Language Reading Writing Oral Communication of simple texts (e.g. answer questions, identify key information) Extend their of a story through followup activities (e.g. illustrate a character or an action, role play) create short written texts for specific purposes (e.g. a story7, an invitation, a description), following a model Recognize interpret visual verbal cues (e.g gestures, facial expressions, tone of voice) to aid in what they hear Grade term of simple texts (e.g. answer questions, identify key information) Extend their of a story through followup activities (e.g. illustrate a character or an action, role play) create short written texts for specific purposes (e.g. a story7, an invitation, a description), following a model Recognize interpret visual verbal cues (e.g gestures, facial expressions, tone of voice) to aid in what they hear Grade Term Grade Term Use simple vocabulary language structures to needs express feelings Use simple vocabulary language structures to needs express feelings
Math Number Sense Numeration Patterning Algebra Data Management Probability Read, represent, compare order whole numbers to 50, use concrete materials to investigate fractions money amounts identify, describe, extend, create repeating patterns collect organize categorical primary data display the data using concrete graphs pictographs, Grade term Read, represent, compare order whole numbers to 00, use concrete materials to represent fractions money amounts to 00cents Identify, describe, extend, create repeating patterns, growing patterns, shrinking patterns. Collect organize categorical or discrete primary data display the data, using tally chs, concrete graphs, of magnitude by counting forward to 00 backwards from 0 Solve problems involving the addition subtraction of single-digit whole numbers, using a variety of strategies. of the concept of equality, using concrete materials addition subtraction to 0. Grade Term of magnitude by counting forward to 00 backwards from 50, using multiples of various numbers as sting points Solve problems involving the addition subtraction of one-or two-digit whole numbers, using a variety of strategies, investigate multiplication division. of the concept of equality between pairs of expressions, using concrete materials, symbols, addition subtraction to 8. solve problems involving the addition subtraction of single-digit whole numbers, using a variety of strategies. read describe primary data presented in concrete graphs pictographs; describe the Grade Term Solve problems involving the addition subtraction of one- twodigit whole numbers, using strategies, investigate multiplication division. Read describe primary data presented in tally chs, concrete graphs, pictographs, line plots,
Geometry Spatial Sense Measurement to the order of labels on the horizontal axis; line plots, simple bar graphs, other graphic organizers, with labels ordered apppropriately along horizontal axes, as needed (fits in with social studies) identify common twodimensional shapes figures sort classify them by their attributes;* compose decompose common twodimensional shapes figures; Estimate, measure, describe length, area, mass, capacity, time, temperature, using nonstard units of the same size Identify twodimensional shapes figures sort classify them by their geometric properties Compose decompose twodimensional shapes figures estimate, measure, record length, perimeter, area, mass, capacity, time, temperature, using nonstard units stard units everyday events will happen. compose decompose common twodimensional shapes figures; describe the relative locations of objects using positional language. Compare, describe, order objects, using attributes measured in non-stard units. graphs, other graphic organizers Describe probability in everyday situations simple games Compose decompose twodimensional shapes figures Describe represent the relative locations of objects, represent objects on a map. Compare, describe, order objects, using attritbutes measured in non-stard units stard units
Science Grade term By the end of Grade Structures, students will: mechanisms:. assess the impact on people the Assess the environment of impact on objects society the structures the environment of materials used in simple them; machines. investigate mechanisms structures that are built for a specific Investigate purpose to see how mechanisms their design that include materials suit the simple purpose; machines. enable that movement objects structures have Demonstrate observable Science characteristics are made from of movement materials with specific ways in properties that which simple determine how they machines help are used. to move objects Big ideas: Big Ideas: Materials have specific properties. expectations ) An object is held together by its structure. expectation ) The materials structure of an object determine its purpose. expectations ) Humans make Big ideas: Movement is a change in position of an object Simple machines help objects to move Mechanisms are made up of one or more simple machines Simple. assess uses of energy at home, at school, in the, suggest ways to use less energy;. investigate how different types of energy are used in daily life;. demonstrate an that energy is something that is needed to make things happen, that the sun is the principal source of energy for the eh. Big Ideas: The sun is the principal source of energy for the eh. expectation ) Humans need to be responsible for the way in which we use energy. expectations ) Grade Term Matter Energy: Assess ways in which the uses of liquids solids can have an impact on society the environment Investigatge the properties of interactions among liquids solids Demontrate an of the properties of liquids solids Big ideas: Materials that exist as liquids solids have speific properties Liquids solids interact in different ways Some liquids solids can be harmful to us the environment. assess the role of humans in maintaining a healthy environment;. investigate needs characteristics of plants animals, including humans;. demonstrate an of the basic needs characteristics of plants animals, including humans. Living things grow, take in food to create energy, make waste, reproduce. expectations ) Plants animals, including people, are living things. expectations ) Living things have basic needs (air, Grade Term Life systems: growth changes in animals Assess ways in which animals have an impact on society the environment, ways in which humans have an impact upon animals the places where they live Investigate similarities differences in the charactgeistics of various animals that anumals grow change have distinct characteristics Big ideas: Animals have distinct characteristics Humans are animals there are similiarities differences among different kinds of animals
their use of objects materials that have a direct effect on the environment. expectation ) mechanisms make life easier /or more enjoyable for humans shelter) that are met from the environment. expectations,, ) Different kinds of living things behave in different ways. expectations ) All living things are important should be treated with care respect. expectations,, ). assess the impact of daily seasonal changes on living things, including humans;. investigate daily seasonal changes;. demonstrate an of what daily seasonal changes are of how these changes affect living Humans need to protect animals the places where they live Eh Space Systems: Air Water in the environment Assess ways in which the actions of humans have an impact on the quality of air water, ways in which the quality of air water has an impact on living things Investigage the charcterstics of air water the visible/invisible effects of changes to air /or water int he environment of the ways in which air water are used by lving things to help them meet their basic needs Big ideas: Air water are a major p of the environment Living things need air water to
Big Ideas: Changes occur in daily seasonal cycles. expectations,, ) Changes in daily seasonal cycles affect living things. expectations ) Changes to air water affect living things the envrionment Our actions affect the quality of air water, its ability to sustain life. Social Studies Grade term Grade Term Grade Term Heritage Citizenship Heritage Citizenship Relationships, rules, responsibilities identify people with whom they have significant relationships, the rules responsibilities associated with people, places, events in their lives communities; * use resources tools to gather, process, information about the rules people follow in daily life the responsibilities of Traditions celebrations: that Canada is a country of many cultures Use resources tools to gather, process, information about similarities differences among family traditions celebrations Heritage Citizenship * describe how people in the interact with each other the physical environment to meet human needs. Heritage citizenship Traditions celebrations: Explain how the various cultures of individuals groups contribute to the local Canada World Connections * describe how people in the interact with each other the physical environment to meet human needs. Canada World Connections Features of countries around the world: Explain how the environment affects people's lives the ways in which their needs are met.
