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PEEL DISTRICT SCHOOL BOARD

PRIDEP- Power, R – Respect, I – Inclusive, D – Determination, E - Empathy

Course OverviewRevised 2012

Teacher Writing Team : Emily Lane and Jaya Mehta

Administrator: Lola Gayle

July 2012

PRIDE Course OverviewTeacher Writing Team: Emily Lane & Jaya MehtaAdministrator: Lola GayleJuly 2012 (Revised)

Introduction:

Our goal is to implement a year-round academic program to increase attendance, lower failure rate and increase the amount of PASS graduates. PRIDE is a 4-credit, interdisciplinary program. Each culminating task will be an interdisciplinary (more than one 'subject') assignment. PRIDE will have 2 parts and run throughout the school year, giving students an opportunity to earn 8 credits.

PRIDE will build upon 5 character traits:

P- Power, R – Respect, I – Inclusive, D – Determination, E - Empathy

The PRIDE program is theme based which will help to further engage our students in our course material, it is also largely based on experiential learning to further develop life skills in our students. Each unit is based on the curriculum expectations for all the courses included in PRIDE. These units place an emphasis on an overarching theme which will be the basis of all assignments.

Courses Offered:

PRIDE SEMESTER 1

Senior English (ENG3C/ENG4C/EWC4C)

World Geography: Urban Patterns and Interactions (CGU4C)

Food and Nutrition Sciences (HFA4M)

Interdisciplinary Studies (IDC30/IDC40)

PRIDE SEMESTER 2

Senior English (ENG3C/ENG4C/EWC4C)

The Environment and Resource Management (CGR4M)

Outdoor Activities (PAD30/PAD40)

Interdisciplinary Studies (IDC30/IDC40)

PRIDE Semester 1: Unit Overview

Unit Curriculum Expectations

Knowledge is Power

CGU 4C: explain how humans modify the environment to meet urban needs; communicate the results of inquiries related to urban problems and issues, using

appropriate terms and concepts and a variety of forms and techniques.

HFA 4M: communicate the results of their inquiries effectively; identify the social, psychological, economic, emotional, cultural, religious, and physical

factors that affect food choices;

ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a

variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for

improvement, and the strategies they found most helpful in oral communication situations.

IDC 3O: demonstrate an understanding of the different perspectives and approaches used in

each of the subjects or disciplines studied; analyse and describe the impact on society of interdisciplinary approaches and

solutions to real-life situations;

Inquiry Questions Description Assessment for Learning & Assessment of Learning

How do my personality traits affect my success?

How does knowing the personality strengths of my classmates develop a strong team?

What does True Colours empower you to do? Locally? Nationally? Globally?

Summative: Participation in the True Colours workshop

Assessment For Learning: About Me Activities

Class Icebreakers

How well the class works together – provide feedback

Food Lab safety

Assessment Of Learning: Students’ participation

in the True Colours Workshop

Students’ reflect on their learning

Contact Hours Planning

6 hours

Unit will begin with several ice breaker activities to create an environment that fosters teamwork.

True Colours Facilitator


Global Toronto - Respect

CGU 4C: explain how social, political, cultural, environmental, and economic processes shape

urban places;

analyse and compare the characteristics of major urban systems in different parts of the world;

explain how humans modify the environment to meet urban needs;

describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;

explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;

assess the impact of human migrations on urban systems and patterns;

communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.

HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical


identify the components and foods that form the basis of various cuisines around the world.


variety of purposes;

use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;

generate, gather, and organize ideas and information to write for an intended purpose and audience;

draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.

IDC 3O: demonstrate an understanding of the key ideas and issues related to each of the

subjects or disciplines studied;

demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;

demonstrate the skills and strategies used to develop interdisciplinary products and activities.


How does Kensington Market reflect the diversity of Toronto?

Why is respecting diversity important?

What are cultural enclaves and how are they reflective of the city of Toronto (and surrounding areas)?

Kensington Market of the Class – Diversity of the Classroom.

Students will build their own multicultural market based on their classroom.

Assessment For Learning: Participation in

Kensington Market field trip

Discussion of cultural enclaves in Toronto

Assessment Of Learning: Classroom version of

Kensington Market Evaluate how the

class is reflected in this assignment


5 hoursTrip to Kensington Market (permission forms, bus)

Rubric for classroom project


Community Outreach - Inclusive

CGU 4C: communicate the results of inquiries related to urban problems and issues, using

appropriate terms and concepts and a variety of forms and techniques.HFA 4M:

determine the relationship among nutrition, lifestyle, health, and disease.





read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;

recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

use knowledge of words and cueing systems to read fluently;

reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;



use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

IDC 3O: implement and communicate information about interdisciplinary endeavours, using a

variety of methods and strategies;

evaluate the quality of interdisciplinary endeavours, using a variety of strategies;

analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;

analyse and describe ways in which interdisciplinary skills relate to personal development and careers.


