• Welcome/Bienvenue

    Grade 5 is now online! La 5ème année est maintenant en ligne! 

    Everything is done on Google Classroom. 

    Go to classroom.google.com and click Sign In. Sign in with your ESS email Google Account. 

    At the top, click Add. Join class.

    Enter the class code your teacher gave you and click Join. A class code consists of 6 or 7 letters or numbers.

    Our classroom code is 

    qveiiou

    My live lessons are 8:45-9:30 am every morning on Youtube. The link to the livestream is posted at 8:40 every morning on Google Classroom.

    • Applied Design and Technology

      Students are expected to be able to do the following:

      Applied Design

      Understanding context
      • Gather information about or from potential users
      Defining
      • Choose a design opportunity
      • Identify key features or user requirements
      • Identify the main objective for the design and any constraints
      Ideating
      • Generate potential ideas and add to others’ ideas
      • Screen ideas against the objective and constraints
      • Choose an idea to pursue
      Prototyping
      • Outline a general plan, identifying tools and materials
      • Construct a first version of the product, making changes to tools, materials, and procedures as needed
      • Record iterations of prototyping
      Testing
      • Test the product
      • Gather peer feedback and inspiration
      • Make changes and test again, repeating until satisfied with the product
      Making
      • Construct the final product, incorporating planned changes
      Sharing
      • Decide on how and with whom to share their product
      • Demonstrate their product and describe their process
      • Determine whether their product meets the objective and contributes to the individual, family, community, and/or environment
      • Reflect on their design thinking and processes, and their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain a co-operative work space
      • Identify new design issues

      Applied Skills

      Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
      Identify the skills required for a task and develop those skills as needed

      Applied Technologies

      Use familiar tools and technologies to extend their capabilities when completing a task
      Choose appropriate technologies to use for specific tasks
      Demonstrate a willingness to learn new technologies as needed

      Content

      Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4-5 in combination with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making.

    • Arts

      Students are expected to be able to do the following:
      Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
      Develop a plan of action to address a selected problem or issue
      Construct arguments defending the significance of individuals/groups, places, events, and developments (significance)
      Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media (evidence)
      Sequence objects, images, and events, and recognize the positive and negative aspects of continuities and changes in the past and present (continuity and change)
      Differentiate between intended and unintended consequences of events, decisions, and developments, and speculate about alternative outcomes (cause and consequence)
      Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations (perspective)
      Make ethical judgments about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond (ethical judgment)

      Content

      Students are expected to know the following:
      the development and evolution of Canadian identity over time
      the changing nature of Canadian immigration over time
      past discriminatory government policies and actions, such as the Head Tax, the Komagata Maru incident, residential schools, and internments
      human rights and responses to discrimination in Canadian society
      levels of government (First Peoples, federal, provincial, and municipal), their main functions, and sources of funding
      participation and representation in Canada’s system of government
      resources and economic development in different regions of Canada
      First Peoples land ownership and use

       

      • Mathematics

        Curricular Competencies

        Students are expected to be able to do the following:

        Reasoning and analyzing

        Use reasoning to explore and make connections
        Estimate reasonably
        Develop mental math strategies and abilities to make sense of quantities
        Use technology to explore mathematics
        Model mathematics in contextualized experiences

        Understanding and solving

        Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
        Visualize to explore mathematical concepts
        Develop and use multiple strategies to engage in problem solving
        Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures

        Communicating and representing

        Communicate mathematical thinking in many ways
        Use mathematical vocabulary and language to contribute to mathematical discussions
        Explain and justify mathematical ideas and decisions
        Represent mathematical ideas in concrete, pictorial, and symbolic forms

        Connecting and reflecting

        Reflect on mathematical thinking
        Connect mathematical concepts to each other and to other areas and personal interests
        Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

        Content

        Students are expected to know the following:
        number concepts to 1 000 000
        decimals to thousandths
        equivalent fractions
        whole-number, fraction, and decimal benchmarks
        addition and subtraction of whole numbers to 1 000 000
        multiplication and division to three digits, including division with remainders
        addition and subtraction of decimals to thousandths
        addition and subtraction facts to 20 (extending computational fluency)
        multiplication and division facts to 100 (emerging computational fluency)
        rules for increasing and decreasing patterns with words, numbers, symbols, and variables
        one-step equations with variables
        area measurement of squares and rectangles
        relationships between area and perimeter
        duration, using measurement of time
        classification of prisms and pyramids
        single transformations
        one-to-one correspondence and many-to-one correspondence, using double bar graphs
        probability experiments, single events or outcomes
        financial literacy — monetary calculations, including making change with amounts to 1000 dollars and developing simple financial plans

      • BC Core Competencies

        • Work Ethics, Behaviour, Class Rules