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Department of Education and Early Childhood Development English Programs Specific Curriculum Outcomes Framework Grade 9 2008

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Page 1: Specific Curriculum Outcomes Framework Grade 9 · 2 PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 ENGLISH LANGUAGE ARTS 5.1 independently access and select specific information

CONTENTS

PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 i

Department of Education and

Early Childhood Development

English Programs

Specific Curriculum Outcomes

Framework

Grade 9

2008

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9ii

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CONTENTS

PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 iii

Contents

English Language Arts ..................................................................................................................................... 1

Health .............................................................................................................................................................. 5

Home Economics ............................................................................................................................................ 7

Industrial Technology ...................................................................................................................................... 9

Mathematics .................................................................................................................................................. 11

Music ............................................................................................................................................................. 15

Physical Education ........................................................................................................................................ 17

Science ........................................................................................................................................................... 19

Social Studies ................................................................................................................................................. 25

Visual Arts (draft) .......................................................................................................................................... 29

Communication & Information Technology ................................................................................................ 33

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9iv

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 1

1.1 examine other’s ideas in discussion to extend their ownunderstanding

1.2 ask relevant questions calling for elaboration, clarification,or qualification and respond thoughtfully to suchquestions

1.3 articulate, advocate, and support points of view,presenting viewpoints in a convincing manner

1.4 listen critically to assess the adequacy of the evidencespeakers give to evaluate the integrity of informationpresented

2.1 participate constructively in conversation, small-group andwhole-group discussions, and debate, using a range ofstrategies that contribute to effective talk

2.2 adapt vocabulary, sentence structure, and rate of speech tothe speaking occasion

2.3 give and follow instructions and respond to questions anddirections of increasing complexity

2.4 evaluate their own and others’ uses of spoken language in arange of contexts, recognizing the effects of significantverbal and non-verbal language features

3.1 demonstrate active listening and respect for the needs,rights, and feelings of others

3.2 demonstrate an awareness of the power of spoken languageto influence and manipulate, and to reveal ideas, values,and attitudes

3.3 demonstrate an awareness that spoken language hasdifferent conventions in different situations and culturesand use language appropriate to the situation

4.1 select texts that address their learning needs and range ofspecial interests

4.2 read widely and experience a variety of young adult fictionand literature from different provinces and countries

4.3 demonstrate an understanding that information texts areconstructed for particular purposes

4.4 use cueing systems and a variety of strategies to constructmeaning in reading and viewing increasingly complexprint and media texts

4.5 articulate their own processes and strategies for readingand viewing texts of increasing complexity

English Language ArtsGeneral Curriculum

OutcomesSpecific Curriculum Outcomes

Students will be expected to

GCO 1: Students will be expected tospeak and listen to explore, extend,clarify, and reflect on their thoughts,ideas, feelings, and experiences.

GCO 2: Students will be expected tocommunicate information and ideaseffectively and clearly, and to respondpersonally and critically.

GCO 3: Students will be expected tointeract with sensitivity and respect,considering the situation, audience, andpurpose.

GCO 4: Students will be expected toselect, read, and view withunderstanding a range of literature,information, media, and visual texts.

ENGLISH LANGUAGE ARTS

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 92

ENGLISH LANGUAGE ARTS

5.1 independently access and select specific information tomeet personal and learning needs- select, from a wide range, sources appropriate to their

purposes- use the electronic network- develop approaches and strategies to conduct their

research

6.1 respond to some of the material they read or view byquestioning, connecting, evaluating, and extending- move beyond initial understanding to more thoughtful

interpretations6.2 express and support points of view about texts and about

issues, themes, and situations within texts, citingappropriate evidence

7.1 critically evaluate information presented in print andmedia texts- assess relevance and reliability of available information to

answer their questions7.2 demonstrate that print and media texts are constructed for

particular purposes and particular audiences- describe how specific text and genre characteristics

contribute to meaning and effect7.3 respond critically to texts of increasing complexity

- analyse and evaluate a text in terms of its form,structure, and content

- recognize how their own ideas and perceptions areframed by what they read and view

- demonstrate an awareness that personal values andpoints of view influence both the creation of text andthe reader’s/viewer’s interpretation and response

- explore and reflect on culture and reality as portrayed inmedia texts

- identify the values inherent in a text

8.1 use a range of strategies in writing and other ways ofrepresenting

- to extend ideas and experiences- explore and reflect on their feelings, values, and

attitudes- consider others’ perspectives- reflect on problems and responses to problems- describe and evaluate their learning processes and

strategies- reflect on their growth as language learners and language

users

General Curriculum

OutcomesSpecific Curriculum Outcomes

Students will be expected to

GCO 5: Students will be expected tointerpret, select, and combineinformation using a variety of strategies,resources, and technologies.

GCO 6: Students will be expected torespond personally to a range of texts.

GCO 7: Students will be expected torespond critically to a range of texts,applying their understanding oflanguage, form, and genre.

GCO 8: Students will be expected touse writing and other forms ofrepresenting to explore, clarify, andreflect on their thoughts, feelings,experiences, and learnings; and to usetheir imagination.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 3

8.2 use note-making to reconstruct knowledge and selecteffective strategies appropriate to the task

8.3 make informed choices of language to create a range ofinteresting effects in imaginative writing and other ways ofrepresenting

9.1 demonstrate facility in using a variety of forms of writingto create texts for specific purposes and audiences, andrepresent their ideas in other forms (including visual arts,music, drama) to achieve their purposes

9.2 demonstrate an awareness of the effect of context onwriting and other forms of representing- make appropriate choices of form, style, and content for

specific audiences and purposes9.3 analyse and assess responses to their writing and media

productions

10.1 demonstrate an awareness of which prewriting, drafting,revising, editing, proofreading, and presentation strategieswork for them with various writing and otherrepresentations

10.2 consistently use the conventions of written language infinal products

10.3 experiment with the use of technology in communicatingfor a range of purposes with a variety of audiences

10.4 demostrate a commitment to crafting pieces of writingand other representations

10.5 integrate information from several sources to construct andcommunicate meaning

ENGLISH LANGUAGE ARTS

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

GCO 9: Students will be expected tocreate texts collaboratively andindependently, using a wide variety offorms for a range of audiences andpurposes.

