top of page
School Illustration.jpg

Elementary courses by My Learning Oasis

Grade 5 - Complete Program

Educational Toys
School LIbrary
Teacher and Students in Science Class
Back to School with Mask
School Supplies
TDV_M45_04.png
Back to School Objects
Ready for School

Course duration: 10 Months

The Grade 5 program is planned based on the learning outcomes of grade 4. At My Learning Oasis, teachers plan an integrated learning program based on the following subjects.

Anchor 1

The Arts

Strand: Dance

Learning outcome: Students in Grade 5 will develop or extend understanding of the body, space, time, and relationship through participation in various dance experiences (e.g., communicating images and ideas through movement), with particular emphasis on relationships.

Strand: Drama
Learning outcome: Students will express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works (e.g., draw a picture or write poetry to show how they see a character at the beginning and end of the drama; use journal writing to convey a feeling of connection to a character in a drama).

Strand: Music
Learning outcome: In Grade 5, students will build on their knowledge of the elements of music and related musical concepts that were introduced in Grades 1 to 4. Students will develop understanding of musical concepts through participation in musical experiences that involve listening, creating, and performing (e.g., singing, moving, playing instruments).


Strand: Visual Art
Learning outcome:  In addition to the concepts introduced in Grades 1 to 4, students in Grade 5 will develop understanding of certain elements of design: 

 

• line: linear and curved hatching and cross-hatching that add a sense of depth to shape and form; gesture drawings; chenille stick sculptures of figures in action; implied lines for movement and depth 

• shape and form: symmetrical and asymmetrical shapes and forms in font and image; positive and negative shapes that occur in the environment; convex, concave, non-objective shapes 

• space: shading and cast shadows that create the illusion of depth; atmospheric perspective; microscopic and telescopic views 

• colour: complementary colours, hue, intensity (e.g., dulling, or neutralizing, colour intensity by mixing the colour with a small amount of its complementary hue) • texture: textures created with a variety of tools, materials, and techniques; patterning 

• value: gradations of value to create the illusion of depth, shading  line, shape and form, space, colour, texture, and value, through participation in a variety of hands-on, open-ended visual arts experiences.

Anchor 2

Language

Strand: Oral Communication Media Literacy

Learning outcome: The Grade 5 Language Program is designed to engage students in meaningful interactions with a wide variety of texts. They look beyond the literal meaning of texts and observe what is present and what is missing, in order to analyze and evaluate an author’s intent. Junior students learn to identify and explore multiple perspectives, question the messages in texts, and look at issues related to fairness, equity, and social justice. They analyze the structure and elements of a variety of text forms, and create a variety of oral, print, and media texts in order to communicate their own ideas and opinions for a variety of purposes and audiences. Junior students develop their abilities to monitor their own learning and select appropriate strategies that will help them to make sense of and create increasingly complex and/or challenging texts for personally relevant purposes. They consciously use the knowledge, skills, and strategies from one strand to support their learning in the other three strands. They reflect on and talk about the strategies that have helped them construct meaning and communicate successfully in all strands and identify steps they can take to improve. Real, purposeful talk is not only an essential component of the language curriculum; it needs to be threaded throughout every day and across the curriculum to promote the transfer of language knowledge, skills, and strategies to learning across the curriculum

\\

Anchor 3

Math
 

Strand: Social Emotional Learning

Learning outcome: Students will continue to deepen their sense of self. Students will track different aspects that impact their physical and mental health, such as the number of steps they take each day, minutes of screen time or how they feel after physical activity. They will use graphs and data visualization tools to provide information for reflection and learning.

Strand: Number
Learning outcome: In addition to working with numbers up to 1 million, students are introduced to integers, such as -2, -1, 0, 1, 2. They are learning the divisibility rules of 2, 3, 4, 5, 6, 8, 9, and 10. For example, a number is divisible by 5 if it ends in a 5 or 0. Expanding operational skills include dividing a whole number by a fraction or mixed number, such as 2 ½. Students also solve problems that involve more than one operation and the use of whole numbers, decimals and fractions.

Strand: Algebra
Learning outcome: Students continue to work with patterns and start to identify patterns that grow at a constant rate. For example, the distance travelled over time increases by 100 kilometers for each hour. They solve algebraic expressions involving whole numbers and decimal tenths, and algebraic equations involving multiple terms, such as 2x + 3x = 5. Students use code to solve problems that involve optimization, such as finding the maximum area for a given perimeter. They will also use the process of mathematical modelling to solve problems drawn from real life, such as finding several different ways to maximize the play area in a playground design and calculating the costs of each.


Strand: Data
Learning outcome: Students learn to distinguish between discrete data, such as the number of students, and continuous data, such as the amount of precipitation in centimeters. They can choose how to display these different types of data, including the use of broken-line graphs to show the change over time. In addition, students learn different ways to describe probability. For example, there is a one in four chance of winning a prize at the school fun fair, or there is a 40 percent chance of rain tomorrow.

Strand: Spatial Sense

Learning outcome: Developing spatial sense continues with an emphasis on four-sided shapes. Students learn the characteristics and properties of different kinds of four-sided shapes and find their areas. They also build three-dimensional structures and learn to calculate surface area. Students learn to convert from one unit to another in the metric system. They also focus on extending their ability to measure angles.

Strand: Financial Literacy

Learning outcome: The advantages and disadvantages of using different methods of payment for goods and services are explored. Students investigate different types of financial goals, identify and describe factors that could affect these goals, and outline steps to achieve them. Students explain the concept of interest rates and identify interest rates and fees offered by banks and other financial institutions. They also learn how trading, lending, borrowing and donating are different ways to distribute resources.

