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All About Me - Grade 6 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 17

Core French 23

English Language Arts 29

Mathematics 36

Physical and Health Education 44

Science 51

Social Studies 60

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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:

Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community.

Competencies Learning Opportunities AAM Portfolio Activity

Curricular

Understanding context Defining Ideating Identify and evaluate the skills

and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use

Identify how the land, natural resources, and culture influence the development and use of tools and technologies

Core

Critical Thinking Positive Personal and Cultural

Identity Personal Awareness and

Responsibility

Have students consider the needs of themselves, their families, and their communities with the in relation to present day technology. How is the job market adapting to advancements in technology?

What are some jobs of the future? What needs will need to be met? What jobs will be able to meet them? What will these jobs do exactly? Who will they serve? What skills will people need to work them?

Add Box > About Me > My Strengths > Thinking Outside the Box > On the new artifact, click the Speech Bubble and add a reflection > Audio Recording + Tag “ADST” + “Critical Thinking” + Tag “Jobs of the Future”

What do you expect to be a job of the future? Why doesn’t this job exist already? What needs will this job be meeting? What exactly will this job do? What skills will people need to do this job? Who will benefit from this job? Is this a job you would like to do one day?

CAREER EDUCATION BIG IDEA 2:

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Our personal digital identity forms part of our public identity.


Curricular

Understanding context Defining Ideating Making Sharing Identify and evaluate the skills


Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use

Core

Communication Creative Thinking Critical Thinking Positive Personal and Cultural


Responsibility

Have students present their AAM digital 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! > On the new artifact, 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 3:Practicing respectful, ethical, inclusive behavior prepares us for the expectations of the workplace.


Curricular

Understanding context Defining Ideating Prototyping Testing Making Select, and as needed learn

about, appropriate tools and technologies to extend their capability to complete a task

Identify and evaluate the skills and skill levels needed, individually or as a group, in relation to a specific task, and develop them as needed

Core

Communication Creative Thinking Critical Thinking Social Responsibility

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?

Was it difficult working with people you didn’t know?

Were you able to accomplish more with the How did you help to make others feel valued in

the group? Are there any jobs where you never collaborate

with others?

Add Box > Add Journal + 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 strangers? Could you have created the same final product

without them? Why is collaboration a positive skill to have in the

workplace?

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CAREER EDUCATION BIG IDEA 4:Leadership represents good planning, goal-setting, and collaboration.


Curricular

Defining Ideating Prototyping Testing Making Sharing Select, and as needed learn

about, appropriate tools and technologies to extend their capability to complete a task


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 maximum size that can transport an item unassisted 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!).

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

Add Box > School > How I Learn > Doing Activities > On the new artifact, 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 move on its own!

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CAREER EDUCATION BIG IDEA 5:Safe environments depend on everyone following safety rules.


Curricular

Understanding context Defining Ideating Making Sharing Demonstrate an awareness of

precautionary and emergency safety procedures in both physical and digital environments


Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology

Core

Communication Creative Thinking

In partners or small groups, have students write, perform, film, edit, and present their own public service announcement for the class on the importance of using technology safely.

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

Add Box > Add Media > Add Video > On the new artifact, click the Speech Bubble and add a reflection + Tag “Safety” + Tag “ADST” + Tag “Digital Literacy”

Upload your Public Service Announcement Write or talk about the importance of being safe,

including in online settings

What was your Public Service Announcement about? Why is it important for people to be safe online? Why is it important for people to be respectful of one

another’s privacy? What was your favourite part of making the Public

Service Announcement? Would you like to make more films?

My Future > Explore Jobs > Search: Film > Add to Portfolio > On the new artifact, 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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Critical Thinking Social Responsibility



Curricular

Understanding context Defining Making Sharing Identify and evaluate the skills


Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task

Core

Communication Creative Thinking Positive Personal and Cultural


Responsibility

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 > On the new artifact, 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 reflections 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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Arts EducationCAREER EDUCATION BIG IDEA 1:



CurricularExploring and Creating

Explore relationships between identity, place, culture, society, and belonging through the arts

Demonstrate an understanding and appreciation of personal, social, culture, historical, and environmental contexts in relation to the arts

Reasoning and Reflecting

Examine relationships between the arts and the wider world

Core

Communication Creative Thinking Critical Thinking

As a class, create a mind map of where students see visual and media arts in their local community and on a national level

Local and national art galleries

Festivals and artisan markets

Commercials and advertisements

Television and movies

Using think-pair-share, ask students to brainstorm who contributes to the visual and media arts in their local community and on a national level (i.e. who works at the local art gallery? Who is involved in producing a TV show?).

Do they know anyone personally who does these jobs?

Do they find these jobs to be valuable to the

My Future > Explore Jobs > Keyword: Art > Add to Portfolio > On the new artifact, click the Speech Bubble and add a reflection

Explore the different jobs you see when you search the keyword “art”

Add a Job that interests you to your portfolio Reflect on the job you have selected

What type of visual or media art is this job involved in creating?

What education does this job require? What skills are needed for this job? Where do you see contributions from this job in

your daily life? Do you know anyone who does this job? Would you want to do this job one day?

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community? Why? Would they want to do

any of these jobs one day?

CAREER EDUCATION BIG IDEA 2:Our personal digital identity forms part of our public identity.







Communication and Documentation

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core


Empower students to keep an “Arts Blog” 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.

Teacher’s Note: Have students create classroom blogs, not public ones. Be sure to protect the privacy and safety of the students.

Add Box > Add Journal + Tag “Blog” Write or talk about the blog you created:

How do you enjoy keeping a blog? How does a blog help you organize your ideas? Does your blog represent who you are?

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Responsibility







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

Communication and Documentation

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

Demonstrate increasingly

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.

Ask students to reflect on how to share an opinion and provide feedback in a respectful way.

