PLOs
For a full listing of the BC curriculum by grade and subject, please visit
https://www.bced.gov.bc.ca/irp/welcome.php

For PLOs concerning Ms. McLean or Mr. Krahn, please visit their wiki pages.

Science 7
Life Science: Ecosystems
  • Øanalyze the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems

  • Øassess survival needs and interactions between organisms and the environment


  • Øassess the requirements for sustaining healthy local ecosystems

  • Øevaluate human impacts on local ecosystems
Earth and Space Science: Earth’s Crust
  • Øcompare the characteristics of the Earth’s core, mantle, and crust, and describe the formation of rocks

  • Øanalyze the dynamics of tectonic plate movement and landmass formation

  • Øexplain how the Earth’s surface changes over time
Physical Science: Chemistry
  • Øconduct investigations into properties of matter

  • Øclassify substances as elements, compounds, and mixtures

  • Ømeasure substances and solutions according to pH, solubility, and concentration
Processes and Skills of Science
  • Øplanning and conducting an experiment that controls for two or more variables
  • Øcreate models that help to explain scientific concepts and hypotheses

Math 8

Number Relationships
  • ØDemonstrate an understanding of perfect squares and square roots, concretely, pictorially and symbolically

  • ØDetermine the approximate square root of numbers that are not perfect squares

  • ØStudents will also have clear understanding of Prime and Composite Numbers, Powers, Scientific Notation, LCM, GCF and Order of Operations
Proportional Relationship
  • ØDemonstrate an understanding of percents greater than or equal to 0%

  • ØDemonstrate an understanding of ratio and rate

  • ØSolve problems that involve rates, ratios and proportional reasoning
Integer Operations
  • ØDemonstrate an understanding of multiplying and dividing positive fractions and mixed numbers concretely, pictorially and symbolically

  • ØDemonstrate an understanding of multiplication and division of integers concretely, pictorially and symbolically
Transformations and Tessellations
  • Ødemonstrate an understanding of tessellation by

− explaining the properties of shapes that make tessellating possible

− creating tessellations

− identifying tessellations in the environment
Patterns and Relations
  • ØGraph and analyze two- variable linear relations

  • ØModel and solve problems using linear equations concretely, pictorially and symbolically
Angles and Triangles

Geometry and Measurements Relationships
  • ØShape and Space (Measurement ):

  • ØDevelop and apply the Pythagorean Theorem to solve problems

  • ØDraw and construct nets for 3-D objects

  • ØDetermine the surface area of
- right rectangular prisms
- right triangular prisms
- right cylinders
to solve problems

  • ØDevelop and apply formulas for determining the volume of right prisms and right cylinders

  • Ødraw and interpret top, front, and side views of 3-D objects composed of right rectangular prisms
Collecting, Organizing, and Displaying Data
  • ØCritique ways in which data is presented
Probability
  • ØSolve problems involving the probability of independent events

PE 8 and PE 9

Fitness – flexibility, strength, and endurance

Outdoor and indoor activity using a combination of good outside weather (September) and the activity room inside.
  • ØA1 formulate a rationale for active living

  • ØA2 explain how physical activity relates to
- health-related components of fitness (muscular strength, muscular endurance, cardiovascular endurance, and flexibility)
- skill-related components of fitness
-movement concepts (body awareness, spatial awareness, qualities of movement, relationships)

  • ØA3 analyse how principles of training relate to components of fitness

  • ØA4 monitor their rate of exertion during physical activity

  • ØA5 pursue personal physical activity goals related to
- health-related components of fitness (muscular strength, muscular endurance, cardiovascular
- endurance, and flexibility)

  • ØA6 participate daily in moderate to vigorous physical activity to enhance fitness

  • ØA7 demonstrate a willingness to participate in a wide range of physical activities
Basketball

This is an outdoor activity using the hoops outside. Once the new gym is completed we will also have indoor basketball
  • ØB2 apply fundamental movement skills in games activities in predictable and unpredictable settings

  • ØB5 apply a range of movement concepts (including concepts associated with body awareness, spatial
awareness, qualities of movement, and relationships) to improve their performance of activity-based movement skills
Hockey

Indoor activity using the new gym
  • ØC1 apply safety procedures in all physical activities across the activity categories

  • ØC2 demonstrate proper use of equipment and facilities

  • ØC3 demonstrate fair play in all physical activities across the activity categories

