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All About Me - Grade 3 Teacher Resource

British Columbian Edition

Curriculum Connections & Learning Opportunities

TABLE OF CONTENTSSuggested Tags 2

Applied Design, Skills, and Technologies 3

Arts Education 9

Career Education 23

English Language Arts 29

Mathematics 37

Physical and Health Education 46

Science 55

Social Studies 63

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Suggested Tags

My Culture My Family My Community Subject Areas

Applied Design, Skills, and Technologies Arts Education Career Education Core French English Language Arts Mathematics Physical and Health Education Science Social Studies

Core Competencies Communication Creative Thinking Critical Thinking Social Responsibility Personal Awareness and Responsibility Positive Personal and Cultural Identity

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Applied Design, Skills, and TechnologiesCAREER EDUCATION BIG IDEA 1:

Confidence develops through the process of self-discovery.

Competencies Learning Opportunities AAM Portfolio Activity

Curricular

Explore the use of simple, available tools and technologies to extend their capabilities

Use materials, tools, and technologies in a safe manner in both physical and digital environments

Develop their skills and add new ones through play and collaborative work

Sharing – decide how and with whom to share their product

Making – make a product using known procedures or through modelling of others

Core

Communication Creative Thinking Critical Thinking Positive Personal and Cultural

Identity Personal Awareness and

Responsibility Social Responsibility

Create an AAM portfolio. Explore the digital AAM Portfolio program and create a unique portfolio all about you. Start with the “About Me” boxes.

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CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common goals.


Curricular

Sharing - decide on how and with whom to share their product

Sharing - Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment

Core

Communication Critical Thinking Personal Awareness and


Present portfolios to fellow classmates or ‘buddies’ as a means to build community.

Have the portfolios on display so students can walk their audience through the highlights of what they have created about themselves.

Curricular



Develop their skills and add new

As a class, create a product that will benefit the school (i.e. planting a school garden, building and decorating a buddy bench etc.).

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “ADST”

Upload a picture of you working on the project What has your class decided to make? How will this benefit the school?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “ADST” + Tag “Giving Back”

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ones through play and collaborative work

Sharing – reflect on their ability to work effectively both as individuals and collaboratively in a group

Making – choose tools and materials

Ideating – identify needs and opportunities for designing, through exploration

Core

Communication Creative Thinking Critical Thinking Personal Awareness and


Upload a picture of the completed project How do you feel about the project now that it is

done? What are you most proud of? What other projects would you like to work on

next?

Add box > Journal + Tag “ADST”

Describe how you felt working with your peers to help the school.

What was the most rewarding part of the project?

Why is it important to give back? What skills did you learn that you had never tried

before? (i.e. planting, digging, hammering etc.)

CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful communication.


Curricular



Working in partners, have students build the strongest structure they can using only marshmallows and raw spaghetti noodles. At first, the partners will not be able to talk. After a short while, they will be able to draw their ideas for one

Add Box > School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection + Tag “ADST”

What did you enjoy most about working hands on with the materials?

How did doing this activity help you understand how to build?

How did you find the activity when you could not communicate with your partner?

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Sharing – use personal preferences to evaluate the success of their design solutions

Making – use trial and error to make changes, solve problems, or incorporate new ideas from self or others

Core



another. A short while after that they will be allowed to speak with one another. Test how much weight the structure can hold by placing different items on it.

End with a gallery walk to view all of the other structures.

What does this tell us about communication?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “ADST” + Tag “Building”

Upload a picture of the completed project How do you feel about your structure What are you most proud of? What would you do differently next time?

CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop skills.


Curricular



Develop their skills and add new

Provide students with different tools to play and experiment with (i.e. Velcro, felt, pipe cleaners, elastics, popsicle sticks, tape, straws, paper, paper clips, marble etc. After they have had time to explore their materials and what they can use them to make, pose a

Add Box > Add Media > Add Video /Link + Tag “Critical Challenge”

Upload a video of you testing your creation What strategy did you use in make your creation? Did your creation work?

Could it be better? What would you change?

Add box > School > My Favourite Subject > Other > ADST Click the Speech Bubble and add a Reflection + Tag “ADST”.

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ones through play and collaborative work

Sharing – use personal preferences to evaluate the success of their design solutions

Making – use trial and error to make changes, solve problems, or incorporate new ideas from self or others

Core

Creative Thinking Critical Thinking

critical challenge (i.e. using only the materials in front of you, create a simple machine that fall the slowest. Give students a set amount of time to complete the challenge and test their creations.

What do you like to make? Do you prefer following instructions or

experimenting with your own ideas?

CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different skills.


Curricular




Core

Communication

Allow students free time to explore the World of Work feature.

Have students select one profession and identify ways that they use ADST in their daily work. What skills do they need to have?

Allow additional free time for students to play job match and learn about the jobs that it uncovers.

My Future > World of Work > Add a job to Portfolio > Click the Speech Bubble and add a Reflection

How does the job you have selected connect to art? What types of other jobs could this person do based on

the skills they have?

My Future > Job Match > Click the Speech Bubble and add a Reflection

What jobs did you uncover? What skills do these jobs need?

Do you have these skills yet? Would you want to do this job?

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Critical Thinking Positive Personal and Cultural

Identity

CAREER EDUCATION BIG IDEA 6:Learning is a lifelong enterprise.


Curricular

Making – make a product using known procedures or through modelling of others



Core

Communication Creative Thinking Critical Thinking

Introduce students to the history of textiles and design. Discuss how First Peoples weaved goods and clothing, as well as the importance of sewing and knitting in many Canadian households.

Provide students with child safe sewing supplies. Have them hand sew a pouch or other simple cloth piece.

Discuss how older generations grew up making things by hand and are now learning to use technology. Younger generations have grown up with technology and are now learning to make things by hand. There is always something to learn.

Add box > About Me > My Strengths > Learning New Things > Click the Speech Bubble and add a Reflection + Tag “Creative Thinking”

Have you ever sewed before? What did you find hard about sewing? Would you like to sew again?

What else would you like to learn to do?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “ADST”

Upload a picture of your creation What did you make? How did you make it?

What would you like to make next?

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Arts EducationCAREER EDUCATION BIG IDEA 1:



CurricularExploring and Creating

Explore identity, place, culture, and belonging through arts experiences

Choose elements, processes, materials, movements, technologies, tools, techniques, and environments of the arts

Reasoning and Reflecting

Refine ideas, processes, and technical skills in a variety of art forms

Connect knowledge and skills from other areas of learning in planning, creating, and interpreting works for art

Communicating and Documenting

Interpret and communicate ideas using symbolism in the arts

Express feelings, ideas, and experiences in creative ways

Demonstrate increasingly sophisticated application and/or engagement of curricular

Ask students to select a poem they have written from their poetry folder and use dance to represent the ideas in their poem

I.e. Choose a cinquain poem about yourself and represent the words in the poem with movement

What words could you represent with quick movements?

