a parent’s guide · visit their future secondary school, and will complete and submit their...
TRANSCRIPT
8
Have the student use this space to write or draw ideas to show their family the things they like about school.
INSIDE YOU WILL FIND:3 Grade 8 overall expectations from the Ontario Ministry of Education3 What the Grade 8 expectations may look like in the classroom3 How you can support your child at home3 Links to Grade 8 resources
As the senior students in the school, intermediate students will have many opportunities to develop their leadership skills both in the classroom and in the school, as they prepare to make the transition to secondary school. Their teachers will support them in their efforts to be role models for the younger students and to take more responsibility for their learning and their behaviour. Students will have opportunities to become familiar with their future secondary school. They will have an opportunity to visit their future secondary school, and will complete and submit their option sheets for Grade Nine in February.
AParent’sGuide TO UNDERSTANDING THE
Grade 8 Curriculum
GREATER ESSEX COUNTYDISTRICT SCHOOL BOARDTelephone: 519-255-3200Website: publicboard.ca
Reading
/ readanddemonstrateanunderstandingofavarietyofliterary,graphicandinformationaltextsusingarangeofstrategiestoconstructmeaning
/ recognizeavarietyoftextforms,textfeaturesandstylisticelementsanddemonstrateunderstandingofhowtheyhelpcommunicatemeaning
/ use knowledge of words and cueing systems to read fluently/ reflect on and identify their strengths as readers, areas for improvement, and the strategies they found
mosthelpfulbefore,duringandafterreading
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
Grade 8Language
Oral Language
/ listeninordertounderstandandrespondappropriatelyinavarietyofsituationsforavarietyofpurposes/ usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyof
purposes/ reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies
theyfoundmosthelpfulinoralcommunicationsituations
Overall ExpectationsBy the end of Grade 8, students will:
• summarizeinformation• debateand/ordiscusstopicsof
interest• listentoothers• roleplay• askprobingquestions
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Ask your child about the things they are interested in (e.g., video games, social situations, magazines).• Talk about your interests.• Encourage discussion about real-world events.• Discuss underlying messages in ads.
Opportunities to continue the learning at home
• Encourage your child to read for a purpose (e.g., Internet articles, recipes, instructions, magazines,
sport statistics).• Play audio books in the car.• Provide a variety of reading materials.• Visit bookstores and libraries.• Play word games (e.g., Scrabble, Boggle, crossword
puzzles).
• read a variety of fiction and non-fiction materials
• summarizeastory• restatefactsandmainideas• sortandclassifytodrawconclusions• makeconnections• wordstudytoexpand vocabulary
In the classroom, students may: Overall Expectations In Action
Media Literacy
/ demonstrateanunderstandingofavarietyofmediatexts/ identifysomemediaformsandexplainhowtheconventionsandtechniquesassociatedwiththemareused
tocreatemeaning/ createavarietyofmediatextsfordifferentpurposesandaudiencesusingappropriateforms,conventions
andtechniques/ reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the
strategiestheyfoundmosthelpfulinunderstandingandcreatingmediatexts
Overall ExpectationsBy the end of Grade 8, students will:
• identifymessagesinmedia• watchYouTubevideos, movieclips,etc.• listeningtoradio, news,podcasts,etc.• sharepointsofview• produceanad,video, slideshow,etc.
Writing
/ generate,gatherandorganizeideasandinformationtowriteforanintendedpurposeandaudience/ draftandrevisetheirwritingusingavarietyofinformational,literaryandgraphicforms,andstylistic
elementsappropriateforthepurposeandaudience/ useediting,proofreadingandpublishingskills,andstrategiesandknowledgeoflanguageconventionsto
correct errors, refine expression and present their work effectively/ reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most
helpfulatdifferentstagesinthewritingprocess
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Write and/or email notes to relatives and friends.• Write a blog together.• Write letters to the editor.• Together, explore and discuss appropriate social
media sites.• Provide different items to make writing fun (e.g.,
journals, gel pens).
ResourcesWebsite:
The Ontario Curriculum Curriculum, Grades 1-8, Language (2006)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html
Supporting Your Child’s Learning http://resources.curriculum.org/secretariat/SYCL.shtml
Reading and Writing with Your Child (K-6), A Parent’s Guidehttp://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLit2012.pdf
Kindergarten to Grade 6
Reading and Writing with Your Child
Opportunities to continue the learning at home
• Talk about advertisements and help your child understand the purpose of the ad.• Ask your child what they have seen or listened to
recently to stay current.• Point out different types of media (e.g., billboards, brochures, commercials, labels).• Discuss the message in media and it’s influence.• Monitor and assist your child’s time on the Internet.
