Suggested Tags - Web viewAll About Me - Grade 4 Teacher Resource . ... Encourage students to keep an...

All About Me - Grade 4 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 16

English Language Arts 21

Mathematics 30

Physical and Health Education 39

Science 45

Social Studies 53

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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:

Public identity is influenced by personal choices and decisions.

Competencies Learning Opportunities AAM Portfolio Activity

Curricular

Understanding context Defining Ideating Making Sharing Use familiar tools and

technologies to extend their capabilities when completing a task

Choose appropriate technologies to use for specific tasks

Demonstrate a willingness to learn new technologies as needed

Core

Communication Creative Thinking Critical Thinking Positive Personal and Cultural

Identity

Have students present their AAM portfolio to the class. Explain that they can influence how their classmates see them through the selection of artifacts they choose to share (academic, personal interest, family etc.)

Select 5 artifacts that include a picture, video or link to share with the class. Prepare an explanation of the artifact and its importance.

Add box > School > My Achievements > I presented All About Me to my class! > Click the Speech Bubble and add a Reflection

Discuss how you felt presenting about yourself How did you decide what artifacts to share? How did your artifact selection influence how

your audience saw you? What else would you like your classmates to

know about you?

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CAREER EDUCATION BIG IDEA 2:Exploring our strengths and abilities can help us identify our goals.


Curricular

Defining Sharing Use materials, tools, and

technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments

Identify the skills required for a task and develop those skills as needed

Use familiar tools and technologies to extend their capabilities when completing a task



Core

Communication Creative Thinking

Have students identify unique skills they have using different forms of technology i.e. knitting, writing, coding, typing, sewing, building (carpentry), painting, gardening, baking, crafting etc.

Provide each student with an opportunity to demonstrate their unique skill and explain the technology that they use. They can share any tips they have for the skill and provide classmates an opportunity to try it for themselves if feasible.

Once all students have presented their skills offer them the option to either further develop their existing skill or practice a new one.

Have them set a goal regarding the selected skill.

Add Box > About Me > My Strengths > Other > Applied Design Skills and Technologies > Click the Speech Bubble and add a Reflection + Tag “ADST” + Tag “Technologies”

Discuss the skill you shared with the class Where did you learn this skill? Who taught you? What technologies does it require? How can you further develop this skill? Why may others want to learn this skill?

Add Box > My Goals > Personal > Other > ADST > Action Plan Example: Set a goal to improve your existing skill or

practice a new one you learned from a classmate With the help of your teacher or on your own, write an

Action Plan to help you achieve your ADST goal Write reflection to track your progress implementing

your goal How have you developed your chosen skill? How can you use this skill in the future? What other skills may you want to learn?

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Critical Thinking Personal Awareness and

Responsibility

CAREER EDUCATION BIG IDEA 3:Leadership requires listening to and respecting the ideas of others.


Curricular

Defining Ideating Prototyping Testing Making Sharing Use materials, tools, and




Core

In groups, have students complete a critical challenge. For example, using only the supplies provided (boxes, tape, paper, paper towel rolls etc.) have the groups work together to create an object of a minimum size that can fly/glide a defined distance.

Have students brainstorm before they select any supplies. Have them draw different options and select the one they want to try. Then have them choose their materials and start creating.

Prototypes will need to be tested, adjusted and tested again until they can achieve the goal (or come reasonably close!).

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

Discuss your experience working with a team to build a product

Was it hard to hear everyone’s ideas? Did you use everyone’s ideas? How did you select which ideas to use? How many different ideas did you draw out? Did your first idea work? How did you have to adjust your creation after

trying it the first time? What have you learned about creating things and

the importance of a plan?

Optional: Add Box > School > My Achievements > I worked with my classmates to create a product that can fly!

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Communication Creative Thinking Critical Thinking Social Responsibility

Plan different critical challenges throughout the year so that all students have a chance to be the “project lead”.

CAREER EDUCATION BIG IDEA 4:Family and community relationships can be a source of support and guidance when solving problems and making decisions.


Curricular

Defining Ideating Prototyping Testing Making Sharing Use materials, tools, and




Host a family night where students can bring loved ones and caregivers to participate in a series of group activities (for example making one giant class structure using only toothpicks and marshmallows or planting a class garden, including making the individual plots).

Add Box > About Me > My Strengths > Working with Others > Audio Recording + Tag “ADST” + Tag “Collaboration”

Draw a picture of what your classroom community and loved ones created on family night.

How did you all come together to create this final product?

Were there many different ideas contributing to this final product?

Were you able to accomplish more with the help of your loved ones?

Add Box > Add Media > Add Video + Tag “ADST” Write or talk about your experience on family night

What did you work together to build? In what ways was it helpful to have the guidance

and support of your loved ones? Could you have created the same final product

without them?

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Core


CAREER EDUCATION BIG IDEA 5:Good learning and work habits contribute to short- and long-term personal and career success.


Curricular

Understanding context Defining Ideating Prototyping Testing Making Sharing Use materials, tools, and


Identify the skills required for a task and develop those skills as needed

Use familiar tools and

In partners or small groups, have students write, perform, film, edit, and present their own public service announcement for the class.

Have them fully complete each step of the process before moving on to the next stage.

Add Box > School > Work Habits > Other > Perseverance > Click the Speech Bubble and add a Reflection + Tag “ADST”

Write about your experience completing a large project from start to finish

Was the final product what you wanted? What was the hardest part? What was your favourite part? Why is it important to see a project from start to

finish? Why is it important to collaborate on large

projects?

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection + Tag “Collaboration” + Tag “ADST” + Tag “Digital Literacy”

Upload your Public Service Announcement Write or talk about your experience creating the media

with your group

What was your Public Service Announcement about? What was your favourite part of making the Public

Service Announcement?

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technologies to extend their capabilities when completing a task



Core

Communication Creative Thinking Social Responsibility

Would you like to make more films?

