# Explorations 2: British Columbia Curriculum Correlations Please use the Find function to search for specific expectations.

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6 MOVING THINGS Engage How do things move? (p. 72) How can we put it in motion? (p. 73) Mathematics: Shape and Space Measurement C3 compare and order objects by length, height, distance around, and mass using nonstandard units, and make statements of comparison; C4 measure length to the nearest non-standard unit by using multiple copies of a unit; using a single copy of a unit; C5 demonstrate that changing the orientation of an object does not alter the measurements of its attributes Science: Processes of Science Use their senses to interpret observations observe, record, and make sensory comparisons information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension Mathematics: Shape and Space Measurement C3 compare and order objects by length, height, distance around, and mass using nonstandard units, and make statements of comparison; C4 measure length to the nearest non-standard unit by using multiple copies of a unit; using a single copy of a unit; C5 demonstrate that changing the orientation of an object does not alter the measurements of its attributes What do we see that moves? (p. 74) Science: Processes of Science Use their senses to interpret observations observe, record, and make sensory comparisons; provide comprehensive explanations based on observations made or facts learned English Language Arts: Writing Purposes C2 create informational writing and representations about non-complex topics and procedures colour, line, shape, texture, pattern, symmetrical balance create images featuring shape Science: Processes of Science Use their senses to interpret observations observe, record, and make sensory comparisons British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 6

7 What different ways can we move in a pattern? (p.75) Arts Education: Dance Creating Dance A2 create movement sequences based on patterns, stories, and themes work co operatively in groups to create movement sequences; repeat and vary movements to create sequences; Elements of Dance B1 move safely in both personal space and general space during dance activities participate in movement exercises involving shared space and general space alone, with a partner, in small groups; B2 move in a variety of levels, pathways, dynamics, and directions, using a variety of body shapes demonstrate movements at different levels, movements in different directions, movements along a variety of pathways, a variety of body shapes in partner work, a variety of dynamics; B3 move in time to a variety of rhythms, metres, and tempi following teacher modelling, repeat movements to create a simple choreographic form Physical Education: Movement Skills B1 move through general space, incorporating directional change change direction while moving to converge, avoid, or join others; B2 demonstrate proper technique for performing specific non-locomotor movement skills including but not limited to the following: rock and sway, swing, step turn demonstrate proper technique for non-locomotor movement skills such as rock and sway maintain a rounded body position where it touches the floor; maintain a stable base for swaying, swing maintain smooth, rhythmic action, keeping swinging body parts loose and relaxed; keep extent of the swing the same on both sides of the swing, step turn smooth and controlled stepped turn using both feet, maintaining balance throughout the turn Mathematics: Patterns and Relations Patterns B1 demonstrate an understanding of repeating patterns by describing, extending, comparing, creating patterns using manipulatives, diagrams, sounds, and actions; B2 demonstrate an understanding of increasing patterns by describing, reproducing, extending, creating patterns using manipulatives, diagrams, sounds, and actions Invitations to Inquire: Cluster 1 How do magnets affect movement? (p. 81) How do different ramps affect how things move? (p. 83) Science: Processes of Science use their senses to interpret observations observe, record, and make sensory comparisons; provide comprehensive explanations based on observations made or facts learned English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Thinking A9 use speaking and listening to develop thinking Mathematics: Shape and Space Measurement C3 compare and order objects by length, height, distance around, and mass using non-standard units, and make statements of comparison; C4 measure length to the nearest non-standard unit by using multiple copies of a unit; using a single copy of a unit Mathematics: Shape and Space Measurement C3 compare and order objects by length, height, distance around, and mass using non-standard units, and make statements of comparison; C4 measure length to the nearest non-standard unit by using multiple copies of a unit; using a single copy of a unit Science: Physical Science Properties of Matter describe applications of simple and compound machines used in daily life in BC communities British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 7