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

Teacher’s Note: Prior to participating in a gallery walk, discuss with students examples of respectful suggestions and

Add Box > About Me > My Interests > Arts and Crafts > On the new artifact, 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 > On the new artifact, click the Speech Bubble and add a reflection + Tag “Visual Arts”

Write about your experience participating in a gallery walk

What compliment did you give to another student?

What suggestion did you make to another student?

Was your feedback helpful? Were you respectful in your delivery of your

feedback?

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sophisticated application and/or engagement of curricular content

Core

Communication Critical Thinking Personal Awareness and

Responsibility Social Responsibility

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).




Intentionally select, apply, combine, and arrange artistic elements, processes, materials, movements, technologies, tools, techniques, and environments in art making

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


Interpret creative works using knowledge and skills from various

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 the class has read).

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 building on each other’s ideas

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

Add Box > School > Work Habits > Working well with others > On the new artifact, 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 > On the new artifact, 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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areas of learningCommunicating and Documenting

Interpret and communicate ideas using symbols and elements to express meaning through the arts

Express feelings, ideas, and experiences through the arts

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

Core


the appropriate mood





Create artistic works collaboratively and as an

Encourage students to create a mixed media piece about safety. Have them address how our decisions impact the safety of others.

Add Box > Add Media > Add Picture > On the new artifact, click the Speech Bubble and add a reflection > Add Emotion + Tag “Visual Arts” + Tag “Social Studies” + Tag “Creativity”

Upload a picture of your mixed media artwork Discuss how your piece displays the

interconnectedness of safety Reflect on your artwork

What safety issue inspired your artwork? What is the message of your work? What elements of design communicate this

message? (Ex. Line, shape and form, space,

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individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts


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

Interpret creative works using knowledge and skills from various areas of learning


Communicating and Documenting


Express feelings, ideas, and experiences through the arts

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

Core

Communication

colour, texture, value)

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Creative Thinking Critical Thinking Personal Awareness and






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



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

Host an “Art Conference” where students can rotate in groups and choose a skill to present about to their classmates (i.e. drawing cartoons, painting with watercolour etc.).

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

Add Box > School > How I Learn > Other > Practicing a Skill with My Classmates > On the new artifact, click the Speech Bubble and add a reflection + Tag “Music” + Tag “Collaboration”

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

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

this skill? What skill do you want to practice next?

Add Box > My Goals > Academic > Art > Action Plan Example: Set a goal to learn to create shadow effects in

your drawings With the help of your teacher or on your own, write an

Action Plan to help you achieve your Art 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 music

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

set another one?

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the quality of artistic creations Interpret creative works using

knowledge and skills from various areas of learning

Communicating and Documenting

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


Core


Identity

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Career Education CAREER EDUCATION BIG IDEA 1:



Curricular

Recognize their personal preferences, skills, strengths, and abilities and connect them to possible career choices

Recognize the influence of peers, family, and communities on career choices and attitudes toward work

Core



Responsibility

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 > On the new artifact, 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 Journal + 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


Question self and others about how their personal public identity can have both positive and negative consequences

Core



Responsibility

Have students present their AAM digital 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! > On the new artifact, 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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Curricular


Appreciate the importance of respect, inclusivity, and other positive behaviours in diverse, collaborative learning, and work environments

Demonstrate leadership skills through collaborative activities in the school and community

Core



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 > On the new artifact, 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?



Curricular


Appreciate the importance of respect, inclusivity, and other

Create class teams that can work together toward certain SMART goals (i.e. as a group, read 20 books this month). Assign a different leader to each group each month who’s job is to help the team reach their

Add Box > My Goals > 21st Century Competencies > Career Education > Action Plan + Tag “Team Name” + Tag “Setting Goals” + Tag “Collaboration” + Tag “Leadership”

Example: Set a goal to complete a certain number of active minutes at lunch in a month as a group

Write an Action Plan as a group to help you achieve your goal

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positive behaviours in diverse, collaborative learning, and work environments


Question self and others about the reciprocal relationship between self and community

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

Core

Communication Personal Awareness and


current goals and set new ones. Have the groups create action plans to track their progress on achieving their goals. At the end of each month, have the current leader present on the accomplishments of the team.

Teacher note: The groups are not competing against one another, they are all working to achieve their own goals.

Check in with weekly team reflections to track your progress

Why is it important to set goals? What is the purpose of creating a plan for your goals? Why is it important to work with a team? What are the traits of a good leader? Did your team accomplish your goal this month? Why or

why not? How can you improve as a team next month?



Curricular



Have students help you create a code of conduct for the classroom. All students will be expected to understand, respect, and follow the classroom rules that they helped make.

Define the terms policies and

Add Box > School > Work Habits > Other > Following Policies and Procedures > On the new artifact, click the Speech Bubble and add a reflection + Tag “Career Education”

Discuss the importance of not only knowing, but following policies and procedures/a code of conduct

Why do we have a code of conduct/policies and procedures?

Who is the code of conduct meant to protect? Why is it important to know, understand, and

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Demonstrate safety skills in an experiential learning environment

Core



procedures as they relate to the work place. Discuss how this code of conduct reflects Workplace policies for different jobs. Why is it important that everyone knows their rights and responsibilities? Who are you impacting when you are not being safe? Whose responsibility is it to make sure that you are being safe?

follow the code of conduct? Whose responsible for your safety? Who can you report unsafe practices to? Who is impacted by unsafe behaviour? How can you support others in following the code

of conduct? Where should the code of conduct be located?

Why?



Curricular

Recognize personal preferences, skills, strengths, and abilities and connect them to possible career choices



Question self and others about the reciprocal relationship between self and community

Use entrepreneurial and

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

Add Box > About Me > My Strengths > On the new artifact, 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

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innovative thinking to solve problems

Appreciate the value of new experiences, innovative thinking, and risk taking in broadening their career options

Core

Communication Positive Personal and Cultural


Responsibility

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.

new things and developing new skills.

Add Box > Add Media > Add Video > On the new artifact, 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? 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?