How can you use force (I.e. lightness and strength) to represent the variety of adjectives in your poem?

Add Box > Add Media > Add Video /Link > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Dance” + Tag “Creativity”

Upload a video of the dance you created for your cinquain poem

What skills did you use to create your dance? What parts of your personality does the dance

show? What do you like the best about your dance

performance?

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contentCore

Communication Creative Thinking Positive Personal and Cultural

Identity



Explore relationships among cultures, communities, and the arts



Reflect on creative processes and make connections to personal experiences




Apply learned skills, understandings, and processes

Ask students to select a piece of music or genre of music that resonates with their own cultural background and share the music with their classmates

Interview a family member to learn more about the music of their culture

Think of a particular song or genre of music that their family listened to when they were young

Reflect on a holiday or cultural festival where music is used for celebration

Teacher’s Note: Provide students with an opportunity to explore the connection between emotion and music by playing a music from a variety of genres

About Me > My Background > Select Background > Audio Recording > Add Emotion + Tag “My Culture” + Tag “My Family” + Tag “Music”

Add a YouTube video of a song/music you selected Talk about the music you chose to represent part of your

culture How does this music connect with your cultural

background? Describe how the music makes you feel.

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in new contexts

Core


Identity

and ask students to reflect and share what emotions the song made them feel



Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play






Take students outside to use natural materials to create land art sculptures inspired by the work of Andy Goldsworthy.

Connect students with the natural beauty of the land.

Encourage students to think about their own community and the home they grew up in and create a mixed-media piece inspired by their feelings of home (i.e. Use fabric, magazine clippings, wax crayons, yarn)

Teacher’s Note: Ensure students have learned the basic elements and principles of design.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts”

Upload a picture of your land art sculpture What natural materials did you use? What elements of design do you see in your sculpture?

(i.e. Use of colour, shapes, texture) What personal feeling/idea/message is

represented in your artwork?

Add box > Journal + Tag “Art”Write or talk about your experience using natural materials to create land art

How was your experience creating art in nature different from working in a classroom?

What did you enjoy most about your experience creating art in nature?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “My Family” + Tag “My Community”

Upload a picture of your mixed-media artwork

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Apply learned skills, understandings, and processes in new contexts

Core




What skills did you use to create your artwork? What elements of design do you see in your artwork? (i.e.

Use of colour, shape, texture) What personal feelings/ideas/message about

your home/ community is represented in your artwork?







As a class, explore a variety of traditional and contemporary dances from different cultures in Canada and around the world

Watch a YouTube video of a particular dance style and investigate the meaning of the dance performance

Invite family members into the classroom to share a dance which is

Add Box > School > My Favourite Subject > Dance > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Dance” + Tag “Global Citizenship”

Write or talk about a type of dance you learned about in class

What is the cultural origin of this type of dance? What dance movements or patterns did you see

in the performance?

Add Box > Add Media > Add Picture/Drawing + Tag “Dance” Upload a photo or add a drawing of the various dance

styles and costumes you saw in class

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Observe, listen, describe, inquire, and predict how artists use processes, materials, movements, technologies, tools, and techniques




Experience feelings, ideas, and experiences in creative ways

Apply learned skills, understandings, and processes in new contexts

Core

Creative Thinking Critical Thinking Positive Personal and Cultural

Identity

popular in their culture

Books to Consider : Powwow’s Coming by Linda Boyden

My Future > Explore Jobs > Keyword: Dance Explore the different jobs you see when you search

“Dance” and learn more about one of the jobs Optional: Add a Job that interests you to your Portfolio

What do you love most about this job?


Choose elements, processes, materials, movements,

Organize a field trip to a local children’s theatre or watch a drama rehearsal for a school play

Add Box > School > What I Like > Other > Going on Field Trips > Click the Speech Bubble and add a Reflection/Audio Recording

Write or talk about your field trip to watch a play/performance

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technologies, tools, techniques, and environments of the arts





Observe, listen, describe, inquire, and predict how artists use processes, materials, movements, technologies, tools, and techniques




Describe and respond to visual art and performing art pieces and provide constructive feedback

Demonstrate increasingly sophisticated application and/or engagement of curricular

Before the field trip, learn about the type of theatre performance they will watch (I.e. musical, drama, puppet show)

After the field trip, identify some of the distinct style features that were used in that type of performance

As a class, brainstorm some of the roles that are involved in putting together a drama performance

What was the performance you saw? What stylistic features did you see? (i.e. Gestures,

music, costumes) What did you like about this style of drama? What did you dislike about this style of drama?

My Future > World of Work > Theatre Explore the Theatre arena Listen to the job descriptions Are there any jobs related to the theatre that surprise

you?Optional: Add a Job that interests you to your portfolio

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content Experience, document, and

share creative works in a variety of ways

Core


Identity









Describe and respond to visual art and performing art pieces

As a class, use think-pair-share to generate ideas about where students hear music in their personal lives and where they hear music in their community.

Invite family members into the classroom to share their own cultural music or how their family uses music in their lives.

My Future > Explore Jobs > Keyword: Music Explore the different jobs you see when you search

“Music” and learn more about one of the jobs Optional: Add a Job that interests you to your Portfolio

What skills does this job need?

Add Box > Add Journal > Add File/Link > Add Emotion + Tag “My Culture” + Tag “My Community”

Write about a specific song or type of music that reminds you of an event or experience

What event/experience does the music remind you of?

How do you feel when you hear this song? Why is music an important part of

community/culture?

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and provide constructive feedback

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core



Responsibility








Have all students contribute to a mini classroom art-gallery and ask students to participate in a “gallery walk” where they display their favourite artwork and share what they like about their own and their classmates’ artwork.

Invite other members of the school community to come view the art.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording

Upload a picture of the artwork you chose to display during your class gallery walk

Why did you choose to display this painting? What makes you a good artist?

Add Box > Add Journal + Tag “Visual Arts” Write or talk about your strengths in visual art, a strategy

or skill you have recently learned, and areas you would like to improve or learn more about

Add Box > My Goals > Academic > Visual Arts > Action Plan + Tag

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Experience, document, and share creative works in a variety of ways

Core

Communication Critical Thinking Positive Personal and Cultural

Identity Social Responsibility

Encourage students to keep an Arts Journal where they can reflect on their strengths in visual art, a strategy or skill they have recently learned, and areas for improvement or further learning

Books to Consider : The Dot by Peter H. ReynoldsThe Dot: https://www.youtube.com/watch?v=t5mGeR4AQdM&t=21s

“Visual Arts” Example: Set a goal to experiment with using clay to

create abstract sculpturesWith the help of your teacher, write an Action Plan to help you achieve your Visual Arts goal

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Experience, document, and share creative works in a variety of ways

As a class, practice responding to a variety of dramatic performances, including their classmates’ and their own performances, using drama terminology, with the goal of hosting a performance for another class

How did the actors/actresses tell the audience they were happy/angry?

