BC Schools Curriculum Topics Covered by this Project
Once this project is complete, it will touch on some or all of the following attributes.
Curriculum	Grade	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 communication tools • 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 purposes. • 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 media. • 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 electronic media. • 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 ideas
	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 local environment. • 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