GCO 10: Students will be expected touse a range of strategies to developeffective writing and other ways ofrepresenting and to enhance theirclarity, precision, and effectiveness.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 94

ENGLISH LANGUAGE ARTS

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 5

Health

HEALTH

General Curriculum

OutcomesSpecific Curriculum OutcomesStudents will be expected to

Personal HealthW-9.1 identify several risks associated with use of alcohol,

cannabis, and other drugsW-9.2 identify several signs and stages of dependence on a

substanceW-9.3 identify several strategies for helping a friend who is

having problems with alcohol or other drugsW-9.4 identify ways that laws and community-based services

support the treatment of addictions

Safety and ResponsibilityW-9.5 give examples of the consequences of unsafe work

practicesW-9.6 identify and describe the four categories for hazard

recognitionW-9.7 identify the responsibilities of an employee within a

workplaceW-9.8 identify the rights of an employee within a workplaceW-9.9 identify the responsibilities of the employer within

the Occupational Health and Safety Act

Sexual HealthW-9.10 describe coping stategies when experiencing different

rates of physical, emotional, sexual and social develop-ment

W-9.11 identify the four basic types of sexual assaultW-9.12 describe the consequences of sexual assault on a victim

and those people associated with that victimW-9.13 determine “safer” sex practicesW-9.14 describe responsibilities associated with pregnancy

and parentingW-9.15 develop strategies that address factors to prevent or

reduce the risk of STIs and HIV

InteractionsR-9.1 identify and categorize various types of abuseR-9.2 develop an awareness of the warning signs of abusive

relationships and available community supportR-9.3 distinguish between abusive relationships and healthy

relationshipsR-9.4 gain an understanding of the complex societal and

individual factors that perpetuate abuseR-9.5 identify safe and effective alternatives to abusive

behaviourR-9.6 determine effective support for a friend who may be

involved in an abusive relationship, as a victim or as anabuser

Wellness ChoicesStudents will make responsible andinformed choices to maintain health andto promote safety for self and others.

Relationship ChoicesStudents will develop effectiveinterpersonal skills that demonstrateresponsibility, respect, and caring inorder to establish and maintain healthyinteractions.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 96

HEALTH

General Curriculum

OutcomesSpecific Curriculum Outcomes

Students will be expected to

Learning StrategiesL-9.1 apply personal time management skills to a variety of

learning opportunitiesL-9.2 relate the value of lifelong learning to personal

success and satisfactionL-9.3 use decision-making skills to select appropriate risk-

taking activities for personal growth and empower-ment

L-9.4 refine personal goals and priorities relevant to learningand career paths

Life Goals and Career DevelopmentL-9.5 create a LifeWork PortfolioL-9.6 create a learning plan for transition to senior high

school

VolunteerismL-9.7 analyse the potential impact of volunteerism on career

opportunities

Life Learning ChoicesStudents will use resources effectively tomanage and explore life roles and careeropportunities and challenges.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 7

Home EconomicsSpecific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

Foods

1.1 identify food preparation equipment1.2 explain the function of food preparation equipment1.3 demonstrate safe use of food preparation equipment1.4 discuss how technology has changed the equipment

available for food preparation1.5 identify the information given in a recipe1.6 describe the meaning of basic food preparation terms1.7 correctly and accurately measure various ingredients

2.1 investigate current problems with improper food handling2.2 apply understanding of safe practices2.3 efficiently clean up work area upon completion of food

preparation2.4 evaluate prepared food product2.5 develop a basic recipe or variation of a basic recipe for a

simple food product2.6 create a food product using a recipe2.7 create plans for preparing simple meals making effective

use of resources2.8 identify the sources, selection, cooking methods, and

storage of foods from each food group

3.1 identify the four basic food groups and the “other”category

3.2 have a basic understanding of the processes of digestionand absorption

3.3 identify the six main nutrient groups and their functions,and sources

3.4 explore and explain the relationship of food and life stylechoices to health

3.5 identify specific nutrient and related deficiencies

HOME ECONOMICS

GCO 1: Students will be expected toevaluate and manage food technology.

GCO 2: Students will be expected todemonstrate an understanding oftheir personal responsibility in foodpreparation.

GCO 3: Students will be expected todemonstrate an understanding oftheir personal responsibility inmaking healthy food choices.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 98

4.1 examine the historical evolution of food technologies andpredict future developments

4.2 investigate the range of table arrangements for varioustypes of food service (buffet, family service, plate style,etc.)

4.3 explain the need for and the development of conveniencefoods and fast food meals

4.4 examine the impact of a multicultural society on our foodchoices

4.5 examine and discuss guidelines for table behavior

5.1 examine the food technologies of specific food productioncareers and workplaces

Sewing

6.1 locate and identify small equipment in the clothing lab6.2 demonstrate care and safety precautions in the use of the

sewing equipment6.3 identify the parts of the sewing machine6.4 know the function of each part of the machine6.5 demonstrate the safe use of the sewing machine6.6 become familiar with a pattern6.7 select fabric and prepare it for sewing6.8 practice sewing skills

7.1 become familiar with fabric/garment labeling7.2 become familiar with laundry procedures7.3 recognize the principles of good buymanship

General Curriculum

Outcomes

Specific Curriculum Outcomes

Students will be expected to

HOME ECONOMICS

GCO 4: Students will be expected todemonstrate an understanding of thehistory and evolution of food technologyand of its social and culturalimplications.