How did the setting help tell the story?

How did the music help tell the story?

Add Box > School > My Favourite Subject > Drama + Tag “Drama” + Tag “Critical Thinking”

Using drama terminology, reflect on one element of drama you saw in a performance

Add Box > My Goals > Academic > Drama > Action Plan Set a goal to use one of the elements of drama in your

own performance (i.e. Setting, gesture, tone of voice)With the help of your teacher, write an Action Plan to help you achieve your Drama goal

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Core

Communication Creative Thinking Social Responsibility




Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play






Prompt students to use problem-solving skills for their own artwork

What kind of tool could you use to create a smooth finish for your sculpture?

What colours can you add to change the mood of your painting?

How can you use different thickness in lines to show movement?

Add Box > About Me > My Strengths > Thinking outside the box > Click the Speech Bubble and add a Reflection/Audio + Tag “Creativity” + Tag “Visual Arts”

Write or talk about a time you tried a new technique or strategy to create your artwork

Add Box > My Goals > Academic > Visual Arts > Action Plan + Tag “Visual Arts”

Set a goal to use a new technique in your next art projectWith the help of your teacher, write an Action Plan to help you achieve your Visual Arts goal

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Core

Critical Thinking Personal Awareness and

Responsibility







Connect knowledge and skills from other areas of learning in planning, creating, and

As a class play the drama game “What are you doing?” The class forms a circle with one student in the middle. This student performs an action that reflects a profession/skill in the community (i.e. pretending to sing). The next person in the circle enters the circle and asks “What are you doing” and the person pretending to sing says a new action/skill (i.e. driving a bus) that the new student to the circle must act out. The game

Add Box > School > My Favourite Subject > Drama + Tag “Drama” + Tag “Community”

Was it hard to act out professions/skills? How did you feel acting out the different jobs?

Add Box > Add Journal + Tag “Drama” Write or talk about your experience playing the game.

Was it harder to act out the job or to think of one for the next person?

What jobs weren’t acted out?

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interpreting works for artCommunicating and Documenting



Core

Communication Creative Thinking

continues as each person enters the circle in order and asks the individual acting what they are doing.





Create artistic works collaboratively and as an individual, using ideas, inspired by imagination, inquiry, experimentation, and purposeful play


Brainstorm as a class things that students expect to learn later in life (i.e. how to drive a car).

In small groups, have the students tableau the different lessons they expect to learn later in life. Have the other groups try and guess what the lesson is.


Upload a picture of the group’s tableau How did your group present the learning in a

single pose? Were your peers able to guess the lesson? Who do you think will help you learn this skill?

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Core

Communication Creative Thinking

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Career Education CAREER EDUCATION BIG IDEA 1:



Curricular

Identify and appreciate their personal attributes, skills, interests, and accomplishments

Recognize the basic skills required in a variety of jobs in the community

Core

Positive Personal and Cultural Identity

Personal Awareness and Responsibility

Have students draw a self-portrait, accentuating all of their favourite attributes (i.e. if they are kind draw a big heart, if they are a good listener draw big ears etc.). Students should accentuate at least five features. If they need help they can ask their peers to share any things they admire about them. The drawing should also show the student’s interests and strengths (i.e a soccer ball, books, math equations etc.).

Once students have completed their drawing have them share it with the class. They can walk their classmates through what they drew and what it represents.

Keeping all of their characteristics in mind, have students think about what jobs

Add box > About Me > My Values > Click the Speech Bubble and add a Reflection + Tag “Self-discovery”

Why is this value important to you?

Add box > About Me > My Strengths > Click the Speech Bubble and add a Reflection + Tag “Self-discovery”

What strength are you most proud of?

Add box > About Me > My Attributes > Click the Speech Bubble and add a Reflection + Tag “Self-discovery”

What is your favourite attribute?

Add box > About Me > My Interests > Click the Speech Bubble and add a Reflection + Tag “Self-discovery”

What do you do for fun?

My Future > Explore Jobs > Type in a job that interests you > Add to Portfolio > Click the Speech Bubble and add a Reflection + Tag “Critical Thinking”

What strengths of yours would make you good at this job?

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they may want to do one day. Which of their skills would make them good at each job they select?



Curricular

Recognize the importance of positive relationships in their lives

Share ideas, information, personal feelings, and knowledge with others

Work respectively and constructively with others to achieve common goals

Core



Have students pair up with buddies in an older grade and complete a social project as a class to increase the sense of community within the school i.e. write a positive note to each student in the school, host an inspirational assembly about friendship with performances and key messages, monitor the playground at recess and distribute high-fives (or ribbons/stickers/prizes) to students they see being kind.

Add box > My Goals > Academic > Career Education > Click the Speech Bubble and add a Reflection + Tag “Building Relationships”

Set a goal with your buddy to contribute to the class’ goal of increasing the sense of community within the school

Create an action plan together of how you will you contribute

What does success look like?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection

Upload a photo of you and your buddy working on the project

How has your work on the project made others happy? How do you know?

Who have you gotten to know better while working on this project? Have you made new friends?



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Curricular

Work respectively and constructively with others to achieve common goals

Recognize the importance of positive relationships in their lives

Core

Communication Personal Awareness and


Discuss with students how much of our communication is non-verbal.

Pair students up and have them complete a sculpting challenge. Partner A will be blindfolded. Partner B will have a simple shape in front of them that they need to help Partner A sculpt using clay through their verbal instructions. Partner B cannot touch the clay or Partner A. Once Partner A has finished their sculpture have them take off the blindfold and compare their sculpture to the original Partner B was explaining. Were they close? Have the partners switch roles.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection

Upload a photo of your sculpture next to the original Is your sculpture close?

How important was it that your partner’s directions were clear?

Add box > About Me > My Strengths > Being a Good Listener > Click the Speech Bubble and add a Reflection + Tag “Collaboration”

Was it hard having only verbal instructions?o What would have made this task easier?



Curricular

Demonstrate effective work habits and organizational skills appropriate to their level of development.

Recognize the basic skills required in a variety of jobs in

Have students identify their own work habits? Provide examples as a guide.

Are the habits they have identified good or bad work habits?

Add box > About Me > My Strengths > Click the Speech Bubble and add a Reflection + Tag “Effective Work Habits”

Why is this an important work habit? How will this habit help you in a future career?

Add box > My Goals > Learning Skills > Action Plan > Click the Speech Bubble and add a Reflection + Tag “Effective Work Habits”

What work habit will you work on?

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the community. Identify and appreciate the roles

and responsibilities of people in their schools, families, and communities.

Identify and appreciate their personal attributes, skills, interests, and accomplishments.

Core

Creative Thinking Critical Thinking Personal Awareness and


How will these work habits be part of a future career?

Have students identify three work habits they are good at.

