Long Range Plans

Long Range Plans
Grade 6
St. Veronica Catholic School- Airdrie

2023-2024
Melissa Walker
Science 6
Through the five topics covered this year students will work
independently and cooperatively in exploratory and investigative activities.
Students will be able to identify problems and select appropriate variables.
Students will be able to describe the purpose of steps followed in an
investigative activity.
Timeline:
Month: Topic:
September – mid Scientific Method Introduction & Air
November and Aerodynamics (Topic A)
November - Flight (Topic B)

December
January - February Sky Science (Topic C)
March- mid April Evidence and Investigation (Topic D)
April- May Trees and Forests (Topic E)
June Review
Desired Results:
Topic A: Air and Aerodynamics
General Learner Expectations
6–5 Describe properties of air and the interactions of air with objects in flight.
Specific Learner Expectations

1. Provide evidence that air takes up space and exerts pressure, and identify examples
of these properties in everyday applications.
2. Provide evidence that air is a fluid and is capable of being compressed, and identify
examples of these properties in everyday applications.
3. Describe and demonstrate instances in which air movement across a surface results
in lift— Bernoulli’s principle.
4. Recognize that in order for devices or living things to fly, they must have sufficient lift
to overcome the downward force of gravity.
5. Identify adaptations that enable birds and insects to fly.
6. Describe the means of propulsion for flying animals and for aircraft.
7. Recognize that streamlining reduces drag, and predict the effects of specific design
changes on the drag of a model aircraft or aircraft components.
8. Recognize that air is composed of different gases, and identify evidence for different
gases. Example evidence might include: effects on flames, the “using up” of a particular
gas by burning or rusting, animal needs for air exchange.
Topic B: Flight
6–6 Construct devices that move through air, and identify adaptations for controlling
flight.

1. Conduct tests of a model parachute design, and identify design changes to improve
the effectiveness of the design.
2. Describe the design of a hot-air balloon and the principles by which its rising and
falling are controlled.
3. Conduct tests of glider designs; and modify a design so that a glider will go further,
stay up longer or fly in a desired way; e.g., fly in a loop, turn to the right.
4. Recognize the importance of stability and control to aircraft flight; and design,
construct and test control surfaces.
5. Apply appropriate vocabulary in referring to control surfaces and major components
of an aircraft. This vocabulary should include: wing, fuselage, vertical and horizontal
stabilizers, elevators, ailerons, rudder.
6. Construct and test propellers and other devices for propelling a model aircraft.
7. Describe differences in design between aircraft and spacecraft, and identify reasons
for the design differences.
Topic C: Sky Science

6–7 Observe, describe and interpret the movement of objects in the sky; and identify
pattern and order in these movements.

1. Recognize that the Sun and stars emit the light by which they are seen and that most
other bodies in space, including Earth’s Moon, planets and their moons, comets, and
asteroids, are seen by reflected light.
2. Describe the location and movement of individual stars and groups of stars
(constellations) as they move through the night sky.
3. Recognize that the apparent movement of objects in the night sky is regular and
predictable, and explain how this apparent movement is related to Earth’s rotation.
4. Understand that the Sun should never be viewed directly, nor by use of simple
telescopes or filters, and that safe viewing requires appropriate methods and safety
precautions.
5. Construct and use a device for plotting the apparent movement of the Sun over the
course of a day; e.g., construct and use a sundial or shadow stick.
6. Describe seasonal changes in the length of the day and night and in the angle of the
Sun above the horizon.
7. Recognize that the Moon’s phases are regular and predictable, and describe the
cycle of its phases.
8. Illustrate the phases of the Moon in drawings and by using improvised models. An
improvised model might involve such things as a table lamp and a sponge ball.
9. Recognize that the other eight known planets, which revolve around the Sun, have
characteristics and surface conditions that are different from Earth; and identify
examples of those differences.
10. Recognize that not only Earth, but other planets, have moons; and identify
examples of similarities and differences in the characteristics of those moons.
11. Identify technologies and procedures by which knowledge, about planets and other
objects in the night sky, has been gathered.
12. Understand that Earth, the Sun and the Moon are part of a solar system that
occupies only a tiny part of the known universe.
Topic D: Evidence and Investigation

6–8 Apply observation and inference skills to recognize and interpret patterns and to
distinguish a specific pattern from a group of similar patterns.
6–9 Apply knowledge of the properties and interactions of materials to the investigation
and identification of a material sample.

1. Recognize evidence of recent human activity, and recognize evidence of animal
activity in a natural outdoor setting.
2. Observe a set of footprints, and infer the direction and speed of travel.
3. Recognize that evidence found at the scene of an activity may have unique
characteristics that allow an investigator to make inferences about the participants and
the nature of the activity, and give examples of how specific evidence may be used.
4. Investigate evidence and link it to a possible source; e.g., by:
● classifying footprints, tire prints and soil samples from a variety of locations
● analyzing the ink from different pens, using paper chromatography
● analyzing handwriting samples to identify the handwriting of a specific person
● comparing samples of fabric
● classifying fingerprints collected from a variety of surfaces.
Topic E: Trees and Forests

6–10 Describe characteristics of trees and the interaction of trees with other living things
in the local environment.

1. Identify reasons why trees and forests are valued. Students meeting this expectation
should be aware that forests serve as habitat for a variety of living things and are
important to human needs for recreation, for raw materials and for a life-supporting
environment.
2. Describe kinds of plants and animals found living on, under and among trees; and
identify how trees affect and are affected by those living things.
3. Describe the role of trees in nutrient cycles and in the production of oxygen.
4. Identify general characteristics that distinguish trees from other plants, and
characteristics that distinguish deciduous from coniferous trees.
5. Identify characteristics of at least four trees found in the local environment. Students
should be familiar with at least two deciduous trees and two coniferous trees.
Examples should include native species, such as spruce, birch, poplar, and pine and
cultivated species, such as elm and crab apple.
6. Describe and classify leaf shapes, leaf arrangements, branching patterns and the
overall form of a tree.
7. Interpret the growth pattern of a young tree, distinguishing this year’s growth from
that of the previous year and from the year before that. Students meeting this
expectation should recognize differences in colouration and texture of new growth and
old growth, and locate scars that separate old and new growth.
8. Identify human uses of forests, and compare modern and historical patterns of use.
9. Identify human actions that enhance or threaten the existence of forests.
10. Identify an issue regarding forest use, identify different perspectives on that issue,
and identify actions that might be taken.
ICT Outcomes:
C.1 - Students will access, use and communicate information from a variety of technologies.
2 access and retrieve appropriate information from the Internet by using a specific search path or from
. given uniform resource locations (URLs)
1
2 organize information gathered from the Internet, or an electronic source, by selecting and recording
. the data in logical files or categories; and by communicating effectively, through appropriate forms,
2 such as speeches, reports and multimedia presentations, applying information technologies that
serve particular audiences and purposes
C.3 - Students will critically assess information accessed through the use of a variety of
technologies.
2 recognize that information serves different purposes and that data from electronic sources may
. need to be verified to determine accuracy or relevance for the purpose used
2
C.4 - Students will use organizational processes and tools to manage inquiry.
2 reflect on and describe the processes involved in completing a project

.
3
C.7 - Students will use electronic research techniques to construct personal knowledge and
meaning.
2 use a variety of technologies to organize and synthesize researched information

.
1
2 use selected presentation tools to demonstrate connections among various pieces of information
.
2
F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
2 comply with the acceptable use policy of the school and school authority for Internet and networked
. services, including software licensing agreements
1
2 work collaboratively to share limited resources
.
2
2 use appropriate communication language and etiquette
.
3
2 document sources obtained electronically, such as web site addresses
.
4
2 respect the privacy and products of others
.
5
2 use electronic networks in an ethical manner
.
6
P.1 - Students will compose, revise and edit text.
2 create and revise original text to communicate and demonstrate understanding of forms and
. techniques
1
2 edit and format text to clarify and enhance meaning, using such word processing features as the
. thesaurus, find/change, text alignment, font size and font style
2
P.3 - Students will communicate through multimedia.
2 create a multimedia presentation, incorporating such features as visual images (clip art, video clips),
. sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences
1 and purposes
2 access available databases for images to support communication
.
2
P.4 - Students will integrate various applications.
2 vary font size and font style, and placement of text and graphics, in order to create a certain visual
. effect
2
P.6 - Students will use communication technology to interact with others.
2 select and use the technology appropriate to a given communication situation

.
1
Acceptable Evidence: Resources:

Assessment FOR Learning ● Edmonton Public Schools Units
● Discuss learner outcomes ● Characteristics of flight
● Post essential questions for ● Various Library Resources (Topic
Specific/ e.g. picture books on trees)
understanding
● Curriculum related Field Trips (e.g.
● Post Vocabulary/ Diagrams Saskatoon Island)
Assessment AS Learning: ● Classroom Ready Newsletters” Science
● Conducting and writing up News”
experiments ● Topic Specific Websites- Science
Assessment OF Learning: Gizmos (Learn Alberta)
● Assignments ● Online videos- YouTube, Learn Alberta
● Lab write-ups ● Epd
● TPT resources
● Performance Tasks- Projects
● Quizzes
● Unit Tests
Evaluation:
Assignments 25 %
Quizzes 10 %
Projects 30 %
Unit Tests 30 %
PAT 5%
Parent Communication:
● Weekly emails & newsletters -current and upcoming classroom goals
● Google Classroom- regular communication (news, assignments, notes, etc.)
● Specific newsletters regarding upcoming information being taught, field trips,
supplies/materials needed
● Notes in agenda- when needed (i.e. Upcoming quizzes/tests, projects and
assignments)
● Required phone calls
● Assessment rubrics/ study guides
● Achievement test information/dates/ helpful tips for studying
Language Arts:
Students will use the language skills they have already learned
through reading, writing, listening, speaking, and viewing to increase their
knowledge and skills of the language. Opportunities will be provided for
students to use those skills in a new context with more challenging learning
materials. Through Balanced Literacy, students will demonstrate increasing
confidence and improve their abilities to use language to explore, construct
and communicate meaning. Computer skills will be integrated in this
program.
Timeline:
Month: Reading: Writing: Both:
September -Paragraph writing
● Reading (capitals &
Comprehension- punctuation)
use 2006 PAT -Pre-Assessment:
material Writing Prompt
● Reading
strategies
October ● The Breadwinner - Journal writing