• writebiographies,editorials,reports,etc.• research• organizeideasforwriting• plan,write,editandrevisit
theirwriting• usedescriptivevocabulary
• research,describeandreportonvolumeandcapacitymeasurements
• investigatethesurface areaofacylinder
/ demonstrateanunderstandingofthegeometricpropertiesofquadrilateralsandcirclesandtheapplicationsofgeometricpropertiesintherealworld
/ developgeometricrelationshipsinvolvinglines,trianglesandpolyhedra,andsolveproblemsinvolvinglinesandtriangles
/ representtransformationsusingtheCartesiancoordinateplane,andmakeconnectionsbetween transformationsandtherealworld
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
In the classroom, students may: Overall Expectations In Action
Grade 8Mathematics
Number Sense and Numeration
/ represent,compareandorderequivalentrepresentationsofnumbers,includingthoseinvolvingpositiveexponents
/ solveproblemsinvolvingwholenumbers,decimalnumbers,fractionsandintegersusingavarietyofcomputationalstrategies
/ solveproblemsbyusingproportionalreasoninginavarietyofmeaningfulcontexts
Overall ExpectationsBy the end of Grade 8, students will:
Geometry and Spatial SenseOverall ExpectationsBy the end of Grade 8, students will:
Opportunities to continue the learning at home
• Describe situations to your child where volume and capacity are used in your home (e.g., cooking, closet space, aquarium size).• Use concrete materials such as a soup label and lid to determine the surface area of a cylinder.
/ research,describeandreportonapplicationsofvolumeandcapacitymeasurement/ determinetherelationshipsamongunitsandmeasurableattributes,includingtheareaofacircleandthe
volumeofacylinder
• represent,compareandorderfractionsanddecimals• solveproblemsinvolvingaddition,subtraction, multiplicationanddivisionwithsimplefractions• solveproblemsinvolvingratesandpercents
Measurement
Opportunities to continue the learning at home
• Discuss real-life applications of fractions and decimals such as temperature changes and balancing bank account transactions.
• Discuss how to increase the quantities in a recipe for additional guests.
• Have your child calculate the sale price of an item.
Height
Width Length
Amount of Item $5.00 $50.00 $100.00 GST 5% .25 2.50 5.00 PST 8% .40 4.00 8.00 ______ ______ ______ or HST 13% .65 6.50 13.00 combined GST & PST ______ ______ _______ Total Cost $5.65 $56.50 $113.00
A negativescore in golf
is a good thing (below par)!
If you owemoney your bank account mightbe -$20.00.
In the classroom, students may: Overall Expectations In Action
Overall ExpectationsBy the end of Grade 8, students will:
Resources
Patterning and Algebra
/ represent linear growing patterns (where the terms are whole numbers) using graphs, algebraic expressions andequations
/ modellinearrelationshipsgraphicallyandalgebraically,andsolveandverifyalgebraicequationsusingavarietyofstrategiesincludinginspection,guessandcheck,anda“balance”model
Overall ExpectationsBy the end of Grade 8, students will:
• representlinearpatternsgraphically• makeconnectionsbetweensolvingequationsand
determinethetermnumberinapattern
In the classroom, students may: Overall Expectations In Action
Websites:The Ontario Curriculum Curriculum, Grades 1-8, Mathematics (2005)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html
Homework Help (Math Help for Grades 7 to 10)https://homeworkhelp.ilc.org/
/ collectandorganizecategorical,discreteorcontinuousprimarydataandsecondarydataanddisplaythedatausingchartsandgraphs,includingfrequencytableswithintervals,histogramsandscatterplots
/ applyavarietyofdatamanagementtoolsandstrategiestomakeconvincingargumentsaboutdata/ use probability models to make predictions about real-life events
In the classroom, students may:
Opportunities to continue the learning at home
• Google virtual manipulatives to investigate properties of shapes.
• Construct and describe 3D models.• Find examples of translations, reflections
and rotations in a dance video.
Opportunities to continue the learning at home
• Conduct a survey amongst peers to justify the family purchase of a new technology.
• Use data to make convincing arguments that the environment is becoming
increasingly polluted.• Explain why you might draw a certain card from a deck even though it wasn’t theoretically probable.