Have students identify two work habits they can work on at school to help themselves stay organized, on task, and successful now and in the future.

How will you work to improve this? How will improving this work habit help you in

the future?



Curricular

Identify and appreciate the roles and responsibilities of people in their schools, families, and communities

Demonstrate effective work habits and organizational skills appropriate to their level of development

Recognize the basic skills required in variety of jobs in the community

Have students select an adult in their life (community, school, family). What roles and responsibilities do they think this person has? What daily tasks do they think this person completes? What skills do they think this person has to complete these tasks?

Have students interview the adult they chose to study and

Add box > Journal + Tag “Career Education”

Write/verbally record a journal entry about how your perception of the adults daily life was different from how they explained it

What skills does the person have that you did not know about?

My Future > Explore Jobs > Type in a job that interests you > Add to Portfolio > Click the Speech Bubble and add a Reflection + Tag “Critical Thinking”

Would you want to do this job?

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Core


Identity

ask them the answers to the same questions (i.e. What are your roles and responsibilities? What daily tasks do you complete in your role? What skills do they need to complete these tasks?)

Students can compare and contrast what they thought they knew about the person and what they learned. Have them share their findings.

What strengths of yours would make you good at this job?



Curricular

Recognize the importance of learning in their lives and future careers

Set and achieve realistic learning goals for themselves

Identify and appreciate their personal attributes, skills, interests, and accomplishments

Core


Discuss the importance of setting and following through with goals.

Have students set three goals for the year, one academic, one learning skills, and one personal.

Have students create action plans for each goal and monitor it throughout the year.

Add box > My Goals > Academic > Click the Speech Bubble and add a Reflection + Tag “Lifelong Learning”

Set an academic goal Create an action plan that will help you track your

progress towards reaching this academic goal. Check in monthly to review your progress on the goal.

Once completed, reflect on how it felt to accomplish your goal.

Add box > My Goals > Learning Skills > Click the Speech Bubble and add a Reflection + Tag “Lifelong Learning”

Set a learning skills goal Create an action plan that will help you track your



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Positive Personal and Cultural Identity


Add box > My Goals > Personal > Click the Speech Bubble and add a Reflection + Tag “Lifelong Learning”

Set an personal goal Create an action plan that will help you track your



Add box > Journal + Tag “Lifelong Learning”

Once you have completed all three goals write/verbally record a journal entry about the importance of goal setting and always striving to learn and improve.

Now that you have achieved your goal, do you think that you can set a new goal for the same thing?

Is learning and improving ever “finished”? Have the things you would like to improve on

changed at all? Do you think they will again in the future?

How may your goals one day connect with your career?

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English Language Arts CAREER EDUCATION BIG IDEA 1:



CurricularCreate and Communicate

Create stories and other texts to deepen awareness of self, family, and community

Plan and create a variety of communication forms for different purposes and audiences

Communicate using sentences and most conventions of Canadian spelling, grammar and punctuation

Develop and apply expanding word knowledge

Use oral storytelling processesCore

Communication Positive Personal and Cultural

Identity

Invite students to present their “All About Me Portfolio” to their class, to a small group, or to a family member.

Teacher’s Note: Model for students how to present their ideas orally in a logical sequence (i.e. I think this ...because…)

Add Box > About Me > My Strengths > Sharing Ideas > Audio Recording + Tag “Language” + Tag “Communication”

Using the audio recording feature, practice presenting your “All About Me Portfolio” to your classmates

What are three main artifacts you want to share? What is your favourite feature that you would

like to share? What vocal effects (i.e. tone, pace, volume) are

you using?

Add Box > School > My Achievements > Presented in front of the class > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Communication”

Write or talk about a time you presented in front of the class

Add Box > About Me > My Interests > Optional: Music > Audio Recording > Add EmotionTalk about your favourite music and why it is your favourite

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CurricularComprehend and Connect

Read fluently at grade level Use sources of information and

prior knowledge to make meaning

Make connections between ideas from a variety of sources and prior knowledge to build understanding

Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

Use personal experience and knowledge to connect to text to make meaning

Core



After reading various novels, graphic novels, and picture books, ask students to identify a fictional character who shares character traits similar to their own.

Teacher’s Note: Discuss with students the difference between a physical character trait (i.e. Hair colour, eye colour) and an internal character trait (i.e. Your thoughts, words, and actions)

About Me > Optional: My Attributes/My Strengths > Select Attribute/Strength > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language”

Identify a character trait that you share with a fictional character and select the appropriate attribute or strength

Who is the fictional character you chose? How does the fictional character demonstrate

this attribute/strength? How do you demonstrate this attribute/strength

(provide two examples)?

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Responsibility



CurricularCreate and Communicate



Use oral storytelling processes Explore and appreciate aspects

of First Peoples oral traditions Exchange ideas and perspectives

to build shared understandingCore

Communication Creative Thinking Social Responsibility

Have students write a story as a class. Brainstorm the characters, plot, problem, and solution as a class. Once the details are agreed upon have students verbally tell the story (one full idea per person at a time) around the circle. Continue around the circle until the story is complete.

Add Box > Add Media > Add Picture/Video/Link > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Community Story”

Upload a video of the class telling their story Reflect on the specific details that you added to the story

and why they were important to the plot Do you think the class would could re-tell the

story? Or would it be different if they tried to repeat it?

Did you have fun writing the story with your class?

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Use developmentally appropriate reading, listening, and viewing strategies to make meaning

Create and Communicate

Exchange ideas and perspectives to build shared understanding




Develop and apply expanding

Organize “Writer’s Workshops” where students have an opportunity write and revise their own stories independently, with their peers, or with a teacher

Give students a Success Criteria checklist to use when editing their own work

Ask students to swap their writing with a peer and give two stars (i.e. two strengths) and one wish (i.e. and area for improvement)

Have mini conferences with students to review their writing and give students a next-step

Add Box > My Goals > Academic > Language Arts > Action Plan + Tag “Self-discovery”

Example: Set a goal to add more descriptive details to your writing

With the help of your teacher, create an Action Plan to help you achieve your writing goal

Have a friend read your work and ask them to imagine your descriptions

Conference with the teacher to learn new strategies for adding description

Re-visit your writing and use a Success Criteria checklist to make any changes you need

Optional: Add Box > My Achievements > Other > I can use a Success Criteria checklist to improve my writing!

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word knowledgeCore

Communication Creative Thinking Critical Thinking Social Responsibility




Use sources of information and prior knowledge to make meaning

Make connections between ideas from a variety of sources and prior knowledge to build understanding

Recognize how different texts reflect different purposes



Plan and create a variety of

Go for a neighbourhood walk and ask students to identify as many media posters as they can (i.e. Billboards, posters, advertisements) and use the classroom iPad to photograph the media posters

Group Activity - In small-groups using an assortment of magazines, organize a “Media Scavenger Hunt” by reading a description of a media text and then asking students to find a media text that fits the description

Find an advertisement whose intended audience is young children

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “Language”

Upload a photo of one media poster you saw on your neighbourhood walk or media scavenger hunt

Write or talk about the media poster What is the message is shared by the poster? What does it represent to you? Who is the intended audience?