GCO 5: Students will be expected todemonstrate an understanding ofcurrent and evolving careers and of theinfluence of food technology on thenature of work.

GCO 6: Students will be expected tounderstand, evaluate, and managetechnology for the purpose ofconstructing a sewing project.

GCO 7: Students will be expected todemonstrate an understanding of thehistory and evolution of fabrictechnology and of its social and culturalimplications.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 9

Industrial TechnologySpecific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

INDUSTRIAL TECHNOLOGY

1.1 identify and use the proper personal safety equipment forstudent activities

1.2 practice good housekeeping and identify/avoid obvioushazards

1.3 understand how to select and operate fire safetyequipment

1.4 identify and use hand tools responsibly1.5 identify and use materials responsibly1.6 identify and use machines responsibly1.7 identify WHMIS symbols1.8 understand the relationship between training and

experience to safety1.9 demonstrate an understanding of the safety principal that

accidents are preventable and avoidable

2.1 demonstrate the innovative use of tools2.2 describe safety precautions for each tool2.3 use tools in a safe, productive manner2.4 name common tools and describe their function2.5 choose and use hand tools appropriately for the intended

operations2.6 demonstrate the innovative use of machines and materials2.7 describe safety precautions for each machine and material2.8 use machines and materials in a safe productive manner2.9 name common machines and materials and describe their

function2.10 choose and use machines and materials appropriately for

the intended use and operations

3.1 develop a problem solving approach to technologicalsituations

3.2 demonstrate an understanding of the design process- examine problem situations- once a need is established, clearly state the design brief- gather information- investigate related solutions- develop alternative solutions- select and develop the best solution (Design Brief )

3.3 evaluate the effectiveness of both their own and other’stechnological solutions

3.4 communicate ideas and information about technologicalsolutions

GCO 1: Students will be expected todemonstrate an understanding of safetyin technology.

GCO 2: Students will be expected toinnovatively use tools, machines, andmaterials.

GCO 3: Students will be expected todesign, develop, evaluate, and articulatetechnological solutions.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 910

INDUSTRIAL TECHNOLOGY

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 11

A1 solve problems involving square root and principal squareroot

A2 graph, and write in symbols and in words, the solutionset for equations and inequalities involving integers andother real numbers

A3 demonstrate an understanding of the meaning and uses ofirrational numbers

A4 demonstrate an understanding of the interrelationships ofsubsets of real numbers

A5 compare and order real numbersA6 represent problem situations using matrices

B1 model, solve, and create problems involving real numbersB2 add, subtract, multiply, and divide rational numbers in

fractional and decimal forms, using the most appropriatemethod

B3 apply the order of operations in rational numbercomputations

B4 demonstrate an understanding of, and apply the exponentlaws for, integral exponents

B5 model, solve, and create problems involving numbersexpressed in scientific notation

B6 determine the reasonableness of results in problemsituations involving square roots, rational numbers, andnumbers written in scientific notation

B7 model, solve, and create problems involving the matrixoperations of addition, substraction, and scalarmultiplication

B8 add and subtract polynomial expressions symbolically tosolve problems

B9 factor algebraic expressions with common monomialfactors, concretely, pictorially, and symbolically

B10 recognize that the dimensions of a rectangle area model ofa polynomial are its factors

B11 find products of two monomials, a monomial andpolynomial, and two binomials, concretely, pictorially,and symbolically

B12 find quotients of polynomials with monomial divisorsB13 evaluate polynomial expressionsB14 demonstrate an understanding of the applicability of

commutative, associative, distributive, identity, andinverse properties to operations involving algebraicexpressions

B15 select and use appropriate strategies in problem situations

MATHEMATICS

MathematicsSpecific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

GCO A: Students will demonstratenumber sense and apply number theoryconcepts.

GCO B: Students will demonstrateoperation sense and apply operationprinciples and procedures in bothnumeric and algebraic situations.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 912

C1 represent patterns and relationships in a variety of formatsand use these representations to predict and justifyunknown values

C2 interpret graphs that represent linear and non-linear dataC3 construct and analyse tables and graphs to describe how

changes in one quantity affect a related quantityC4 determine the equations of lines by obtaining their slopes

and y-intercepts from graphs and sketch graphs ofequations using y-intercepts and slopes

C5 explain the connections among different representations ofpatterns and relationships

C6 solve single-variable equations algebraically, and verify thesolutions

C7 solve first-degree single-variable inequalities algebraically,verify the solutions, and display them on number lines

C8 solve and create problems involving linear equations andinequalities

D1 solve indirect measurement problems by connecting ratesand slopes

D2 solve measurement problems involving conversion amongSI units

D3 relate the volumes of pyramids and cones to the volumesof corresponding prisms and cylinders

D4 estimate, measure, and calculate dimensions, volumes andsurface areas of pyramids, cones, and spheres in problemsituations

D5 demonstrate an understanding of and apply proportionswithin similar triangles

E1 investigate, and demonstrate an understanding of, theminimum sufficient conditions to produce uniquetriangles

E2 investigate, and demonstrate an understanding of, theproperties of and the minimum sufficient conditions toguarantee congruent triangles

E3 make informal deductions, using congruent triangle andangle properties

E4 demonstrate an understanding of and apply the propertiesof similar triangles

E5 relate congruence and similarity of trianglesE6 use mapping notation to represent transformations of

geometric figures, and interpret such notations

MATHEMATICS

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

GCO C: Students will explore, recog-nize, represent, and apply patterns andrelationships, both informally andformally.