My Future > Explore Jobs > Search: Film > Add to Portfolio > Click the Speech Bubble and add a Reflection + Tag “ADST”

Discuss what you learned about film from making your group project

What aspects of film interest you? Would you like to work in the entertainment

industry?

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Arts EducationCAREER EDUCATION BIG IDEA 1:



CurricularExploring and Creating

Choose artistic element, processes, materials, movements, technologies, tools, techniques and environments using combinations and selections for specific purposes in art making

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

Reasoning and Reflecting

Reflect on creative processes and make connections to other experiences

Connect knowledge and skills from other areas of learning in

Discuss with students what success looks like in drama for audience members

How would you want your classmates to behave during your performance?

What can you do to be a successful audience member?

What does the type of audience member you are say about you as a person?

Group Activity - Assign groups of students an attribute (i.e. courage, compassion, fairness) and ask them to role play a scenario which demonstrates that attribute. Have the class try to guess the attribute based on the performance. How easy was it to guess the attribute based on the actions taken in the skit? What does this say about how your everyday actions represent

Add Box > School > My Favourite Subjects > Drama > Click the Speech Bubble and add a Reflection + Tag “Identity” + Tag “Drama”

What makes you a successful performer? What makes you a successful audience member? How does your behavior as an audience member

reflect who you are as a person?

Add Box > About Me > My Attributes > Select attribute > Click the Speech Bubble and add a Reflection + Tag “Drama” + Tag “Creativity”

Write a reflection on your experience role playing this attribute

What scenario did you role play to demonstrate the attribute?

What elements of drama did you use in the role play?

How can you apply this scenario/attribute in your daily life?

How well do your daily actions reflect your attributes?

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planning, creating, interpreting, and analyzing works of art

Communicating and Documenting

Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences

Express feelings, ideas, and experiences in creative ways

Core

Communication Creative Thinking Personal Awareness and

Responsibility

you?




Choose artistic element, processes, materials, movements, technologies, tools, techniques and environments using combinations and

Host a “Drama Conference” where students can rotate in groups and choose one skill to present about to their classmates (i.e. tone of voice, facial expression, creative use of props).

Add Box > School > How I Learn > Other > Practicing a skill with my classmates > Click the Speech Bubble and add a Reflection + Tag “Drama” + Tag “Collaboration”

Write about the skill you chose to practice in the Drama Conference

Why did you choose this skill? How did the Drama Conference help you improve

this skill?

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selections for specific purposes in art making


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

Develop and refine ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations



Core


Responsibility

Have students identify short- and long-term goals involving one of the new skills they learned at the conference.

What skill do you want to practice next?

Add Box > My Goals > Academic > Drama > Action Plan Example: Set a goal to practice using gestures in daily

drama exercises as well as the year end performance. With the help of your teacher or on your own, write an

Action Plan to help you achieve your Drama goal Write weekly reflections to track your progress

implementing your goal How have you put the new skill into practice? How has the new skill improved your drama

abilities? Have you accomplished your goal? If so, can you

set another one?

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Choose artistic element, processes, materials, movements, technologies, tools, techniques and environments using combinations and selections for specific purposes in art making

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



Reflect on creative processes and make connections to other

In small groups, ask students to work collaboratively with their classmates to create a drama or role play (i.e. create a tableau of a scene from a novel)

Discuss with students how to contribute to a drama or role play both in and out of role

In role: Improvise dialogue in a role play to progress the storyline

Out of role: Help group members select music or sound effects to set rthe appropriate mood

Add Box > School > Work Habits > Working well with others > Click the Speech Bubble and add a Reflection + Tag “Drama”

Write about a time when you collaborated with your classmates to create a drama or role play

How did you share your own ideas? How did you show you listened to others’ ideas? How do you know your group was successful?

Add Box > School > My Favourite Subject > Drama > Click the Speech Bubble and add a Reflection + Tag “Drama” + Tag “Collaboration”

Write about a time you shaped the direction of a drama by making contributions both in role and out of role

Optional: Add Box > School > My Achievements > I worked with my classmates to create and perform a role play!

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experiencesCommunicating and Documenting

Express feelings, ideas, and experiences in creative ways

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

Core


Responsibility Social Responsibility



CurricularReasoning and Reflecting



Take students to a local art gallery or to view other students’ artwork and ask students to reflect on what artwork interested them the most

Participate in a gallery walk where students showcase their own artwork and leave post-it notes on each other’s pieces

Add Box > About Me > My Interests > Arts and Crafts > Click the Speech Bubble and add a Reflection

Reflect on your trip to the art gallery and write about the artwork that interested you the most and why

Add Box > School > How I Learn > Other > Gallery Walk > Click the Speech Bubble and add a Reflection + Tag “Visual Arts”

Write about your experience participating in a gallery walk

What compliment did you receive that stood out to you the most?

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Describe and respond to works of art and explore artists’ intent

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core

Communication Critical Thinking Social Responsibility

with a compliment and suggestion

Teacher’s Note: Prior to participating in a gallery walk, discuss with students examples of respectful suggestions and disrespectful suggestions (i.e. Respectful: It would be cool to add watercolour to your drawing; Disrespectful: I don’t like how you used a lot of red).

What suggestion did you receive that was most helpful?

Why is it important to hear from other people’s opinion?



CurricularReasoning and Reflecting



Connect knowledge and skills from other areas of learning in

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

Add Box > Add Media > Add Video + Tag “Drama” Write or talk about one of the following items:

Your strengths in drama/music/art A strategy or skill you have recently learned A skill you would like to improve or learn more

about

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planning, creating, interpreting, and analyzing works of art



Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core

Communication Critical Thinking Positive Personal and Cultural

Identity Personal Awareness and

Responsibility

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Career Education CAREER EDUCATION BIG IDEA 1:



Curricular

Identify and appreciate their personal attributes, skills, interest, and accomplishments and their growth over time

Recognize the need for others who can support their learning and personal growth

Set realistic short- and long-term learning goals, define a path, and monitor progress

Appreciate the influences of peer relationships, family, and community on personal choices and goals

Core


Identity

Have students select an individual whom they admire. What is it about this person that they admire most?