How does community leadership affect the overall health of a community?

Why does community leadership change the way people feel about/look at their community?

What other forms of community leadership exist?

How does the interpersonal relationship between a teenager and a child benefit the entire community?

Participation in a partnership with an elementary school

1. How they would evaluate themselves?

2. How the overriding teacher would evaluate the PASS student?

3. How the elementary student would evaluate the PASS student?

Assessment For Learning: Ongoing feedback

throughout the elementary visits

Discussion of the importance of mentors in the community

Assessment Of Learning: Self-evaluation,

Student-evaluation, Teacher-evaluation of participation in school partnershipContact Hours Planning

Minimum 40 hours

Need to develop a relationship with an elementary school willing to develop a partnership between their school and the PRIDE program.

Weekly check in’s with students and their partners.


Determination CGU 4C:

and People explain how humans modify the environment to meet urban needs;




HFA 4M: summarize food-related issues that arise throughout the life cycle; identify the source of nutrients and the role they play in the maintenance of good

health;

determine the relationship among nutrition, lifestyle, health, and disease;

identify the factors that are critical to achieving and maintaining food security and eliminating hunger.

communicate the results of their inquiries effectively.

ENG 3C: read and demonstrate an understanding of a variety of informational, literary, and

graphic texts, using a range of strategies to construct meaning;



reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.







demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;

be able to plan for research, using a variety of strategies and technologies;

be able to access appropriate resources, using a variety of research strategies and technologies;

be able to process information, using a variety of research strategies and technologies.


What are the characteristics of determination?

How do personal obstacles play a role in determination?

What are the variety of ways in which people overcome their obstacles?

Biography in a box Assessment For Learning:

Discussion of determined people

Assess students’ understanding of determination

Feedback on students’ understanding of their chosen biographies

Assessment Of Learning:

Students choose 10 things that make their chosen person determined and represent them with artefacts

Students are assessed based on their thoughtfulness, creativity, relevance and explanation of the chosen artefacts


8 hours

Variety of books based on resilient characters

Assignment sheet

Rubric


Food for Thought

CGU 4C: identify the factors that are critical to achieving and maintaining food security and

eliminating hunger;

analyse and compare urban forms and functions around the world, using concepts and theories of spatial organization;

explain how social, political, cultural, environmental, and economic processes shape urban places;




analyse the relationships between cities and their surrounding regions;

assess various ways of managing urban change in selected world regions; analyse various proposed solutions to typical problems of large urban areas.



summarize food-related issues that arise throughout the life cycle;

plan, perform, and present the results of an investigation into the nutritional status of

Canadians;

Identify the economic, political, and environmental factors that affect food production and supply throughout the world;

identify the factors that are critical to achieving and maintaining food security and eliminating hunger.









demonstrate an understanding of a variety of media texts;

identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;

reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

IDC 3O: implement and communicate information about interdisciplinary endeavours, using a

variety of methods and strategies;



analyse and describe ways in which interdisciplinary skills relate to personal development and careers.


How many families depend on food banks in our community?

Where does the majority of the food come from?

UNICEF Food Bank Assessment For Learning:

Demonstrates an understanding of food shortages in our community and around the world

How can communities address the shortages in food throughout the year?

How can we account for the inequality of the distribution of food worldwide?

Planning and revision of Food Drive


Implementation of food drive

Reflection on learning


10Hours

UNICEF materials (will be sent from UNICEF)

Food lab materials

Food Bank material (posters, tables, advertising) etc.


The Power Struggle

CGU 4C: analyse and compare urban forms and functions around the world, using concepts

and theories of spatial organization;



analyse various proposed solutions to typical problems of large urban areas;





identify the economic, political, and environmental factors that affect food production and supply throughout the world;

identify the factors that are critical to achieving and maintaining food security and eliminating hunger;

describe noticeable trends in food-consumption patterns;

correctly use terminology associated with food and nutrition.




reflect on and identify their strengths as listeners and speakers, areas for

improvement, and the strategies they found most helpful in oral communication situations;

read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning.




reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;

demonstrate an understanding of a variety of media texts.

IDC30: demonstrate an understanding of the key ideas and issues related to each of the




demonstrate the skills and strategies used to develop interdisciplinary products and activities;

be able to process information, using a variety of research strategies and technologies;

be able to assess and extend their research skills to present their findings and solve problems;

analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.


How is power distributed between people?

What factors make people abuse their power?

Does absolute power corrupt absolutely?

