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Elementary courses by My Learning Oasis

Grade 7 - Complete Program

Back to School Objects
Ready for School
School Supplies
Elbow Greeting
School Supplies
Back to School with Mask
Teacher and Students in Science Class
School LIbrary

Course duration: 10 Months

The Grade 7 program is planned based on the learning outcomes of grade 6. 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 7 will develop or extend understanding of the following concepts through participation in various dance experiences (e.g., using elements and choreographic forms to communicate themes and moods).

 

ELEMENTS OF DANCE 

• body: body awareness, use of body parts, body shapes, locomotor and non-locomotor movements, body bases, symmetry versus asymmetry, geometric versus organic shape, angular versus curved shape, isolation of body parts (e.g., moving just the shoulder when the rest of the body is still), weight transfer (e.g., lunge, leap, roll).

• space: levels, pathways, directions, positive versus negative space, proximity of dancers to one another, various group formations, performance space (e.g., confined, large).

• time: pause, freeze, with music, without music, duration, rhythm, tempo, acceleration/deceleration. 

• energy: effort, force, quality, inaction versus action, percussion, fluidity (e.g., wring, dab, mold, flow, bind). 

• relationship: dancers to objects, opposition, groupings (e.g., large and small groups), meet/part, follow/lead, emotional connections between dancers, groupings.

Strand: Drama
Learning outcome: Students in Grade 7 will develop or extend understanding of the following concepts through participation in various drama experiences. 

ELEMENTS OF DRAMA

 • role/character: considering motivations of historical and fictional characters; considering various facets of multidimensional characters; revealing character through the use of props and movement/blocking; maintaining commitment to role. 

• relationship: developing and analyzing multidimensional relationships in the drama. 

• time and place: improvising with/adapting available materials to establish setting; using blocking (e.g., when and where to move) and stage areas (e.g., upstage right, downstage center) in planning and performance.

• tension: using sound, lighting, technology, and stage effects to heighten tension; using foreshadowing to create suspense.

• focus and emphasis: using a range of devices and effects to highlight specific aspects of the performance for the audience.

Strand: Music
Learning outcome: In Grade 7, students will build on their knowledge of the elements of music and related musical concepts that were introduced in Grades 1 to 6. Students will develop understanding of musical concepts through participation in musical experiences that involve listening, moving, creating, and performing (vocal and/or instrumental music). 

ELEMENTS OF MUSIC

• duration: tempo markings (e.g., allegro, vivace, largo), rhythms in the repertoire they play and/or sing. 

• pitch: blues scale, grand staff, keys encountered in the repertoire they perform. 

• dynamics and other expressive controls: articulation and expression marks encountered in the repertoire they perform (e.g., marcato, maestoso). 

• timbre: tone colour of complex ensembles (e.g., jazz, gamelan, choral, orchestral) • texture/harmony: major and minor triads.

• form: 12-bar blu.


Strand: Visual Art
Learning outcome:  In addition to the concepts introduced in Grades 1 to 6, students in Grade 7 will develop understanding of the following concepts through participation in a variety of hands-on, open-ended visual arts experiences. ELEMENTS OF DESIGN Students will develop understanding of all elements of design. 

• line: lines for expressive purposes; diagonal and converging lines to create depth of space; repetition of lines to create visual rhythm. 

• shape and form: various shapes and forms, symbols, icons, logos, radial balance. 

• space: use of blue or complementary colours in shadows and shading to create depth; one- and two point perspective; open-form sculpture versus closed-form sculpture; installations. 

• colour: analogous colours; transparent colour created with watercolour or tissue paper decoupage Note: In creating multimedia art works, students may need some understanding of different colour models, such as RGB and CMY(K), and web safe colours. 

• texture: textures created with a variety of tools, materials, and techniques (e.g., use of texture in a landscape work). 

• value: shading (e.g., modulation, scumbling, stippling).

Anchor 2

Language

Strand: Oral Communication Media Literacy

Learning outcome: In this course Grade 7 students independently choose to read, listen to, or interact with texts that have personal relevance in their day-to-day lives, including texts that deal with issues related to fairness, equity, and social justice. Students get access to a broad range of relevant texts: oral texts such as speeches, debates, presentations, radio advertisements or dramas, song lyrics, raps, and sound bites; print texts such as memoirs, autobiographies, historical fiction, science fiction, realistic fiction, satire, essays, reviews, editorials, letters to the editor, and books in their own first language; and media texts such as magazines, online zines, websites, blogs, public-service announcements, comedy shows, video games, and newspapers. Students apply their knowledge of different text forms – such as debates, speeches, persuasive letters, memoirs, realistic fiction, magazine articles, letters to the editor, maps, scripts, surveys, or graphs – in a wide range of learning contexts.

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Anchor 3

Math
 

Strand: Social Emotional Learning

Learning outcome: Students will continue to build healthy relationship skills. They will use data in an infographic to communicate and tell a story and build awareness about others. This will help them understand things they have in common with their peers and what makes different groups unique.

Strand: Number
Learning outcome: Students use scientific notation such as 5.46 × 106 to understand, represent and compare very large and small numbers more easily, which is often required in Science. Students use fractions, decimals and percent interchangeably, and should be able to recall square numbers to 144 and their square roots. Students solve problems that involve proportions (for example, determining the percentage increase or decrease in the attendance of a show) and whole numbers, fractions, decimals, integers and exponents.