How does this person behave? Provide students with different scenarios and ask them to answer how they think their chosen person would respond based on their perception of them (i.e. the person you admire is walking down the street and sees someone fall and hurt themselves, what would they do?). Explain to the students that the person’s actions and decisions are what make the identity that you admire.

How is the student similar to the person they admire? What behaviours do they have in common?

Add Box > About Me > My Values > Click the Speech Bubble and add a Reflection + Tag “Career Education” + Tag “Identity”

Discuss a person whom you admire and why you admire them

What values do you share with them? How do they typically behave? How do their choices and decisions help define

who they are as a person?

Add Box > My Goals > Personal > Career Education > Action Plan Example: Set a goal to make choices that align with the

impression that you want others to have of youWith the help of your teacher, create an Action Plan to help you achieve your Identity goal.

Check-in with your goal regularly to track your progress in aligning your behaviour with your values.

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Personal Awareness and Responsibility



Curricular



Demonstrate respect for differences in the classroom


Demonstrate safe behaviours in a variety of environments


Core

Host the elementary equivalent of a career fair event at your school. Have intermediate students create booths to exhibit their interests and skills. They can educate the event goers about the actual skill and encouraging them to try it for themselves.

Have students create an interactive booth that identifies the skill and provides evidence of their involvement with it (i.e. a soccer table where a student can show attendees how to juggle, a craft table with samples of the students work etc.).

After the event, have students reflect on their experience sharing their skills, as well as identify a new skill that they would like to try.

Add Box > About Me > My Strengths > Click the Speech Bubble and add a Reflection + Tag “Career Education” + Tag “Skill Share”

Discuss your experience hosting a booth at the fair What skill did you present? How did you display your skill? How can you work to continually improve this

skill? How may this skills help you in a future job? What other skills would you like to try?

Add Box > My Goals > Personal > Career Education > Action Plan Example: Set a goal to try a new skill

With the help of your teacher, create an Action Plan to help you achieve your Identity goal.Check-in with your goal regularly to track your progress in trying new things and developing new skills.

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection + Tag “Skill Share” + Tag “Career Education”

Upload a video of you presenting your skill at your booth Write or talk about your experience sharing your skills

with others

What skill did you present? How did you present it?

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Responsibility

How can others develop this skill? How can you improve this skill? What other skills would you like to develop? Why is it important to try new things?



Curricular


Demonstrate respect for differences in the classroom

Use innovative thinking when solving problems


Core

Communication Critical Thinking Personal Awareness and

Assign a different student to be the classroom VIP each week. This student can share their AAM portfolio with the class, as well as lead daily routines. They may also impact certain class decisions (i.e. DPA activities etc.).

Encourage this person to act in the best interests of their class, and to listen to the ideas and opinions of their peers. Ensure that they are looking at the bigger picture when they make decisions, evaluating short- and long-term consequences of their actions.

Add Box > School > 21st Century Competencies > Social Responsibility > Click the Speech Bubble and add a Reflection + Tag “Social Responsibility” + Tag “VIP”

Discuss your week as VIP What responsibility comes with the role of VIP? What specific decisions were you responsible for? How did you make socially responsible decisions? How did you acknowledge and respect the needs and

wants of others? How did you take your classmates into consideration

when you were VIP? Why is it important for leaders to act in the best interests

of everyone?

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Curricular



Make connections between effective work habits and success


Core


Provide students with a scenario in which they have to make an important decision, for example, have them decipher which profession they are currently best suited for.

Have students research different jobs and interview their friends and family for their input (i.e. what are my strengths that you think will help me to be successful in a job?). This is not simply what job they want, but what job they are best equipped to be successful at.

Combining their research and the opinions of their loved ones, have the students select an occupation and justify their choice.

Have students present the occupation they chose. Explain

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

Have students research and read about different jobs. Have them ask themselves different questions as they

read. Does this job interest me? What skills do I need for this job? Do I have these skills? What other opportunities may come with this

job? When students find a job they want to consider have

them add it to their portfolio. They can write a reflection on the job they choose.

Add Box > Add Media > Add Video + Tag “Career Education” Write or talk about the process of selecting the best

suited job for yourself: Who did you seek advice from? How well do they know you? Why does their opinion matter to you? Were they able to help you make a good

decision?

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that people change over their lifespans and that there may be many different jobs that they find themselves interested in as they age.



Curricular



Make connections between effective work habits and success

Core



Responsibility

Teach students how to track their own progress. Have them maintain hard copy work samples that have been both self-assessed and teacher assessed.

As students add new work samples have them read back through previous work samples to re-familiarize themselves with the feedback. Have they implemented these suggestions in their more recent work? In what areas have they improved? In what areas do they still need to work?

Have students rate their progress using a sliding scale. One end is where they started and the other is where they want to be. This can help them

Add Box > School > My Work Habits > Other > Reflective Learner > Click the Speech Bubble and add a Reflection + Tag “Career Education”

Discuss how you have implemented feedback that you have either received from others or given yourself

In what ways have you improved your work? What areas have you worked on the most? How valuable is it to have feedback to work on? How does it feel to be able to see and track your

progress yourself?

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Social Responsibilitytrack how far they have come.

English Language Arts CAREER EDUCATION BIG IDEA 1:



CurricularComprehend and Connect

Access and integrate information and ideas from a variety of sources and from prior knowledge to build understanding

Consider different purposes, audiences, and perspectives in exploring texts

Identify how differences in context, perspectives, and voice influence meaning in texts

Recognize the role of language in personal, social, and cultural identity

Use personal experience and

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

Encourage students to choose artifacts which connect to their own culture or family and share the artifacts with the class (i.e. A family photo album, a traditional item of clothing)

Teacher’s Note: Model for students how to present their thoughts in a clear and organized manner (i.e. Describe the artifact you chose, explain how it connects to your culture/family, explain why you like this particular artifact)

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? How does what you chose to present shape how

your peers see/know you?