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Core French CAREER EDUCATION BIG IDEA 1:



Curricular

Comprehend high-frequency words and patterns in slow, clear speech and other simple texts

Identify key information and some details in slow, clear speech and other simple texts

Interpret non-verbal cues to increase understanding

Use strategies to increase understanding

Core


Identity

In French, have students present 5 details about themselves that relate specifically to a job that they want to pursue (i.e. I love school, I like to help others learn etc. = teaching). Once they have finished sharing their five details of the rest of the class guess what profession they are considering.

Keep a class chart with the different student traits and related jobs.

Add Box > About Me > My Interests > On the new artifact, click the Speech Bubble and add a reflection + Tag “French” + Tag “Guess the Profession”

In French, write your 5 interests/traits that relate to the profession you want to pursue

How do these interests/traits relate to the job? Does anyone else want to pursue the same career? Is so, were the interests/traits you listed similar? What are some other jobs that are similar to this one that

you may be interested in? Did any of the jobs that your peers presented about

surprise you? Did any of them interest you?



Curricular

Begin to recognize the relationship between French

Have students present from the digital About Me portion of their portfolio. Discuss how the sections they choose to share

Have students present from the About Me section of their portfolio to the class in French.

Before giving their presentations have them thoughtfully

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letter patterns and pronunciation Comprehend high-frequency

words and patterns in slow, clear speech and other simple texts


Exchange ideas and information using complete sentences, orally and in writing

Use visuals or technology to assist in communicating



Core



Responsibility

will shape how the class identifies them.

Students can complete parts of their portfolio in French, and may present in a mix of French and English depending on their proficiency level.

decide which three categories they want to talk about. Why are these categories important? What will their classmates know about their identity

based on what they present from their online portfolio?



Curricular

Recognize the relationship between pronunciation, including the role of intonation and tone of

Assign students to groups and provide each of them with a different verb or noun written on a cue card in French. Have

Add Box > About Me > My Strengths > Working with Others > On the new artifact, click the Speech Bubble and add a reflection + Tag “Core French” + Tag “Collaboration” + Tag “Storytelling”

Discuss your experience writing a story with a group

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voice, and meaning Begin to recognize the

relationship between French letter patterns and pronunciation







Understand simple storiesCore

Communication Creative Thinking Social Responsibility

them work together to create a story that includes all of the nouns and verbs.

Once the group has completed their story have them take turns reading (or performing) it to the class.

Was it hard to use everyone’s words? What did you do if someone’s word didn’t work

particularly well? Why was it important to use everyone’s contributions

and to make it work? Could you have thought of this story on your own? In a future job, when may you find that you are expected

to use pre-determined materials that may not be your first choice? What will you do?



Curricular

Recognize the relationship

In small groups, assign students a series of words which they will

Add Box > Add Media > Add Video > On the new artifact, click the Speech Bubble and add a reflection + Tag “French” + Tag

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between pronunciation, including the role of intonation and tone of voice, and meaning

Begin to recognize the relationship between French letter patterns and pronunciation







Core


have to create actions for. They must work together to agree on an action for each word. Each student will have a chance to share one of the words and actions that the group decided on to the class.

Have the class practice the words using the new actions to help them consolidate the information.

“Vocabulary” Upload a video of you presenting your word with your

groups action to the class What word did you present? What does it mean in English? What was the action your group made for it?

Write or talk about how your group decided on this action.



Curricular

Recognize the relationship

Schedule two minute French conversation each class. In this

Add Box > About Me > My Work Habits > Taking Safe Risks and Experimenting + Tag “French” + Tag “Safe Risks”

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between pronunciation, including the role of intonation and tone of voice, and meaning

Begin to recognize the relationship between French letter patterns and pronunciation







Respond appropriately to questions, simple commands, and instructions

Seek clarification of meaning using common statements and questions

Core


Identity

time allow students to speak freely with a partner, using only French supplemented with body language. In this time encourage students to speak as much as they can. It does not have to be grammatically correct French, nor does it have to make complete sense. The goal is increasing student confidence when taking chances experimenting with new languages.

Ensure all students are aware that this is a safe practice space where students are expected to encourage one another to practice speaking. They are not to laugh at the efforts of their peers.

Discuss your experiences conversing strictly in French How did you feel at the beginning knowing you

had only a limited vocabulary to work with? How did this feeling change with time? How much French were you actually able to

speak? How much of what you said could your partner

understand? Why is taking safe risks important in learning? How much easier is it to take safe risks when

everyone else is doing the same? Why is it important to ensure a safe learning

environment?

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Curricular

Demonstrate awareness of Francophone and Francophone Metis communities across Canada

Recognize that some Francophone communities are connected to First Peoples communities

Identify and share information about a Francophone community in Canada

Core

Creative Thinking Critical Thinking Positive Personal and Cultural

Identity

In groups, have students research various Francophone celebrations.

As a group, select one of the traditions to celebrate as a class. Together, plan, decorate, and host the celebration. What key features are necessary? Who should be invited? What are you celebrating exactly?

Add Box > Add Journal > On the new artifact, click the Speech Bubble and add a reflection + Tag “Traditions” + Tag “Celebrations” + Tag “Culture”

Discuss the Francophone tradition that your group researched

What is it a celebration of? How is it celebrated? Would you like participate in this celebration?

Discuss the tradition your classroom community is going to work together to create and celebrate.

How did your class decide what tradition to choose?

How will you celebrate it?

Add Box > Add Media > Add Picture/File > On the new artifact, click the Speech Bubble and add a reflection > + Tag “Traditions” + Tag “Culture”

Upload a picture of the celebration you hosted What was the celebration called? What did it celebrate? How did it go?

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English Language ArtsCAREER EDUCATION BIG IDEA 1:



CurricularComprehend and Connect

Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability

Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking

Synthesize ideas forma variety of sources to build understanding

Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts

Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts

Construct meaningful personal connections between self, text, and world

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 > On the new artifact, 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 > On the new artifact, 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 > On the new artifact, click the Speech Bubble and add a reflection

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

29

Core


Responsibility

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?