Research cost of education vs. cost of imprisonment

Assessment For Learning: Students’ understanding of

power

Students’ participation in the “Cookie Lesson”

Planning and research for summativeContact Hours Planning

Assessment Of Learning: Written report on cost of

education vs. cost of imprisonment

Reflection on power distribution in our society.

8 hours

The movie The Experiment

Assignment sheet

Rubric


Respect through the Ages

CGU 4C: analyse and compare the characteristics of major urban systems in different parts of

the world;

describe how the natural environment influences the location and development of settlements;





assess various ways of managing urban change in selected world regions;

analyse various proposed solutions to typical problems of large urban areas.




identify the source of nutrients and the role they play in the maintenance of good health;


identify the components and foods that form the basis of various cuisines around the world;




correctly use terminology associated with food and nutrition;




read and demonstrate an understanding of a variety of informational, literary, and

graphic texts, using a range of strategies to construct meaning;










IDC 30: demonstrate an understanding of the key ideas and issues related to each of the





be able to process in formation, using a variety of research strategies and technologies;


implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;




How has chivalry changed over time?

How does respect differ across cultures?

Research chivalrous characters from a variety of countries (E.g., Rajput, Samurai, Knight,


respect

Participation in Medieval Times

Is chivalry still alive today? Equeos, Hippeus)

Analyze nutritional value of a traditional meal and explain the effects that would have on their performance

field trip

Research and planning on their chivalrous character

Assessment Of Learning: “Facebook” page on their

chivalrous character

Demonstrates an understanding of chivalry across cultures


8 hours

The play Medieval Times

Assignment sheet

Rubric


Making a Difference in your Community





describe how the natural environment influences the location and development of settlements;


assess the effects of human activities on urban and regional ecosystems and propose solutions to urban environmental problems;







use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information on urban patterns and interactions;





plan, perform, and present the results of an investigation into the nutritional status of Canadians;



identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences;




use appropriate social science research methods in the investigation of food-related issues;















reflect on and identify their strengths as media interpreters and creators, areas for

improvement, and the strategies they found most helpful in understanding and creating media texts.














Where is homelessness most evident in Canada? Why?

What organizations exist to combat homelessness?

What stigmas exist around homelessness?

Students will participate in a presentation by Youth without Shelter on the stigmas of youth homelessness and the causes of youth homelessness.

Following the presentation, students will assemble nutritious brown bag lunches to the youth staying at the shelter.

Assessment For Learning: Demonstrates and

understanding of homelessness in our community

Organizing and implementing the Brown Bag Lunch Day

Research on organizations that combat homelessness

Assessment Of Learning: Implementation of Brown Bag

Lunch Day

Participation in presentation and in Brown Bag Lunch Day

Reflection on its “success” and what students have learned from the experience.Contact Hours Planning

8 hours

Contact Youth without Shelter to arrange presentation date and time along with a tour for students.

Planning a nutritious menu for brown bag lunches.

Purchasing groceries and supplies for brown bag lunches.


Prevailing People






assess the effects of human activities on urban and regional ecosystems and propose solutions to urban environmental problems;







identify the components and foods that form the basis of various cuisines around the world;



predict trends in the preparation of foods in the home and in the commercial sector;

describe noticeable trends in food-consumption patterns.











demonstrate an understanding of a variety of media texts.






be able to process information, using a variety of research strategies and technologies.


What are the characteristics of determination?

Do people that struggle (politically, socially, and economically) show more determination than others?

How do people deal with adversity?

Students will take a class trip to the Daily Bread Food bank.

They will participate in a tour and presentation about people that access the food bank and challenges

Assessment For Learning:

Participation in tour and presentation

Understanding the qualities that relate to determination

Volunteering at the Daily Bread Food Bank

associated with food banks.

Students will volunteer at the Daily Bread Food Bank doing a variety of jobs (gardening, packaging bulk food, sorting food).

Students will write and send a letter to a local politician to communicate concerns about hunger and poverty based on their experiences at the Daily Bread Food Bank.


Written letter to politician exemplifying what they have learned from their experience at the Daily Bread Food Bank.


6 hours

Contacting Daily Bread Food Bank to organize a time and date students can come in.

Mailing out all letters written by students.


Somebody Else’s Shoes






analyse the relationships between cities and their surrounding regions; assess the impact of human migrations on urban systems and patterns.

HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and

physical factors that affect food choices; identify the source of nutrients and the role they play in the maintenance of good

health; determine the relationship among nutrition, lifestyle, health, and disease; identify the factors that are critical to achieving and maintaining food security and

eliminating hunger.

ENG 3C: listen in order to understand and respond appropriately in a variety of situations for

a variety of purposes;









identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.