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

● Using the audio recording feature, practice presenting your artifact to your classmates

○ What are the artifacts you chose to present?○ How do these artifacts connect to your

culture/family?○ Why did you choose these artifacts?○ What do these artifacts say about you?

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knowledge to connect to text and deepen understanding of self, community and world.

Respond to text in personal and creative ways

Show an increasing understanding of the role of organization in meaning

Create and Communicate

Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences

Use oral storytelling processesCore



Responsibility

Add Box > School > My Achievements > Presented in front of the class > Click the Speech Bubble and add a Reflection > Add Emotion + Tag “Self-discovery”

Reflect on your experience presenting in front of the class What skills did you use to present in front of the

class? How did you feel when you presented to the

class? What do you think your peers learned about you

from your presentation?



Curricular Create “Writing Folders” for the Add Box > About Me > My Strengths > Writing > Click the Speech

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Comprehend and Connect




Communicate in sentences and paragraphs, applying conventions of Canadian spelling, grammar, and punctuation

Develop and apply expanding word knowledge

Transform ideas and information to create original texts

Core

Communication Creative Thinking Critical Thinking Personal Awareness and

Responsibility

students to keep and reflect on their writing samples.

Encourage students to regularly update and organize their “Writing Folders” by scheduling weekly check-ins.

Ask students to select a piece of writing they think shows their best work and reflect on their writing by sharing two stars (i.e. two strengths) and a wish (i.e. one area for improvement).

Bubble and add a Reflection What do you like about writing? What skills do you have that make you a good writer? What would you like to improve on to help your writing?

Add Box > Add Media > Add Picture/File > Click the Speech Bubble and add a Reflection > Add Emotion + Tag “Self-discovery”

Upload a piece of writing about yourself that you are proud of

Reflect on why you are proud of this particular piece of writing

What are two strengths you see in your writing? What is one area for improvement?

Add Box > School > Work Habits > Being Organized > Click the Speech Bubble and add a Reflection

Write or talk about how you organize your Writing Folder How do you select the writing pieces to keep in

your folder? What is your plan for keeping your folder

organized?

Add Box > My Goals > Academic > Language Arts > Action Plan Example: Set a goal to include complex sentences in your

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

Write a Click the Speech Bubble and add a Reflection after each weekly check-in to track your progress with your goals.

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Apply a variety of thinking skills to gain meaning from texts


Use personal experience and knowledge to connect to text

Introduce a new form of media text to the class (i.e. newspaper, commercial, public service announcement) and create a mind map for that text

Who is responsible for producing this media text?

What do you think the reason is for producing this media text? (i.e. to entertain, to inform people, to advertise a product)

In small groups and using classroom technology, have students create one of the studied forms of media text (i.e. newspaper, commercial, public service announcement) on the

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

Upload your media text (i.e. newspaper, commercial, public service announcement)

Write or talk about your experience creating the media with your group

How did you enjoy making this media text? Why was it important to work as a team? What were some ideas you had for the project? What were some ideas that your peers had? How were you able to multiple ideas? How many different roles were there in making

this media text? Could you have done it all by yourself? (i.e.

filmed, acted all the parts, edited etc.)

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and deepen understanding of self, community and world

Recognize how literacy elements, techniques, and devices enhance meaning in texts



Exchange ideas and perspectives to build shared understanding


Use language in creative and playful ways to develop style



Core

Communication Creative Thinking Critical Thinking

topic of their choosing.

Teacher’s Note: Define the term “produce” in relation to texts and media forms

25


Social Responsibility

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Use personal experience and knowledge to connect to text and deepen understanding of self, community and world

Recognize how literacy elements, techniques, and devices enhance meaning in texts

Show an increasing understanding of the role of

As a class, discuss the importance of relationships and the support they provide us in our daily lives.

Have students brainstorm different people in their lives whom they feel have helped them in any way (i.e. friends, family, neighbours, teachers, coaches etc.)

Have students select one of the individuals that has supported them and have them write a formal Thank You letter to them. The letter should include an explanation of how the person has helped the student and why the student found this support valuable.

Teacher’s Note: Model for students how to write and a formal Thank You letter and address an envelope.

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection > Add Emotion + Tag “Appreciation” + Tag “Thank You Letter”

Reflect on the many people who have supported you Who has helped you to be successful at school? Who has taken care of you at home? Who has made you feel included in your

community? Why is it important to acknowledge and

appreciate the support we receive from others? Why is it important to provide this same support

to others?

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organization in meaningCreate and Communicate

Exchange ideas and perspectives to build shared understanding


Use language in creative and playful ways to develop style

Communicate in sentences and paragraphs, applying conventions of Canadian spelling, grammar, and punctuation



Core


Responsibility

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Use a variety or comprehension strategies before, during, and after reading, listening, or viewing to deepen understanding of text

Apply a variety of thinking skills to gain meaning from texts

Recognize the role of language in personal. Social, and cultural identity

Use personal experience and knowledge to connect to text and deepen understanding of self, community and world

Recognize how literacy elements, techniques, and

Invite a community member or family member into the classroom to discuss their occupation and encourage students to use listening comprehension strategies before, during, and after the presentation.

Activate prior knowledge before the presentation

Make notes during the presentation

Summarize what you learned after the presentation

Teacher’s Note: Incorporate cross-curricular connections by choosing a community member or family member involved in a career explored in a Social Studies unit.

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

Have students research and read about the presenter’s job before the presentation. Explain that it is important to do your research prior to a presentation so that you can be more actively engaged and ask educated questions

Add the Job to your Portfolio Write 1-2 questions you would like to ask on the day of

the visit

Add Box > School > How I Learn > Other > Listening to a guest speaker > Click the Speech Bubble and add a Reflection

List two things you learned from the guest speaker who visited your classroom

What strategies helped you to learn? Taking notes? Asking questions?