GCO D: Students will demonstrate anunderstanding of and apply conceptsand skills associated with measurements.

GCO E: Students will demonstratespacial sense and apply geometricconcepts, properties, and relationships.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 13

E7 analyse and represent combinations of transformations,using mapping notation

E8 investigate, determine, and apply the effects oftransformations of geometric figures on congruence,similarity, and orientation

F1 describe characteristics of possible relationships shownin scatterplots

F2 sketch lines of best fit and determine their equationsF3 sketch curves of best fit for relationships that appear to be

non-linearF4 select, defend, and use the most appropriate methods for

displaying dataF5 draw inferences and make predictions based on data

analysis and data displaysF6 demonstrate an understanding of the role of data

management in societyF7 evaluate arguments and interpretations that are based on

data analysis

G1 make predictions of probabilities involving dependent andindependent events by designing and conductingexperiments and simulations

G2 determine theoretical probabilities of dependent andindependent events

G3 demonstrate an understanding of how experimental andtheoretical probabilities are related

G4 recognize and explain why decisions based on probabilitiesmay be combinations of theoretical calculations,experimental results, and subjective judgements

MATHEMATICS

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

GCO F: Students will solve problemsinvolving the collection, display, andanalysis of data.

GCO G: Students will represent andsolve problems involving uncertainty.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 914

MATHEMATICS

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 15

Music

MUSIC

Please refer to the Instrumental Music Curriculum.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 916

MUSIC

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 17

Physical Education

PHYSCIAL EDUCATION

The program is intended to provide students with an opportunity to develop skills in a variety of physicalactivities at levels of proficiency reflective of each student’s unique abilities.

Activities such as from team sports, racquet sports, individual activities, outdoor pursuits, and gymnastics areincluded. Dance and fitness are to be used to provide a balanced physical education program.

Curriculum Guide: Junior/Senior High School Physical Education Grades 7-11

Goals:

The physical education program should assist the student:- to develop motor skills that are effective, efficient, and applicable to a wide variety of physical

activities- to develop, monitor and maintain an appropriate fitness level- to understand the concepts basic to physical movement and to apply these understandings to a

variety of physical activities

The physical education program will assist the student:- to develop positive personal attributes- to develop positive interpersonal skills transferable to other areas of their lives

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 918

PHYSCIAL EDUCATION

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 19

Cellular Processes

• recognize that the nucleus of a cell contains geneticinformation and determines cellular processes (305-1)

• explain the importance of using the terms gene andchromosome properly (109-14)

• identify major shifts in scientific understanding of genetics(110-3)

• illustrate and describe the basic processes of mitosis andmeiosis (304-11)

• determine and graph the theoretical growth rate of a cell,and interpolate and extrapolate the cell population from thegraph (210-2, 210-4, 210-9)

Asexual and Sexual Reproduction

• distinguish between sexual and asexual reproduction inrepresentative organisms (305-2)

• compare sexual and asexual reproduction in terms of theiradvantages and disadvantages (305-3)

• identify questions to investigate about sexual reproductionin plants (208-2)

• use tools and apparatus safely to investigate the structure offlowers (209-6)

• communicate the results of an investigation into thestructure of flowers (211-2)

Genetic Changes

• provide examples of genetic conditions that cannot be curedusing scientific and technological knowledge at the presenttime (113-10)

• compare factors that may lead to changes in a cell’s geneticinformation:- mutations caused by nature- mutations caused by human activities (305-5)

• evaluate information and evidence gathered on the topic ofgenetics and genetic engineering (209-5, 210-8)

• provide examples of how the knowledge of cellular functionshas resulted in the development of technologies (111-1)

• provide examples of Canadian contributions to science andtechnology related to heredity and genetic engineering(112-12)

Life Science: Reproduction

ScienceSpecific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

SCIENCE

STSE

GCO 1: Students will develop anunderstanding of the nature of scienceand technology, of the relationshipsbetween science and technology, and ofthe social and environmental contexts ofscience and technology.

Skills

GCO 2: Students will develop the skillsrequired for scientific and technologicalinquiry, for solving problems, forcommunicating scientific ideas andresults, for working collaboratively, andfor making informed decisions.

Knowledge

GCO 3: Students will constructknowledge and understandings ofconcepts in life science, physical science,and Earth and space science, and applythese understandings to interpret,integrate, and extend theirknowledge.

Attitudes

GCO 4: Students will be encouraged todevelop attitudes that support theresponsible acquisition and applicationof scientific and technologicalknowledge to the mutual benefit of self,society, and the environment.

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 920

Safety Considerations and Physical Properties

• compare earlier conceptions of the structure of matter withtheir conceptions (110-1)

• demonstrate a knowledge of WHMIS standards by usingproper techniques for handling and disposing of labmaterials (209-7)

• investigate materials and describe them in terms of theirphysical properties (307-12)

• compile and display data collected during an investigationof the physical properties of materials (210-2)

Chemical Changes and Reactions

• describe changes that result from common chemicalreactions:- energy change- change in colour- precipitate formed- gas formed- new chemical substance formed (307-13)

• determine, where possible, if the change in a material orobject is physical or chemical on the basis of experimentaldata (210-11)

• identify new questions about physical and chemical changesthat arise from investigations (210-16)

Atomic Theory

• identify major changes in atomic theory up to and includingthe Bohr model (110-3)