Overall Expectations In Action• sortandclassifyquadrilateralsbygeometric
properties• investigatetherelationshipbetweenthe numberoffaces,edgesandverticesofa
shape• identifymovementsthataretranslations,
reflections and rotations
Data Management and Probability
6faces8vertices12edges
CUBE
Opportunities to continue the learning at home
• Create a graph showing the number of hours and salary made for a summer job.
• Represent the relationship in an equation of simple interest on money in a bank account.
• collectdatabyconductingasurveyorexperimentandrecordobservationsormeasurements
• makeinferencesandargumentsbasedonanalysisofchartsandgraphs
• comparethetheoreticalandexperimentalprobabilityofanoutcomeandexplainwhytheymightdiffer
Windsor(Downtown)CurrentAirQualityIndexApril4,2013
Very
Goo
dG
ood
M
oderatePoorVeryPoor
/ assessthepersonal,socialand/orenvironmentalimpactsofasystem,andevaluateimprovementstoasystemand/oralternativewaysofmeetingthesameneeds
/ investigateaworkingsystemandthewaysinwhichcomponentsofthesystemcontributetoitsdesiredfunction
/ demonstrateanunderstandingofdifferenttypesofsystemsandthefactorsthatcontributetotheirsafeandefficient operation
Overall ExpectationsBy the end of Grade 8, students will:
• conductexperimentstoinquireaboutosmosisanddiffusion
• observethepartsofaplantcellbyusinganonionsliceunderamicroscope
• buildamodelofthecelloutofmaterialsfoundintheclassroomorathome
• explorethedifferences betweenplantand animalcells
In the classroom, students may: Overall Expectations In Action
• researchandcreateatechnicalpresentationonhow excess packaging contributes to landfill problems
• create a device for a specific purpose (e.g., a device that willcarryasnackfromoneplace to another)
• askquestionsandgainanunderstandingofmechanicaladvantageandhowitmakesour lives easier (e.g., using a wheel barrow versus lifting)
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Talk about how friction produces heat.• Explore manuals for devices in your home for
consumer safety tips.• Investigate the mechanical advantage of using
tools at home (e.g., washing dishes by hand or in a dishwasher, using gardening tools).
Opportunities to continue the learning at home
• Research and discuss the impact of pesticides on our health and the environment.
• Use interactive websites to inquire about plant and animal cells.
• Encourage your child to explore their environment by gardening.
Grade 8Science&Technology
/ assesstheimpactofcellbiologyonindividuals,societyandtheenvironment/ investigatefunctionsandprocessesofplantandanimalcells/ demonstrateanunderstandingofthebasicstructureandfunctionofplantandanimalcellsandcell processes
Overall ExpectationsBy the end of Grade 8, students will:UNDERSTANDING LIFE SYSTEMS: Cells
UNDERSTANDING STRUCTURES AND MECHANISMS:Systems In Action
HomeworkPolicyHighlightsOngoing homework allows students to consolidate concepts and skills through additional practice and reflection or to prepare for their new learning. Homework includes opportunities for students to communicate about their classroom experiences. Parents can support their child by engaging in the activities suggested within this document, and reading, writing, playing, interacting and sharing together.
} The parent is, and remains, the first and most importantteacherthatthechildwillhave.~ Rabbi Kassel Abelson
As partners in your child’s learning, we want to keep the lines of communication open between home and school. As you know your child best, please make contact through a phone call or note to the teacher whenever you feel there is information that is important to share. We will communicate with you about your child in an ongoing process through formal and informal opportunities.
PartnersinLearning
Formal communication includes:
3 schools will use the elementary progress report card between Oct. 20 and Nov. 20 of the school year
3 the first provincial report card will be sent home between Jan. 20 and Feb. 20 of the school year, and the second will be sent home towards the end of June
The Greater Essex County District School Board is proud to offer Core French and French Immersion programs across Windsor and Essex County. We encourage all parents to support the learning of French as a second language and to become familiar with the supports available to them. Please access the following sites to help your child with French.
Homework Help Tip SheetsVisit the supports provided by Canadian Parents for French @
http://on.cpf.ca/resources/for-parents/homework-help-tip-sheetsFSL Homework ToolboxParents and students can access homework help in all subjects taught in French @
www.FSLHomeworkToolbox.caGroupe Média TFOVisit the supports provided by Canadian Parents for French @ www.tfo.orgZone des petits de Radio-CanadaWatch popular TV shows and play educational games in French with your child @
www.radio-canada.ca/jeunesse/petitsFSL Policies & Curriculum DocumentsBecome familiar with the program, policies and curriculum @
www.edu.gov.on.ca/eng/amenagement/FLS.html
Informal communication includes:
3 notes3 telephone calls3 student agendas (where used)3 informal dialogue3 websites or blogs3 newsletters3 parent/teacher conferences
Learning French is NOW
easier than ever!