(novel study) - Responses to
novel
- Halloween
Suspense
Writing
November Book Report #1
● writing review
● The Breadwinner
(novel study) continued
continued ● responses to
● Begin “A
novel
Christmas Carol”
graphic novel ● book review of
The
Breadwinner
● Remembrance
Day writing
(elaborate
details)
December ● A Christmas ● Christmas
Carol Unit magazine
January ● Literacy Place -PAT writing prompt
guided reading - Start paragraph of the
● Newspaper week/day
Articles - Newspaper writing
● Podcast: Mars Unit
Patel (Listening - Create your own
comprehension fiction/non-fiction
unit) podcast
February ● "Blind date with a -Narrative Story
book" - nonfiction Writing Unit (Barbara
texts, reflecting Maraconda)
- Remarkable Black
on purpose of
Canadian: Mini
each book and
text features. Autobiography
● Martin Luther
King speech "I
have a dream" .
Watch video of
MLK speech and
complete close
reading activity.
● Emozi: A Wrinkle
in Time Novel
Study
March -Continue Novel study -Figures of Speech
Book Report #2 Unit
-6+1: Sentence
Fluency
April -Poetry Unit -Poetry Unit
- Asian History Month:
Canadians. -Analyzing the PAT
writing samples
May -Autobiography project -Autobiography Project Assessment:

-PAT- Part 1 Reading/ Writing
-Reading Prompt
comprehension
strategies review &
practice old PATs
-End of year reading
comprehension (if need
to) “
Book Report #3
June Review Review
-Book club (reading)
-PAT- Part 2
Daily Language Review, Journals, Handwriting, Vocabulary/ Comprehension and

Word Work will be implemented throughout the entire year. Also research
projects will be incorporated into other subject areas (i.e. Planet- Science; Social-
various projects).
Desired Results:
1. Organizing Idea: Text Forms and Structures: Identifying and applying text
forms and structures improves understanding of content, literary style and
our rich language traditions
Guiding Question: How Can text form and structure improve understanding
of content?
Learning OUtcome: Students analyze how text form and structure clarify information and
support connecting with self, others and the world.
2. Organizing Idea: Oral Language: Listening and speaking for the foundation
for literacy development and improving communication, collaboration, and
respectful mutual understandings.
Guiding Question: What relationships can be made between skillful oration
and communication content, style and delivery?
Learning Outcome: Students connect the quality and efficacy of oral communication to
oral language skills.
3. Organizing Idea:Vocabulary: Communication and comprehension are

improved by understanding word meaning and structures.
Guiding Question: How does conext influence vocabulary and the
intentionality of communication?
Learning Outcome: Students evaluate how vocabulary enhances communication and
provides clarity.
4. Organizing Idea:Comprehension: Text comprehension is supported by

applying varied strategies and processes and by considering both particular
contexts and universal themes.
Guiding Question: How do comprehension strategies enhance
interpretations of texts?
Learning Outcome: Students interpret and respond to texts through application of
comprehension strategies.
5. Organizing Idea:Writing: Ideas and information can be articulated accurately

and imaginatively through the use of writing processes and an
understanding of the author’s craft.
Guiding Question: How is precise writing influenced by ongoing craft and
process development?
Learning Outcome: Students create texts that reflect personal voice and style through
creative and critical thinking processes.
6. Organizing Idea:Conventions : Understanding grammar, spelling, and

punctuation makes it easier to communicate clearly, to organize thinking,
and to use language for desired effects.
Guiding Question: How does the understanding and application of
conventions enhance proficient communication?
Learning Outcome: Students apply and analyze conventions that support accuracy or
enhance creative expression.
Mark Breakdown:
Writing Assignments 20%
Word Work (Spelling/ vocabulary) 20%
Reading Work 20%
Projects 20%
Tests 10%
PAT- Part A & B 10%
● Weekly emails- current and upcoming classroom goals

● Specific newsletters regarding upcoming information being taught/ field trips-
Classroom experiment at the beginning of year and classroom election
● Notes in agenda- when needed (i.e. Upcoming quizzes/tests, spelling words,
projects and assignments)
● Achievement test information/ dates/ helpful tips for studying
Assessment FOR Learning ● Word Matters
● Fountas and Pinnell Benchmark ● Guided Reading 3-6
Assessment ● Inferences and Drawing Conclusions
● Writing assessment (6+1 Writing ● Main Ideas and Summarizing
Traits)
● Point of View
● Discussion
● Fact and Opinion
● Spelling tests
● Write Traits Classroom Kit
● Post learner outcomes
● Activities for any spelling unit
● KWL
● 5 minute daily practice (proofreading)
Assessment AS Learning
● Spelling grades 5/6
● Daily Language Review
● Read aloud mini plays
● Handwriting Practice
● No boring practice please (parts of
● Self/Peer Editing
speech, sentence structure and punctuation
● Self/Peer Checklists
and capitalization)
● Rubrics ● Poetry writing handbook
● Peer evaluation ● Instant activities for poetry
Assessment OF Learning
● Making More Big Words
● Writing assessments (stories, reports,
● How to Write a Paragraph
research papers, poems, letters, news
articles etc.) ● How to Write a Sentence
● Oral speaking ● Dictionary Skills
● Presentations/ Interviews ● Inferencing- Using Context Clues to
● Literature response infer meanings
● Activities for fast finishers
● Role/Play Dramas
● Reading Skills- Mysteries and Chills
● Guided Reading/Literature Circle
and Thrills
responses
● Punctuation and Capitalization
● Spelling and word work (sentences,
etc.) ● Smartboard Activities: SMART
● Reading comprehension and fluency Notebook-Teachers’ Hub
● Fountas and Pinnell Benchmark
Assessment
● Literacy Place
● Reading Comprehension- Grade 6
● Novels- Hatchet & The
Breadwinner, A Christmas Carol, A
Wrinkle in Time
● Literacy Place
● TPT resources
Social Studies
The Grade 6 Social Studies Curriculum focuses on the participation in

the democratic process. Grade 6 students will broaden their understanding
of democracy, local, provincial and federal governments and develop an
awareness of the active role that engaged citizens can play within the
democratic process (locally and provincially).
Students will examine how ancient Athens and the Iroquois
Confederacy have influenced Canada’s democratic process.
Citizenship, identity and the relationship between the two; are the
main focus throughout the year. Individuals will develop a sense of
personal identity; they will learn to become responsible citizens in their
families, classrooms, schools and communities.
Timeline:
Month: Topic:
September Mapping Unit & Introduction to Text
Chapter 1: What guides your decision making?
CIVIX Student Vote
October Chapter 1: continued
Chapter 2: What do governments do for us?
November Chapter 2: Continued
Chapter 3: What was democracy in ancient
Athens?
December Chapter 3: Continued
January Chapter 4: What was the Iroquois

Confederacy?
Political Cartoons
February Chapter 4:Continued
Chapter 5: Why are Canada’s rights and
freedoms important?
March Chapter 5: Continued
Chapter 6: What does representative
democracy involve?
April Chapter 7: What does participation involve?
Chapter 8: How can citizens participate in local
government?
May Chapter 8: continued
Chapter 9: How does the provincial
government function?
June Review/ PAT
Desired Results:
General Outcome: 6.1 Citizens Participating in Decision Making

Students will demonstrate an understanding and appreciation of the
dynamic relationship between governments and citizens as they engage in
the democratic process.
Specific Outcomes
Values and Attitudes
6.1.1 recognize how individuals and governments interact and bring about
change within their local and national communities:
• recognize and respect the democratic rights of all citizens in Canada (C, I)
• value the role of the Canadian Charter of Rights and Freedoms in protecting individual
and collective rights and freedoms (I, PADM)
• recognize the influence of historical events and legislation on democratic decision
making in Canada (TCC, PADM)
• value citizens’ participation in a democratic society (C)
• value the contributions of elected representatives in the democratic process (PADM)
Knowledge and Understanding

