GRADE 5
SCO Description
Connection with Human Rights
Music
Awareness & Appreciation
MAA5
Students will be expected to develop an appreciation of the importance of music in daily
life and to respect the role that music plays in their heritage and culture by:
Examining and valuing how music is a source of enjoyment and personal well-being;
Discussing and comparing different and similar roles of music locally, nationally and
globally;
Comparing and reflecting on (changes in) their thoughts and feelings with those of
others about the role and influence of music in their daily lives including ways in which it
is usein mass media and popular culture;
Demonstrating respect and appreciation for historical and social factors that influence
music of diverse cultures.
Discussing and comparing the work of musicians and their artistic contributions, past and
present.
Discussing contemporary career choices for musicians as well as explain or present how
music is utilized in other artistic and other work environments.
MU5
Students will expected to identify music related career opportunities and develop an
awareness of various technologies relating to music through understanding, discussing,
exploring, experiencing, applying, creating
and performing with
Musical instruments (including computers)
Computers
Software at grade level
Video
CD Players
Tape Recorders
Everyday objects (ie., bottles, spoons, tubes, etc.)
Musical qualities that are affected by different technologies
Career connections to musical technologies
connects to race, national/ethinic origin, age
connects to sex (equality of opportunity for men &
women)
Visual Arts
Creating & Presenting
CP5.1
CP5.2
create two- and three-dimensional works of art that express feelings and ideas inspired
by their own and others’ points of view
demonstrate an understanding of composition, using selected principles of design to
create narrative art works or art works on a theme or topic
Suggested Art theme: What are Human Rights?
Suggested Art theme: What are Human Rights?
GRADE 5
CP5.3
SCO Description
Connection with Human Rights
use elements of art and design in art works to communicate ideas, messages, and
understandings
Suggested Art theme: What are Human Rights?
Reflecting, Responding & Analysing
RRA5.1
RRA5.3
interpret a variety of art works, and identify the feelings, issues, themes, and social
concerns that they convey
demonstrate an understanding of how to read and interpret signs, symbols, and style in
art works
exposure to difference/diversity; changing social
realities/concerns over time reflected in changing art
signs & symbols which connect to proscribed grounds
of discrimination
Exploring Form & Cultural Context
EC5.1
EC5.2
describe how forms and styles of visual and media arts represent various messages and
contexts in the past and present
demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions
of a variety of peoples and of people in different times and places
race, religion, national/ethnic origin
race, religion, national/ethnic origin
CIT
A3.1
E3.1
Internet
demonstrate awareness of the Internet as a source of information
critically evaluate information and its source based on pre-determined criteria
youthforhumanrights.org, peihumanrights.ca
remain attuned to bias, prejudice, discrimination
Science
Digestive and Excretory Systems
propose questions to investigate about how our body works and what its components
204-1
are
describe examples of the products/technologies that have been developed in response
107-8
to a need for the disposal, control, and containment of excrement
carry out procedures to investigate how saliva can start the digestion process, by
205-1, 206-2 breaking down substances like starch into simple sugars, and record observations using
sentences or charts
connects to age, sex, disability
national/ethnic origin (diverse technologies in diverse
cultures)
connects to disability
Communication & Teamwork
207-1
communicate questions, ideas, and intentions, and listen to others while conducting
investigations
207-4
ask others for advice or opinions
inherent dignity and equal, inalienable rights of
individuals
inherent dignity and equal, inalienable rights of
individuals
Social & Environmental Contexts of Science & Technology
107-2
describe and compare tools, techniques, and materials used by different people in their
community and region to meet their needs
Knowledge
national/ethnic origin, race
GRADE 5
302-6
302-5e
302-5c
SCO Description
Connection with Human Rights
demonstrate how the skeletal, muscular, and nervous systems work together to produce
connects to disability
movement
describe the structure and function of the major organs (brain, spinal cord, and nerves)
connects to disability
of the nervous system
describe the structure and function of the major organs (nose, trachea, lungs,
connects to disability
diaphragm) of the respiratory system
Social Studies
5.1.1
develop an understanding of how we learn about the past
5.3.1
explain the importance of social structure in a society from the middle ages
5.4.1
5.4.2
5.5.1
5.6.1
demonstrate an understanding of the diverse societies of First Nations and Inuit, in what
later became Canada
examine decision-making practices in First Nations and Inuit societies in what later
becam Atlantic Canada
examine interactions between British and French and First Nations and Inuit in what later
became Canada
illustrate the similarities and differences of past societies and your society
past from whose perspective? Dominant group (i.e.
men, WASP, rich)?
i.e. marriage as arrangement between men and clans?