When would these learning skills be useful in a work setting?

Add box > About Me > My Strengths > Being a good listener > Click the Speech Bubble and add a Reflection

Reflect on what listening comprehension strategies you used before, during, and after the guest speaker presentation

What strategy did you find the most helpful? What strategy was difficult for you to use and

why? When can you use these strategies in school?

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devices enhance meaning in texts



Core




What about at a future job?

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MathematicsCAREER EDUCATION BIG IDEA 1:



CurricularReasoning and Analyzing

Use reasoning to explore and make connections

Develop mental math strategies and abilities to make sense of quantities

Model mathematics in contextualized experiences

Understanding and Solving

Visualize to explore mathematical concepts

Communicating and Representing

Use mathematical vocabulary and language to contribute to mathematical discussions

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and Reflecting

Have students create an All About Me pie chart. In their chart they must identify the many factors that make up their identity (culture, strengths, interests, values etc.). Each factor should be represented as a slice of pie with corresponding fraction and decimal amount listed. Together, these fractions/decimals create one whole you!

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection > + Tag “Math” + Tag “One Whole Me”

Reflect on the many factors that make up your identity What factor made up the largest piece of the pie? How do many parts come together to make a

whole? Can the fractions in the pie chart change? If one

piece increases in size what will happen to the other pieces?

Will the parts that make up the pie always stay the same?

What parts of the pie do you want others to see? What behaviours of yours best reflect these

pieces of the pie? (i.e. I am considerate, I hold doors open for others).

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

Core

Communication Creative Thinking Positive Personal and Cultural


Responsibility







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

Have students identify the various multiplication facts that they are confident with. Have them create a table with these facts so that they can search for patterns. What relationships are there between different multiplication facts? How can we use the facts that we already know to help us become more comfortable with new multiplication facts?

How can the multiplication facts that you are comfortable with help you understand division?

Add Box > My Goals > Academic > Math > Action Plan Example: Set a goal to increase your confidence with one

new multiplication and/or division fact/rule each week With the help of your teacher or on your own, write an

Action Plan to help you achieve your Math goal Write monthly reflections to track your progress

implementing your goal How have you used what you already know to

help you understand new things? How has your knowledge about multiplication

helped you to understand division? What other goals can you set for yourself using

your knowledge of multiplication and divison?

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Develop and use multiple strategies to engage in problem solving



Explain and justify mathematical ideas and decisions



Reflect on mathematical thinking Connect mathematical concepts

to each other and to other areas and personal interests

Core

Creative Thinking Critical Thinking Personal Awareness and

Responsibility

What patterns do you see?

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Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to

In small groups, have students use a variety of geometric blocks to complete a number of critical challenges (i.e. build a symmetrical structure using an odd number of blocks, build an asymmetrical building, build a bridge etc.). Each student will have a chance to be the group leader for at least one critical challenge.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “Math” + Tag “Critical Challenge” + Tag “Creativity”

Upload a picture of your built structure What were the criteria for your structure? What shapes did you use? What strategy did you use to build the structure? What were two other strategies that were

suggested but not chosen? When you were the group leader, how did you

make sure that everyone had a voice? When you were the group leader, how did you

acknowledge the ideas that you did not use?

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

Explore the different jobs you see when you search “Engineering” and learn more about one of the jobs

Add Job to Portfolio Write 1-2 facts you have learned about the job What skills are required for this job? Is this something you would like to do one day?

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local First Peoples communities, the local community, and other cultures


Communicate mathematical thinking in many ways







Core


CAREER EDUCATION BIG IDEA 4:

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Family and community relationships can be a source of support and guidance when solving problems and making decisions.










Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to

Create a classroom culture where students are encouraged to work together and help one another.

Schedule a daily critical thinking question (math equation or word problem) that students work with a different partner to solve. Prompt students to look to each other for guidance and support in their thinking. They should be challenged to solve the problem as a team.

Add Box > About Me > My Strengths > Other > Problem Solving with Others + Tag “Math” + Tag “Collaboration”

Discuss your experience problem solving with the help of a classmate

How did you enjoy solving the problem with a partner?

Did you have different ideas at first? Did you both express your thoughts to one

another? Did your partner help you to see the problem

differently?

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local First Peoples communities, the local community, and other cultures









Core



37

Good learning and work habits contribute to short- and long-term personal and career success.












Use mathematical vocabulary

Have a class discussion about probability. What is probability? How can we calculate it? When in your daily life do you use probability?

Discuss the concept of “chance” with students and ask them to identify scenarios in life where the result of a situation is left to chance.

How can you increase your odds in a chance situation? In pairs, provide students with a cloth bag and 10 marbles, 5 red and 5 blue. Explain that sometimes we have no say in the odds, these are the instances when we are given the bag and told to pick a marble. Other times we may have the opportunity to “increase our odds”. Show this by providing students opportunities to critically think about their chances (i.e. If you could remove one marble to increase your odds of selecting a red marble, what marble would you remove? What combination

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

Discuss the concept of probability and what it means for things to be left to chance

What situations in your life rely on probability? What situations are left to chance? Are there ways to increase your odds? (i.e.

creating a well thought out resume for a job application)

How were you able to increase your odds of selecting a red marble in the math activity?

Why is it important to know your odds? Why is it important to know what role you can

play in increasing your odds? Are there right and wrong ways of increasing

your odds? What may these be? Why is it important to only increase your odds in

fair and ethical ways?

Add Box > About Me > My Strengths > Critical Thinking > Audio Recording + Tag “Math” + Tag “Increasing My Odds”

Using 10 marbles, 5 blue and 5 red, practice manipulating the bag to change your odds of selecting the marble you want

Are there any ways to make your odds 100%? How many different ways can you manipulate the

bag? Will adding more marbles increase your odds or

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and language to contribute to mathematical discussions





Core

Creative Thinking Critical Thinking Personal Awareness and


of marbles would give you the absolute best odds of selecting a red marble? Would adding another red marble increase your odds of selecting a red marble? etc.). Aside from manipulating the make-up of marbles, how else can you increase your odds? (i.e. number of chances to select a marble, being allowed to look in the bag as you select etc.).

