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Page 143
Strand: Number (Number Concepts) Students will:
- use numbers to describe quantities
- represent numbers in multiple ways.

Page 146
Strand: Number (Number Operations) Students will:
- demonstrate an understanding of and proficiency with calculations
- decide which arithmetic operation or operations can be used to solve a problem and then solve the problem.

Page 150
Strand: Patterns and Relations (Patterns)
Students will:
- use patterns to describe the world and to solve problems.

Page 153
Strand: Shape and Space (Measurement)
Students will:
- describe and compare everyday phenomena, using either direct or indirect measurement.

Page 159
Strand: Shape and Space (Transformations)
Students will:
- perform, analyze and create transformations.

Page 161
Strand: Statistics and Probability (Data Analysis)
Students will:
- collect, display and analyze data to make predictions about a population.

Category: Communicating, Inquiring, Decision Making and Problem Solving, Page 27

Students will access, use and communicate information from a variety of technologies.
2.1 access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
2.2 organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes

Students will critically assess information accessed through the use of a variety of technologies. 
2.1 identify and distinguish points of view expressed in electronic sources on a particular topic
2.2 recognize that information serves different purposes and that data from electronic sources may need to be verified to determine accuracy or relevance for the purpose used

Students will use organizational processes and tools to manage inquiry.
2.2 organize information, using such tools as a database, spreadsheet or electronic webbing
2.3 reflect on and describe the processes involved in completing a project

Students will use technology to aid collaboration during inquiry.
2.1 retrieve data from available storage devices, such as a shared folder, to which a group has contributed
2.2 record group brainstorming, planning and sharing of ideas by using technology

Students will use technology to investigate and/or solve problems.
2.1 select and use technology to assist in problem solving
2.3 use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment
2.4 solve problems, using numerical operations and such tools as calculators and spreadsheets
2.5 solve problems requiring the sorting, organizing, classifying and extending of data, using such tools as calculators, spreadsheets, databases or hypertext
technology
2.6 solve issue-related problems, using such communication tools as a word processor or email to involve others in the process
2.7 generate alternative solutions to problems by using technology to facilitate the process

Students will use electronic research techniques to construct personal knowledge and meaning. 
2.1 use a variety of technologies to organize and synthesize researched information
2.2 use selected presentation tools to demonstrate connections among various pieces of information

Category: Foundational Operations, Knowledge and Concepts, Page 29

Students will demonstrate an understanding of the nature of technology.
2.1 apply terminology appropriate to the technologies being used at this division level
2.2 identify and apply techniques and tools for communicating, storing, retrieving and selecting information
2.3 explain the advantages and limitations of using computers to store, organize, retrieve and select information
2.4 recognize the potential for human error when using technology

Students will understand the role of technology as it applies to self, work and society. 
2.1 identify how technological developments influence one’s life
2.2 identify the role technology plays in a variety of careers
2.3 examine the environmental issues related to the use of technology
2.4 assess the personal significance of having limitless access to information provided by communication networks, such as the Internet
2.5 describe, using examples, how communication and information networks, such as the telephone and the Internet, create a global community

Students will demonstrate a moral and ethical approach to the use of technology.
2.1 comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements
2.2 work collaboratively to share limited resources
2.3 use appropriate communication language and etiquette
2.4 document sources obtained electronically, such as web site addresses
2.5 respect the privacy and products of others
2.6 use electronic networks in an ethical manner
2.7 comply with copyright legislation

Students will become discerning consumers of mass media and electronic information. 
2.1 recognize that graphics, video and sound enhance communication
2.2 describe how the use of various texts and graphics can alter perception
2.3 discuss how technology can be used to create special effects and/or to manipulate intent through the use of images and sound

Students will practise the concepts of ergonomics and safety when using technology. 
2.1 demonstrate the application of ergonomics to promote personal health and well-being
2.2 identify and apply safety procedures required for the technology being used

Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
2.1 power up and power down various technologies and peripherals correctly
2.2 use and organize files and directories
2.3 use peripherals, including printers and scanners
2.4 use appropriate keyboarding techniques for the alphabetic and punctuation keys

Category: Processes for Productivity, Page 31

Students will compose, revise and edit text.
2.1 create and revise original text to communicate and demonstrate understanding of forms and techniques
2.2 edit and format text to clarify and enhance meaning, using such word processing features as the thesaurus, find/change, text alignment, font size and font style
2.3 convert digital text files by opening and saving them as different file types

Students will organize and manipulate data.
2.1 enter and manipulate data by using such tools as spreadsheets or databases for a specific purpose
2.2 display data electronically through graphs and charts

Students will communicate through multimedia.
2.1 create a multimedia presentation, incorporating such features as visual images (clip art, video clips), sounds (live recordings, sound clips) and animated images, appropriate to a variety of audiences and purposes
2.2 access available databases for images to support communication