6.1.2 demonstrate an understanding of the fundamental principles of democracy
by exploring and reflecting upon the following questions and issues:
• What is democracy (i.e., justice, equity, freedoms, representation)? (C, PADM)
• What are the similarities and differences between direct and representative
democracy? (PADM)
• What are the rights and responsibilities of citizens living in a representative
democracy? (C, PADM)
• How does Canada’s justice system help protect your democratic and constitutional
rights? (C, PADM)
6.1.3 analyze how the democratic ideals of equity and fairness have influenced
legislation in Canada over time by exploring and reflecting upon the following
questions and issues:
• How does the Canadian Charter of Rights and Freedoms protect the individual rights
and freedoms of all Canadians? (I, PADM)
• How does the Canadian Charter of Rights and Freedoms protect collective rights in
Canada (i.e., Aboriginal rights, the linguistic rights of official language minorities)? (I,
PADM)
• How did the Treaty of La Grande Paix de Montréal address collective identity and
collective rights? (I, PADM, TCC)
• How do the Treaty of La Grande Paix de Montréal and the Canadian Charter of Rights
and Freedoms compare in the way that each addresses individual and collective identity
and collective rights? (PADM, TCC, I)
• Why is the Canadian Charter of Rights and Freedoms entrenched in the Canadian
Constitution? (C, I, PADM)
6.1.4 analyze the structure and functions of local governments in Alberta by

exploring and reflecting upon the following questions and issues:
• How are representatives chosen to form a local government (i.e., electoral process)?
(PADM)
• What are the responsibilities of local governments (i.e., bylaws, taxes, services)?
(PADM)
• How are local governments structured differently in rural and urban settings? (PADM)
• What role is played by school boards (i.e., public, separate, Francophone) within local
communities? (PADM)
6.1.5 analyze the structure and functions of Alberta’s provincial government by
• How is the provincial government structured? (PADM)
• What is the role and status of the Lieutenant Governor within the provincial
government? (GC, PADM)
• What are the responsibilities of the provincial government (i.e., laws, taxes, services)?
(PADM)
• How are representatives chosen at the provincial level of government (i.e., electoral
process)? (PADM)
• What are the differences between the responsibilities of a Member of the Legislative
Assembly (MLA) and a cabinet minister? (PADM)
6.1.6 analyze how individuals, groups and associations within a community
impact decision making of local and provincial governments by exploring and
reflecting upon the following questions and issues:
• How can individuals, groups and associations within a community participate in the
decision-making process regarding current events or issues (i.e., lobbying, petitioning,
organizing and attending local meetings and rallies, contacting elected
representatives)? (C, PADM)
• How do associations such as the Association canadienne-française de l’Alberta
(ACFA), the Métis Nation of Alberta Association (MNAA) and the First Nations
Authorities (FNA) provide their members with a voice, at local and provincial levels,
exercising historical and constitutional rights? (C, I, PADM)
• In what ways do elected officials demonstrate their accountability to the electorate
(e.g., respond to constituents, participate in local events, represent and express in
government meetings the concerns of constituents)? (C, PADM)
General Outcome: 6.2 Historical Models of Democracy: Ancient

Athens and the Iroquois Confederacy
Students will demonstrate an understanding and appreciation of the
democratic principles exemplified by ancient Athens and the Iroquois
Confederacy.
Specific Outcomes
Values and Attitudes
6.2.1 appreciate the relationship between the values of a society and the model of
government adopted within a society (PADM)
6.2.2 value the role of participation by citizens in diverse democratic societies (C,
PADM)
Knowledge and Understanding
6.2.3 analyze the structure and functions of the democratic system in ancient
Athens by exploring and reflecting upon the following questions and issues:
• How was the government of ancient Athens structured? (PADM)
• How did the structure of the government in ancient Athens provide opportunities for
citizens to participate in decision making? (C, PADM)
• How did identity, status and class structure impact citizenship in ancient Athens? (C, I)
• How did the social structure of ancient Athens impact its political structure? (CC,
PADM)
• To what extent were democratic ideals of equity and fairness part of the structure of
government and society in ancient Athens? (I, PADM)
6.2.4 analyze the structure and functions of the Iroquois Confederacy by
• How was the Iroquois Confederacy structured? (PADM)
• What was the role and status of women within the Iroquois Confederacy? (I, PADM)
• What are the advantages and disadvantages of consensus as a decision-making
model for government? (PADM)
• How did the Six Nations use the consensus-building process? (PADM)
• How did the Wampum Belt address collective identity? (I, PADM)
• How did the social structure of the Iroquois Confederacy impact its political structure?
(CC, PADM)
• To what extent did the decision-making process within the Iroquois Confederacy reflect
democratic ideals of equity and fairness? (PADM)
SKILLS AND PROCESSES FOR GRADE 6

Alberta Education’s Information and Communication Technology (ICT) curriculum is
infused throughout the social studies program of studies. Selected ICT outcomes are
suggested throughout the program and are indicated by this symbol.
DIMENSIONS OF THINKING
6. S.1 develop skills of critical thinking and creative thinking:
• assess significant local and current affairs from a variety of sources, with a focus on
examining bias and distinguishing fact from opinion
• critically evaluate ideas, information and positions
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate original ideas and strategies in individual and group activities
-seek responses to inquiries from various authorities through electronic media
6. S.2 develop skills of historical thinking:
• use primary sources to interpret historical events and issues
• use historical and community resources to understand and organize the sequence of
historical events
• explain the historical contexts of key events of a given time period
• use examples of events to describe cause and effect and change over time
-organize information, using such tools as a database, spreadsheet or electronic
webbing
6. S.3 develop skills of geographic thinking:
• construct and interpret various types of maps (i.e., historical, physical, political maps)
to broaden understanding of topics being studied
• use geographic tools, including software, that assist in preparing graphs and maps
• use cardinal and intermediate directions to locate places on maps and globes
• use scales to determine the distance between places on maps and globes
• identify geographic problems and issues and pose geographic questions
6. S.4. demonstrate skills of decision making and problem solving:
• propose and apply new ideas, strategies and options, supported with facts and
reasons, to contribute to decision making and problem solving
• consider multiple perspectives when dealing with issues, decision making and problem
solving
• collaborate with others to devise strategies for dealing with problems and issues
-select and use technology to assist in problem solving
-use data gathered from a variety of electronic sources to address identified problems
-solve problems requiring the sorting, organizing, classifying and extending of data,
using such tools as calculators, spreadsheets, databases or hypertext technology
-use graphic organizers, such as mind mapping/webbing, flow charting and outlining,
to present connections among ideas and information in a problem-solving environment
-solve issue-related problems, using such communication tools as a word processor or
e-mail to involve others in the process
-generate alternative solutions to problems by using technology to facilitate the
process
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

6. S.5 demonstrate skills of cooperation, conflict resolution and consensus
building:
• demonstrate the skills of compromise to reach group consensus
• work collaboratively with others to achieve a common goal
-record group brainstorming, planning and sharing of ideas by using technology
-extend the scope of a project beyond classroom collaboration by using
communication technologies, such as the telephone and e-mail
6. S.6 develop age-appropriate behaviour for social involvement as responsible
citizens contributing to their community, such as:
• demonstrate commitment to the well-being of their community by drawing attention to
situations of injustice where action is needed
RESEARCH FOR DELIBERATIVE INQUIRY
6. S.7 apply the research process:
• determine reliability of information filtering for point of view and bias
• formulate questions to be answered through the research process
• use graphs, tables, charts and Venn diagrams to interpret information
• draw and support conclusions based on information gathered to answer a research
question
• include references in an organized manner as part of research
• formulate new questions as research progresses
-design and follow a plan, including a schedule, to be used during an inquiry process,
and make revisions to the plan, as necessary
-access and retrieve appropriate information from the Internet by using a specific
search path or from given uniform resource locators (URLs)
-organize information, using such tools as a database, spreadsheet or electronic
webbing
-use a variety of technologies to organize and synthesize researched information
-reflect on and describe the processes involved in completing a project
COMMUNICATION
6. S.8 demonstrate skills of oral, written and visual literacy:
• express opinions and present perspectives and information in a variety of forms such
as oral or written presentations, speeches or debates
• express reasons for their ideas and opinions, in oral or written form
• use skills of informal debate to persuasively express differing viewpoints regarding an
issue
• respond appropriately to comments and questions, using language respectful of
human diversity
• listen to others to understand their perspectives
-organize information gathered from the Internet, or an electronic source, by selecting
and recording the data in logical files or categories
-communicate effectively through appropriate forms, such as speeches, reports and
multimedia presentations, applying information technologies that serve particular
audiences and purposes
6. S.9 develop skills of media literacy:
• detect bias present in the media
• examine and assess diverse perspectives regarding an issue presented in the media
• analyze significant current affairs
-identify and distinguish points of view expressed in electronic sources on a particular
topic
-use selected presentation tools to demonstrate connections among various pieces of
information
-recognize that information serves different purposes and that data from electronic
sources may need to be verified to determine accuracy or relevance for the purpose
used
ICT Outcomes:
C.1 - Students will access, use and communicate information from a variety of technologies.
2 access and retrieve appropriate information from the Internet by using a specific search path or from
. given uniform resource locations (URLs)
1
2 organize information gathered from the Internet, or an electronic source, by selecting and recording
. the data in logical files or categories; and by communicating effectively, through appropriate forms,
2 such as speeches, reports and multimedia presentations, applying information technologies that
serve particular audiences and purposes
C.2 - Students will seek alternative viewpoints, using information technologies.
C.3 - Students will critically assess information accessed through the use of a variety of
technologies.
2 identify and distinguish points of view expressed in electronic sources on a particular topic
.
1
2 recognize that information serves different purposes and that data from electronic sources may
. need to be verified to determine accuracy or relevance for the purpose used
2
2 design and follow a plan, including a schedule, to be used during an inquiry process, and make
. revisions to the plan, as necessary
1
2 organize information, using such tools as a database, spreadsheet or electronic webbing
.
2
.
3
C.5 - Students will use technology to aid collaboration during inquiry.
2 retrieve data from available storage devices, such as a shared folder, to which a group has
. contributed
1
2 record group brainstorming, planning and sharing of ideas by using technology
.
2
C.7 - Students will use electronic research techniques to construct personal knowledge and
meaning.

