and draw conclusions about some of the major challenges facing different groups and
communities in Canada during this period, and measures taken to overcome these challenges
Life in Colonial Canadian Communities
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A3.3 identify some of the main factors that helped shape the development of settlements in Canada during this
period (e.g., the establishment of trading posts based on trade routes and the knowledge of First Nations
peoples; navigable lakes and rivers for trade and transportation; climate; proximity to natural resources; the
origins of settlers), and describe how the physical features of the land (e.g., topography, proximity to water,
fertility of the soil) and the availability of goods and services (e.g., mills, churches, roads) can facilitate settlement
and enhance community life
Land Use and the Environment

B1.2 describe some major connections between features of the natural environment and the type of
employment that is available in a region, with reference to two or more municipal regions in Ontario (e.g., in the
District Municipality of Muskoka, which is known for its lakes, beaches, and many islands, some of the
employment opportunities are seasonal jobs in the recreation industry; Dryden and its surrounding area is
heavily forested, so there are a number of employment opportunities in the pulp and paper industry; the
natural attraction of Niagara Falls led to the development of the area around it as a tourist centre, so the region
offers many jobs in tourist and service industries)
The Impact of Land and Resource Use

B2.1 formulate questions to guide investigations into some of the short- and/or long-term effects on the
environment of different types of land and/or resource use in two or more municipal regions of Ontario (e.g.,
the impact of mining, forestry, agriculture, suburban land development) and measures taken to reduce the
negative impact of that use
Regions and Land Use in Ontario

B3.4 identify and describe the main types of employment that are available in two or more municipal regions in
Ontario (e.g., jobs dependent on natural resources; jobs in manufacturing, tourism and recreation, the service
sector, education, government)
B3.5 describe major types of land use (e.g., for agriculture, industry, commerce, housing, recreation,
transportation, conservation) and how they address human needs and wants (e.g., agricultural lands provide us
with a variety of foods for local consumption and export; land use for recreation enables people to enjoy the
outdoors and to participate in or watch sports and other activities; residential areas have different types of
buildings to meet people’s housing needs; conservation lands protect ecosystems and habitat for organisms so
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that biodiversity is preserved for future generations; untouched wetlands help ensure clean water and a healthy
habitat)
GRADE 4 Heritage and Identity: Early Societies to 1500 ce

A1.3 describe some of the ways in which their daily life differs from the lives of young people from different
backgrounds (e.g., wealthy, poor, slave, urban, rural) in a few early societies, including at least one First Nation
and one Inuit society (e.g., with reference to family life, education, leisure time and recreation, responsibilities,
work)
Ways of Life and Relationships with the Environment

A2.5 evaluate evidence and draw conclusions about ways of life and relationships with the environment in a few
early societies, including at least one First Nation and one Inuit society, with an emphasis on aspects of the
interrelationship between the environment and life in those societies
Characteristics of Early Societies

A3.3 describe significant aspects of daily life in a few early societies, including at least one First Nation and one
Inuit society (e.g., with reference to food, housing, clothing, education, recreation, spiritual/religious life, family
life, transportation, ceremonies, ways of giving thanks and acknowledgement)
A3.10 describe some attempts within a few early societies, including at least one First Nation and one Inuit
society, to deal with conflict and to establish greater cooperation (e.g., democratic developments in ancient
Greece; establishment of religious rights in medieval Islam; matrilineal structures among some First Nations; the
Magna Carta; guilds; intermarriage between royal houses; treaties and alliances; the Great Law of Peace; the
resolution of conflict with drumming, dancing, poetry, and/or humour among Inuit; the role of lacrosse games;
the use of marriage and the ceremonial sharing of food and skins to symbolize alliances and the building of
relationships in Inuit societies)
People and Environments: Political and Physical Regions of Canada

B1.1 analyse some of the general ways in which the natural environment of regions in Canada has affected the
development of industry (e.g., how the characteristics of the Canadian Shield made possible the development of
mining and smelting, forestry, fresh water fisheries, pulp and paper; how the characteristics of the Maritime
provinces made possible the development of fisheries, coal mining, agriculture, off-shore oil drilling; how the
topography and climate of the Prairies make the region suitable for large-scale farming and ranching)
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B2.5 evaluate evidence and draw conclusions about issues and challenges associated with balancing human
needs/wants and activities with environmental stewardship in Canada
Regions in Canada
B3.2 identify some of the main human activities, including industrial development and recreational activities, in
various physical regions of Canada (e.g., large-scale farming in the plains and lowlands; mining and smelting in
the Canadian Shield; cattle ranching in grasslands and plains; development of transportation routes along rivers
and in valleys and mountain passes; fisheries in oceans, lakes, and rivers; skiing in mountain regions; boating on
waterways; hiking on forest or coastal trails)
B3.3 describe the four main economic sectors (i.e., the primary sector is resource based, the secondary sector is
based on manufacturing and processing, the tertiary sector is service based, the quaternary sector is
information based), and identify some industries that are commonly associated with each sector (e.g., primary:
logging, fishing, mining; secondary: pulp and paper, car manufacturing; tertiary: banks, stores, transportation;
quaternary: education, research and development)
B3.6 describe significant opportunities and challenges related to quality of life in some of Canada’s political
regions (e.g., job opportunities in Alberta’s booming resource sector; loss of jobs in the fishing industry in
Newfoundland and Labrador; pollution generated in the Alberta oil sands; challenges related to employment
and housing on First Nations reserves; urban sprawl in the Greater Toronto Area)
GRADE 5 The Impact of Interactions

