Bonner Agenda part 7

The aim of Health & Career Education 7 is to provide students with the knowledge, skills and attitudes necessary to become informed decision makers and to make healthy and safe choices. The main components are:

1. Goals and Decisions:

Learn and practice decision-making and goal-setting strategies and apply these to certain situations.

2. Career Development:

Learn about personal skills and interests and how these relate to a variety of school contexts, recreational activities and future careers.

3. Health:

Healthy Living: Think critically, and analyse factors about a variety of physical, emotional and social health issues.

Healthy Relationships:

Identify the characteristics of, and the influences on, relationships
Demonstrate behaviours that contribute to the prevention of stereotyping, discrimination and bullying

Safety and Injury Prevention:

Learn strategies necessary to make informed decisions about personal and cyber safety
Develop safe practices and attitudes in a variety of settings

Substance Abuse: Analyse media and social influences related to substance abuse and describe alternatives.

7.1.3 Health and Career Education 8

The aim of Health and Career Education is to provide students with the knowledge, skills, and attitudes that will assist them in making informed decisions related to their health, education, and future careers.

1. Education and Careers

Relating personal attributes (e.g. interests, skills, ideals) to potential career options
Transferable / employability skills (e.g. personal manage-ment skills, academic skills, teamwork skills)

2. Health

Healthy Living: Personal health goals and strategies for meeting those goals, influences on eating habits, factors affecting healthy sexual decision making, and consequences of STD’s and HIV/AIDS
Healthy Relationships: Assessing importance of healthy relationships, school and community sources of information and support for unhealthy relationships, and specific behaviours contributing to safe and caring schools
Safety and Injury Prevention: Risks of various road-related situations, responding to emergencies, potential hazards of various jobs, and strategies for safe use of Internet and wireless communications
Substance Misuse and Prevention: Positive and negative influences on decision making related to substance use and strategies for making healthy choices

7.2 ENGLISH

7.2.1 English / Language Arts 6

1. Oral Language

Use speaking and listening to interact with others and to explore, express and present ideas, information and feelings

2. Reading and Viewing

Use a variety of reading materials to increase dependency and fluency
Novel study, short stories, poetry, articles, non-fiction, media

3. Writing and Representing

Use a variety of strategies to develop personal and formal writing skills
Writing Process: draft / revise / proofread / publish
Journals, story writing, informational spelling, grammar, punctuation

7.2.2English / Language Arts 7

Grade 7 Language Arts continues to expand and build upon a student’s elementary education. While the learning outcomes allow for a wide variety of study topics, there are common instructional themes.

1. Reading

Reading for information/comprehension - Reading for understanding is a key component to the overall skill of comprehension. Students will demonstrate understanding of the main ideas or events in novels, stories, poetry, print and electronic media by reflecting and responding to texts.

2. Writing

Paragraph and Essay writing - Starting with outlines or rough drafts, the goal for this activity is to learn how to write proper paragraphs for individual use and for use in short essays.

Through a variety of activities, students will continue to improve their understanding and practice of writing well- developed texts by analysing and comparing writing, improving vocabulary and applying criteria based on the conventions of language.

3. Oral Language

A natural progression from written work to spoken presentation takes place in most classes. Oral language units provide students the opportunity to develop their capacity to interact effectively with their peers and adults through speaking and listening skills.

Activities may include research units with the Teacher-Librarian, spelling bees and many other units used by various teachers.

7.2.3 English 8

Students continue to explore three main focus areas: Oral Language, Reading and Viewing, and Writing and Representing. Some key elements students will be asked to do are:

Create personal oral and written communications and representations
Listen, read, and analyse literary, information, and visual texts
Develop, organize, revise, and publish written, visual, and oral communications
Use features, structures, and conventions of language
Use evidence to explain and support responses, analyses, and interpretations of texts
Think about one’s own thinking to reflect on and assess written, visual and oral communications.

7.3 MATHEMATICS

In math, the students will process a variety of Mathematical skills, knowledge, attitudes, understanding, intuition and experiences in the following areas:

1. Number Concepts and Operations

Basic Arithmetic skills
Operations using decimals including place value and rounding
Order of operations
Number Theory Concepts: lowest common multiples, greatest common factors, divisibility rules
Fractions: converting proper fractions, decimal fractions and percentages
Ratios and Rates
Integers: add, subtract as well as understand how to read a number line.

2. Statistics and Probability

Collect, organize and display relevant data
Statistical methods to analyse data using bar and circle graphs, diagrams and tables
Find mean, median and mode for given data
Create and solve problems using probability
Express probability as ratios, fractions and percents

3. Patterns and Relationships

Algebraic symbols and expressions
Graph linear relations
Use variables and equations to express, summarize and apply relationships as problem solving tools.

