ชั้นประถมศึกษาปี -7- ต้น การซื้อขาย ระบบ

ชั้นประถมศึกษาปี -7- ต้น การซื้อขาย ระบบ

ที่ดีที่สุด แลกเปลี่ยน การฝึกอบรม ดีวีดี
วัน ซื้อขาย เฉลี่ยเคลื่อนที่ - ไขว้
Forex- เครื่องมือ ซอฟแวร์


Forex- CCI - แตกต่าง Binary ตัวเลือก - ETrade Como - Invertir -en -forex- desde เวเนซุเอลา Forex- T101 - EA Bollinger วง as- การสนับสนุน และ ความต้านทาน หนังสือ เกี่ยวกับการ เคลื่อนไหว ค่าเฉลี่ย

New France และ British North America, 1713 - 1800 พิพิธภัณฑ์เสมือนจริงของ New France - เว็บไซต์ที่ครอบคลุมรวมทั้งส่วนเกี่ยวกับ Explorers, First Nations, People, Great Names และ Daily Life ของ New France (เวอร์ชัน franaise) New France, New Horizons - นิทรรศการ อธิบายการผจญภัยของ New France จากการเดินทางครั้งแรกของการค้นพบจนถึงสิ้นระบอบการปกครองฝรั่งเศส ประกอบด้วยเอกสารเอกสารจำนวน 350 ชุดที่จัดอยู่ภายใต้ 12 ธีม (รุ่น franaise) ฤดูกาลของ New France สำรวจธีมต่างๆที่เกี่ยวข้องกับการจัดสรรอาณาเขตจังหวะของชีวิตการถ่ายทอดความรู้และการทำกิจวัตรประจำวัน ชุดรูปแบบแต่ละชุดมีภาพวาดสเก็ตช์ต้นฉบับและวัสดุอื่น ๆ ที่สร้างภาพพจน์ของชีวิตในตอนนี้ เว็บไซต์นี้ยังมีสไลด์โชว์ที่บรรยาย (English amp French) ฝรั่งเศสในอเมริกา - สำรวจประวัติความเป็นมาของฝรั่งเศสในทวีปอเมริกาเหนือตั้งแต่ทศวรรษแรกของศตวรรษที่ 16 ถึงสิ้นศตวรรษที่ 19 (เน้นอย่างชัดเจนในสหรัฐอเมริกา) ฝรั่งเศสออนตาริในวันที่ 17 และ 18 ศตวรรษ - ผ่านภาพถ่ายภาพถ่ายภาพวาดและเอกสารต้นฉบับจัดแสดงเรื่องราวของสองศตวรรษแรกที่ตามการสำรวจฝรั่งเศสครั้งแรกของจังหวัดของเราใน 1610 (Archive of Ontario) (รุ่น franaise) Champlain - เดินทางในแคนาดา Francophonie - นิทรรศการเสมือนจริงเกี่ยวกับการเดินทางของ Samuel de Champlain จากพิพิธภัณฑ์เสมือนจริงของประเทศแคนาดา (French amp ภาษาอังกฤษ) Heavens My Ship เป็นเกมที่จะเดินทางผ่านศตวรรษที่ XVII เพื่อค้นหานักสำรวจที่ยิ่งใหญ่คนหนึ่งของ New France ด้วยความช่วยเหลือของแผนที่ทางภูมิศาสตร์ระยะเวลา, แกะสลักโบราณและข้อความที่ตัดตอนมาจากเรื่องราวของเขามีชีวิตอีกมหากาพย์ของตัวอักษรที่กล้าหาญนี้ การโต้ตอบและการเล่นเกมนี้ไม่น่ารำคาญกับกราฟิกคอมพิวเตอร์ที่ยอดเยี่ยมเก็บเกมของคุณไว้เพื่อให้คุณมีเวลาเรียนรู้มากขึ้น (เวอร์ชัน franaise) ฮัดสันเบย์และการสำรวจ NorthWest Companies, บริษัท Fur Trade และ บริษัท Hudsons Bay (อังกฤษและฝรั่งเศส) - นี้ เว็บไซต์เกี่ยวกับการค้าขนสัตว์ในประเทศแคนาดาและวิธีการที่จะนำไปสู่การสำรวจของประเทศและการก่อตัวของ บริษัท ที่เก่าแก่ที่สุดและใหญ่ที่สุดในประวัติศาสตร์แคนาดา: Hudsons Bay บริษัท HBC Heritage ภาพประกอบอย่างเห็นได้ชัดกับแผนที่แผนผังภาพวาดและภาพสีที่ทันสมัย ​​Adventurers สร้างเรื่องราวของ บริษัท ที่มีประวัติเป็นประวัติศาสตร์ของประเทศแคนาดา (เวอร์ชั่น franaise) เอ็มไพร์ออฟเดอะเบย์ - จากพีบีเอส - quot เรื่องราวของพ่อค้าที่เก่งและนักสำรวจตัวหนาของ บริษัท Hudsons Bay ผู้ซึ่งลุ่มหลงถิ่นทุรกันดารและเปิดหัวใจแห่งอเมริกาเหนือรวมถึงการถอดเสียงแสดงแผนที่แผนที่ และแบบทดสอบ Sainte-Marie ระหว่าง Hurons ความสัมพันธ์ของนิกายเยซูอิตและประวัติความเป็นมาของฝรั่งเศสใหม่ - จากหอสมุดและจดหมายเหตุแคนาดา - จุดเริ่มต้นของงานเขียนที่ Champlains ออกไปตำราศาสนาเหล่านี้เป็นแหล่งข้อมูลสำคัญแห่งหนึ่งในช่วงต้นปีของการล่าอาณานิคมของฝรั่งเศสในอเมริกาเหนือ . (รุ่น franaise) สนธิสัญญา Utrecht - พื้นหลังและคำอธิบายจากแคนาดาในการทำเว็บไซต์ Battle of Restigouche การสู้รบครั้งสุดท้ายของสงครามเจ็ดปีระหว่างฝรั่งเศสและสหราชอาณาจักรสำหรับครอบครองทวีปอเมริกาเหนือ Royal Proclamation Act - จากโคคาดะในเว็บไซต์ Makingquot - พื้นหลังคำอธิบายและข้อความต้นฉบับ (เวอร์ชัน franaise) Quebec Act - จาก quotanada ในเว็บไซต์ Makingquot - พื้นหลังคำอธิบายและข้อความต้นฉบับ (เวอร์ชัน franaise) Acadia - ไลฟ์สไตล์ใน วันบรรพบุรุษหมู่บ้านประวัติศาสตร์ Acadian ขอเชิญทุกท่านค้นพบบรรพบุรุษของเรามรดกอันรื่นรมย์วัฒนธรรมและประเพณีของพวกเขา เว็บไซต์นี้มีการสำรวจสามประเภทคือนิทรรศการนิทรรศการการเข้าชมและการโต้ตอบแบบสนุกสนาน 4 เกม (franaise รุ่น) บางหน้าหายไป - ชุมชนสีดำในประวัติศาสตร์ของควิเบกและแคนาดา - วัสดุต้นทางและมัธยมศึกษา - นำเสนอในความร่วมมือโดยควิเบกจังหวัดสมาคมครูสังคมศึกษาควิเบกคณะการศึกษาสีดำและควิเบก Ministere de lEducation - ACTIVITY BOOKLET Runaway Journeys - จากโครงการห้องสมุดดิจิทัลของห้องสมุดสาธารณะนิวยอร์คพจนานุกรมชีวประวัติของแคนาดาออนไลน์ - คนที่มีบทบาทสำคัญในการก่อตัวของสิ่งที่เป็นตอนนี้ Canada.quot (อังกฤษและฝรั่งเศส) The War of 1812 - แผนที่แบบโต้ตอบของทวีปอเมริกาเหนือในศตวรรษที่ 19 แสดงมุมมองทางภูมิศาสตร์ของเหตุการณ์สำคัญและสงครามของสงคราม 1812 การเคลื่อนไหวและขนาดของกองทัพอเมริกันกองกำลังอังกฤษและพันธมิตร TecumsehNative จะแสดงสำหรับเหตุการณ์สำคัญแต่ละ - จาก LearnAlberta War of 1812 - จากโครงการมรดกทางทหารของแคนาดา Susanna Moodie และ Catharine Parr Traill - สองนักเขียนชาว Canadas ที่มีความสำคัญที่สุดในคริสต์ศตวรรษที่ 19 ทั้งสองได้กลายเป็นนักเขียนมืออาชีพมาก่อนแต่งงานกันที่ประเทศอังกฤษเพียง 23 เดือน พวกเขาอพยพกับสามีชาวสก็อต 2375 ในแคนาดานั่งอยู่ในป่าที่ออนแทรีโอใกล้วัน - ปัจจุบัน Lakefield พวกเขาบันทึกและตีความประสบการณ์ของพวกเขาในฐานะผู้บุกเบิกในหนังสือที่พวกเขายังคงมีชื่อเสียงจนถึงทุกวันนี้ (รุ่น franaise) แคลิฟอร์เนีย: เกรด 7 มาตรฐาน CA.7.1 มาตรฐานเนื้อหา: ประวัติศาสตร์โลกและภูมิศาสตร์ยุคสมัยกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์สาเหตุและผลกระทบของการขยายตัวและการสลายตัวที่ยิ่งใหญ่ที่สุดของจักรวรรดิโรมัน 7.1.1 มาตรฐานการปฏิบัติงาน: ศึกษาจุดแข็งและการสนับสนุนที่ยั่งยืนของกรุงโรม (เช่นความสำคัญของสิทธิการเป็นพลเมืองโรมันภายใต้กฎหมายโรมันศิลปะโรมันสถาปัตยกรรมวิศวกรรมและการรักษาปรัชญาและการถ่ายทอดศาสนาคริสต์) และจุดอ่อนที่สำคัญที่สุดภายในขององค์กร (เช่นการเพิ่มอำนาจทางทหารของตนเองภายใน จักรวรรดิการบ่อนทำลายสัญชาติโดยการเติบโตของการทุจริตและการเป็นทาสการขาดการศึกษาและการกระจายข่าว) 7.1.2 มาตรฐานประสิทธิภาพ: อภิปรายขอบเขตทางภูมิศาสตร์ของจักรวรรดิที่ความสูงและปัจจัยที่คุกคามความสอดคล้องกันในระดับภูมิภาค 7.1.3 มาตรฐานการปฏิบัติงาน: อธิบายเกี่ยวกับสถานประกอบการของคอนสแตนตินซึ่งเป็นเมืองหลวงใหม่ในกรุงคอนสแตนติโนเปิลและการพัฒนาอาณาจักรไบแซนไทน์โดยเน้นถึงผลกระทบจากการพัฒนาอารยธรรมยุโรปสองแห่งที่แตกต่างไปจากเดิมอีสเติร์นออร์โธด็อกซ์และนิกายโรมันคาทอลิกและมุมมองที่แตกต่างกันของโบสถ์ รัฐ - ประชาสัมพันธ์ CA.7.2 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์โครงสร้างทางภูมิศาสตร์การเมืองศาสนาเศรษฐกิจและสังคมของอารยธรรมของศาสนาอิสลามในยุคกลาง 7.2.1 มาตรฐานการปฏิบัติงาน: ระบุลักษณะทางกายภาพและอธิบายสภาพภูมิอากาศของคาบสมุทรอาหรับความสัมพันธ์กับพื้นที่โดยรอบของแผ่นดินและน้ำตลอดจนวิถีชีวิตที่เร่ร่อนและอยู่ประจำที่ 7.2.2 มาตรฐานการปฏิบัติงาน: ติดตามต้นกำเนิดของศาสนาอิสลามและชีวิตและคำสอนของมูฮัมหมัดรวมถึงคำสอนของศาสนาอิสลามเกี่ยวกับการเชื่อมต่อกับยูดายและศาสนาคริสต์ 7.2.3 มาตรฐานการปฏิบัติงาน: อธิบายความสำคัญของอัลกุรอานและซุนนะฮ as เป็นแหล่งข้อมูลหลักของความเชื่อการปฏิบัติและกฎหมายของอิสลามและอิทธิพลของพวกเขาในชีวิตประจำวันของชาวมุสลิม 7.2.4 มาตรฐานการปฏิบัติงาน: อภิปรายเกี่ยวกับการขยายตัวของกฎของชาวมุสลิมผ่านการพิชิตและสนธิสัญญาทางทหารโดยเน้นการผสมผสานวัฒนธรรมภายในอารยธรรมของชาวมุสลิมและการแพร่กระจายและการยอมรับของศาสนาอิสลามและภาษาอาหรับ 7.2.5 มาตรฐานการปฏิบัติงาน: อธิบายถึงการเติบโตของเมืองและการจัดตั้งเส้นทางการค้าระหว่างเอเชียแอฟริกาและยุโรปผลิตภัณฑ์และสิ่งประดิษฐ์ที่เดินทางไปตามเส้นทางเหล่านี้ (เช่นเครื่องเทศสิ่งทอกระดาษเหล็กพืชใหม่) และบทบาทของพ่อค้า ในสังคมอาหรับ 7.2.6 มาตรฐานการปฏิบัติงาน: ทำความเข้าใจเกี่ยวกับการแลกเปลี่ยนทางปัญญาระหว่างนักวิชาการมุสลิมในยูเรเซียและแอฟริกาและการมีส่วนร่วมของนักวิชาการมุสลิมในอารยธรรมในยุคต่อ ๆ ไปในด้านวิทยาศาสตร์ภูมิศาสตร์คณิตศาสตร์ปรัชญาเวชศาสตร์ศิลป์และวรรณคดี CA.7.3 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์โครงสร้างทางภูมิศาสตร์การเมืองศาสนาเศรษฐกิจและสังคมของอารยธรรมจีนในยุคกลาง 7.3.1 มาตรฐานการปฏิบัติงาน: อธิบายถึงการรวมประเทศจีนภายใต้ราชวงศ์ถังและเหตุผลในการแพร่กระจายของพุทธศาสนาในประเทศจีนจีนและญี่ปุ่น 7.3.2 มาตรฐานการปฏิบัติงาน: อธิบายพัฒนาการทางการเกษตรเทคโนโลยีและการค้าระหว่างช่วง Tang and Sung 7.3.3 มาตรฐานการปฏิบัติงาน: วิเคราะห์อิทธิพลของลัทธิขงจื้อและการเปลี่ยนแปลงในความคิดของขงจื้อในช่วงสมัยสูงและมองโกล 7.3.4 มาตรฐานการปฏิบัติงาน: ทำความเข้าใจเกี่ยวกับความสำคัญของการค้าขายทางบกและการเดินเรือระหว่างประเทศจีนกับอารยธรรมอื่น ๆ ในการครองอำนาจของมองโกลและราชวงศ์หมิง 7.3.5 มาตรฐานการปฏิบัติงาน: ติดตามผลกระทบทางประวัติศาสตร์ของการค้นพบดังกล่าวเช่นชาการผลิตกระดาษการพิมพ์แบบบล็อกไม้เข็มทิศและดินปืน 7.3.6 มาตรฐานการปฏิบัติงาน: อธิบายการพัฒนารัฐของจักรพรรดิและชั้นเรียนของข้าราชการที่เป็นทางการ CA.7.4 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์โครงสร้างทางภูมิศาสตร์การเมืองศาสนาเศรษฐกิจและสังคมของอารยธรรมย่อย ๆ ของประเทศกานาและมาลีในยุคกลางของทวีปแอฟริกา 7.4.1 มาตรฐานการปฏิบัติงาน: ศึกษาเกี่ยวกับแม่น้ำไนเจอร์และความสัมพันธ์ระหว่างโซนพืชป่าสะวันนาและทะเลทรายเพื่อค้าทองเกลืออาหารและทาสและการเติบโตของอาณาจักรกานาและมาลี 7.4.2 มาตรฐานการปฏิบัติงาน: วิเคราะห์ความสำคัญของครอบครัวความเชี่ยวชาญด้านแรงงานและการค้าในระดับภูมิภาคในการพัฒนารัฐและเมืองในแอฟริกาตะวันตก 7.4.3 มาตรฐานการปฏิบัติงาน: อธิบายถึงบทบาทของการค้าคาราวานข้ามทะเลทรายซาฮาราในลักษณะทางศาสนาและวัฒนธรรมที่เปลี่ยนแปลงไปของแอฟริกาตะวันตกและอิทธิพลของความเชื่อศาสนาจริยธรรมและกฎหมายอิสลาม 7.4.4 มาตรฐานประสิทธิภาพ: ติดตามการเติบโตของภาษาอาหรับในรัฐบาลการค้าและทุนการศึกษาอิสลามในแอฟริกาตะวันตก 7.4.5 มาตรฐานการปฏิบัติงาน: อธิบายความสำคัญของประเพณีการเขียนและปากเปล่าในการถ่ายทอดประวัติและวัฒนธรรมของชาวแอฟริกัน CA.7.5 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์โครงสร้างทางภูมิศาสตร์การเมืองศาสนาเศรษฐกิจและสังคมของอารยธรรมยุคกลางของญี่ปุ่น 7.5.1 มาตรฐานการปฏิบัติงาน: อธิบายถึงความสำคัญของความใกล้ชิด Japans กับประเทศจีนและเกาหลีและอิทธิพลทางปัญญาภาษาศาสตร์ศาสนาและปรัชญาของประเทศเหล่านั้นในประเทศญี่ปุ่น 7.5.2 มาตรฐานการปฏิบัติงาน: อภิปรายเกี่ยวกับรัชสมัยของ Prince Shotoku แห่งประเทศญี่ปุ่นและลักษณะของสังคมญี่ปุ่นและชีวิตครอบครัวในสมัยของพระองค์ 7.5.3 มาตรฐานการปฏิบัติงาน: อธิบายถึงคุณค่าศุลกากรและประเพณีทางสังคมที่กำหนดโดยระบบลอร์ด - โซเลียลซึ่งประกอบด้วยโชโกงเมียวและซามูไรและอิทธิพลที่ยาวนานของรหัสนักรบในศตวรรษที่ยี่สิบ 7.5.4 มาตรฐานการปฏิบัติงาน: ติดตามการพัฒนารูปแบบที่โดดเด่นของพระพุทธศาสนาญี่ปุ่น 7.5.5 มาตรฐานการปฏิบัติงาน: ศึกษาศตวรรษที่ 9 และ 10 ของยุควรรณคดีศิลปะและการละครและผลกระทบที่มีต่อวัฒนธรรมในปัจจุบันรวมถึงเรื่อง Murasaki Shikibus เรื่อง Genji 7.5.6 มาตรฐานการปฏิบัติงาน: วิเคราะห์การเติบโตของสังคมทหารในช่วงปลายศตวรรษที่สิบสองและบทบาทของซามูไรในสังคมนั้น CA.7.6 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์โครงสร้างทางภูมิศาสตร์การเมืองศาสนาเศรษฐกิจและสังคมของอารยธรรมในยุคกลางของยุโรป 7.6.1 มาตรฐานการปฏิบัติงาน: ศึกษาเกี่ยวกับภูมิศาสตร์ของทวีปยุโรปและเอเชียรวมถึงตำแหน่งที่ตั้งภูมิประเทศทางน้ำพืชพันธุ์สภาพภูมิอากาศและความสัมพันธ์กับวิถีชีวิตในยุคกลางของยุโรป 7.6.2 มาตรฐานการปฏิบัติงาน: อธิบายถึงการแพร่กระจายของศาสนาคริสต์ทางตอนเหนือของเทือกเขาแอลป์และบทบาทที่โบสถ์และพระราชวงศ์เริ่มต้นจากการหลั่งไหลหลังจากการล่มสลายทางตะวันตกของจักรวรรดิโรมัน 7.6.3 มาตรฐานการปฏิบัติงาน: ทำความเข้าใจเกี่ยวกับการพัฒนาระบบศักดินาบทบาทในเศรษฐกิจยุโรปในยุคกลางซึ่งเป็นวิธีที่ได้รับอิทธิพลจากภูมิศาสตร์ทางกายภาพ (บทบาทของคฤหาสน์และการเติบโตของเมือง) และความสัมพันธ์ของระบบศักดินาเป็นรากฐานในการสั่งทางการเมืองอย่างไร . 7.6.4 มาตรฐานการปฏิบัติงาน: แสดงให้เห็นถึงความเข้าใจเกี่ยวกับความขัดแย้งและความร่วมมือระหว่างตำแหน่งสันตะปาปากับพระมหากษัตริย์ในทวีปยุโรป (เช่นชาร์ลมาญเกรกอรีที่เจ็ดจักรพรรดิเฮนรี iv) 7.6.5 มาตรฐานการปฏิบัติงาน: ทราบความสำคัญของพัฒนาการในการปฏิบัติตามกฎหมายและรัฐธรรมนูญในยุคกลางของอังกฤษและความสำคัญของพวกเขาในการเพิ่มขึ้นของความคิดแบบประชาธิปไตยและสถาบันที่เป็นตัวแทนในปัจจุบัน (เช่น Magna Carta, รัฐสภาการพัฒนาระบบคำร้องคำฟ้องศาลยุติธรรมอิสระในอังกฤษ) 7.6.6 มาตรฐานการปฏิบัติงาน: อภิปรายถึงสาเหตุและหลักสูตรของวีรกรรมทางศาสนาและผลกระทบของพวกเขาต่อประชากรคริสเตียนชาวมุสลิมและชาวยิวในยุโรปโดยเน้นการติดต่อที่เพิ่มขึ้นโดยชาวยุโรปกับวัฒนธรรมของโลกเมดิเตอร์เรเนียนตะวันออก 7.6.7 มาตรฐานการปฏิบัติงาน: จัดทำแผนที่แพร่ระบาดของโรคระบาดในกาฬโรคจากเอเชียกลางถึงจีนตะวันออกกลางและยุโรปและอธิบายถึงผลกระทบต่อประชากรโลก 7.6.8 มาตรฐานการปฏิบัติงาน: ทำความเข้าใจเกี่ยวกับความสำคัญของคริสตจักรคาทอลิกในฐานะสถาบันทางการเมืองความคิดและสุนทรียภาพ (เช่นการก่อตั้งมหาวิทยาลัยบทบาททางการเมืองและจิตวิญญาณของพระสงฆ์การสร้างพระภิกษุสงฆ์วัดสงฆ์และศาสนาคริสต์การรักษาภาษาละตินและตำราทางศาสนา เซนต์โทมัส Aquinass สังเคราะห์ปรัชญาคลาสสิกกับเทววิทยาคริสเตียนและแนวคิดของกฎหมายธรรมชาติ) 7.6.9 มาตรฐานการปฏิบัติงาน: รู้จักประวัติศาสตร์การลดลงของกฎของชาวมุสลิมในคาบสมุทรไอบีเรียซึ่งมีขึ้นใน Reconquista และการเพิ่มขึ้นของอาณาจักรสเปนและโปรตุเกส CA.7.7 มาตรฐานเนื้อหา: ประวัติศาสตร์โลกและภูมิศาสตร์ยุคกลางและสมัยใหม่ตอนต้น: นักเรียนเปรียบเทียบและเปรียบเทียบโครงสร้างทางภูมิศาสตร์การเมืองศาสนาเศรษฐกิจและสังคมของอารยธรรม Meso-American และ Andean 7.7.1 มาตรฐานประสิทธิภาพ: ศึกษาสถานที่ภูมิประเทศและสภาพอากาศของเม็กซิโกอเมริกากลางและอเมริกาใต้และผลกระทบต่อเศรษฐกิจของประเทศมายันแอซเท็กและอินคาการค้าและการพัฒนาสังคมในเมือง 7.7.2 มาตรฐานการปฏิบัติงาน: ศึกษาบทบาทของคนในแต่ละสังคมรวมถึงโครงสร้างของชั้นเรียนชีวิตครอบครัวค่าโดยสารสงครามความเชื่อทางศาสนาและการปฏิบัติและการเป็นทาส 7.7.3 มาตรฐานการปฏิบัติงาน: อธิบายถึงวิธีการและตำแหน่งที่จักรวรรดิแต่ละแห่งเกิดขึ้นและวิธีการที่อาณาจักร Aztec และ Incan แพ้สเปน 7.7.4 มาตรฐานการปฏิบัติงาน: อธิบายประเพณีศิลปะและช่องปากและสถาปัตยกรรมในสามอารยธรรม 7.7.5 มาตรฐานการปฏิบัติงาน: อธิบายถึงความสำเร็จของ Meso-American ในด้านดาราศาสตร์และคณิตศาสตร์รวมถึงการพัฒนาปฏิทินและความรู้เกี่ยวกับการเปลี่ยนแปลงตามฤดูกาลของระบบการเกษตรแบบอารยธรรม CA.7.8 มาตรฐานเนื้อหา: ประวัติศาสตร์โลกและภูมิศาสตร์ยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์ต้นกำเนิดความสำเร็จและการแพร่กระจายทางภูมิศาสตร์ของยุคฟื้นฟูศิลปวิทยา 7.8.1 มาตรฐานการปฏิบัติงาน: อธิบายถึงวิธีการที่การฟื้นฟูการเรียนรู้แบบคลาสสิกและศิลปะสร้างความสนใจใหม่ในมนุษยนิยม (เช่นความสมดุลระหว่างสติปัญญากับความเชื่อทางศาสนา) 7.8.2 มาตรฐานการปฏิบัติงาน: อธิบายถึงความสำคัญของฟลอเรนซ์ในช่วงเริ่มต้นของยุคฟื้นฟูศิลปวิทยาและการเติบโตของเมืองการค้าที่เป็นอิสระ (เช่นเมืองเวนิส) โดยเน้นเมืองสำคัญในการเผยแพร่แนวความคิดเกี่ยวกับยุคฟื้นฟูศิลปวิทยา 7.8.3 มาตรฐานประสิทธิภาพ: ทำความเข้าใจเกี่ยวกับผลกระทบของการเปิดเส้นทางถนนไหมเก่าโบราณระหว่างยุโรปและจีนรวมทั้งการเดินทางของ Marco Polos และตำแหน่งเส้นทางของเขา 7.8.4 มาตรฐานประสิทธิภาพ: อธิบายการเติบโตและผลกระทบของวิธีใหม่ ๆ ในการเผยแพร่ข้อมูล (เช่นความสามารถในการผลิตกระดาษการแปลพระคัมภีร์เป็นภาษาท้องถิ่นการพิมพ์) 7.8.5 มาตรฐานการปฏิบัติงาน: ความก้าวหน้าในวรรณคดีศิลป์วิทยาศาสตร์คณิตศาสตร์การเขียนแผนที่วิศวกรรมและความเข้าใจเกี่ยวกับกายวิภาคศาสตร์และดาราศาสตร์ของมนุษย์ (เช่นโดย Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare) CA.7.9 มาตรฐานเนื้อหา: ประวัติศาสตร์โลกและภูมิศาสตร์ยุคสมัยกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์พัฒนาการทางประวัติศาสตร์ของการปฏิรูป 7.9.1 มาตรฐานการปฏิบัติงาน: ระบุสาเหตุของความวุ่นวายภายในและความอ่อนแอของคริสตจักรคาทอลิก (เช่นนโยบายด้านภาษีการขายการปล่อยตัว) 7.9.2 มาตรฐานการปฏิบัติงาน: อธิบายความคิดเกี่ยวกับศาสนศาสตร์การเมืองและเศรษฐกิจของบุคคลสำคัญในระหว่างการปฏิรูป (เช่น Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale) 7.9.3 มาตรฐานการปฏิบัติงาน: อธิบายถึงแนวทางปฏิบัติใหม่ ๆ ของรัฐบาลคริสตจักรและอิทธิพลของแนวทางปฏิบัติดังกล่าวในการพัฒนาแนวปฏิบัติประชาธิปไตยและแนวความคิดของสหพันธ์ 7.9.4 มาตรฐานการปฏิบัติงาน: ระบุและค้นหาภูมิภาคในยุโรปที่ยังคงเป็นคาทอลิกและกลุ่มที่กลายเป็นโปรเตสแตนต์และอธิบายว่าส่วนไหนมีผลต่อการกระจายของศาสนาในโลกใหม่อย่างไร 7.9.5 มาตรฐานการปฏิบัติงาน: วิเคราะห์ว่า Counter-Reformation ได้สร้างความตื่นตาตื่นใจกับคริสตจักรคาทอลิกและกองกำลังที่ส่งเสริมการเคลื่อนไหว (เช่น St. Ignatius of Loyola และ Jesuits, Council of Trent) 7.9.6 มาตรฐานการปฏิบัติงาน: ทำความเข้าใจเกี่ยวกับสถาบันและผลกระทบของมิชชันนารีเกี่ยวกับศาสนาคริสต์และการแพร่กระจายของศาสนาคริสต์จากยุโรปไปยังส่วนอื่น ๆ ของโลกในสมัยยุคกลางและยุคปัจจุบันค้นหาภารกิจบนแผนที่โลก 7.9.7 มาตรฐานการปฏิบัติงาน: อธิบายถึงยุคทองของความร่วมมือระหว่างชาวยิวและชาวมุสลิมในสเปนยุคกลางที่ส่งเสริมความคิดสร้างสรรค์ในด้านศิลปะวรรณคดีและวิทยาศาสตร์รวมถึงความร่วมมือดังกล่าวถูกยุติลงด้วยการกดขี่ทางศาสนาของบุคคลและกลุ่มต่างๆ (เช่นการสืบสวนของสเปนและการขับไล่ ชาวยิวและชาวมุสลิมจากประเทศสเปนใน พ.ศ. 1492) CA.7.10 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์การพัฒนาทางประวัติศาสตร์ของการปฏิวัติทางวิทยาศาสตร์และผลกระทบที่ยั่งยืนต่อสถาบันศาสนาสถาบันทางการเมืองและวัฒนธรรม 7.10.1 มาตรฐานประสิทธิภาพ: พูดคุยเกี่ยวกับรากเหง้าของการปฏิวัติทางวิทยาศาสตร์ (เช่นเหตุผลทางภาษากรีกยิวคริสเตียนและมุสลิม) ความรู้ใหม่เกี่ยวกับมนุษยชาติยุคฟื้นฟูศิลปวิทยาจากการสำรวจทั่วโลก) 7.10.2 มาตรฐานประสิทธิภาพ: ทำความเข้าใจเกี่ยวกับความสำคัญของทฤษฎีทางวิทยาศาสตร์ใหม่ (เช่น Copernicus, Galileo, Kepler, Newton) และความสำคัญของสิ่งประดิษฐ์ใหม่ (เช่นกล้องโทรทรรศน์กล้องจุลทรรศน์เครื่องวัดอุณหภูมิเครื่องวัดความกดอากาศ) 7.10.3 มาตรฐานการปฏิบัติงาน: เข้าใจวิธีการทางวิทยาศาสตร์ที่ดำเนินการโดยเบคอนและ Descartes อิทธิพลของเหตุผลทางวิทยาศาสตร์ใหม่ ๆ เกี่ยวกับการเติบโตของแนวคิดเชิงประชาธิปไตยและการอยู่ร่วมกันของวิทยาศาสตร์กับความเชื่อทางศาสนาแบบดั้งเดิม CA.7.11 มาตรฐานเนื้อหา: ประวัติและภูมิศาสตร์ของโลกยุคกลางและสมัยใหม่ตอนต้น: นักเรียนวิเคราะห์การเปลี่ยนแปลงทางการเมืองและเศรษฐกิจในศตวรรษที่สิบหก, สิบเจ็ดและสิบแปด (ยุคสำรวจ, การตรัสรู้และอายุเหตุผล) 7.11.1 มาตรฐานการปฏิบัติงาน: รู้จักการเดินทางที่ยอดเยี่ยมของการค้นพบสถานที่ตั้งของเส้นทางและอิทธิพลของแผนที่ศาสตร์ในการพัฒนามุมมองโลกทัศน์ใหม่ของยุโรป 7.11.2 มาตรฐานการปฏิบัติงาน: อภิปรายเรื่องการแลกเปลี่ยนพืชพืชสัตว์เทคโนโลยีวัฒนธรรมและแนวความคิดในยุโรปแอฟริกาเอเชียและอเมริกาในศตวรรษที่สิบห้าและสิบหกรวมถึงผลกระทบทางเศรษฐกิจและสังคมที่สำคัญในแต่ละทวีป 7.11.3 มาตรฐานการปฏิบัติงาน: ตรวจสอบต้นกำเนิดของระบบทุนนิยมสมัยใหม่อิทธิพลของอุตสาหกรรมการค้าขายและอุตสาหกรรมกระท่อมองค์ประกอบและความสำคัญของเศรษฐกิจตลาดในยุโรปในศตวรรษที่สิบเจ็ดในรูปแบบการค้าและการตลาดระหว่างประเทศที่เปลี่ยนแปลงไปรวมถึงตำแหน่งบนแผนที่โลกและอิทธิพลของนักสำรวจและ ผู้ผลิตแผนที่ 7.11.4 มาตรฐานการปฏิบัติงาน: อธิบายว่าความคิดหลักของการตรัสรู้สามารถสืบย้อนกลับไปสู่การเคลื่อนไหวเช่นยุคฟื้นฟูศิลปวิทยาการปฏิรูปและการปฏิวัติทางวิทยาศาสตร์รวมถึงชาวกรีกโรมและศาสนาคริสต์ 7.11.5 มาตรฐานการปฏิบัติงาน: อธิบายความคิดและสถาบันประชาธิปไตยที่ได้รับอิทธิพลจากนักคิดตรัสรู้ (เช่น John Locke, Charles-Louis Montesquieu ผู้ก่อตั้งชาวอเมริกัน) 7.11.6 มาตรฐานการปฏิบัติงาน: อภิปรายว่าหลักการใน Magna Carta มีอยู่ในเอกสารเช่นเอกสารสิทธิของชาวอังกฤษและปฏิญญาอเมริกันเกี่ยวกับอิสรภาพ CA.6-8.HSS Content Standard: ทักษะการวิเคราะห์ทางประวัติศาสตร์และสังคมศาสตร์ทักษะทางสติปัญญาที่ระบุไว้ด้านล่างนี้จะต้องได้รับการเรียนรู้ผ่านและนำไปใช้กับมาตรฐานเนื้อหาสำหรับเกรดหกถึงแปด พวกเขาจะได้รับการประเมินร่วมกับมาตรฐานเนื้อหาในเกรดหกถึงแปดเท่านั้น นอกจากมาตรฐานสำหรับเกรดหกถึงแปดแล้วนักเรียนยังแสดงให้เห็นถึงเหตุผลทางสติปัญญาการสะท้อนและทักษะการวิจัยต่อไปนี้ด้วย 6-8.CST มาตรฐานการปฏิบัติงาน: การคิดตามลำดับเวลาและในเชิงพื้นที่ 6-8.1 ความคาดหวังของระดับชั้น: นักเรียนอธิบายว่าเหตุการณ์สำคัญเกี่ยวข้องกับเวลาอย่างไร 6-8.2 ความคาดหวังของระดับชั้น: นักเรียนสร้างเส้นเวลาต่างๆของเหตุการณ์สำคัญคนและช่วงเวลาของยุคประวัติศาสตร์ที่พวกเขากำลังเรียนอยู่ 6-8.3 ความคาดหวังของระดับชั้น: นักเรียนใช้แผนที่และเอกสารที่หลากหลายเพื่อระบุลักษณะทางกายภาพและทางวัฒนธรรมของละแวกใกล้เคียงเมืองรัฐและประเทศต่างๆและอธิบายถึงการอพยพของผู้คนการขยายตัวและการสลายตัวของจักรวรรดิและการเติบโตของระบบเศรษฐกิจ 6-8.REP มาตรฐานการปฏิบัติงาน: การวิจัยหลักฐานและข้อ 6-8.1 ความคาดหวังในระดับชั้น: นักเรียนจะตั้งคำถามที่สามารถตอบได้จากการศึกษาและการวิจัยในอดีต 6-8.2 ความคาดหวังระดับชั้น: นักเรียนแยกแยะความเป็นจริงจากความเห็นในเรื่องเล่าและเรื่องราวในอดีต 6-8.3 ความคาดหวังของระดับชั้น: นักเรียนแยกความเกี่ยวข้องจากข้อมูลที่ไม่เกี่ยวข้องออกจากข้อมูลที่บังเอิญและสามารถตรวจสอบได้จากข้อมูลที่ไม่อาจพิสูจน์ได้ในเรื่องราวเล่าเรื่องและเรื่องราวที่ผ่านมา 6-8.4 ความคาดหวังของระดับชั้น: นักเรียนประเมินความน่าเชื่อถือของแหล่งข้อมูลปฐมภูมิและทุติยภูมิและสรุปข้อสรุปเสียงจากพวกเขา 6-8.5 ความคาดหวังของระดับชั้น: นักเรียนจะตรวจสอบจุดทางประวัติศาสตร์ที่แตกต่างกันในเหตุการณ์ประวัติศาสตร์และกำหนดบริบทที่มีการสร้างแถลงการณ์ทางประวัติศาสตร์ (คำถามที่ถามแหล่งที่มาใช้มุมมองของผู้เขียน) 6-8.HI มาตรฐานการปฏิบัติงาน: 6-8.1 ความคาดหวังในระดับชั้น: นักเรียนอธิบายถึงปัญหาและปัญหาสำคัญจากอดีตการวางบุคคลและเหตุการณ์ในเมตริกซ์เวลาและสถานที่ 6-8.2 ความคาดหวังของระดับชั้น: นักเรียนเข้าใจและแยกแยะสาเหตุผลกระทบลำดับและความสัมพันธ์ในเหตุการณ์ทางประวัติศาสตร์รวมถึงความสัมพันธ์เชิงสาเหตุระยะยาวและระยะสั้น 6-8.3 ความคาดหวังของระดับชั้น: นักเรียนอธิบายแหล่งที่มาของความต่อเนื่องทางประวัติศาสตร์และวิธีการรวมกันของความคิดและเหตุการณ์ที่อธิบายถึงการเกิดขึ้นของรูปแบบใหม่ 6-8.4 ความคาดหวังในระดับชั้น: นักเรียนตระหนักถึงบทบาทของโอกาสการกำกับดูแลและข้อผิดพลาดในประวัติศาสตร์ 6-8.5 ความคาดหวังของระดับชั้น: นักเรียนตระหนักดีว่าการตีความประวัติศาสตร์อาจมีการเปลี่ยนแปลงได้เมื่อมีการเปิดเผยข้อมูลใหม่ 6-8.6 ความคาดหวังระดับเกรด: นักเรียนตีความตัวบ่งชี้พื้นฐานของประสิทธิภาพทางเศรษฐกิจและวิเคราะห์ค่าใช้จ่ายและผลประโยชน์ของประเด็นทางเศรษฐกิจและการเมืองผู้วางแผนโครงการหน่วยระดับ 1-8 หน่วยการเรียนต่อไปนี้ได้รับแรงบันดาลใจจากครูผู้สอนหลักสูตรออนตาริใหม่โดยใช้ Ontario Curriculum Planner สามารถดาวน์โหลดไฟล์เหล่านี้ในรูปแบบ PDF โดยใช้ชื่อ Acrobat Reader โดยคลิกที่ชื่อของหน่วยตามคำอธิบายของหน่วยด้านล่าง หากคุณไม่ได้ติดตั้ง Acrobat Reader ไว้ในคอมพิวเตอร์ของคุณคุณสามารถขอรับสำเนาจาก adobeproductsacrobatreadstep.html คุณสามารถดาวน์โหลดสำเนาของหน่วยงานในรูปแบบ Curriculum Planner โดยใช้แผ่นซีดีวางแผนหลักสูตร หน่วยที่มีให้เลือกโดย Grade คลิกที่ชื่อเรื่องเพื่อดูรายละเอียดของ Unit Portrait of Me, Grade 1 รายละเอียดหน่วยนี้เน้นการพัฒนาทักษะและความรู้ในด้านการจัดการข้อมูลและความน่าจะเป็น นักเรียนจะได้รับผลงานที่ยอดเยี่ยมในการทำแบบสำรวจและจัดระเบียบข้อมูลเพื่อแสดงบุคลิกลักษณะของตนเองในขณะที่แสดงให้เห็นว่าพวกเขาพอดีกับชุมชนในห้องเรียนอย่างไร นักเรียนมีโอกาสที่จะทำงานผ่านศูนย์การเรียนรู้ที่สามารถแสดงความคิดเห็นเกี่ยวกับคำถามที่คุ้นเคยโดยใช้หัวข้อทัศนศิลป์เช่นสีหลักที่คุณโปรดปรานซึ่งเป็นงานศิลปะที่คุณชื่นชอบพิมพ์จากตัวเลือกเหล่านี้ใครเป็นนักวาดภาพประกอบที่คุณชื่นชอบกิจกรรมแต่ละชิ้นแสดงให้เห็นแตกต่างกัน วิธีการเก็บขอมูล หลังจากรวบรวมข้อมูลแล้วนักเรียนจะได้เรียนรู้วิธีการต่างๆในการสร้างกราฟข้อมูลที่เก็บรวบรวม นักเรียนสร้างภาพบุคคลด้วยตัวเองเพื่อแสดงว่าตัวเองเป็นอย่างไร แต่ยังคงเป็นสมาชิกของชุมชนในชั้นเรียน การใช้ทักษะที่พัฒนาขึ้นผ่านการทำงานในหน่วยนักเรียนจะได้รับการท้าทายในการสำรวจสมาชิกชั้นเรียนในเรื่องของตัวเลือกส่วนบุคคลและเพื่อจัดระเบียบผลการค้นพบของพวกเขาในการนำเสนอภาพที่แสดงให้เห็นถึงการเป็นสมาชิกในชุมชนห้องเรียน 6 ภารกิจย่อย 48 ความคาดหวัง 88 ทรัพยากร 46 ยุทธศาสตร์การจัดกลุ่ม 4 ความคาดหวังภาษา 23 ความคาดหวังทางคณิตศาสตร์ 7 ความคาดหวังด้านศิลปะเด็ก ๆ ในผ้าห่ม: รูปแบบชั้น 1 กิจกรรมที่เกี่ยวข้องกับหน่วยนี้จะพัฒนาทักษะและความรู้ทางคณิตศาสตร์ในเส้นคณิตศาสตร์เหล่านี้: การออกแบบและพีชคณิตความรู้สึกและ การนับ, การวัด, เรขาคณิตและความรู้สึกเชิงพื้นที่ นักเรียนจะสำรวจรูปแบบในรูปทรงเรขาคณิตวัด (วันในสัปดาห์และเงิน) และในสภาพแวดล้อมของพวกเขา พวกเขาจะเรียนรู้จากการใช้เครื่องคิดเลขและแผนภูมิ 100 เพื่อสำรวจรูปแบบในตัวเลขลำดับรวมทั้งการรวมและแยกหมายเลขชุดค่าผสม นักเรียนจะสร้างแบบจำลองของรูปแบบโดยใช้วัสดุคอนกรีตการดำเนินการและสามารถขยายรูปแบบตามกฎรูปแบบ นักเรียนจะเห็นว่ารูปแบบที่เกิดขึ้นในภาษาและเรื่องราวและในสภาพแวดล้อมของพวกเขา จากโอกาสเหล่านี้พวกเขาจะเห็นว่าแต่ละรูปแบบประกอบด้วยกฎที่ว่าเมื่อทำตามจะดำเนินต่อไปในรูปแบบ ด้วยเหตุนี้นักเรียนจะสร้างสแควร์สำหรับผ้าห่มชั้นเรียนซึ่งจะขยายกฎที่กำหนดโดยครูและชั้นเรียน 10 ภารกิจย่อย 54 ความคาดหวัง 86 ทรัพยากร 71 ยุทธศาสตร์การจัดกลุ่ม 5 ความคาดหวังภาษา 26 ความคาดหวังทางคณิตศาสตร์ 2 ความคาดหวังด้านวิทยาศาสตร์และเทคโนโลยี 2 สุขภาพพลศึกษา 3 ความคาดหวังด้านศิลปกรรมชุมชนท้องถิ่นชั้นประถมศึกษาปีที่ 1 หน่วยศึกษาสังคมศาสตร์นักเรียนจะสำรวจความหมายของชุมชนและทำความเข้าใจเกี่ยวกับ ความสำคัญของคนอาคารและผลงานที่สมาชิกชุมชนให้กับชุมชน นอกจากนี้นักเรียนยังจะได้รู้จักกับทักษะการทำแผนที่เช่นการสร้างแผนที่จากมุมมองนกตา หน่วยนี้ได้รับการแบ่งออกเป็นแปดงานย่อยที่สรุปโดยมีจุดสูงสุด (งานย่อย 8) งานที่สำเร็จลุล่วงนี้จะทำให้นักเรียนสามารถใช้ความรู้ที่ได้จากงานย่อยหนึ่งถึงเจ็ดเพื่อสร้างแบบจำลองชั้นเรียนของชุมชนโรงเรียนของพวกเขา นักเรียนจะมีส่วนร่วมในงานย่อยซึ่งรวมถึงกิจกรรมการสอนที่เกี่ยวข้องกับ: ชุมชนชุมชนของฉันคืออะไรภายในครอบครัวของฉันในชุมชนของฉันวิธีการท่องเที่ยวในชุมชนของฉันแผนที่ห้องเรียนแผนที่เส้นทางโรงเรียน - การล่าขุมทรัพย์ การสร้างแบบจำลองชุมชนโรงเรียนของเรา - ภารกิจเร่งด่วนเพื่อสร้างแบบจำลองชุมชนของโรงเรียนให้เป็นชั้นเรียนทั้งหมดนักเรียนชั้นประถมศึกษาปีที่ 1 จะแบ่งเป็นกลุ่มเพื่อสร้างองค์ประกอบเฉพาะภายในชุมชนของโรงเรียน คอมโพเนนต์นี้จะถูกเพิ่มเข้าไปในโมเดลชั้นเรียนโดยแต่ละกลุ่ม 8 ภารกิจ 46 ความคาดหวัง 139 ทรัพยากร 75 กลยุทธ์การจัดกลุ่ม 11 ความคาดหวังภาษา 4 ความคาดหวังทางคณิตศาสตร์ 1 ความคาดหวังทางวิทยาศาสตร์และเทคโนโลยี 2 ความคาดหวังของศิลปะ 21 ความคาดหวังทางสังคมศาสตร์พลังงานในชีวิตของเราเกรด 1 ในหน่วยนี้นักเรียนจะสำรวจแหล่งพลังงานและวิธีการที่ พลังงานที่ใช้ในชีวิตประจำวัน พวกเขาจะตรวจสอบอุปกรณ์และระบบที่ใช้พลังงานและวิธีที่สามารถควบคุมตนเองได้ การใช้ความรู้นี้นักเรียนจะทำการตรวจสอบการใช้พลังงานและจะระบุวิธีการประหยัดพลังงาน 9 งานที่ต้องทำ 29 ความคาดหวัง 92 ทรัพยากร 90 กลยุทธ์การจัดกลุ่ม 18 ความคาดหวังด้านวิทยาศาสตร์และเทคโนโลยีเรื่องและวัสดุชั้นประถมศึกษาปีที่ 1 นักเรียนจะใช้ความรู้สึกของตนเองเพื่อเรียนรู้ที่จะแยกแยะระหว่างวัตถุและวัสดุระบุและอธิบายเนื้อหาต่างๆและระบุวัตถุประสงค์และหน้าที่ของคุณสมบัติ ของวัสดุดังกล่าว พวกเขาจะถามคำถามและระบุความต้องการและปัญหาที่เกี่ยวข้องกับวัตถุและวัสดุ การใช้คำศัพท์ที่เหมาะสมจะเป็นการบันทึกข้อสังเกตที่เกี่ยวข้องโดยใช้ภาษาเขียนที่เหมาะสมสำหรับระดับอายุนี้ กิจกรรมของหน่วยต้องให้นักเรียนจัดเรียงวัตถุทั่วไปในห้องเรียนและสภาพแวดล้อมภายในบ้าน จากการใช้การสอบสวนนักเรียนจะค้นพบว่าคุณสมบัติของวัสดุช่วยให้พวกเขาเรียนรู้เกี่ยวกับวัสดุธรรมชาติและวัสดุที่ทำจากมนุษย์ นักเรียนจะสำรวจว่าวัตถุมีความเหมือนกันและแตกต่างกันอย่างไรและควรใช้อย่างชาญฉลาดอย่างไร นักเรียนจะรีไซเคิลและนำมาใช้วัสดุทั่วไปและอธิบายประโยชน์ของการใช้ใหม่ นักเรียนจะสำรวจวิธีที่มีประสิทธิภาพในการยึดวัตถุและวัสดุ นักเรียนจะออกแบบและผลิตผลิตภัณฑ์ที่ใช้งานได้ (เครื่องดนตรี) ที่ตนเองเลือก พวกเขาจะเรียนรู้และปฏิบัติตามขั้นตอนด้านความปลอดภัยที่ถูกต้องในการใช้เครื่องมือวัสดุและอุปกรณ์อย่างปลอดภัย 5 ภารกิจ 54 ความคาดหวัง 74 ทรัพยากร 58 ยุทธศาสตร์การจัดกลุ่ม 1 ความคาดหวังภาษา 22 ความคาดหวังทางวิทยาศาสตร์และเทคโนโลยี 1 สุขภาพพลศึกษาเรื่องครอบครัว: ความสัมพันธ์กฎและความรับผิดชอบระดับ 1 หน่วยวรรณกรรมนี้แบ่งออกเป็น 3 ส่วนคือก. สัปดาห์ที่ป้อนข้อมูลโดยครูผู้สอน b. สัปดาห์ศูนย์การเรียนรู้ค. สัปดาห์ของการเตรียมพร้อมสำหรับงานที่สำเร็จลุล่วงสัปดาห์ที่ป้อนข้อมูลจากครูนำมาใช้เพื่อแนะนำความคาดหวังโดยใช้กลยุทธ์การสอนหลากหลายรูปแบบ ประสบการณ์การเรียนรู้ครั้งแรกเหล่านี้จะเป็นรากฐานสำหรับกิจกรรมที่นักเรียนจะเข้าร่วมในช่วงสัปดาห์ที่สองและสี่ ในช่วงสองสัปดาห์ที่ศูนย์กิจกรรมนักเรียนจะได้รับการผลิตสิ่งประดิษฐ์ที่พวกเขาจะแสดงและนำเสนอเพื่อแสดงให้เห็นการเรียนรู้ของพวกเขาในช่วงสุดยอดของงาน สัปดาห์ที่ป้อน - ในช่วงเวลานี้ครูกำลังแนะนำบทเรียนหนึ่งบทต่อวันโดยใช้กลยุทธ์การเรียนการสอนแบบกลุ่มทั้งหมด นักเรียนติดตามการติดตามผลในกลุ่มต่างๆ การปิดบทเรียนแต่ละครั้งควรจะนำเสนอความคาดหวังและแนวคิดที่คาดว่าจะได้รับในสัปดาห์กลางต่อไปนี้ กลางสัปดาห์ - นักเรียนจะแบ่งออกเป็นกลุ่มเล็ก ๆ ที่ระบุด้วยสีหรือชื่อ สามารถใช้ล้อหมุนได้ แต่ละกลุ่มจะหมุนเวียนผ่านศูนย์ห้าแห่งในช่วงสัปดาห์โดยไปที่ศูนย์ละแห่งต่อวัน ครูควรพิจารณาความสมดุลระหว่างความสามารถและเพศของนักเรียนเมื่อจัดกลุ่มนักเรียนให้แตกต่างกัน Week 1 - The first week of teacher-directed input lessons introduces a focus on families. This week will begin by defining the terminology to be used throughout the unit (e.g. responsibility, rule, different, similar. ). The main focus of this week will be on identifying family and individual experiences and responsibilities. ในช่วงสัปดาห์นี้นักเรียนจะตรวจสอบความจำเป็นในการใช้กฎและผลที่ตามมา Week 2 - Students will complete five integrated learning centres based on the knowledge acquired from each input lesson from week one. These task performances will require students to create, sort, classify, design and write about the need for rules and responsibilities within their home, school and community. Week 3 - This teacher-directed input week will link students learning and experiences beyond family to include school and change over time. Students will brainstorm school rules and responsibilities, resolve conflicts, develop timelines and identify factors that cause change. At the end of this week, students will have an interviewing assignment. Week 4 - Students will complete five integrated learning centres based on the knowledge acquired from each input lesson from week three. These task performances will require students to reflect, design, sequence, role-play and create a technology presentation. Week 5 - Students will be organizing and preparing for their student-led conference and class presentation. Students will be selecting artifacts and creating a script, demonstrating their knowledge and understanding of this unit. The input and activity centre approach is a suggested format for this unit. Teachers may choose to re-organize activity centres into whole group lessons. 25 Subtasks 134 Expectations 161 Resources 200 Strategies amp Groupings 14 Language Expectations 2 Mathematics Expectations 5 Arts Expectations 24 Social Studies Expectations Relationships, Celebrations and Traditions, Grades 12 Through the integration of family traditions and celebrations, as well as heritage, Catholic students will explore family relationships, their religious heritage, and the rules which govern their world. The unit has been divided into six subtasks. The final task will be our culminating activity which will entail the creation and planning of a celebration which can include members of the students community such as the priest, parents, principal, reading buddies, and the class. The students will present their scrapbook that they have created throughout this unit to their parents or to the guests that have been invited. Please see the adaptations for this subtask. The grade 12 students: will identify the importance of themselves in their family and in their community will identify the important relationships in their families as well as their place of origin will identify their rights and responsibilities as a member of the Catholic community will describe their family traditions and celebrations as they relate to being Canadian 6 Subtasks 99 Expectations 114 Resources 62 Strategies amp Groupings 16 Language Expectations 8 Mathematics Expectations 3 Arts Expectations 35 Social Studies Expectations Tiny Town, Grades 12 Students will learn that objects and structures have distinctive shapes, patterns, and purposes. They will also learn the relationship between stationary and moving objects, and that the input and output of a system is how simple machines and mechanisms can change the type and direction of the movement of an object. Students will classify structures by purpose and interrelationship, and learn how and why the structures move or dont move. They will observe and manipulate different structures and mechanisms in a community. At the end of the unit, students will design and make structures and simple mechanisms in the form of a Tiny Town. Grade 1 students will design and build the buildings and other structures, while the grade 2 students will build the roads and vehicles needed in the community. The students will use both human made and natural materials. Simple mechanisms will move using the principles of wheels, axles, hinges, levers, and wedges. 6 Subtasks 55 Expectations 124 Resources 76 Strategies amp Groupings 40 Science and Tech Expectations A Space For Us: Social Studies and World Connections Throughout this unit, students will develop many inquiry, research, and communication skills. Students will learn to ask simple questions, sort and classify information, and communicate information. To prepare for the Culminating Task, students in Grade 1 will conduct research about their local community, specifically the physical features of a community and the people within the community. Students will have an understanding that certain qualities are shared by all communities ( e.g. school, gas station, hospital, police). Students will produce a poster of a community building or design and construct a model of a community building. The students will be asked to think about a job in the community that they might like to have and to design a puppet of that community worker. The students will also be asked to talk about this worker. To prepare for the Culminating Task, students in Grade 2 will examine communities around the world. Students will sort and classify the information comparing the similarities and differences between the various countries of the world and Canada. They will read and locate information about various world communities. Having had the opportunity to look at a variety of communities, each student will choose a specific community and prepare a portfolio on that community. In the portfolio, using pictures and words, students will present information on climate, food, clothing, homes, recreation, culture, transportation, and language. The students will also be asked to make a comparison between Canada and the other community. Once both grades have completed their task, the class will prepare for the visitors. Students will prepare to meet the visitors and give a brief oral presentation about their discoveries. 9 Subtasks 99 Expectations 132 Resources 79 Strategies amp Groupings 32 Language Expectations 1 Mathematics Expectations 33 Social Studies Expectations PPP. Patterning: Properties of Patterning Students develop the skills and knowledge necessary to plan and prepare for a Pattern Party. Subtasks reflect both the expectations at the grade one and grade two levels. In the subtasks students work with manipulatives to explore and represent patterns in a variety of ways. They are encouraged to see, hear, and create patterns. Students are invited to search for patterns in their surroundings. They experiment with continuing patterns, varying patterns, and predicting patterns. Students are able to distinguish between growing and shrinking patterns. Students create pattern samples which they display and share at the Pattern Party. Invitations and decorations prepared for the party require the knowledge and skills learned in this unit. 10 Subtasks 95 Expectations 56 Resources 100 Strategies amp Groupings 19 Language Expectations 23 Mathematics Expectations 8 Arts Expectations Life Systems: Zoo Central During this unit, the Grade 1 students will be learning the basic needs of living things using their senses, while the Grade 2 students will be learning about the life cycle of animals and the adaptations they have made to survive. Assuming the roles of zookeeper and zoo researcher, the students will build a model environment and include in that environment plants and an animal that suit that environment. The Grade 1 students, as zookeepers, will show, through their model and a conference, how the animals needs are met by the environment. The Grade 2 researchers will design an animal in its natural habitat and show it during its stages of life. Grade 1 Major parts of the human body have specific functions. Observable characteristics of living things can be described using the five senses. Humans and other living things have basic needs and are dependent on their environment to meet these basic needs. Humans change as they grow. Animals adapt their movement to suit their needs. Grade 2 Animals can be classified using observable characteristics. Animals have basic needs. Growth and change in an animal can be observed. Life cycles of animals can be compared in order to understand their similarities and differences. Animals adapt to their environment in order to survive. Humans can affect animals. 13 Subtasks 69 Expectations 123 Resources 95 Strategies amp Groupings 2 Mathematics Expectations 45 Science and Tech Expectations 1 Health amp Physical Education What a Performance Grade 2 Using Data to Showcase Students Interests This unit focuses on developing the skills and knowledge in the Data Management and Probability strand of Mathematics curriculum at the grade 2 level. Students are presented with the culminating task of making decisions based on data collected to plan a flyer for a class performance. Students will determine the information to include in order to entice parents to attend the performance. In the unit, students have the opportunity to develop an understanding of effective finite-answer questions, and subsequently, to develop questions of their own which they then use to gather data both from the performers - the class, and from the potential audience for such a performance - the parent community. Students use the recorded information to make meaningful conclusions and decisions based on it to decide how and when to schedule the performance, to maximize the likelihood that the performance will be a success. After examining and analyzing examples of effective and ineffective media presentations (advertisements), students plan their flyer, explaining the decisions they have made based on the data collected throughout the unit. Finally, students produce the flyer focusing on presenting clear information in an appealing manner. This visual presentation, completed after the culminating task, assists teachers in gathering assessment data about the visual arts and an understanding of advertising media. 7 Subtasks 55 Expectations 50 Resources 58 Strategies amp Groupings 6 Language Expectations 22 Mathematics Expectations 2 Arts Expectations Boxcar Derby, Grade 2 At the end of the unit, students participate in a boxcar race-off derby and determine which design criteria 91size of wheels, weight of vehicle etc.93 contribute to success. To prepare for the derby: Students discover that an inclined plane can be a useful mechanism to give motion. Students learn about wheels and axles. They experiment with different ways to construct and attach wheels and axles using a variety of materials. The concept of standard units of linear measurement are reviewed and practised in order to ensure student accuracy when they measure the distance travelled by their boxcars in the derby. Students design and build a vehicle. They conduct tests in pre-derby trials to determine which design criteria contribute to success. The class discovers external factors and how they influence results. 8 Subtasks 37 Expectations 46 Resources 48 Strategies amp Groupings 10 Mathematics Expectations 17 Science and Tech Expectations Features of Communities Around the World: Social Studies, Grade 2 The unit will begin with a discussion and role play of community helpers. Students will draw upon prior knowledge in order to discuss and form a response: e.g. A community is a group of people who interact to meet basic needs and within each community there are many distinguishing physical features. Students will demonstrate their understanding of community by creating their own fictitious community. This will help students appreciate that their local community is part of a larger world community each individual, no matter where he or she lives, is part of a world created by God. Having acquired a world perspective, the students will then concentrate on developing and demonstrating world mapping skills. Subsequently, students will return their focus to Canada and will learn how Canadas location and climate impacts on food, housing, clothing, recreation, and family lifestyles. An understanding of the influences of Canadas climate and the development of research skills will assist students to complete the units culminating task. Working in small groups, the students will take the role of a travel agent in order to participate in an International Travel Show. Students will research a country and orally present their information. Students will complete a reflection activity after each presentation in order to consider reasons why they would like to travel to each country. 8 Subtasks 77 Expectations 95 Resources 77 Strategies amp Groupings 22 Language Expectations 3 Mathematics Expectations 2 Arts Expectations 22 Social Studies Expectations Energy from Wind and Moving Water: Energy and Control, Grade 2 In this unit, students will investigate air and water as two sources of energy. They will determine that wind and moving water are renewable resources which have advantages and disadvantages in their use. Through the design and construction of wind- and water-propelled devices, students will identify factors that affect the motion and control of such devices. 