Content Planning and Assessment Toolkit – Grade 7

Rationale

To understand the full scope of the content section of the BC curriculum (including the expanded sections) and organize into a template that makes for easier year planning and reporting.

What is this Planning Tool?

This planning tool uses the exact curriculum from the BC government website (https://curriculum.gov.bc.ca/curriculum) that I have adapted with the following changes:

Included expanded content pointso On the website, if you click on each content item, you will realize it can expand to

show the entirety of the expectation, specific skills and/or definitions. For example, “ways to make 5” in the Kindergarten Mathematics subject area expands to show 5 specific skills under this heading (https://curriculum.gov.bc.ca/curriculum/mathematics/k). Each of these expanded points and definitions are included (italicized and in a smaller font) in a separate row underneath the comment to aid in teacher planning.

Numbered each content item (and grouped by sections)o I use these codes to easily reference which content items I plan to use in my

notes, assessment and year planning. For example, rather than writing each content point out in my year plan I can say that I plan on assessing A1, A2 and A12 in my first term reports for Math.

Included checkboxes for term 1/2/3 to plan your yearo These are where you can plan what term to cover each content item. o You can choose to group content points and plan them into your units once

completed.

Added verbs (or changed subject-verb agreement, and wording in some cases) o Example: changed “ways to make 5” to “demonstrates ways to make 5”.o These verbs are not taken from the curriculum, so feel free to swap out if you

deem necessary (e.g., change “demonstrates ways to make 5” to “recognizes ways to make 5”).

o Now each line item in this chart can be used as a report card comment.

Put all into Helvetica 11 (font & size)o This is the reporting standard for the Richmond School District (and others)

Changed capitalization at beginning of the sentenceo Each sentence in the template does not begin with a capital letter so that it can

be copy and pasted right into report cards that use the bullet-point style

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Table of Contents:

Grade 7 Math – Pg. 2

Grade 7 English Language Arts – Pg. 3

Grade 7 Science – Pg. 5

Grade 7 Social Studies – Pg. 6

Grade 7 Physical and Health Education – Pg. 8

Grade 7 Arts Education – Pg. 9

Grade 7 Applied Design Skills and Technologies – Pg. 12

Grade 7 Career Education – Pg. 16

GRADE 7 MATH

(https://curriculum.gov.bc.ca/curriculum/mathematics/7)

# Content Item 1 2 3

A1 understands multiplication and division facts to 100 (extending computational fluency)

when multiplying 214 by 5, we can multiply by 10, then divide by 2 to get 1070

A2 understands operations with integers (addition, subtraction, multiplication, division, and order of operations)

addition, subtraction, multiplication, division, and order of operations; concretely, pictorially, symbolically; order of operations includes the use of brackets, excludes exponents; using two-sided counters; 9–(–4) = 13 because –4 is 13 away from +9; extending whole-number strategies to decimals

A3 understands operations with decimals (addition, subtraction, multiplication, division, and order of operations)

includes the use of brackets, but excludes exponents

A4 recognizes the relationships between decimals, fractions, ratios, and percents

conversions, equivalency, and terminating versus repeating decimals, place value, and benchmarks; comparing and ordering decimals and fractions using the number line; ½ = 0.5 = 50% = 50:100; shoreline cleanup

A5 understands discrete linear relations, using expressions, tables, and graphs

four quadrants, limited to integral coordinates; 3n + 2; values increase by 3 starting from y-intercept of 2; deriving relation from the graph or table of values; Small Number stories: Small Number and the Old Canoe, Small Number Counts to 100

A6 shows two-step equations with whole-number coefficients, constants, and solutions

solving and verifying 3x + 4 = 16; modelling the preservation of equality (e.g., using balance,

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pictorial representation, algebra tiles); spirit canoe trip pre-planning and calculations; Small Number stories: Small Number and the Big Tree

A7 calculates circumference and area of circles

constructing circles given radius, diameter, area, or circumference; finding relationships between radius, diameter, circumference, and area to develop C = π x d formula; applying A = π x r x r formula to find the area given radius or diameter; drummaking, dreamcatcher making, stories of SpiderWoman (Dene, Cree, Hopi, Tsimshian), basket making, quill box making (note: Local protocols should be considered when choosing an activity)