.
1
2 use selected presentation tools to demonstrate connections among various pieces of information
.
2
2 comply with the acceptable use policy of the school and school authority for Internet and networked
. services, including software licensing agreements
1
.
2
.
3
.
4
.
5
.
6
2 comply with copyright legislation
.
7
F.6 - Students will demonstrate a basic understanding of the operating skills required in a
variety of technologies.
2 power up and power down various technologies and peripherals correctly

.
1
2 use and organize files and directories
.
2
2 use peripherals, including printers and scanners
.
3
2 use appropriate keyboarding techniques for the alphabetic and punctuation keys
.
4
2 create and revise original text to communicate and demonstrate understanding of forms and
. techniques
1
2 edit and format text to clarify and enhance meaning, using such word processing features as the
. thesaurus, find/change, text alignment, font size and font style
2
1 and purposes
.
2
. effect
2

Assessment FOR Learning ● Mapping Skills Grade 4-6
● post learner outcomes ● Various Websites
● post essential questions for understanding ● Online Guide to
Implementation
● provide students with assessment tools in
● Voices of Canada Text
advance and student created rubrics
● Voices of Canada Teacher
● involve students in creating evaluative tools Resource
Assessment AS Learning ● Exploring Canada
● Self/peer evaluation ● Take Action- Make a
● Critical challenges Difference
● Inquiry questioning ● Pearson School Atlas
Assessment OF Learning ● Videos- learn Alberta
● Observation during class discussions and ● Current Events:
debates “Classroom Ready Newsletters”
● Quizzes ● CIVIX Student Vote
● Unit tests online resources, handouts and
● Assignments (research reports, dioramas, videos
PowerPoint etc.) ● TPT resources
● Democracy In Action Journals- every chapter
Evaluation:
Projects 30%
Assignments 25%
Quizzes 10%
Tests 30%
PAT 5%
(This includes attitude towards Canada, development of process skills, method and
skills used in problem solving, persistence in completing tasks, ability to work
cooperatively, ability to communicate effectively)
● Notes in agenda (Google Classroom stream)- when needed (i.e. Upcoming
quizzes/tests, projects and assignments)
Mathematics
Students will use the Pearson resource “Math Makes Sense”.
Throughout the year; students will be given the opportunity to learn math
skills through hands on activities, using a variety of manipulatives and
student interaction.
Students will participate in problem solving activities throughout the
year- that will be integrated into all strands of the math curriculum, as well
as Computer skills.
Timeline:
Month: Topic:
September Grade 5 Review
Introduction: Problem Solving Strategies
Numeration: Adding & Subtracting
October Numeration: Multiplying & Dividing
Numeration: Prime factorization &
exponents
November Numeration: Positive & Negative numbers
December Algebra: Expressions and Equations
January Coordinate Geometry
Statistics
February Patterns
Angles (added in from 2022 curriculum)
March Numeration: Multiplying Fractions
Numeration: Add & Subtract Fractions
April Numeration: Dividing Fractions
Numeration: Ratios & Rates
May Measurement: Parallelograms & Triangles
Measurement: Volume
Geometry: Symmetry & Congruence
June Review
Weekly problem solving assignment, related the current unit.
Desired Results:
Number
Organizing Idea
Number: Quantity is measured with numbers that enable counting, labelling, comparing,
and operating.
Guiding Question
How can the infinite nature of the number line broaden the perception of number?
Learning Outcome
Students investigate magnitude with positive and negative numbers.
Guiding Question
How can the processes of addition and subtraction be applied to problem solving?
Learning Outcome
Students solve problems using standard algorithms for addition and subtraction.
Guiding Question
How can prime factorization and exponentiation provide new perspectives of numbers?
Learning Outcome
Students analyze numbers using prime factorization and exponentiation.
Guiding Question
How can the processes of multiplication and division be applied to decimal numbers?
Learning Outcome
Students apply standard algorithms to multiplication and division of decimal and natural
numbers.
Guiding Question
How can equal sharing contribute meaning to fractions?
Learning Outcome
Students relate fractions to quotients.
Guiding Question
How can the addition and subtraction of fractions be generalized?
Learning Outcome
Students add and subtract fractions with denominators within 100.
Guiding Question
How can an understanding of multiplication be extended to fractions?
Learning Outcome
Students interpret the multiplication of natural numbers by fractions.
Guiding Question
In what ways can equivalent ratios support proportional reasoning?
Learning Outcome
Students apply equivalence to the interpretation of ratios and rates.
Algebra
Organizing Idea
Algebra: Equations express relationships between quantities.
Guiding Question
How can expressions support a generalized interpretation of number?
Learning Outcome
Students analyze expressions and solve algebraic equations.
Geometry
Organizing Idea
Geometry: Shapes are defined and related by geometric attributes.
Guiding Question
How can congruence support interpretation of symmetry?
Learning Outcome
Students analyze shapes through symmetry and congruence.
Coordinate Geometry
Organizing Idea
Coordinate Geometry: Location and movement of objects in space can be
communicated using a coordinate grid.
Guiding Question
In what ways can location be communicated?
Learning Outcome
Students explain location and movement in relation to position in the Cartesian plane.
Measurement
Organizing Idea
Measurement: Attributes such as length, area, volume, and angle are quantified by
measurement.
Guiding Question
In what ways can shapes be related using conservation of area?
Learning Outcome
Students analyze areas of parallelograms and triangles.
Guiding Question
How can volume characterize space?
Learning Outcome
Students interpret and express volume.
Patterns
Organizing Idea
Patterns: Awareness of patterns supports problem solving in various situations.
Guiding Question
How can a function enhance interpretation of change?
Learning Outcome
Students investigate functions to enhance understanding of change.
Statistics
Organizing Idea
Statistics: The science of collecting, analyzing, visualizing, and interpreting data can
inform understanding and decision making.
Guiding Question
How can frequency support communication?
Learning Outcome
Students investigate relative frequency using experimental data.
ICT Outcomes:
1
2 organize information, using such tools as a database, spreadsheet or electronic webbing
.
2
C.6 - Students will use technology to investigate and/or solve problems.
2 select and use technology to assist in problem solving

.
1
2 use data gathered from a variety of electronic sources to address identified problems
.
2
2 use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present
. connections between ideas and information in a problem-solving environment
3
2 solve problems, using numerical operations and such tools as calculators and spreadsheets
.
4
2 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools
. as calculators, spreadsheets, databases or hypertext technology
5
2 solve issue-related problems, using such communication tools as a word processor or email to
. involve others in the process
6
2 generate alternative solutions to problems by using technology to facilitate the process
.
7
F.1 - Students will demonstrate an understanding of the nature of technology.
2 recognize the potential for human error when using technology

.
4
F.6 - Students will demonstrate a basic understanding of the operating skills required in a
variety of technologies.

.
1
P.2 - Students will organize and manipulate data.
2 enter and manipulate data by using such tools as spreadsheets or databases for a specific purpose
.
1
2 display data electronically through graphs and charts
.
2

.
2
2 integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document

.
1
P.6 - Students will use communication technology to interact with others.
2 select and use the technology appropriate to a given communication situation

.
1

Assessment FOR Learning ● Jump Math
● Post learner outcomes ● Zorbits Math Adventure
● Pose essential questions ● Mathology
● Pre and post tests ● Problem Solver 6
● KWL chart ● Math to the Max
Assessment AS Learning ● Pearson’s Math Makes
● Daily math drills (basic math facts) Sense 6 Textbook
● Math centers ● Pearson’s Math Makes
● Math journals Sense 6 Teachers Guide (Pro
● Weekly Multiplication/ Division Guide)
Assessment OF Learning ● Various Manipulatives/
● Problem of the Week websites
● Daily work (assignments) ● Mental Math in the Middle
● Quizzes Grades
● Unit tests ● Math Games/ Centers
● Performance tasks ● Decimals & Percents
Practice Puzzle
● Observation
● Real World Math
● Daily Math 6
● Math Gizmos
● EPD- Calgary Catholic
● TPT resources
Evaluation:
Classroom Assessments 25%
Problem Solving 25%
Unit Exams 35%
Projects 10%
PAT 5%
● Google Classroom- regular communication (news, problem of the week,
assignments, notes, etc.)
● Specific newsletters regarding upcoming information being taught,
● Notes in agenda- when needed (i.e. Upcoming quizzes/tests, projects, problem
of the week and assignments)
Physical Education & Wellness
Physical education and wellness promotes the development of the whole individual and aims to
nurture students in their pursuit of a healthy and active life. This subject combines the
disciplines of physical education and health/wellness education and, through a healthy school
community, promotes the holistic development of students in eight dimensions: physical, social,
emotional, spiritual, environmental, financial, intellectual, and occupational.
While respecting the diversity of each student’s unique strengths, talents, and goals, physical
education and wellness seeks to empower all learners to positively engage with their peers and
community. With a healthy mind, body, and spirit, students are empowered to experience
success at school, with their families, and in their communities.
In physical education and wellness, students are supported on their journey of achieving well-
being through a healthy school community that promotes and emphasizes active living, personal
health and development, healthy relationships, and financial literacy.
Timeline:
Month: Physical Education Health
September Volleyball Character Development
Cross Country Running
October Cooperative Games Character Development
Fitness
Aussie Rules Soccer
November Soccer Financial Literacy
Hockey
Handball
December Yoga/ Dance Financial Literacy
January Basketball Safety
February Jump Rope Healthy Eating
Gymnastics
March Pickle Ball Healthy Eating
Tennis
Badminton
April Target Games Healthy Relationships
May Offense/ Defense Tarmac Healthy Relationships/
Games Growth and Development
June Track & Field Growth and Development
Disc Golf
Desired Results:
Organizing Idea # 1: Active Living: Developing physical literacy through movement and active
living supports well-being across a lifespan.
Guiding Question: How can motivation support engagement in active living?
Learning Outcome: Students analyze motivation and its relationship to personal development and
active living.
Knowledge:
● Motivation is supported by setting goals and monitoring progress toward those goals.
o Training principles include
- Frequency
- Intensity
- Time
- type
● Frequency is how often an individual is engaged in physical activity.
● Intensity is the level of physical exertion experienced during physical activity.
● Time is how long an individual is engaged in physical activity.
● Type is the physical activity selected.
● Physical activity guidelines recommend between 30 to 60 minutes of moderate-to-vigorous daily

physical activity.
● Moderate-to-vigorous physical activities include
- rhythmic
- gymnastic
- expressive
- individual
- challenging
- adventurous
- cultural
● Motivation can lead to development of movement skills.
● Motivation can lead to exposure to a variety of physical activities.
● Motivation can lead to commitment, personal development, and increased levels of engagement.
● Motivation can be supported by members of the community, such as