8 Subtasks 40 Expectations 149 Resources 82 Strategies amp Groupings 17 Science and Tech Expectations Pattern Play in the Arts: Patterning Algebra and Numeration, Grade 2 By highlighting specific aspects of music, art, and dance, this unit encourages students to see the relevance of patterning to their world. Students will explore how number, pattern and shape are represented in the arts. Next, students will focus on specific patterning strategies, such as identifying and extending patterns, describing patterns, constructing, representing and extending patterns. The students will apply this newly learned knowledge to the world outside the classroom, with the restoration of an art exhibition for the Museum of Patterning. Developing an understanding of Number Sense and Numeration is necessary in order to successfully complete the culminating task. Students will be ordering numbers as well as filling in missing numbers to complete numerical patterns. Students will use skip counting as well as addition and subtraction to create musical, design, and dance pieces. Students will explore the way shape is used in music, art, and dance. They will begin by identifying shapes in several types of media (visual art, dance, and music). Students will create shapes in their own dances and in their designs. Students will discuss how each medium in art has a geometric relationship that is carefully planned. The students will be asked to restore three ancient pieces of art housed in the Museum of Patterning. These pieces include a visual design, a piece of music, and a dance. All three of these pieces have been damaged by time and the elements. 10 Subtasks 95 Expectations 69 Resources 78 Strategies amp Groupings 5 Language Expectations 33 Mathematics Expectations 1 Health amp Physical Education 17 Arts Expectations Making Connections: Opening the Windows of the World, Grade 2 The unit, Making Connections, is a Social Studies unit that encompasses expectations from the following four clusters: Understanding Concepts, Developing InquiryResearch and Communication Skills, Developing Map and Globe Skills, and Applying Concepts and Skills in Various Contexts. The unit is placed into a Social Studies context, that of Features of Communities Around The World. The students will explore a variety of Social Studies concepts through whole group, small group, and individual activities. Students will use, ask, demonstrate, interpret, construct, sort, classify, record, locate, compare, and communicate as they connect themselves to their community, their Canada, and their world. Students will see the world through their own eyes and the eyes of each other. The unit consists of ten subtasks with students accumulating the skills and knowledge necessary to complete the culminating task. Throughout the unit students will develop map and globe skills. They will use symbols, colour, legends, and cardinal directions to locate and record information. Students will identify, compare, and interpret basic needs (e.g. food, shelter, clothing, recreation, language, transportation) and develop an understanding of the relationships between location, climate, and meeting basic needs. Students will collect, sort, organize, and present information for a specific community outside of Canada. Students will investigate significant symbols and have opportunities to create symbols representing their chosen community. Within each subtask, students are required to create a product which demonstrates their learning. Through comparison, students will relate each product created to communities around the world. Together these products become the foundation for the culminating activity. Students will develop, acquire, and use their knowledge of features of communities as a way of showing what they know and what they can do. Each subtask will provide students with opportunities to share their learning and contribute to the perspectives and understandings of others. These skills and new understandings will be consolidated through ongoing reflections and self-assessments Let Us See The World And Each Other 10 Subtasks 84 Expectations 266 Resources 106 Strategies amp Groupings 27 Social Studies Expectations Thats a Wrap Patterning and Algebra and Geometry Students will identify patterns in everyday items (e.g. quilts, clothing, borders, wallpaper). Through a flannel-board story format, students will identify (review) and explore two-dimensional shapes and how they can be combined to produce new geometric figures. They will be challenged to identify, create, and extend various kinds of patterns, including growing and shrinking patterns, throughout the unit. The students will be encouraged to apply this new knowledge in the designing of patterned Christmas wrapping paper, bow, card, and gift. In order to complete the Culminating Task, student understanding of shapes, transformational geometry, and the elements of design (e.g. colour, line, repetition, shape) is essential. Students will be given opportunities to create, extend, and describe both linear and nonlinear geometric patterns. The students will design a new Christmas wrapping paper pattern that incorporates transformational geometric concepts and the elements of design. Each student will use the patterned paper, bow, and card to wrap a patterned gift that they have made for someone in need. This unit has: 8 Subtasks 104 Expectations 135 Resources 74 Strategies amp Groupings 8 Language Expectations 31 Mathematics Expectations 1 Science and Tech Expectations 8 Arts Expectations Toys, Toys, Toys: Structures and Mechanisms, Grade 2 LEARN The students will learn the basic characteristics and functions of simple machines (wheel and axle, inclined plane, pulley, and lever). They will acquire and use appropriate language to describe motion. The students will learn some components of media literacy and how to advertise their product. They will also learn about the social responsibility to be truthful and moral when promoting products. DO The students will describe the relationship between stationary and moving objects. They will manipulate the type and direction of the movement of an object. PRODUCE The students will design and build a simple machine. 6 Subtasks 129 Expectations 100 Resources 48 Strategies amp Groupings 31 Language Expectations 24 Science and Tech Expectations 2 Health amp Physical Education 2 Arts Expectations Traditions and Celebrations: Past and Present, Grades 23 Traditions and Celebrations: Past and Present is a combined unit for use with Grade 2 and Grade 3 students. Students are provided with a variety of activites that develop their abilities to ask questions, gain information, and explore alternatives, such as the differences in celebrations among cultures. The students also locate information using primary sources, such as interviews, and secondary sources, such as maps, illustrations, and print material. They make and read a variety of graphs, charts, and diagrams for specific purposes. The students also have an opportunity to communicate what they find out, using drawings, oralwritten descriptions, and oral presentations. The Grade 2 students continue to sort and classify information (e.g. comparing their jobs to those of their grandparents and parents). The Grade 3 students collect and evaluate information about human interactions among the early settlers and compare these pioneers to present-day family members. This expertise enables students to complete a cooperative quilt as a culminating activity, demonstrating an understanding of the role that traditions and celebrations play in being Canadian. 9 Subtasks 161 Expectations 106 Resources 86 Strategies amp Groupings 30 Language Expectations 10 Mathematics Expectations 11 Health amp Physical Education 23 Arts Expectations 28 Social Studies Expectations Call it Home, Grades 23 Communities Throughout this unit, students develop inquiry, research, and communication skills. Students use the theme of Juan, Emily, and Georges adventures to examine how homes and where people live meet their needs. They research, plan, build, and present. They show understanding of how environment and housing needs are connected. Geographic and economic conditions are reflected in the type of homes people live in. A variety of dwellings are examined. During the subtasks, students brainstorm, plan, select, research, sort and classify information, question, collaborate, identify, locate, write, describe, illustrate, develop models, see relationships, compare, report, speak and use appropriate vocabulary. Students learn to ask simple questions, sort and classify information, and communicate information. To do this, they read stories, letters, a case study, poems and maps. They make maps, write letters, use the Internet to correspond with students living elsewhere, build a prototype home, examine kinds of homes, and more. For the final demonstration students act as agents who are finding a home in a specific region of the world for their clients Juan, George, and Emily. Students present to Juan, George, and Emily (their class) and show a dwelling which they have built, completed a detailed picture or plan of, or produced as a photographic display. They present the research they completed to develop their suggested home and prepare for their presentation. To demonstrate understanding, students present their product to their clients (class). 11 Subtasks 102 Expectations 101 Resources 68 Strategies amp Groupings 21 Language Expectations 10 Mathematics Expectations 2 Science and Tech Expectations 5 Arts Expectations 40 Social Studies Expectations The Toy Factory, Grades 23 Measurement The unit The Toy Factory is based on preparing a plan and trying to convince others to support it. This is a real-world activity in which the students may very likely be engaged sometime in their adult lives. By linking learning of abstract concepts to such a concrete task, it is hoped that there will be greater retention of the knowledge and skills. By making the focus a toy factory, it is hoped the children will be more engaged in the process. By using exercises that gradually narrow the focus of the application of that skill, students will be able to successfully complete the task by taking the exercises one step further. This is primarily a measurement unit with additional components in geometry, number sense, and numeration. As well as the basic concepts covered, the students will also have to learn to choose between alternate problem-solving strategies. Beginning with linear measurement, the students will then explore geometry, followed by time. The subtasks will begin with an assessment of prior knowledge so the teacher can ensure that students are adequately grounded in basic concepts. The culminating activity will be discussed and the necessary skills for its completion identified. Each required skill will then be addressed in isolation in the subtasks and then applied to the project. The students will develop a potential scenario, choose, and present it. Students are placed in the position of having to prepare a business plan for a proposed toy factory. Included in the business plan are drawings of the proposed factory with measurements indicated on scale drawings. Schedules are to be made up for the employees for days and hours worked. As an additional exercise, an advertisement will be made for potential employees. After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model of the factory, a work schedule, a storage plan, and an advertisement for employees are placed on a poster board and an oral presentation is prepared to deliver to the entire class. 7 Subtasks 39 Expectations 52 Resources 73 Strategies amp Groupings 6 Language Expectations 32 Mathematics Expectations Watch Them Grow, Grades 23 Living things Grow and Change Grade two and three students will be examining the similarities and differences of living things. They will explore the physical characteristics of both plants and animals, and compare patterns of growth and change. The students will describe ways in which plants and animals adapt to changes in their environment and compare the requirements for survival. They will identify ways in which all living things are interdependent, and will develop an appreciation and respect for the environment. Key learnings addressed in this unit are: Plants and animals can be classified according to observable characteristics. Living things grow and change in life cycles. Each plant and animal species has specific needs for healthy development. Changes in environmental conditions affect living things. All living things are interdependent. Humans have a responsibility to care for living things and to use natural resources wisely. The unit activities include some tasks that will involve students from both grades working together, as well as other tasks in which Grade two students will focus specifically on animals, while Grade three students will work with plants. 12 Subtasks 69 Expectations 63 Resources 95 Strategies amp Groupings 41 Science and Tech Expectations Early Communities in Ontario: Pioneers, Grade 3 Since the 1700s people from various countries and colonies have come to the land now called Ontario. In earlier times, this land was known as Upper Canada. The opening of this land was very difficult. Virgin forests and untamed rivers had to be conquered. The pioneer people had to start form scratch in their early settlements. Without the aid of Aboriginal peoples, especially in the areas of crop rotation, medicine, and food, many of these people would not have survived. The majority of these settlements were along the St. Lawrence River and Lower Great Lakes area, where we now have cities and towns such as Belleville, Trenton, Port Hope, Hamilton, St. Catharines, and York (Toronto). The students begin this unit of study by becoming aware of the geographical placement of Ontario within Canada and the world. They examine and discover how a diverse collection of peoples eventually come to form cohesive settlements in Ontario. The students work cooperatively to research information on pioneers including the major components of a pioneer village (e.g. grist mill, church, school, general store, blacksmiths shop), the roles of males and females, the tools used, diet, use of natural resources, and the influences of Aboriginal peoples. After learning about the pioneers, the students compare and contrast their own lives with those of the pioneers and of the Aboriginal peoples. 6 Subtasks 205 Expectations 85 Resources 81 Strategies amp Groupings 34 Language Expectations 9 Mathematics Expectations 11 Arts Expectations 29 Social Studies Expectations Forces and Movement: Energy and Control, Grade 3 In this unit, students will investigate how direct and indirect forces create movement in objects. Through experimentation, students will recognize that movement is caused by an imbalance of forces or release of stored energy. Students will design and construct various devices which use controlled energy to create movement. 8 Subtasks 32 Expectations 136 Resources 89 Strategies amp Groupings 19 Science and Tech Expectations A Blast from the Past: HampC: Pioneer Life and Medieval Times Students will be introduced to the pioneer lifemedieval times unit by discussing their family. Students will discuss, who is in their family, the jobs all family members have within the family, if they have family members who are not from Canada or if they have parents, or grandparents who moved here from another country to live. As a progression from the information and work they do on family life, students will begin to focus on life at school. Students will explore their role within the school population. They will look at what they are responsible for and what is expected of them in the school setting. Upon completion, students will extend their learning to examine various roles in either medieval or pioneer life. Students will be given a timeline to view that plots the medieval and pioneer eras. While completing this unit, students will: learn the various roles of individuals living in pioneermedieval times learn reading strategies to utilize when reading for information work with a partner to gather important data in order to become familiar with the particular role they will be studying research the various roles of members of pioneer lifemedieval times and their contributions to that society use illustrations to support written material and share information with the class about their findings role-play a character of their choice, identifying the responsibilities of the individual, lifestyle, and any other pertinent information The teacher will guide the unit based on the overall expectations as outlined in the Ontario Social Studies Curriculum for Grade 3 and Grade 4. The teacher will provide any support or assistance necessary in order to help students develop a better understanding of their reading material, or to organize the information students are gathering. Any adaptations may be used, where appropriate, with the entire class. At the end of this unit, through reading and collecting information, students will report orally (role-playing) and in writing their discoveries about life during the pioneermedieval era. Students may also create illustrations about pioneermedieval life or they may create a collage in the form of a poster to supplement their written work. The posters help to define life experienced during either the medieval or pioneer era. Learning skills that can be assessed are class participation, independent and group work skills, problem solving, conflict resolution, and work completion. 9 Subtasks 85 Expectations 100 Resources 83 Strategies amp Groupings 38 Language Expectations 4 Mathematics Expectations 27 Social Studies Expectations Life in an Ecosystem: Plants and Habitat, Grade 34 Students will begin by classifying living things according to their characterisics and functions. They will observe living things grow, move, use food, and adapt to changes around them. As the students work through the subtasks in this unit, they will make connections between the natural and human effects on living species. In subtask 1, students will observe and classify living things. In subtask 2, students will investigate the various ways plants and animals help each other meet their basic needs. In subtask 3 and 4, students will identify how plants and animals get the energy they need to survive. They will learn how they are a part of a community of living things by creating a food chain. In subtask 5, students will learn about some of the special features or adaptations of plants and animals. They will begin to make inferences and gain an understanding of how adaptations help living things survive. In subtask 6, students will consider how habitats change over time. During this process, they will gain an understanding of how humans affect living communities in both positive and negative ways. In subtask 7, the culminating task, students will work independently to plan, design, and create a natural habitat. The students will create this habitat in the form of a diorama. In addition, a writtenoral presentation will consolidate their learning. 7 Subtasks 129 Expectations 42 Resources 67 Strategies amp Groupings 42 Language Expectations 5 Mathematics Expectations 30 Science and Tech Expectations 9 Arts Expectations 2 Social Studies Expectations Ontario and Canada: Ours to Discover and Promote, Grades 34 The students will use and integrate the Catholic faith tradition, in the critical analysis of the arts, media and technology, and information systems to enhance the quality of life. The students will engage in various learning activities surrounding the following: mapping, provinces and territories, relationshipsexchanges between communities and provinces, and landforms and physical features. Inquiry and research skills will be developed through various stimulating activities. The students independent and co-operative learning skills will be further developed and strengthened leading up to the culminating activity. The culminating task will bring together all the previously learned knowledge and skills. This will be achieved and assessed through the students commercial presentations in small groups. The commercial will be an extension of what the students have learned in an entertaining forum, developing their confidence and communication skills simultaneously. In order to provide the students with the knowledge necessary to research, write, and present a commercial the students will: compare and contrast urban and rural communities in Ontario, as well as focus on human and environmental interactions (grade 3) study the provinces and territories of Canada (grade 4) be able to locate, label, and describe the physical features of regions within the provinces and territories investigate the exchange of goods and resources among the provinces and territories identify Canadian products and the natural resources from which they were derived explore and discover the steps required to create, produce, and promote a Canadian product to sell to other communities, provinces, territories, and perhaps countries. 