A1.3 explain some of the ways in which interactions among Indigenous peoples, among European explorers and
settlers, and between Indigenous and European people in what would eventually become Canada are
connected to issues in present-day Canada (e.g., with reference to land claims; treaty rights and responsibilities;
treaty making processes and people excluded from these processes; environmental stewardship and
relationships with the land; resource ownership, extraction, and use)
Governments and Citizens Working Together
B1.2 create a plan of action to address a social issue of local, provincial/territorial, and/or national significance
(e.g., homelessness, child poverty, bullying in schools, availability of physicians in remote communities, lack of
employment opportunities within some regions, overcrowded and poorly constructed housing and/or lack of
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mental health and social services in First Nations and/or Inuit communities, funding for education in First
Nations communities, preservation of Indigenous languages, missing and murdered Indigenous women and
girls), specifying the actions to be taken by the appropriate government or governments, including Indigenous
governments, as well as by citizens
B1.3 create a plan of action to address an environmental issue of local, provincial/territorial, and/or national
significance (e.g., managing waste disposal, regulating industrial practices that damage the environment,
ensuring safe drinking water, expanding availability of energy from renewable sources, reducing vehicle
emissions, addressing land and water contamination on First Nations territory), specifying the actions to be
taken by the appropriate government or governments, including Indigenous governments, as well as by citizens
Differing Perspectives on Social and Environmental Issues

B2.1 formulate questions to guide investigations into social and/or environmental issues in Canada from various
perspectives, including the perspective of Indigenous peoples and of the level (or levels) of government
responsible for addressing the issues (e.g., the perspectives of different levels of government, non-
governmental organizations [NGOs], professionals in the field, and people directly affected by an issue such as
child poverty on and off reserves, preservation of traditional languages, homelessness, bullying in schools,
access to health care, climate change in the Arctic, waste disposal, or deforestation)
Roles and Responsibilities of Government and Citizens

B3.1 describe the major rights and responsibilities associated with citizenship in Canada (e.g., rights: equal
protection under the law, freedom of speech, freedom of religion, the right to vote; responsibilities: to respect
the rights of others, to participate in the electoral process and political decision making, to improve their
communities)
B3.4 describe the shared responsibility of various levels of government for providing some services and for
dealing with selected social and environmental issues (e.g., services/issues related to transportation, health
care, the environment, and/or crime and policing)
B3.9 describe some different ways in which citizens can take action to address social and environmental issues
(e.g., by determining the position of their local candidates on various issues and supporting/voting for the one
whose position they agree with; through the court system; by organizing petitions or boycotts; by volunteering
with organizations that work on specific issues; by writing to their elected representatives or to the media; by
creating or participating in art projects that bring attention to an issue)
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GRADE 6 Diversity, Inclusiveness, and Canadian Identities
A1.4 explain how various groups and communities, including First Nations, Métis, and Inuit communities, have
contributed to the goal of inclusiveness in Canada (e.g., with reference to the efforts of women’s rights, civil
rights, Indigenous, or labour organizations, or of advocacy organizations for immigrants, disabled people, or
various religious or ethnic groups; the Métis idea of and belief in respectful blending), and assess the extent to
which Canada has achieved the goal of being an inclusive society (e.g., with reference to the policy of
multiculturalism, the Canadian Charter of Rights and Freedoms, the Ontario Human Rights Code, the Ontarians
with Disabilities Act, freedom of religion, the recognition of gay marriage, the ratification of the United Nations
Declaration on the Rights of Indigenous People)
The Perspectives of Diverse Communities

A2.1 formulate questions to guide investigations into different perspectives on the historical and/or
contemporary experiences of a few distinct communities, including First Nations, Métis, and/or Inuit
communities, in Canada (e.g., the development of the reserve system from the perspective of First Nations,
European settlers, and the federal government; the negotiation and interpretation of Indigenous treaties, from
the perspective of Indigenous peoples and the federal government; the forced relocation of Japanese Canadians
during World War II from the perspective of Japanese Canadians, the government at the time, and the
government that issued an apology to Japanese Canadians; the formation of neighbourhoods of people who
have different heritages, from the perspective of the newcomers, their children, the people already in the
neighbourhood, the local school, and/or the agencies and governments that provide services to the
neighbourhood)
The Development of Communities in Canada

A3.3 describe some key economic, political, cultural, and social aspects of life in settler/ newcomer communities
in Canada (e.g., with reference to land ownership; agricultural practices; work; cultural practices; religious and/or
spiritual beliefs/practices; dress and diet; family life and the roles of men, women, and children; social and
service clubs), and identify significant ways in which the culture of settlers’ places of origin influenced their ways
of life in Canada and, where applicable, had an impact on Indigenous communities
A3.9 describe significant changes within their own community in Canada (e.g., within their ethnic or religious
community, their local community, or their region)
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A3.10 identify and describe fundamental elements of Canadian identities (e.g., inclusiveness; respect for human
rights; respect for diversity; multiculturalism; parliamentary democracy; constitutional monarchy; bilingualism;
the recognition of three founding nations; universal health care; recognition of First Nations, Métis, and Inuit as
Indigenous peoples and original inhabitants of what is now Canada; the importance of treaties and treaty rights)
Responses to Global Issues

B2.1 formulate questions to guide investigations into global issues of political, social, economic, and/or
environmental importance (e.g., child labour, dwindling oil supplies, ownership of and access to fresh water,
climate change, food shortages, refugees, or natural disasters), their impact on the global community, and
responses to the issues
Canada’s Global Interactions

B3.3 describe several groups or organizations through which Canada and Canadians are involved in global
issues (e.g., NGOs such as Doctors Without Borders, Free the Children, Ryan’s Well, World Wide Fund for Nature;
multinational corporations; intergovernmental organizations such as the UN, la Francophonie, the
Commonwealth, APEC)
B3.8 describe significant economic effects on Canada and Canadians of interactions between Canada and other
regions of the world (e.g., loss of manufacturing jobs to countries with lower labour costs; the impact of trade
agreements and/or disputes; the impact of changing immigration policies; the economic impact of the
dominance of American cultural industries)
SCIENCE & TECHNOLOGY