IDC 30:

demonstrate an understanding of the key ideas and issues related to each of the subjects or disciplines studied;




evaluate the quality of interdisciplinary endeavours, using a variety of strategies.


How do you think someone going through a hard time feels? Is there anything you can do to help them?

When you’re going through a hard time what do you do to make yourself feel better? Are these options that everyone has (think global)

Why is empathy an important character trait?

Students will write a letter to someone in their life who is going through a hard time right now letting them know they have support.

Students will create a care package to send to that person.

Attend Anne Frank play.


empathy

Class Discussion

Participation in the Anne Frank play

Assessment Of Learning: Letter to someone in need

Creation and presentation of care package


6 hours

Trip to see Anne Frank play

Bus

Materials for care package


PRIDE 1 SUMMATIVE:

STOMACH THIS!

PRESENTATION






assess the effects of human activities on urban and regional ecosystems and

propose solutions to urban environmental problems;





use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information on urban patterns and interactions;

analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies;


HFA 4M: identify the factors that are critical to achieving and maintaining food security and

eliminating hunger;

identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;


plan, perform, and present the results of an investigation into the nutritional status of Canadians;



identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences;



use appropriate social science research methods in the investigation of food-related issues;



ENG 3C: listen in order to understand and respond appropriately in a variety of situations for

a variety of purposes;




recognize a variety of text forms, text features, and stylistic elements and

demonstrate understanding of how they help communicate meaning;























Inquiry Questions Description Assessment for Learning

& Assessment of Learning

How does your country address the issue of food security? Are there programs in place? Could improvements be made?What percentage of the population in your country is homeless? How do you think homelessness impacts food security?

Students will:

Pick one country of their choice to research. They MUST submit their research notes as part of their evaluation

Research an AUTHENTIC MEAL from that country (students will also include the recipe, ingredient list, notes on how the geographical location of the country affects the ingredients)

Make the dish at home and bring it in on the due date.

Assessment For Learning: Research on country

of their choice

Understanding the relation between geographical location and readily available ingredients

Compare and contrast countries

Understanding how to meet the dietary needs of an individual


Preparing the recipe of their choice

Final Product (choices given in handout)


12 hours

Access to computers for research

Copies of blank maps

Class time

PRIDE Semester 1 Teaching/Learning Framework:

Unit 1: Knowledge is Power

Contacts What Teachers Do What Students Do (Before/During/After)

AB 1. Teacher will begin by giving an overview of the PRIDE program (credits, hours, expectations etc).

2. Teacher will implement a variety of icebreakers to the class to introduce classmates to each other.

Name the PRIDE mascot Journey in life pipe cleaner

activity Goal setting Lego activity

3. Teacher will go over character education model and character traits being integrated into the program.

1. Students will take turns explaining what they know about the program and what they are hoping to gain from it.

2. Students will brainstorm a list of names for PRIDE mascot and participate in a variety of icebreakers.

3. Students will get into groups and create a character education poster for the PRIDE program.

CDEF 1. Teacher will introduce True Colours facilitator who will then conduct a workshop with students.

1. Students are participating in the True Colours workshop.

Unit 2: Global Toronto


G-K 1. Teacher starts lesson by having a discussion using the inquiry questions

- Why is respecting diversity important?

- What are cultural enclaves and how are they reflective of the city of Toronto (and surrounding areas)?

- How does Kensington Market reflect the diversity of Toronto?

2. Teacher facilitates trip to Kensington Market for students to see the

1. Students will participate in group discussion led by teacher.

2. Students will go on a field trip to Kensington Market (students will be advised ahead of time to look for details they want to incorporate into their own version of Kensington Market)

3. After the trip, students will work as a group to create a PRIDE Market (rubric provided)

diversity of Toronto3. Teacher will come back

and instruct students to create their own version of Kensington Market i.e. PRIDE’s Market.

Unit 3: Community Outreach


N/A – ongoing all year activity.

1. Teacher will coordinate a partnership with an elementary school in the area to set up a mentorship program. Each student in the PRIDE program will be paired up with 1-2 elementary students that they will “mentor” once a week.

2. Teacher will lead a discussion with students about interpersonal relationships and leadership in the community with students.

3. Teacher will check weekly logs and communicate regularly with elementary teacher.

1. Students will spend 2 hours a week with the elementary student that they are paired up with.

2. Students will keep a log of time spent with students including dates, what they did, and initials of elementary teacher.

3. Students will be logging time to count towards their community service hours.

Unit 4: Determination and People


L-S 1. Teacher will lead discussion about determination (including inquiry questions).

2. The teacher will explain to students what their assignment is for this unit. They will be creating a biography in a box.