- parents and caregivers
- community organizations
- teachers and coaches
- spiritual leaders
- Elders
- Knowledge Keepers
Understanding:
● Motivation in physical activity can support different training principles.
● Motivation can support individual physical activity routines to improve well-being.
● Motivation can lead to accomplishment and performance across various physical activities.
● Feedback and self-reflection can support motivation.
● Active living in the community occurs when individuals are encouraged and supported.
Skills & Procedures:
● Connect daily routines and planned physical activities with active living goals.
● Examine how training principles can contribute to active living.
● Participate in a variety of moderate-to-vigorous physical activities that support training principles.
● Recognize the influence of motivation on movement skill development and proficiency in various
physical activities.
● Describe personal and community supports associated with motivation for active living.
Organizing Idea # 2: Movement Skill Development: Developing physical literacy through

movement and active living supports well-being across a lifespan.
Guiding Question: How does structure bring organization to physical activity?
Learning Outcome: Students examine and demonstrate an understanding of structure in physical
activity.
Knowledge:
● Structural components of physical activities can have various characteristics and features, such as - -
rules and guidelines
- protocol
- purpose or intent
- number and roles of participants
- required equipment
● Structure has commonalities and varying levels of complexity across various physical activities.
● Structure can be modified to meet the needs of participants by

- changing equipment size and type
- adjusting playing area
- adjusting time
- changing target size and distance
● Strategies and tactics are supported through an understanding of the structure of physical activities and
games.
Understanding:
● Structure provides an objective or purpose to the physical activity.
● Structure provides parameters to support safety, engagement, and inclusion of all participants.
● Structure provides parameters that support opportunities for critical and creative thinking.
● Describe the structure of physical activities performed in the learning environment.
● Apply structure in the creation and playing of games.
● Modify physical activities and games to improve safety, engagement, and inclusivity.
● Utilize understandings of structure to inform strategies and tactics.

Guiding Question: In what ways can movement patterns function to improve performance??
Learning Outcome: Students adapt and apply movement patterns in controlled and dynamic
Knowledge:
● Similar patterns exist across a variety of physical activities.
● Patterns can be customized to enhance proficiency of movement.
● Patterns are essential to the development of specialized movement skills in a variety of physical
activities.
● First Nations, Métis, and Inuit physical activities and games provide opportunities to develop and
enhance skill through engagement in unique and diverse movement patterns.
● Controlled physical activities can be activities that are structured, individual, or partnered.
● Controlled physical activities allow for repeated practice of movement skills.
● Dynamic physical activities are limited in structure yet fluid and changing.
● Dynamic physical activities require immediate decision making and refinement of movement skills.
● Creativity in movement can be supported by including objects and changing tempo and rhythm.
● Patterns are movements that enable the body to move in response to a stimulus.
Understanding:
● Patterns can be transferred across a variety of physical activities for individual or group success.
● Controlled and dynamic physical activities can support movement skill patterns in a variety of
● Movement combinations, patterns, and sequences can be adapted using creativity.
● Demonstrate how movement patterns are applied across various physical activities.
● Identify ways movement patterns experienced through physical activities can support skill
development.
● Adapt movement patterns to improve accuracy, speed, and proficiency in a variety of controlled and
dynamic physical activities.
● Implement movement patterns in response to a variety of physical, verbal, visual, and musical stimuli.

Guiding Question: How can conflict resolution support engagement in physical activity?
Learning Outcome: Students analyze and apply conflict resolution in physical activity.
Knowledge:
● Team success can be influenced by conflict.
● Practices to manage conflict include

- acknowledging emotions
- clarifying facts and
- understanding
- listening to understand
- discussing possible outcomes
- proposing solutions
● Individuals and groups in both cooperative and competitive situations can experience conflict
differently.
Understanding:
● Team effectiveness can be influenced by the ability to manage conflict.
● Teamwork requires collaboration when coming to a resolution.
● Successful teams develop practices to manage conflict.
● Cooperative and competitive situations may require group members to adjust thinking or actions to
resolve conflict.
● Practise conflict resolution.
● Reflect on practices used to resolve conflict.
● Discuss how cooperative and competitive situations influence thinking and actions to resolve conflict.
Organizing Idea # 5: Character Development: Exploration of life opportunities and virtues
develops resilience and personal talents and promotes lifelong learning.
Guiding Question: How can lifelong learning be supported?
Learning Outcome: Students connect strategies for well-being to life opportunities and lifelong
learning.
Knowledge:
● Insight into life roles can be supported by knowledge of
- talents
- assets
- virtues
- strengths
- interests
● Independence includes having the confidence and ability to make decisions to try new or challenging
activities.
● Independence supports the development of initiative.
● Learning can occur through challenging and adverse experiences.
● Involvement in a variety of activities can provide opportunities for personal development.
● Strategies for learning and personal development include

- managing time
- prioritizing tasks
- clarifying expectations
- asking questions
- reflecting
- establishing routines
● Exposure to a variety of volunteerism experiences provides options when making decisions about life
and career opportunities.
● Discipline includes taking proactive steps to improve well-being and responding positively to
successes and challenges.
● Motivation strategies include
- focusing on positive aspects of situations or events
- reflecting on gratitude
- seeking positive encouragement and supports
● Goal-achievement strategies that can build hope include
- listing personal priorities
- setting specific goals
- organizing goals into small steps
- developing creative ways to
- overcome obstacles
Understanding:
● Changing life roles may require increased independence to develop personal talents.
● Personal potential develops over time and can evolve from experiences.
● Learning is a lifelong process.
● Individuals can apply a variety of strategies to maximize learning potential and support personal
development.
● Volunteerism provides possibilities for social connectedness.
● Discipline encourages a positive future and an inclination to expect favourable life outcomes.
● Hope can be cultivated through applying motivation strategies.
● Hope can be cultivated through applying strategies to achieve goals.

● Relate personal skills and interests to various life roles.
● Examine changes in personal interests, strengths, and skills.
● Reflect on personal skills and interests for continued development and growth.
● Develop and apply personal strategies to support learning and development.
● Discuss the effects of volunteerism on self and the community.
● Plan for potential volunteerism opportunities in the school and community.
● Identify experiences in which discipline can have a positive effect on well-being.
● Apply motivation strategies in a variety of contexts.
● Relate strategies to achieving goals in a variety of contexts.
Organizing Idea # 6: Safety: A lifetime of optimal well-being is supported by prioritizing health and
safety.
Guiding Question: In what ways might risk influence the outcome of an action?
Learning Outcome: Students examine risk and identify the factors that influence action.
Knowledge:
● Risk is the overall assessment and identification of hazards related to personal safety and vulnerability.
● Considering possible outcomes can inform decisions regarding consent in risk-taking activities.
● Risk involves taking action that may evoke a variety of feelings, such as
- independence
- fulfillment
- uncertainty
- vulnerability
● Digital privacy is important to protect personal information.
● Individuals can seek assistance when experiencing unwanted attention, communication, or images.
● Safety risks associated with use of digital technology include

- intrusion of privacy
- bullying
- misinformation
- inability to properly request, obtain, or give consent
- exploitation
● The Internet and social media can expose an individual to unwanted communication or images and
● information.
● Sharing explicit or graphic images can have significant consequences, including being illegal under
the Criminal Code of Canada.
● Short-term and long-term risk can be managed or reduced through planning, rehearsal, and evaluation.
● Risks of substance use can include

- addiction
- impaired brain development
- decreased mental health
- impaired thinking
● Aspects of life impacted by risk include
- mental health
- physical well-being
- safety
Understanding:
● Measured risks can be taken in stages and are more likely when individuals feel safe, respected, and
trusted.
● Safe online, digital technology, and social media practices can reduce risk.
● Risk can lead to an increased likelihood of complications in various contexts.
● Several risks connected to substance use can have short-term and long-term effects.
● Risk has potential to positively or negatively impact several aspects of life.

● Discuss how feelings associated with risk taking affect actions and decisions.
● Assess safety and vulnerability risks associated with use of digital technology.
● Identify potential harms from online and social media use.
● Explain how to deal with unwanted attention, communication, or images.
● Describe consequences that may result from risk taking in various contexts.
● Recognize the risks associated with substance use.
● Identify positive choices and actions that can reduce risks associated with substance use.
● Reflect on the positive and negative impacts of risk taking in a variety of contexts.
Organizing Idea # 7: Healthy Eating: A lifetime of optimal well-being and physical wellness is
supported by prioritizing nutrition and healthy eating.
Guiding Question: How might access to food affect nutrition?
Learning Outcome: Students examine access to food and its effect on making decisions related to
nutrition.
Knowledge:
● Factors that affect access to food include
- season
- cost of food
- budget
- food-preparation skills
- location
● Access to food includes
- the land
- farms and gardens
- grocery stores
- farmers’ markets
- restaurants
● Whole foods can be more expensive than processed foods.
● Access to food includes availability of food that meets individual dietary and cultural needs and food
preferences.
● Lack of access to food can affect well-being.
● Contexts where nutritional choices may be affected include

- Restaurants
- Social and recreational events
- Learning environments
● Cost of food can vary depending on context.
● Energy-dense fast foods are easier to access than nutritious foods.

