Curriculum+Connections

[|Saskatchewan Ministry of Education, Canada]

Goal: To examine the local, indigenous, and global interactions and interdependence of individuals, societies, cultures, and nations. (IN) IN6.2 Examine the social and cultural diversity that exists in the world, as exemplified in Canada and a selection of countries bordering the Atlantic Ocean.
 * Grade 6 Social Studies:**
 * Research ways in which cultural traditions, celebrations, art, music, literature, drama, and sport have influenced intercultural understanding.
 * Investigate the contributions of First Nations, Métis, and Inuit people in Canada and indigenous peoples in a selection of countries bordering the Atlantic Ocean to local, provincial, national and global communities in various areas such as politics, business, health, education, sport, music, literature, art, dance, and architecture.

IN6.3 Develop an understanding that global interdependence impacts individual daily life in Canada and a selection of countries bordering the Atlantic Ocean.
 * Create an inventory of ways in which daily life is influenced by global interdependence.

Goal: To analyze the dynamic relationships of people with land, environments, events, and ideas as they have affected the past,shape the present, and influence the future. (DR)

DR6.2 Analyze ways in which the land affects human settlement patterns and social organization, and ways in which human habitation affects land. DR6.3 Appraise the strategies human societies have used to orient themselves within time and place in the natural environment.
 * Identify, on a map or globe, major cities, landforms, and bodies of water in Canada and a selection of countries bordering the Atlantic Ocean.
 * Investigate the role of astronomy and traditional practices and teachings in early map making and reading. Use parallels of latitude and meridians of longitude to situate locations on a map.
 * Calculate the time in different time zones relevant to Canada and a selection of countries bordering the Atlantic Ocean, using technological tools and appropriate vocabulary, including international date line, Universal Time, local time, and daylight saving time.


 * Grade 6 Physical Education**

Goals: Active Living, Skillful Movement, Relationships

6.15 History & Culture Examine, evaluate, and represent the historical and present impact of our World neighbours on the development of movement activity options as a means of supporting the well-being of self and others.
 * a. Willingly participate in movement activities that originated with our World neighbours, led by others (e.g., classmates, teacher, guest presenter).
 * Tell a story (e.g., written, visual, audio, video, creative b. performance) of a movement activity that is historically connected to one of our neighbours (e.g., rugby, “football”, soccer, golf, curling, cricket, fencing, martial arts, yoga, sepak takraw, cultural dances).
 * Show respect and a willingness to honour cultural protocol when participating in cultural movement activities.
 * Investigate and share stories about the motivation and/or historical factors that influenced the development of the movement activities created by our World neighbours and the benefits of these activities related to physical, emotional, mental, and spiritual well-being.


 * Grade 6 English Language Arts**

Goal: Comprehend and Respond (CR). Students will extend their abilities to view, listen to, read, comprehend, and respond to a range of contemporary and traditional grade-level texts from First Nations, Métis, and other cultures in a variety of forms (oral, print, and other texts) for a variety of purposes including for learning, interest, and enjoyment.


 * CR6.2 Select and use appropriate strategies to construct meaning before (e.g., considering what they know and need to know about the topic), during (e.g., making connections to prior knowledge and experiences), and after (e.g., drawing conclusions) viewing, listening, and reading.
 * CR6.3 Use pragmatic (e.g., function and purpose of texts), textual (e.g., form/genre, sequence of ideas), syntactic (e.g., word order and emphasis on particular words), semantic/lexical/morphological (e.g., capture particular aspect of intended meaning), graphophonic (e.g., sound-symbol patterns and relationships), and other cues (e.g., the speaker’s non-verbal cues) to construct and confirm meaning.
 * CR6.4 View, respond, and demonstrate comprehension of visual and multimedia grade-appropriate texts including traditional and contemporary texts from First Nations, Métis, and other cultures containing special features (e.g., the visual components of magazines, newspapers, websites, comic books, broadcast media, video, and advertising).
 * CR6.5 Listen purposefully to understand, respond, and analyze oral information and ideas from a range of texts including narratives, instructions, oral explanations and reports, and opinions.
 * CR6.6 Read and demonstrate comprehension and interpretation of grade-appropriate texts including traditional and contemporary prose fiction, poetry, and plays from First Nations, Métis, and other cultures.
 * CR6.7 Read independently and demonstrate comprehension of a variety of information texts with some specialized language including grade-level instructional materials, non-fiction books, reports and articles from magazines and journals, reference materials, and written instructions.

Goal: Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.
 * C6.2 Select and use the appropriate strategies to communicate meaning before (e.g., identifying purpose and audience), during (e.g., acknowledging sources), and after (e.g., revising to enhance clarity) speaking, writing, and other representing activities.
 * CC6.4 Create and present a variety of representations that communicate ideas and information to inform or persuade and to entertain an audience, including illustrations, diagrams, posters, displays, and cartoons.
 * CC6.5 Use oral language to interact appropriately with others in pairs, and small and large group situations (e.g., asking questions to explore others’ ideas and viewpoints, discussing and comparing ideas and opinions, completing tasks and contributing to group success).
 * CC6.6 Use oral language appropriately to express a range of information and ideas in formal and informal situations including presenting an oral report based on research, a demonstration, and a short dramatization.
 * CC6.8 Experiment with a variety of text forms (e.g., a peer interview, presentation at an assembly, poem, letter to parents, short review, poster, tableau, graphic organizer) and techniques (e.g., surprise ending).
 * CC6.9 Prepare a teacher-guided inquiry report related to a stand on a topic, theme, or issue studied in English language arts.