Allow students free time to experiment with the marbles and their odds.

decrease them? Does it matter which colour of marbles?

What would happen if you added a third colour of marbles to the bag?

How can you manipulate your chances without manipulating the marbles?

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Physical and Health EducationCAREER EDUCATION BIG IDEA 1:



CurricularSocial and Community Health

Describe and apply strategies for developing and maintaining positive relationships

Describe and apply strategies that promote a safe and caring environment

Mental Well-being

Describe and assess strategies for promoting mental well-being

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

Core



Responsibility

Have students identify a variety of their own attributes and strengths that they are proud of, including evidence of these features and why they are important. Discuss the importance of identifying and appreciating your personal strengths.

Have students create a self-portrait that includes these attributes and strengths in the form of I statements (i.e. I am caring because I include everyone in activities). Post these portraits around the room, or if preferred, have students keep them in the privacy of their desks. Explain that these self-portraits are intended to be reminders of all of their positive attributes, and if they ever find themselves feeling down they can refer to their self-portrait to remind themselves how great they are.

Add Box > About Me > My Attributes > Select or Create an Attribute > Click the Speech Bubble and add a Reflection

Write a reflection on an attribute you are proud of Discuss how you show this attribute Discuss why this attribute is important Discuss how this attribute guides your behavior

and decisions Discuss why it is important to acknowledge and

appreciate your personal strengthsEncourage students to add as many attributes as they can.

Add Box > My Goals > Personal > Action Plan Example: Set a goal to remind yourself of your attributes

before making decisions. How can you use your most valued attributes to

help guide your behavior?With your teacher or on your own, write an Action Plan to help you achieve your goal.

How can you continue to exhibit your valued attributes? Why is it important to think before you act? What can you do if you make a decision that does not

align with your valued attributes? How can you maintain a positive self-image?

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Social Responsibility Based on how students see themselves, ask them how they want to be seen by others? How can they influence how others see them with their actions and choices?

What are some ways students can behave in line with the attributes they value about themselves? (i.e. I see myself as responsible, what things can I do that show this responsibility to others?).



CurricularHealthy and Active Living

Participate daily in physical activity at moderate to vigorous intensity levels

Identify and describe factors that influence healthy choices

Identify and apply strategies for pursuing personal healthy-living goals

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

Encourage students to keep a daily activity log or Phys. Ed. Journal where they can record their enjoyment levels for various activities, reflect on new skills they have learned, and set personal goals.

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

Example: Set a goal to ride your bike without stopping for 30 minutes

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 frequently 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?

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Core




Optional: School > My Achievements > Other > I can ride my bike for 30 minutes!

Add Box > Add Media > Add Video + Tag “Health and Phys. Ed.” Write or talk about your strengths in Phys. Ed., a strategy

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



CurricularHealthy and Active Living

Explain the relationship of healthy eating to overall health and well-being



Core

Communication Critical Thinking Social Responsibility

Using flyers from a local grocery store, ask students to work in groups of four to plan three healthy and balanced meals and one healthy and balanced snack. They must also identify the main source of nutrients in the food they picked. While they will all work together on all of the meals/snack, each student will be the lead on making one of the plates (breakfast, lunch, dinner, or snack).

Using pictures of the food from the flyer, have students present their final meals/snack on a plate to be displayed for the

Add Box > Add Media > Add Picture/File > Click the Speech Bubble and add a Reflection > Tag “Phys Ed.” + Tag “Healthy Eating”

Upload a picture of the balanced plate you were the lead on

Reflect on the process of making the plate with your group

Did you listen to and thoughtfully consider everyone’s ideas?

How did you decide which ideas to go with? How do you feel about your final product? What makes this meal balanced? Would you eat this meal?

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class.



CurricularSocial and Community Health

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

Describe and assess strategies for responding to discrimination, stereotyping, and bullying

Describe and apply strategies for developing and maintaining positive relationships Describe and apply strategies that promote a safe and caring environment

Mental Well-being

Describe and assess strategies for promoting mental well-being

Core

Communication Critical Thinking

As a class, discuss the various types of bullying and brainstorm where bullying is most likely to occur.

In small groups or individually, reflect on atime where someone else’s actions affected a student’s feelings or reputation and discuss what they wish they had done/or wish others had done.

Who can you reach out to if you experience or witness bullying?

Books to Consider:My Secret Bully by Trudy Ludwig

Add Box > About Me > My Attributes > Respect > Click the Speech Bubble and add a Reflection

Write a reflection on how you demonstrate respect for your peers

Discuss what respect means to you How can you show respect at school, at home, in

your community, and online? Who can you ask for help if you or someone you

know are not being respected?

Add Box > My Goals > Personal > Friends > Action Plan Example: Set a goal to stick up for a friend if they are

being treated unfairlyWith your teacher or on your own, write an Action Plan to help you achieve your Friends goal.

How can you support your friends? How will you know if they need help? If you cannot help, who can you ask to support you?

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Social Responsibility



CurricularPhysical Literacy

Identify and describe preferred types of physical activity

Healthy and Active Living

Identify and describe opportunities for potential challenges to participation in preferred types of physical activity at school, at home, and in the community



Core

Communication Critical Thinking

In small groups, using think-pair-share, ask students to select an activity they enjoy and discuss one factor that would motivate them to do the activity and one factor that might discourage them from doing the activity (i.e. personal enjoyment motivates them to go hiking, but the lack of trails in the city discourages them).

Now that they have critically thought about the activity and identified potential barriers to being physically active, have them brainstorm ways to overcome these barriers. How can they go about implementing these solutions? How can they measure their success?