GRADE LEVEL SPECIFIC EXPECTATIONS
GRADE 1 UNDERSTANDING LIFE SYSTEMS NEEDS AND CHARACTERISTICS OF LIVING THINGS
1.1 identify personal action that they themselves can take to help maintain a healthy environment for living
things, including humans (e.g., walk to school instead of being driven in the car; be careful what they put down
the drain at home; practise cleanliness to reduce the spread of germs when helping in the kitchen; show care
and concern for all living things)
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1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of
everyday life (e.g., if we lost all the cows, all the insects, all the bats, all the trees, all the grasses), taking different
points of view into consideration (e.g., the point of view of farmers, children, parents)
3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and
explain why it is important for all living things to have a healthy environment
3.5 describe how showing care and respect for all living things helps to maintain a healthy environment (e.g.,
leaving all living things in their natural environment; feeding birds during cold winter months; helping to plant
and care for plants in the gardens that attract birds and butterflies; caring for the school and the schoolyard as
an environment)
3.6 identify what living things provide for other living things (e.g., trees produce the oxygen that other living
things breathe; plants such as tomatoes and apple trees and animals such as cows and fish provide food for
humans and for other animals; a tree stump provides a home for a chipmunk; porcupines chew off the tips of
hemlock limbs, providing food for deer in winter)
UNDERSTANDING STRUCTURES AND MECHANISMS MATERIALS, OBJECTS, AND EVERYDAY STRUCTURES

1.1 identify the kinds of waste produced in the classroom, and plan and carry out a classroom course of action
for minimizing waste, explaining why each action is important
2.4 use technological problem-solving skills (see page 16), and knowledge acquired from previous investigations,
to design, build, and test a structure for a specific purpose (e.g., a tent, a model of a swing set or other
playground equipment, a bird feeder, a wigwam for people who need to move throughout the year)
3.4 describe the function/purpose of the observable characteristics (e.g., texture, height, shape, colour) of
various objects and structures, using information gathered through their senses (e.g., sandpaper is rough to
help take the rough edges off wood; a traffic light is tall so it can be easily seen; a stop sign is the same shape
and colour in many countries around the world to make it easily recognizable)
UNDERSTANDING MATTER AND ENERGY IN OUR LIVES

1.1 describe their own and their family's uses of energy (e.g., to operate lights, video games, cars, computers);
identify ways in which these uses are efficient or wasteful, taking different points of view into consideration (e.g.,
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the point of view of a parent, a sibling, a member of their extended family); suggest ways to reduce personal
energy consumption; and explain why it is important for people to make these choices
1.2 describe how the everyday lives of different people and other living things would be affected if electrical
energy were no longer available (e.g., families, farmers, businesses and stores, a company that offers alternative
energy sources such as solar-powered devices, the plants in a hydroponic greenhouse, the tropical animals in a
Canadian zoo)
3.5 demonstrate an understanding that humans get the energy resources they need from the world around
them (e.g., the wood, oil, and gas to heat our homes and cook our food) and that the supply of many of these
resources is limited so care needs to be taken in how we use them
UNDERSTANDING EARTH AND SPACE SYSTEMS DAILY AND SEASONAL CHANGES

1.2 assess ways in which daily and seasonal changes have an impact on society and the environment
GRADE 2 UNDERSTANDING STRUCTURES AND MECHANISMS MOVEMENT

1.1 assess the impact on society and the environment of simple machines that allow movement
UNDERSTANDING MATTER AND ENERGY

1.2 assess the impacts of changes in state of solids and liquids on individuals and society
2.5 use technological problem-solving skills, and knowledge acquired from previous investigations, to design,
build, and test a structure that involves interactions between liquids and solids (e.g., an object that floats)
UNDERSTANDING EARTH AND SPACE SYSTEMS

1.1 assess the impact of human activities on air and water in the environment, taking different points of view
into consideration (e.g., the point of view of parents, children, other community members), and plan a course of
action to help keep the air and water in the local community clean
1.2 assess personal and family uses of water as responsible/efficient or wasteful, and create a plan to reduce
the amount of water used, where possible
GRADE 3 UNDERSTANDING LIFE SYSTEMS GROWTH AND CHANGES IN PLANTS
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1.1 assess ways in which plants are important to humans and other living things, taking different points of view
into consideration (e.g., the point of view of home builders, gardeners, nursery owners, vegetarians), and
suggest ways in which humans can protect plants
1.2 assess the impact of different human activities on plants, and list personal actions they can engage in to
minimize harmful effects and enhance good effects
3.5 describe ways in which humans from various cultures, including Aboriginal people, use plants for food,
shelter, medicine, and clothing (e.g., food – from rice plants; houses for shelter – from the wood of trees;
medicines – from herbs; clothing – from cotton plants)
3.8 identify examples of environmental conditions that may threaten plant and animal survival (e.g., extreme
heat and cold; floods and/or droughts; changes in habitat because of human activities such as construction, use
of gas-powered personal watercraft on lakes)
UNDERSTANDING STRUCTURES AND MECHANISMS STRONG AND STABLE STRUCTURES

1.1 assess effects of strong and stable structures on society and the environment (e.g., reliable load-bearing
structures are essential in all areas of life for shelter, transportation, and many other everyday purposes; strong
and stable structures can endure for long periods of time and provide a historical record of other societies and
cultures; strong and stable structures can be hard to dispose of when their usefulness is ended and may then
have a negative effect on the environment)
2.4 use technological problem-solving skills, and knowledge acquired from previous investigations, to design
and build a strong and stable structure that serves a purpose (e.g., a place to store lunch bags, a place to put
wet boots)
UNDERSTANDING MATTER AND ENERGY FORCES CAUSING MOVEMENT

1.1 assess the effects of the action of forces in nature (natural phenomena) on the natural and built
environment, and identify ways in which human activities can reduce or enhance this impact
UNDERSTANDING EARTH AND SPACE SYSTEMS SOILS IN THE ENVIRONMENT
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1.1 assess the impact of soils on society and the environment, and suggest ways in which humans can enhance
positive effects and/or lessen or prevent harmful effects
3.3 describe the interdependence between the living and non-living things that make up soil (e.g., earthworms
ingest the soil and absorb the nutrients, then their castings return the nutrients to the soil; the roots of plants
use the soil as an anchor to keep the plants from blowing away)
GRADE 4 UNDERSTANDING LIFE SYSTEMS HABITATS AND COMMUNITIES