other people in their school ; * explain how why relationships, rules, responsibilities may change over time, in different places. Canada World Connections Features of communities around the world: that the world is made up of countries, continents, regions that people's lifstyles may differ from country to country Use resources tools to gather, process, geographic information about the countries studied
The Arts Grade term C. Creating Performing: Creating ) to create Performing: apply perform the music for a ) variety of to create purposes, using perform music for a the elements variety of purposes, techniques using the elements of music; techniques of music; Music Visual Arts Exploring Forms of a variety of musical genres styles from the past present, their social /or D. Creating apply the ) to produce a variety of two- elements, principles, techniques of visual s to C. Exploring Forms musical genres styles from the past present, /or D. Creating ) to produce two- elements, principles, Grade Term C. Creating C. Creating C. Creating Performing: Performing: Performing: ) to create ) to create ) to create perform perform perform music for a music for a music for a variety of variety of variety of purposes, using purposes, using purposes, using the elements the elements the elements techniques of techniques of techniques music; music; of music; C. Reflecting, C. Reflecting, Responding, Responding, C. Exploring Forms musical genres ideas, ideas, styles from s s the past present, variety of music variety of music musical musical /or D. Creating ) to produce a variety of two elements, principles, D. Creating ) to produce a variety of two elements, principles, D. Creating ) to produce two- elements, principles, Grade Term C. Creating Performing: ) to create perform music for purposes, using the elements techniques of music; C. Exploring Forms of musical genres styles from the past present, /or D. Creating apply the creative process (see pages 9 ) to produce a variety of two- elements, principles,
Drama s; B. Creating apply the ) to dramatic play process drama, using the elements conventions of drama to visual s to s; B. Creating ) to dramatic play process drama, using the elements visual s to s; D. Reflecting, Responding, s variety of works B. Creating ) to dramatic play process drama, using the elements conventions of visual s to s; D. Reflecting, Responding, s variety of works B. Creating ) to dramatic play process drama, using the elements conventions of visual s to s; D. Reflecting, Responding, Analysing: critical analysis process (see pages 8) to s variety of works D. Exploring Forms forms, styles, techniques from the past present, /or B. Creating ) to dramatic play process drama, using the elements conventions of visual s to s; D. Reflecting, Responding, s variety of works D. Exploring Forms of forms, styles, techniques from the past present, /or B. Creating apply the creative process (see pages 9 ) to dramatic play process drama, using the elements conventions of drama to
stories; B. Exploring Forms of a variety of drama theatre forms styles from the past present, /or drama to stories; B. Exploring Forms drama theatre forms styles from the past present, /or stories; B. Reflecting, Responding, s variety of drama works stories; B. Reflecting, Responding, s variety of drama works stories;b. Exploring Forms drama theatre forms styles from the past present, /or stories;b. Exploring Forms of drama theatre forms styles from the past present, /or Dance Creating apply the ) to the composition of simple dance phrases, using the elements of dance to feelings ideas; Creating ) to the composition of simple dance phrases, using the elements of dance to feelings ideas; Creating ) to the composition of simple dance phrases, using the elements of dance to feelings ideas; A. Reflecting, Responding, ideas, s Creating ) to the composition of simple dance phrases, using the elements of dance to feelings ideas; A. Reflecting, Responding, ideas, s Creating ) to the composition of simple dance phrases, using the elements of dance to feelings ideas; A. Reflecting, Responding, Analysing: critical analysis process (see pages 8) to ideas, s Creating apply the creative process (see pages 9 ) to the composition of simple dance phrases, using the elements of dance to feelings ideas; A. Reflecting, Responding, ideas, s variety of dance
pieces. pieces pieces A. Exploring Forms dance forms styles from the past present, /or A. Exploring Forms of dance forms styles from the past present, /or Health ; recognize safety risks safe practices; Outline safety rules safe practices identify healthy eating habits Identify healthy eating practices use a decision-making model to make healthy food choices identify the stages in development of humans (e.g., comparing physical changes from birth to childhood) of other living things; recognize commonly used medicines household products. Describe ps of the human body, the functions of these ps, behaviours that contribute to good health. Describe the effects on the body of appropriate imappropriate uses of medicines.