Suggested Tags - Web viewProvide each student with an opportunity to demonstrate their unique skill and explain the technology that they use. ... Communication. Critical Thinking

All About Me - Grade 5 Teacher Resource

British Columbian Edition

Curriculum Connections & Learning Opportunities

TABLE OF CONTENTSSuggested Tags 2

Applied Design, Skills, and Technologies 3

Arts Education 9

Career Education 16

Core French 21

English Language Arts 26

Mathematics 34

Physical and Health Education 41

Science 46

Social Studies 54

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Suggested Tags

My Culture My Family My Community Subject Areas

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

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

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

Public identity is influenced by personal choices and decisions.

Competencies Learning Opportunities AAM Portfolio Activity

Curricular

Understanding context Defining Ideating Making Sharing Use familiar tools and

technologies to extend their capabilities when completing a task

Choose appropriate technologies to use for specific tasks

Demonstrate a willingness to learn new technologies as needed

Core

Communication Creative Thinking Critical Thinking Positive Personal and Cultural

Identity

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

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

Add box > School > My Achievements > I presented All About Me to my class! > On the new artifact, click the Speech Bubble and add a reflection

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

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

know about you?

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


Curricular

Defining Sharing Use materials, tools, and

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

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

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



Core

Communication Creative Thinking Critical Thinking Personal Awareness and

Responsibility

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

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

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

Have them set a goal regarding the selected skill.

Add Box > About Me > My Strengths > Other > Applied Design Skills and Technologies > On the new artifact, click the Speech Bubble and add a reflection + Tag “ADST” + Tag “Technologies”

Discuss the skill you shared with the classWhere did you learn this skill?

Who taught you? What technologies does it require? How can you further develop this skill? Why may others want to learn this skill?

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

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

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

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

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


Curricular

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




Core

Communication Creative Thinking Critical Thinking Social Responsibility

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

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

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

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

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

Discuss your experience working with a team to build a product

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

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

the importance of a plan?

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

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


Curricular

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




Core


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

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

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

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

Were there many different ideas contributing to this final product?

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

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

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

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

without them?

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


Curricular

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


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




Core

Communication

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

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

Add Box > School > Work Habits > Other > Perseverance > On the new artifact, click the Speech Bubble and add a reflection + Tag “ADST”

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

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

finish? Why is it important to collaborate on large

projects?

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

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

with your group

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

Service Announcement? Would you like to make more films?

My Future > Explore Jobs > Search: Film > Add to Portfolio > On the new artifact, click the Speech Bubble and add a reflection + Tag “ADST”

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Creative Thinking Social Responsibility

Discuss what you learned about film from making your group project

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

industry?

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Arts EducationCAREER EDUCATION BIG IDEA 1:



CurricularExploring and Creating

Intentionally select artistic elements, processes, materials, movements, technologies, tools, techniques, and environments to express meaning in their work

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

Reasoning and Reflecting

Reflect on creative processes as an individual and as a group, and make connections to other experiences

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

Communicating and Documenting

Discuss with students the role of the audience in a performance.

Why is an audience important to any performance?

Does a performance always require an audience?

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

What can you do to be a successful audience member?

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

Group Activity - Assign groups of students a value and ask them to role play a scenario which demonstrates that value. Have the class try to guess the value

Add Box > School > My Favourite Subjects > Drama > On the new artifact, click the Speech Bubble and add a reflection + Tag “Identity” + Tag “Drama”

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

reflect who you are as a person?

Add Box > About Me > My Values > Select Value > On the new artifact, click the Speech Bubble and add a reflection + Tag “Drama” + Tag “Creativity”

Write a reflection on your experience role playing this value

What scenario did you role play to demonstrate the value?

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

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

How well do your daily actions reflect your values?

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

Express feelings, ideas, and experiences in creative ways

Core

Communication Creative Thinking Personal Awareness and

Responsibility

based on the performance. How easy was it to guess the value based on the actions taken in the skit? What does this say about how your everyday actions represent you?




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


Observe, listen, describe, inquire and predict how artists use processes, materials,

Host a “Music Conference” where students can rotate in groups and choose a skill to present about to their classmates (i.e. keeping rhythm, writing lyrics, making an instrument).

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

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

● Write about the skill you chose to practice in the Music Conference

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

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

Add Box > My Goals > Academic > Music > Action Plan Example: Set a goal to learn to clap the beat of a familiar

song so that others can recognize it. With the help of your teacher or on your own, write an

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movements, technologies, tools, techniques, and environments to create and communicate

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



Core


Responsibility

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

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

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

set another one?