My Future > Explore Jobs > Optional Keyword: Advertising Explore the different jobs you see when you search

“Advertising” and learn more about one of the jobs Optional: Add a Job that interests you to your Portfolio

Why does this job interest you?

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communication forms for different purposes and audiences



Core


Responsibility

Find an advertisement whose implied message is having fun/being entertained

As a class, brainstorm some of the skills they are developing in class that would help them with a career in media (i.e. Critical thinking, communication)




Use sources of information and prior knowledge to make meaning

Make connections between ideas from a variety of sources and prior knowledge to build

Ask students to identify an occupation they are interested in and encourage students to research more about the occupation by choosing an appropriate non-fiction text from the school library

Teacher’s Note: Ensure students have an understanding of what

My Future > Job Match Play the Job Match game Are you interested in learning more about any of the jobs

you see? Optional: Add a Job that interests you to your Portfolio

My Future > Explore Jobs > Add to Portfolio > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language”

Add a Job that you researched to your Portfolio Write or talk about the job you chose to learn more

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understanding Recognize how different texts

reflect different purposes Read fluently at grade level Use developmentally

appropriate reading, listening, and viewing strategies to make meaning

Core


Responsibility

features identify a non-fiction text (I.e. Table of contents, glossary, index, real photographs, diagrams, headings)

about Why does this job interest you? What book did you use as a research source?

Write 1-2 new things you learned about this job




Recognize how different texts reflect different purposes



Plan and create a variety of

Create poetry folders for students to keep and reflect on their writing samples

Write an acrostic poem about your name

Write a cinquain poem about yourself

Write a descriptive poem celebrating what makes you a unique individual

About Me > My Strengths > Writing > Click the Speech Bubble and add a Reflection + Tag “Language” + Tag “Progress”

What do you like about writing? What do you like to write about? What kind of writing do you wish you did more of

in class?

Add Box > Add Media > Add Picture/File > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language” + Tag “Progress”

Upload a poem about yourself that you are proud of

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communication forms for different purposes and audiences



Core


Identity

Books to Consider : We’re all Wonders by R.J. PalacioWe're All Wonders Book Read Aloud for Kids - by R. J. Palacio - Children's Stories: https://www.youtube.com/watch?v=o5_Tzt3Gfn8

Write or talk about why you are proud of this particular poem

As the year progresses you can replace the poem with a new one that you think is better to show your learning and growth through the year

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MathematicsCAREER EDUCATION BIG IDEA 1:



CurricularReasoning and Analyzing

Use reasoning to explore and make connections

Understanding and Solving

Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving

Communicating and Representing

Communicate mathematical thinking in many ways

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and Reflecting

Connect mathematical concepts to each other and to other areas

Ask students to write “All About Me” math equations, involving addition and subtraction of two-digit numbers, in which the answer to the equation correspond with an aspect of their life

How old are you? Show the answer with an equation

What number is on your soccer jersey? Show the answer with an equation

How many books did you read this month? Show the answer with an equation

Teacher’s Note: For extra practice, students can swap their math equations with a classmate and solve their

Add Box > School > My Favourite Subject > Math > Drawing + Tag “Math”

Draw the “All About Me” math equations you created in class

Optional: Show your equation to a friend and have your friend solve the equation

Add Box > School > How I learn > Other > Optional: I can add the tens and ones columns > Click the Speech Bubble and add a Reflection/Audio Recording

Write or talk about a mental math strategy you use to solve equations involving two-digit numbers (i.e. Add the tens, add the ones, then combine the tens and ones)

Add Box > School > My Strengths > Other > Math > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math” + Tag “Self-discovery”

Write or talk about who you are as math learner What are your strengths? What are some areas where you need help?

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and personal interests

Core


Identity

classmate’s equation





Develop mental math strategies and abilities to make sense of quantities

Use technology to explore mathematics

Model mathematics in contextualized experiences



As part of a daily routine, alternate the responsibility for a student to use a classroom thermometer to find and record the daily temperature.

Teacher’s Note: Make a connection to Data and Probability by having students create a chart or graph of the daily temperature

My Future > Explore Jobs > Optional Keyword: Weather > Add to Portfolio > Click the Speech Bubble and add a Reflection

Explore the different jobs you see when you search for “weather”

Example: What are you learning in school that would help you become a meteorologist? What skills does this job need?

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Core


Social Responsibility








Visualize to explore mathematical concepts

Develop and use multiple strategies to engage in problem solving


Communicate mathematical

Discuss and create a list of the differentways objects can be organized (i.e. Bycolour, shape, detail, height)

Teacher’s Note: Make a connection to Geometry and Spatial Sense by asking students to sort polygons according to one attribute

Play a game where students have toorganize and sort everyday objects (i.e. How can we organize our pencil cups? How can we organize our bookshelf?). To make it more of a challenge, pair students up and have them sort objects. They each have to guess which attribute their partner was

Add Box > School > Work Habits > BeingOrganized > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”

Write or talk about your experience organizing objects in the classroom

How did you choose to organize the objects? Why is it helpful to be organized?

Add box > Journal + Tag “Communication”

Was it easier to understand how the person was sorting when they explained themselves as they went?

Did you and your partner sort things the same way? Did your partner sort in a way that you had not thought

of before? Was it easier to sort together when you could

talk to one another?

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thinking in many ways Represent mathematical ideas in

concrete, pictorial, and symbolic forms

Use mathematical vocabulary and language to contribute to mathematical discussions

Explain and justify mathematical ideas and decisions


Connect mathematical concepts to each other and to other areas and personal interests

Core


sorting their objects based on. The partner doing the sorting can walk the partner who is guessing through their thought process as they work to communicate what they are doing.

Have the partners sort items together without talking. After a few minutes allow them to converse while they sort.





Ask students to keep a daily journal for one week and identify moments in their life where they see a pattern (i.e. Walking up the stairs, repeating windows on a building etc.)

Add Box > Add Journal + Tag “Math”

Write or talk about one pattern you noticed in your everyday life

Explain the pattern How did you notice the pattern?

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Explain and justify mathematical ideas and decisions




Core


Books to Consider:The Math Curse by Jon ScieszkaMath Curse HD 720p:https://www.youtube.com/watch?v=0VIk0WFSf2M

Where else can you find patterns in your daily life?