7 Subtasks 120 Expectations 99 Resources 103 Strategies amp Groupings 15 Language Expectations 6 Science and Tech Expectations 24 Arts Expectations 55 Social Studies Expectations A Garden of Patterns, Grade 3 A garden offers a perfect environment for connecting patterns found in the real world, to the patterns that are an essential part of mathematical procedures. Students learn of the many patterns which can be found within a garden, whether they be patterns inherently found within nature, such as the arrangement of petals on a flower, or expressed through human creativity as beautiful gardens are designed. As students make the connection of understanding, students also develop a respect for the environment, and the sacredness of life. They come to appreciate their own gifts of creativity as they work towards developing a garden of their own. The activities in the subtasks focus on the knowledge and skills in mathematics: understanding the concepts, applying the mathematical procedures, communicating findings, and problem solving. Students participate in activities in the areas of number patterns and environmental patterns. In each area, the students are identifying, creating, and extending patterns using a variety of manipulatives. They identify relationships between and among various patterns, and create charts to display their findings. Finally, students communicate their understanding in a written format, as well as orally. The subtasks have been developed to allow for a natural progression of learning, by clustering expectations into specific areas of learning. Students first learn to identify number patterns as they explore patterns in the 100s chart, repeating patterns, and growing patterns. Students then identify relationships between addition, subtraction, and multiplication as they explore with arrays. Finally, students use environmental data, to create models of patterns, and display them in chart form. The final task is set up as an ongoing project that is developed during each subtask. Students create a model of a garden in a box (a diorama) using two and three dimensional shapes. As each skill is taught, students apply their understanding directly within their project. Each subtask is set up to allow for whole group learning, and then small group practise of the concept. This gives students ample opportunity to practise each skill before they apply their understanding individually within their own gardens. Students use a Garden Journal to communicate understanding of the concept. Rating scales are used to measure students understanding at each stage of the project, and a rubric is provided for an overall assessment of students understanding. At each stage of their project, students assess their own progress using a rating scale. As the culminating task, an oral presentation allows for further assessment as students explain the patterns that they used in their gardens. Their knowledge is then applied in a new context as they create a proposal for a new garden. 9 Subtasks 91 Expectations 87 Resources 94 Strategies amp Groupings 12 Language Expectations 28 Mathematics Expectations 3 Science and Tech Expectations 6 Arts Expectations Life Systems, Plants and Animals: Out of this World, Grade 34 Both grades overall and specific expectations have been clustered into five themes: Needs of Plants and Animals, Physical Features of Plants and Animals, Adaptations for Survival, Food Chains, and Human Interaction. Students will demonstrate, investigate, describe, and problem solve as they work towards the culminating activity. Needs of Plants and Animals Grade 3 - The growth of plants is affected by environmental conditions. Grade 4 - Various factors affect plants and animals in specific habitats. Physical Features of Plants and Animals Grade 3 - Plants have four major parts, each serving a specific function. Plants can be classified according to visible characteristics. Grade 4 - Plants and animals have sets of characteristics that can be observed and described in order to study the similarities and differences. Adaptations for Survival Grade 3 - Plants have specific features that help them survive. Grade 4 - Plants and animals live in particular habitats due to adaptations. Food Chains Grade 3 - Plants are the producers in the food chain. Grade 4 - The food chain is a system in which energy from the sun is transferred to plants and then to animals. Human Interaction Grade 3 - Humans use plants for various purposes but can protect natural areas. Grade 4 - Humans are dependent on plants and animals and can affect the natural world. 12 Subtasks 101 Expectations 152 Resources 81 Strategies amp Groupings 45 Science and Tech Expectations Life Systems-Plant Growth (Environmental Factors), Grade 3 Students participate in a variety of tasks which help them to understand the basic concepts of plant growth. Research and reporting skills are developed as students gather information from various sources related to the use of plants by humans for food, shelter and clothing, and in the production of various products. They then engage in experiments related to the growth of plants as they develop inquiry, design, and communication skills. They control and alter various factors related to environment to determine the effect of these factors on the growth of plants. The observations and results obtained by students during the experiments provide them the knowledge upon which to design (devise) and build a plan for healthy plant growth. They reflect on the possible global applications of the results of their investigations. The learning achieved from the results of the plant growth experiments are determined and assessed. As a culminating task, students produce a display of their experiment and participate in a Plant Extravaganza to demonstrate what they have learned about the interrelationship between a healthy environment and healthy plant growth. 9 Subtasks 84 Expectations 59 Resources 88 Strategies amp Groupings 16 Language Expectations 7 Mathematics Expectations 19 Science and Tech Expectations 1 Arts Expectations Long Ago Before I Was Born: A look at Life in Early Settler Times, Grade 3 In previous grades, within the Heritage and Citizenship strand of Social Studies, students learned about community through the study of relationships, rules, and responsibilities, and explored the concept of diversity through the study of the many celebrations and traditions within our country. Building on this foundation of knowledge about community and diversity, students are ready to begin to gain an understanding of how our communities and our countrys diversity came to be. The purpose of this unit is to introduce students to the concept of the past and how it influences the present. Students accomplish this by examining the early settlement period in Upper Canada and comparing lifestyles and communities from that time with their own lifestyle and community in the present. The unit begins with the review of concepts relating to community and the introduction to the concept of the passage of time. Students are then introduced to the early settlers: who they were, where they came from, where they were going, how they arrived, and why they came. As students reach an understanding of who the settlers were and of their motivations, they will explore in detail life in Upper Canada upon the settlers arrival. What existed in this area when they arrived Where did they settle What challenges did they face Once a solid groundwork has been established defining settlers and their lives, students begin to explore in more depth the nature of the early settlement period. This is approached through the study of various relationships settlers had with those around them The relationship between the settlers and the Aboriginal peoples What was life like for the Aboriginal people before the settlers arrived How did the arrival of the settlers change life for the Aboriginal people What were some aspects of their relationship with each another he relationship between the settlers and their environment How did the settlers use the environment How did the environment affect the settlers and their choices The relationship of the settlers with one another (construction of communities) What were the roles of different individuals within a community What did their communities look like What services did the communities provide and why What were the occupations of members in the communities What technology is associated with these occupations What social activities were taking place within the communities and why were they important What were the daily routines and activities of the communities and the families who lived in the communities What type of diet did the settlers have and why How did the communities produce products used to build and sustain the communities Throughout the study of these relationships students will continually compare what they are learning to what is taking place in their communities today. This will allow them to identify and determine change over time and understand the influence of the early settlers on our present day communities. During the unit students are expected to develop their inquiry, research, and communication skills. The unit emphasizes components of a balanced literacy program and is strongly linked to drama. The development of these skills is essential for the successful completion of the culminating activity. The final task of the students will be to produce a Living History Fair during which the students will take on the perspective of someone from the Upper Canadian community during the settler period. The knowledge and skills gained throughout the unit will allow students to understand the various perspectives of people from different communities and from different people within each community. 17 Subtasks 110 Expectations 185 Resources 126 Strategies amp Groupings 12 Language Expectations 2 Mathematics Expectations 1 Science and Tech Expectations 1 Health amp Physical Education 3 Arts Expectations 38 Social Studies Expectations The Great Cover Up, Grade 34 Patterning and Algebra In this math unit The Great Cover Up, students will be completing most expectations in the strand of Patterning and Algebra and many of the transformational expectations in Geometry and Spatial Sense as well as Catholic Graduate Expectations. They will work collaboratively on many hands-on activities using concrete materials. Teachers will need to ensure that they allow students the opportunity to achieve the Catholic Graduate Expectations throughout the unit. Students will work as a whole group, in small groups, and individually, through a variety of subtasks in preparation for the culminating task assessment. The students will begin examining patterns in real-world situations, for example: looking at patterns in our Roman Catholic Church, their clothes, homes, classroom, the Arts (music, dance, visual arts), architecture, and nature. Students will then be introduced to the culminating task and will work through the following subtasks: Number Patterns and Patterns Symmetrical Patterns Flips Slides and Rotations in Patterns Quilt Border Patterns Organized List Activities and How Quilts Are Made. Students will use the new skills and knowledge they learn in these subtasks to complete the culminating task. They will design a quilt model based on the Nine Patch Block design to demonstrate their knowledge of a non-linear geometric pattern. A Nine Patch Block design is a family of square block designs which has 3X3 units. Hundreds of quilt blocks are based on the Nine Patch Block design basis. Students will design a border to go around their quilt model to demonstrate their knowledge of a linear transformational pattern. The students will change the size of the quilt model by changing the number of blocks according to a pattern. They will demonstrate their growth pattern on a T-chart and they will use an organized list pattern to show the possible colour combinations. Students will conclude the unit with a Friendship Celebration. The completed quilt designs will be displayed around the classroom and the students will be involved in a friendship quilt activity and prayer celebration. The students learning will be assessed in the following ways: observation, performance, tasks, learning logs, quizzes, and tests. Various assessment recording devices will be used such as: checklists, rubrics, and anecdotal records. 10 Subtasks 102 Expectations 46 Resources 77 Strategies amp Groupings 35 Mathematics Expectations The Great Sleep Over, Grades 3-4 Eat, Drink and Stay within a Budget The Great Sleep Over allows Grade 3 and 4 students to develop and apply skills and knowledge in the strands of Measurement, Data Management and Probability, and Number Sense and Numeration. They will also have opportunities to hone their skills in the Language strands of Reading, Writing, and Oral and Visual Communications. Activities building up to the culminating tasks will have students measuring the mass andor capacity, and calculating the volume occupied by material. They will research prices and then calculate the cost of objects. They will conduct surveys and present their findings on a variety of graphs. In other activities, the students will measure the time it takes to perform everyday tasks and produce timetables to organise these events. The students will use their newly-acquired skills to plan for a party for eight or 15 friends. The final product will be in the form of a letter of invitation to their guests, a letter of permission to their parents, and an oral and visual presentation of their plan in front of their peers. 9 Subtasks 74 Expectations 105 Resources 65 Strategies amp Groupings 17 Language Expectations 28 Mathematics Expectations 2 Science and Tech Expectations 2 Health amp Physical Education 2 Arts Expectations Granite Island, Grade 4 Granite Island allows students to develop and apply skills and knowledge in the strands of Patterning and Algebra, Data Management and Probability, as well as Number Sense and Geometry. Students will act as Geologists and Paleontologists to discover geometric patterns using manipulatives and number patterns using a T-table. They will conduct surveys, collect and analyse data and display findings on a variety of graphs. In addition, students will predict the probability of mining specific rocks. Students will use these newly acquired skills to create a proposal for an Island Amusement Park. 7 Subtasks 61 Expectations 51 Resources 53 Strategies amp Groupings Toy Challenge, Grade 4 The main focus of this unit is to provide students with the opportunity to develop the skills and knowledge of the Data Management and Probability strand of Mathematics. In addition, several subtasks as well as the culminating task meet various expectations from The Language Arts document. In addition to reading and interpreting data from various sources, students will be responsible for conducting surveys, making predictions, and displaying and recording data in several ways. Students will also use their knowledge of probability to compare data and use this information to make appropriate decisions. Key Learnings are: accurately conduct surveys and record data on tally charts display data by constructing charts and graphs read, interpret, and compare data presented on tables, charts, and graphs apply knowledge of probability to predict the likelihood of events and make logical decisions identify camera angles and distance in photographs and apply the knowledge in a variety of ways identify characteristics of persuasive writing and communicate ideas to a specific audience gather and organize various information to create an effective presentation 13 Subtasks 42 Expectations 66 Resources 102 Strategies amp Groupings 9 Language Expectations 13 Mathematics Expectations Saving the World, Grade 4 (Or One small Part of it) Activities related to the unit are presented to develop mathematical skills and knowledge in the Mathematics strands: Measurement, Geometry and Spatial Sense, and Number Sense and Numeration. Students will review 2D shapes, identify, define and sort quadrilaterals, and create quadrilaterals based on given criteria. Students will use grid co-ordinates to identify and place objects. Grid co-ordinates will be reinforced by playing a game. Students will calculate perimeter (cm, m) and area using standard units (cm2, m2). They will create different shapes with the same perimeter and area. Using a budget of 50, students will make purchases and make change. Students will be expected to communicate their learning regularly through the use of a math journal. 7 Subtasks 32 Expectations 53 Resources 44 Strategies amp Groupings 24 Mathematics Expectations Sound, Grade 4 Good Vibrations Through a variety of investigations and demonstrations students will learn how sound is created (by vibrations), how it travels, and how it can be sensed and measured. As well, by exploring the factors that affect the sounds that are produced, students will begin to discover ways in which sound can be controlled. Students will make a variety of instruments, to discover the properties of sound as well as how it relates to different materials. They will research and present a musical instrument of their choice to demonstrate their understanding of these properties. 13 Subtasks 50 Expectations 56 Resources 62 Strategies amp Groupings 6 Language Expectations 27 Science and Tech Expectations 2 Arts Expectations Step Into Fitness, Grade 4 The students investigate the question, How does activity affect pulse rate They explore three different types of fitness activities - muscle strengthening, aerobic, and endurance exercises - and learn about pulse as a measure of physical fitness. There are two culminating activities: participating in a fitness circuit and writing a brochure. The fitness circuit and brochure serve as the summative assessment for the unit. 6 Subtasks 68 Expectations 46 Resources 78 Strategies amp Groupings 19 Language Expectations 15 Mathematics Expectations 13 Health amp Physical Education Exploring Ontarios Patterns, Grade 4 Students will begin their investigations of patterns by becoming pattern detectives. They will take a walk to identify patterns in their environment (school yard, community). Throughout the various subtasks, students will build on their prior knowledge of patterns by creating and extending linear and non-linear geometric patterns using various manipulatives such as craft sticks, toothpicks, tiles, interlocking cubes, and pattern blocks. Students will communicate their knowledge of patterns in the form of T-tables, charts, graphs, and word problems. Students will complete self-assessments and journal entries which will demonstrate their ability to communicate reflectively and creatively. Students will prepare for the culminating task of building a new community through various activities exploring ascending and descending number and measurement patterns. Students will solve area and perimeter problems by extending a geometric grid pattern, explore number patterns through the use of calculators, apply patterning strategies to problem-solving situations by planning a class picnic, and explore how growth patterns occur in the environment by completing activities about pine tree growth in Canada. During this subtask, students will work cooperatively to defend their choices of patterning rules. They will be introduced and will use the IDEAL (Identify, Decide, Estimate, Answer, Look back) Problem Solving-Strategy. As an alternative strategy, teachers may use the Inquiry Model from the Ontario Curriculum Mathematics Document. After investigating problems dealing with garden patterns, students will have the opportunity to design and construct a patterned garden using art materials. Students will work in cooperative groups to plan how they could design a layout for a new community in Ontario. They will use their knowledge of patterns and data management which they gained through the previous subtasks. Students will communicate their knowledge of what has been learned about mathematical patterns through writing a proposal, including a diagram of their new Ontario community as well as creating their new three-dimensional rural or urban community. They will independently complete a unit test to demonstrate all of their new learning. 