1. Students will participate in group discussion about determination.

2. Students will do research and then pick a person they feel shows determination to create a biography on a box on.

3. Students will be given class time and resources to create their boxes.

3. The teacher will explain options for students to find a person that shows determination and create a biography on them.

4. Teacher will show students an exemplar of a biography in a box and give them an assignment sheet and rubric.

Unit 5: Food for Thought


T-Z 1. As a class, teacher and students will look at hunger around the world.

2. Teacher will discuss what can be done about hunger and food shortages in the community.

3. Teacher will introduce UNICEF Day (materials to be sent from UNICEF)

4. Teacher will facilitate students running a food bank for UNICEF.

1. Students will participate in a discussion about hunger and food shortage.

2. Students will run a food lab to create food to sell at school to raise money for UNICEF.

3. Students will run a food bank for UNICEF under the supervision of their teacher.

PRIDE Semester 2: Unit Overview


We’re All Leaders

CGR 4M: analyse and evaluate interrelationships among the environment, the economy, and

society; evaluate the impact of economic, social, political, and technological change on

natural and human systems; explain the purpose of environ mental laws and regulation sat the local, provincial,

and national levels and evaluate their effectiveness over time; evaluate a variety of approaches to resolving environmental and resource

management concerns on a local, regional, and national scale.

PAD 40: apply the guidelines and strategies that enhance participation in recreational and

sports activities; participate regularly in a balanced instructional program that includes a wide variety

of physical activities that encourage lifelong participation; develop personal health-related physical fitness; demonstrate responsibility for their personal safety and the safety of others; describe how society and culture affect individual perceptions and expressions of

sexuality; demonstrate an understanding of strategies that promote personal safety and

prevent injuries; demonstrate an ability to use specific strategies to enhance their own mental health

and that of others; demonstrate an understanding of strategies that promote healthy relationships.; use decision-making and goal-setting skills to enhance their daily lives; demonstrate an understanding of the importance of respect for self and respect for

others in reducing conflict in their personal lives; use social skills to work effectively in groups and enhance relationships.


variety of purposes; use speaking skills and strategies appropriately to communicate with different

audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for

improvement, and the strategies they found most helpful in oral communication situations.;

read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning ;


use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the

strategies they found most helpful before, during, and after reading; generate, gather, and organize ideas and information to write for an intended

purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic

forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of

language conventions, to correct errors, refine expression, and present their work effectively;



subjects or disciplines studied; demonstrate an understanding of the different structures and organization of each of

the subjects or disciplines studied; demonstrate an understanding of the different perspectives and approaches used in

each of the subjects or disciplines studied; demonstrate the skills and strategies used to develop interdisciplinary products and

activities; analyse and describe the impact on society of interdisciplinary approaches and

solutions to real-life situations; analyse and describe how interdisciplinary skills relate to personal development and

careers.


What makes a good leader?

Can one person make a difference?

Are there ample opportunities to volunteer in the community?

Leadership in Training Program through the City of Mississauga

Assessment For Learning: Discussion on leadership in the

community

Discussion on the qualities that each student brings to a leadership role


Completion of the Leadership in Training program


8 hoursCoordinate with City of Mississauga


Environmental Respect

CGR 4M: explain how key ecological processes contribute to ecosystem health; analyse how the distribution of ecosystems has been and continues to be influenced

by natural conditions; explain significant short-term and long-term effects of human activity on the natural

environment; analyse and evaluate interrelationships among the environment, the economy, and

society; analyse patterns of resource availability and use; analyse environmental and resource management issues and explain their global

implications; explain how population growth affects the sustainability of global ecosystems; evaluate the effectiveness of the efforts of the international community to deal with

environmental and resource management issues; evaluate the impact of economic, social, political, and technological change on

natural and human systems; explain the purpose of environ mental laws and regulation sat the local, provincial,

and national levels and evaluate their effectiveness over time; evaluate a variety of approaches to resolving environmental and resource

management concerns on a local, regional, and national scale; use the methods and tools of geographic inquiry to locate, gather, evaluate, and

organize information about environmental and resource management issues and concerns;

analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies.

communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques.


sports activities; use decision-making and goal-setting skills to enhance their daily lives; demonstrate an understanding of the importance of respect for self and respect for

others in reducing conflict in their personal lives; use social skills to work effectively in groups and enhance relationships.


variety of purposes; use speaking skills and strategies appropriately to communicate with different

audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for

improvement, and the strategies they found most helpful in oral communication situations;



use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the

strategies they found most helpful before, during, and after reading; generate, gather, and organize ideas and information to write for an intended

purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic

forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of



demonstrate an understanding of a variety of media texts; create a variety of media texts for different purposes and audiences, using

appropriate forms, conventions, and techniques; reflect on and identify their strengths as media interpreters and creators, areas for

improvement, and the strategies they found most helpful in understanding and creating media texts;













Who is responsible for taking care of the environment?