Core French and French Immersion
• describepossiblefeaturesandchallengesofpotentialsustainablecommunitiesinthefuture
• usetheinquiryprocesstoinvestigatelandusebeforeandafternaturaldisasters
• investigatehowthephysicalenvironmentinfluences patterns of human settlements
Opportunities to continuethe learning at home
• Discuss global issues that may affect generations to come.
• Encourage your child to ask questions and use available resources like the library, the internet, documentaries, etc. to investigate physical changes in the local community in the last century.• Explore videos and maps showing the impact of natural disasters.
The
Geo
grap
hic
Inquiry Process
Communicate
EvaluateandDraw
Conclusions
FormulateQuestions
Interpretand
Analyse
Gatherand
Organize
In the classroom, students may: Overall Expectations In Action
Grade 8Geography
GLOBAL SETTLEMENT: Patterns and Sustainability
/ analyse some significant interrelationships between Earth’sphysicalfeaturesandprocessesandhuman settlementpatterns,andsomewaysinwhichthe physicalenvironmentandissuesofsustainability mayaffectsettlementinthefuture/ usethegeographicinquiryprocesstoinvestigate issuesrelatedtotheinterrelationshipbetweenhuman settlementandsustainabilityfromageographic perspective/ demonstrate an understanding of significant patterns
andtrendsrelatedtohumansettlementandofways inwhichhumansettlementaffectstheenvironment
Overall ExpectationsBy the end of Grade 8, students will:
• investigatetheprogramsandpoliciesaimedatimprovingthequalityoflifeglobally
• usetheinquiryprocesstoinvestigateglobal developmentandqualityoflifefroma geographicperspective• explore the significance of indicators that are
used to measure quality of life globally (e.g., literacyrate,lifeexpectancy,accesstocleanwater)
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Discuss the impact that celebrities have on improving the quality of life in developing countries or following natural disasters.• Encourage your child to ask questions and use
available resources like the library, the internet, documentaries, etc. to investigate a critical social issue in a developing country (e.g., access to education, availability of clean water).
• Explore and discuss the Millennium Development Goals.
GLOBAL INEQUALITIES: Economic Development and Quality of Life
/ analysesomeinterrelationshipsamongfactorsthatcontributetoglobalinequalitieswithafocuson inequalitiesinqualityoflife,andassessvariousresponsestotheseinequalities/ usethegeographicinquiryprocesstoinvestigateissuesrelatedtoglobaldevelopmentandqualityoflife
fromageographicperspective/ demonstrate an understanding of significant patterns in and factors affecting economic development and
qualityoflifeindifferentregionsoftheworld
Overall ExpectationsBy the end of Grade 8, students will:
Resources
Websites:
TheOntarioCurriculum:HistoryandGeography,Grades7-8(2013) http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html
UnitedNationsMillenniumGoalshttp://www.un.org/millenniumgoals/
RE V I S ED
The Ontario Curriculum
2 0 1 3
Social StudiesGrades 1 to 6
History and GeographyGrades 7 and 8
Grade 8History
HISTORY: Creating Canada 1850-1890
/ analyseaspectsofthelivesofvariousgroupsinCanadabetween 1713 and 1800, and compare them to the lives of people in present-day Canada
/ usethehistoricalinquiryprocesstoinvestigate perspectives of different groups on some significant
events,developmentsand/orissuesrelatedtotheshiftinpowerincolonialCanadafromFrancetoBritain
/ describe various significant events, developments and people in Canada between 1713 and 1800, and explain theirimpact
Overall ExpectationsBy the end of Grade8, students will:
• analyzetheimpactofvariousfactorsandstakeholdersonthecreationofCanadaasacountry
• usetheinquiryprocesstoinvestigatetheperspectivesofvariousgroupsintheNewNation
• identifypoliticalandeconomicchangesthatoccurredduringthedevelopmentofCanada
• Discuss issues in the news to identify stakeholders and conflicting interests.
• Encourage your child to ask questions and use available resources like the library, the internet, documentaries, etc. to find answers about multiple perspectives on any topic.
• Follow local elections with your child to prompt discussions about issues.