  • ØC4 exhibit leadership in a range of physical activities
Gymnastics

Indoor activity using the large activity room or drama room
  • ØB1 apply fundamental movement skills in a range of individual and dual activities

  • ØB3 apply fundamental movement skills in structured complex rhythmic movement activities

  • ØA7 demonstrate a willingness to participate in a wide range of physical activities, including
- rhythmic movement activities (including dance and gymnastic activities)
Dance

This is an indoor activity using the activity or drama room
  • ØB3 apply fundamental movement skills in structured complex rhythmic movement activities

  • ØA7 demonstrate a willingness to participate in a wide range of physical activities, including
- rhythmic movement activities (including dance and gymnastic activities)
Soccer

This is an outdoor activity using the space available on the outside field
  • ØB2 apply fundamental movement skills in games activities in predictable and unpredictable settings

  • ØB5 apply a range of movement concepts (including concepts associated with body awareness, spatial
awareness, qualities of movement, and relationships) to improve their performance of activity-based movement skills
Badminton and or Ping Pong

Ping pong is available in the gym
  • ØB1 apply fundamental movement skills in structured individual and dual activities

  • ØB2 apply fundamental movement skills in games activities in predictable situations
Archery and Bowling

Both are field trip activities that are completed at the archery centre at Friendship Square and the bowling alley at Victory Square
  • ØC1 apply safety procedures in all physical activities across the activity categories

  • ØC2 demonstrate proper use of equipment and facilities
Volleyball

This is an outdoor activity using the space available on the outside field
  • ØB2 apply fundamental movement skills in games activities in predictable and unpredictable settings

  • ØB5 apply a range of movement concepts (including concepts associated with body awareness, spatial
awareness, qualities of movement, and relationships) to improve their performance of activity-based movement skills
DPA
Students are to get a total of 150 minutes of exercise per week

HACE 9

Content
PLOs
Education and Careers
  • Ødescribe ways of exploring
ways of exploring career options (e.g., job shadowing, mentoring, volunteering)

  • Øsources of support for education and career planning

  • Øimportance of developing employability skills

  • ØGrade 10 requirements of the Graduation Program (courses, exams, portfolio introduction)
Healthy Lifestyle
  • Øinter-related characteristics of healthy lifestyles (e.g., healthy nutrition, regular physical activity, emotional well-being) and their effect on personal potential

  • Øhealthy eating habits (e.g., eating breakfast, recognizing and responding to hunger cues, planning healthy
food choices when away from home)

  • Øpractices that promote healthy sexual decision making

  • ØConsequences of unsafe sexual behaviour (e.g., unplanned pregnancy, STIs; impact on education, finances, relationships, and future opportunities).
Healthy Relationships
  • Østrategies for building and maintaining healthy relationships (e.g., verbal and non-verbal communication
skills, compromise, consensus, effective expression of emotions, setting and communicating personal
boundaries, empathy)

  • Øavoiding and responding to unhealthy relationships (e.g., assertiveness, refusal skills, sticking to
boundaries, establishing positive connections, recognizing and avoiding exploitative relationships,
knowing how to access help)

  • Øresponding to bullying, discrimination, harassment, and intimidation (e.g., recognition, reporting,
knowledge of protocol and laws)
Substance Misuse Prevention
  • Øphysical, emotional, and social consequences for self and others
Safety and Injury Prevention
  • ØSafety and Injury Prevention avoiding unnecessary risks (on the road, in the community)

  • Øpotential workplace
injuries and strategies for reducing risk
Science 9

Life Science: Reproduction
  • Øexplain the process of cell division

  • Ørelate the processes of cell division and emerging reproductive technologies to embryonic development

  • Øcompare sexual and asexual reproduction in terms of advantages and disadvantages


  • Ødescribe the relationship between scientific principles and technology (A6)

  • Ødemonstrate competence in the use of technologies specific to investigative procedures and research
Physical Science: Atoms, Elements and Compounds
  • Øuse modern atomic theory to describe the structure and components of atoms and molecules

  • Øuse the periodic table to compare the characteristics and atomic structure of elements

  • Øwrite and interpret chemical symbols of elements and formulae of ionic compounds

  • Ødescribe changes in the properties of matter

  • Ørepresent and interpret information in graphic form (A3)
Physical Science: Characteristics of Electricity
  • Øexplain the production, transfer, and interaction of static electrical charges in various materials