1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities
(e.g., human dependence on natural materials), taking different perspectives into account (e.g., the perspectives
of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative
impacts
1.2 identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, disease, invasive
species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and
propose possible actions for preventing such depletions or extinctions from happening
3.4 demonstrate an understanding of a community as a group of interacting species sharing a common habitat
(e.g., the life in a meadow or in a patch of forest)
3.8 explain why changes in the environment have a greater impact on specialized species than on generalized
species
3.10 describe ways in which humans are dependent on natural habitats and communities (e.g., for water,
medicine, flood control in wetlands, leisure activities)
UNDERSTANDING STRUCTURES AND MECHANISMS PULLEYS AND GEARS

1.1 assess the impact of pulley systems and gear systems on daily life
1.2 assess the environmental impact of using machines with pulleys and gears, taking different perspectives into
account (e.g., the perspectives of a car driver or cyclist, someone who is physically challenged, the owner of a
multi-floor building), and suggest ways to minimize negative impacts and maximize positive impacts
1.2 assess the impacts on society and the environment of light and/or sound energy produced by different
technologies, taking different perspectives into account
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2.4 use technological problem-solving skills (see page 16) to design, build, and test a device that makes use of
the properties of light (e.g., a periscope, a kaleidoscope) or sound (e.g., a musical instrument, a sound
amplification device)
UNDERSTANDING EARTH AND SPACE SYSTEMS ROCKS AND MINERALS

1.1 assess the social and environmental costs and benefits of using objects in the built environment that are
made from rocks and minerals
1.2 analyse the impact on society and the environment of extracting and refining rocks and minerals for human
use, taking different perspectives into account (e.g., the perspectives of mine owners, the families of the miners,
Aboriginal communities, the refinery workers, manufacturers of items who need the refined rocks and minerals
to make their products, residents who live in communities located near refineries and manufacturing facilities
and who are concerned about the environment)
GRADE 5 UNDERSTANDING LIFE SYSTEMS HUMAN ORGAN SYSTEMS

1.1 assess the effects of social and environmental factors on human health, and propose ways in which
individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial
UNDERSTANDING STRUCTURES AND MECHANISMS FORCES ACTING ON STRUCTURES AND MECHANISMS

1.2 evaluate the impact of society and the environment on structures and mechanisms, taking different
perspectives into account (e.g., the perspectives of golfers, local bird-watching groups, families, a school board),
and suggest ways in which structures and mechanisms can be modified to best achieve social and
environmental objectives
UNDERSTANDING MATTER AND ENERGY PROPERTIES OF AND CHANGES IN MATTER

1.2 assess the social and environmental impact of using processes that rely on chemical changes to produce
consumer products, taking different perspectives into account
UNDERSTANDING EARTH AND SPACE SYSTEMS CONSERVATION OF ENERGY AND RESOURCES

1.1 analyse the long-term impacts on society and the environment of human uses of energy and natural
resources, and suggest ways to reduce these impacts
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1.2 evaluate the effects of various technologies on energy consumption (e.g., improving our home's insulation
allows us to conserve heat and reduce energy consumption; aerodynamic design can improve the energy
efficiency of cars and buses; household appliances designed to make our lives easier use large amounts of
energy; some cars and recreational vehicles use energy less efficiently than others), and propose ways in which
individuals can improve energy conservation
GRADE 6 UNDERSTANDING LIFE SYSTEMS BIODIVERSITY
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
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)
UNDERSTANDING STRUCTURES AND MECHANISMS FLIGHT

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)
UNDERSTANDING MATTER AND ENERGY ELECTRICITY AND ELECTRICAL DEVICES

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
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
UNDERSTANDING EARTH AND SPACE SYSTEMS SPACE

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 Canada-arm; the
University of British Columbia's development of the "Humble" space telescope) to the exploration and scientific
understanding of space
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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)
3.3 explain how humans meet their basic biological needs in space (e.g., obtaining air, water, and food and
managing bodily functions)
THE ARTS
GRADE 1 DRAMATIC ARTS
B1.1 engage in dramatic play and role play, with a focus on exploring a variety of sources from diverse
communities, times, and places
B2.1 express feelings and ideas about a drama experience or performance in a variety of ways, making
personal connections to the characters and themes in the story
B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama participants
and audience members (e.g., using personal experience and imagination to extend ideas in the drama;
building on their own or others’ ideas)
MUSIC
C2.1 express initial reactions and personal responses to musical performances in a variety of ways (e.g., move
like an animal of which the music reminds them)
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C3.1 identify and describe musical experiences in their own lives (e.g., list the places and times within a day
when they hear or perform music; describe various times when they sing, play, and move to music in school, at
home, and in the community
VISUAL ARTS
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by personal
experiences (e.g., a tempera painting that communicates their feelings about a special occasion or event such
as a fair or a parade; a sculpture of a favourite musical instrument made with found objects; a watercolour
painting of a favourite part of the schoolyard; an assemblage in which images and objects from home and
school are used to represent special memories)
D1.3 use elements of design in art works to communicate ideas, messages, and personal understandings (e.g.,
a pattern of broken, wavy, and zigzag lines to make the bark of a tree look rough in a drawing; size and
arrangement of organic shapes in a painting of flowers to create the impression that the various flowers are at
different distances from the viewer)
D2.3 demonstrate an awareness of signs and symbols encountered in their daily lives and in works of art (e.g.,
green is associated with nature and sometimes with envy or illness in the West; red is associated with stopping
[traffic lights] in the West, luck in China, success in Cherokee culture, mourning in South Africa)
D3.1 identify and describe visual art forms that they see in their home, at school, in their community, and in
visual arts experiences (e.g., illustrations in picture books, designs of various toys, patterns on clothing or other
textiles, classroom visits by artists, student displays at their school, visits to galleries)