Opportunities to continuethe learning at home
In the classroom, students may: Overall Expectations In Action
The
His
tori
cal I
nquiry Process
Communicate
EvaluateandDraw
Conclusions
FormulateQuestions
Interpretand
Analyse
Gatherand
Organize
Resources
Websites:
TheOntarioCurriculum:HistoryandGeography,Grades7-8(2013) http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html
CanadianHeritagehttp://www.pch.gc.ca/eng/1266037002102/1265993639778
RE V I S ED
The Ontario Curriculum
2 0 1 3
Social StudiesGrades 1 to 6
History and GeographyGrades 7 and 8
HISTORY CANADA 1890-1914: A Changing Society
/ analyse key similarities and differences between Canada in 1890–1914 and in the present day, with referencetotheexperiencesofandmajorchallengesfacingdifferentgroupsand/orindividuals,andtosomeoftheactionsCanadianshavetakentoimprovetheirlives
/ use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914
/ describe various significant events, developments, and people in Canada between 1890 and 1914, and explaintheirimpact
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Discuss the role of unions past and present.• Encourage your child to ask questions about maps that are a source of historical information.• Encourage your child to select books with historical
content.
• investigatethechallengesofchildrenfromtheturnofthetwentiethcenturytothosefacedbychildrentoday
• usetheinquiryprocesstoinvestigatesignificant events that affected Canadians (e.g., Boer War, women’s suffrage)
• identifykeypoliticalandlegalchanges thatoccurredinandaffectedCanada from 1890 - 1914
Grade 8TheArts
Drama
/ applythecreativeprocesstodramaandthedevelopmentofdramaworksusingtheelementsand conventionsofdramatocommunicatefeelings,ideasandmultipleperspectives/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoa
varietyofdramaworksandexperiences/ demonstrateanunderstandingofavarietyofdramaandtheatreforms,traditionsandstylesfromthepast
andpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 8, students will:
Dance
/ applythecreativeprocesstothecompositionofavarietyofdancepiecesusingtheelementsofdancetocommunicatefeelingsandideas
/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofdancepiecesandexperiences
/ demonstrateanunderstandingofavarietyofdanceforms,traditionsandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 8, students will:
• createdancepiecestorespondtoissuesthatarepersonallymeaningful
• constructgroupinterpretationsofthemes• identifyavarietyoftypes ofdances
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Have your child choreographic a dance for younger siblings, cousins, etc.
• Explore the connections between dance and music.
• Research cultural dances.
• describedrama’simpactonsocial,culturalandeconomiclife
• usetechnologytoaidindramaticpresentations• usedramaterminology
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Discuss possible materials in the construction of a set design.
• Write in role.• Take your child to see live theatre in different
performance spaces. If possible, compare it to the movie.
Music
/ applythecreativeprocesstocreateandperformmusicforavarietyofpurposesusingtheelementsandtechniquesofmusic
/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofmusicandmusicalexperiences
/ demonstrateanunderstandingofavarietyofmusicalgenresandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 8, students will:
• createmusicalcompositions• analyzeusingmusicalterminology• compareandcontrastmusicfrom thepastandpresent
In the classroom, students may: Overall Expectations In Action
Visual Arts
/ apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms,aswellasmultimediaartworksthatcommunicatefeelings,ideasandunderstandingsusingelements,principlesandtechniquesofvisualartsaswellascurrentmediatechnologies
/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoavarietyofartworksandartexperiences
/ demonstrateanunderstandingofavarietyofartforms,stylesandtechniquesfromthepastandpresent, andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Use a computer program to create a piece of digital art.
• Plan a mural outside with younger siblings.
• Discuss contemporary clothing designs that show influences from around the world.Resources
Websites:
TheOntarioCurriculum,Grades1-8,TheArts(2009)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html
• determinesolutionstoincreasinglycomplexdesignchallenges
• interpretartworks forissues,themes andsocialconcerns• exploreartistic traditions
Opportunities to continue the learning at home
• Listen to music from different eras.• Create a jingle for a favourite breakfast cereal.• Write lyrics and a melody for a current social issue.
• engageinaerobicsroutinesandpilatesactivities
• monitorimprovements intheirbodycontrol whiledevelopingnew skills• workwithapartnertotryout differenttypesofpassesto evadeopponents
/ performmovementskills,demonstratinganunderstandingofthebasicrequirementsoftheskillsand applyingmovementconcepts,asappropriate,astheyengageinavarietyofphysicalactivities/ applymovementstrategiesappropriately,demonstratinganunderstandingofthecomponentsofavariety
ofphysicalactivitiesinordertoenhancetheirabilitytoparticipatesuccessfullyinthoseactivities
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Create an aerobics routine to music.• Encourage your child to assist with
coaching a sports team.