• use models in describing the structure and the componentsof atoms and molecules, and explain the importance ofchoosing words that are scientifically appropriate:- determine the number of protons and electrons in the

atom of an element given its atomic number- determine the number of protons, electrons, and

neutrons given the mass number and atomic number- be able to write the appropriate symbol for an isotope

given the number of protons and neutrons• provide examples of technologies that have enhanced,

promoted, or made possible scientific research in chemistry(111-4)

• provide examples to illustrate that scientific andtechnological activities related to atomic structure take placein a variety of individual and group settings (112-8)

Physical Science: Atoms and Elements

SCIENCE

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 21

• explain the importance of using the terms law and theory inscience (109-14)

Periodic Law

• identify examples of common elements and compare theircharacteristics and atomic structure (307-15)

• describe and explain the role of collecting evidence, findingrelationships, and proposing explanations in thedevelopment of the periodic table (109-2)

• use a periodic table to predict properties of a family ofelements:- period- family- metals- metalloids- nonmetals (210-1)

• identify the elements and number of atoms given a chemicalformula (307-16)

• provide examples where knowledge of chemistry has resultedin the development of commercial materials (111-1)

• give and explain examples illustrating how limited resourceshave forced scientists and technologists to develop moreefficient ways to extract elements and compounds fromnature or to find or develop appropriate substitutes (112-3)

Physical Science: Characteristics of Electricity

Static Electricity

• identify properties of static electrical charges:- like charges repel- unlike charges attract- induced charges (308-14)

• explain the production of static electrical charges in somecommon materials (308-13)

• provide examples of how knowledge of static electricity hasresulted in the development of technologies (111-1, 112-7)

• provide examples of careers related to electricity in theircommunity and province (112-10)

SCIENCE

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

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SCIENCE

Static Electricity and Electric Current

• describe the flow of charge in an electrical circuit anddescribe the factors affecting the amount of resistance in awire (length, diameter, type):- voltage- electric current- resistance (109-14, 308-16)

• compare qualitatively static electricity and electric current(308-15)

Series and Parallel Circuits

• rephrase questions in a testable form related to series andparallel circuits (208-1)

• use an ammeter and a voltmeter to measure current andvoltage in series and parallel circuits (209-3)

• identify potential sources of error in ammeter and voltmeterreadings (210-10)

• identify and suggest explanations for discrepancies in datacollected using an ammeter and a voltmeter (210-7)

• present graphically the data from investigation of voltage,current, and resistance in series and parallel circuits(210-5, 211-2)

• describe series and parallel (maximum two resistors) circuitsinvolving varying resistance, voltage, and current usingOhms’ Law:- draw circuit diagrams, using circuit symbols for a cell,

switch, battery, lamp, resistor, multirange meter(308-17)

Use of Electrical Energy

• relate electrical energy to domestic power consumptioncosts:- watt as a unit of power (1 W = 1 J/s) (308-18)

• explain that precise language is required to properlyinterpret EnerGuide labels and to understand a utility bill(109-14)

• compare examples of past and current technologies that usedcurrent electricity to meet similar needs (110-9)

• determine quantitatively the efficiency of an electricalappliance that converts electrical energy to heat energy(308-19)

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 23

conducting research on electrical energy production and itsimpact on the environment (210-8)

• select recent data while conducting research on theenvironmental problems associated with various types ofelectrical energy production (113-6, 210-8)

• propose a course of action that reduces the consumption ofelectrical energy (113-9, 113-13)

• give examples of the development of alternative sources ofenergy (such as wind generators and solar energy) that are aresult of cost and the availability and properties of materials(109-6)

Earth and Space Science: Space Exploration

The Beginnings of the Solar System

• describe and explain the apparent motion of celestial bodies:- moon- sun- planets- comets- asteroids (312-4)

• describe theories on the formation of the solar system(312-1)

Composition and Characteristics of the Solar System

• describe the composition and characteristics of the followingcomponents of the solar system:- terrestrial and gas planets and Pluto- periodicity of comets- asteroids/meteors (312-5)

• explain the need for new evidence in order to continuallytest existing theories about the composition and origin ofour solar system and galaxies (110-6, 210-3)

• provide examples of how the Canadian Government and/orCanadian Space Agency is involved in research projectsabout space (112-6)

• defend their position regarding societal support for spaceexploration (211-5)

SCIENCE

Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

Electricity and the Environment

• describe the transfer and conversion of energy from agenerating station to the home (308-20)

• evaluate evidence and sources of information when

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Specific Curriculum OutcomesGeneral Curriculum

Outcomes Students will be expected to

• describe the effects of solar phenomena on Earth:- sunspots- solar flares- solar radiation (312-6)

• in small groups, design and describe a model space stationon the basis of what they have learned about the sun’sinfluences on Earth (208-4, 211-1)

Composition and Characteristics of the Universe

• describe theories on the origin and evolution of theuniverse:- big bang theory- oscillating theory (312-3)

• describe and classify the major components of the universe:- nebulae- galaxies- giant stars- dwarf stars- quasars- black holes (312-12)

• calculate the travel time to a distant star at a given speed:- define and explain a light year (210-9)

• explain how data provided by technologies contribute to ourknowledge of the universe (109-3)

• working collaboratively with group member, prepare acomparative data table on various stars, and design a modelto represent some of these stars relative to our solar system(209-4, 211-1, 211-3)

• describe examples of science and technology based careers inCanada that are associated with space exploration (112-11)

• identify new questions and problems that arise from thestudy of space exploration (210-16)

• describe the science underlying three technologies designedto explore space (109-11, 111-5)

SCIENCE

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Social Studies

SOCIAL STUDIES

The grade 9 social studies curriculum is presently under revision. This revision is necessary due to the recentimplementation of the grade 7 and grade 8 PEI/CAMET social studies curricula. A newly revised curricu-lum, based upon a stronger global interdependence theme, is in development. Teachers are advised to use thefollowing specific curriculum outcomes until the new grade 9 curriculum is implemented. These outcomeshave been identified by a teacher pilot committee to serve as a transition curriculum for grade 9, bridgingolder curriculum with anticipated new themes and concepts. More details, elaboration, and planning aids areavailable by contacting the Department of Education and Early Childhood Development.