A8 calculates volume of rectangular prisms and cylinders

volume = area of base x height; bentwood boxes, wiigwaasabak and mide-wiigwaas (birch bark scrolls); Exploring Math through Haida Legends: Culturally Responsive Mathematics

A9 understands Cartesian coordinates and graphing

origin, four quadrants, integral coordinates, connections to linear relations, transformations; overlaying coordinate plane on medicine wheel, beading on dreamcatcher, overlaying coordinate plane on traditional maps

A10 understands combinations of transformations

four quadrants, integral coordinates; translation(s), rotation(s), and/or reflection(s) on a single 2D shape; combination of successive transformations of 2D shapes; tessellations; First Peoples art, jewelry making, birchbark biting

A11 understands circle graphs

constructing, labelling, and interpreting circle graphs; translating percentages displayed in a circle graph into quantities and vice versa; visual representations of tidepools or traditional meals on plates

A12 calculates experimental probability with two independent events

experimental probability, multiple trials (e.g., toss two coins, roll two dice, spin a spinner twice, or a combination thereof); dice games

A13 demonstrates financial literacy including financial percentage

financial percentage calculations; sales tax, tips, discount, sale price

GRADE 7 ENGLISH LANGUAGE ARTS

(https://curriculum.gov.bc.ca/curriculum/english-language-arts/7)

# Content Item 1 2 3

Story/Text

A1 recognizes forms, functions, and genres of text

forms: such as narrative, exposition, report o functions: purposes of texto genres: literary or thematic categories such as fantasy, humour, adventure, biography text/texts: text and texts are generic terms referring to all forms of oral, written, visual, and digital

communication. Oral texts include speeches, poems, plays, and oral stories. Written texts include novels, articles, and short stories. Visual texts include posters, photographs, and other images. Digital texts include electronic forms of all the above. Oral, written, and visual elements can be

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combined (e.g., in dramatic presentations, graphic novels, films, web pages, advertisements)

A2 uses text features

o how text and visuals are displayed

A3 recognizes literary elements

narrative structures, characterization, and setting

A4 recognizes literary devices

sensory detail (e.g., imagery, sound devices) and figurative language (e.g., metaphor, simile)

A5 understands argument as a text feature

Strategies and Processes

B1 uses reading strategies

using contextual clues; using phonics and word structure; visualizing; questioning; predicting; previewing text; summarizing; making inferences

B2 uses oral language strategies

focusing on the speaker, asking questions to clarify, listening for specifics, expressing opinions, speaking with expression, staying on topic, taking turns

B3 uses metacognitive strategies

talking and thinking about learning (e.g., through reflecting, questioning, goal setting, self-evaluating) to develop one’s awareness of self as a reader and as a writer

B4 uses writing processes

may include revising, editing, considering audience

Language Features, Structures, and Conventions

C1 understands features of oral language

including tone, volume, inflection, pace, gestures

C2 uses paragraphing

developing paragraphs that are characterized by unity, development, and coherence

C3 recognizes language varieties

regional dialects and varieties of English, standard Canadian English versus American English, formal versus informal registers, and situational varieties (e.g., texting versus essay writing)

C4 demonstrates syntax and sentence fluency

use of a mix of simple, compound, and complex sentences; correct pronoun use; subject-verb agreement; use of transitional words; and awareness of run-on sentences and sentence fragments

C5 uses conventions

common practices in all standard punctuation use, in capitalization, and in Canadian spelling

C6 uses presentation techniques

any presentation (in written, oral, or digital form) should reflect an appropriate choice of medium

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for the purpose and the audience, and demonstrate thought and care in organization.