What about at a future job?




Recognize and appreciate how different features, forms, and genres of texts reflect various purposes, audiences, and messages



Recognize how language constructs personal, social, and cultural identity


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

Ask students to present an argument in favour of a social or environmental issue which is important to them

Teacher’s Note: Ensure students have learned a structure for organizing their arguments (Ex. Begin with an opening sentence, includes points with supporting evidence, finish with a summary)

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? Which vocal effect will you focus on improving?

Add Box > About Me > My Values > Select Value > Audio Recording + Tag “Language” + “Social Studies” + “Communication”

Select a value or write a new one that you feel connects you to the social or environmental issue you chose

Using the audio recording, practice presenting your argument about a social or environmental issue

What is your opening sentence? (main argument) What points/evidence support your argument? What is your summary? (ex. Why do you care

about the issue and why should others care?)

30

Core

Communication Critical Thinking Positive Personal and Cultural



Add Box > School > My Achievements > Presented in front of the class > On the new artifact, click the Speech Bubble and add a reflection > Add Emotion

Reflect on your experience presenting in front of the class How did you prepare for your presentation? What skills did you use during your presentation? How did you feel after your presentation? What could you do next time to improve your

oral presentation skills?




Recognize and appreciate how different features and genres of texts reflect various purposes, audiences, and messages



Understand how literary elements, techniques, and devices enhance and shape meaning

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

Add Box > Add Journal > On the new artifact, 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 may it be important to thank those who

help you in the workplace? Why is it important to support others?

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Recognize an increasing range of text structures and how they contribute to meaning

Create and Communicate

Use an increasing repertoire of conventions of Canadian spelling, grammar, and punctuation

Select and use appropriate features, forms, and genres according to audience, purpose, and message

Core



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.






Exchange ideas and viewpoints to build shared understanding and

Have students work as a class to plan a poetry café. Have them each write an individual poem and a partner/group poem. They can also set-up/decorate the space, create invites for other classes to attend, and document the event.

Make sure that they set a class

Add Box > My Goals > Academic > Language Arts > Action Plan + Tag “Poetry Cafe” + Tag “Collaboration” + “Event Planning”

Example: Set a goal to organize a successful poetry café with at least 15 attendees and 10 performances.

Write an Action Plan to help you achieve your Poetry Cafe goal

When will the event be to get the biggest audience? Who will perform? How long will the event need to be?

32

extend thinking Use an increasing repertoire of

conventions of Canadian spelling, grammar, and punctuation


Transform idea and information to create original texts

Core


goal (i.e. share their poetry with a minimum of 20 other people) and create a plan for the execution of the event (i.e. a schedule for the performances).

Who will we invite? How will we decorate? How can we distribute the jobs? What will success look like? After the event write a reflection about how it went




Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking


Understand how literary

Organize a Writer’s Workshop where students have an opportunity to revise their writing 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

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

Example: Set a goal to add a supporting point to your argument

Write an Action Plan to help you achieve your writing goal

Have a friend read your work Conference with the teacher to learn how to add

a supporting point Re-visit your writing and use a Success Criteria

checklist to make any changes you need

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elements, techniques, and devices enhance and shape meaning


Respond to text in personal, creative, and critical ways




Core


Responsibility

and give two strengths and one area for improvement

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

Before the workshop, review with students respectful feedback. Ensure that they are all aware that the workshop is a safe space for personal growth and must be treated as such.

Add Box > School > How I learn > Other > Conference with my teacher to learn a new strategy > On the new artifact, click the Speech Bubble and add a reflectionWrite or talk about how talking with a teacher help’s you to learn new strategies to improve your writing




Recognize and appreciate how different features, forms, and

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

Add Box > Add Media > Add Video/Picture > On the new artifact, 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)

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genres of texts reflect various purposes, audiences, and messages






Exchange ideas and viewpoints to build shared understanding and extend thinking



Core Communication Creative Thinking Critical Thinking

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 topic of their choosing.

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

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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Social Responsibility

MathematicsCAREER EDUCATION BIG IDEA 1:



CurricularReasoning and Analyzing

Use reasoning and logic to explore, analyze, and apply mathematical ideas

Use tools or technology to explore and create patterns and relationships, and test conjectures

Model mathematics in contextualized experiences

Understanding and Solving

Apply multiple strategies to solve problems in both abstract and contextualized situations

Visualize to explore mathematical concepts

Communicating and Representing

Use mathematical vocabulary and language to contribute to mathematical discussions

Communicate mathematical thinking in many ways

Ask students to create “All About Me” stories using equations, in which aspects of their life are represented using decimals, fractions, and mixed numbers.

What is the ratio of males to females in your family?

Draw and label your favourite meal, including proportions each food takes of your plate, using both decimals and fractions.

What was your batting average at baseball last night?

Have them reflect on their experience associating everything in their lives to numbers. Do they want to work with numbers in a future career?

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

Write the “All About Me” story you created using math equations

How was your experience attaching numbers to your story?

Is this something you would like to do in a future career?

Do you like playing with and seeing numbers in different ways?

Add Box > School > My Strengths > Other > Math > On the new artifact, click the Speech Bubble and add a reflection + Tag “My Learning” + 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? How can you get the help you need in math?

36

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and Reflecting

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

Core


Identity





Use tools or technology to explore and create patterns and relationships, and test conjectures



Have students represent themselves in their electronic portfolio through drawn math equations (i.e. I like to sleep 0.667 of the day).

Have students present their math equations to the class. Their peers can work to write their equations other ways (i.e. ¾ in the presentation could be written as 0.75 by a peer).

If this portfolio became public

Add Box > About Me > Various Boxes > Drawing > On the new artifact, click the Speech Bubble and add a reflection + Tag “Math” + Tag “My Equations”

Draw the math equation that represents you Discuss how you can represent yourself through numbers

and equations electronically Does your e-portfolio represent you accurately? Is there anything on your portfolio you wouldn’t

want strangers to know? Why is it important to think about this when you are online?