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Responsibility

CurricularCore

Creative Thinking Critical Thinking

Go for a neighbourhood walk and choose a building or structure for students to observe and identify the two-dimensional and three-dimensional shapesAsk students to sketch the building and label the two-dimensional and three-dimensional shapes.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”

Upload a picture of your building sketch Write or talk about the two-dimensional and three-

dimensional shapes you see and identify the attributes of some of the shapes (i.e. Number of sides)

My Future > World of Work > Optional: Stadium > Select any job > Click the Speech Bubble and add a Drawing

Draw a building where the person you chose might work in

Draw and label the building with two and three- dimensional shapes





Develop mental math strategies and abilities to make sense of quantities


Introduce students to a variety of tools and strategies to help them when solving math equations

Use a guess and check method to solve an equation, both with and without a calculator

Use counters or tiles as visual aids to represent

Add Box > School > How I Learn > Other > Example: Guess and check strategy > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”

Write or talk about how the guess and check strategy helps you to solve math equations/problems

What other strategies do you find useful? What strategies do you think are used most

commonly at a store? The bank? Your school?

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Develop and use multiple strategies to engage in problem solving







Core



the math equation

Discuss times in students’ everyday lives when they may use each of these strategies.

Who in your community may use each of these skills?

43













Connect mathematical concepts to each other and to other areas

Engage students in real-life situations that require the use of multiplication by one-digit numbers and division by one-digit divisors

I.e. If we have three groups of two people, how many people will there be in total?

I.e. If this snack table has three people, and we have six strawberries, how many strawberries will each person get?

Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Drawing + Tag “Math” + Tag “Problem Solving”

Write a reflection on how you can use math to solve a real-life problem

Add Box > My Goals > Academic > Math > Action Plan

Set a goal in one area of math you feel like you could improve in

With your teacher or on your own, write an Action Plan that will help you achieve your Math goal.

44

and personal interestsCore


Responsibility

45

Physical and Health EducationCAREER EDUCATION BIG IDEA 1:



CurricularPhysical Literacy

Identify and explain factors that contribute to positive experiences in different physical activities

Healthy and Active Living

Participate daily in physical activity at moderate to vigorous intensity levels

Core


Responsibility

After finishing an activity or small-group game, ask students to take a moment to reflect and share one thing they really enjoyed about it and one thing they didn’t enjoy.

Ask students to draw a picture of themselves playing their favourite game and write a caption explaining why they enjoy playing that game

Is your game played indoors or outdoors?

Is your game played individually or with peers?

Does your game have a lot of rules few rules?

Add Box > School > My Favourite Subject > Health & Phys. Ed. > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Health and Phys. Ed.” + Tag “Self-discovery”

What are some of your favourite physical activities to participate in?

How do feel when you are doing your favourite activities?

Why do you think it is important to participate in physical activity every day?


Upload a picture of your drawing of your favourite game Reflect on why it’s important to find a game or

activity that you enjoy

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Explore and describe strategies for making healthy eating choices in a variety of settings

Explore and describe strategies for pursuing personal healthy-living goals

Social and Community Health

Describe and apply strategies for developing and maintaining positive relationships

Mental Well-being

Identify and apply strategies that

As a class, brainstorm different ways to keep your mind and body healthy and happy

I.e. Taking a walk gives you exercise and helps you to clear your mind if you’re frustrated

I.e. Getting a good night’s sleep means you will feel rested in the morning

Ask students to create a mini-guidebook that shows 2-3 ways to keep their mind and body healthy and display the mini-guidebooks in the class library to inspire their peers to be healthy.

About Me > My Values > Other > Staying healthy and happy > Click the Speech Bubble and add a Reflection

Write or talk about one thing you can do that keeps you healthy and happy

Add Box > Add Media > Add Picture/Video/Link > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Health and Phys. Ed.”

Upload a picture or video of your mini-guidebook Write or talk about what you included in your guidebook

What tip from your guidebook would you like to use in your daily life? Why?

What tip from your book would you suggest to a friend?

Why is it important to keep a healthy and happy mind and body?

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promote mental well-being Describe factors that influence

mental well-being and self-identity

Core


Responsibility



CurricularSocial and Community Health


Mental Well-being

Identify and apply strategies that promote mental well-being

Describe factors that influence mental well-being and self-identity

As a class, ask students to reflect on some of the relationships in their life (i.e. siblings, friends, parents, and other adults) and think about how they can work with these people to make these relationships healthier?

What is a “healthy” relationship?

What can you do if you have a problem in your relationship?

What can you do to

About Me > My Attributes > Select Attribute > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “My Community”

Select an attribute you have that would help build healthy relationships

Discuss how you can display this attribute in one of your relationships (i.e. siblings, friends, parents, and other adults)

Add Box > School > Work Habits > Working well with others > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Collaboration”Write or talk about a time you worked well with your classmates in school (i.e. On a project, during a game or physical activity, or

48

Core


Identity

show/tell someone you appreciate them?

playing outside during recess)




Develop and apply a variety of fundamental movement skills in a variety of physical activities and environments

Apply a variety of movement concepts and strategies in different physical activities

Develop and demonstrate safety, fair play, and leadership in physical activities

Core


Introduce students to a new game or physical activity. After completing the game/activity, ask students to reflect on what components they applied from previous games/activities (i.e. Movement skills, rules and boundaries, conventions of fair play and etiquette).

Add Box > School > What I like > Learning new things > Click the Speech Bubble and add a Reflection/Audio Recording

Write or talk about a new game or activity you played in Phys. Ed. class and discuss how you used your skills or knowledge from previous games/activities.

49

Responsibility






Core



Responsibility

Model for students some simple techniques that can increase their chances of success during a game or physical activity (i.e. demonstrate a ready position to make it easier to receive a ball)

Using one-on-one conferencing or a reflection journal, engage students in daily or weekly check-ins to helps students stay motivated and confident in their physical activity journey’s.

Add Box > School > How I learn > Other > Watching a teacher demonstration > Click the Speech Bubble and add a Reflection/Audio Recording

Write or talk about a new tactic or strategy your teacher demonstrated in Phys. Ed.

Add Box > Add Journal > Tag “Health and Phys. Ed.”

What did you do well in Phys. Ed. class? What could you work on next time? What tactics can you try to improve?


As a class, discuss the importance of demonstrating behaviours and applying


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Identify and describe avoidance or assertiveness strategies to use in unsafe and/or uncomfortable situations

Core



procedures that keep them safe during Phys. Ed. and ask students to provide examples

I.e. Playing fairly and following the rules

I.e. Self-Monitoring (taking a rest or drink of water as necessary)

I.e. Cheering on classmates positively (No putdowns)

Create a poster that identifies one safety behaviour or procedure that will keep students safe during Phys. Ed. and display the poster in the gymnasium or classroom

Upload a picture of your Phys. Ed. safety poster Write or talk about why it is important to demonstrate

this behaviour and procedure

Add Box > My Goals > Learning Skills > Collaboration > Action Plan + Tag “Self-discovery”

Optional: Set a goal to give a motivational cheer to one of your classmate’s during Phys. Ed.