What is sustainability?

Can a school be eco-friendly? How?

How can we manage our waste?

Film Reflection (Film: Wall-E)

Park clean up

Field trip to Waste Management center

Guest speaker subject to availability (example: Jane Goodall, EcoSpark etc.)

Assessment For Learning: Understanding of each

individual’s role in sustaining our environment

Participation in a park cleanup

Assessment Of Learning: Reflection on environmental

respect based on Wall-E.


20 hours

Movie: Wall-E

Bus

Garbage bags

Latex gloves

Booking guest speaker


Team PRIDE CGR 4M: evaluate the impact of economic, social, political, and technological change on

natural and human systems;

explain the purpose of environ mental laws and regulation sat the local, provincial, and national levels and evaluate their effectiveness over time;

evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale.


sports activities;

develop personal health-related physical fitness;

participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;

describe how society and culture affect individual perceptions and expressions of sexuality;

demonstrate an understanding of strategies that promote personal safety and prevent injuries;

demonstrate an ability to use specific strategies to enhance their own mental health

and that of others;

demonstrate an understanding of strategies that promote healthy relationships;

use decision-making and goal-setting skills to enhance their daily lives;

demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;

use social skills to work effectively in groups and enhance relationships.








IDC 40: demonstrate an understanding of the different perspectives and approaches used in

each of the subjects or disciplines studied;



implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies.


What makes a good team?

How do you define a good team member versus a poor team member?

How do you define inclusiveness?

When you describe yourself what do you include? What do you exclude?

LaserQuest Team Building Trip

Creating an icebreaker activity for the class to present and perform for the class that promotes inclusiveness.

Assessment For Learning: Participation in a variety of

icebreakers and team building activities

Reflection on their success

Assessment Of Learning: Students each create their own

What are strategies to team building?

team-building icebreaker

Students implement their icebreaker to the class and reflect on this success


4 hours

Contact LaserQuest in regards to their Team Building activity.

Collection of exemplar icebreakers

Rubric for summative

Unit Curriculum ExpectationsDetermined to Find an Adventure

CGR 4M: explain how key ecological processes contribute to ecosystem health;

analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions;

explain significant short-term and long-term effects of human activity on the natural environment;

analyse and evaluate interrelationships among the environment, the economy, and society; • analyse patterns of resource availability and use;

use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns;




sports activities;

demonstrate responsibility for their personal safety and the safety of others;

demonstrate personal competence in applying complex movement skills and principles;



demonstrate an ability to use specific strategies to enhance their own mental health and that of others;



demonstrate an understanding of the importance of respect for self and respect for

others in reducing conflict in their personal lives;









reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

IDC 40: demonstrate the skills and strategies used to develop interdisciplinary products and

activities;









Do leadership and team building skills transfer to determination? Why or why not?

What motivates you?

How do you overcome obstacles?

Students will learn how to use a GPS unit and have ample time to practice using them.

Students will have the opportunity to find geocaches on school property and in the community.

Assessment For Learning: Understanding of GPS units

Participation in geocaching in the community


Participation of practice

Create a geocache in the community for their classmates to find.

geocaches.

Understanding how a GPS works.

Creation of a geocache

Accurately hiding the geocache in the community


6 hours

Geocache account

GPS

Materials for geocache (to be determined as a class activity)


First Aid/CPR Training

CGR 4M: explain significant short-term and long-term effects of human activity on the natural

environment;

analyse and evaluate interrelationships among the environment, the economy, and society;

analyse patterns of resource availability and use;

analyse environmental and resource management issues and explain their global implications;

explain how population growth affects the sustainability of global ecosystems;

evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues;

evaluate the impact of economic, social, political, and technological change on natural and human systems;

explain the purpose of environ mental laws and regulation sat the local, provincial , and national levels and evaluate their effectiveness over time;



sports activities;


demonstrate responsibility for their personal safety and the safety of other;





demonstrate an understanding of the importance of respect for self and respect for

others in reducing conflict in their personal lives;























Is first aid training a skill Students will go Assessment For Learning:

that is realistically transferable into real life?

Would you save a strangers life if you could?

through First Aid/CPR Training.

After the training students must pass a set of tests to become certified in First Aid/CPR

Participation throughout the training

Assessment Of Learning: Certification in First Aid/CPR


16 hours

Booking a certified trainer to come in and train the students in First Aid/CPR

Unit Curriculum ExpectationsPowerful People

CGR 4M: evaluate the impact of economic, social, political, and technological change on


explain the purpose of environ mental laws and regulation sat the local, provincial, and national levels and evaluate their effectiveness over time;



sports activities;

describe how society and culture affect individual perceptions and expressions of sexuality;




















IDC40 demonstrate an understanding of the different perspectives and approaches used in

each of the subjects or disciplines studied;






analyse and describe how interdisciplinary skills relate to personal development and careers.