Specific Curriculum Outcomes

Students will be expected to

Interdependence• Demonstrate an understanding of the impact of interde-

pendence on the future of Atlantic Canada• Identify and locate the Atlantic region in the Canadian,

North American, and global contexts• Identify and demonstrate an understanding of trade and

other linkages among Atlantic Canada and the nationaland global communities

• Explore his/her concept of world view and explain thefactors that influence and are influenced by it

• Examine and analyse how Atlantic Canadians aremembers of the global communities through differentinterconnected systems

• Assess the individual qualities and attributes AtlanticCanadians need to become contributing members of theglobal community

Physical Environment• Describe the area, size, and physical features of Atlantic

Canada- rank the provinces of Atlantic Canada in order of size

by visual observation, using a print/electronic map- define the terms “scale” and “time zone”- identify landforms and water forms in Atlantic Canada

that contribute to the aesthetic appeal and characterof the region

- identify the boundaries in Atlantic Canada that aredefined by physical features

- compare a physical map of the Atlantic region with apolitical map

- suggest the effect Atlantic Canada’s size and physicalfeatures have on the people who live in the region

General Curriculum

Outcomes

Citizenship, Power, and GovernanceGCO: Students will be expected todemonstrate an understanding of therights and responsibilities of citizenshipand the origins, functions, and sourcesof power, authority, and governance.

Culture and DiversityGCO: Students will be expected todemonstrate an understanding ofculture, diversity, and world view,recognizing the similarities anddifferences reflected in various personal,cultural, racial, and ethnic perspectives.

Individuals, Societies, and EconomicDecisionsGCO: Students will expected todemonstrate the ability to makeresponsible economic decisions asindividuals and as members of society.

InterdependenceGCO: Students will be expected todemonstrate an understanding of theinterdependent relationship amongindividuals, societies, and the environ-ment—locally, nationally, andglobally—and the implications for asustainable future.

People, Place, and EnvironmentGCO: Students will be expected todemonstrate an understanding of theinteractions among people, places, andthe environment.

Time, Continuity, and ChangeGCO: Students will be expected todemonstrate an understanding of thepast and how it affects the present andthe future.

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General Curriculum

Outcomes

Specific Curriculum OutcomesStudents will be expected to

People and Culture• Demonstrate an understanding of the local and global

factors that have shaped the culture(s) of AtlanticCanada- understand the effect of the environment (sea, climate,

seasons, geography, resources) of Atlantic Canada inshaping its culture

- identify some of the forces that are shaping the cultureof the region today

• Demonstrate an understanding of and an appreciationfor the link between culture and occupations/lifestylesin Atlantic Canada- understand the extent to which climate and seasons

affect the occupations within a selected area of AtlanticCanada

- determine the extent to which climate and seasonsaffect the occupations within a selected area of AtlanticCanada

- determine how traditional occupations are linked tophysical location in Atlantic Canada

- determine the extent to which occupations affectlifestyles of people and their recreational and leisureactivities

- determine the extent to which the modern workplaceaffects the culture of a particular area

• Demonstrate an understanding of the global forces thatcause cultures to constantly change- recognize that culture is constantly changing- understand that the rate at which culture changes is

different for different cultures and depends on manylocal and global factors

- determine the extent to which political and economiccircumstances affect cultural change

- determine the extent to which media and popularculture affect cultural change

- assess the extent to which it is possible for a group tohave cultural change while maintaining its culturalidentity

- assess the degree to which there is a distinct AtlanticCanadian culture compared to other regions of Canadaand the global community

SOCIAL STUDIES

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SOCIAL STUDIES

General Curriculum

Outcomes

Specific Curriculum OutcomesStudents will be expected to

Economics and Trade• Examine and explain the contribution of the primary,

secondary, tertiary, and quaternary sectors of theeconomy of Atlantic Canada- distinguish between primary, secondary, tertiary, and

quaternary sectors of the economy- identify the primary industries that are most signifi-

cant to his/her region of Atlantic Canada- identify changes that have occurred to these industries

in recent years- determine the extent to which trends such as special-

ization and marketing emphasis are affecting primaryindustries

- determine the effect to which trends such as specializa-tion and marketing emphasis are affecting primaryindustries

- determine the effect that environmental awareness andhealth consciousness are having on primary industries

- identify the secondary industries in his/her area ofAtlantic Canada

- identify the changes and trends that are affectingsecondary industries in Atlantic Canada

- assess the importance of the four sectors to the qualityof life in his/her area, province, and the Atlantic region

• Demonstrate an understanding of how technology hasaffected employment and the standard of living inAtlantic Canada- undertand the traditional concept of the job and

analyze how it has been affected by technology andworkplace trends

- appreciate how technology impacts on the standard ofliving in his/her community/region and AtlanticCanada in general

- understand how technology in the workplace hasaffected migration

Challenges and Opportunities• Identify and analyse the economic challenges and

opportunities that may affect Canada’s future• Analyse the political challenges and opportunities that

may affect Canada’s future• Analyse the social and cultural challenges and opportu-

nities that may affect Canada’s future• Demonstrate an understanding of the impact of interde-

pendence on the future of Atlantic Canada

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SOCIAL STUDIES

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VISUAL ARTS

Please note that the curriculum is currently under development. For further information please contact theArts Education Specialist.