7 Subtasks 110 Expectations 108 Resources 67 Strategies amp Groupings 31 Mathematics Expectations 1 Arts Expectations Life Systems: Habitats and Communities: Something Fishy in Ontario, Grade 4 Throughout this unit, students will utilize a variety of research methods. They will also experience numerous opportunities to take part in hands-on investigations which will guide them to their final product: a diorama of the habitat of the fish of their choice, along with a research paper. In the course of this unit, students will use prior knowledge of the basic needs of living creatures as the basis from which to begin their investigations. They will learn about habitats, the factors which affect specific habitats, and how fish adapt to different habitats in order to meet their unique needs. Students will be able to identify food chains as systems which facilitate the transfer of energy from one source into many others and will be able to place different life forms in their proper place in a food chain. In addition to learning about fish and their habitats and adaptations, students will come to appreciate the fragile balance of nature and how humans are affected by the extinction of animals. Students will also realize the importance of their own actions and how easily the habitats of fish can be disrupted or even destroyed by careless or negligent behaviour on the part of humans. This will reinforce the responsibility of all Catholic students to promote the sacredness of life in all its forms and to respect the environment and use resources wisely. 8 Subtasks 73 Expectations 58 Resources 74 Strategies amp Groupings 15 Language Expectations 4 Mathematics Expectations 23 Science and Tech Expectations 4 Arts Expectations 2 Social Studies Expectations Medieval Times: Heritage and Citizenship, Grade 4 This unit is designed to motivate students to take personal responsibility for their learning by allowing them to share their knowledge with their peers. Activity centres are used to maximize the resources and to develop group and individual skills. A combination of teacher-directed and activity-based learning facilitates accommodation for various learning styles. The unit is a research-based study of all aspects of medieval times. The students examine the influence of medieval society on modern Western society, working individually, in groups, and with the whole class. They conduct research to gain knowledge that enables them to become honorary citizens of a medieval village. The students design and build a medieval village, plan opening-day activities, and showcase A Day in the Life of Onalot: A Medieval Village to their peers and possibly the community. Where appropriate, the subtask requires students to compare medieval life with present day. In the first subtask, students explore the concept of community, identifying components related to a present-day community in Ontario. In addition, students are introduced to the culminating task. In the second subtask, students place medieval times on a timeline. In the third subtask, students are introduced to research skills and locate relevant information from a variety of sources including a directed lesson in the library resource centre. In the fourth subtask, students begin to understand some of the features of medieval times and communicate information by designing a personal coat of arms. At this time, the class participates in a prayer celebration as they are each called by name to be members of the community. Subtask 5 is designed to prepare students to work on activities. Teachers give the students an overview of the five activities, using an organizer, to help students become familiar with the topics and the resources available. Subtasks 6 to 10 are centre-based activities on specific topics. Subtask 6 explores the social structure, including the manor system and the Magna Carta. Subtask 7 explores religious influences and subtask 8 is a reading and writing centre. Subtask 9 develops students skill in constructing and reading graphs, charts, diagram, maps, and models. At completion of the written activity work, students design and build the medieval village. Subtask 10 is a lifestyle and family life activity in which they will analyse, clarify, and interpret information about the social, political, and economic structure of medieval society. In subtask 11, students complete a written test followed by citizenship being conferred in a prayer celebration. In subtask 12 students are planning opening-day activities with teacher direction. The culminating task is opening-day activities for tourists with the theme A Day in the Life of Onalot: A Medieval Village. 13 Subtasks 86 Expectations 88 Resources 114 Strategies amp Groupings 19 Language Expectations 15 Mathematics Expectations 2 Science and Tech Expectations 8 Arts Expectations 21 Social Studies Expectations Our Candian Pavilion: Landforms, Resources and Government Our faith as Catholic Christians compels us to respect our environment and the people of our world, especially in their times of need. In order to combine and apply student understanding of secular and religious concepts in these units of study, students will design and present an interactive display for a Canadian pavilion for an Expo Canada from a Catholic perspective. Grade 4 In order to prepare the students to present an interactive display and write a report on the cause and effect of the use of Canadian resources in their various regions, subtasks will include teachinglearning activities related to: the need for government the different systems, levels, and components of provincial government simulating an election campaign to better understand our responsibility to vote landforms and natural resources of various regions in Canada and how they interrelate researching cause and effect of the misuse of natural resources preparing the students for creating the culminating task (how to write a report that reflects a Christian responsibility to others, how to do a persuasive presentation, how to create an interactive display) the presentation of the culminating task of an interactive display for a Canadian pavilion, plus peer and self-assessment of the culminating task Grade 5 In order to prepare the students to present an interactive display and to w rite a report on aspects of the government of Canada (including how the three levels of government respond to and interact during a natural disaster), subtasks will include teachinglearning activities related to: the need for government the different systems, levels, and components of federal government of Canada simulating an election campaign to better understand our responsibility to vote past and current members of parliament how a bill becomes law the federal government buildings preparing the students for creating the culminating task (how to write a report that reflects a Christian responsibility to others, how to do a persuasive presentation, how to create an interactive display) the presentation of the culminating task of an interactive display for a Canadian pavilion, plus peer and self-assessment of the culminating task 9 Subtasks 112 Expectations 104 Resources 73 Strategies amp Groupings 4 Language Expectations 62 Social Studies Expectations Inside Outside Habitats and Huma n Organ Systems Grade 45 Grade 4 and 5 students develop their understanding of systems and how elements work together to ensure a healthy, functioning system. Students will investigate, model, and problem solve as they work towards the culminating activity. Key Concepts: Grade 4 A system is the organization of individual elements and parts forming and working as a unit. The basic needs of plants and animals are space, food, water, air, and shelter. A habitat is the specific area in which species of plants or animals live to meet their needs. A community is a group of all interdependent plant and animal species found in a habitat. Species within a particular habitat share common characteristics and adaptations that enable their survival within that habitat. Life within a community depends on the transfer of energy. A variety of human activities can affect plants and animals within their habitat. A system is the organization of individual elements and parts forming and working as a unit. The human body is composed of several different systems - respiratory, digestive, circulatory, nervous and excretory - each itself composed of individual organs. The major organs of each system interact to contribute to the overall health of the body. Nutritional practices, physical activity, and environmental factors can affect the health of the body. 13 Subtasks 60 Expectations 101 Resources 90 Strategies amp Groupings 6 Language Expectations 28 Science and Tech Expectations Light and Sound to the Rescue: Energy and Control With a knowledge of light and sound energy, the students will use the design process to construct devices that will send distress signals through air and water for purposes of rescue. 14 Subtasks 72 Expectations 166 Resources 128 Strategies amp Groupings 30 Science and Tech Expectations Light Sound and Energy Conservation: Energy and Control, Grade 45 The students will be given opportunities to work independently and in teacher-directed situations to study and discover the many facets of light and sound, and the uses of energy in our environment. The grade 4 students will learn the properties and characteristics of light and sound. They will construct optical devices and musical instruments that demonstrate their knowledge. There will be a mid-unit assignment to assess the light portion of the unit and a hands-on project focusing on sound. The grade 5 students will expand their knowledge of the different sources and forms of energy and classify them as renewable and non-renewable. They explore how devices use and transfer energy. They will design, construct, and operate devices that use and transfer energy from one form to another. They will assess the need to conserve energy and natural resources. 13 Subtasks 85 Expectations 65 Resources 106 Strategies amp Groupings 48 Science and Tech Expectations Polygon Puzzlers: Geometry and Spatial Sense, Grades 45 Students will explore two-dimensional geometry as well as transformational and coordinate geometry through investigations with polygon puzzles such as, tangrams, pentominoes, etc. They will apply their learning to the design, construction, analysis, and subsequent redesign of a geometric puzzle. Each subtask is designed to cumulatively build the knowledge and skills necessary for the culminating task. In subtasks 8 and 12, students work on activities that focus on the learning to that point and are appropriate times to use self andor peer assessment. This is a combined grade unit. Differentiation appropriate to each grade is described in each subtask, where necessary. In order to facilitate parents understanding of this process, sample letters are provided. 13 Subtasks 108 Expectations 115 Resources 119 Strategies amp Groupings 39 Mathematics Expectations Can you Bear It Grade 45 Pulleys, Gears, Forces, Structures, and Mechanisms Grade 4 and 5 students extend their understanding of gear and pulley mechanisms and structures. They explore the characteristics, including the advantages and disadvantages, of pulleys and gears. In this unit students design and build mechanisms within structures. Key Learnings are: Simple machines make work easier. Pulleys and Gears change speed, direction and force. Forces are pushes or pulls. To maintain stability and integrity, structures need to withstand forces applied to them. Mechanisms are structures with moving parts. Mechanisms can be modified to improve performance. 11 Subtasks 72 Expectations 69 Resources 79 Strategies amp Groupings 11 Mathematics Expectations 33 Science and Tech Expectations When Disaster Strikes, Grades 45 Rocks, Minerals, Erosion and Weather Earth and Space Systems- Rocks, Minerals and Erosion Key Learning Principles Grade 4: Soil is formed from rock and decomposed plant matter. Rocks are naturally occuring material that can be classified into three types igneous, sedimentary and metamorphic. Erosion can affect the physical features of a landscape, and can occur naturally by the heating and cooling of rock and the blowing or washing away of rock or soil on the earths surface, or can be the result of human action. Humans can intervene to minimize erosion by the use of natural resources or human-made systems. Key Questions Grade 4: How is soil formed How are rocks formed What is temperature What is pressure How do they effect erosion and rock formation How does erosion affect the physical features of a landscape What are the causes of erosion How can erosion be controlled or minimized Earth and Space Systems: Weather Key Learning Principles Grade 5: Weather includes a variety of aspects, including temperature, wind speed and direction, cloud formation, precipitation, and atmospheric pressure, that can be observed, identified, measured and recorded. Weather conditions can be predicted more accurately through the understanding of weather patterns. Understanding of aspects of weather enables people to make decisions on how best to adapt their activities to weather conditions, and what materials to use in designing and building structures. Key Questions Grade 5: What is temperature What is pressure How do they effect weather How can the various aspects of weather be observed, identified, measured and recorded How can weather conditions be predicted How does weather forecasting affect our daily lives How do humans adapt to a variety of weather conditions 19 Subtasks 103 Expectations 214 Resources 171 Strategies amp Groupings 8 Language Expectations 13 Mathematics Expectations 27 Science and Tech Expectations 1 Arts Expectations Through the Ages, Grades 45 Students will be introduced to the topic through the use of a timeline that specifically outlines when the various civilizations occurred in history. Students will learn to formulate questions, locate books and resources, research the information they need, read, summarize and record that information in report form, and condense their information into a one-page format. They will learn to work cooperatively in a group. Students will work in small groups to do the research. Each group of grade four students will research Christianity, the Crusades, Islam, the Magna Carta, and the features of medieval society, using an attached research guide. Each group of grade five students will research the physical and social needs of people and compare how different early civilizations met their needs, how the natural environment shaped culture, and how knowledge developed by early civilizations has affected modern society. The primary focus for both grades is on events and their effects on past and present society. Students will produce reports on their civilization or medieval times, one-page summaries for their classmates, and present oral presentations to the class. 15 Subtasks 202 Expectations 158 Resources 109 Strategies amp Groupings 37 Language Expectations 2 Arts Expectations 22 Social Studies Expectations Energizing Our School, Grade 5 The Mathematics of Energy Conservation The unit, Energizing Our School is a Mathematics unit that encompasses expectations from three strands: Number Sense and Numeration, Measurement, and Data Management and Probability. The unit is placed into a Science and Technology context, that of conservation of energy. These Mathematics activities could be done along with the Science and Technology unit that addresses the expectations dealing with the conservation of energy. The students will explore a variety of Mathematics concepts through whole group, small group and individual activities. Students will collect, organize, display, and analyze data and explore the measurement of perimeter, area and time. Subtasks will also focus on averages, patterns when dividing and multiplying by 10, 100 and 1000 and decimal calculations with and without the calculator. These skills will be required in order to complete the Culminating Performance Task. Students will work collaboratively and individually, focusing on specific skills that will facilitate the completion of the Culminating PerformanceTask. These skills and new understandings will be consolidated through activities and reflection in their Mathematics journals. 11 Subtasks 85 Expectations 70 Resources 100 Strategies amp Groupings Math in Architecture, Grade 5 Geometry, Measurement and Patterning Students will explore geometric shapes and solids, and their impact on the creation of the structures in which we live. Students will explore geometic shapes and solids in the everyday world. Students will then focus on key concepts related to geometic shapes and solids, such as naming, constructing and sketching. The students will be encouraged to apply this new knowledge back to the world outside the classroom, in the construction of a Hamster House. Developing an understanding of measurement is essential to successful completion of the culminating task. Students will manipulate tools of measurement (protractor, ruler) and develop the skills and knowledge necessary to use these tools in the completion of their task. They will measure angles, and discover that congruent shapes and angles are essential to creating stable structures. They will also discover that precise measurements are important to reconstructing models accurately. Students will explore the concepts of area and perimeter, and focus on how area and perimeter will play a role in the construction and mass production of structures. Students will explore the mathematical patterns inherent in both geometry and mass production. Students will determine the patterns and relationships between length, width and area, and edges of a shape and the faces of its corresponding prism or pyramid. Students will extend patterns, to project the total cost of mass producing the model for retail. The students will produce a model Hamster House, and a multi-page mathematical specifications report, which will contain precise mathematical details concerning the geometric make up, cost projections, and measurements. The report must contain adequate enough detail for a classmate to reconstruct the model using only the report. 