BC Schools Curriculum
Topics Covered by this Project
Once this project is complete, it will touch on some or all of the following attributes.
|Personal Planning - Collecting Information||5|| compile comprehensive inventories
of personal attributes, interests and talents
relate their activities to personal interests
|6|| modify and extend their records of personal attributes, interests and talents|
|7|| revise their records of personal
attributes, interests and talents
use their personal support networks to further their education, career and personal goals
|Personal Planning - Healthy Living||5|| select and apply behaviors that
promote a balanced, healthy life-style
identify health-related services and resources that can contribute to healthy living
|7|| analyze and evaluate personal
attitudes that promote healthy eating habits and a healthy life-style.
use information and resources to support aspects of healthy living.
|Personal Planning - Mental Well-Being||7|| devise personal plans that consider personal, school and community well-being.|
|Social Studies - Economy and Technology||5|| analyze the relationship between
development of communities and their available natural resources
explain how supply and demand are affected by population and the availability of resources
analyze the influence of technology on life-styles and work.
|Social Studies - Environment||5|| locate and describe major physical
features of Canada using topographic and thematic maps
describe diverse distribution of natural resources within Canada
demonstrate understanding of sustainability, stewardship, and renewable versus non-renewable natural resources
assess effects of life-styles and industries on local and global environments.
|6|| interpret and use graphs, tables,
aerial photos, scales, legends and various types of maps
compare use of resources and conservation practices in Canada and other countries,
|7|| construct, interpret and use
graphs, tables, scales, legends and various types of maps.
analyze ways that people's interactions with their physical environment change over time.
|Information Technologies - Foundations||5|| manipulate electronic documents
using a variety of tools
access on-line resources using telecommunications tools
demonstrate a willingness to be self reliant when using information technology tools.
|6|| work cooperatively using
information technology tools
access information using a variety of on-line information tools
|7|| practice behaviours that demonstrate self-reliance when using information technology tools|
|Information Technologies - Process||5|| collect and record information
electronically using primary and secondary sources of information.
draw conclusions from information retrieved from electronic and other sources.
evaluate information retrieved from electronic sources.
|Applied Skills - Technology Information||4-7|| gain experience using a variety of
use technology to access, store and retrieve information
develop knowledge and skills related to accessing, storing and retrieving and using information.
use manual and computer-assisted processes to present models and simulations in 2-D and 3-D forms to explain design ideas.
|Language Arts - Strategies and Skills||5|| read, listen and view for specific
use strategies, including developing questions, rereading, reading further, and reviewing, to clarify meaning and build understanding.
|6-7|| use text and electronic media features, including indices, tables of contents, and keyword searches to locate specific information or material.|
|Language Arts - Comprehension||5|| locate and interpret details to answer specific questions or to complete tasks|
|6|| identify and represent the main
ideas or events in stories, poetry, informational material, videos and other
use information they have read, heard, or viewed to develop questions and activities that will extend their understanding
locate and interpret details to answer specific questions or complete tasks.
|7|| demonstrate understanding of the
main ideas or events in novels, stories, poetry other printed material and
use information they have read, heard or viewed in a variety of graphic forms, including written notes and charts
|Language Arts - Engagement and Personal Response||5-7|| It is expected that students will identify connections between their own ideas, experiences and knowledge and a variety of literary and mass media works created by classroom, local, British Columbian, Canadian and international authors and developers from various cultural communities.|
|Language Arts- Composing and Creating||5-7|| It is expected that students will
employ a variety of effective processes and strategies, including the use of
electronic technology to generate, gather and organize information and
|6-7|| locate, gather, select and record information for specific purposes from various human, print and electronic sources.|
|Language Arts - Personal Awareness||5-7|| it is expected that students will use language to explore thoughts, ideas, feelings and experiences to prepare for their roles in the world.|
|Science - Life Science||5|| identify living resources in the
describe how humans use BC's living resources.
describe the known and potential environmental impacts of using BC's living resources.
devise a strategy for sustaining a living resource.
|6|| classify plants and animals
according to their internal and external features.
develop common classification systems for organisms.
|7|| describe all orgainsms in terms of
their roles as part of interconnected food webs.
describe ways in which species interact with each other.
compare and contrast the major biogeoclimatic zones of BC.
determine the limiting factors for local ecosystems
compare and contrast asexual and sexual reproduction in both plants and animals
describe the growth and changes in the development of an organism