37








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

Core

Creative Thinking Positive Personal and Cultural

Identity

what would it tell others about you? Would you want strangers to know these things?




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

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

Discuss your experience problem solving with the help of

38

Use logic and patterns to solve puzzles and play games


Estimate reasonably Demonstrate and apply mental

math strategies Use tools or technology to

explore and create patterns and relationships, and test conjectures




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




Explain and justify mathematical ideas and decisions

Communicate mathematical

another.

Schedule a daily critical thinking question (math equation or word problem) that students work with a different partners 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.

Sample question: Write 2/7 as a decimal.

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?

39

thinking in many ways Represent mathematical ideas in

concrete, pictorial, and symbolic forms


Reflect on mathematical thinking Connect mathematical concepts

to each other and to other areas and personal interests

Core

Communication Critical Thinking Social Responsibility




Use logic and patterns to solve puzzles and play games


Demonstrate and apply mental math strategies


Apply multiple strategies to solve

In groups of three provide students with different numbers. Together have them find as many different ways as they can draw/write/represent this number (i.e. fraction, decimal, percentage, answer to equation etc.). Give them a set amount of time with each number and then have them switch numbers.

Before distributing any numbers

Add Box > About Me > My Strengths > Thinking Outside the Box > Drawing > Audio Recording + Tag “Math” + “Critical Thinking”

Draw a picture that includes all of the ways you represented the number How many different ways could you find to

represent the number? What was your team’s strategy? How did you work together? Did it work well? Did you have to adjust it part

way through the activity?

40

problems in both abstract and contextualized situations









Reflect on mathematical thinkingCore


give students 5 minutes to plan a group strategy and set a goal for how many ways they want to find.

The team that finds the most different ways to write a given number can select the Daily Physical Activity for the next day.



41

CurricularCommunicating and Representing




Reflect on mathematical thinking Connect mathematical concepts


Core




Lead a group discussion about math. How do students feel about math? Why do they feel this way?

Often students feel anxious about math. If they identify this, have them brainstorm ways that they can work together as a class to ensure everyone is comfortable and feels safe learning together.

If students have a positive view on math have them explain how the environment contributes to this and brainstorm ways to maintain this positivity.

Add Box > School > My Favourite Subject > Math > On the new artifact, click the Speech Bubble and add a reflection + Tag “Math” + Tag “Safe Learning Environments”

Discuss what action can be taken to help make math your favourite subject

What do you enjoy about math? What could make math a more positive

experience for you? What is it important to feel comfortable taking

safe risks in math? What is it important to have the support of your

peers? Is emotional safety as important as physical

safety?





Demonstrate and apply mental

Have students complete a hypothetical budget for themselves. They can earn currency when they complete assigned jobs in the class and they can spend the money on different classroom benefits i.e.

Add Box > About Me > My Strengths > Budgeting > On the new artifact, click the Speech Bubble and add a reflection + Tag “Math” + “Budgeting”

Discuss your experience maintaining a budget Is it easier to make or spend money? Why it is important to know how to budget? How can you make sure make more than you spend?

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math strategiesUnderstanding and Solving










Reflect on mathematical thinking Use mathematical arguments to

support personal choices Connect mathematical concepts


Core

sitting on the couch during silent reading.

Have student plan their expected income based on their weekly job, as well as any expenses they anticipate that week.

What are the benefits of saving money?

43

Critical Thinking Personal Awareness and

Responsibility

Physical and Health EducationCAREER EDUCATION BIG IDEA 1:



CurricularPhysical Literacy

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

Develop and apply a variety of movement concepts and strategies in different physical activities

Identify and describe preferred types of physical activity

Healthy and Active Living

Describe impacts of personal choices on health and well-being

Mental Well-being

Explore and describe how personal identities adapt and change in different settings and

Model for students some simple techniques that can increase their chances of success during a physical activity (Ex. find a comfortable pace while jogging).

Have students reflect on whether or not it is realistic to expect to be good at everything the first time they try it?

Have you ever passed on an opportunity because you were afraid of failing?

Are there any activities you would like to try but haven’t because you do not believe that you can?

Add Box > School > How I learn > Other > Watching a teacher demonstration > On the new artifact, click the Speech Bubble and add a reflection

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

Add Box > Add Journal > Add Emotion + 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

Why is it important to believe in yourself? Is it ever too late to learn a new skill? Are there any careers you had never considered

before, but would now like to learn more about based on the recent skills you have developed (in P.E. or elsewhere)?

44

situationsCore

Communication Critical Thinking Positive Personal and Cultural


Responsibility

How can this translate into a career? Have you ever thought about something you want to be when you grow up but then assumed you would not be successful?

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



CurricularHealthy and Active Living


Social and Community Health

Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations

Mental Well-being

Discuss with students the fact that there are likely different things about themselves that they may not want other people to know.

How can they keep this information private? Should they be sharing it on the internet? Can anything ever be taken “off” the internet once it

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

Discuss how you may represent yourself differently online than you do in person

Is there a difference between things you want your friends to know and things oyu want the public to know? How do you differentiate these?

Why is it important to be careful what you post online?

How do you present yourself digitally? Is this accurate to who you are? How or how not?

45

Explore and describe how personal identities adapt and change in different settings and situations

Core



is on?

Explain that many employers now look applicants up online to learn about them as people. Is your digital representation of yourself accurate? Is this how you want people to see you?

What are some safe ways to connect with others digitally?






Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations

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

Describe and apply strategies for developing and maintaining healthy relationships

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?

Add Box > About Me > My Attributes > Respect > On the new artifact, 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?

46

Mental Well-being

Describe and assess strategies for promoting mental well-being, for self and others


Core

Positive Personal and Cultural Identity

Personal Awareness and Responsibility


Books to Consider:My Secret Bully by Trudy Ludwig How will you know if they need help?

If you cannot help, who can you ask to support you?




Identify and describe preferred types of physical activity


Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness

Describe impacts of personal

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).