Students will integrate various applications.
2.1 integrate a spreadsheet, or graphs generated by a spreadsheet, into a text document
2.2 vary font size and font style, and placement of text and graphics, in order to create a certain visual effect

Students will navigate and create hyperlinked resources.
2.1 create and navigate a multiple-link document
2.2 navigate through a document that contains links to locate, copy and then paste data in a new file
2.3 navigate the Internet with appropriate software

Students will use communication technology to interact with others.
2.1 select and use the technology appropriate to a given communication situation

Topic B: Wheels and Levers

Overview
Students learn about basic components of simple machines: how they are assembled, how they operate, how they are used. Students explore different techniques that can be used to transfer motion from one component to another, using
simple connectors and various levers, gears, pulleys and band driven systems. As they work with these components, they learn the functions that each can perform, including sample applications and ways that they can be used in a larger system. As part of their studies, they examine how these simple machines are used to change the speed or force of movement.

General Learner Expectations
Students will:
4–6 Demonstrate a practical understanding of wheels, gears and levers by constructing devices in which energy is  transferred to produce motion.

Specific Learner Expectations
Students will:
3. Construct devices that use wheels and axles, and demonstrate and describe their use in:
· model vehicles
· pulley systems
· gear systems.
4. Construct and explain the operation of a drive system that uses one or more of the following:
· wheel-to-wheel contact
· a belt or elastic
· a chain
· cogs or gears.
5. Construct and explain the operation of a drive system that transfers motion from one shaft to a second shaft, where the second shaft is:
· parallel to the first
· at a 90° angle to the first.
Students who have achieved this expectation will be aware of changes in speed and direction that result from different ways of linking components. Introduction of gear ratios, however, is not recommended at this grade level. Students will have an opportunity to develop the concept of ratio as part of their junior high mathematics program.

Topic C: Building Devices and Vehicles that Move

Overview
Students apply simple techniques and tools in building devices and vehicles that move. In constructing these objects, students apply previous learnings about structures and explore new applications for wheels, rollers, gears, pulleys and
a variety of levers and connectors. They learn that different forms of energy can be used to propel their model devices: in some cases, a direct push; in other cases, the stored energy from a compressed spring or falling weight. On completing their projects, students learn to evaluate their work, by describing the effectiveness of the device and the
appropriateness of materials used.

General Learner Expectations
Students will:
4–7 Construct a mechanical device for a designated purpose, using materials and design suggestions provided.
Note: One or more components of the task will be open-ended and require students to determine the specific procedure to be followed.
4–8 Explore and evaluate variations to the design of a mechanical device, demonstrating that control is an important element in the design and construction of that device.

Specific Learner Expectations
Students will:
1. Design and construct devices and vehicles that move or have moving parts—linkages, wheels and axles.
4. Recognize the need for control in mechanical devices, and apply control mechanisms where necessary.
5. Compare two designs, identifying the relative strengths and weaknesses of each.
6. Identify steps to be used in constructing a device or vehicle, and work cooperatively with other students to construct the device or vehicle.
7. Design and construct several different models of a device and evaluate each model, working cooperatively with other students. Suggested evaluation criteria are identified under the Specific Learner Expectations, Reflect and Interpret, page B.18. (See below)

Reflect and Interpret
· communicate with group members, showing ability to contribute and receive ideas
· record observations and measurements accurately, using captioned pictures and charts, with guidance in the construction of charts. Computer resources may be used for record keeping and for display and interpretation of data
· state an inference, based on observations
· identify possible applications of what was learned
· identify new questions that arise from what was learned
· communicate with group members, showing ability to contribute and receive ideas
· evaluate a product, based on a given set of questions or criteria. The criteria/questions may be provided by the teacher or developed by the students.
Example criteria include:
- effectiveness—Does it work?
- reliability—Does it work every time?
- durability—Does it stand up to repeated use?
- effort—Is it easy to construct? Is it easy to use?
- safety—Are there any risks of hurting oneself in making it or using it?
- use of materials—Can it be made cheaply with available materials? Does it use recycled materials, and can the materials be used again?
· identify possible improvements to the product
· identify new applications for the design or method of construction.