GRADE 7 SCIENCE

(https://curriculum.gov.bc.ca/curriculum/science/7)

# Content Item 1 2 3

A1 understands that organisms have evolved over time

change in traits of populations over time

A2 recognizes survival needs

all organisms need space, food, water, and access to resources in order to survive

A3 understands natural selection

o natural selection: the natural process by which certain traits that have a greater fitness for their environment lead to a reproductive advantage; this process happens within a population over time because of genetic variation

A4 recognizes that elements and compounds are pure substances

o elements: a pure substance consisting of a single type of atom, as distinguished by its atomic number (e.g., iron, copper)

o compounds: a pure substance consisting of two or more different atoms held together in a defined special arrangement by chemical bonds (e.g., water/salt)

o pure substances: matter that consists of only one type of particle and has one set of properties (e.g., density, boiling point, solubility, conductivity)

A5 understands crystalline structure of solids

o crystalline structure: crystals formed by a unique arrangement of particles (e.g., rock candy, quartz, snowflakes)

A6 understands chemical changes

o chemical changes: when atoms rearrange into new products accompanied by an energy change (e.g., rusting, the reaction of vinegar and baking soda, etc.)

A7 understands that electricity is generated in different ways with different environmental impacts and its part in electromagnetism

ways of generating electricity including the use of wind, water, coal, geothermal, and solar energy the electromagnetic force is responsible for both electricity and magnetism; moving or changing a

magnetic field relative to a wire produces electric current (e.g., electricity generation by a turbine); an electric current passing through a wire produces a magnetic field (e.g., constructing a simple electromagnet using a wire, iron nail and battery)

A8 recognizes that the fossil record provides evidence for changes in biodiversity over geological time

the geologic time scale categorizes the time periods of Earth’s geologic history; ages of rocks and fossils can be determined by both relative and absolute methods

A9 recognizes First Peoples’ knowledge of changes in biodiversity over time

A10 recognizes evidence of climate change over geological time and the recent impacts of humans’ physical records and local First Peoples’ knowledge of

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climate change change in climate affects the interconnectedness of plants and animals, and their local

environment, e.g., changes to harvesting dates, changes to schedules due to early/later ripening and runs, lowered water levels in creeks, rivers and lakes, change in humidity impacts the ability to preserve salmon, etc.; humans are capable of changing Earth’s landscape, climate, and systems; efficacy of sustainable practices; physical records: ice flow data, fossil record, etc.; local First Peoples’ knowledge of climate change: oral history, change in traditional practice (e.g., the timing of harvest has been impacted by climate change), etc.

GRADE 7 SOCIAL STUDIES

(https://curriculum.gov.bc.ca/curriculum/social-studies/7)

# Content Item 1 2 3

A1 recognizes anthropological origins of humans

Sample topics:

early origins of humans in Africa, and the migration of early humans out of Africa to the rest of the world; interactions between early humans and Neanderthals; technological developments of early humans and the increasingly sophisticated use of stone tools and early metalworking; the shift of early humans from a nomadic hunter-gatherer way of life to more settled agricultural communities

Key question:

What advantages did agriculture have over the hunter-gatherer way of life?

A2 examines human responses to particular geographic challenges and opportunities, including climates, landforms, and natural resources Sample activities:

identify the key characteristics of physical environments that affected the following for selected ancient cultures such as development and settlement (e.g., proximity to water, fertile land, natural resources, defensibility), the fall of the culture (e.g., earthquakes, tsunamis, volcanic activity, unsustainable human practices), interactions among cultures (e.g., mountain ranges, oceans, rivers); describe how humans adapted to their physical environment in ancient civilizations (e.g., architecture, transportation methods, clothing); create maps to show the key physical environmental characteristics of a selected ancient culture

Key question:

What types of strategies have different civilizations used to respond to similar challenges imposed by the physical environment?