Strand: Algebra
Learning outcome: Students continue to develop their understanding of patterns, including those that involve integers. They use algebraic notation, such as, s = d/t, to represent the relationship between speed, distance and time. They solve algebraic equations involving multiple terms, integers and decimal numbers. Students will write code to create a line or curve that falls between the greatest number of data points. They also use modelling for real-life situations, such as making predictions about future fundraisers based on the funds raised from past fundraisers.


Strand: Data
Learning outcome: Students will continue to build their data skills. They will analyze data that is presented in more complex ways, such as in scatter plots, that show the relationship between two variables. In addition, students continue to increase their understanding of probability by comparing the outcomes of more complex experiments.


Strand: Spatial Sense
Learning outcome: Students continue to develop spatial sense as they study right-angle triangles. They will learn that if two side lengths are known, then the length of the third can be figured out without measuring it, using the Pythagorean Theory. Students learn how to calculate unknown angles by applying the angle properties of intersecting and parallel lines. Students also build their understanding of very large units such as a terabyte and very small units like a nanosecond that are used in current technologies.


Strand: Financial Literacy

Learning outcome: Students will learn to create a plan to reach financial goals and identify ways to maintain balanced budgets. Students compare different ways that consumers can get value for their money when spending, such as using reward programs or taking advantage of sales. Students investigate the concepts of simple and compound interest using technology, (for example, a spreadsheet program) and explain how interest affects long-term financial planning.

Anchor 4

Science
 

Strand: Interactions in the Environment

Learning outcome: The study of ecosystems is an introduction to the study of ecology and involves investigation of the complex interactions between all types of organisms and their environment. Students will learn that ecosystems consist of communities of plants and animals that are dependent on each other as well as on the non-living parts of the environment. They will also learn that groups of ecosystems make up biomes, which, in turn, are components of the biosphere. In investigating ecosystems, students will examine the effects of natural factors, such as climate changes, as well as the impact of technological changes on the environment.

Strand: Pure Substances and Mixtures
Learning outcome: By exploring the distinction between pure substances and mechanical mixtures and solutions, students will come to recognize that most matter is either a solution or a mechanical mixture-including most foods and drinks, many medicines, cosmetics, building materials, cleaning agents and so on. Introduction of a scientific model (the particle theory) used to describe the particular nature of matter will provide a conceptual basis for students’ learning in this area.

Strand: Heat
Learning outcome: Students will learn about the causes and effects of heat. They will investigate its properties and how these are related to measurement of temperature. Students will also be introduced to particle theory, which can help them to explain their observations and to understand both the relationship between heat and temperature and the concept of heat capacity. Society’s need to maintain its ability to produce heat is another focus of study. Students will consider ideas about recycling excess or waste heat and about how to make better use of alternative, renewable heat sources to replace non-renewable resources that are being depleted.


Strand: Structural Strength and Stability
Learning outcome: Students will learn more about the effects of forces that act on and within different structural forms. Using increasingly sophisticated techniques, students will continue to investigate how different structural forms support or withstand loads by designing, building, and testing solid (or mass structures), shell structures, and frame structures.

Social Studies: History & Geography

Strand: New France and British North America

Learning outcome: Students will examine social, political, economic, and legal changes in Canada between 1713 and 1850. They will explore the experiences of and challenges facing different groups, including First Nations, Métis, and Inuit communities, in Canada during this period, and will compare them to the experiences of present-day Canadians. In this grade, students will be introduced to the historical inquiry process and will apply it to investigate different perspectives on issues in eighteenth- and early-nineteenth-century Canada, including issues associated with the shift in European imperial powers and the impact on Indigenous individuals and communities. Students will learn about various groups that existed in colonial Canada and how they were affected by the conflicts and changes that characterized this period. They will begin to apply the concepts of historical thinking to their study of Canadian history, leading to deeper and more meaningful explorations of life in colonial Canada. Students will also develop their ability to gather and critically analyse evidence from primary sources in order to form their own conclusions about historical issues and events.

Strand: Canada, 1800–1850: Conflict and Challenges
Learning outcome: Students will examine their local community, its characteristics and services, and how it meets the needs of the people who live and work there. Students will be introduced to the social studies inquiry process, and will use this process when conducting investigations related to roles, relationships, and responsibilities, and to their local community. In addition, students will learn how to use the basic elements of maps to help them extract information from and construct maps for specific purposes.

Strand: Physical Patterns in a Changing World

Learning outcome: Students will explore opportunities and challenges presented by the physical environment and the ways in which people around the world have responded to them. They will develop an understanding of patterns in Earth’s physical features and of the physical processes and human activities that create and change these features. Building on their knowledge of natural resources, students will study the extraction/harvesting and use of these resources on a global scale. They will examine the relationship between Earth’s physical features and the distribution and use of natural resources while exploring ways of preserving global resources. In this grade, students will be introduced to the geographic inquiry process and to the concepts of geographic thinking. They will apply the concept of geographic perspective while investigating the impact of natural events and human activities on the physical environment and also various effects of natural resource extraction/harvesting and use. Students will continue to develop their spatial skills, extracting and analyzing information from a variety of sources, including different types of maps and graphs, photographs and digital representations, and geographic information systems (GIS).

Strand: Natural Resources around the World: Use and Sustainability
Learning outcome: Students will examine their local community, its characteristics and services, and how it meets the needs of the people who live and work there. Students will be introduced to the social studies inquiry process, and will use this process when conducting investigations related to roles, relationships, and responsibilities, and to their local community. In addition, students will learn how to use the basic elements of maps to help them extract information from and construct maps for specific purposes.

Anchor 5
Anchor 6

Health and Physical Education
 

Strand: Social-Emotional Learning Skills

Learning outcome: Throughout Grade 7, 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

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