Curriculum - Grade 10
More Information
Links to the Ontario Curriculum
Kids' Fish Art Contest Activities 1-7
[1]: Webs & Stacks
[2]: Know Your Fish!
[3]: Fish & Habitat Balance Mobiles
[4]: One Person's Trash (fish)...
[5]: Chinook Salmon: Too Successful?
[6]: Sketch Studies
[7]: Young Angler’s Licence Artwork
Numbers in [] following expectations refer to the activity number that will contribute to that expectation.
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Expectations for the Ontario Curriculum
Grade 10, Visual Arts, Open
Theory
Overall Expectation
- Demonstrate an understanding of the design process [2/3, 6/7]
Design and Composition
- Describe the steps of the design process [2/3, 6/7]
Creation
Overall Expectations
- Produce a work designed around specific objectives and challenges [2/3, 6/7]
- Demonstrate the ability to take varied and creative approaches to using materials, tools, processes, and technologies in studio activities [2/3, 6/7]
- Explain the importance of process in relation to the final product [2/3, 6/7]
Perceiving and Planning
- Use various strategies in creating images [2/3, 6/7]
- Use tools, materials, processes, and technologies safely and appropriately [2/3, 6/7]
- Use research from various sources as part of the creative process [2/3, 6/7]
Experimenting and Producing
- Demonstrate the ability to solve artistic problems and make creative choices when completing artworks that reflect their concerns [2/3, 6/7]
- Demonstrate the ability to use an increasing range of tools, materials, processes, and technologies in producing works of fine art and applied design [2/3, 6/7]
Reviewing and Evaluating
- Develop sketchbooks, a portfolio, and/or planners that document their personal art process [2/3, 6/7]
- Demonstrate the ability to review and evaluate the creative processes they use as well as the resulting artwork [7]
Analysis
Overall Expectation
- Apply critical analysis processes to their artwork and works studied [7]
- Identify sensory, formal, expressive, and technical qualities in their own works and works studied [7]
Critical Process
- Describe the stages of the design process followed in a particular assignment [2/3, 6/7]
- Analyse the formal composition of artwork from personal and/or historical works studied [7]
- Explain the significant expressive qualities of a work of art with reference to a list of possible categories [7]
Aesthetics
- Explain how the formal organization of visual content as well as the imitation of life can be used to create and think about works of art [3, 7]
Grade 10, Science, Academic
Scientific Investigation Skills and Career Exploration
Overall Expectations
- Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating) [4, 5]
- Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields [5]
Scientific Investigation Skills
- Formulate scientific questions about observed relationships, ideas, problems, and/or issues, make predictions, and/or formulate hypotheses to focus inquiries or research [5]
- Identify and locate print, electronic, and human sources that are relevant to research questions [4]
- Analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers [5]
Grade 10, Science, Applied
Scientific Investigation Skills and Career Exploration
Overall Expectations
- Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating) [4, 5]
- Identify and describe a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields [5]
Scientific Investigation Skills
- Formulate scientific questions about observed relationships, ideas, problems, and//or issues, make predictions, and/or formulate hypotheses to focus inquiries or research [5]
- Identify and locate print, electronic, and human sources that are relevant to research questions [4]
- Analyse and interpret qualitative and/or quantitative data to determine whether the evidence supports of refutes the initial prediction or hypothesis, identifying possible sources of error, bias, or uncertainty [5]
- Draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge [4]
- Communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentation, using appropriate language and a variety of formats [4]
Career Exploration
- Identify and describe a variety of careers related to the fields of science under study and the education and training necessary for these careers [5]