A3 recognizes features and characteristics of civilizations, and factors that led to their rise and fallSample topics:

components that are common to cultures around the world and throughout time (e.g., social organization, religion, traditions, celebrations, government, law, trade, communications, transportation, technology, fine arts, food, clothing, shelter, medicine, education)

elements of civilizations such as advanced technology, specialized workers, record keeping, complex institutions, major urban centres

A4 recognizes origins, core beliefs, narratives, practices, and influences of religions, including at least one indigenous to the Americas

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Sample topic:

representations of the world according to the religions, spiritual beliefs, myths, stories, knowledge, and languages of past civilizations and cultures

A5 is aware of scientific, philosophical, and technological developments

Sample activities:

cite specific examples to explain the contributions of ancient cultures to the evolution of various fields of technology (e.g., astronomy, medicine, paper, sea travel, agriculture, ceramics); compare selected technologies from selected ancient cultures in terms of materials, purpose, and impact on society and daily life

A6 recognizes interactions and exchanges between past civilizations and cultures, including conflict, peace, trade, expansion, and migrationSample topic:

inter-relationships and influences among selected ancient cultures (e.g., Egyptian adaptation of chariots from the Hyksos; Roman adaptation of Greek gods and mythology; adaptations of Sumerian writing system, Babylonian code of law, Sumerian irrigation system)

Key question:

What is the impact on language of increased trade and interactions between civilizations and cultures?

A7 recognizes social, political, legal, governmental, and economic systems and structures, including at least one indigenous to the AmericasSample activities:

list and describe aspects of current Canadian laws and government structures that have evolved from ancient civilizations (e.g., rule of law, democracy, senate, representation); describe examples of individual rights in ancient civilizations and compare them to individual rights in current Canadian society; compare various social roles within a selected ancient culture in terms of daily life and how people met their basic needs (e.g., work, family structures, gender roles, class systems); create a chart or other representation to illustrate the economic and social hierarchy of roles and classes in a selected ancient culture (e.g., slaves, farmers, builders, merchants, artisans, scribes, teachers, priests, rulers); list goods and services that people in ancient civilizations used in trade (e.g., items needed for survival and comfort, goods and services that could be offered for trade); explain how and why monetary systems evolved from bartering

GRADE 7 PHYSICAL AND HEALTH EDUCATION

(https://curriculum.gov.bc.ca/curriculum/physical-health-education/7)

# Content Item 1 2 3

A1 knows the proper technique for fundamental movement skills, including non-locomotor, locomotor, and manipulative skills

o non-locomotor: movements performed “on the spot” without travelling across the floor or surface; could include balancing, bending, twisting, lifting

o locomotor: movement skills that incorporate travelling across the floor or surface; could include rolling, jumping, hopping, running, galloping

o manipulative: movement skills involving the control of objects, such as balls, primarily with the

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hands or feet; may also involve racquets or bats; could include bouncing, throwing, catching, kicking, striking

A2 understands movement concepts and strategies

o movement concepts: include body awareness (e.g., parts of the body, weight transfer), spatial awareness (e.g., general spacing, directions, pathways), effort awareness (e.g., speed, force), relationships to/with others and objects

o strategies: plans and/or ideas that will help a player or team successfully achieve a movement outcome or goal (e.g., moving into space away from an opponent to receive a pass)

A3 knows the ways to monitor and adjust physical exertion levels

could include using heart rate monitors, checking pulse, checking rate of perceived exertion (e.g., a five-point scale to self-assess physical exertion level)

A4 participates in different types of physical activities, including individual and dual activities, rhythmic activities, and games

o individual and dual activities: activities that can be done individually and/or with others; could include jumping rope, swimming, running, bicycling, Hula Hoop

o rhythmic activities: activities designed to move our bodies in rhythm; could include dancing, gymnastics

o games: types of play activities that usually involve rules, challenges, and social interaction; could include tag, parachute activities, co-operative challenges, Simon says, team games, traditional Aboriginal games

A5 knows that training principles to enhance personal fitness levels, including the FITT principle, SAID principle, and specificity

o FITT principle: a guideline to help develop and organize personal fitness goals based on: Frequency (how many days per week), Intensity (how hard one exercises in the activity, e.g., percentage of maximum heart rate), Type (the type of activity or exercise, focusing on the fitness goal, e.g., jogging for cardio endurance), Time (how long the exercise session lasts)

o SAID principle: (Specific Adaptation to Imposed Demand): the body will react and respond to the type of demand placed on it (e.g., a student’s flexibility will eventually improve if he or she participates in regular stretching activities)

o specificity: the types of exercises chosen will determine the kinds of fitness improvements (e.g., a student who wants to improve his or her flexibility levels would participate in stretching exercises)