8 How does the wind affect the way things move? (p. 84) English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Thinking A9 use speaking and listening to develop thinking Mathematics: Shape and Space Measurement C3 compare and order objects by length, height, distance around, and mass using nonstandard units, and make statements of comparison; C4 measure length to the nearest non-standard unit by using multiple copies of a unit; using a single copy of a unit; C5 demonstrate that changing the orientation of an object does not alter the measurements of its attributes How will you build a toy with moving parts? (p. 86) Science: Physical Science Properties of Matter identify the properties of solids, liquids, and gases observe and accurately list the properties of each state of matter English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Writing Purposes C2 create informational writing and representations about non-complex topics and procedures colour, line, shape, texture, pattern, symmetrical balance create images featuring colour; create images featuring line; create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; A5 create 2-D and 3-D images to communicate experiences, moods, and stories to illustrate and decorate, that represent a point in time, that represent specific places, based on events or issues topics in their school and community create images that represent events or topics in their school or community; Exhibition and Response D2 display individual and group artworks in a variety of ways view and discuss a variety of displays of their own and others artworks Science: Physical Science Properties of Matter illustrate in detail how a combination of simple machines can be used to solve various problems in daily life British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 8

9 Invitations to Inquire: Cluster 2 How will we create a kinetic sculpture? (p. 88) English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Thinking A9 use speaking and listening to develop thinking; Reading and Viewing Purposes B4 view and demonstrate comprehension of visual texts colour, line, shape, texture, pattern, symmetrical balance create images featuring colour; create images featuring line; create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; A5 create 2-D and 3-D images to communicate experiences, moods, and stories to illustrate and decorate, that represent a point in time, that represent specific places, based on events or issues topics in their school and community create images that represent events or topics in their school or community; Context C1 describe a variety of reason people make and use visual arts list reasons people make and use visual art; discuss the importance, significance, or value of a selected artwork; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; describe the elements, principles, image-development strategies, materials, technologies, and processes they used in their own work; D2 display individual and group artworks in a variety of ways view and discuss a variety of displays of their own and others artworks Science: Physical Science Properties of Matter describe applications of simple and compound machines used in daily life in BC communities describe the various ways in which Aboriginal peoples in BC have used machines to meet basic and artistic needs in their daily lives British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 9

11 Invitations to Inquire: Cluster 3 How can we move from here to there? (p. 93) English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Strategies A4 use strategies when interacting with others; Thinking A9 use speaking and listening to develop thinking colour, line, shape, texture, pattern, symmetrical balance create images featuring line; create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; D2 display individual and group artworks in a variety of ways view and discuss a variety of displays of their own and others artworks What do you recommend for 60 minutes of active movement? (p. 94) Social Studies: Economy and Technology D3 describe how technology affects individuals and schools describe ways in which specific technologies help people accomplish tasks. Human and Physical Environment E3 describe how the physical environment influences human activities provide specific examples from the local community to describe how the physical environment influences human activities English Language Arts: Writing Purposes C1 create personal writing and representations that express connections to personal experiences, ideas, likes, and dislikes; Thinking C7 use writing and representing to express personal responses and opinions about experiences or texts Health and Career Education: Health Healthy Living C1 describe practices that contribute to physical and emotional health describe practices that contribute to physical health Mathematics: Number A4 represent and describe numbers to 100, concretely, pictorially, and symbolically; A7 illustrate, concretely and pictorially, the meaning of place value for numerals to 100 British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 11

13 DESIGN TIME Engage What do we notice about the design of structures in our world? (p.102) English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Thinking A9 use speaking and listening to develop thinking colour, line, shape, texture, pattern, symmetrical balance create images featuring line; create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; A5 create 2 D and 3 D images to communicate experiences, moods, and stories to illustrate and decorate, that represent a point in time, that represent specific places, based on events or issues topics in their school and community create images that represent events or topics in their school or community; Context C1 describe a variety of reason people make and use visual arts list reasons people make and use visual art; discuss the importance, significance, or value of a selected artwork; identify examples of visual art in their homes, school, and community; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; describe the elements, principles, image development strategies, materials, technologies, and processes they used in their own work; D2 display individual and group artworks in a variety of ways view and discuss a variety of displays of their own and others artworks Mathematics: Shape and Space 3-D Objects and 2-D Shapes C7 describe, compare, and construct 3-D objects, including cubes, spheres, cones, cylinders, pyramids; C9 identify 2-D shapes as parts of 3-D objects in the environment What different shapes can we make? (p. 103) Science: Physical Science Properties of Matter identify the properties of solids, liquids, and gases observe and accurately list the properties of each state of matter colour, line, shape, texture, pattern, symmetrical balance create images featuring shape; Skills and Strategies B2 describe and apply the use of specific elements and principles in images, including colour, shape, line, pattern, symmetrical balance create images that demonstrate the use of shape to produce a particular effect Mathematics: Shape and Space 3-D Objects and 2-D Shapes C8 describe, compare, and construct 2-D shapes, including triangles, square, rectangles, circles British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 13