Understanding:
● Access to nutritious and traditional foods is different for individuals and is affected by a variety of
factors.
● Access to food affects nutritional intake and an individual’s ability to make balanced food choices.
● Access and cost within a variety of contexts can affect nutritional choices.
● Identify factors that affect access to food.
● Discuss the effects of limited nutritional food choices on physical and mental well-being.
● Examine how access affects nutritional choices in a variety of contexts.
● Compare cost of food in a variety of contexts.
Organizing Idea # 8: Healthy Relationships: Personal well-being is supported through positive

relationships built on communication, collaboration, empathy, and respect.
Guiding Question: How can perspectives influence healthy relationships?
Learning Outcome: Students consider and describe a variety of perspectives that support the
development of healthy relationships.
Knowledge:
● Positive social behaviours include
- respecting others
- helping others
- being honest
- acknowledging diversity
● Perspectives of others within relationships should be clarified rather than assumed.
● Consideration of perspectives includes recognizing and appreciating the points of view of others.
● Empathy involves trying to understand or share the feelings of another person.
● Recognition and appreciation of social and cultural perspectives can contribute to acceptance,
inclusion, and the common good.
● Empathy can be improved through
- role modelling
- practice
- reflection
● An individual can experience social changes during maturation, such as
- curiosity in trying new things
- increased importance of peers
- changes in self-knowledge and
- self-image
- language an individual uses to
- describe themselves
- increased expectation of
- responsibility
● Self-image develops over time and can evolve from experiences.
● Maturation can be supported through decision making related to personal and environmental factors,
such as
- stress reduction
- mental health
- body image
- immunization
- daily physical activity
- substance use
- rest and sleep
- nutrition
● Fluctuations in physical needs during maturation can result in
- fatigue and changes in sleep patterns
- changing energy levels
- increased nutritional demands
- increased appetite
Understanding:
● Healthy relationships and pro-social behaviours can be enhanced by considering the perspectives of
others
● Healthy relationships require consideration for different opinions, thoughts, feelings, beliefs, and
needs.
● Perspectives can contribute to a sense of belonging and interconnectedness.
● Development of empathy can reduce bullying behaviours.
● Knowledge and awareness of changes that can occur during maturation support holistic wellbeing.
● Maturation can result in an individual’s increase in ability, adaptability, and capacity in a variety of
contexts.
● Maturation can be supported through various personal and environmental factors.
● Growth associated with maturation can lead to increased physical needs.

● Demonstrate positive social behaviours to develop and maintain healthy relationships.
● Consider ways in which diverse perspectives align or differ.
● Identify how the consideration of others’ perspectives contributes to empathy.
● Examine the connections between perspectives and social and emotional well-being.
● Examine how empathy toward others with different perspectives supports healthy relationships.
● Consider the impact of physical, cognitive, emotional, and social changes during maturation in
adolescence.
● Identify personal and environmental factors that can influence well-being and maturation during
adolescence.
● Connect personal and environmental factors to decision making during adolescence.
● Connect physical needs to maturation changes during adolescence.
Organizing Idea # 8: Growth and Development: Decision making that optimizes personal health
and well-being is informed by understanding growth and development.
Guiding Question: How can human reproduction support growth and development??
Learning Outcome: Students investigate human reproduction from fertilization to birth.
***This outcome will be taught & assessed in Religion class***
Organizing Idea # 9: Financial Literacy: Informed financial decision making contributes to the
well-being of individuals, groups, and communities.
Guiding Question: How can personal finances be enhanced?
Learning Outcome: Students investigate borrowing and investing in a variety of situations.
Knowledge:
● A loan is money that is borrowed with an agreement to pay it back.
● A loan can come from a variety of sources, such as

- banks
- financial institutions
- family
- friends
● The decision to borrow money may be based on
- ability to repay
- intended purpose
- additional costs
- short-term and long-term goals
- impact on budget
● Decisions by banks or financial institutions to loan money may be based on
- ability to repay
- previous loan history
- other existing debts
- intended purpose
● Borrowing money through loans can cost money in the form of interest on the amount borrowed and
over the term of the agreement.
● Interest is a fee paid to the bank or financial institution that loaned the money.
● Investing is purchasing something that is expected to earn additional money or increase in value.
● Individuals can make a variety of investments, such as

- real estate
- stocks
- digital currencies
- bonds
- mutual funds
Understanding:
● Borrowing money to buy goods and services can have financial risks and benefits.
● Borrowing money can support financial goals if done appropriately.
● Investing money can have financial risks and benefits.

● Analyze the risks and benefits of borrowing money in a variety of situations.
● Identify situations where an individual can responsibly take on debt.
● Analyze the risks and benefits of investing in a variety of situations.
ICT Outcomes:
●Work individually, in pairs or groups to share resources, when accessing information.
●record group brainstorming, planning and sharing of ideas by using technology (C.5- 2.2)
●Students will compose, revise and edit text. (P.1)
●Students will use communication technology to interact with others. (P.6)
●Canada’s Food Guide To Healthy Eating website
●Organize information gathered from the Internet, or an electronic source, by selecting and
recording the data in logical files or categories; and by communicating effectively, through
appropriate forms, such as speeches, reports and multimedia presentations, applying information
technologies that serve particular audiences and purposes (C.1- 2.2)
●Extend the scope of a project beyond classroom collaboration by using communication
technologies, such as the telephone and email (C.5- 2.3)
●Students will use electronic research techniques to construct personal knowledge and meaning
(C.7)
●Identify the role technology plays in a variety of careers (F.2- 2.2)

Assessment FOR Learning ● Health and Life Skills
● Discussion Guide to Implementation (K-9)
● Webs ● Alberta Catholic Schools-
Assessment AS Learning Health & Life Skills (grade 4)
● Self/peer evaluation ● Canadian Health
● Self reflection Activities 4-6
● Student checklists ● New Heartbeat Grade 6
Assessment OF Learning ● YouTube Videos
● Assignments/Projects ● IMC- kits
● Role plays/skits ● EPD
● Quizzes ● TPT resources
● Unit Tests ● Phys ED games website
● thephysicaleducator.com
Evaluation:
Projects 25%
Assignments 15%
Quizzes 10%
ABCD -Activity Rubric (PE) 20%
ABCD -Cooperation Rubric (PE) 30%
Parent Communication
assignments)
Religion 6
The Grade 6 program, and its resource, Growing in Faith; Growing in Christ
(2019), follows the liturgical year, respecting the different seasons with all the
moods and colours found in them. Drawing on various stories from Scripture,
children will learn the mood and meaning of all of the Church seasons. Each
season has its own theological emphasis, guiding the children through the story
of salvation to inform and form them. The Grade 6 program fits within the Social
Justice teachings of the Church and the Church’s evangelizing mission to
witness to Jesus Christ.
● Unit 1: God Calls Us to Know Him
● Unit 2: O Come Divine Messiah
● Unit 3: Let Me Be Your Servant, Lord
● Unit 4: Take Up Your Cross
● Unit 5: Gather Us Together
The Religion program leads the students to learn that they are created in God’s
image and are each loved uniquely. They are encouraged through scripture and
activities to bring God’s love into their homes, their school, their community and
the world. The general aim of the grade 6 program is: how these grade 6
students are witnesses of God’s justice and love.
Timeline:
Month: Topic:
September Unit 1: God Calls Us to Know Him
Chapter 1: How Does God Reveal Himself to Us?
October Unit 1: Chapter 1 Continued

Chapter 2: How Does the Church Help Us to Know
God?
November Unit 1: Chapter 2 Continued
Chapter 3: How Does the Mass Help Us to Know God?
December Unit 2: O Come, Divine Messiah
Chapter 4: What Does Mary Teach Us About God?
Chapter 5: How Does Jesus Reveal God?
Jesse Tree/ Advent Project
January Unit 2: Chapter 5 Continued
Unit 3: Answering God’s Call to Serve
Chapter 6: What Does It Mean to Serve God?
February Unit 3: Chapter 6 Continued
Chapter 7: How Can We Lead Lives That Fulfill God’s
Call?
March Unit 4: Take Up Your Cross
Chapter 8: How Do We Honour God’s Will during Lent?
Chapter 9: How Do We Show Our Love for God during
Lent?
April Unit 4: Chapter 9 Continued
Chapter 10: How Do We Celebrate God’s Love at
Easter?
Unit 5: Gather Us Together
Chapter 11: How Does the Word of God Guide Us to
Recognize Dignity?
May Human sexuality unit
Chapter 12: How Does Our Faith Help Us Respect
Diversity and Dignity?
June Chapter 13: How Do We Witness to Justice with Our
Service?
Additional projects will be incorporated to a corresponding topic.
Unit 1 – God Calls Us to Know Him

How do we come to know God?
● How Does God Reveal Himself to Us?
o Divine Revelation
o Creation
o Scripture
o Our ability to reason
o Faith
● How Does the Church Help Us Know God?
o What Jesus Revealed
o The Catholicity of the Church
o The Mission of the Early Church
o A Universal Church Today
● How Does Mass Help Us Know God?
o God’s Word at Mass
o Prayer at Mass
o Mass and Our Mission
Unit 2 – O Come, Divine Messiah

How does the Holy Family help us know and love God?
● What Does Mary Teach Us About God?
o Mary is part of God’s Plan
o Mary, Mother of the Church
o Mary Strengthens Our Faith
o Mary’s Words to Us
● How Does Jesus Reveal God?
o Jesus’ Life in the Church Seasons
o We Praise the Father through the Son
o Jesus is God’s Revelation to the World
Unit 3 – Answering God’s Call to Serve
How can we answer God’s call to service?
● What Does It Mean to Serve God?
o Being open to God’s Call
o Trust, Honour and Believe
o Called to a Personal Encounter with Jesus
o Living Out Our Responsibility
● How Can We Lead Lives That Fulfill God’s Call?
o Discerning God’s Plan
o The Laity
o The Consecrated
o The Clergy
o The Authority and Responsibility of Church Ministry
Unit 4 – Take Up Your Cross