B2.1 express thoughts, feelings, and ideas about drama experiences and performances in a variety of ways
(e.g., use a journal response, a think-pair-share activity, visual art work, or a drama convention such as role on
the wall to explore both the inner thoughts and feelings of the character and the perspectives of others who
know the character)
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B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama participants
and audience members (e.g., identify the goals they had in presenting a drama work and communicate how
they achieved those goals; generate multiple ideas for improvement in a mapping activity or experiential play
experience)
B3.1 identify and describe a variety of drama and theatre forms they experience in their home, school, and
community, and in the media (e.g., favourite television, film, computer programs; favourite play roles; playing
with puppets to enact real-life scenarios; attending plays; listening to stories about family and community
traditions)
B3.2 demonstrate an awareness of some drama and theatre traditions of communities around the world (e.g.,
describe experiences with festivals, pageants, circuses; explain the use of special objects in ceremonies or
celebrations; give examples of the use of a narrator in plays or street theatre)
MUSIC
C2.1 express personal responses to musical performances in a variety of ways (e.g., use a teacher-directed
listening log to record their thoughts, feelings, ideas; write or draw their response)
C2.3 identify and give examples of their strengths and areas for growth as musical performers, creators,
interpreters, and audience members (e.g., share with a partner what they did well during the last performance,
using musical vocabulary)
VISUAL ARTS
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by activities in
their community or observations of nature (e.g., a streetscape collage with children playing, made with paint,
pastel, and various kinds of paper [newspaper, magazines]; small glue-line prints in which a variety of curvy
and pointy lines show illusory texture or represent a pattern they have seen on insects in the schoolyard or
garden)
D2.1 express their feelings and ideas about works of art (e.g., explain why they prefer a work by one artist over
another; explain to a partner how well an art work reflects their personal knowledge and prior experience)
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D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art (e.g.,
identify what is interesting about a work they have produced; identify what they feel they have done well and
what they would do differently next time to improve)

B2.1 express thoughts, feelings, and ideas about a variety of drama experiences and performances (e.g., in a
journal response, in a think-pair-share activity, in class discussion, by writing in role, in a four corners activity,
in a small group improvisation or drawing)
B2.3 identify and give examples of their strengths, interests, and areas for growth as drama participants and
audience members (e.g., describe how their understanding of role play is developing; identify a role they
would like to play, and explain why)
B3.2 demonstrate an awareness of ideas and emotions expressed in drama works from communities around
the world (e.g., ideas about friendship or loyalty or power or perseverance in dramas based on fairy tales or
myths from different countries; ethics and values found in Aboriginal plays)
MUSIC
C2.1 express personal responses to musical performances in a variety of ways (e.g., create a graphic or text
response to a musical selection featuring a Latin American dance style)
interpreters, and audience members (e.g., singing in tune, breathing at the end of phrases, watching the
conductor or teacher while rehearsing and performing
VISUAL ARTS
D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the
environment or that have the community as their subject (e.g., make a symmetrical sculpture of an insect or a
flower, using natural materials such as wood, pebbles, dry seed pods, feathers; draw a picture depicting a
solution to the problem of litter in their community; make a painting of nature, focusing on a feature of
personal interest or meaning to themselves)
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D2.1 express personal feelings and ideas about art experiences and images (e.g., create a poster for an
exhibition, using words of different sizes and colours to show their excitement about the event; express
thoughts and ideas about an art work while in role as the artist in a peer artist interview)
D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art (e.g.,
keep an art journal to record what they think they have done well in their art works, or learned about in their
art works, as they complete them; use the strategy of matching word and image to share their feelings about
an art work or its creation)
D3.1 identify and describe a variety of visual art forms they see in their home, at school, in the community, and
in visual arts experiences (e.g., original paintings at a community gallery, sculptures in a local park, art
reproductions in offices, murals or sculptural monuments in the community, mixed media art works at arts
festivals)

B1.1 engage actively in drama exploration and role play, with a focus on exploring drama structures, key ideas,
and pivotal moments in their own stories and stories from diverse communities, times, and places (e.g., use
role play to explore the hierarchical structure of medieval society; use “inner and outer circle” to examine
moments of conflict and power imbalance in group improvisations on a common theme)
B2.1 express personal responses and make connections to characters, themes, and issues presented in their
own and others’ drama works (e.g., make a mural or map to explore the setting of the drama; interview a
partner in and out of role to discover physical and personality traits of a character; write a diary entry
describing the relationship between two fictitious characters)
MUSIC
C2.1 express detailed personal responses to musical performances in a variety of ways (e.g., respond by
drawing, moving, using visual organizers, telling a story, making a collage; compare recordings of singers they
think have a “good voice”, and defend their preference)
interpreters, and audience members (e.g., identify two musical qualities that were effective in their group’s
performance and one area for improvement)
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VISUAL ARTS
D1.1 create two- and three-dimensional works of art that express feelings and ideas inspired by their interests
and experiences (e.g., a comic strip or a storyboard featuring a space voyage; an oil pastel drawing of peers in
sports or dance poses; a painted still life of objects related to a hobby)
D2.1 interpret a variety of art works, and identify the feelings, issues, themes, and social concerns that they
convey (e.g., express their response to student drawings on a classroom gallery walk; identify artistic
techniques that are used to influence the viewer; in role as a famous artist, write a journal entry or letter
identifying the artist’s compositional choices and intentions)
D3.1 describe how visual art forms and styles represent various messages and contexts in the past and
present (e.g., images that promote businesses, events, or festivals; paintings in art galleries that enrich,
challenge, and engage viewers; picture books and graphic novels that inform and entertain; traditional and
contemporary purposes of Aboriginal sculpture)