Grade 8Health&PhysicalEducation
/ participateactivelyandregularlyinawidevarietyofphysicalactivities,anddemonstrateanunderstandingofhowpersonalmotivationalfactorscanbeusedtoencouragelifelongparticipationinphysicalactivity
/ demonstrate an understanding of the importance of being physically active, and apply physical fitness conceptsandpracticesthatcontributetohealthy,activeliving
/ demonstrateresponsibilityfortheirownsafetyandthesafetyofothersastheyparticipateinphysicalactivities
• independentlychooseactivitiesthatconnecttofitness goals
• trackheartrateandrecoverytime• explaintheirlikes,dislikes, strengthsandabilities
In the classroom, students may: Overall Expectations In Action
• Create fitness plans.• Journal fitness activities.
Day #1ExerciseC-Cardio
S-StrengthF-Flexibility
Body Part Worked
Number of Sets/Reps/
Weight
Fitness Journal
Movement Competence
Active Learning
Living SkillsBy the end of Grade 7, students will demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade.
Overall ExpectationsBy the end of Grade 8, students will:
Opportunities to continue the learning at home
/ demonstrateanunderstandingofthefactorsthatcontributetohealthydevelopment/ demonstratetheabilitytoapplyhealthknowledgeandlivingskillstomakereasoneddecisionsandtake appropriate actions relating to their personal health and well-being/ demonstrate the ability to make connections that relate to health and well-being, how their choices and behavioursaffectboththemselvesandothers,andhowfactorsintheworldaroundthemaffecttheirown
and others’ health and well-being
Overall ExpectationsBy the end of Grade 8, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continue the learning at home
• Read nutrition labels.• Read and discuss newspapers about
sports injury and prevention.• Investigate the M.A.D.D. organization
with your child.
• namedifferenttypesofnutrientsthatareneededtoachieveoptimalhealthandpreventdisease
• discussdangersassociatedwithsports• identifywaystoavoidgettingintoacarwithadriver
who is under the influence drugs or alcohol• describe the importance of self-awareness in developingstressmanagementstrategies
ResourcesWebsites:
http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.htmlHealth andPhysical EducationInterim Edition
2 0 1 0
The Ontario CurriculumGrades 1-8
R E V I S E D
www.wechealthunit.org www.phecanada.ca
www.participaction.com
www.phac-aspc.gc.caPublic HealthAgency of Canada
Healthy Living
HomeworkPolicyHighlightsOngoing homework allows students to consolidate concepts and skills through additional practice and reflection or to prepare for their new learning. Homework includes opportunities for students to communicate about their classroom experiences. Parents can support their child by engaging in the activities suggested within this document, and reading, writing, playing, interacting and sharing together.
} The parent is, and remains, the first and most importantteacherthatthechildwillhave.~ Rabbi Kassel Abelson
As partners in your child’s learning, we want to keep the lines of communication open between home and school. As you know your child best, please make contact through a phone call or note to the teacher whenever you feel there is information that is important to share. We will communicate with you about your child in an ongoing process through formal and informal opportunities.
PartnersinLearning
Formal communication includes:
3 schools will use the elementary progress report card between Oct. 20 and Nov. 20 of the school year
3 the first provincial report card will be sent home between Jan. 20 and Feb. 20 of the school year, and the second will be sent home towards the end of June
The Greater Essex County District School Board is proud to offer Core French and French Immersion programs across Windsor and Essex County. We encourage all parents to support the learning of French as a second language and to become familiar with the supports available to them. Please access the following sites to help your child with French.
Homework Help Tip SheetsVisit the supports provided by Canadian Parents for French @
http://on.cpf.ca/resources/for-parents/homework-help-tip-sheetsFSL Homework ToolboxParents and students can access homework help in all subjects taught in French @
www.FSLHomeworkToolbox.caGroupe Média TFOVisit the supports provided by Canadian Parents for French @ www.tfo.orgZone des petits de Radio-CanadaWatch popular TV shows and play educational games in French with your child @
www.radio-canada.ca/jeunesse/petitsFSL Policies & Curriculum DocumentsBecome familiar with the program, policies and curriculum @
www.edu.gov.on.ca/eng/amenagement/FLS.html
Informal communication includes:
3 notes3 telephone calls3 student agendas (where used)3 informal dialogue3 websites or blogs3 newsletters3 parent/teacher conferences
Learning French is NOW
easier than ever!
Core French and French Immersion