A6 knows the effects of different types of physical activity on the body

effects on the body produced by physical activities could include strengthening muscles and bones in activities where you have to move and/or control some type of weight (e.g., fitness circuits and/or jumping and landing), strengthening heart and lungs in activities where you are moving at a fast pace (e.g., jogging or running) for periods of time (e.g., games, swimming, biking), reducing stress and/or anxiety levels in activities where you can participate outside and/or elevate the heart rate

A7 understands factors that influence personal eating choices

influences could include food options at home, personal preference, cultural heritage, food allergies; peer pressure can have both positive and negative influences on health-related decisions; messages found on the Internet, on TV, and in magazines could have both positive and negative influences on health-related decisions

A8 recognizes practices that reduce the risk of contracting sexually transmitted infections and life-threatening communicable diseases

sexually transmitted infections: include gonorrhea, chlamydia, herpes

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life-threatening communicable diseases include HIV/AIDS, hepatitis B and C, meningococcal C

A9 knows sources of health information

could include medical professionals, professionally produced health pamphlets, eHealth information, community support services

A10 recognizes the basic principles for responding to emergencies

basic principles include following safety guidelines, having an emergency response plan, knowing how to get help

A11 knows strategies to protect themselves and others from potential abuse, exploitation, and harm in a variety of settings

could include telling a trusted adult, being assertive, avoiding potentially unsafe situations, safe use of the Internet, identifying tricks and lures used by predators

A12 understands the consequences of bullying, stereotyping, and discrimination

A13 recognizes the signs and symptoms of stress, anxiety, and depression

could include problems sleeping, restlessness, loss of appetite and energy, wanting to be away from friends and/or family

A14 understands the influences of physical, emotional, and social changes on identities and relationships

o physical: how students’ bodies are growing and changing during puberty and adolescenceo social changes: how students interact with others and how their relationships might evolve or

change during puberty and adolescenceo emotional: how students’ thoughts and feelings might evolve or change during puberty and

adolescence

GRADE 7 ARTS EDUCATION

(https://curriculum.gov.bc.ca/curriculum/arts-education/7)

# Content Item 1 2 3

A1 understands the processes, materials, movements, technologies, tools, strategies, and techniques to support creative works

technologies: includes both manual and digital technologies (e.g., electronic media, production elements, information technology, sound equipment and recording technologies, etc.); in visual arts, any visual image-making technology (e.g., paintbrush, scissors, pencil, stamp) and includes the improvisational use of miscellaneous items

strategies: for example, in drama, refers to the techniques and approaches that teachers or students use to explore and create a drama work (e.g., playbuilding, improvisation, tableau, soundscape, voice collage, discussions and debates, teacher in role, writing in and out of role, reflection activities)

A2 uses notation in music and dance to represent sounds, ideas, movement, elements, and actions

notation: could include use of traditional and non-traditional notation (e.g., guitar tablature); in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement; in drama this can include diagrams indicating stage

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directions

A3 uses symbolism and metaphor to explore ideas and perspective

o symbolism: use of objects, words, or actions to represent abstract ideas; includes but is not limited to colours, images, movements, and sounds (e.g., identity can be represented by abstraction in a self-portrait, melodies, or animal forms in Aboriginal hoop dancing)

A4 demonstrates an understanding of the traditional and contemporary Aboriginal arts and arts-making processes

o Aboriginal arts: dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition

A5 has been exposed to a variety of national and international works of art and artistic traditions from diverse cultures, communities, times, and places

o works of art: the results of creative processes in disciplines such as dance, drama, music, and visual arts

A6 recognizes ethical considerations and cultural appropriation related to the arts

ethical considerations: such as inclusion, diversity, copyright, ownership cultural appropriation: use of cultural motifs, themes, “voices,” images, knowledge, stories, songs,

drama, etc. shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

A7 associates personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment

o personal and collective responsibility: ensuring the physical and emotional safety of self and others when engaging in the arts; being considerate of sensitive content, facilities, and materials

o presenting: includes any form of presentation or sharing as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource

Elements in the Arts – Dance and Movement

B1 understands the manipulation of elements and principles to create meaning in dance, including but not limited to body, space, dynamics, time, relationships, form, and movement principles

the elements of dance are universally present in all dance forms and grow in sophistication over time

o body: what the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc.

o space: where the body is moving, including place, level, direction, pathway, size/reach, shape, etc.

o dynamics (in dance): how energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bound)

o time: how the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns

o relationships: with whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environments

o form: the shape or structure of a dance; the orderly arrangement of thematic material. For example: phrase, beginning, middle, end, ABA, canon, call and response, narrative, abstract

o movement principles: alignment (mobility, stability, plumbline), weight transfer, flexibility, strength, balance, coordination

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B2 uses choreographic devices

o ways of developing movement (e.g., change level, dynamics, time, size, repetition)

Elements in the Arts – Drama

C1 understands the manipulation of elements and principles to create meaning in drama, including, but not limited to character, time, place, plot, tension, mood, focus, and contrast

o character: in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another

C2 uses drama forms and drama conventions

o drama forms: a medium for the expression of dramatic meaning (e.g., improvisation, tableau, role-play, mime, readers theatre, story theatre); may involve the integration of a variety of media and a combination of the arts

o drama conventions: established ways of working in drama that explore meaning; drama techniques

Elements in the Arts – Music

D1 understands the manipulation of elements and principles to create meaning in music, including, but not limited to beat/pulse, metre, duration, rhythm, tempo, pitch, timbre, dynamics, form, texture, and notation

o metre: groupings or patterns of strong and weak beatso duration: the length of a sound or silence in relation to the beato rhythm: the arrangement of sounds and silences over timeo tempo: the frequency or speed of the beato pitch: how high or low a note iso dynamics (music): relative and changing levels of sound volume (e.g., forte, piano, decrescendo)o form (music): the structure of a musical worko texture: simultaneous layering of sounds (e.g., multi-part music making)

Elements in the Arts – Visual Arts

E1 understands the manipulation of elements and principles to create meaning in visual arts, including, but not limited to elements of design (line, shape, space, texture, colour, form, value) and principles of design (pattern, repetition, balance, contrast, emphasis, rhythm, movement, variety, proportion, unity, and harmony)

o form (visual arts): the visual element that pertains to an actual or implied three-dimensional shape of an image; visual art forms can be geometric (e.g., sphere, cube, pyramid) or organic (e.g., animal forms)

o value: describes lightness or darknesso principles of design: the planned use of the visual elements to achieve a desired effecto pattern: a design in which shapes, colours or lines repeat with regularityo repetition: using the same object, colour, marking, or type of line more than onceo balance: a principle of design concerned with the arrangement of one or more of the elements so

that they give a sense of equilibrium in design and proportion (e.g., radial, symmetrical, or asymmetrical)

o rhythm (visual art): the combination of pattern and movement to create a feeling of organized energy

o movement: deliberate control of the viewer’s visual path across a work (e.g., a strong diagonal

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thrust of a colour)o proportion: the relationship in size of parts, to a whole, and to one anothero unity and harmony: these concepts are closely related and often overlap; elements are used to

create a sense of completeness

E2 uses image development strategies

o processes that transform ideas and experiences into visual images (e.g., elaboration, repetition, and simplification)

GRADE 7 APPLIED DESIGN SKILLS AND TECHNOLOGIES

(https://curriculum.gov.bc.ca/curriculum/adst/7)

Students will experience a minimum of three modules of Applied Design, Skills, and Technologies 6–7 in each of Grades 6 and 7. Schools may choose from among the modules listed below or develop new modules that use the Curricular Competencies of Applied Design, Skills, and Technologies 6–7 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum.