4. Shapes and Space

Parallel and perpendicular lines
Area of triangles and parallelograms
Properties of circles
Perpendicular and angle bisectors
Identify and plot points on a Cartesian Plane

7.3.3 Mathematics 8

1. Problem Solving:

Solve problems individually and co-operatively using appropriate problem-solving strategies

2. Number

Representing and applying fractional percents and percents greater than 100
Representing square roots concretely, pictorially, and symbolically
Solve problems that involve rates, ratios, and proportional reasoning
Adding, subtracting, multiplying, and dividing fractions
Multiplication and division of integers

3. Patterns & Relations

Graph and analyse two-variable linear relations
Solve problems and verify one-step, first-degree equations

4. Shape & Space

Develop and apply the Pythagorean theorem to solve problems
Determine the surface area and volume
Develop and apply formulas for determining surface area and volume
Draw and interpret top, front, and side views of 3-D objects
Demonstrate an understanding of tessellation

5. Statistics and Probability

Learning about different types of graphs and graphing
Solve problems involving the probability of independent events

7.4 SCIENCE

7.4.1 Science 6

1. Processes and Skills

Controlling variables
Scientific problem solving

2. Life Science

Diversity of life using microscopes
How organisms adapt to their environments
Single and multi-celled organisms belonging to the five kingdoms

3. Physical Science

Electricity - charges and current circuits
Transformation of electricity - light, heat, sound, motion and magnetic
Renewable and non-renewable energy

4. Earth and Space Science

Exploration of extreme environments
Canadian contribution to technology

7.4.2 Science 7

Processes and Skills of Science

Science, as a process, starts with students learning skills, such as observing, classifying, predicting, inferring, and hypothesizing. It also includes scientific reasoning, critical thinking, and decision-making. These skills are all covered throughout the year integrated into the following topics:

1. Ecosystems

Organisms and their Environment
Cycles in Ecosystems
Ecosystems and People

2. Chemistry

Characteristics and Properties of Matter
Classifying Matter
Exploring Solutions

3. Earth’s Crust

The Composition of Planet Earth
Earth’s Moving Crust
Earth’s Changing Surface

4. Processes and Skills of Science: (integrate with other units)

Metric Conversions
Hypothesizing
Developing Models
Scientific Method
Design and Conduct Experiments

7.4.3 Science 8

Students continue the process of observing, classifying, predicting, inferring, and hypothesizing through discovery of:

Life Science: Cells and Systems

The characteristics of living things
The main features and properties of cells to their functions
The relationship between cells, tissues, organs, and organ systems
The functioning of the immune system

Physical Science: Optics

Knowledge of the behaviour of waves
The properties of visible light
Comparison of visible light to other types of electromagnetic radiation
Examination of how human vision works

Physical Science: Fluids and Dynamics

The concept of force
The relationship between solids, liquids, and gases, using the kinetic molecular theory
The density of various substances
Relationship between pressure, temperature, area, and force in fluids
Similarities between natural and constructed fluid systems (e.g., hydraulic, pneumatic)

Earth and Space Science: Water Systems on Earth

The significance of salinity and temperature in the world’s oceans
How water and ice shape the landscape
Factors that affect productivity and species distribution in aquatic environments

7.5 SOCIAL STUDIES

Current events are included in all Social Studies curriculum.

7.5.1 Social Studies 6

1. Skills and Processes

Mapping, graphing, critical thinking, global issues, presentations

2. Identity, Society and Culture

Comparing Canadian culture to other countries
Cultural influences on Canadians
Society and artistic impression

3. Governance

Canadian Federal Justice System
Charter of Rights
Human rights and responsibilities
Canadian Government compared to other countries
Canada’s role in the world

4. Economy and Technology

Importance of trade
Canada’s economic relationship with the world
Development of technology in Canada and other countries

5. Human and Physical Environment

Cultures and their environments
Settlement patterns
Population distribution

7.5.2 Social Studies 7

Ancient Civilizations

For the purposes of Grade 7 Social Studies, “ancient civilizations” includes cultures from approximately 500 CE (e.g. Mesopotamia, Egypt, Greece, Rome, etc.) although it may also include a study of more recent civilizations such as the Mayans, the Aztecs, the Incas, North American Aboriginal societies, or the Norse.

1. Skills and Processes

The focus of Social Studies 7 is critical thinking (e.g. comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships, summarizing, and drawing conclusions). The development of critical thinking skills is ongoing and students will demonstrate their skills by the use of oral and written presentations, defending a position on an issue and many others. Students will also learn how to compile information from a variety of sources, and will be expected to find and use the information found on graphs, tables, timelines and maps.

2. Identity, Society and Culture

Students will look at the social roles individuals played in their culture and how those roles contributed to the success of their civilization. Also included is the influence that ancient societies have on present-day culture, both within the geographical area being studied and in the world as a whole.

3. Governance

Students will explore and compare the rules, laws and government of various ancient civilizations. As well students will investigate how laws and government in ancient civilizations contributed to the Canadian political and legal systems.

4. Economy and Technology

Students will look at how ancient societies created a stable civilization by exchanging goods and services and producing technology to fulfil their basic needs.