Choose artistic element, processes, materials,

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

Add Box > School > Work Habits > Working well with others > On the new artifact, click the Speech Bubble and add a reflection + Tag “Drama”

● Write about a time when you collaborated with your

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movements, technologies, tools, techniques and environments using combinations and selections for specific purposes in art making

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





Express feelings, ideas, and experiences in creative ways

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

Core


a scene from a novel the class has read).

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

In role: Improvise dialogue in a role play to progress the storyline building on each other’s ideas

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

classmates to create a drama or role play How did you share your own ideas? How did you show you listened to others’ ideas? How do you know your group was successful?

Add Box > School > My Favourite Subject > Drama > On the new artifact, click the Speech Bubble and add a reflection + Tag “Drama” + Tag “Collaboration”

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

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

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Responsibility Social Responsibility

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CurricularReasoning and Reflecting



Examine relationships between the arts and the wider world


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

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core

Communication Critical Thinking Social Responsibility

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

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

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

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

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

Add Box > School > How I Learn > Other > Gallery Walk > On the new artifact, click the Speech Bubble and add a reflection + Tag “Visual Arts”

Write about your experience participating in a gallery walk

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

What suggestion did you receive that was most helpful?

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

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CurricularReasoning and Reflecting



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



Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core

Communication Critical Thinking

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

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

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

about

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Positive Personal and Cultural Identity

Personal Awareness and Responsibility

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Career Education CAREER EDUCATION BIG IDEA 1:



Curricular

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

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

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

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

Core

Communication Critical Thinking Positive Personal and Cultural

Identity Personal Awareness and

Responsibility

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

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

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

Add Box > About Me > My Values > On the new artifact, click the Speech Bubble and add a reflection + Tag “Career Education” + Tag “Identity”

Discuss a person whom you admire and why you admire them

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

who they are as a person?

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

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

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

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Curricular



Demonstrate respect for differences in the classroom


Demonstrate safe behaviours in a variety of environments


Core



Responsibility

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

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

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

Add Box > About Me > My Strengths > On the new artifact, click the Speech Bubble and add a reflection + Tag “Career Education” + Tag “Skill Share”

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

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

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

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

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

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

with others

What skill did you present? How did you present it? How can others develop this skill?

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



Curricular


Demonstrate respect for differences in the classroom

Use innovative thinking when solving problems


Core

Communication Critical Thinking Personal Awareness and


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

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

Add Box > School > 21st Century Competencies > Social Responsibility > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Responsibility” + Tag “VIP”

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

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

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

of everyone?

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Curricular



Make connections between effective work habits and success


Core




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

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

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

Have students present the occupation they chose. Explain that people change over time and that there may be many different jobs that they find themselves interested in.

My Future > Explore Jobs > Add to Portfolio > On the new artifact, click the Speech Bubble and add a reflection + Tag “My Questions”

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

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

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

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

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

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

decision?

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Curricular



Make connections between effective work habits and success

Core




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

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

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

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

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

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

progress yourself?

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Core French CAREER EDUCATION BIG IDEA 1:



Curricular

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

Interpret non-verbal cues to increase understanding

Participate, with support, in simple interactions about everyday situations

Use visuals or technology to assist in understanding and communicating

Core


Identity

Have students present from the About Me portion of their portfolio. Discuss how the sections they choose to share will shape how the class identifies them.

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

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

Before giving their presentations have them thoughtfully decide which three categories they want to talk about.

Why are these categories important? What will their classmates know about their identity

based on what they present?



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Curricular


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

Begin to use strategies to increase understanding


Core

Communication Creative Thinking Critical Thinking

Have students create a visual mind map of all of the French words that they know and understand.

Have them organize the words by parts of speech.

Using the words they know, have them link different words together to make sentences.

Have students make as many meaningful sentences as they can.

Add Box > My Goals > Academic > French > Action Plan Example: Set a goal to create 10 grammatically correct

sentences using the words you already know. What words did you use? What sentences did you make? What words would you like to learn next to

expand your language ability?

Add Box > About Me > My Strengths > Learning New Languages > Audio Recording + Tag “Language” + Tag “French”

Using the audio recording feature, practice saying some of your sentences

Can you understand what you are saying when you play it back?

Translate your sentence to English Now that you know this sentence, what other

sentences are you able to make using the same structure?



Curricular




In small groups, assign students a series of words which they will have to create actions for. They must work together to agree on an action for each word. Each student will have a chance to share one of the words and actions that the group decided on to the class.