B2.1 express personal responses and make connections to characters, themes, and issues presented in their
own and others’ drama works (e.g., draw a picture or write poetry to show how they see a character at the
beginning and end of the drama; use journal writing to convey a feeling of connection to a character in a
drama)
B2.3 identify and give examples of their strengths, interests, and areas for improvement as drama creators,
performers, and audience members (e.g., use journals, charts, rubrics, and peer- and self-assessment charts to
keep track of successful contributions, unproductive ideas or efforts, and evolving preferences in drama;
describe how they used established criteria to evaluate their own and others’ work; describe how they
incorporated constructive feedback into their drama work; assess how well they differentiated between
stereotypes and authentic characters when developing roles)
B3.1 describe forms of process drama, theatre, storytelling, and visual representation from diverse
communities around the world, and explain how they may reflect some beliefs and traditions of their
communities (e.g., identify contexts in which the spoken word is a form of drama; describe historical and/or
contemporary examples of forms from African, Asian, and/or Central or South American societies; identify
examples of forms that reflect alternative viewpoints within communities)
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B3.2 demonstrate an understanding of the broader world of drama and theatre by identifying and describing
the roles and responsibilities of key theatre personnel (e.g., describe what a producer, director, actor, stage
manager, set or costume designer, and/or lighting or sound technician does in a typical day and what each
needs in order to complete his or her work)
MUSIC
C2.1 express detailed personal responses to musical performances in a variety of ways (e.g., describe the
sounds of a steel band, using musical terminology; analyse a movement from Vivaldi’s Four Seasons in a think-
pair-share listening activity, and describe their feelings and personal impressions; compare the mood of a
piece from today and a piece from the baroque period, using Venn diagrams)
interpreters, and audience members (e.g., balancing the volume of their own singing part in relation to the
volume of another singing part; using expressive controls while playing recorder; providing peer feedback in
preparation for a musical performance; writing a reflection on a live or recorded musical performance)
C3.1 identify and describe some of the key influences of music within contemporary culture (e.g., describe the
use of music in film and advertising; identify effects of musical trends on young people’s musical tastes;
describe examples of fusion in different musical styles and genres)
VISUAL ARTS
D1.1 create two- and three-dimensional art works that express feelings and ideas inspired by their own and
others’ points of view (e.g., a painting based on a photo montage about children’s rights and responsibilities; a
coloured line drawing of an underwater setting or the view from an airplane that addresses environmental
awareness by showing the interconnectedness of ecosystems; a painting of someone in a particular situation
in which empathy for him or her is created through characterization)
D2.1 interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they
convey (e.g., use an image round-table technique to compare interpretations of emotions suggested by
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abstract forms or figures in art work; sort and classify a variety of art images, such as Nigerian, Egyptian,
Mayan, and Chinese sculptures, to determine common subjects or themes)
D2.4 identify and explain their strengths, their interests, and areas for improvement as creators, interpreters,
and viewers of art (e.g., use of appropriate terminology in talking about their own art work; discussion of
others’ ideas with sensitivity and respect; provision of reasons for their artistic choices in a diary entry in their
art journal or sketchbook)

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)
MUSIC
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)
VISUAL ARTS
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)
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)
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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)
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)
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)
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)
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HEALTH & PHYSICAL EDUCATION
GRADE 1 LIVING SKILLS
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
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
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
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
ACTIVE LIVING
A1.1 actively participate in a wide variety of program activities (e.g., activity centre and circuit activities, tag
games, parachute activities), according to their capabilities, while applying behaviours that enhance their
readiness and ability to take part
A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active (e.g.,
having the opportunity to participate fully in all aspects of an activity, having a comfortable environment for
activities, being able to explore different ways of being active, having the opportunity to take part in activities
that relate to their cultural background) as they participate in a wide variety of individual and small-group
activities
A2.2 demonstrate an understanding of how being active helps them to be healthy
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MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES
B2.2 apply a variety of simple tactics to increase their chances of success while participating in and exploring
physical activities (e.g., extend arms to improve stability when balancing on one foot; change speed, direction, or
level to avoid being tagged; move closer to a target to increase the likelihood of success when sending an object)
HEALTHY LIVING
C1.1 explain why people need food to have healthy bodies (e.g., food provides energy for the healthy growth of
teeth, skin, bones, muscles, and other body components)
C2.3 demonstrate the ability to recognize caring behaviours (e.g., listening with respect, giving positive
reinforcement, being helpful) and exploitive behaviours (e.g., inappropriate touching, verbal or physical abuse,
bullying), and describe the feelings associated with each

ACTIVE LIVING
A1.1 actively participate in a wide variety of program activities, according to their capabilities (e.g., individual and
small-group activities, dancing to music, cooperative games), while applying behaviours that enhance their
readiness and ability to take part (e.g., being engaged and moving throughout the activity; knowing what to do;
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demonstrating appropriate interpersonal skills, such as active listening, communicating with respect, and
providing help to and asking for help from group members)
having the opportunity to participate fully in all aspects of an activity, being able to choose the activities they
participate in and having choice within the activities, having adequate practice time, having access to safe
outdoor play space, being able to take part in activities that are connected to their cultural background) as they
participate in a wide variety of individual and small-group activities
A1.3 identify reasons for participating in physical activity every day (e.g., to have fun, learn through play, be with
classmates who are involved in after-school physical activities, pursue personal interests in certain kinds of
activities, enjoy a change from the classroom routine, emulate a role model, interact with family members,
improve health, follow cultural teachings)

B2.2 apply a variety of simple tactics to increase their chances of success while participating in and exploring
physical activities (e.g., extend arms to improve stability when balancing on one foot; change speed, direction, or
level to avoid being tagged; move closer to a target to increase the likelihood of success when sending an object)
HEALTHY LIVING
C1.4 outline the basic stages of human development (e.g., infant, child, adolescent, adult, older adult) and
related bodily changes, and identify factors that are important for healthy growth and living throughout life

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ACTIVE LIVING
having the opportunity to participate fully in all aspects of an activity, having support from their peers, being
exposed to a variety of activities, being outdoors) as they participate in a wide variety of individual and small-
group activities
A1.3 describe the benefits of participating in physical activity every day (e.g., physical benefits, such as better
sleep, more energy, reduced risk of getting sick; social benefits, such as improved interaction with peers, greater
empathy, stronger interpersonal skills, improved independence; emotional/mental benefits, such as stress
release, greater self-confidence, improved concentration)