Women as property? Serfs having no rights?
national ethnic/origin, race, colour, religion
national ethnic/origin, race, colour, religion
national ethnic/origin, race, colour, religion
embodies spirit of Act & Charter
Physical Education
5.10
Social Skills
Examine and critically assess personal positioning within the five levels of a social skills
continuum for participation in movement activities (i.e., irresponsible behaviour, selfcontrol, involvement, self-responsibility, and caring for others)
inherent dignity and equal, inalienable rights of
individuals
Culture & History
5.11
Discuss and communicate the influence of Canadians, both historically and currently, on
connects to national/ethinic origin, race, sex, age,
the development of the numerous options for participation in movement activities in this
disability
country
Health
Personal Health
1.1
1.3
1.4
examine the impact of physical activity, nutrition, rest, and immunization on the immune
system
examine the impact that changes in interests, abilities, and activities may have on body
image
examine ways in which healthy eating can accommodate a broad range of eating
behaviours
connects to disability
connects to sex, age, national/ethinic origin, race
eating behaviors based upon: national/ethinic origin,
religion, age, sex
GRADE 5
SCO Description
Connection with Human Rights
Safety and Responsibility
2.1
identify personal boundaries, and recognize that boundaries vary depending on the
nature of relationship, situation, and culture
2.2
promote safety practices in the school and community
2.3
determine appropriate safety behaviours for community recreational situations
exposure to difference/diversity; connects to grounds
of sex (girls permitted more physical contact with each
other) age (different cultural allowances depending on
age and culture)
inherent dignity and equal, inalienable rights of
individuals
inherent dignity and equal, inalienable rights of
individuals
Understanding and Expressing Feelings
3.1
recognize that certain behaviours may mask underlying feelings
i.e discriminatory behaviors that mask fear/ignorance
of difference/diversity
3.3
recognize that stressors affect individuals differently, and outline ways individuals
respond to stress
connects to disability
3.4
practise effective communication skills
inherent dignity and equal, inalienable rights of
individuals
4.1
4.2
Interactions
identify possible changes in family relationships, and explore strategies for dealing with
change
investigate the benefits of fostering a variety of relationships throughout the life cycle
4.3
apply mediation skills when resolving conflicts
marital/family status, sex (single mothers>fathers),
sexual orientation, religion
connects to all grounds
inherent dignity and equal, inalienable rights of
individuals
Group Roles and Processes
5.1
develop strategies to address personal roles and responsibilities in groups
5.2
identify respectful communication strategies that foster group/team development
inherent dignity and equal, inalienable rights of
individuals
embodies spirit of Act & Charter
Life Goals and Career Development
7.1
7.2
8.1
relate personal skills to various occupations
assess how roles, expectations, and images of others may influence career/life role
interests
Volunteerism
identify, within the school, the volunteer service accomplishments of staff and students
Language Arts
Speaking and Listening
connects to sex (equality of opportunity for men &
women)
connects to sex (equality of opportunity for men &
women)
exposure to difference/diversity within scool &
community
GRADE 5
SCO Description
1.1
contribute thoughts, ideas, and experiences to discussions, and ask
questions to clarify their ideas and those of their peers
1.4
listen critically to others’ ideas or opinions and points of view
2.1
3.1
3.2
4.2
7.3
8.1
8.3
9.1
contribute to and respond constructively in conversation, smallgroup and whole-group
discussion, recognizing their roles and responsibilities as speakers and listeners
demonstrate an awareness of the needs, rights, and feelings of others by listening
attentively and speaking in a manner appropriate to the situation
identify examples of prejudice, stereotyping, or bias in oral language; recognize their
negative effect on individuals and cultures; and attempt to use language that shows
respect for all people
Reading & Viewing
read widely and experience a variety of children’s literature with an emphasis in genre
and authors
respond critically to texts by
- applying strategies to analyze a text
- demonstrating growing awareness that all texts reflect a purpose and a point of view
- identifying instances where language is being used to manipulate, persuade, or control
them
- identifying instances of opinion, prejudice, bias, and stereotyping
use a range of strategies in writing and other ways of representing to
- frame questions and answers to those questions
- generate topics of personal interest and importance
- record, develop, and reflect on ideas, attitudes, and opinions
- compare their own thoughts and beliefs to those of others
- describe feelings, reactions, values, and attitudes
- record and reflect on experiences and their responses to them
- formulate and monitor goals for learning
- practise and extend strategies for monitoring learning
make deliberate language choices, appropriate to purpose, audience, and form, to
enhance meaning and achieve interesting effects in imaginative writing and other ways
of representing
create written and media texts, collaboratively and independently, in different modes
(expressive, transactional, and poetic), and in an increasing variety of forms
- use specific features, structures, and patterns of various text forms to create written
and media texts
Connection with Human Rights
inherent dignity and equal, inalienable rights of
individuals
inherent dignity and equal, inalienable rights of
individuals
inherent dignity and equal, inalienable rights of
individuals
embodies spirit of Act & Charter
embodies spirit of Act & Charter
exposure to difference/diversity
embodies spirit of Act & Charter
Suggested Essay Competition Theme: What are Human
Rights?
Suggested Essay Competition Theme: What are Human
Rights?
Suggested Essay Competition Theme: What are Human
Rights?