With your teacher or on your own, write an Action Plan to help you achieve your Collaboration goal



Curricular Discuss with students where My Future > World of Work > Farm

51




Describe ways to access information on and support services for a variety of health topics

Core


Responsibility

their food comes from and who is involved in providing them with food

Where do fresh fruits and vegetables come from?

Where do you think food like potato chips and candy is made?

What nutritional and environmental benefits might there be for eating food from a farm compared to a factory?

Who is involved with growing/making, delivering, and serving your food?

Using flyers from a local grocery store, ask students to circle food that is unprocessed in green and food that is processed in red. Who or what is responsible for making the processed food? Who or what is responsible for making the unprocessed food?

Explore the farm arena Listen to the job descriptions What jobs are involved in growing your food? Optional: Add a Job that interests you to your Portfolio

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Health and Phys. Ed.”

Upload a photo of the grocery store flyer Write or talk about one food item that you think is

unprocessed and one food item that you think is processed, and discuss where you think they are made

52










Mental Well-being

Identify and apply strategies that promote mental well-being

Describe factors that influence mental well-being and self-

Introduce and discuss the importance of S.M.A.R.T. goal setting (so you can feel successful, motivated, etc.)

Discuss the importance of setting short term and long-term goals. How can students plan to stay active their whole lives?

Introduce students to a less common game/sport like curling. Explain that there are always new games to learn.

Add Box > My Goals > Academic > Phys. Ed. > Action Plan > Click the Speech Bubble and add a Reflection/Audio Recording

Example: Set a goal to jump rope continuously for a certain length of time

With your teacher or on your own, write an Action Plan to help you achieve your Phys. Ed. goal

Revisit and reflect on your goal How did achieving the goal make you feel? Was it more or less difficult to achieve this goal

than you predicted? Did you need to revise your Action Plan? What strategies did you find helpful/not helpful

when setting this goal?

Optional: Add Box > School > My Achievements > Other > I can skip rope continuously for 2 minutes!

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identityCore




54

Science

CAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-discovery.


CurricularQuestioning and Predicting

Demonstrate curiosity about the natural world

Planning and Conducting

Make observations about living and non-living things in the local environment

Processing and Analyzing Data and Information

Experience and interpret the local environment

Evaluating

Identify some simple and environmental implications of their and others’ actions

Applying and Innovating

Contribute to care for self, others, school, and

As a class, discuss the impact of human activities on plants and ask students to share how these and their own activities are harmful or helpful to the environment (i.e. Planting trees in a park, picking wildflowers from the playground, building houses and new developments)

Create a poster or media ad that identifies one way humans can have a positive impact on plants (i.e. Picking up litter, planting native plants and trees, watering and caring for plants etc.)

Add Box > My Goals > Learning Skills > Responsibility > Action Plan + Tag “Science”

Example: Set a goal to give proper care to a plant in your classroom

With a teacher or peer, write an Action Plan to help you achieve your Responsibility goal

Follow up with monthly Click the Speech Bubble and add a Reflections tracking your progress toward your goal

55

neighbourhood through personal or collaborative approaches

Core



Responsibility



CurricularPlanning and Conducting

Consider ethical responsibilities when deciding how to conduct an experiment

Safely use appropriate tools to make observations and measurements, using formal measurements, and digital technology as appropriate

Core

Communication Critical Thinking

As a class, define what “safety” and “responsibility” look like in the classroom.

Discuss ways students can ensure their own safety and their classmates’ safety, and why it is important (i.e. Return tools to the proper containers, wear eye protection when twisting or bending material)

Create classroom safety signs with specific safety instructions (i.e. Walk in the classroom)

Add box > About Me > My Attributes > Responsibility > Click the Speech Bubble and add a Reflection/Audio Recording

What does it mean to be “responsible”? Describe a time when you showed responsibility

How will you continue to show your teacher and classmates that you can be responsible during an activity?

Add Box > Add Media > Add Picture/File > Click the Speech Bubble and add a Reflection/Audio Recording

Upload a picture or file of the safety sign you created

Why is following this rule/procedure important for your own and your classmates’ safety?

56


Social Responsibility









Evaluating

Identify some simple and environmental implications of their and others’ actions


Contribute to care for self,

As a class, discuss the different elements that make up an ecosystem. Speak to the roles that different organisms have, and how different ecosystems meet different needs.

In small groups, have students work together to sort various organisms into their rightful ecosystems.

In these same groups, have students create fictional ecosystems. They should each create their own organism that interacts with the organisms that each of their groups members have made. Have them draw a diagram of their fictional ecosystem, along with a written explanation of the ecosystem and what each organism’s role is in it.

Add Box > Add Media > Add Picture/File > Click the Speech Bubble and add a Reflection/Audio Recording

Upload a picture of your fictional ecosystem Explain the organism you created

Why does your organism live in this specific ecosystem? How does your organism interact with each of the

others?

57

others, school, and neighbourhood through personal or collaborative approaches

Core







Observe objects and events in familiar contexts

Identify questions about familiar objects and events that can be investigated scientifically


As a class, go for a community walk. Prompt students to actively observe their surroundings, including the landscape around the school. Stop throughout the walk and have students share what they have observed. Students will likely focus on their more immediate surroundings. Encourage them to look at the bigger picture around them. Have students identify changes

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Land Formations”

Draw your landform Write about how this landform came to be the way that it

is

Is this landform unique to your area? What features are common with the landform that you

chose? (i.e. rivers have fish, mountains have trees etc.)

58




Identify First Peoples’ perspectives and knowledge as sources of information

Communicating

Express and reflect on personal or shared experiences of place

Core



in the local geography. Can they see any mountains? Hills? Water? Valleys? Glaciers?

How do these landforms differ? How do the students think they came to be different?

What are the First Peoples’ beliefs about these landforms?

Have students research one of the landforms they observed on the walk.




Group Activity - Assign small groups each a living part of a

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Ecosystems”

59







Co-operatively design projects Transfer and apply learning to

new situations Generate and introduce new or

refined ideas when problem setting

Represent and communicate ideas and findings in a variety of ways, such as diagrams and simple reports, using digital technologies as appropriate

Core

Communication Critical Thinking

local ecosystem. Ask them to brainstorm what they think their living organism’s role is in the ecosystem and what skills they think that organism has developed to survive? Ask the group to share their ideas with the class.

Draw your organism Write about the skills this organism has that allow it to

survive in its ecosystem

How does your organism contribute to its ecosystem? How is this similar to people in your community having

different roles and contributing to their “ecosystem” aka community?

60




Observe objects and events in familiar contexts

Identify questions about familiar objects and events that can be investigated scientifically

Make predictions based on prior knowledge





Evaluating

Demonstrate an understanding

Ask students to keep a daily journal for one week and identify moments in their own day when they experience thermal energy.

Teacher’s Note: Ensure students have learned about thermal energy (i.e. conduction, convection, radiation, energy transfer).