Anchor 4

Science
 

Strand: Human Organ Systems

Learning outcome: In this unit, students will learn how organ systems are components of a larger system (the body) and, as such, work together and affect one another. They will learn that organ structures are linked to their functions and that systems in the human body work together to meet our basic needs. They will also start to understand that the choices we make affect our organ systems and, in turn, our overall health.

Strand: Forces Acting on Structures and Mechanisms
Learning outcome: In this unit, students will learn how structures and mechanisms throughout our environment have forces that act on and within them. They will learn that we can measure forces in order to determine how they affect structures and mechanisms and use this information to guide the design of new structures and mechanisms. They will also start to understand that forces that result from natural phenomena have an effect on society and the environment.

Strand: Properties of and Changes in Matter
Learning outcome: In this unit, students will learn that there are three states of matter and how matter that changes state is still the same matter. They will learn that physical change refers to the fact that a substance can be changed from one form to another and that chemical change implies the formation of a new substance. They will also start to understand that the properties of materials determine their use and may have an effect on society and the environment.


Strand: Conservations of Energy and Resources
Learning outcome: In this unit, students will learn that energy sources are either renewable or non-renewable and that although energy can neither be created nor destroyed, it can be transformed. They will learn that choices about using energy and resources have both immediate and long-term impacts. They will also start to understand that conservation (reducing our use of energy and resources) is one way to reduce the impacts of energy and resource use.

Social Studies

Strand: Interactions of Indigenous Peoples and Europeans prior to 1713, in What Would Eventually Become Canada.

Learning outcome: Students will learn about key characteristics of various Indigenous nations and European settler communities prior to 1713, in what would eventually become Canada. Using primary sources, such as treaties, historical images, and diaries, as well as secondary sources, they will investigate, from a variety of perspectives, relationships within and interactions between these communities as well as the impact of colonialism. They will develop their understanding of how historical events during this time have had an impact on present-day Canada.

Strand: The Role of Government and Responsible Citizenship
Learning outcome: Students will explore the responsibilities of Canadian citizens and levels of government. They will continue to develop their ability to examine current issues from various perspectives by investigating a Canadian social and/or environmental issue from the point of view of a variety of stakeholders, and they will develop plans of action to address significant social and environmental issues. Students will also begin to understand the impact of colonialism on contemporary Canada. They will continue to develop their mapping, globe, and graphing skills to help them extract, interpret, and analyze information, and they will enhance their understanding of multiple perspectives on both historical and contemporary issues.

Anchor 5
Anchor 6

Health and Physical Education
 

Strand: Social-Emotional Learning Skills

Learning outcome: Throughout Grade 5, in order to promote overall health and well-being, positive mental health, and the ability to learn, build resilience, and thrive, students will apply a range of social-emotional learning skills as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.

Strand: Active Living
Learning outcome: Students participate actively and regularly in a wide variety of physical activities, and demonstrate an understanding of how physical activity can be incorporated into their daily lives. Students also develop an understanding of the importance of being physically active, and apply physical fitness concepts and practices that contribute to healthy, active living. Students demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

Strand: Movement Competence

Learning outcome: Students perform movement skills, demonstrating an understanding of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities. Students get opportunities to apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.
 

Strand: Healthy Living

Learning outcome: Students develop an understanding of factors that contribute to healthy development and also  demonstrate the ability to apply health knowledge and social-emotional learning skills to make reasoned decisions and take appropriate actions relating to their personal health and wellbeing. Students shows the ability to make connections that relate to health and well-being – how their choices and behaviors affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Anchor 7

French

Strand: Listening

Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral French texts, using appropriate listening strategies. They will also listen to interact to interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in French, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in French for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Strand: Reading
Learning outcome: Students will determine meaning in a variety of French texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

 


Strand: Writing
Learning outcome: Students write in French in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Anchor 8

International Language 

Strand: Listening

Learning outcome: Students will listen to understand in order to determine meaning in a variety of oral International language texts, using appropriate listening strategiesThey will also listen to interact to interpret messages accurately while interacting in International language for a variety of purposes and with diverse audiences. Students will demonstrate an understanding of information in oral International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of International language sociolinguistic conventions used in a variety of situations and communities.

Strand: Speaking
Learning outcome: Students will speak to communicate information and ideas orally in International language, using a variety of speaking strategies and age- and grade-appropriate language suited to the purpose and audience. They will also speak to participate in spoken interactions in International language for a variety of purposes with diverse audiences. Students, in their spoken communications, demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.

Strand: Reading
Learning outcome: Students will determine meaning in a variety of International language texts, using a few reading comprehension strategies; While reading, students will identify the purpose(s) and characteristics of a variety of adapted and authentic text forms, including fictional, informational, graphic, and media forms. Students demonstrate an understanding of information in International language texts about aspects of culture in diverse International language-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

 


Strand: Writing
Learning outcome: Students write in International language in a variety of forms and for a variety of purposes and audiences, using knowledge of vocabulary and stylistic elements to communicate clearly and effectively. Students use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work effectively. In their written work, students demonstrate an awareness of aspects of culture in diverse International language-speaking communities and other communities around the world, and of the appropriate use of International language sociolinguistic conventions in a variety of situations.

Teachers at My Learning Oasis follow the Ontario Curriculum outline as a base of their inquiry and project based learning for students success. For more information about Ontario Curriculum click HERE

bottom of page