Add Box > About Me > My Interests > Select Interest > Click the Speech Bubble and add a Reflection + Tag “Health and Phys. Ed.” + Tag “Critical Thinking”

Select an interest or write a new interest which matches the physical activity you like to do at home or at school

Reflect on why you enjoy that activity and what motivates you to participate

Reflect on barriers you face to participating in this activity Discuss potential solutions to overcome these barriers

Why may you not do this activity as often as you would like?

What are some potential barriers that prevent you from doing this activity more?

How may you overcome these? Why is it important to think critically and ask

questions? Why is effective problem solving a good skill to

have?

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45

Science

CAREER EDUCATION BIG IDEA 1:Public identity is influenced by personal choices and decisions.


CurricularQuestioning and Predicting

Demonstrate curiosity about the natural world

Observe objects and events in familiar contexts

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

Planning and Conducting

Collect simple dataProcessing and Analyzing Data and Information

Experience and interpret the local environment

Compare results with predictions, suggesting possible reasons for findings

Evaluating

Make simple inferences based on their results and prior

After a discussion about living things and how they adapt to their environment, have students brainstorm ways that they adapt to their own environments.

How do they adapt to physical changes? (i.e. home vs. school etc.)

How do they adapt to social changes? (i.e. playing with friends vs. playing with family etc.)

Have students track their own behavior in different settings/environments through the use of a checklist. What patterns can they see in their own behavior?

How do your behavior and decisions in each of these settings influence your public

Add Box > About Me > My Attributes > Click the Speech Bubble and add a Reflection + Tag “Science”

Discuss how you adapt to your environment Do you present yourself differently in different

settings? How do you think others see you in different

settings? Is there anything about you that does not change

based on your environment?

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knowledge Identify some simple

environmental implications of their and others’ actions

Communicating

Express and reflect on personal or shared experiences of place

Core


Responsibility

identity? How may people in different environments have a different perception of you?







Make predictions based on prior knowledge


Have students maintain a Science Inquiry journal in their AAM Portfolio throughout each unit. They can use the KWL format to guide their thought process.

Each Science class students will record their new “knowledge” of the world around them, as well as include one “wonder” they have to guide future learning (i.e. Know: The moon’s

Add Box > About Me > My Strengths > Asking Questions > Click the Speech Bubble and add a Reflection + Tag “Science”

Discuss the importance of reflecting on what you have learned and using your interests to guide what else you would like to know

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection > + Tag “Science” + Tag “Inquiry”

Discuss what you know, what you wonder, and what you would like to learn.

Add to the journal as the unit progresses. Answer the Learn sections through reflections.

47

Suggest ways to plan and conduct an inquiry to find answers to their questions

Processing and Analyzing Data and Information


Evaluating

Make simple inferences based on their results and prior knowledge

Demonstrate an understanding and appreciation of evidence

Core

Communication Critical Thinking Personal Awareness and

Responsibility

gravitational pull on the earth creates the tides we experience in our oceans. Wonder: Why do the tides occur at different times each day if the Earth is consistent in how long it takes to rotate? As the unit progresses students can return and complete the Learn portions of their charts).

How were you able to guide your learning based on what you already knew and what you were interested in?

How does identifying what you understand help you to understand it better?

Add Box > My Goals > Academic > Action Plan Example: Set a goal to complete an inquiry project using

questions you have based on what you have already learned

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

How can you research your question? What other questions do you have? Why do you want to know this?

48










Processing and Analyzing Data and Information


Evaluating


In small groups, have students explore Oobleck (do I need to cite this?). Do they think it is a solid or a liquid?

Once they have had time to experiment with it, assign the group to a phase of matter (either solid or liquid). As a group, they must debate in favour of their phase of matter (prove that Oobleck is either solid or liquid pending which phase their group was assigned) against another group in the class who will be arguing for the opposite.

After all of the debates, have all students vote for which phase of matter they believe Oobleck is.

Teacher’s Note: Remind students that they were assigned a side on the debate and that the side they may be supporting may not align with their actual beliefs.

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection + Tag “Science” + Tag “Phases of Matter”

Upload a video of the Oobleck that supports your opinion on what phase of matter it is

Discuss your experience working with others to support an idea

What phase of matter were you supporting in the debate?

Was this the same phase of matter you personally thought Oobleck was before the debate?

How did the ideas of others influence your opinion? Did you change your mind as to what phase of matter

Oobleck is after the debate? Why is it important to listen to the ideas of others?

49


Applying and Innovating

Transfer and apply learning to new situations

Generate and introduce new or refined ideas when problem solving

Core

Communication Creative Thinking Critical Thinking








Have students maintain a science journal (at home, school etc.) for one week. With the help of their loved ones and friends, have them observe and record as many examples of energy transformations as possible.

Each time they identify an example of heat transformation ask them to have a short

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection > + Tag “Science” + Tag “Energy Transformation”

Discuss the different examples of energy transformations that you identified

Was it easier to follow your own thought process when you were saying it out loud to someone else?

How did you feel when your friends/family questioned you?

How did you feel when you were able to confidently provide them an answer?

50



Collect simple dataProcessing and Analyzing Data and Information


Evaluating






Communicating


Core

Creative Thinking Critical Thinking

discussion with a loved one or a friend about what they saw and why it is an example of heat transformation. Have them encourage their loved ones to challenge their ideas to help them make more concrete arguments.

How was your loved one able to guide your thought process in a new direction?

Were you able to teach your loved one something new?

51









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

Evaluating





Communicating

As a class, discuss how living things respond and adapt to their environments. Brainstorm some different living things that have unique traits due to adapting to their environments (i.e. the giraffe’s long neck to reach high trees).

How do human adapt to their environment? What do we do to ensure our own success? What do you do on a cold snowy day to keep warm?

Are daily adaptations the same as longer term ones? How would the world be different in living things weren’t able to adapt?

Have students create a visual web of different living things showing the adaptations they have had to survive in their environments.