10 Subtasks 86 Expectations 101 Resources 88 Strategies amp Groupings 36 Mathematics Expectations 7 Science and Tech Expectations Create Your Own Weather, Grade 5 Integrating the Arts and Science Throughout history, people have told their stories and expressed their feelings using music, visual arts, drama and dance. In this unit, just as real artists do, you will use the arts to tell about a weather system and your response to it. In small groups, you will select a weather system and experiment with ways to tell about that weather using the arts. Together you will plan, create, produce, and perform your own composition 91soundscape93 about the weather. In the planning stage, you will select a weather system and experiment with sound sources to use in your composition. In the creating stage, you will begin to shape your composition 91soundscape93 by matching sounds to the main features of your weather system. You will develop a plan using the storyboard so that your composition has a beginning, middle, and end. In the producing stage, you will develop and refine your soundscape 91the actual musical composition as heard93. You will develop a soundmap 91written version93 of the soundscape. You will enhance your presentation with ideas from visual arts, drama and dance. In the performing stage, you will rehearse and perform your composition for an audience. In the critiquing stage, you will think about your performance and that of others using specific criteria. 6 Subtasks 62 Expectations 67 Resources 57 Strategies amp Groupings 7 Language Expectations 3 Science and Tech Expectations 18 Arts Expectations Canada and the World: Canadian government amp Trading Partners This combined-grade unit facilitates the delivery of both the grade 5 and grade 6 expectations through the development of the knowledge, attitudes, skills, and habits of mind essential to responsible citizenship. Opportunities to develop inquiryresearch and communication skills are used to provide starting points common to both grades. The students will develop an understanding of the importance of their Catholic social teachings in helping them to become responsible citizens of Canada and the world. The unit is designed to guide students through the process of creating and authoring a news magazine. It includes activities to help strengthen research skills and gives information that can be used in the magazine format. Through this unit the grade 5 students will acquire an understanding of the role and function of government at all three levels. They will become familiar with the electoral process and of their rights and responsibilities as Canadian citizens. The students will develop an understanding that a responsible Catholic citizen gives witness to Catholic social teaching by promoting peace, justice, and the sacredness of human life. The grade 6 students will study the relationship between Canada and its trading partners, with particular focus on the United States. They will also investigate Canadas connection to one other trading partner from a different region of the world. As Catholic learners, the students will grow to understand that a responsible Catholic citizen respects and affirms the diversity and interdependence of the worlds peoples and cultures. Both grades will engage in a variety of activities that will further develop independent research and small group inquiry skills. They will have opportunities to communicate their findings in many ways, encompassing different curriculum areas. Over the span of the unit, the students will be writing articles and creating illustrations for the purpose of producing a news magazine. 8 Subtasks 103 Expectations 114 Resources 79 Strategies amp Groupings 11 Language Expectations 2 Arts Expectations 46 Social Studies Expectations Ancient Civilizations, Grade 5 During this unit, students do a wide variety of activities in which they will explore ancient civilizations. Students will compare aspects of modern Canadian life to life in ancient times. Activities will include mapping, research, interpreting stories, presentations, and artistic recreations of ancient artifacts. Upon completion of this unit students should have a clear understanding of how Canada today has been influenced by ancient civilizations. 15 Subtasks 104 Expectations 92 Resources 141 Strategies amp Groupings 14 Language Expectations 1 Science and Tech Expectations 3 Arts Expectations 22 Social Studies Expectations CAREER CAPERS: Counting on Statistics, Grade 5 This mathematics unit, while primarily a data management and probability unit, also includes tasks that require students to develop concepts and skills in the number sense and numeration strand. Students are also required to communicate in written and oral form, therefore some language expectations are addressed and assessed. The culminating task requires students to develop an article to be included in a careers magazine. The article includes data presented and analysed in a variety of ways in order to assist the reader of the article to make an informed decision about a future career. The subtasks involve a series of learning activities that expose students to collecting data through surveys and research. The tasks teach students to organize their data using computer applications and graphic organizers, and to analyse the data for validity and relevance. The subtasks build upon each other so that students develop an understanding of the cumulative and sequential processes involved in data management. The culminating task requires students to apply these key learnings in order to develop the content of the magazine article. Each subtask focuses on a different step in the data-management process and requires students to utilize a problem-solving approach to learning. Within each subtask, students are provided with opportunities to learn, practise, and demonstrate learning. Students develop the following essential understandings: the role data plays in our lives, how it can influence and change our thinking, and how it can be manipulated and presented in order to make informed decisions. Students are required to reflect on their learning and to communicate their understanding of these key learnings. 10 Subtasks 61 Expectations 54 Resources 86 Strategies amp Groupings 11 Language Expectations 21 Mathematics Expectations Early Civilizations: Community Planner As students work through the subtasks in this unit, they describe what they know about present and past communities and make connections between the two. The following subtasks guide the students toward the culminating task, designing a new, authentic site for an early civilization. In subtask 1, students are provided with a geographical and historical overview of several early civilizations. A world mapping activity is used to introduce seven civilizations. Students then complete personal and historical timelines to put time into perspective. Subtopics for group research on a specific early civilization is identified by brainstorming a modern communitys needs. In subtask 2, students read and respond to literature about early civilizations. Instruction are given on effective group work and various research skills are introduced and modelled by the teacher. Groups are formed and assigned an early civilization to research. They locate information on the community needs of their selected civilization using a data sheet based on the topics developed in the previous subtask . In subtask 3, students become aware of the effect the natural environment has on planning communities by completing mapping activities. Combined with their research, these mapping skills are applied when groups design a new site for their early community. In subtask 4, groups summarize and present their research findings to the whole class. A collaborative wall chart is prepared so that the basic features of all early civilizations researched can be compared. Groups of students orally present information on the influence of early civilizations on modern societies. This information provides necessary background for the student audience, who act as council members. As a culminating activity, the community council members (student audience) have requested proposals for a new community site. Students, working in their groups (planning committees), locate and design a new community based on the needs of the civilization they have researched. Students think as ancient civilization community planners in researching, preparing their arguments, and presenting their proposal. Each ancient civilization, including Egyptian, Greek, Roman, Chinese, Incan, Aztec, and Mayan, should be represented. The proposals are presented to their community council members. The time estimates for this unit will vary depending on students research skill level and the number of lessons on mapping that are required. Students will need time to prepare the culminating task. 5 Subtasks 100 Expectations 66 Resources 56 Strategies amp Groupings 19 Language Expectations 5 Mathematics Expectations 2 Science and Tech Expectations 1 Arts Expectations 25 Social Studies Expectations Making a Game of It: It Data Management and Probability In this unit, students will learn about data management and probability skills, concepts, and knowledge through the exploration of a variety of traditional and non-traditional games. Some expectations from Language and the arts are addressed and assessed within the unit. Connections to Social Studies can also be made. Each of the mathematics tasks is centred on the theme of games, whether it be collecting, graphing, and analysing data or investigating probability concepts. The subtasks are sequenced so that the students have ample opportunity to learn about and practise the identified skills, concepts, and knowledge before their performance is assessed in later subtasks. The investigations prepare students for the culminating task in which they design and present their own game of chance. A variety of assessment tools are used throughout the unit. These include observation, rubrics, and checklists. Throughout the unit students explain their mathematical thinking through the use of a math journal. Students communicate their understanding of relevant mathematics skills, knowledge, and concepts. Each journal entry is a response to one or more prompts outlined in the subtasks. Throughout the unit, the teacher will read the journal entries to maintain an understanding of how well students are understanding concepts. At the end of the unit, the students revise and edit their final journal entry and two additional self-selected entries that were completed during the unit. These three entries are submitted for scoring by the teacher (using the Journal Rubric). 11 Subtasks 102 Expectations 48 Resources 112 Strategies amp Groupings 10 Language Expectations 36 Mathematics Expectations 2 Arts Expectations Sturdy Structures: Structures and Mechanisms, Grade 5 Students will learn how to identify and measure various forces that act on structures (e.g. compression and tension), and describe their effects on a structure. They will learn how to use a newton spring scale to measure the force exerted by a mechanical system, such as an inclined plane, pulley system or gear train compared to exerting a force manually. (This is mechanical advantage.) Students manipulate materials to see how triangulation of struts help to strengthen a structure against compressive forces and how ties are used to resist tensive forces. They will construct a simple load-bearing structure to withstand compressive and tensive forces (a bench), and design and make a frame structure (a bridge) that can withstand a given load. Students will experiment with mechanical systems to determine how mechanical advantage works with simple machines. They will design and construct an amusement park ride (using a combination of a load-bearing structure and mechanical system) that will safely hold a group of people at a given weight mass. 8 Subtasks 98 Expectations 102 Resources 104 Strategies amp Groupings 19 Language Expectations 5 Mathematics Expectations 23 Science and Tech Expectations 3 Arts Expectations 2 Social Studies Expectations The Conservation Clubhouse: Energy and Control, Grade 5 In this unit, students will investigate forms and sources of energy, exploring the advantages and disadvantages of different sources. They will examine past and present transfers of energy and will construct and evaluate devices. They will learn about the impact of energy use on the environment, the meaning and importance of conservation, and the effects of energy shortages on their lifestyles. 10 Subtasks 54 Expectations 80 Resources 113 Strategies amp Groupings 22 Science and Tech Expectations The Genesis Project: A New Life Convention A New Life convention, Grades 56 Both grades overall and specific expectations have been clustered into five themes: Foundations of Life, Components amp Functions, Constructions, Change, and Adaptations. These themes provide an opportunity to introduce grade specific content within a common framework as illustrated: Foundations of Life : Grade 5 Key Concept: The cell is the basic unit of life. Grade 6 Key Concept: All living things can be observed and described based on specific characteristics. Components amp Functions : Grade 5 Key Concept: There are five major organ systems, each with a specific structure and function. Grade 6 Key Concept: Animals have a set of characteristics that can be observed and described in order to study the similarities and differences among species. Constructions : Grade 5 Key Concept: Organ systems work together to perform various functions. Grade 6 Key Concept: Animals can be most accurately classified using a system that separates them into smaller, more precise categories using structural characteristics of the animal. Change : Grade 5 Key Concept: Many factors contribute to the good health and function of these systems. Grade 6 Key Concept: There is evidence which led to the theory that animals have evolved over time. Adaptations : Grade 5 Key Concept: Technology impacts on the function of these systems. Grade 6 Key Concept: The environment impacts specific characteristics that enable animals to live in particular habitats. 13 Subtasks 76 Expectations 132 Resources 83 Strategies amp Groupings 37 Science and Tech Expectations Time Travellers: Heritage and Citizenship, Grades 56 Students are introduced to the concept of people throughout time by the teacher doing a presentation on Ancient Greece. (Notes are included with the unit.) The teacher presents the information in the fashion of delivery for a conference. Students receive a handout and partake in food from Greece. In this way, the teacher has modelled what the students are expected to do in their culminating task. The students are introduced to a variety of Early CivilizationsNations by mapping them on a world map. Students review how to locate information on a blackline master from a map. Grade 5 students map Early Civilizations with the teacher due to the difficulty of mapping twelve civilizations that cover many countries throughout the world. Grade 6 students map Aboriginal People, the routes of Early Explorers, and the Land Bridge Theory. Grade 6 students work independently because they just focus on Canada, which makes the task easier. In this way, the students are introduced to possible groups of people they would like to study. Groups are formed and the students are assigned a civilizationnation, or choose, one that they would like to study. As a whole class, students are given the big questions to interpret. These are the three overall expectations for each grade phrased as questions. The common expectation between the two grades is the influence of the environment on the culture. Students do activities that help them understand the two key words: environment and culture, relating these to their personal experience and knowledge. This common expectation is given to the students as a question. The students learn how to formulate smaller questions from an overall expectation phrased as a question. In this way, the students are more aware of what they are required to research. Students are also provided with tools to conduct research: SQ2R (Scan, Question, Read, and Record) Students present their research to the class at the Time Travellers Conference. Using the information they have viewed (at the conference) and have been given (student made handouts), students wrap up the unit by comparing at least two cultural groups by choosing subtopics to direct their analysing. Students present their analysis in a creative manner. By the end of the unit, the students are expected to have learned: In Social Studies concepts related to the three overall expectations for their grade level how to formulate questions how to locate relevant information in Language how to locate information how to use reading strategies to help them understand what they read how to present information as a handout how to make a rubric. 11 Subtasks 157 Expectations 166 Resources 106 Strategies amp Groupings 45 Language Expectations 2 Arts Expectations 39 Social Studies Expectations Energy Dreams by Design, Grades 56 Electricity and Conservation of Energy Key Learnings Grade 5: There are many forms of energy, which humans use for a variety of purposes. Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of Conservation of Energy). Energy sources can be classified as renewable or non-renewable. Conservation of energy is a human responsibility some sources of non-renewable energy are in danger of being depleted andor lead to environmental damage. There are alternative ways to meet specific needs or wants that use renewable or flow sources of energy. Electrical energy is a natural phenomenon, and has the power to be dangerous. Electricity is the flow of electrons, which can be used as a source of energy. Electronics is the flow of electrons controlled with electrical circuits. Certain materials conduct electricity better than others other materials hinder the flow of electrons. Electricity can be moved and controlled using a closed loop or system, such as a circuit. Electrical energy can be transformed into other forms of energy. Some sources of electrical energy are in danger of being depleted andor lead to environmental damage, both locally and globally therefore, we must become responsible consumers of electricity. NOTE: Individual Key Learnings are attached to the relevant Subtask. 12 Subtasks 109 Expectations 59 Resources 106 Strategies amp Groupings May the Force Move You, Grades 56 Forces Acting on Structures and Mechanisms, and Motion 17 Subtasks 64 Expectations 43 Resources 104 Strategies amp Groupings 38 Science and Tech Expectations Aboriginal Peoples and European Explorers, Grade 6 This unit focuses on the history of North America for the time period beginning with Aboriginal Peoples origin theories up to, and including, early European exploration (approximately the early 17th century). Through their participation in this unit, students will identify ways in which the environment molded Aboriginal cultures, identify early explorers and describe their impact on the development of Canada, and demonstrate an understanding of the social, political, and economic issues facing Aboriginal peoples in Canada today. As Catholics, we are compelled to look at these issues in order to develop our respect and understanding of the history, cultural heritage, and pluralism of todays contemporary society. The students will be required to apply previous knowledge and understanding of environment and communities, and their interrelationships, to the specific context of the earliest stages of the development of our country. The learning expectations have been clustered as those that address: ways in which the environment molded Canadian Aboriginal cultures the impact of the early explorers on the development of Canada inquiry, research, and communications skills as they apply to this topic and the application of this history to the current social, political, and economic issues facing Canadian Aboriginal peoples today. In order to accomplish the subtasks, students will view films, share written materials and use maps, discuss with their peers, research with partners, present related current events, reflect in their journals on an ongoing basis, and prepare a dramatic historical re-enactment. Students will make use of primary and secondary research sources to learn about Canadas Aboriginal peoples and the early European explorers who encountered them. In their search for relevant information about the past and present, they will be taught to create pertinent questions and focus on specific research. The students will be involved in small group research to develop the content of their groups historical re-enactment. This unit allows ample opportunities for cross-curricular integration. These have been noted at the end of each subtask. This factor has been included in the consideration of time. Many of the activities are designed to be running concurrently both within the Social Studies block and across other subject areas. 