Add Box > About Me > My Interests > Select Interest > On the new artifact, 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

47

choices on health and well-being Identify, apply, and reflect on

strategies used to pursue personal healthy-living goals


Explore strategies for promoting the health and well-being of the school community

Mental Well-being


Core


Responsibility

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?

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?




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


Before playing any games review the purpose and rules of the activity. Have students repeat rules back to show their understanding.

Discuss as a class why we have rules. Why is it important that

Add Box > About Me > My Values > Following the Rules or Honesty > On the new artifact, click the Speech Bubble and add a reflection

List some important safety rules. Discuss why we have rules

Why is it important to know and follow the rules? What can happen to the game if you don’t follow

48



Describe and apply strategies for developing and maintaining healthy relationships

Core



all students know, understand, and follow the rules?

How do you feel when others don’t follow the rules? What can happen if you don’t follow the rules? Whose safety is risked when you don’t follow the rules?

What happens to the game when people don’t follow the rules? Will others want to play with you if you don’t follow the rules?

How is this the same in real life? What may happen if you do not follow the rules at work? How are rules and laws similar?

the rules? What happens to others if you don’t follow rules? What happens to you if you don’t follow rules?




Explore and plan food choices to support personal health and well-being


As a class, discuss the variety of factors that are involved in selection of healthy food choices and what it means to eat a healthy and balanced meal (i.e. Allergies, likes and dislikes, food availability, emotional practices, media influences,

Add Box > Add Journal + Tag “Health and Phys. Ed.” Describe the meal plan your group created for your

imaginary profile Have you created a meal plan before? What factors did you group consider during the

creation of your meal plan? Why is it important to understand different

dietary restrictions?

49

Core


Responsibility

cost)

Group Activity - Create an imaginary profile for an individual and develop a healthy and balanced meal plan to address their needs

Teacher’s Note: Incorporate cross-curricular connections to Math by simulating purchasing the food items

Was it easy to create a meal plan? What challenges did you come across?

How can you use what you have learned for your own choices in healthy eating?

What jobs require an understanding of health needs and food restrictions?

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

the keyword “nutrition” Example: What are you learning in school that would help

you become a dietician? Optional: Add a Job that interests you to your Portfolio What interests you about this job?

50

Science

CAREER EDUCATION BIG IDEA 1:Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community.


CurricularProcessing and Analyzing

Demonstrate opening to new ideas and consideration of alternatives

Communicating

Communicate ideas, explanations, and processes in a variety of ways

Core



Ask students to draw a picture of what they think a scientist looks like, compare the commonalities across drawings, and discuss why the drawings might reflect stereotypes of scientists (i.e. Explore the idea that anyone can be a scientist)

As a class, use non-fiction books or appropriate online sources to learn about some of the contributions from various Canadians to the exploration of space (Ex. astronauts Marc Garneau and Roberta Bondar; astronomer Helen Hogg)

Add Box > Add Journal > Add Drawing > On the new artifact, click the Speech Bubble and add a reflection + Tag “Science”

Draw a picture of a scientist Reflect on why you think scientists are stereotypically

thought of as male and what can be done to try and change this stereotype

Are you a scientist? Could you have drawn a self-portrait?

My Future > Explore Jobs > Optional Keyword: “Space” > Add to Portfolio > On the new artifact, click the Speech Bubble and add a reflection

Explore the different jobs you see when you search space Add a job to your Portfolio Write a Reflection about the job

What is the job description? What level of education is necessary for this job? What are two questions you would like to ask

someone in this profession? What are you learning in science that relates to

this job?


51

Our personal digital identity forms part of our public identity.


CurricularQuestioning and Predicting

Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

Identify questions to answer or problems to solve through scientific inquiry

Make predictions about the findings of their inquiry

Processing and Analyzing


Evaluating

Demonstrate an understanding and appreciation of evidence

Applying and Innovating

Transfer and apply learning to new situations

Communicating


Express and reflect on personal, shared, or others’ experiences of

With parental permission, have students create an “inquiry blog”. This blog can be made available to the school community to promote critical thinking. The blogs will reflect the personality and interests of the student based on the experiences they choose to share the questions they ask.

How are students expressing themselves through their blog? How may others perceive them? How can this digital identity connect them with others with similar interests?

Teacher’s Note: Have students create classroom blogs, not public ones. Be sure to protect the privacy and safety of the students.

Add Box > About Me > My Interests > Sharing Ideas > On the new artifact, click the Speech Bubble and add a reflection + Tag “Inquiry Blog”

Discuss your experience writing a blog Do you like sharing your ideas this way? Do you find it easier to express your ideas in this

open format way? How does your blog reflect you as a person? Your

personality? Your sense of humour?

52

placeCore

Communication Creative Thinking Critical Thinking Personal Awareness and

Responsibility




Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

Planning and Conducting

With support, plan appropriate investigations to answer their questions or solve problems they have identified

Use equipment and materials safely, identifying potential risks



Evaluating

Revisit a flying device that students made in a previous investigation (listed below). Assign groups with another group’s device and challenge them to alter the device and explain how the changes they made affected the flight (i.e. increasing the angle increases the lift of the device etc.)

Teacher’s Note: Ensure students have an understanding of the four forces of flight (i.e. lift, weight, drag, and thrust)

Add Box > About Me > My Strengths > Thinking outside the box > Drawing > Audio Recording + Tag “Science” + “Critical Thinking”

Draw a picture of how you plan to alter the other group’s flying device to improve it

Discuss your prediction of what effect this alteration will have on the device

Can your ideas help improve someone else’s ideas?

Why is it important to be able to build of the ideas of others?

Why is it important to give useful feedback? Why is it important to be able to receive

feedback gracefully?After testing the alteration of the device, discuss what happened and draw a conclusion of what this tells you about one of the four forces of flight

Were you able to make it better? How? In general, were the altered designs better than the

originals? Why do you think this is?

