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Grade 3 - Math: Patterning (Valentina, Patricia, Megan, Massimo) 

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Grade 3 - Math: Patterning (Valentina, Patricia, Megan, Massimo) 

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C1.1: Identify and describe repeating elements and operations in a variety of patterns, including patterns found in real-life contexts.

Specific expectation: Create and extend repeating patterns using objects, numbers, and actions.

Learning goal: Create repeating patterns using shapes, colours, or numbers

Success Criteria:

Recognize and name the repeating core in a pattern.

Explain what changes and what stays the same in a pattern

Represent patterns visually and numerically.

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Grade 6- Science. Bridda, Jessica, Michael, Stephen

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Grade 6- Science. Bridda, Jessica, Michael, Stephen

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Gr 6 Science - Biodiversity B2. Exploring and Understanding Concepts

Specific expectation. B2.3 describe ways in which biodiversity within species is essential for their survival

Learning Goal:
Understand how biodiversity within species contributes to their survival.

Success Criteria:

I will be able to define biodiversity and its importance to species survival.

I will be able to describe examples of biodiversity within a species.

I can explain how genetic diversity helps species adapt to environmental changes.

I can illustrate how biodiversity within a species enhances resilience to disease or other threats.

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Specific Expectation: B1.1 assess positive and negative impacts of human activities on habitats and communities, while taking different perspectives into account

Learning Goal: Understand the impact of our actions on our local environments.

Success Criteria: I can describe the positive and negative impact of my actions while considering different opinions.

Aurora, Julia, and Tia

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Grade 5 Forces on Acting on Structures

Learning Goal: Student will develop how natural forces of nature affect natural and build environments. Student will explore how different forces contribute to structural design in the real world.

Success Criteria:

I can create a simple structure and demonstrate how foundation can be supported or failed under difference forces.

I can show humans can impact the ways of creating and destroying structures.

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Grade 1 Science

Learning Goal: D2.8 identify sources in nature of some common materials that are used to make various objects, including structures

Success Criteria:

I can create a structure using everyday materials.

I can model and explain the different objects and materials.

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Grade 2 Math (E.2 Measurement) Dianne, Bianca, and Andrew 

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Grade 2 Math (E.2 Measurement) Dianne, Bianca, and Andrew 

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Specific Expectation

E2.1 choose and use non-standard units appropriately to measure lengths, and describe the inverse relationship between the size of a unit and the number of units needed

Learning Goal

Understand how to measure length using non-standard units

Recognize how the size of a unit affects the number of units needed.

Success Criteria

I will be able to choose non-standard units to measure different objects.

I will be able to measure the length of objects using non-standard units and record the results.

I will be able to compare measurements using different-sized units and explain why smaller units require more to measure the same length.

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Grade 3- Science Alessia, Angela, and Rachel

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Grade 3- Science Alessia, Angela, and Rachel

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Overall Expectation:

D1. Relating Science and Technology to Our Changing World

Specific Expectation:

D1.1 assess effects on society and the environment of strong and stable structures

Learning Goal:

Student will be able to understand how strong and stable structures are applied to everyday life.

Success Criteria

I can differentiate a strong versus weak structure

I can explain how structures affect the development of society

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Grade 3 Language: Maggie, Chris, Candice

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Grade 3 Language: Maggie, Chris, Candice

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B2. Language Foundations for Reading and Writing

Specific expectation: use consolidated phonics knowledge, including phonemic blending to read words and set for variability to correct approximations, and phonemic segmentation to spell phonetically regular monosyllabic and multisyllabic words, in isolation and various text contexts

Learning Goals:

-Understand how to blend words from segmented parts.

-Recognizing and using base words

Success Criteria:

-I can blend a whole word from it's segmented parts.

-I can explain how words move across grammatical boundaries depending on their use and context