When you visualize a “powerful person”, what do you see?

Do you see yourself as powerful? Why or why not?

Is power an attribute that is innate or developed?

Is power external or internal?

Students will be given a list of blurbs describing the life of a variety of people. The blurbs will focus on the failures that successful and powerful people have experienced.

After reading the blurbs students are to discuss whether or not the person is successful or not.

Once they have determined this, students will guess who the blurb is written about. The answers are taken up as a class.

After the answers are taken up, students then write their own blurb about their own experiences with failure and then write a follow up reflection the addresses how they have put power back into their own hands despite adversities faced in their lives.

Assessment For Learning:

Understanding of power as it exists in themselves

Discussion of the variety of ways in which people can be powerful and successful

Understanding of experiences from a variety of powerful people.


Reflection on their own lives and the meaning of failure, success and power.


6 hoursCopy of success or failure handout.

Unit Curriculum Expectations PRIDE Outside CGR 4M:

explain how key ecological processes contribute to ecosystem health;







evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues.


sports activities;















generate, gather, and organize ideas and information to write for an intended

purpose and audience.


activities;






How do you see a classroom?

Where can learning take place?

What can you learn from your surroundings?

Does the environment you’re in affect the way you learn? How engaged are you?

Students will be evaluated on their level of preparation for hiking (shoes, accessories, etc)

Students will take a photograph of something that they can relate to the environment and present their picture and reflection to the class upon return.

Evaluation will be based on initiative taken during hiking, and the ability to transfer skills from previous units and summatives.

Assessment For Learning: Understanding of how we

interact with our environment

Participation in the hike

Assessment Of Learning:3 The photograph taken during

the hike

Reflection on the photograph and how that item interacts with its environment


6 hours

Bus

Preparation checklist (to be used for assessment).

Cameras

Unit Curriculum Expectations PRIDE Camping










sports activities.

develop personal health-related physical fitness

demonstrate personal competence in applying complex movement skills and principles

participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation

demonstrate responsibility for their personal safety and the safety of others.



demonstrate an understanding of strategies that promote healthy relationships.




ENG 4C:

listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;






generate, gather, and organize ideas and information to write for an intended purpose and audience.


activities.

be able to assess and extend their research skills to present their findings and solve problems.

implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies

analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations


What comforts of life do you think are necessary for survival?

What are your experiences with camping, if any?

Can you think of a group of people, culture that lives off the land? Is this something you think is practical?

Does camping give you a better sense of the environment and the potential problems that can arise from overdevelopment?

Students will be evaluated on their teamwork and initiative while camping (setting up camp ground, creating activities that can create an inclusive environment while camping, preparation – food, supplies, appropriate clothing, shoes, fire starting, shelter building, etc.)

Assessment For Learning: Camping preparation classes:

fire building, shelter building, food supplies, etc.

Assessment Of Learning: Participation and ability to work

effectively with classmates while camping


20 hours

Camping supplies

Groceries

Checklist for preparation

Supplies for activities (games etc).

Unit Curriculum ExpectationsInto Thin Air (Novel Study)

CGR 4M: evaluate the impact of economic, social, political, and technological change on


explain the purpose of environmental laws and regulation sat the local, provincial , and national levels and evaluate their effectiveness over time;

evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale;

explain how key ecological processes contribute to ecosystem health;





use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns;




sports activities;





demonstrate an understanding of strategies that promote personal safety and

prevent injuries;









reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.


activities;









“Men play at tragedy because they do not believe in the reality of the tragedy which is actually being staged in the civilized world.” – What is Krakauer’s purpose in using this quote?

What do you think the tragedy in the civilized world is that he refers to?

The students will read Into Thin Air by John Krakauer.

They will participate in a series of discussions through Angel.

Lastly students will complete a series of tasks associated with their summative assignment (handout attached)

Assessment For Learning: Comprehension/Discussion

Questions

Assessment Of Learning: The completion of the

summative The completion of the novel


16 hours

Copies of Into Thin Air

Setting up an Angel space for students to be able to participate in online discussions

Unit Curriculum ExpectationsMaking the Most of our Land

CGR 4M: explain significant short-term and long-term effects of human activity on the natural

environment;






PAD 40: demonstrate an understanding of strategies that promote personal safety and

prevent injuries;


demonstrate an understanding of strategies that promote healthy relationship;
























analyse and describe how interdisciplinary skills relate to personal development and

careers.