How does our journey through Lent and Easter help us follow God’s will to live a
moral life?
● How Do We Honour God’s Will during Lent?
o Jesus shows us the way
o God’s plan for our salvation
● How do we Show Our Love for God during Lent?
o Following our conscience
o God’s Law guides our lives
o Conscience, virtues and holiness
● How Do We Celebrate God’s Love at Easter?
o The Resurrection
o The Ascension
o Peter’s Journey of Faith
o The Power of Prayer
Unit 5 – Gather Us Together
How do we live our mission to honour dignity through justice and service?
● How Does the Word of God Guide us to Recognize Dignity?
o God gives us dignity
o Inequity contradicts God’s plan
● How Does Our Faith Help Us respect Diversity and Dignity?
o We are one
o Our faith guides us in dialogue
o Learning about God’s children
o Our faith guides us to suspend judgment
● How Do We Witness Justice with Our Service?
o We are the hands and feet of Christ
ICT Outcomes:
C.1 - Students will access, use and communicate information from a variety of
technologies.
2 access and retrieve appropriate information from the Internet by using a specific
. search path or from given uniform resource locations (URLs)
1
2 organize information gathered from the Internet, or an electronic source, by selecting
. and recording the data in logical files or categories; and by communicating effectively,
2 through appropriate forms, such as speeches, reports and multimedia presentations,
applying information technologies that serve particular audiences and purposes
2 design and follow a plan, including a schedule, to be used during an inquiry process,
. and make revisions to the plan, as necessary
1
2 organize information, using such tools as a database, spreadsheet or electronic
. webbing
2
.
3
C.5 - Students will use technology to aid collaboration during inquiry.
2 retrieve data from available storage devices, such as a shared folder, to which a group
. has contributed
1
2 record group brainstorming, planning and sharing of ideas by using technology
.
2
2 extend the scope of a project beyond classroom collaboration by using communication
. technologies, such as the telephone and email
3
C.7 - Students will use electronic research techniques to construct personal
knowledge and meaning.

.
1
F.3 - Students will demonstrate a moral and ethical approach to the use of
technology.
2 comply with the acceptable use policy of the school and school authority for Internet
. and networked services, including software licensing agreements
1
.
2
.
3
.
4
.
5
.
6
2 comply with copyright legislation
.
7
F.6 - Students will demonstrate a basic understanding of the operating skills
required in a variety of technologies.

.
1
2 use and organize files and directories
.
2
2 use peripherals, including printers and scanners
.
3
2 use appropriate keyboarding techniques for the alphabetic and punctuation keys
.
4
2 create and revise original text to communicate and demonstrate understanding of

. forms and techniques
1
2 edit and format text to clarify and enhance meaning, using such word processing
. features as the thesaurus, find/change, text alignment, font size and font style
2
2 convert digital text files by opening and saving them as different file types
.
3

Assessment OF Learning ● Bible
● Discuss learner outcomes ● Epd- Religious Studies
● Observation
● Growing in Faith, Growing in
● Discussion
Christ textbook, teacher
● Webs/brainstorming resource and online
Assessment AS Learning materials
● Reflection Journals
● Personal Response Journals
Assessment FOR Learning
● Response Journals
● Role plays/skits
● Observation (participation in religious
activities)
● Quizzes/ tests
● Assignments
Evaluation:
Projects 35%
Assignments 40%
Tests / Quizzes 25%
● Specific newsletters regarding upcoming information being taught and when
there is a need to be addressed
assignments)
Art
General Objectives:
Art
Students will develop an understanding and appreciation of different styles of art.
Students will work on developing art pieces in five different themes/disciplines. Art
skills are developed through four main components
1. Reflection
2. Depiction
3. Composition
4. Expression
These outcomes are incorporated in activities that cover the seven art elements.
They are: line, shape, color, value, texture, form and space.
Timeline:
Month: Art
September- Drawing (Sketchbook)
October Fall Art- Leaves & Pumpkin
November- Remembrance Day- Water Color

December Christmas Art- Painting
Jesse Tree- Advent Project
Nativity- 3D Art
Clay
January- Drawing (Vocation Posters)
February Fabric Arts Collage
Winter Art- Snowflake, Tree, Winter Scene
Be Kind Globe
March- April Painting (Birds eye view)
Spring Art
Van Gogh sunflowers
May- June Painting (City Scene)

Mother’s Day 3D Art
Drawing (Nature Scenes)
Father’s Day Art
Desired Results:
REFLECTION
Component 1 ANALYSIS: Students will study and analyze the individual character of
natural objects or forms.
Concepts
A. Natural forms tell something about the way they were made.
B. Natural forms can be examined for less visible characteristics.
C. The conditions under which something is viewed affects what is seen; e.g., natural
screens like snow and rain, or lenses such as telescopic, microscopic and coloured
glass.
D. A form can be examined analytically to see how the whole is composed of its parts.
E. A form can be examined synthetically to see how the parts make up the whole.
F. Natural forms reveal many different structures; e.g., skeletal, spiral, orbital, radial,
floating, grid, fan, arch, concentric, faceted.
Component 2 ASSESSMENT: Students will impose standards on designed objects and

invent improved versions.
Concepts
A. Shapes evolve and change over time.
B. Designed objects can be evaluated on the basis of function and attractiveness.
C. Criteria are necessary for the evaluation of designed objects.
D. Improved designs can be conceived for any object.
Component 3 APPRECIATION: Students will interpret artworks for their symbolic

meaning.
Concepts
A. Artistic style affects the emotional impact of an artwork.
B. An artwork can be analyzed for the meaning of its visible components and their
interrelationships.
C. Artworks contain symbolic representations of a subject or theme.
D. Artworks can be appreciated at many different levels, literal and symbolic.
E. An art critic helps us to understand works of art.
DEPICTION
Component 4 MAIN FORMS AND PROPORTIONS: Students will modify forms by
abstraction, distortion and other transformations.
Concepts
A. The direction of shapes determines the static or dynamic quality of the work.
B. Shapes can be enhanced with complexities, embedded or extended forms.
C. The metamorphosis and transformation of shapes can be depicted, one shape
becomes another; e.g., a cloud becomes an animal; or one shape changes within itself;
e.g., pupa to butterfly.
D. Forms can reveal their functions.
E. Shapes can be abstracted or reduced to their essence.
F. Shapes can be distorted for special reasons.
G. Sighting techniques can be used to analyze the proportions of things.
H. Receding planes and foreshortened forms create depth in a picture plane.
I. Gridding can be used for systematically capturing or distorting the proportions of
things.
Component 5 ACTIONS AND VIEWPOINTS: Students will refine methods and

techniques for more effortless image making.
Concepts
A. Different drawing techniques; e.g., seeing basic shapes, noticing the direction of
forms, plotting the position of extremities, are useful to depict actions.
B. Using a finder or viewing frame helps to see an action within a format.
C. Pushing out a shape from the inside to the edges allows a flexible means of catching
the position.
D. Size interchange affects the apparent position of something.
E. Surface reflections, shading and shadows affect the viewpoints.
Component 6 QUALITIES AND DETAILS: Students will employ surface qualities for
specific effects.
Concepts
A. Colour harmonies affect the mood and feeling of the viewer.
B. Tonal interchanges enhance a work.
C. Distinguishing characteristics of things can be portrayed vividly or subtly.
D. The character of marks is influenced by drawing or painting tools and methods.
COMPOSITION
Component 7 EMPHASIS: Students will create emphasis through the use of structural
devices and strategies.
Concepts
A. Viewfinders are useful devices to determine the best format for what will be
portrayed, and the centre of interest.
B. The important area in a composition can be enhanced by radial, conical and framing
structures.
C. Rhythmic features can lead the eye to the dominant area in a composition.
D. Arrangements of forms into shapes and patterns can tighten a design, direct attention
and hold interest in a composition.
E. Labelling (title and signature) demands artistic sensitivity as to placement, size,
shape and medium.
Component 8 UNITY: Students will create unity by integrating the parts of a

composition into the whole.
Concepts
A. Implied line produces tensions and connections to achieve unity.
B. Foreground to background movement keeps the interest within a composition.
C. Transitions of colour, texture or tone relate the parts of a composition to a unified
whole.
D. Attention should be given to well-distributed negative space, as well as to the
balance of positive forms.
E. Interesting negative space complements and binds the positive areas into an
harmonious whole.
F. Pervasive colour, texture or tone can unify a composition, as from an overall wash of
paint, a glaze, a textural additive, a surface treatment, or the like.
Component 9 CRAFTSMANSHIP: Students will perfect images through economical

use of material and efficiency of effort.
Concepts
A. Minimal actions and limited media result in stronger forms, as in Chinese painting,
cartoons or Inuit sculptures.
B. Skill in getting the most from the least.
EXPRESSION
Component 10 (i) PURPOSE 1: Students will record or document
activities, people and discoveries.
Concepts
A. Everyday activities can be documented visually.
B. Special events, such as field trips, visits and festive occasions can be recorded
visually.
C. Family groups and people relationships can be recorded visually.
D. Knowledge gained from study or experimentation can be recorded visually.
E. National and international events can be recorded visually.
PURPOSE 2: Students will illustrate or tell a story.

Concepts
A. A narrative can be retold or interpreted visually.
B. An original story can be created visually.
C. Material from any subject discipline can be illustrated visually.
D. Slogans, causes and promotions can be told visually.
PURPOSE 3: Students will decorate items personally created.

