| Curricular Competency |
Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment) |
Social Studies 1 |
No CCG |
|
| Curricular Competency |
Explore different perspectives on people, places, issues, or events in their lives (perspective) |
Social Studies 1 |
No CCG |
|
| Curricular Competency |
Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence) |
Social Studies 1 |
No CCG |
|
| Curricular Competency |
Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change) |
Social Studies 1 |
No CCG |
| Keyword: Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same |
Elaboration: Sample activities:Create a visual timeline for important community events using photographs or drawings.Compare changes in technology in your parents’ and grandparents’ time.Distinguish between scheduled and unscheduled events. |
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| Curricular Competency |
Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence) |
Social Studies 1 |
No CCG |
| Keyword: Ask questions, make inferences, and draw conclusions about the content and features of different types of sources |
Elaboration: Sample activities:Compare old and new pictures of locations in your community and discuss how things have changed over time.Propose reasons for important events in your community and compare your hypotheses with the explanations of historians or other experts.Investigate the history of a significant person in your community using sources like news articles, photographs, and videos. |
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| Curricular Competency |
Explain the significance of personal or local events, objects, people, or places (significance) |
Social Studies 1 |
No CCG |
| Keyword: Explain the significance of personal or local events, objects, people, or places |
Elaboration: Sample activities:Brainstorm a list of the most significant places in your community and explain why these locations are important.Research the history of a significant event or person in the history of your community.Key question:How does the significance of various events, objects, people, and places change over time? |
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| Curricular Competency |
Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Social Studies 1 |
No CCG |
| Keyword: Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions |
Elaboration: Key skills:Recognize that maps are used to represent real places and relate pictorial representations to their physical locations.Follow a path to a destination using a pictorial representation (e.g., picture map).Access information from audio, visual, material, or print sources.Collect information from personal experiences, oral sources, and visual representations.Make comparisons to discover similarities and differences.With teacher prompts, make simple interpretations from information gathered (e.g., families have similar needs, families have differences).Use oral, written, or visual communication forms to accomplish given presentation tasks (e.g., show and tell, captioned pictures).Brainstorm, discuss, and compare possible solutions to a selected problem. |
|
| Big Ideas |
The solar system is part of the Milky Way, which is one of billions of galaxies. |
Science 6 |
No CCG |
| Keyword: The solar system is part of the Milky Way, which is one of billions of galaxies |
Elaboration: Sample questions to support inquiry with students:What are the relationships between Earth and the rest of the universe?What is an extreme environment?What extreme environments exist on Earth or in our galaxy? |
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| Big Ideas |
Newton’s three laws of motion describe the relationship between force and motion. |
Science 6 |
No CCG |
| Keyword: Newton’s three laws of motion describe the relationship between force and motion |
Elaboration: Sample questions to support inquiry with students:What is the difference between motion caused by balanced forces and motion caused by unbalanced forces?How are balanced and unbalanced forces evident in your life and activities? |
|
| Big Ideas |
Everyday materials are often mixtures. |
Science 6 |
No CCG |
| Keyword: Everyday materials are often mixtures |
Elaboration: Sample questions to support inquiry with students:What is a heterogeneous mixture?How can mixtures be separated? |
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| Big Ideas |
Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment. |
Science 6 |
No CCG |
| Keyword: Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment |
Elaboration: Sample questions to support inquiry with students:How are internal systems necessary for survival?What do your body systems require for survival?How do your body systems interact with one another? |
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| Content |
the position, motion, and components of our solar system in our galaxy |
Science 6 |
No CCG |
| Keyword: components of our solar system |
Elaboration: planets, moons, asteroids, meteors, comets, etc.First Peoples perspectives regarding aurora borealis and other celestial phenomenaextreme environments including contributions of Canadians to exploration technologies (e.g., Canadarm, Newt Suit, VENUS and NEPTUNE programs) |
|
| Content |
the overall scale, structure, and age of the universe |
Science 6 |
No CCG |
|
| Content |
force of gravity |
Science 6 |
No CCG |
| Keyword: force of gravity |
Elaboration: gravity is the force of attraction between objects that pulls all objects toward each otheron Earth, gravity pulls objects toward the centre of the planet (e.g., falling objects, egg drop) |
|
| Content |
effects of balanced and unbalanced forces in daily physical activities |
Science 6 |
No CCG |
| Keyword: balanced and unbalanced forces |
Elaboration: balanced forces are equal and opposite forces (e.g., sitting in a chair)unbalanced forces are unequal; one force is larger (e.g., race cars on different ramps, mousetrap cars, rockets) |
| Keyword: daily physical activities |
Elaboration: examples of effects of balanced and unbalanced forces in school sports and physical education activities |
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