  • Øexplain how electric current results from separation of charge and the movement of electrons


  • Øcompare series and parallel circuits involving varying resistances, voltages, and currents

  • Ørelate electrical energy to power consumption

  • Ødemonstrate safe procedures (A1)
Earth and Space Science: Space Exploration
  • Øexplain how a variety of technologies have advanced understanding of the universe and solar system

  • Ødescribe the major components and characteristics of the universe and solar system

  • Ødescribe traditional perspective of a range of Aboriginal peoples in BC on the relationship between the Earth and celestial bodies

  • Øexplain astronomical phenomena with reference to the Earth/moon system

  • Øanalyze the implications of space travel
Processes and Skills of Science
  • Øperform experiments using the scientific method
  • Ødemonstrate scientific literacy
LA 9

Ongoing Activity #1: Reading Comprehension Through Shared or Silent Reading
  • Øread, both collaboratively and independently, to comprehend a variety of literary texts, including (8/9)
– literature reflecting a variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
– significant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)
– traditional forms from Aboriginal and other cultures
– student-generated material
  • Øindependently select and read, for sustained periods of time, texts for enjoyment and to increase Fluency

  • Øduring reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning, including
– predicting, questioning, visualizing, and making connections
– making inferences and drawing conclusions
– differentiating main ideas and supporting details
– summarizing
– using text features
– determining the meaning of unknown words and phrases
– self-monitoring and self-correcting

  • Øafter reading and viewing, select and use a range of strategies to extend and confirm meaning, including (8/9)
– responding to text
– asking questions
– reviewing text and purpose for reading
– making inferences and drawing conclusions

  • Øsummarizing, synthesizing, and applying ideas
Ongoing Activity #2:
Quickwrites
  • Øwrite meaningful personal texts that explore ideas and information to
– experiment
– express self
– make connections
– ref lect and respond
– remember and recall

  • Øselect and use a range of drafting and composing strategies while writing and representing, including
– using a variety of sources to collect ideas and information
– generating text
– organizing ideas and information
– analysing writing samples or models
– creating and consulting criteria

  • Øselect and use a range of strategies to generate, develop, and organize ideas for writing and representing, including
– making connections
– setting a purpose and considering audience
– gathering and summarizing ideas from personal interest, knowledge, and inquiry
– analysing writing samples or models
– setting class-generated criteria

  • Øselect and use a range of strategies to revise, edit, and publish writing and representing, including
– checking work against established criteria
– enhancing supporting details and examples
– refining specific aspects and features of text
– proofreading

  • Øuse metacognitive strategies to reflect on and assess their writing and representing, by
– relating their work to criteria
– setting goals for improvement
– creating a plan for achieving goals
– evaluating progress and setting new goals

  • Øwrite and represent to explain and support personal responses to texts, by (9)
– making connections with prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions using evidence