53

Identify possible sources of error Suggest improvements to their

investigation methods Demonstrate an understanding

and appreciation of evidenceApplying and Innovating

Co-operatively design projects Transfer and apply learning to

new situations Generate or introduce new or

refined ideas when problem solving

Communicating


Core





Demonstrate a sustained

As a class, discuss the concept of gravity and how it works. What are some things that seem to defy gravity? In groups, have

Add Box > About Me > My Strengths > Solving Problems or Working with Others > On the new artifact, click the Speech Bubble and add a reflection + Tag “Science” + Tag “Collaboration” + Tag “Problem Solving”

54

curiosity about a scientific topic or problem of personal interest

Identify questions to answer or problems to solve through scientific inquiry



Decide which variable should be changed and measured for a fair test




Evaluating




Co-operatively design projects Transfer and apply learning to

new situations Generate or introduce new or

students create a process for creating and testing a simple flying device. How can they make this device resistant to gravity?

What is our criteria for success?

What is our design/plan?

How will we build this device?

How will we know we are successful when we test this device?

What can we do if my device is not successful?

Ask students to design, build, and test simple flying devices (i.e. A kite, a paper airplane, a hot air balloon) that can stay in the air, unassisted, for a pre-determined amount of time.

Resources to Consider:The Engineering Process: Crash Course Kids #12.2:https://www.youtube.com/watch?v=fxJWin195kU&index=2&list=PLhz12vamHOnZ4ZDC0dS6C9HRN5Qrm0jHO

Reflect on your experience designing, testing, and building a simple flying device with a small group

What did you need to know before you could start planning your device?

Did your device fly? How did your group make it? What materials did

they use? Did everyone contribute to the project? Did

anyone become the leader? How? What did they do that made them the leader?

Add Box > School > How I Learn > Doing Activities > On the new artifact, click the Speech Bubble and add a reflection + Tag “Science” + Tag “Collaboration” + Tag “Leadership”

Reflect on how creating a simple flying device has helped you to understand Newton’s laws of motion and gravity.

Why was it important to plan before creating? How did you test your device? What is the purpose of setting a goal in an activity

like this?

55

refined ideas when problem solving

Communicating


Core

Communication Creative Thinking Critical Thinking Personal Awareness and





Make observations in familiar and unfamiliar contexts




Experience and interpret the local environment

As a class, discuss ways students can ensure their own safety and their classmates’ safety, and why it is important (ex. Return tools to the proper containers, wear eye protection when twisting or bending material, always walk when conducting an experiment)

Group Activity - Ask students to create a drama performance demonstrating how to stay safe

Add Box > About Me > My Attributes > Responsibility > On the new artifact, click the Speech Bubble and add a reflection + Tag “Science”

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

science investigation How will you continue to show your teacher and

classmates that you can be responsible during a science investigation?

Add Box > Add Media > Add Picture/File/Video > On the new artifact, click the Speech Bubble and add a reflection + Tag “Science”

56

Evaluating





Communicating


Express and reflect on personal, shared, or others’ experiences of place

Core



in science class and encourage students to perform their skit to a younger grade.

Upload a video or picture of yourself performing your safety skit

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




Demonstrate a sustained curiosity about a scientific topic

Student Scientists. Have students be science teachers for the day. They can research an experiment relevant to the

Add Box > Add Media > Add Video > On the new artifact, click the Speech Bubble and add a reflection + Tag “Scientist” + Tag “Experiment”

Upload a video of you leading your experiment and

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or problem of personal interest Identify questions to answer or

problems to solve through scientific inquiry

Make predicitons about the findings of their inquiry



Decide which variable should be changed and measured for a fair test

Choose appropriate data to collect to answer their questions



Compare data with predictions and develop explanations for results


Evaluating



curriculum and share it with the class. They can walk the class through the experiment, followed by a scientific explanation of what happened and any questions they have for further learning.

How does the experiment they choose reflect their interests? What can this say about their identity?

Students must behave like the scientists they wish to be identified as. Their level of professionalism, organization, and preparation will establish them as true scientists.

discuss how you presented yourself as a scientist to your class

Were you prepared and organized for your experiment?

What experiment did you choose to lead? What was the science behind it? What kind of scientist do you think your peers

saw you as? Watching the video of yourself, what kind of

scientist do you see yourself as?

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Generate or introduce new or refined ideas when problem solving

Communicating


Core

Communication Creative Thinking Personal Awareness and


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Social StudiesCAREER EDUCATION BIG IDEA 1:



CurricularSignificance

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

Evidence

Ask questions, corroborate inferences, and draw conclusions about the content and origins of a variety of sources, including mass media

Core


Responsibility

Invite students to bring in a newspaper or website article related to their interests and identify the political, social, economic, or environmental issue in the article.

Teacher’s Note: Scaffold this process by first providing articles for the students, discussing with students what an appropriate news article would be, and then ask students to find an article from a source you provided (This is also an opportunity for cross-curricular connections to a Media Literacy news unit)

Invite students to share their questions after discussing an

Add Box > School > How I learn > Talking about a new idea with a classmate > On the new artifact, click the Speech Bubble and add a reflection + Tag “Critical Thinking”

Write a reflection about the news article discussed in class

What was the news article about? How did discussing the news article with your

classmates and teachers help you learn something new?

What new perceptions do you have of the world? Does this inspire you to take action? What

careers could you consider to help address the issue you brought forth?

Add Box > About Me > My Strengths > Asking Questions > On the new artifact, click the Speech Bubble and add a reflection + Tag “My Questions”

Write a question you have related to a global issue or newspaper article discussed in class

What can you do to address this global issue? What professions may work with this issue?

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article or issue.Add Box > My Goals > Academic > Social Studies > Action Plan + Tag “Global Citizenship” & “Social Studies”

Set a goal to investigate a global issue that is important to you to help you become a more informed citizen

How can you turn this passion into a career?Write an Action Plan to help you achieve your goal



CurricularEvidence


Ethical Judgement

Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond

Core



As a class, define the terms primary and secondary sources, and identify examples and benefits of each kind of source

Provide students with a primary or secondary source and ask students to practice using the source to answer a question

Is your source primary or secondary?