3.1 Plan and Focus, Page 35

Use Personal Knowledge
- categorize personal knowledge of a topic to determine information needs
Ask Questions
- ask general and specific questions on topics using predetermined categories
Participate in Group Inquiry
- identify relevant personal knowledge of a topic and possible categories of questions and purposes for group inquiry or research
Create and Follow a Plan
- select and use a plan for gathering information

3.2 Select and Process, Page 39

Identify Personal and Peer Knowledge
- record, select, and share personal knowledge of a topic to focus inquiry or research
Identify Sources
- answer inquiry or research questions using a variety of information sources [such as classroom materials, school libraries, video programs, Dene/Inuit hunts...]
Evaluate Sources
- assess the usefulness of information for inquiry or research needs using pre-established criteria
Access Information
- use a variety of tools [such as indices, maps, atlases, charts, glossaries, typographical features, card or electronic catalogues, dictionaries...] to access information and ideas; use visual and auditory cues to identify important information
Make Sense of Information
- determine main and supporting ideas using prior knowledge, predictions, connections, inferences, and visual and auditory cues

3.3 Plan and Focus, Page 43

Organize Information
- organize information and ideas in logical sequences using a variety of strategies [such as clustering, webbing, charting from a model...]
Record Information
- make notes of key words, phrases, and images by subtopics; cite authors and titles of sources alphabetically
Evaluate Information
- examine collected information to identify categories or aspects of a topic that need more information
Develop New Understanding
- use gathered information and questions to review and add to knowledge; consider new questions regarding the inquiry or research process and content

4.2 Enhance and Improve, Page 53

Appraise Own and Others' Work
- share own stories and creations in various ways with peers; give support and offer feedback to peers using pre-established criteria when responding to own and others' creations
Revise Content
- revise to create an interesting impression and check for sequence of ideas
Enhance Legibility
- write legibly, using a handwriting style that is consistent in alignment, shape, slant, and pacing, and experiment with the use of templates and familiar software when composing and revising
Enhance Artistry
- choose descriptive language and sentence patterns to clarify and enhance ideas
Enhance Presentation
- prepare organized compositions and reports using sound effects and visuals [such as graphs, charts, diagrams...] that engage the audience

4.3 Attend to Conventions, Page 57

Grammar and Usage
- edit for complete sentences and appropriate use of statements, questions, and exclamations
Spelling
- know and apply Canadian spelling conventions using a variety of strategies and resources [such as structural analysis, syllabication, dictionaries...] and spelling patterns when editing and proofreading
Capitalization and Punctuation
- know and use conventions of basic capitalization and punctuation [including commas in series and quotation marks] when editing and proofreading

4.4 Present and Share, Page 61

Share Ideas and Information
- prepare and share information on a topic using print and non-print aids to engage and inform a familiar audience
Effective Oral and Visual Communication
- describe and explain information and ideas to a particular audience; select and use appropriate volume, intonation, and non-verbal cues
Attentive Listening and Viewing
- demonstrate appropriate audience behaviours [such as listening to opposing opinions, disagreeing respectfully, expressing opinions...]

5.1 Encourage, Support, and Work with Others, Page 67

Cooperate with Others
- appreciate that everyone in a group has to work together to achieve group tasks, and act accordingly
Work in Groups
- take roles and share responsibilities as a group member
Use Language to Show Respect
- appreciate variations in language use in a variety of contexts in the immediate community
Evaluate Group Process
- show appreciation and offer constructive feedback to peers and seek support from group members

5.2 Develop and Celebrate Community, Page 71

Share and Compare Responses
- describe relationships between own and others' ideas and experiences
Relate Texts to Culture
- explore cultural representations in oral, print, and other media texts from various communities
Appreciate Diversity
- connect the insights of individuals in oral, print, and other media texts to personal experiences
Celebrate Special Occasions
- use appropriate language and forms to acknowledge special events and honour accomplishments in and beyond the classroom

THEME 1: Self-awareness and Acceptance, Page 16

Instructional Objectives
A. Finding Yourself
1. Self-worth:
(c) Recognizes that self and others change in many ways.
B. Feelings
1. Expressing Oneself:
(a) Recognizes that all feelings and emotions are normal and can be good.
(b) Recognizes that feelings and emotions are shared by all but may be expressed differently.
(c) Understands that a sense of responsibility for emotional expression must be developed.
C. Personality
1. Influences and Characteristics:
(a) Learns the good and bad characteristics of personality.
D. Responsibility to the World
1. Developing Relationships:
(a) Recognizes the effects of one’s actions on others.
(b) Respects the feelings, rights and property of others.
2. Personal Accountability:
(a) Accepts responsibility for one’s own actions.

THEME 2: Relating to Others

Instructional Objectives
A. Peers
2. Friendships:
(b) Learns why everyone needs friends.
(c) Learns the role of courtesy in friendships.
B. School
1. Working with Others:
(b) Recognizes the effect of behaviour on a class.
(c) Accepts responsibility for one’s own behaviour.
(d) Learns that behaviour can be changed.
(e) Affirms the school as a good place to be.
(f) Takes pride in school and its accomplishments.

THEME 3: Life Careers

Instructional Objectives
A. Self-understanding
1. Personal Interests and Abilities:
(a) Recognizes the importance of sharing time and talents with others.
2. Relating to Others:
(a) Appreciates and respects individual differences and the dignity and worth of every individual.