Visual Arts (Draft)

Specific Curriculum Outcomes

Students will be expected to

Creating, Making, and PresentingGCO: Students will be expected toexplore, challenge, develop, and expressideas, using the skills, language,techniques, and processes of the arts.

GCO: Students will be expected tocreate and/or present, collaborativelyand independently, expressive productsin the arts for a range of audiences andpurposes.

Understanding and ConnectingContexts of Time, Place, andCommunityGCO: Students will be expected todemonstrate critical awareness of andvalue for the role of the arts in creatingand reflecting culture.

GCO: Students will be expected torespect the contributions to the arts ofindividuals and cultural groups in localand global contexts, and value the artsas a record of human experience andexpression.

GCO: Students will be expected toexamine the relationship among thearts, sciences, and environments.

Perceiving, Reflecting, and RespondingGCO: Students will be expected toapply critical thinking and problem-solving strategies to reflect on andrespond to their own and others’expressive work.

GCO: Students will be expected tounderstand the role of technologies increating and responding to expressiveworks

GCO: Students will be expected toanalyse the relationship between artisticintent and the expressive work.

Safety

L1,2.S.1 demonstrate proper care of themselves, tools,equipment, materials, products and work space

Level 1Overall Outcomes for all Units

L1AU.1 describe and demonstrate the elements of artand design in prehistoric/ancient art and theirown artwork

L1AU.2 analyse the elements of art and design inprehistoric/ancient art and their own artwork

L1AU.3 describe and demonstrate the principles of art anddesign in prehistoric/ancient art and their ownartwork

L1AU.4 analyse the principles of art and design inprehistoric/ancient art and their own artwork

L1AU.5 compile and organize a workbook and portfolioL1AU.6 demonstrate a growth in their own style when

creating visual images

Drawing Unit:

L1.D.1 create simple contour drawingsL1D.2 describe and demonstrate the vanishing point

above, below, and at the horizon lineL1D.3 describe and demonstrate simple shading of 2-D

formL1D.4 describe and demonstrate prehistoric drawingsL1D.5 interpret prehistoric art in various cultures as an

expression of human experiencesL1D.6 describe and demonstrate how the various surfaces

of paper interact with the different media used indrawing, to create a variety of visual effects

L1D.7 identify careers that use drawing as a skill andknowledge for the job

General Curriculum

Outcomes

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VISUAL ARTS

Students will be expected to

Painting Unit:

L1P.1 describe and demonstrate colour theoryL1P.2 apply colour schemes in their paintingsL1P.3 describe and demonstrate an understanding of

prehistoric paintingsL1P.4 interpret and demonstrate prehistoric aboriginal

paintingsL1P.6 describe and demonstrate how the various surfaces

of paper interact with different media used inpainting to create a variety of visual effects

L1P.7 identify careers that use painting as a skill andknowledge for the job

3-D Form Unit:

L1F.1 describe what a 3-D form is in comparison to a 2-Dshape

L1P.2 describe the effect that positive and negative spacehas on 3-D forms

L1P.3 create a low-relief form using paperL1P.4 create a high-relief form using clay and/or plasticineL1F.5 describe and replicate a prehistoric 3-D formL1P.6 describe and demonstrate how different tools

interact with materials that are used in 3-D formsto create a variety of visual effects

L1P.7 identify careers that use sculpturing/crafting as askill and knowledge for the job

Printmaking Unit:

L1PM.1 demonstrate the three procedures for creating amonoprint

L1PM.2 demonstrate an understanding of the expressivequalities of lines and shapes when creating amonoprint

L1PM.3 demonstrate colour theory in a monoprintL1PM.4 identify and demonstrate stencils prints from the

prehistoric art periodL1PM.5 describe and demonstrate how the various

surfaces of paper interact with materials that areused in printmaking to create a variety of visualeffects

L1PM.6 identify careers that use printmaking as a skill andknowledge for the job

General Curriculum

Outcomes

Specific Curriculum Outcomes

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 31

VISUAL ARTS

Students will be expected to

Level IIOverall Outcomes for all Units

L2AU.1 describe and demonstrate the elements of art anddesign in their viewing of Renaissance art and increating their own artwork

L2AU.2 analyse the elements of art and design inRenaissance art and their own artwork

L2AU.3 describe and demonstrate the principles of art anddesign in Renaissance art and their own artwork

L2AU.4 analyse the principles of art and design inRenaissance art and their own artwork

L2AU.5 reflect on and compare information compiled andorganized in their workbook and portfolio

Drawing Unit:

L2D.1 demonstrate spatial techniques in 2-D imagesL2D.2 create a negative space “still life” contour drawingL2D.3 demonstrate facial expressions through drawingL2D.4 describe and demonstrate an understanding of

drawings from The Renaissance periodL2D.5 analyse drawings from The Renaissance periodL2D.6 interpret and demonstrate an understanding of

drawings from The Renaissance periodL2D.8 describe and demonstrate how various surfaces of

paper interact with the different media used in drawingL2D.9 explain how artists can be considered inventors and/

or explorers

Painting Unit:L2P.1 describe and demonstrate how the unique qualities

of paints create different visual effects which in turnexpress a variety of messages

L2P.2 demonstrate the illusion of depth through aerialperspective

L2P.3 create realistic and abstract images using paintsL2P.4 demonstrate the expressive quality of colour

through paintsL2P.5 describe and demonstrate an understanding of

paintings from The Renaissance periodL2P.6 analyse paintings from The Renaissance periodL2P.7 interpret and demonstrate an understanding of

drawings from The Renaissance periodL2P.8 describe and demonstrate how various surfaces of

paper interact with the different media used inpainting

L2P.9 explain how artists can be considered interpretersand/or storytellers

General Curriculum

Outcomes

Specific Curriculum Outcomes

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 932

VISUAL ARTS

Students will be expected to

3-D Form Unit:

L2F.1 describe the different methods of sculptingL2F.2 construct a balanced freestanding sculptureL2F.3 demonstrate an understanding of a functional

objectL2F.4 demonstrate an understanding of realistic and

abstract 3-D formsL2F.5 describe and demonstrate how different materials,

adhesive, tools, and equipment interact in 3-Dforms

Printmaking Unit:

L2PM.1 distinguish among the four major methods ofprintmaking

L2PM.2 demonstrate an understanding of printmaking bychoosing one of the methods to create an image

L2PM.3 describe and demonstrate an understanding ofprints from The Renaissance period

L2PM.4 analyse prints from The Renaissance periodL2PM.5 interpret and demonstrate an understanding of

prints from The Renaissance periodL2PM.6 describe and demonstrate how different materials,

surfaces, tools, and equipment interact inprintmaking

General Curriculum

Outcomes

Specific Curriculum Outcomes

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PEI SPECIFIC CURRICULUM OUTCOMES FRAMEWORK: GRADE 9 33

COMMUNICATION & INFORMATION TECHNOLOGY

Communication & Information TechnologyGeneral Curriculum

Outcomes

Specific Curriculum Outcomes

Students will be expected to

Computer SystemB1.9(G) identify system specifications and be aware of

compatibility issues between the hardware and thesoftware (processor speed and type, RAM, harddrive size, optical drive, connection types, videocard, sound card, monitor, network cards)

B1.11(G) describe networks, file servers, connections(wireless, line types and speeds)

B1.13(G) identify computer viruses, how they aretransmitted and how anti-virus software is used toprotect or clean a computer

B1.14(G) identify SPAM, pop-up ads, spyware, and otherinvasive software coding

Social, Ethical and HealthC2.1(G) examine current Canadian law governing the use of

technologyD2.1(G) determine the technological requirements for

specific career goalsE2.9(G) follow publishing etiquette (suitable language, no

discrimination, etc.) Adhere to the guidelines forschool web pages as outlined by PEI Departmentof Education.

InternetA3.2(G) use various tools (search engines and directories)

and strategies necessary to carry out researchA3.3(G) obtain/download material (test, graphics, files)

from InternetB3.3(G) distinguish among various file formats (file

extensions), required plugins, file compression/decompression utilities

E3.1(G) critically evaluate information and its source basedon pre-determined criteria

GraphicsB5.3(G) use other graphic creation tools (ie. clone brush,

colour replacements, effects and filters, hexidecimal(RGB and CMYK colour values)

B5.4(G) convert various graphic formats between vector (ie:.png, .psp, .cdr) and other bitmap images (ie:.wmf, tif, bmp, .gif, jpeg, .jpg), import a graphicfile from another source

General Technology Outcomes(as per APEF Technology FoundationDocument)

GTO A - Technology Problem SolvingStudents will be expected to design,develop, evaluate and articulate techno-logical solutions.

GTO B - Technology SystemsStudents will be expected to operate andmanage technological systems.

GTO C - History and Evolution ofTechnologyStudents will be expected todemonstrate an understanding of thehistory and evolution of technology andof its social and cultural implications.

GTO D - Technology and CareersStudents will be expected todemonstrate an understanding ofcurrent and evolving careers and of theinfluence of technology on the nature ofwork.

GEO E - Technological ResponsibilityStudents will be expected todemonstrate an understanding of theconsequences of their technologicalchoices.

Codes used in continuum(A)- Awareness LevelThe student is exposed to the technology asit is being used by others

(G)= Guided LevelThe student begins to use the technologywith the help of others

(I)= Independent LevelThe student uses technology withoutassistance

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MultimediaA8.3(G) describe situations where streaming video and

audio is appropriateA8.4(G) create graphics, audio and video special effects

(animation, virtual reality, panorama)A8.5(G) select appropriate medium to convey message (be

conscious of file size, formats, and storage location)B8.2(G) use multimedia creation and editing tools (screen

captures, scanner, sound recording, digital imageediting software: still and video)

B8.4(G) use proper tools and procedure to enhance productquality (microphones, lighting, cameramovement, instrumentation, teleprompters).Assign various responsibilities to a productionteam.

DatabaseB9.6(G) create a report with automated summaries and

calculations (understand logic, dateand summary field types)

Telecommunications:E-Learning collaborative tools:A10.1(G) collaborate using software (ie. whiteboard,

slideshow, application sharing, chat, messaging,send and receive files, photos, group file sharing,resource sharing (links), online content creationand sharing, assignment drop box, video andaudio, discussion forums, journal)

Web AuthoringA11.2(G) create appropriate text and image file formatsA11.3(G) create an interactive web page (on-line surveys,

forms, interactive database, polls)B11.1(G) examine html tagsB11.2(G) create a basic web page (may include backgrounds,

images, hyperlinks, tables)B11.3(G) indicate where file or page is hosted (server, web

server, hosting service)B11.4(G) apply website file management and transfer files to

and from web servers (ftp), edit pages onlineB11.5(G) use special features (image maps, cascading style

sheets, frames, rollovers, layers)B11.6(G) embed objects (audio, video, pdgs, animation,

Flash, Java Script Applet)

General Curriculum

Outcomes By the end of Grade 9, students will be expected to

Specific Curriculum Outcomes

COMMUNICATION & INFORMATION TECHNOLOGY