# Content Item 1 2 3

Computational Thinking

A1 knows simple algorithms that reflect computational thinking

simple algorithms: for sorting, searching, sequence, selection, and repetition; specific statements to complete a simple task; cryptography and code breaking (e.g., cyphers)

A2 recognizes visual representations of problems and data

visual representations: graphs, charts, network diagrams, info graphics, flow charts, lists, tables, or arrays

A3 understands the evolution of programming languages

evolution of programming languages: historical perspectives, evolution (e.g., Ada Lovelace, punch cards, Hollerith, Grace Hopper, Alan Turing, Enigma, cyphers)

A4 understands visual programming

Computers and Communications Devices

B1 recognizes computer system architecture, including hardware and software, network infrastructure (local), intranet/Internet, and personal communication devices

B2 uses strategies for identifying and troubleshooting simple hardware and software problems

B3 knows the function of input and output devices, including 3D printing and adaptive technologies for those with special needs

B4 understands ergonomics in use of computers and computing devices

B5 uses effective and efficient keyboarding techniques

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Digital Literacy

C1 knows internet safety

internet safety: including privacy and security (secured connections, passwords, personal information), digital footprint and dossier, cyberbullying, online scams, and cybercrimes

C2 understands digital self-image, citizenship, relationships, and communication

C3 understands legal and ethical considerations, including creative credit and copyright, and cyberbullying

C4 knows methods for personal media management

personal media management: for example, personalization and organization, bookmarks, content management

C5 understands search techniques, how search results are selected and ranked, and criteria for evaluating search results

criteria: accuracy, timeliness, appropriateness, credibility, and bias

C6 knows strategies to identify personal learning networks

personal learning networks: personalized digital instructional tools to enhance learning and engagement (apps, websites, videos, tutorials, games)

Drafting

D1 understands technical drawing, including sketching techniques and manual drafting techniques

drafting techniques: geometric concepts and scale, isometric, orthographic, and oblique drawings

D2 recognizes elements of plans and drawings

D3 uses simple computer-aided drafting programs

drafting programs: for example, SketchUp, 123Design

Entrepreneurship and Marketing

E1 understands role of entrepreneurship in designing and making products and services

E2 knows market niche

market niche: a subset of the market on which a specific product is focused, created by identifying needs or wants not provided by competitors

E3 recognizes branding of products, services, institutions, or places

E4 understands pricing product/service, including decision to seek profit or break even

E5 understands the role of basic financial record-keeping and budgeting

Food Studies

F1 understands basic food handling and simple preparation techniques and equipment

techniques: for example, cutting, blending, heating, and chilling foods; storing foods; clean hands and food preparation surfaces

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equipment: for example, blender, utensils, knife, scissors, hot plate, stove, solar oven, ice bath, wooden skewers, steam basket, microwave, birch bark container, tagine, wok

F2 knows the factors in ingredient use, including balanced eating/nutrition, function, and dietary restrictions

dietary restrictions: allergens (e.g., dairy, nuts), sensitivities/intolerances (e.g., gluten)

F3 knows the factors that influence food choices, including cost, availability, and family and cultural influences

Media Arts

G1 understands digital and non-digital media, and their distinguishing characteristics and uses

digital and non-digital: for example, video production, layout and design, graphics and images, photography (digital and traditional), emerging media processes (performance art, collaborative work, sound art, network art)

G2 knows techniques for using images, sounds, and text to communicate information, settings, ideas, and story structure

techniques: for example, crop, print, record/capture, sequence

G3 understands media technologies and techniques to capture, edit, and manipulate images, sounds, and text for specific purposes

G4 recognizes influences of digital media for the purpose of communication and self-expression

Metalwork

H1 recognizes characteristics and uses of metals

H2 knows metalworking techniques and processes using hand tools

techniques and processes: for example, bending, cutting, filing, drilling, soldering (with fume extractor)

hand tools: for example, cordless and corded drills, rotary tool, hammer, screwdriver, hacksaw, jeweller’s saw, scribe, square, punch, clamp and vise, files

H3 recognizes metals as a non-renewable resource

Power Technology

I1 understands that power is the rate at which energy is transformed

I2 knows forms of energy

forms of energy: sound, thermal, elastic, nuclear, chemical, magnetic, mechanical, gravitational, and electrical