Add Box > Add Journal + Tag “Science” Write about the moments in your daily life when you see

thermal energy in action When/where do you see heat transfer in action

most often? Was there anything that surprised you about the

transfer of heat you saw in your daily life? Do you think if you kept looking for examples of

heat transfer you could find a new one every day?

61

and appreciation of evidence


Transfer and apply learning to new situations

Communicating

Express and reflect on personal or shared experiences of place

Core


62

Social StudiesCAREER EDUCATION BIG IDEA 1:



CurricularSignificance

Explain why people, events, or places are significant to various individuals and groups

Cause and Consequence

Recognize the causes and consequences of events, decisions, or developments

Core


Identity

Discuss the Canadian identity and some of the ways communities around the early 1800s have impacted our identity

What does identity mean?

What are some characteristics that create your own identity?

What comes to mind when you think about the Canadian identity? (i.e. Canadian flag, values such as multiculturalism, observances such as National Aboriginal Day)

Explore First Nations innovations that have contributed to our Canadian identity

As a class, create a Canadian identity quilt by drawing an

About Me > My Background > Select Background > Click the Speech Bubble and add a Reflection + Tag “My Culture”

Write or talk about one characteristic of the Canadian identity that relates to you and your cultural background

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Collaboration”

Upload a picture of the Canadian identity quilt you created with your class

Write or talk about the experience creating the Canadian identity quilt (i.e. Working collaboratively with your class, combining multiple characteristics of the Canadian identity)

63

image representing one aspect of the Canadian identity (i.e. A sport) and compile the images on a wall

Books to Consider : Claire and her Grandfather by Aboriginal Affairs and Northern Development CanadaPDF Teachers Guide: https://www.aadnc-aandc.gc.ca/eng/1303145519542/1303145749835







Evidence

Ask questions, make inferences,

Using non-fiction books, introduce students to the ways of life and challenges from selected communities in Canada between 1780 and present.

Ask students to write a journal entry of a “day in the life” of an individual living at the beginning of the nineteenth century (i.e. First Nations, Métis, pioneer children) and compare it with a journal entry of your daily life in the present.

About Me > My Favourite Subject > Social Studies > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies”

Write or talk about two things you learned regarding an early Canadian community

Add Box > Add Journal > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” + Tag “Critical Thinking”

Write a journal entry of a “day in the life” of an individual living at the beginning of the nineteenth century and compare it with a journal entry of your daily life in the present

Write or talk about the experience writing in role In what way is your daily life similar/different to

the individual you chose?

64

and draw conclusions about the content and features of different types of sources

Core




Books to Consider : Life in an Anishinabe Camp by Bobbie Kalman and Niki Walker

Resources to Consider : National Film Board of Canada-Life in Early Canada 01- Emilie’s Journey: https://www.youtube.com/watch?v=pzRv88aQDkI

What challenges does the individual you chose have that you don’t?

What have you learned from the individual you chose?







Continuity and Change

Present students with a historical timeline consisting of dates and names. Lay it out visually and have students try to memorize what they can. Gather the pieces back up, mix them around and see how many dates and times the students are able to line up correctly. This will likely be difficult for the group. Next, complete the activity again, but this time tell the story that goes along with the dates and names. Who are

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Storytelling”

Upload a picture of the timeline you re-built with your class.

Record your voice re-telling part of the story. Write a Click the Speech Bubble and add a Reflection

about how your interest in the activity changed once story was added.

How much easier was it to learn through story? Is it easier to remember things using the collective

memory?

65

Sequence objects, images, or events, and explain why some aspects change and others stay the same

Core


Identity

the people, what connects them to the timeline and those around them? Tell the story slowly and from memory. Once you have completed the story with the entire timeline, gather the pieces back up and as a class recite the story. Students contribute the pieces they remember in order, accompanying the placement of the timeline events/people.

How much easier was it to learn through story? Is it easier to recollect things using the collective memory?



Curricular

Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events

Significance

As a class, research a variety of Aboriginal cultures across Canada, including Metis, Inuit, and First Nations.

What would a day in the life of an 8-year-old child look like in each of these cultures? How is each similar or different from a day in the life of the student’s?

About Me > My Attributes > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” + Tag “Critical Thinking”

Select a skill you may need to have if you lived in one of the communities discussed

What skills do you already have that would be useful to you if you lived in the community discussed?

About Me > My Strengths > Asking Questions > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “My Questions”

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Core



Responsibility

Example: Write one question you have about the challenges facing young Inuit children in the winter months

My Goals > Academic > Social Studies > Action Plan + Tag “Social Studies”

Example: Set a goal to learn more about the survival skills of the Inuit People

With the help of your teacher, write an Action Plan to help you achieve your Social Studies goal







Ethical Judgment

Make value judgements about

Group Activity - Assign groups of students a community across Canada and brainstorm the type of employment they would expect to find in that area based on the environment (i.e. Teachers, tourism opportunities etc.)

Teacher’s Note: Introduce students to new vocabulary throughout the unit (I.e. tourism, seasonal jobs)

Create a concept map for a

Add box > Journal + Tag “Social Studies”

What jobs were the same in every community? What jobs were unique in certain communities? Were there any jobs that you had not heard of before?

My Future > World of Work > Optional: Farm Explore the farm arena Listen to the job descriptions What is the ideal natural environment for farming? Optional: Add a Job that interests you to your Portfolio

What skills does this job need?

My Future > Explore Jobs > Optional Keyword: Tour Guide Read the job description for Tour Guide

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events, decisions, or actions, and suggest lessons that can be learned

Core


Responsibility

natural environment with various employment opportunities. Compare and contrast the maps of different areas/communities with each other. Are there any jobs you find in all communities?

Books to Consider:Country Kid, City Kid by Julie Cummins

What natural environments might attract more tourism? Optional: Add a Job that interests you to your portfolio What skills does this job need?



Curricular

Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, or events

Significance



Discuss the value Indigenous Peoples around the world place on the natural environment. Brainstorm how a healthy environment means healthy people.

Ask students to create a diorama of a natural environment which shows respectful land use on one side and disrespectful land use on the other side (i.e. Compare a litter-filled park with a clean park; compare a polluted river with a clean river)

About Me > My Values > Caring for the Environment > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “My Learning”

Write or talk about your experience creating a healthy and unhealthy diorama

Why is it important to care for the environment? Whose responsibility is it to care for the

environment?

My Goals > Personal > Community > Action Plan + Tag “My Community” + Tag “Global Citizenship”

Set a goal to become more environmentally friendly (i.e. I will remind my peers to throw away their recyclable items in the recycling bin)

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Core

Creative Thinking Critical Thinking Positive Personal and Cultural



Brainstorm a list of various ways students can keep the environment happyand healthy and set a personal or class goal.

With the help or your teacher, write an Action Plan to help you achieve your Community goal.

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Date post:	26-Jun-2019
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