Grade 5 (Current Units of Study)
October- December
SEPTEMBER- DECEMBER: (Physical Geography of Canada)
S.S.
KEY SKILLS:
Debate, Collaborate, Evaluate Multiple Perspectives, Interpret Maps, Organize/Sequence Events, Analyze Current Affairs, Interpret Photographs, Create Diagrams and Charts, Use a Scale/Legend, Discuss impact of events, reach consensus within group, draw conclusions from research, determine patterns/trends from information gathered, cite references, use graphs/tables/Venns, media messages, internet messages.
SEPTEMBER- DECEMBER: (Science- Weather)
Weather Watch
KEY SKILLS:
Investigate, design a procedure, ask questions to explore (hypothesis), state an inference, suitable methods to record, compile & interpret, make improvements, computer records/tables/charts, select materials, evaluate a design, adhere to safety, rate based on: reliability, durability, effectiveness, format a topic for research (technology related)
SEPTEMBER-DECEMBER: HEALTH
Wellness Choices
October- December
SEPTEMBER- DECEMBER: (Physical Geography of Canada)
S.S.
- Examine Geography of Canada: landforms,
bodies of water, regions.
- Similarities & Differences between
various regions in Canada (eg: Rocky Mountains)
- Factors causing climate- latitude, water,
mountains
- Demonstrate care for the environment
- How have natural disasters and severe
weather been part of Canadian physical geography
- National parks/ protected areas important
to the sustainability of Canada
- Mapping Skills introduced (compass reading,
legend, maps, atlas)
- People ‘living off the land’
- Introduce Topography
KEY SKILLS:
Debate, Collaborate, Evaluate Multiple Perspectives, Interpret Maps, Organize/Sequence Events, Analyze Current Affairs, Interpret Photographs, Create Diagrams and Charts, Use a Scale/Legend, Discuss impact of events, reach consensus within group, draw conclusions from research, determine patterns/trends from information gathered, cite references, use graphs/tables/Venns, media messages, internet messages.
SEPTEMBER- DECEMBER: (Science- Weather)
Weather Watch
- Observe and predict weather phenomena
- Relate weather to the cooling and heating
of earth’s surface
- Investigate relationships between weather
and human activity
- Where would you find warmest/coolest temperatures
- Describe patterns of air movement in
indoor/outdoor environments
- Describe methods for measuring wind
direction and wind speed
- Describe and measure 4 kinds of weather
(create measuring tools)
- Recognize that human actions can affect
climate, human actions linked with Greenhouse Effect
- Important to be able to forecast/predict to
endure various forms of weather
- Moisture and dew and other forms of
precipitation come from moisture in the air
- Record weather over a period of time
- Identify types of clouds and relate them to
weather patterns
- Describe the Sun’s energy on daily and
seasonal changes in temp. 24 hourly/ yearly changes
- Understand that climate refers to long term
weather trends and climate varies throughout the world
- Weather systems are generated because
difference surfaces of the earth retain and release heat at different rates
- Test fabrics and clothing designs to meet
challenges of particular weather
KEY SKILLS:
Investigate, design a procedure, ask questions to explore (hypothesis), state an inference, suitable methods to record, compile & interpret, make improvements, computer records/tables/charts, select materials, evaluate a design, adhere to safety, rate based on: reliability, durability, effectiveness, format a topic for research (technology related)
SEPTEMBER-DECEMBER: HEALTH
Wellness Choices
- Students will make responsible and informed
choices to maintain health and to promote safety for self and others.
- I can examine the effect of physical
activity, nutrition, rest, and immunization on the immune system.
- I can assess the importance of regular
hygiene practices during adolescence; eg: deodorant.
- Healthy Eating can accommodate a broad
range of eating behaviors; vegetarianism, allergies, diabetes, caffeine,
alcohol, drugs.
- Changes in interests, abilities and
activities may have on body image.
- Determine safety concerns/practices, re:
snowmobiles, trampolines etc.
- Identify personal boundaries, and recognize
that boundaries vary depending on nature of relationship, situation and
culture.
- Promote safety practices in the school an
community: eg; ways to assist in injuries, basic first aid.
Mathematics:
(SEPTEMBER-DECEMBER))
Patterns, Number
GENERAL OUTCOME: Patterns and Relations
Represent algebraic expressions in multiple ways
I can identify the unknown in a problem, represent it with an equation and solve it using diagrams and symbols.
Important to know or do:
Determine the pattern rule to make predictions about subsequent elements
Express a given problem as an equation in which a letter variable is used to represent an unknown number limited to whole numbers
Mathematics: (DECEMBER-MARCH)
Fractions & Decimals (Begin earlier based on student needs)
GENERAL OUTCOME: Numbers
Develop Number Sense
I can describe the meaning of each digit in a given number.
I can use many different estimating strategies.
I can use mental mathematics strategies and number properties to solve problems for basic multiplication and division facts to 81.
I can use mental mathematical strategies for multiplication.
I can create a set of equivalent fractions and explain why there are many equivalent fractions for any given fraction.
I can represent using concrete materials or pictures.
I can connect decimals to fractions and fractions to decimals.
I can solve a problem that involves adding and subtracting of decimals.
Important to know or do:
Demonstrate, with and without concrete materials, an understanding of multiplication (2-digit by 2-digit) to solve problems
Demonstrate, with or without concrete materials, an understanding of division (1-diti by 1-digit) and interpret remainders to solve problems
Compare and order decimals to the thousandths by using benchmarks, place value and equivalent decimals
Patterns, Number
GENERAL OUTCOME: Patterns and Relations
Represent algebraic expressions in multiple ways
I can identify the unknown in a problem, represent it with an equation and solve it using diagrams and symbols.
Important to know or do:
Determine the pattern rule to make predictions about subsequent elements
Express a given problem as an equation in which a letter variable is used to represent an unknown number limited to whole numbers
Mathematics: (DECEMBER-MARCH)
Fractions & Decimals (Begin earlier based on student needs)
GENERAL OUTCOME: Numbers
Develop Number Sense
I can describe the meaning of each digit in a given number.
I can use many different estimating strategies.
I can use mental mathematics strategies and number properties to solve problems for basic multiplication and division facts to 81.
I can use mental mathematical strategies for multiplication.
I can create a set of equivalent fractions and explain why there are many equivalent fractions for any given fraction.
I can represent using concrete materials or pictures.
I can connect decimals to fractions and fractions to decimals.
I can solve a problem that involves adding and subtracting of decimals.
Important to know or do:
Demonstrate, with and without concrete materials, an understanding of multiplication (2-digit by 2-digit) to solve problems
Demonstrate, with or without concrete materials, an understanding of division (1-diti by 1-digit) and interpret remainders to solve problems
Compare and order decimals to the thousandths by using benchmarks, place value and equivalent decimals