I3 understands that energy is conserved

conserved: the law of conservation of energy — energy cannot be created or destroyed but can be changed

I4 recognizes devices that transform energy

transform energy: for example, electrical to mechanical, elastic to mechanical, chemical to electrical, electrical to light

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Robotics

J1 understands that a robot is a machine capable of carrying out a complex series of actions automatically

J2 knows uses of robotics

J3 recognizes main components of robots: sensors, control systems, and effectors

sensors: “sense” — the parts of the robot that allow it to gather information about its environment that guides its behavior

control systems: “think” — the part of the robot that determines the robot’s behavior effectors: “act” — the parts of the robot that do the work

J4 recognizes various ways that objects can move

ways: straight line, back-and-forth, round-and-round, zigzag, fast and slow, fixed distances in set patterns

J5 knows programming and logic for robotics components

J6 recognizes various platforms for robotics

platforms: for example, VEX IQ, LEGO Mindstorms/NXT, Cubelets

Textiles

K1 knows a range of uses of textiles

uses: construction (e.g., sails at Canada Place), automotive, apparel, function (e.g., fire blanket), ceremonial (e.g., regalia)

K2 knows a variety of textile materials

materials: for example, leather, cedar, wool, cotton, felt, embroidery thread, yarn, grasses and reeds, pine needles, sinew, plastic, used items and fabrics (e.g., food wrappers, old clothing)

K3 knows hand construction techniques for producing and/or repairing textile items

hand construction techniques: for example, hand sewing, knitting (needles, arm, spool), crocheting, weaving, darning, up-cycling (e.g., turning an underused item into something else), embellishing existing items

K4 recognizes consumer concerns that influence textile choices, including availability, cost, function (e.g., waterproof), and textile care

Woodwork

L1 understands ways in which wood is used in local cultural and economic contexts

L2 knows characteristics of wood as a material

L3 shows an understanding of woodworking techniques and basic joinery using hand tools

woodworking techniques: for example, cutting materials according to plan, layout, sanding methods, abrasive applications

basic joinery: for example, butt joints (with and without dowel), rabbit joints, gluing, nails and screws

hand tools: for example, cordless and corded drills, rotary tool, hammer, screwdriver, backsaw,

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coping saw, nail set, square, clamp and vise

GRADE 7 CAREER EDUCATION

(https://curriculum.gov.bc.ca/curriculum/career-education/7)

# Content Item 1 2 3

Personal Development

A1 takes part in goal-setting strategies

A2 uses self-assessment

includes inventories of preferences, skills, personal attitudes values, and interests

A3 takes part in project management

taking an idea, creating a plan (including timeline and resources), putting the plan into action, and reflecting on the process

A4 shows leadership

A5 uses problem-solving and decision-making strategies

Connections to Community

B1 is aware of local and global needs and opportunities

social justice, environmental stewardship, sustainability, effective use of resources, etc.

B2 understands cultural and social awareness

achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions, etc.

B3 shows global citizenship

B4 shows an understanding of volunteer opportunities

Life and Career Plan

C1 understands factors affecting types of jobs in the community

C2 uses technology in learning and working

C3 recognizes the role of mentors, family, community, school, and personal network in decision making

Resources for Math A5

http://mathcatcher.irmacs.sfu.ca/stories

Resources for Math A6

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http://mathcatcher.irmacs.sfu.ca/stories

Recourses for Math A8

http://www.haidanation.ca/Pages/language/haida_legends/media/Lessons/RavenLes4- 9.pdf )

Resources for Math A1 2

http://web.uvic.ca/~tpelton/fn-math/fn-dicegames.html

Resources for Art A7

https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/ en_ae_support_CCPR.pdf

For a toolkit that also includes the Curricular Competencies and Big Ideas sections of the curriculum visit: https://www.teacherspayteachers.com/Store/Jallesia

If you have any edits that you would like to suggest, or questions to ask, please email them to

jallesia@sd38.bc.ca

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