B2.2 apply a variety of simple tactics to increase their chances of success during physical activities (e.g., assume
a ready position in preparation to receive the ball when playing small-sided games such as two-on-two or to be
ready for a quick start in a race; practise a balance routine on a line in the gymnasium while waiting for a turn
on a balance beam or a bench)
HEALTHY LIVING
C2.2 apply their understanding of good safety practices by developing safety guidelines for a variety of places
and situations outside the classroom
C2.3 apply decision-making strategies to make healthy choices about behaviours and the use of various
substances in ways that could lead to dependencies, identifying factors that should be considered
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ACTIVE LIVING
knowing rules of etiquette and fair play will be observed, having the opportunity to think creatively and adapt
activities to individual needs or preferences, being physically and emotionally comfortable in the activities), as
they participate in a wide variety of individual and small-group activities and lead-up games
A1.3 identify factors that motivate participation in physical activity every day at school, at home, or in their
communities (e.g., enjoyment; availability and cost of programs; proximity and accessibility of facilities such as
community centres, lakes, or nature trails; availability of bike racks; support of family and peer group; cultural
relevance of activities)

B2.3 apply a variety of tactical solutions to increase their chances of success as they participate in physical
activities
HEALTHY LIVING
C1.2 identify risks associated with communications technology (e.g., Internet and cell phone use, including
participation in gaming and online communities and the use of text messaging), and describe precautions and
strategies for using these technologies safely
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C2.2 apply a decision-making process (e.g., identify potential dangers and risks, consider ways to stay safe,
consider the pros and cons of each option, consider whether they need to check with an adult, choose the safest
option, act, reflect on their decision, consider whether there is anything they could improve for next time) to
assess risks and make safe decisions in a variety of situations
C3.1 identify ways of promoting healthier food choices in a variety of settings and situations (e.g., school, arena,
recreation centre, stores, food courts, special events; when camping, having a snack or meal at a friend’s house,
eating on weekends versus weekdays)

ACTIVE LIVING
having the opportunity to modify games to make them more inclusive and to increase opportunities for
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participation, being exposed to new and different activities such as rubber chicken tag, having the opportunity
to respond creatively to music and poetry, being able to take part in activities that emphasize healthy
competition with themselves and others, having access to play spaces that are clean and attractive), as they
participate in a wide variety of individual and small-group activities and lead-up games
A2.2 identify the components of health-related fitness (e.g., cardiorespiratory endurance, muscular strength,
muscular endurance, flexibility) and the benefits associated with developing and maintaining each of them (e.g.,
increased cardiorespiratory endurance provides more stamina for prolonged activity, increased muscular
strength and muscular endurance improve performance in activities, good flexibility allows for ease of
movement during activities)
A3.2 demonstrate an understanding of proactive measures that should be taken to minimize environmental
health risks that may interfere with their safe participation in and enjoyment of outdoor physical activities
HEALTHY LIVING
C1.1 identify people (e.g., parents, guardians, neighbours, teachers, crossing guards, police, older students,
coaches, elders) and supportive services (e.g., help lines, 9-1-1, Telehealth, public health units, student services)
that can assist with injury prevention, emergencies, bullying, and abusive and violent situations
C3.1 describe how advertising and media influences affect food choices (e.g., TV commercials, product
packaging, celebrity endorsements, product placements in movies and programs, idealized body images in
movies and programs, magazine articles promoting fad diets), and explain how these influences can be
evaluated to make healthier choices
C3.2 explain how a person’s actions, either in person or online, can affect their own and others’ feelings, self-
concept, emotional well-being, and reputation (e.g., negative actions such as name calling, making homophobic
or racist remarks, mocking appearance or ability, excluding, bullying, sexual harassment [including online
activities such as making sexual comments, sharing sexual pictures, or asking for such pictures to be sent];
positive actions such as praising, supporting, including, and advocating)