5. Human and Physical Environment

Students will explore the effect that the physical environment had on ancient civilizations’ ability to develop and flourish and how the interaction with the environment sometimes led to the end of some civilizations.

7.5.3 Social Studies 8

Through an examination of civilizations from 500 to 1600 C.E., students will explore Economy and Technology, Environment, Society and Culture, Politics and Law. Concepts covered are:

Trade routes, labour, settlement patterns
Comparison of basic economic systems and different forms of exchange
The impact of technology and science on political, social, and economic structures
Development and decline of world civilizations
Daily life, family structures, and gender roles
Cultural traditions, world religions, art and culture
Individual rights and responsibilities of citizens
The impact of contact, conflict, and conquest on civilizations
Various ways individuals and groups can influence legal systems and political structures
The development and importance of government systems
How physical geography influenced patterns of settlement, trade, and exploration
Graphs, tables, grids, scales, legends, and various types of maps

7.6 PHYSICAL EDUCATION

The aim of Physical Education is to provide opportunities for all students to develop movement skills, positive attitudes, knowledge and behaviours that will contribute towards a healthy, active lifestyle.

An effective physical education program will enable all students to develop the knowledge and skills to participate regularly and safely in many different physical activities. This will help students to develop and refine locomotor, non-locomotor and manipulative skills.

By participating in a variety of physical activities on a daily basis, students learn to develop knowledge, skills and attitudes that will lead to their developing an active lifestyle through adolescence into adulthood. Examples of these activities are: alternative environment activities, dance, games, gymnastics, and individual and dual activities.

7.6.1 Physical Education 6

1. Active Living

Develop a personal level of physical fitness and motor abilities
Set and modify goals to develop a healthy lifestyle

2. Movement

Actively develop motor skills in a natural or alternative setting
Dance patterns and sequences
Competitive and co-operative games to develop accuracy and strategy
Gymnastics to develop body and space awareness
Actively participate in individual and dual activities

3. Personal and Social Responsibility

Follow rules, routines, safety
Show self-confidence and fair play

7.6.2 Physical Education 7

1. Active Living

Relate the effects of and participation in physical activity to quality of life
Assess heart rate
Create physical activity goals

2. Movement Skills

Apply learned movement skills and demonstrate proper technique in unfamiliar activities
Perform sequences using learned movement skills

3. Safety, Fair Play, Leadership

Apply safe practices and model fair play and leadership in creating a positive climate for physical activity

7.6.3 Physical Education 8

1. Active Living

Knowledge of the benefits of active living, components of fitness, movement concepts, exertion rates and personal goal setting

2. Movement Skills

Movement skills applied in individual and dual games, rhythmic movement activities
Application of principles of training and movement concepts

3. Safety, Fair Play and Leadership

Apply activity-specific safety practices including warm up and cool down
Respect for equipment as well as team play and leadershi

7.7 MODERN LANGUAGES

7.7.1French 6

Students will explore useful, basic French vocabulary and structure through varied strategies and lively activities. There is a focus on developing a positive attitude towards language learning and other cultures.

7.7.2 French 7

A continuation of French 6. Using a variety of strategies and activities, more complex sentence structure and vocabulary isintroduced. The focus is shared between expanding skills, developing positive attitudes toward second language learning, and exploring other cultures.

7.7.3French 8

Students use French as a tool for communicating about everyday topics. They enjoy learning to talk about themselves, their friends, and their favourite activities. Students practise and develop the language in new and interesting contexts and in different groupings - individually, in pairs, as well as in small and large groups. Writing skills are also assessed in Grade 8.

In a communicative-experiential approach to lan-guage learning, students acquire and use information to complete meaningful tasks. The purpose or task dictates the information needed. Many students develop a strong interest in popular culture in the form of rock videos, popular music, and films. They show an emerging ability to use French to express their thoughts, feelings, and reactions to creative works. At this level, students are encouraged to use French in activities that support cultural awareness. Their understanding of Francophone cultures deepens as they explore the variety of Francophone cultures in Canada and around the world.

7.8 BAND

Band is an optional program at George Bonner, but is scheduled as a regular class. The program is meant to introduce students to music and to an individual instrument. While in the program, students have the opportunity to learn the basics of music, as well as develop a sense of personal growth through individual practice, testing in class, and through various performances during the year. These experiences help them develop as musicians and as members of a performing group. The following band courses are offered:

7.8.1 Band 6 7.8.2 Band 7 7.8.3 Band 8

7.9 EXPLORATORIES

An attempt is made to provide a variety of exploratory experiences for students. The choice of exploratory courses may change from year to year depending on student interest, staff expertise and the enrollment at each grade.

7.9.1Exploratories 6: Art, Drama, Home Economics, Industrial Education, Information Technology, Music

7.9.2Exploratories 7: Art, Drama, Home Economics, Industrial Education, Information Technology

7.9.3Exploratories 8: Art, Drama, Home Economics, Industrial Education, Information Technology

While a basic outline is provided for each course, Integrated Resource Packages (IRP’s) for each area are available from the Ministry of Education.

Have A Great Year!