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

Upload a video of you presenting your word with your groups action to the class

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

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

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Core

Communication Creative Thinking Social Responsibility

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



Curricular

Demonstrate basic awareness that there are Francophone and Francophone Metis communities across Canada

Identify basic information about a Francophone cultural festival or celebration in Canada

Core


Identity

In groups, have students research various Francophone celebrations.

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

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

Discuss the Francophone tradition that your group researched

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

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

How did your class decide what tradition to choose?

How will you celebrate it?

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

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



Curricular

Recognize the relationship between pronunciation, including common intonation patterns, and meaning





Respond appropriately to simple commands and instructions

Participate, with support, in simple interactions about everyday situations

Core

Communication

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

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

Discuss how you when you first tried to communicate using only your limited French

How did this feeling change with time? How much French were you actually able to

speak? How much of what you said could your partner

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

everyone else is doing the same thing? Will there be times in life that you have to do

things that make you nervous? What can you do to overcome these?

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Creative Thinking Critical Thinking Positive Personal and Cultural


Responsibility

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English Language ArtsCAREER EDUCATION BIG IDEA 1:



CurricularComprehend and Connect

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

Consider different purposes, audiences, and perspectives in exploring texts

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

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

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

Respond to text in personal and creative ways

Show an increasing understanding of the role of organization in meaning

Create and Communicate

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

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

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

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

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

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

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

you using? How does what you chose to present shape how

your peers see/know you?

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

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

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

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

Add Box > School > My Achievements > Presented in front of the class > On the new artifact, click the Speech Bubble and add a reflection > Add Emotion + Tag “Self-discovery”

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

Use oral storytelling processesCore



Responsibility

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

class? How did you feel when you presented to the

class? What do you think your peers learned about you

from your presentation?







Communicate in writing using paragraphs and applying conventions of Canadian

Create “Writing Folders” for the students to keep and reflect on their writing samples.

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

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

Add Box > About Me > My Strengths > Writing > On the new artifact, click the Speech Bubble and add a reflection

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

Add Box > Add Media > Add Picture/File > On the new artifact, click the Speech Bubble and add a reflection > Add Emotion + Tag “Self-discovery”

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

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

What are two strengths you see in your writing?

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spelling, grammar, and punctuation

Develop and apply expanding word knowledge

Transform ideas and information to create original texts

Core


Responsibility

one area for improvement). What is one area for improvement?

Add Box > School > Work Habits > Being Organized > On the new artifact, click the Speech Bubble and add a reflection

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

your folder? What is your plan for keeping your folder

organized?

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

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

Write a reflection after each weekly check-in to track your progress with your goals.






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

Who is responsible for producing this media text?

What do you think the reason is for producing

Add Box > Add Media > Add Video/Picture > On the new artifact, click the Speech Bubble and add a reflection/Audio Recording + Tag “Collaboration” + Tag “Digital Literacy”

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

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

How did you enjoy making this media text? Why was it important to work as a team? What were some ideas you had for the project?

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Apply a variety of thinking skills to gain meaning from texts



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



Exchange ideas and perspectives to build shared understanding


Use language in creative and playful ways to develop style



Core

Communication

this media text? (i.e. to entertain, to inform people, to advertise a product)

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

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

What were some ideas that your peers had? How were you able to multiple ideas? How many different roles were there in making

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

filmed, acted all the parts, edited etc.)

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Creative Thinking Critical Thinking Personal Awareness and










Show an increasing

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

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

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

Add Box > Add Journal > On the new artifact, click the Speech Bubble and add a reflection > Add Emotion + Tag “Appreciation” + Tag “Thank You Letter”

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

community? Why is it important to acknowledge and

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

to others?

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understanding of the role of organization in meaning


Exchange ideas and perspectives to build shared understanding


Use language in creative and playful ways to develop style

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



Core


Responsibility

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

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

Apply a variety of thinking skills to gain meaning from texts

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



Synthesize ideas from a variety of sources to build understanding


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

Activate prior knowledge before the presentation

Make notes during the presentation

Summarize what you learned after the presentation

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

My Future > Explore Jobs > Add to Portfolio > On the new artifact, click the Speech Bubble and add a reflection + Tag “My Questions”

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

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

the visit

Add Box > School > How I Learn > Other > Listening to a guest speaker > On the new artifact, click the Speech Bubble and add a reflection

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

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

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

Add box > About Me > My Strengths > Being a good listener > On the new artifact, click the Speech Bubble and add a reflection

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

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

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Core




why? When can you use these strategies in school?

What about at a future job?