10 Subtasks 74 Expectations 72 Resources 104 Strategies amp Groupings 15 Language Expectations 1 Mathematics Expectations 5 Arts Expectations 22 Social Studies Expectations Into Space, Grade 6 A Mathematical Journey This Grade 6 unit, Into Space is a Mathematics unit that incorporates expectations from the five strands of The Ontario Curriculum, Grades 1-8: Mathematics: Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. The unit is placed into a Science and Technology context, that of space exploration. These Mathematics activities could be done along with the Science and Technology unit that addresses the expectations dealing with Space. The students will explore and investigate Mathematics concepts and skills through whole group, small group and individual activities, that are engaging, active, and varied (including collaborative and cooperative group work). Students will collect, organize, display, and analyze data and explore the concepts and skills related to Fractions, Ratio (including Scale), Area, Two-Dimensional Shapes (Plane Figures), and Three-Dimensional Figures (Solid Figures), and Patterning. The resulting understandings and skills will be required in order to complete the Culminating Performance Task. These skills and new understandings will be consolidated throughout the unit with practice, application, and reflection through Mathematics journals, class work and the culminating task. 14 Subtasks 76 Expectations 69 Resources 103 Strategies amp Groupings 42 Mathematics Expectations Plane Math, Grade 6 Through problem solving, the students will learn: how to compare data using rates the ability to view objects through different perspectives how to use benchmarks to measure large objects and areas about time zones about scales on maps how to calculate rate of speed with distance and time 14 Subtasks 67 Expectations 64 Resources 125 Strategies amp Groupings 37 Mathematics Expectations Flighter than Air, Grade 6 Through classroom demonstrations, investigations, and discussions on air and flight, the students experience many key learning concepts. Subtask one sets the stage for the unit by having the students create a KWL chart. They be introduced to the various formats that need to be followed to ensure good organization. Also, the steps of the scientific process will be reviewed during this opening lesson. In subtask two, the students learn that air has many observable qualities such as weight, pressure, expansion (when heated), and the ability to take up space. They generate write-ups on their findings. In subtask three, the students begin their work on a research project on the history of flight. They learn, with a distinctive Canadian influence, that the history of flight is a vast and intriguing topic. In subtask four, the students investigate, through the creation of an aerofoil, that the surface over which air flows affects how well an object will lift away from the gravity pulling it down. They realize that the models of flight provided by nature enable us to advance our aviation technology. In subtask five, the students are involved in a city council meeting designed to deal with the possible effects of having an airforce base being built in a city during a period of war. They discuss the question, Are war planes considered a misuse of flight In subtask six, the students form predictions and applying results during a classroom demonstration on drag and thrust. They will investigate the four main forces of flight (lift, gravity, thrust, and drag) and the importance of maintaining a proper balance between them. The three basic movements of flight will also be examined (yaw, pitch, and roll). In subtask seven, the students assemble various high flyers. In subtask eight, the key words from the unit come alive as the students prepare a creative class presentation that utilizes the main terminology in the unit. The culminating task brings together all the concepts explored during the unit. The students demonstrate this knowledge through the creation of their own special flying machines. An air show follows the completion of all of their models of flight. 9 Subtasks 62 Expectations 76 Resources 94 Strategies amp Groupings 8 Language Expectations 6 Mathematics Expectations 27 Science and Tech Expectations 1 Arts Expectations 1 Social Studies Expectations What are the Odds Youll Get the Job Data Management and Probability, Grade 6 This mathematics unit, while primarily a Data Management and Probability unit, also includes tasks that require students to develop concepts and skills in the Number Sense and Numeration strands. Students are also required to communicate in written and oral forms, therefore, some language expectations are addressed and assessed. The culminating task requires students to develop a displaypresentation to showcase their products at a trade show. This displaypresentation includes a variety of surveys, graphs, tables, graphic organizers, and statements, which demonstrate how the data has been organized, analysed, interpreted, and evaluated. Conclusions and recommendations for a product, based on the data, must be clearly stated in the display. The subtasks involve a series of learning activities in which students collect data through surveys and research, organize their data using computer applications and graphic organizers, present the data using a variety of graphs, and analyse the data to make conclusions. The subtasks build upon each other in order for students to develop an understanding of the cumulative and sequential processes involved in data management. The culminating task requires students to apply these key learnings in order to develop the displaypresentation. Each subtask focuses on a different step in the data management process, and requires students to utilize a problem-solving approach to learning. Within each subtask, students are provided with opportunities to learn through an exploration activity, practise during a focus activity, and demonstrate learning during an assessment activity. Students are also required to reflect on their learning and to communicate their understanding of learning. 8 Subtasks 62 Expectations 61 Resources 85 Strategies amp Groupings 17 Language Expectations 26 Mathematics Expectations Electricity Games Galore: Energy and Control, Grade 6 In this unit, students explore how electricity is produced, transformed, manipulated, and refined for use in their community. They use scientific experiments, simulations, research, and model-making to explore and answer questions related to electricity. With this knowledge, students work to design and construct an electronic game. 9 Subtasks 41 Expectations 148 Resources 121 Strategies amp Groupings 24 Science and Tech Expectations Inside the Circle: First Nations in Canada, Grade 6 Students will engage in activities in social studies, language arts, visual arts, and music to gain an understanding of First Nations. Social Studies: students will work in research groups to learn about First Nations, their relationship with the environment and contact with explorers. English: students will be engaged in the study of First Nations stories, poetry, literature and song lyrics. Activities will provide an opportunity to read, listen to, write, and create stories using First Nations teachings. Students will develop the vocabulary necessary for this unit. Visual Arts: students will study the style and art of world renowned First Nation artist Norval Morrisseau. Students will have the opportunity to create artwork based on this x-ray style of painting. There will also be an activity for the creation of a Dream Catcher, often made by First Nations. Music and Drama: students will be exposed to First Nations music selections and will engage in music appreciation based on the music of Inuit artist Susan Aglukark and drama activities. The subtasks are meant to be adapted and organized to suit individual class needs. 16 Subtasks 104 Expectations 192 Resources 129 Strategies amp Groupings 16 Language Expectations 1 Mathematics Expectations 11 Arts Expectations 19 Social Studies Expectations Settling a New Courntry: Aboriginal PeopleNew France, Grades 67 This unit is based on The Ontario Curriculum expectations from Grade 6 Social Studies and the Grade 7 History. Similarities between the two grade levels create four main focus points: Factors affecting migration Impact of settlement Cultural diversity Development of business and commerce Grade 6 (Aboriginal People) Grade 7 (New France) Migration Patterns Settlement Factors influencing migration patterns and settlements of Aboriginal peoples. Factors affecting the establishment of early French settlements. Impact of settlement on on society, health and economics. Impact of settlement on the development of commerce and business, wars and resulting treaties in New France. Awareness of cultural diversity within First Nations. Awareness of Early European settlers. Outside influences of early explorers on Aboriginal lifestyle. Melding of lifestyles between native population and early settlers as well as between the French and English settlers. 10 Subtasks 115 Expectations 52 Resources 77 Strategies amp Groupings 10 Language Expectations 18 Social Studies Expectations 20 History Expectations Going Up: Mechanisms and Stability, Grades 67 Students will investigate the interrelationship between forces and motion. Grade 6 students will become motion experts, and learn to classify the different types of motion. Grade 7 students will become force and structural experts. They will learn about the different types of forces and how these forces affect the stability of structures. Students will be involved in a series of lessons in which they will learn about the effects of forces on structures and how mechanisms change one type of motion into another. Students will design and build different types of structures, investigate the different types of motion, identify types of forces, use a variety of mechanisms, and explore real world production. Students will design and build beams, wagons, and levers. The knowledge from each grade will be needed in the culminating task to produce a structure that involves motion and structural stability. This unit uses cross grade groupings and blends the different expectations with the common threads (i.e. forces and design) that run throughout each grade. 9 Subtasks 51 Expectations 88 Resources 79 Strategies amp Groupings 36 Science and Tech Expectations Canadas Trading Partners and Themes of Inquiry,Grades 67 Students will use a variety of geographic representation, tools, and technologies to gather, process, and communicate geographic information about Canadas connection to the world. 14 Subtasks 126 Expectations 72 Resources 91 Strategies amp Groupings 24 Social Studies Expectations 16 Geography Expectations EPI, Energy Private Investigators, Grades 67 EPI, Energy Private Investigators allows the students to build and develop their skills of inquiry, design, and communication regarding electrical and heat energies, and their effects on our lives and society at large. These skills are acquired through teacher directed-lessons, small group investigations, and individual responses. Students will take on the role of an investigator to formulate questions, plan investigations, compile data communicate procedures and results, and design and build devices and systems that use heat and electricity. The Catholic learner will apply effective communication, decision making, and problem-solving skills, and contribute to the common good to make life better for all. The final demonstration of knowledge and skills will require the students to design an energy-efficient home and provide an accompanying brochure highlighting energy conservation tips. 9 Subtasks 80 Expectations 127 Resources 84 Strategies amp Groupings 10 Language Expectations 53 Science and Tech Expectations 3 Arts Expectations Geo Visions: Design and Construct: 2D3D Geometry and Spatial Sense In general, the students will investigate the properties of three- and two-dimensional shapes and apply their learning to the design, construction, and analysis of a three-dimensional structuresculpture. The unit activities will include the following: drawing a two-dimensional representation of a three-dimensional shapestructure investigating nets of prisms and pyramids through hands-on andor computer activities (TABS) exploring the use of these shapes in the world around them investigate properties of two-dimensional shapes through hands-on andor computer activities (The Geometers Sketchpad). Differentiations appropriate to each grade will be described in each subtask. A glossary of terms is included in the unit. Teachers may wish to display a Word Wall throughout this unit to help students with new terminology. 11 Subtasks 137 Expectations 89 Resources 116 Strategies amp Groupings 36 Mathematics Expectations Natural Resources This unit is designed to meet the expectations as outlined in the Natural Resources strand for Grade 7 Geography, Ontario Curriculum Grades 1-8 document. The unit focuses on human use of resources and the impact of their use on the environment over time (i.e. supply, demand, availability, and technology). Teachers may also wish to make natural connections with Language Arts, the Data Management strand in Mathematics, and The Earths Crust strand in Science and Technology. Students are required to develop and refine the following skills through the various subtasks: mapping, data analysis and interpretation, research, writing, sorting, and role playing. Students are introduced to the unit by developing appropriate vocabulary and definitions. Building upon these foundations, students will examine specific natural resources. Using this background, students investigate general issues related to sustainable development and identify differing points of view. The culminating task asks students to present and defend various points of view on how a resource should be used. The students also demonstrate an understanding of alternative points of view through a written article based on a topical resource issue. 7 Subtasks 35 Expectations 85 Resources 73 Strategies amp Groupings 18 Geography Expectations Themes of Geographic Inquiry, Grade 7 Geography The culminating Subtask in this unit is Subtask 14: Are You a Life-Saver in which the final demonstration is a report which uses the five themes of geography as an organizer. 14 Subtasks 43 Expectations 23 Resources 114 Strategies amp Groupings 20 Geography Expectations LAlimentation, Grade 7 Bon Appeacutetit, Bonne Santeacute Students will read a variety of simple texts on nutrition and health. They will communicate information orally and in writing to inform adolescents about appropriate food choices. 8 Subtasks 29 Expectations 53 Resources 68 Strategies amp Groupings 9 French as a Second Language 2 Health amp Physical Education 1 Arts Expectations Suspense, Grade 7 Reading, Writing and Viewing Students will plan, create, and produce a suspenseful dramatization andor video. Students will demonstrate achievement of specific expectations drawn from the oral communication, reading, writing, and drama strands, supported by music and dance. Film and video techniques will be explored and consolidated. 6 Subtasks 24 Expectations 53 Resources 51 Strategies amp Groupings 15 Language Expectations 4 Arts Expectations Conflict and Change: Its Nature and Patterns, Grade 7 Through the exploration of relevant past and present day conflicts, students will understand the nature of conflict: its definition, the different types of conflict, and their causes. They will be provided with several opportunities to apply various conflict resolution strategies in real-world situations and evaluate their effectiveness. Implicit within the nature of conflict is the element of change. Students will examine the changeconflictchange pattern found in both historical and present day events and will probe how change occurs as a consequence of conflict. Concepts acquired through the exploration of present day conflict and resolution will be applied to the study of the historical events of the Rebellions of Upper and Lower Canada in 1837. Through examination of historical documents, students will research and analyse the issues, key personalities and opposing points of view involved in these rebellious conflicts. Much of the application of the concepts will take the shape of written responses, a role play, an interview, and the final editing of newspaper creations. Work throughout the unit will be collected in individual student portfolios and used in conjunction with the final newspaper creation. 9 Subtasks 50 Expectations 82 Resources 63 Strategies amp Groupings 18 History Expectations Heat: Energy and Control HOW IS HEAT RELATED TO EVENTS THAT OCCUR IN EVERYDAY LIFE The foregoing question provides the central focus for this unit. Students will learn more about the transfer of heat, the capacity of certain materials to hold heat, and how the properties of heat can be applied to natural and human-made environments. 7 Subtasks 25 Expectations 102 Resources 74 Strategies amp Groupings 19 Science and Tech Expectations Pathways to New Beginnings: British North America In an effort to gain an overall understanding of British North America, students will explore the following themes: the contribution of various groups in the development of English settlement the impact of the American Revolution on the development of Canadian communities conflicts that spearheaded the wars (taxes, land disputes, loyalties) Aboriginal peoples involvement in the war efforts Canadas involvement in the war efforts the Loyalist Migration (the emergence of communities such as Cornwall, Kingston, etc.) the building of various structures which are present-day landmarks (Welland and Rideau Canals) life in English-Canada as lived by the early pioneers slavery, oppression and war he importance of peace and loyalty in our daily lives the need for compassion, solidarity and responsibility when building a community and overcoming ha rdship The student will then produce a time capsule that reflects key historical events surrounding the development of Loyalist communities. By retracing the life of a key historical figure, the student will review the events that led people to leave their homeland and start anew in Canada. The knowledge acquired from the completion of the subtasks will lay the foundation for an independent research on a key personality of this time period. The culminating task will be celebrated by unveiling the time capsule project and presenting its contents. The time capsule will contain precise historical details in the form of the following: a dedication: including the date and a commemoration to a specific individual or group of people which would have been significant to the owner of the time capsule a journal entry: describing a particular event or conflict that occurred a map: retracing a particular journey made, in the form or a detailed map an artifact: consisting of an illustration of a particular object, along with brief description of its use an additional item of the students choice: reflecting a significant personal event, such as an invitation to a wedding, a contract for war, a location ticket for a piece of land, a prediction about the future. something that would have been personal to the person being represented. 