Add Box > About Me > My Strengths > Other > Adaptable > Click the Speech Bubble and add a Reflection + Tag “Science”

Discuss what adaptation means and how you are adaptive in your everyday life

Why is it important to be adaptable? Why must you adjust to your environment? How may this help you in a future career? Do things always go the way we plan? Is it a bad

thing that they don’t? How can you best prepare yourself for the

unexpected? How is being adaptable important for all living

things?

Add Box > Add Media > Add Video + Tag “Science” Write about a time that you showed adaptability

What happened? How did you react? Was it hard to adapt?

52


Core


Responsibility

53

Social StudiesCAREER EDUCATION BIG IDEA 1:



CurricularSignificance

Construct arguments defending the significance of individuals/groups, places, events, or developments

Core



Discuss various natural resources in BC.

What purposes do these resources serve when they are in the environment? What purpose do they serve once they are mined?

Have students select one natural resource in BC to research. Have them study the process by which this resource is extracted from the environment. Once they have done their research have them argue either for or against the use of this natural resource. Do the benefits for people outweigh the damage to the environment?

Have students write a journal for or against the use of this resource.

Add Box > Add Media > Add Video + Tag “Social Studies” + Tag “Natural Resources”

Write about your opinion on whether or not the natural resource you chose should be extracted from the environment and used by humankind

What are the benefits to humankind? What are the consequences to the environment? What will we do once this resource runs out? What options do we have aside from this

resource? Should we be extracting this resource for our use

or not? How does your opinion connect with your

identity? How does your decision influence how others

may see you?

54



CurricularEthical Judgement

Make ethical judgements about events, decisions, or actions that consider conditions of a particular time and place

Core




Discuss the relationship between First Peoples and Europeans in present day Canada.

Have students discuss what they know about ethics. Present them with current scenarios in Canada (i.e. the pipeline) and ask them what they think should be done.

Based on their existing ethical judgement and stance on different present-day issues, have students create short- and long-term goals of how they would like to help shape the future of Canada. What can they as individuals or a class do to help our future?

What jobs may interest them in the future?

Add Box > Add Media > Add Video + Tag “Social Studies” + Tag “Ethical Judgement”

Write about your opinion on current Canadian issues and how you would address them based on your personal ethical judgement

Whose interests must you consider? What are the consequences of your decisions? What decision would you make? Why? How can you help shape the future of Canada? Why do we need people to stand up for what is

right?

Add Box > My Goals > Personal > Action Plan Example: Set a goal to help build relationships between

different groups of friends in your schoolWith your teacher or on your own, write an Action Plan to help you achieve your goal.

How can you bring different groups of friends together? Why is it important that everyone values and respects

one another?

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

Explore the different jobs you see when you search “Politics” and learn more about one of the jobs

Add Job to Portfolio Write 1-2 facts you have learned about the job What skills are required for this job?

55

Is this something you would like to do one day? How could you help the future of Canada in this

role?



CurricularContinuity and Change

Sequence objects, images, or events, and determine continuities and changes between different time periods or places

Ethical Judgement

Make ethical judgements about events, decisions, or actions that consider conditions of a particular time and place

Core




Have students explore the relationship between the First Peoples and Europeans in Canada over the past 200 years. When and how did they interact? How did they benefit and/or suffer because of each other? Students can create a timeline to guide their thoughts.

How has this relationship changed over time? How has it stayed the same?

Have leaders throughout Canadian history listened to and respected the ideas of others? Explain.

How would leaders listening to a respecting the ideas of others improve this relationship?

Add Box > School > How I Learn > Researching > Click the Speech Bubble and add a Reflection + Tag “Social Studies”

Discuss your experience researching about the relationship between First Peoples and Europeans in Canada

Who wrote most of the sources you found? What perspective are many of the resources told

from? Are all opinions expressed in the research fairly? How have leaders throughout Canadian history

listened to and respected the ideas of others? How have they neglected to do this?


56

Family and community relationships can be a source of support and guidance when solving problems and making decisions.


CurricularCause and Consequence

Differentiate between intended and unintended consequences of events, decisions, or developments, and speculate about alternative outcomes

Core




Have students research Canadian Confederation. Was BC part of the original make-up of Canada?

When did BC join Confederation? Why? Who influenced this decision?

Based on the circumstances, if you were able to decide whether or not BC joined Confederation back in 1871 what would you have decided? Would you have made this decisions for the entire province all by yourself? Who would you have consulted about this decision? How can you ensure you are acting in the best interests of everyone?

Add Box > About Me > My Strengths > Making Decisions > Click the Speech Bubble and add a Reflection + Tag “Social Studies”

Discuss your opinion on whether or not BC should have joined Confederation based on the circumstances at the time

Would you have joined Confederation? Why or why not? Who would you have consulted to help guide your

decision? Who all is impacted by your decision? Have you

considered each of their best interests as well? Why is it important to seek support and guidance when

making big decisions? Could there be perspectives/consequences that you have

not yet considered? How do you feel when others support your decisions?

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CurricularEvidence

Ask questions, corroborate inferences, and draw conclusions about the content and origins of different sources

Perspective

Construct narratives that capture the attitudes, values, and worldviews commonly held by people at different times or places

Core




Have a class discussion about the importance of being critical with your sources of evidence.

Provide students with a reading with a strong opinion on an issue. Have students respond with their own thoughts on the issue. Then, have them read a second piece on the same issue, but from an opposing perspective. Have their own thoughts and opinions on this issue changed since seeing the second source?

What makes a reliable source? Why is it important to think for yourself rather than simply believe everything you see/read/hear?

Add Box > School > 21st Century Competencies > Critical Thinking > Click the Speech Bubble and add a Reflection + Tag “Social Studies” + Tag “Credible Sources”

Discuss how your opinion on an issue changed once you heard a new perspective

Why is it important to think for yourself? Can we trust everything we read? What makes a credible source? Why should you always know who wrote what you are

reading? Why should you always find more than one source? How can being critical of your sources help you gain the

whole picture? When is it important to question sources in your

everyday life? How do rumours start? Why do they spread so quickly?

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