  • Ødemonstrate increasing word skills and vocabulary knowledge, by (9)
– analysing the origins and roots of words
– determining meanings and uses of words based on context
– identifying, selecting, and using appropriate academic and technical language
– using vocabulary appropriate to audience and purpose
Non-Fiction
The Writing Process, Textbook Features and Internet Research to create an Essay
  • Øspeak and listen to make personal responses to texts, by
– making connections with prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions with reasons
  • Øspeak and listen to interpret, analyse, and evaluate ideas and information from texts, by
– making and supporting judgments
– examining and comparing ideas and elements within and among texts
– describing perspectives
– identifying bias, contradictions, and non-represented perspectives
  • Øspeak and listen to synthesize and extend thinking, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
  • Øuse metacognitive strategies to reflect on and assess their speaking and listening, by
– referring to criteria
– setting goals for improvement
– creating a plan for achieving goals
– evaluating progress and setting new goals
  • Øexplain and support personal responses to texts, by
– making connections with prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– offering and supporting opinions using evidence
  • Øinterpret, analyse, and evaluate ideas and information from texts, by
– making and supporting judgments
– examining and comparing ideas and elements within and among texts
– beginning to identify diverse voices
– identifying bias, contradictions, and non-represented perspectives
  • Øsynthesize and extend thinking about texts, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
  • Øuse metacognitive strategies to reflect on and assess their reading and viewing, by
– referring to criteria
– setting goals for improvement
– creating a plan for achieving goals
– evaluating progress and setting new goals
  • Ørecognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including
– form and genre
– functions of text
– literary elements
– literary devices
– use of language
– non-fiction elements
– visual/artistic devices
  • Ødemonstrate increasing word skills and vocabulary knowledge, by
– analysing the origins and roots of words
– determining meanings and uses of words based on context
– identifying, selecting, and using appropriate academic and technical language
– using vocabulary appropriate to audience and purpose
  • Øwrite and represent to explain and support personal responses to texts, by
– making connections with prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions using evidence
  • Øwrite and represent to interpret, analyse, and evaluate ideas and information from texts, by
– making and supporting judgments
– examining and comparing ideas and elements within and among texts
– identifying diverse points of view
– identifying bias, contradictions, and non-represented perspectives
  • Øwrite and represent to synthesize and extend thinking, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
  • Øtransforming existing ideas and information1 use metacognitive strategies to reflect on and assess their writing and representing, by
– relating their work to criteria
– setting goals for improvement
– creating a plan for achieving goals
– evaluating progress and setting new goals
Short Stories/ Reading Power
  • ØRead fluently and demonstrate comprehension and interpretation of a range of short stories and stories from Aboriginal and other cultures, featuring some complexity in theme and writing techniques
  • ØUse strategies such as making connections, predictions, visualizing, asking and answering questions, and summarizing during reading and viewing to construct, monitor and confirm meaning
  • ØWrite a variety of imaginative for a range of purposes and audiences that communicates ideas to inform or persuade
  • Øspeak and listen to make personal responses to texts, by
– making connections with prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions with reasons

  • Ørecognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including
– form and genre
– functions of text
– literary elements
– literary devices
– use of language
– visual/artistic devices

  • Øwrite effective imaginative texts to explore ideas and information to
– make connections and develop insights
– explore literary forms and techniques
– experiment with language and style
– engage and entertain

  • Øspeak and listen to synthesize and extend thinking, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
Novel Study: The Westing Game
  • Øbefore reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including
– interpreting a task
– setting a purpose
– accessing prior knowledge
– making logical predictions
– generating guiding questions
  • Øduring reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning, including
– predicting, questioning, visualizing, and making connections
– making inferences and drawing conclusions
– differentiating main ideas and supporting details
– summarizing
– using text features
– determining the meaning of unknown words and phrases
– self-monitoring and self-correcting
  • Øafter reading and viewing, select and use a range of strategies to extend and confirm meaning, including
– responding to text
– asking questions
– reviewing text and purpose for reading
– making inferences and drawing conclusions
– summarizing, synthesizing, and applying ideas
  • Øread, both collaboratively and independently, to comprehend a variety of literary texts, including
– literature reflecting a variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
  • Øsignificant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)
– traditional forms from Aboriginal and other cultures
– student-generated material
Biographies
  • Øwrite purposeful information texts that express ideas and information to
– explore and respond
– record and describe
– analyse and explain
– persuade
– engage
  • Øcreate thoughtful representations that communicate ideas and information to
– explore and respond
– record and describe
– explain and persuade
– engage
  • Øselect and use a range of strategies to generate, develop, and organize ideas for writing and representing, including
– making connections
– setting a purpose and considering audience
– gathering and summarizing ideas from personal interest, knowledge, and inquiry
– analysing writing samples or models
– setting class-generated criteria
  • Øselect and use a range of drafting and composing strategies while writing and representing, including
– using a variety of sources to collect ideas and information
– generating text
– organizing ideas and information
– analysing writing samples or models
– creating and consulting criteria
– identifying points of view
– identifying bias and contradictions
– describing perspectives
– identifying bias, contradictions, and non-represented perspectives
  • Øinteract and collaborate in pairs and groups to
– support the learning of self and others
– explore experiences, ideas, and information
– understand the perspectives of others
– comprehend and respond to a variety of texts
– create a variety of texts
  • Øspeak and listen to synthesize and extend thinking, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
  • Øuse metacognitive strategies to reflect on and assess their speaking and listening, by
– referring to criteria
– setting goals for improvement
– creating a plan for achieving goals
– evaluating progress and setting new goals
Literature Circles
  • Øbefore reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including
– interpreting a task
– setting a purpose
– accessing prior knowledge
– making logical predictions
– generating guiding questions
  • Øduring reading and viewing, select and use a range of strategies to construct, monitor, and confirm meaning, including
– predicting, questioning, visualizing, and making connections
– making inferences and drawing conclusions
– differentiating main ideas and supporting details
– summarizing
– using text features
– determining the meaning of unknown words and phrases
– self-monitoring and self-correcting
  • Øafter reading and viewing, select and use a range of strategies to extend and confirm meaning, including
– responding to text
– asking questions
– reviewing text and purpose for reading
– making inferences and drawing conclusions
– summarizing, synthesizing, and applying ideas
  • Øread, both collaboratively and independently, to comprehend a variety of literary texts, including
– literature reflecting a variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
  • Øsignificant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)
– traditional forms from Aboriginal and other cultures
– student-generated material
Poems
  • ØIdentify and interpret the effect of literary techniques and figures of speech including foreshadowing, metaphor, alliteration, simile, and onomatopoeia.