12 Subtasks 78 Expectations 53 Resources 85 Strategies amp Groupings 9 Language Expectations 3 Arts Expectations 1 Geography Expectations 19 History Expectations Patterns in Physical Geography Students will identify and explain land, climate, and vegetation patterns in physical geography. They will explain how these patterns are useful to the study of geography and how they affect human activity. 11 Subtasks 70 Expectations 56 Resources 68 Strategies amp Groupings 23 Geography Expectations The Themes of Geographic Inquiry and Migration, Grades 78 Through the use of geographic organizers (i.e. locationplace, environment, region, interaction, and movement), the grade 78 students will examine the major types of migration and factors affecting mobility. Using tools and technologies of geography, the grade 78 students will discover the many ways in which cultures are affected by migration. They will describe patterns and trends, and their effects on Canada. 9 Subtasks 95 Expectations 39 Resources 61 Strategies amp Groupings 28 Geography Expectations Turning Up the Heat: A Unit of Study Investigating Heat Energy, Grade 7 Students will investigate how heat affects all aspects of life from basic survival to the compositional changes of matter. Students will participate in various activities and investigations whereby they will experience firsthand the effects of heat. Catholic expectations are integrated throughout the student activities and form the foundation for the entire unit of study. The unit is divided into three general categories: Investigations Application of learned knowledge Putting it all together. Working through the investigations, students will experience first hand the key elements of Heat. They will take part in a range of investigations demonstrating molecular motion, Particle-theory, conduction, convection, radiation, changing states of matter, insulation and the effects of heat on volume. Students will apply knowledge gained from investigation to real life. They will be given the opportunity to demonstrate mastery of the expectations through all subtasks. A glossary of key terms has been provided for reference purposes. Finally, the students will experience the connection between the learned knowledge and the world outside of school in the culminating task. 8 Subtasks 63 Expectations 37 Resources 102 Strategies amp Groupings 2 Language Expectations 5 Mathematics Expectations 27 Science and Tech Expectations 1 Arts Expectations Life Systems: Interacting Organisms Grade 78 Students will continue to develop their knowledge of systems and living things. An understanding and appreciation of the diversity and interdependence of Gods creations will be integral throughout the unit. Students will engage in several hands-on activities, research, and scientific investigations relating to organisms. They will develop a personal moral perspective on issues relating to themselves and their surrounding environment. Students will be required to demonstrate knowledge of the basic structure and function of plant and animal cells. They will investigate the hierarchical units of living things, which will include working within the larger framework of ecosystems, as well as studing cells and organ systems within the human body. Finally, they will be required to demonstrate the long-term effects of human activities and technological innovations on the sustainability of ecosystems and human body systems. 15 Subtasks 77 Expectations 54 Resources 138 Strategies amp Groupings 10 Language Expectations 3 Mathematics Expectations 37 Science and Tech Expectations World Travels, Grade 78 Mathematics Unit Students travel from country to country to complete a variety of investigations that centre primarily on skills, knowledge and concepts in the Measurement and Geometry amp Spatial Sense strands. In particular, Grade 7 students will work on tasks pertaining to area and perimeter of a trapezoid, rectangular prisms, and transformational geometry, and Grade 8 students will work on tasks related to radius, circumference and diameter, triangular prisms, and the Pythagorean Theorem. Each of the mathematics tasks is centred on the theme of structures which prepares students for their culminating task in which they design, build, and present a model of a structure. Therefore, these activities will include such skills as developing and using blueprints (top, side, and front), and estimating, measuring, and discussing the dimensions of structures. The subtasks are sequenced in such a way that the students have ample opportunities to learn about and practise the identified skills, concepts, and knowledge before their performance is assessed in later subtasks. A variety of self and teacher assessment tools are used throughout the unit. These include observation (with each subtask), rubrics, and checklists. During the unit students complete an entry in their travel journal after each subtask is completed in order to communicate their understanding of mathematics skills and concepts. Each journal entry is a response to one or more prompts outlined in the subtask, following the format outlined in the first subtask. The completion of each journal entry will allow the students to have their passport stamped and therefore move on to the next country and subsequent mathematics task(s). Three times during the unit the students choose one entry to edit, revise, and submit for scoring (see Notes to Teacher for more information). The passports primary function is to serve as a tracking and assessment tool for both student and teacher (e.g. date each task is completed, teacher stamp and feedback on student performance). 12 Subtasks 131 Expectations 52 Resources 104 Strategies amp Groupings 4 Language Expectations 56 Mathematics Expectations 6 Arts Expectations Confederation, Grade 8 The culminating activity in this unit is Subtask 5: A Confederation NewspaperNews Special, in which the final demonstration is either a series of July 1, 1867 front page stories from the perspective of the Aboriginal peoples and of each participating colony, or a series of reportsinterviewscommentaries representing each of these perspectives. 5 Subtasks 29 Expectations 31 Resources 42 Strategies amp Groupings 2 Language Expectations 1 Arts Expectations 13 History Expectations Racing Against Time, Grade 8 A Decision Making Challenge In this unit students will work on a simulated task, a submission to the International Track and Field Commission (I.T.F.C.) recommending criteria for a new annually awarded medal, Worlds Best Runner. Students will prepare themselves by completing up to five subtasks each. Each subtask involves applying new knowledge and developing skills and attitudes in order to make informed decisions. The last of the subtasks is the process for making The Final Decision and preparing a submission to the I.T.F.C. The unit requires students to analyse and solve problems using math and language demonstrating that often the best solutions integrate logical and creative thinking. 5 Subtasks 122 Expectations 43 Resources 82 Strategies amp Groupings 36 Language Expectations 24 Mathematics Expectations Structure and Mechanisms: Mechanical Efficiency Students will explore and demonstrate an understanding of the factors that contribute to the efficient operation of mechanisms and systems (e.g. simple machines, Pascals Law, forces that affect movement, velocity ratio, hydraulics and pneumatics, consumer needs). Through the opportunities explored in the subtasks, students will be able to design and make a mechanical toy device, that will move a given object a specified vertical and horizontal distance, and investigate the efficiency of the mechanical device. Students will be given opportunities to explore and demonstrate understanding of the factors that can affect the manufacturing of a product, including the needs of the consumer. They will then be required to present their mechanical toy devices in light of their findings. 8 Subtasks 77 Expectations 137 Resources 86 Strategies amp Groupings 5 Language Expectations 6 Mathematics Expectations 30 Science and Tech Expectations 2 Arts Expectations Turn Up the Radio Canadas Changing The students will begin the unit by exploring the changing society of Canada through activities focusing on visual images of the 1900s. They will compare and contrast the past and present uses of technology to demonstrate an understanding of the historical significance of change in society. Through a simulation activity, students will experience the division of labour process. Economic and social issues of the 1900s will be introduced through a series of dramatizations. Students will prepare fact sheets on the topics. Using graphic organizers, students will outline differing points of view surrounding five key issues facing Prime Minister Wilfrid Laurier. The issue of immigration will be investigated by creating a timeline of the early 1900s and comparing historical policies to current policies. World War I will be explored through a series of group presentations. Propaganda posters will be created to simulate the issue of war recruitment and the importance of supplies for the army overseas. Students will discuss the implications of the Treaty of Versailles. The War to End All Wars will be examined through the eyes of the participating countries. To investigate the impact of war on Canadian society, students will role-play characters from these countries and voice their concerns. Student presentations will provide more in-depth information. Students will analyse and apply the information acquired in the subtasks to produce a war-time radio documentary. 11 Subtasks 126 Expectations 80 Resources 96 Strategies amp Groupings 12 Language Expectations 3 Arts Expectations 23 History Expectations Canada: A Changing society: A Historical Investigation This unit is designed to meet the expectations as outlined in the Canada: A Changing Society Strand for Grade 8 History, Ontario Curriculum Grades 1-8 document. The unit focuses on change and the impact of change on people. Particular attention is paid to the impact of change on families, women, and workers during the period of Canadian history between Confederation and World War I. The Industrial Revolution in Canada and the subsequent growth of cities, changes in industry, agriculture, and the daily lives of Canadians provide a primary focus for the unit the impact of World War I on the lives of Canadians provides a context for the culminating task. In studying Canada as a changing society, students focus on why and how changes occur in society. They examine social and economic factors, as well as individuals and groups related to promoting change in Canada up to 1918. Canadas involvement in World War 1 is studied, with emphasis on the impact on both Canadians and the world community. (The Ontario Curriculum 1-8, 1998, Social Studies, History and Geography, p 53.) It is strongly recommended that teachers of Grade 8 history also consult the Ontario Curriculum for Grade 10 Canadian and World Studies. The events of World War I and Canadas involvement are covered in the compulsory Grade 10 Canadian and World Studies history courses. A broader perspective on the history curriculum in the intermediate division may prove to be very helpful. Teachers may also wish to make natural thematic links using the Change topic in Language Arts, Art, or Choices into Action. Teachers should find links to the history strand, Opening of the Canadian West, to be helpful some integration or review of complementary expectations will help students to consolidate prior knowledge in preparation for this unit of study. 9 Subtasks 37 Expectations 53 Resources 61 Strategies amp Groupings 22 History Expectations A Growing Nation Students begin the unit by thinking about what it means to grow as a person and how a nation grows. In this combined grade unit, common themes for both grades act as the foundation for the subtask. Each subtask begins by asking students to think about their personal experiences and links a current issue with historical events. The common themes are based on settlement patterns and daily life of communities, friendships, and social groups, rivalries and feeling alienated, conflict and negotiation. These themes are examined to determine the overall impact on society and how these events contributed to the growth of Canada as a nation. After class discussions on each theme, students from each grade work through activities appropriate to their grade levels. 11 Subtasks 135 Expectations 76 Resources 118 Strategies amp Groupings 15 Language Expectations 8 Arts Expectations 3 Social Studies Expectations 2 Geography Expectations 37 History Expectations B.N.A.Developing West Understanding the situations of newcomers to a new and potentially harsh environment after suffering the shock of dislocation from their previous homes requires the learner to be aware of the conditions that met the Loyalists in Upper Canada and settlers in the Canadian West. Appreciation of the difficulties in starting anew after relocating from their homeland in an environment that was unfamiliar and often unfriendly requires knowledge of the physical conditions required daily activities that ensured the continuance of life daily, monthly, and yearly difficulties to be overcome and the very spartan and often lonely lifestyle that was carved out of the new wilderness of Canada by the pioneers of Upper Canada and the West. Students will discover, through a field trip or simulation, the work schedules, crops to be planted, social activities, and other aspects of settlers lives in their new communities. They will be aware of the various difficulties and dangers that were very much a part of the daily and seasonal life of the pioneers of Canada and how individuals were dependent upon the compassion and generosity of others. Students will be responsible for independent research and study of their particular project choice but will gain some information and insights when their chosen personalitys contribution to history is illuminated as part of a subtask. Thus, they will gain the big picture through a series of unit subtasks, but will focus on one representative of the historic period through their independent study. Through the individual oral presentations of their classmates and by examining all the pizza box projects (see Culminating Task) when they go on display, each students knowledge of the general theme of the settlement of Canada will be reinforced and they will be able to appreciate the contributions of individuals over a wide time span using the timeline developed in the first lesson. 10 Subtasks 71 Expectations 63 Resources 70 Strategies amp Groupings 31 History Expectations Bubbles in the Hot Tub Bubbles in the Hot Tub is a Science and Technology unit prepared for teachers of combined 78 classes. This unit is designed to engage both grade level students, and allow for the simultaneous teaching of concepts from both curricula. The majority of subtasks and the culminating task will be taught and completed by all students although the assessment for each subtask will be grade specific. Through drama, demonstrations, and hands-on investigations, students will be introduced to the particle theory. The particle theory will then serve as the foundation for students explanations and predictions on topics such as temperature, changes in matter, heat transfer (conduction, convection, radiation), and properties of fluids (viscosity, density, buoyancy). Students will apply their understanding of the buoyancy and density relationship as they create their own hydrometers. Similarily, grade 7 students will apply their knowledge of heat transfer to create their own insulated container, whereas, the grade 8 students will use the concept of hydraulic or pneumatic systems to create a toy. Throughout the unit, students will be identifying examples in the natural world where heat and fluids are found, including the water cycle. They will consider how society has used and continues to use the characteristics of heat and fluids, and the impact this has on the environment. 6 Subtasks 105 Expectations 134 Resources 66 Strategies amp Groupings 58 Science and Tech Expectations Natural resources and Economic Systems This grade 7 Natural Resources and grade 8 Economic Systems combined unit, focuses on the different ways people use resources, how the resources are harvested, processed and distributed, how their value is influenced by demand and accessibility, and how employment trends are related to this sector of the economy. A group report on use of natural resources in terms of employment and future sustainability is the final activity. 9 Subtasks 83 Expectations 44 Resources 56 Strategies amp Groupings 27 Geography Expectations This unit relies on strong cooperativecollaborative learning structures. Consistent with the important concepts and enduring understandings of this topic, opportunities for respect for diversity, for active listening, for empathy and mutual understanding, the students will be expected to work in groups for most of this unit and the teacher will have considerable opportunity to cultivate a context for collaboration and positive learning strategies. The students should gain an understanding of the importance of cultural diversity in Canada, of the challenges faced by immigrants to any country. as well as an understanding of the contributions of a variety of cultures to modern Canadian society. Teachers are encouraged to make connections to other subject areas. A range of Canadian novels is available for classroom connections to concepts and themes investigated in this unit. A brief list of resources is included with this unit but is by no means comprehensive. Teachers may also wish to include resources available in their local communities (representatives from cultural groups or multicultural learning centres, etc.) in order to customize the learning context for students in their classes. Expectations have been selected and linked to subtasks and to the culminating task. Important concepts to be revisited and reinforced over the unit are identified by subtask. 7 Subtasks 36 Expectations 74 Resources 55 Strategies amp Groupings 17 Geography Expectations Optics: Energy and Control Students will investigate the question, HOW DOES UNDERSTANDING THE PROPERTIES AND CHARACTERISTICS OF LIGHT HELP US TO ENHANCE OUR QUALITY OF LIFE. Students will then apply knowledge gained though the unit in order to create an optical device. 9 Subtasks 40 Expectations 77 Resources 89 Strategies amp Groupings 22 Science and Tech Expectations Economic Systems Students will demonstrate an understanding of economic systems and the factors that influence them. They will use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information to prepare a final report describing the impact of a new industry on the economy of a region. 8 Subtasks 45 Expectations 49 Resources 56 Strategies amp Groupings 14 Geography Expectations
BS- อัตราแลกเปลี่ยน
Forex- เครื่องมือ สำหรับ เว็บมาสเตอร์