What is sustainability?

How can we preserve (safeguard) water?

How do we conserve and reserve resources to utilize the land as best as we can?

What is energy efficiency?

Students will visit Brae Ben Golf Course in Mississauga.

Students will participate in golf lessons followed by a lesson surrounding the history and features of the golf course.

After the trip students will reflect on what they’ve learned by completing a proposal for other possible land uses (based on what they have learned through the presentation of the history of the Golf Course – which was built on a landfill).

Assessment For Learning: Participation in Golf lessons

Participation in the lesson surrounding history of golf course

Assessment Of Learning: Completed proposal for other

possible land uses

Understanding of environmental considerations

Clear display of empathy towards the environment/ decreasing land space/multi uses of land and the benefits to society.


8 hours

Bus

Organize trip to Brae Ben Golf Course

Summative Curriculum ExpectationsSUMMATIVE

PRIDE 2

ADVENTURE EDUCATION


analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions.



evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues.

use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and

concerns;




sports activities;





















use editing, proofreading, and publishing skills and strategies, and knowledge of



















analyse and describe how interdisciplinary skills relate to personal development and careers.


How important is survival knowledge?

Is first aid training a skill that is realistically transferable into real life?

How have developments in technology helped us interact with our environment?

This summative is broken up into two parts. In the first part students will take part in a search and rescue simulation (handout provided). During this simulation they will:

Locate items for their first aid kit

Use coordinates and locate

Rescue an injured person

During the second part of the summative students will complete an outdoor survival summative. Students will:

Create a list of 15 things needed to survive for 3 days

Plan a 3 day menu

Build a shelter

Lastly, students will reflect on human’s impact on the environment.

Assessment For Learning: On-going reflection and

participation in activities throughout the course

Assessment Of Learning: Understanding of first aid and

CPR protocols

Demonstrate first aid procedures required in emergency situations

Transfer of knowledge and skills (navigational skills) into new contexts

Creating a survival list that clearly demonstrates knowledge of the course.

Application of the appropriate materials and location to use to build a shelter

Reflection on the impact of their summatives/their experiences on the environment.


12 hours

Establishing locations for search and rescue summative.

Ensuring students have had enough practice to be able to transfer the knowledge into a new scenario.

Creating different

rescue scenarios.

Review of CPR and First Aid protocols.

PRIDE Semester 2 Teaching/Learning Framework:Unit 1: We’re all leaders


ABCD Teachers will facilitate a discussion on what makes a good leader.

Leader in Training course facilitated through the City of Mississauga will run through the rest of the contacts.

Students will participate in the discussion about what makes a good leader.

Students will participate in the Leadership in Training course (facilitated by The City of Mississauga)

EFGH Leadership in Training course (facilitated by the City of Mississauga)

Students will participate in the Leadership in Training course (facilitated by The City of Mississauga)

Unit 2: Environmental Respect


I-B Teachers will facilitate a discussion about environmental responsibility and sustainability.

Teacher will organize park clean up (provide supplies and class contact hours to do this)

Teacher will have students watch a film (Wall-E) and write a reflection based on the film.

Teacher will facilitate a trip to the Peel Integrated Waste Management Facility.

Teacher will organize a guest speaker to come in (or travel to) depending upon guest speaker availability in the community.

Students will participate in discussion about environmental responsibility and sustainability.

Students will participate in park clean up.

Students will watch a film followed by a written reflection based on what they have learned through all the previous contact hours (park clean up and discussion included).

Students will participate in tour of the facility and participate in any activities presented by the facilitator of the waste management facility.

Students will participate in guest speaker presentation.

Unit 3: Team PRIDE


CDEF Teacher will organize a trip to LaserQuest for all students.

Teacher will provide students will sample icebreakers.

Students will all participate in LaserQuest trip.

Students create their own icebreakers and run them with the entire class in an inclusive manner.

Unit 4: Determined to find an Adventure!


G-L Teacher will teach students how to use GPS systems.

Teacher will lead a discussion about how to overcome obstacles and the role that a team can play to strengthen individuals.

Teacher will set up geocaches on and around school property. The teacher will also find geocaches that could be used in the community.

Students will participate in the discussion.

Students will find the geocaches that have been set up for them using GPS systems and with the help of their team members.

Lastly, students will create their own geocaches for their classmates to find.

Unit 5: First Aid/CPR Training


M-A Teacher will book the First Aid/CPR Training well in advance.

Teacher will stress the importance of student’s involvement in completing all the necessary activities and tests in order to get their certification.

Actual First Aid/CPR Training conducted through a Trainer.

Students will participate in the First Aid/CPR Training conducted through a trainer.

Students will write several tests in order to become First Aid/CPR Certified.

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