  • ØDemonstrate an understanding of the main ideas, events, or themes in a variety of…poetry.

  • ØLocate and interpret details in poetry.

  • Ødemonstrate a willingness to explore a variety of genres and media
  • Ødraw reasoned conclusions from information found in various written, spoken, or visual communications and defend their conclusions rationally

  • Øapply their knowledge of the conventions of language and use appropriate vocabulary to talk about them

  • ØUse language to explore thoughts, ideas, feelings, and experiences to prepare for their roles in the world.

  • Øadjust their form, style, and language for specific audiences/ to suit audiences and purposes

  • Ødescribe the purpose of specific works of communication and explain how their key features aid understanding
Public Speaking/ Poetry
  • Øuse and experiment with elements of style in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including
– syntax and sentence fluency
– diction
– point of view
– literary devices
– visual/artistic devices
  • Øuse and experiment with elements of form in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including
– organization of ideas and information
– text features and visual/artistic devices
  • Øread, both collaboratively and independently, to comprehend a variety of literary texts, including
– literature reflecting a variety of times, places, and perspectives
– literature reflecting a variety of prose forms
– poetry in a variety of narrative and lyric forms
  • Øsignificant works of Canadian literature (e.g., the study of plays, short stories, poetry, or novels)
– traditional forms from Aboriginal and other cultures
– student-generated material
  • Øspeak and listen to make personal responses to texts, by
– making connections with prior knowledge and experiences
– describing reactions and emotions
– generating thoughtful questions
– developing opinions with reasons
  • Ørecognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning, including
– form and genre
– functions of text
– literary elements
– literary devices
– use of language
– non-fiction elements
– visual/artistic devices
  • Øwrite effective imaginative texts to explore ideas and information to
– make connections and develop insights
– explore literary forms and techniques
– experiment with language and style
– engage and entertain
  • Øspeak and listen to synthesize and extend thinking, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
  • Øuse metacognitive strategies to reflect on and assess their speaking and listening, by
– referring to criteria
– setting goals for improvement
– creating a plan for achieving goals
– evaluating progress and setting new goals
  • Øwrite and represent to synthesize and extend thinking, by
– personalizing ideas and information
– explaining relationships among ideas and information
– applying new ideas and information
– transforming existing ideas and information
  • Øuse conventions in writing and representing, appropriate to purpose and audience, to enhance meaning and artistry, including
– grammar and usage
– punctuation, capitalization, and Canadian spelling
– copyright and citation of references
  • Øpresentation/layout express ideas and information in a variety of situations and forms to
– explore and respond
– recall and describe
– narrate and explain
– persuade and support
– engage and entertain
  • Ølisten to comprehend, interpret, and evaluate ideas and information from a variety of texts,
considering
– purpose
– messages
– tone
– structure
– effects and impact
– bias
  • Øselect and use a range of strategies to interact and collaborate with others in pairs and groups,
including
– selecting methods for working together effectively
– listening actively
– contributing ideas and encouraging the ideas of others
– demonstrating awareness of diverse points of view
– reaching consensus or agreeing to differ
  • Øselect and use a range of strategies to prepare oral communications, including
– interpreting a task and setting a purpose
– considering audience
– generating ideas
– making connections among relevant knowledge and experiences
– planning and rehearsing presentations
  • Øselect and use a range of strategies to express ideas and information in oral communications,
including
– vocal techniques
– style and tone
– nonverbal techniques
– visual aids
– organizational and memory aids
– monitoring methods