Whose perspective is being told in the source?

What information can you learn from the source?

Teacher’s Note: Some examples of primary sources to consult are photographs, paintings,

Add Box > School > How I learn > Other > Using primary and secondary sources > On the new artifact, click the Speech Bubble and add a reflection

Discuss what you have learned about primary and secondary source

In your own words, what is the main difference between a primary and secondary source?

Why is it important to look at both primary and secondary sources?

What can we learn from a primary source that we may not learn from a secondary source?

Why is it important to site your sources? Can your actions in the digital world impact your

public identity? Is digital theft of ideas the same as tangible theft? Should you hold the same standards and values

digitally as you do in person? Why or why not? How are your digital and public identity one in

the same?

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autobiographies or memoirs, newspaper articles from the time; Some examples of secondary sources to consult are reference books such as encyclopedias or textbooks

Optional: Add Box > School > My Achievements > I can use a primary source in my research!



CurricularPerspective

Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations

Ethical Judgement

Make ethical judgements about events, decisions, or actions that consider the conditions of a particular time and place, and assess appropriate ways to respond

Significance


Core

Define the term “inclusiveness” and discuss what an inclusive society would look like

What does it mean to be inclusive?

What does it mean when a classroom is inclusive?

What does it mean when a society or country is inclusive?

Who has been or is currently excluded from Canadian society?

As a class, identify and explore a variety of groups who have worked to achieve an inclusive society

Group Activity - Choose a group who has worked toward a

Add Box > About Me > My Attributes > Select Attribute > On the new artifact, click the Speech Bubble and add a reflection + Tag “Self-discovery”

Select an attribute which you feel connects with the meaning of “inclusiveness”

How does this attribute help you demonstrate inclusiveness? Think of examples in your home, school, and community

Add Box > Add Media > Add Picture > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies” + “Global Citizenship” + “Critical Thinking” + “Collaboration”

Upload a photo of your protest poster Write a reflection on the experience creating your protest

poster What political, social, economic, or

environmental goal does your poster address? Why is this goal important for creating an

inclusive society? Has this goal been achieved in Canada? What

about in the world?

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political, social, economic, or environmental goal and create a poster in the style of a protest poster identifying the group’s main mission (Ex. Women activists had worked for the right to vote)

Books to Consider:The Youngest Marcher: The Story of Audrey Faye Hendricks, a Young Civil Rights Activist by Cynthia Levinson

Be the Change: A Grandfather Gandhi Story by Arun Gandhi and Bethany Hegedus



CurricularSignificance


Cause and Consequence

Differentiate between short- and long-term causes, and intended

As a class, identify some of the ways in which Canada interacts with other nations of the world (ex. Trade agreements, military alliances and action, relief or funds for social/economic development)

As a class, choose one event or global agreement to investigate and discuss in depth (Ex. The UN

Add Box > School > My Favourite Subject > Social Studies > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies” + Tag “Global Citizenship”

Write a reflection on an event/agreement discussed in class which demonstrates Canada’s role in the global community

Why is collaboration between countries important?

What are potential consequences (intended and unintended) of collaboration between countries?

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and unintended consequences of events, decisions, or developments

Core




Declaration on the Rights of Indigenous Peoples; UNICEF)

What is the purpose of this event or agreement?

What role does Canada play in this event/agreement?

Who benefits from this event or agreement?

Who is involved in this global issue?

Teacher’s Note: Define new terms for students as they are brought up (ex. trade agreement, military, relief effort)

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

keyword “politics” Discuss how one of the jobs you see is involved in global

events (Ex. How is a human rights officer involved in Canada’s global interactions?)

Optional: Add a Job that interests you to your Portfolio What skills does this job need?

How is this job related to global events and interactions?



CurricularEvidence


Cause and Consequence

Discuss with students strategies and tools which can help them during the research process to stay safe online

Use website and books that you know are legitimate and safe

Only use legitimate search engines

Question your sources

Add Box > School > How I learn > Other > Example: Asking a teacher or peer for a second opinion > On the new artifact, click the Speech Bubble and add a reflection

Discuss a strategy you learned from your teacher which will help you with research

How does this strategy help you research a topic? How can you use this strategy in other subject

areas? Provide at least one example.

Add box > School > Work Habits > Being Organized > On the new

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Differentiate between short- and long-term causes, and intended and unintended consequences of events, decisions, or developments

Core



Do not use sources that require you to input personal information

artifact, click the Speech Bubble and add a reflection Reflect on how a research strategy has helped you stay

organized What strategy did you use? How did this strategy help you stay organized? Why is it important to stay organized when we

research? How can you use this strategy in other subject

areas?

Optional: Add Box > School > My Achievements > I can use a cause and effect organizer to keep track of my research! + Tag “My Learning”



CurricularPerspective

Take stakeholders’ perspectives on issues, developments, or events by making inferences about their beliefs, values, and motivations

Significance


Core

Identify and explore a variety of organizations through which Canada is involved in global issues

WE Charity (formerly Free the Children) aims to empower youth to become socially engaged

World Wide Fund for Nature works for wildlife preservation

Doctors Without Borders provides medical care to

Add Box > School > What I Like > Learning new things > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies”

Write a reflection on one of the organizations you learned about in class

What does this organization do? Why is it important? How does this organization inspire you? What is the difference between a profit and a

non-profit organization? Would you ever want to work for either?

Add Box > About Me > My Values > Select Value > On the new artifact, click the Speech Bubble and add a reflection

Select a value which you feel connects to one

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countries where it is not easy to receive care

Invite a member from a non-governmental organization to discuss their job and organization’s cause (Ex. WE Charity, Habitat for Humanity)

Resources to Consider:What is WE Charity?: https://www.youtube.com/watch?v=SLnf9xWps9Y

organization discussed in class What does this value mean to you?

How does this organization demonstrate this value?

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