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ACTIVE LIVING
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
HEALTHY LIVING
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
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,
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cultural influences, influence of family and friends, school food and beverage policies, environmental impact,
cost) to develop personal guidelines for healthier eating
C2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a
clearer understanding of the physical, social, and emotional changes that occur during adolescence (e.g.,
physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of
peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion and
questions about changes)
KINDERGARTEN
FRAMES SPECIFIC EXPECTATIONS
BELONGING AND 3.1 act and talk with peers and adults by expressing and accepting positive messages (e.g., use an
CONTRIBUTING appropriate tone of voice and gestures; give compliments; give and accept constructive criticism)
4.1 use a variety of strategies to solve problems, including problems arising in social situations (e.g., trial and
error, checking and guessing, cross-checking – looking ahead and back to find material to add or remove)
5.1 demonstrate respect and consideration for individual differences and alternative points of view (e.g., help
a friend who speaks another language; adapt behaviour to accommodate a classmate’s ideas)
25.1 recognize personal interests, strengths, and accomplishments
25.2 identify and talk about their own interests and preferences
36
25.3 express their thoughts (e.g., about a science discovery, about something they have made) and share
experiences (e.g., experiences at home, cultural experiences)
26.1 understand that everyone belongs to a group/community (e.g., a family, a class, a religious community)
and that people can belong to more than one group/community at a time
26.3 describe, both verbally and non-verbally, ways in which they contribute to the various groups to which
they belong
27.1 develop strategies for standing up for themselves, and demonstrate the ability to apply behaviours that
enhance their personal well-being, comfort, and self-acceptance and the well-being, comfort, and self-
acceptance of others (e.g., speaking confidently, stating boundaries, making choices)
27.2 think critically about fair/unfair and biased behaviour towards both themselves and others, and act with
compassion and kindness
27.3 recognize discriminatory and inequitable practices and behaviours and respond appropriately
28.1 recognize people in their community and talk about what they do (e.g., farmer, park ranger, police
officer, nurse, Indigenous healer, store clerk, engineer, baker)
28.3 develop an awareness of ways in which people adapt to the places in which they live (e.g., children in
cities may live in high-rise buildings and use sidewalks and the subway; children in the country may take the
bus to school)
SELF-REGULATION AND 2.1 demonstrate self-reliance and a sense of responsibility (e.g., make choices and decisions on their own;
WELL BEING take care of personal belongings; know when to seek assistance; know how to get materials they need)
37
2.4 demonstrate self-control (e.g., be aware of and label their own emotions; accept help to calm down; calm
themselves down after being upset) and adapt behaviour to different contexts within the school environment
(e.g., follow routines and rules in the classroom, gym, library, playground)
2.5 develop empathy for others, and acknowledge and respond to each other’s feelings (e.g., tell an adult
when another child is hurt/sick/upset; have an imaginary conversation with a tree or an insect; role-play
emotions with dolls and puppets)
3.3 demonstrate an awareness of ways of making and keeping friends (e.g., sharing, listening, talking,
helping, entering into play or joining a group with guidance from the educators)
4.1 use a variety of strategies to solve problems, including problems arising in social situations (e.g., trial and
error, checking and guessing, cross-checking – looking ahead and back to find material to add or remove)
7.3 demonstrate strategies for engaging in cooperative play in a variety of games and activities
DEMONSTRATING 1.9 describe personal experiences, using vocabulary and details appropriate to the situation
LITERACY AND
MATHEMATICS 1.10 retell experiences, events, and familiar stories in proper sequence (e.g., orally; in new and creative ways;
BEHAVIOUR using drama, visual arts, non-verbal communication, and representations; in a conversation)
11.2 identify personal preferences in reading materials (e.g., choose fiction and non-fiction books, magazines,
posters, or computerized interactive texts that they enjoy) in different contexts (e.g., educator team read-
alouds, shared experiences in reading books, independent reading time)
11.5 make predictions regarding an unfamiliar text that is read by and with the educator team, using prior
experience, knowledge of familiar texts, and general knowledge of the world around them (e.g., use the cover
pictures and/or title to determine the topic and/or text form)
21.3 express their responses to music by moving, by making connections to their own experiences, or by
talking about the musical form
21.5 express their responses to visual art forms by making connections to their own experiences or by talking
about the form
38
PROBLEM SOLVING 1.9 describe personal experiences, using vocabulary and details appropriate to the situation
AND INNOVATING
1.10 retell experiences, events, and familiar stories in proper sequence (e.g., orally; in new and creative ways;
using drama, visual arts, nonverbal communication, and representations; in a conversation)
6.5 discuss and demonstrate in play what makes them happy and unhappy, and why
10.6 communicate ideas about personal experiences and/or familiar stories, and experiment with personal
voice in their writing (e.g., make a story map of “The Three Little Pigs” and retell the story individually to a
member of the educator team during a writing conference)
24.2 state problems and pose questions as part of the process of creating and designing
24.3 make predictions and observations as part of the process of creating and designing
39

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APPENDIX I- ONTARIO KINDERGARTEN- GRADE 6 WHO DO I WANT TO BECOME CURRICULUM MAP

My Future Ready Self

Roles, Responsibilities, and Identity

Roles, Relationships, and Respect

Interrelationships within the Community

Interrelationships and Their Impact

The Elements of the Local Community

GRADE 2 Why Traditions Change

Past and Present Traditions

Tradition and Heritage

Variations in Global Communities

Natural Environments and Ways of Life

Life in Canada – Then and Now

Community Challenges and Adaptations

Life in Colonial Canadian Communities

Land Use and the Environment

The Impact of Land and Resource Use

Regions and Land Use in Ontario

GRADE 4 Heritage and Identity: Early Societies to 1500 ce

Ways of Life and Relationships with the Environment

Characteristics of Early Societies

People and Environments: Political and Physical Regions of Canada

GRADE 5 The Impact of Interactions

Differing Perspectives on Social and Environmental Issues

Roles and Responsibilities of Government and Citizens

The Perspectives of Diverse Communities

The Development of Communities in Canada

Responses to Global Issues

Canada’s Global Interactions

SCIENCE & TECHNOLOGY

UNDERSTANDING STRUCTURES AND MECHANISMS MATERIALS, OBJECTS, AND EVERYDAY STRUCTURES

UNDERSTANDING MATTER AND ENERGY IN OUR LIVES

UNDERSTANDING EARTH AND SPACE SYSTEMS DAILY AND SEASONAL CHANGES

GRADE 2 UNDERSTANDING STRUCTURES AND MECHANISMS MOVEMENT

UNDERSTANDING MATTER AND ENERGY

UNDERSTANDING EARTH AND SPACE SYSTEMS

GRADE 3 UNDERSTANDING LIFE SYSTEMS GROWTH AND CHANGES IN PLANTS

UNDERSTANDING STRUCTURES AND MECHANISMS STRONG AND STABLE STRUCTURES

UNDERSTANDING MATTER AND ENERGY FORCES CAUSING MOVEMENT

UNDERSTANDING EARTH AND SPACE SYSTEMS SOILS IN THE ENVIRONMENT

GRADE 4 UNDERSTANDING LIFE SYSTEMS HABITATS AND COMMUNITIES

UNDERSTANDING STRUCTURES AND MECHANISMS PULLEYS AND GEARS

UNDERSTANDING EARTH AND SPACE SYSTEMS ROCKS AND MINERALS

GRADE 5 UNDERSTANDING LIFE SYSTEMS HUMAN ORGAN SYSTEMS

UNDERSTANDING STRUCTURES AND MECHANISMS FORCES ACTING ON STRUCTURES AND MECHANISMS

UNDERSTANDING MATTER AND ENERGY PROPERTIES OF AND CHANGES IN MATTER

UNDERSTANDING EARTH AND SPACE SYSTEMS CONSERVATION OF ENERGY AND RESOURCES

UNDERSTANDING STRUCTURES AND MECHANISMS FLIGHT

UNDERSTANDING MATTER AND ENERGY ELECTRICITY AND ELECTRICAL DEVICES

UNDERSTANDING EARTH AND SPACE SYSTEMS SPACE

GRADE 2 DRAMATIC ARTS

GRADE 3 DRAMATIC ARTS

GRADE 4 DRAMATIC ARTS

GRADE 5 DRAMATIC ARTS

GRADE 6 DRAMATIC ARTS

A2.2 demonstrate an understanding of how being active helps them to be healthy

GRADE 2 LIVING SKILLS