14 How can we use natural objects to create a work of art? (p. 104) What if it had never been created? (p. 105) English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Reading and Viewing Purposes B4 view and demonstrate comprehension of visual texts colour, line, shape, texture, pattern, symmetrical balance create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; A5 create 2 D and 3 D images to communicate experiences, moods, and stories to illustrate and decorate, that represent a point in time, that represent specific places, based on events or issues topics in their school and community create images that represent specific places; Skills and Strategies B3 describe and apply a variety of materials, technologies, and processes to create images select and apply a variety of materials, technologies, and processes to create images; Context C1 describe a variety of reason people make and use visual arts list reasons people make and use visual art; discuss the importance, significance, or value of a selected artwork; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; describe the elements, principles, image development strategies, materials, technologies, and processes they used in their own work English Language Arts: Oral Language (Speaking and Listening) Purposes A2 use speaking to explore, express, and present ideas, information, and feelings; A3 listen attentively for a variety of purposes and demonstrate comprehension; Writing Purposes C2 create informational writing and representations about non-complex topics and procedures colour, line, shape, texture, pattern, symmetrical balance create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; Skills and Strategies B3 describe and apply a variety of materials, technologies, and processes to create images select and apply a variety of materials, technologies, and processes to create images; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; describe the elements, principles, image development strategies, materials, technologies, and processes they used in their own work British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 14

15 Invitations to Inquire: Cluster 1 How can we combine shapes to create an interesting design? (p. 111) English Language Arts: Writing Purposes C1 create personal writing and representations that express connections to personal experiences, ideas, likes, and dislikes Arts Education: Visual Arts Creative Processes A2 create images using the image development strategies of simplification and abstraction create an image using abstraction as an image development strategy; A3 create images featuring one or more visual elements and principles of design including colour, line, shape, texture, pattern, symmetrical balance create images featuring shape; A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; A5 create 2 D and 3 D images to communicate experiences, moods, and stories to illustrate and decorate, that represent a point in time, that represent specific places, based on events or issues topics in their school and community create images that represent specific places; Skills and Strategies B3 describe and apply a variety of materials, technologies, and processes to create images select and apply a variety of materials, technologies, and processes to create images; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; describe the elements, principles, image development strategies, materials, technologies, and processes they used in their own work How can we arrange recycled materials to create a work of art? (p. 112) Mathematics: Shape and Space 3-D Objects and 2-D Shapes C7 describe, compare, and construct 3-D objects, including cubes, spheres, cones, cylinders, pyramids; C8 describe, compare, and construct 2-D shapes, including triangles, square, rectangles, circles Arts Education: Visual Arts Creative Processes A4 experiment with materials, technologies, and processes to create particular effects explore and experiment with a range of materials, technologies, and processes to create images; A5 create 2 D and 3 D images to communicate experiences, moods, and stories to illustrate and decorate, that represent a point in time, that represent specific places, based on events or issues topics in their school and community create images that represent specific places; Skills and Strategies B3 describe and apply a variety of materials, technologies, and processes to create images select and apply a variety of materials, technologies, and processes to create images; Exhibition and Response D1 describe their response to artworks identify visual elements, principles of design, and image-development strategies used in images viewed; suggest reasons for the use of elements and principles in their own and others works; identify materials, technologies, and processes used in images viewed, and describe their effects; describe the elements, principles, image development strategies, materials, technologies, and processes they used in their own work British Columbia Curriculum Correlations, Explorations 2. The right to reproduce or modify this page is restricted to purchasing schools. This page may have been modified from its original. Copyright 2015 Pearson Canada Inc. 15

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