Concepts
A. Details, patterns or textures can be added to two-dimensional works.
B. Details, patterns or textures can be added to the surface of three-dimensional works.
PURPOSE 4: Students will express a feeling or a message.

Concepts
A. Feelings and moods can be interpreted visually.
B. Specific messages, beliefs and interests can be interpreted visually, or symbolized.
PURPOSE 5: Students will create an original composition, object or space based on

supplied motivation.
Concepts
A. Outside stimulation from sources such as music, literature, photographs, film,
creative movement, drama, television and computers can be interpreted visually.
Component 10 (ii) SUBJECT MATTER: Students will develop themes, with an

emphasis on global awareness, based on:
A. Plants and animals
B. Environments and places
C. Manufactured or human-made things
D. Fantasy
E. People
Component 10 (iii) MEDIA AND TECHNIQUES: Students will use media and
techniques, with an emphasis on more indirect complex procedures and effects in
drawing, painting, print making, sculpture, fabric arts, photography and technographic
arts.
Concepts
A. Drawing
· Continue to explore ways of using drawing materials.
· Use drawing tools to make a variety of lines extending beyond previous levels into
illusion.
· Use drawing tools to make a variety of shapes and structures extending beyond
previous levels to exploring and enclosing forms, active and passive forms, concave,
convex forms, concentric and branching structures.
· Use models to make drawings with increasing accuracy.
· Use drawing to add details, textures, create pattern or suggest volume including
hatching and cross-hatching, shading, dotting.
· Make gesture drawings or scribble drawings to show action or movement.
· Use distortion of line and shape in drawing for special design effects, cartoons or
caricatures.
· Make serial drawings to simulate movement.
· Abstract or simplify a form.
· Indicate perspective in drawings.
B. Painting
· Continue to strive for more sophistication in brush skills by using techniques learned
in earlier years.
· Continue to paint, using experimental methods including without a brush.
· Continue working with tempera paint or tempera paint thickened with additives, such
as liquid laundry starch, fabric softener, wallpaper paste and water colour, and be
introduced to acrylic.
· Mix and use colour tones to achieve perspective.
· Use analogous colours, colours close to each other on the colour wheel, to harmonize
the colours of the composition.
· Continue to use paint in combination with other media and techniques.
· Use washes under and over painted images to indicate colour value from light to dark,
and simulate depth of field.
· Create impasto effects.
C. Print Making
· Further explore print-making materials and their uses and effects.
· Continue to use print-making techniques learned in lower grades.
· Make prints by using incised (carved or indented) surfaces—wood, soap, wax,
erasers, plaster of Paris, clay, styrofoam.
· Use prepared brayers or rollers to make pattern.
· Apply printing techniques to composition, including block-out techniques, combination
of types of printing, and use of more than one colour.
D. Sculpture
· Continue to make two- and threedimensional assemblages from found materials,
reaching for more sophistication than at previous levels.
· Continue clay modelling, going beyond previous levels to include more advanced slab
techniques; e.g., cutting, welding to make cylindrical shapes, draping over objects; use
of armatures, coil pots; coloured slip; application of stains.
· Continue exploring paper sculpture techniques.
· Advance wood construction from previous grades to include such techniques as
pegging, using screws, finer shaping by sanding, filing, drilling, chiselling,
carving and experimenting with the texture of wood.
· Continue casting of plaster and advance to casting blocks of plaster of Paris mixed
with a material such as vermiculite, zonolite or coffee grounds for the purpose of carving
(substractive sculpture).
· Advance wire sculpture to include tying, coiling, wrapping, soldering in combination
with other materials.
E. Fabric Arts
· Decorate fabric with more complex stitching techniques than previous levels, including
variations of cross-stitch, feather stitch, chain stitch, daisy stitch.
· Continue to advance weaving techniques to include more sophisticated looms and
weaving in combination with other techniques, such as knotting.
· Continue to advance batik techniques to include two or more dyes.
· Continue to use collage, braiding and tiedyeing techniques from previous grades, if
applicable.
· Continue to use appliqué as a designing or decorating device, and extend to quilting
in selected areas.
· Use stitchery methods of one’s own invention.
F. Photography and Technographic Arts

● Take advantage of the visual art implications of any available technological
device and explore the potential of emerging technologies. Included at this level, and
advancing from previous grades:
- simple camera used for specific purposes such as close-ups, medium shots, long
shots of same subject matter; various viewpoints, action, composition
- overhead projector for experimenting and composing with shape, line or colour
including the use of fluid media (water, oil, food colouring), coloured
acetates
- computer and computer software package and input devices, such as light pen, the
mouse and tablets, to explore, design, compose, animate and program to make
geometric shapes and designs
- copying devices for making compositions that involve paste-ups, distortions,
reductions, block-outs
- laserdisc visuals interfaced with the computer for study and motivation purposes
- 8 mm movie camera for documentation, sequencing, capturing movement, animation
- lighting sources such as spotlights, flashlights, overhead projector light, disco lights
for experimenting with effects
- video camera to compose
- slides for recording and sharing; handmade for understanding composition and
pattern
- filmstrips handmade for documentation, sequencing and storytelling
- emerging new technologies, as available and applicable.
● Employ technological media techniques, practices and capabilities to promote art
understanding, and create designs and compositions. Included at this level and
advancing from previous grades:
- pinhole camera construction
- developing film
- drawing directly on film or scratching for animation
- selecting and synchronizing music and/or sound effects for a set of slides, short film,
videotape
- making or capturing visuals that carry a story and/or accompany a script
- handmade slides.
ICT Outcomes:
1

.
3
F.2 - Students will understand the role of technology as it applies to self, work and society.
2 identify how technological developments influence one’s life

.
1
2 identify the role technology plays in a variety of careers
.
2
F.4 - Students will become discerning consumers of mass media and electronic information.
2 recognize that graphics, video and sound enhance communication

.
1
2 describe how the use of various texts and graphics can alter perception
.
2
2 discuss how technology can be used to create special effects and/or to manipulate intent through
. the use of images and sound
3
1 and purposes
2 integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document

.
1
. effect
2

Assessment FOR Learning ● Explorations in Art – textbook
● Post learner outcomes and teacher resource
● Student/ teacher created ● Sketchbook TPT lessons
project rubrics ● Various Activities (Internet)
Assessment AS Learning ● The Usborne Book of
● Self reflection Christmas Art ideas
● Self/peer evaluation (through ● Usborne Book of “Things to
class art shows) Make for Father’s Day/ Things to
Assessment OF Learning Make for Valentine’s Day/ Things to
● Quality of projects and make for Mother’s Day
assignments ● TPT resources
● Effort in projects and
assignments
● Observations
Evaluation:
Painting 30 %
Drawing 30 %
3D Art 30 %
Self- Evaluation/ Reflection 10 %

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St. Veronica Catholic School- Airdrie

November - Flight (Topic B)

Specific Learner Expectations

Specific Learner Expectations

Topic C: Sky Science

Specific Learner Expectations

Topic D: Evidence and Investigation

Specific Learner Expectations

Topic E: Trees and Forests

Specific Learner Expectations

2 reflect on and describe the processes involved in completing a project

2 use a variety of technologies to organize and synthesize researched information

2 select and use the technology appropriate to a given communication situation

Acceptable Evidence: Resources:

October ● The Breadwinner - Journal writing

May -Autobiography project -Autobiography Project Assessment:

Daily Language Review, Journals, Handwriting, Vocabulary/ Comprehension and

3. Organizing Idea:Vocabulary: Communication and comprehension are

4. Organizing Idea:Comprehension: Text comprehension is supported by

5. Organizing Idea:Writing: Ideas and information can be articulated accurately

6. Organizing Idea:Conventions : Understanding grammar, spelling, and

● Weekly emails- current and upcoming classroom goals

The Grade 6 Social Studies Curriculum focuses on the participation in

January Chapter 4: What was the Iroquois

General Outcome: 6.1 Citizens Participating in Decision Making

Knowledge and Understanding

6.1.4 analyze the structure and functions of local governments in Alberta by

General Outcome: 6.2 Historical Models of Democracy: Ancient

SKILLS AND PROCESSES FOR GRADE 6

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE

2 use a variety of technologies to organize and synthesize researched information

2 power up and power down various technologies and peripherals correctly

Acceptable Evidence: Resources:

2 select and use technology to assist in problem solving

2 recognize the potential for human error when using technology

2 power up and power down various technologies and peripherals correctly

2 access available databases for images to support communication

2 integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document

2 select and use the technology appropriate to a given communication situation

Acceptable Evidence: Resources:

Physical Education & Wellness

● Intensity is the level of physical exertion experienced during physical activity.

● Time is how long an individual is engaged in physical activity.

● Type is the physical activity selected.

● Physical activity guidelines recommend between 30 to 60 minutes of moderate-to-vigorous daily

● Motivation can lead to exposure to a variety of physical activities.

● Motivation can be supported by members of the community, such as

● Motivation can support individual physical activity routines to improve well-being.

● Feedback and self-reflection can support motivation.

● Examine how training principles can contribute to active living.

● Participate in a variety of moderate-to-vigorous physical activities that support training principles.

Organizing Idea # 2: Movement Skill Development: Developing physical literacy through

● Structure can be modified to meet the needs of participants by

● Apply structure in the creation and playing of games.

● Utilize understandings of structure to inform strategies and tactics.

Organizing Idea # 3: Movement Skill Development: Developing physical literacy through

● Controlled physical activities allow for repeated practice of movement skills.

Organizing Idea # 4: Movement Skill Development: Developing physical literacy through

● Practices to manage conflict include

● Teamwork requires collaboration when coming to a resolution.

● Successful teams develop practices to manage conflict.

● Reflect on practices used to resolve conflict.

This outcome will be taught & assessed in Religion class