Mathematics

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


CurricularReasoning and Analyzing

Use reasoning to explore and make connections

Develop mental math strategies and abilities to make sense of quantities

Model mathematics in contextualized experiences

Understanding and Solving

Visualize to explore mathematical concepts

Communicating and Representing

Communicate mathematical thinking in many ways

Use mathematical vocabulary and language to contribute to mathematical discussions

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and Reflecting

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

Core

Have students create an All About Me visual using details about themselves. In their visual they must identify 10 factors that make up their identity (culture, strengths, interests, values etc.). Each factor should be represented as a fraction that is equivalent to 1/10. In the end there should be at least 5 different ways of representing 1/10 on the visual.

Together, these fractions create one whole you!

Add Box > Add Journal > On the new artifact, click the Speech Bubble and add a reflection > + Tag “Math” + Tag “One Whole Me”

Reflect on the many factors that make up your identity What details about yourself did you choose? How many ways were you able to show 1/10

using equivalent fractions? How well does this visual represent you? What impression would people have of you from

this visual?

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Identity







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


Develop and use multiple strategies to engage in problem solving



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

Are there different ways to represent multiplication equations? Can you draw 2 of them?

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

multi-digit multiplication facts With the help of your teacher or on your own, write an

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

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

help you understand new things? How has your knowledge about single-digit

multiplication helped you to understand multi-digit multiplication?

What other goals can you set for yourself using your knowledge of multiplication?

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Explain and justify mathematical ideas and decisions



Reflect on mathematical thinking Connect mathematical concepts

to each other and to other areas and personal interests

Core

Creative Thinking Critical Thinking








Develop, demonstrate, and apply

Have students conduct classroom surveys, asking their peers a question of their choosing.

Have them create a table showing the data they collected. What patterns do they see in their data? Are there other ways to represent the data aside from a table?

Using the table in front of you,

Add Box > Add Media > Add Picture > On the new artifact, click the Speech Bubble and add a reflection + Tag “Math” + Tag “Number Patterns” + Tag “Tables”

Upload a picture of your survey data in table format What was your survey about? Who did you survey? What was the most common answer? Does your data table show any patterns? If so,

what ones? How can you use your table to predict additional

data? When would it be useful to use tables to show

data?

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mathematical understanding through play, inquiry, and problem solving











Core


could you confidently predict any additional data? My Future > Explore Jobs > Keyword: Data Analyst > Add to

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

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

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


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Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures



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

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

Sample question: How many different ways can you show 13/5?

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

Discuss your experience problem solving with the help of a classmate

How did you enjoy solving the problem with a partner?

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

another? Did your partner help you to see the problem

differently?

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Core






Estimate reasonably Develop mental math strategies

and abilities to make sense of

Provide students with a variety of different shapes and have them compare and contrast the area and perimeter of each.

Which one has the largest perimeter? Which one has the smallest area? Some questions

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

Discuss the concepts of area and perimeter Did you have to measure everything? Why or

why not? How did you show your work?

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quantities Model mathematics in

contextualized experiencesUnderstanding and Solving










Core

Creative Thinking Critical Thinking

will be obvious, students can use their judgment and estimate. Others will be closer and will need to be exactly measured.

Have students show and check their work. Once they are sure, have them justify their answers.

What is the equation for measuring perimeter? How does this work?

What is the equation for measuring area? How does this work?

What math concepts/skills do you use when measuring area and perimeter?

Add Box > About Me > My Strengths > Critical Thinking > Audio Recording + Tag “Math” + Tag “Area and Perimeter”

Discuss your experience exploring the area and perimeter of different shapes

When may you need to be able to calculate area or perimeter?

When is it useful to be able to estimate these amounts?

Why is it important to show your work? Why is it important to check your work? Why should you have evidence to support your

ideas? When may you need to justify answers that you

come up with?

Physical and Health Education

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CurricularSocial and Community Health

Describe and apply strategies for developing and maintaining healthy relationships

Describe and apply strategies that promote a safe and caring environment

Mental Well-being

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

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

Core




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

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

Based on how students see

Add Box > About Me > My Attributes > Select or Create an Attribute > On the new artifact, click the Speech Bubble and add a reflection

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

and decisions Discuss why it is important to acknowledge and

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

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

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

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

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

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

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

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



CurricularHealthy and Active Living

Participate daily in physical activity designed to enhance and maintain health components of fitness

Describe the impacts of personal choices on health and well-being

Identify, apply, and reflect on strategies used to pursue personal healthy-living goals

Core

Communication

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

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

Add Box > My Goals > Academic > Phys. Ed. > Action Plan > On the new artifact, click the Speech Bubble and add a reflection

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

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

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

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

when setting this goal?

Optional: School > My Achievements > Other > I can ride my bike

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Creative Thinking Critical Thinking Positive Personal and Cultural



for 30 minutes!

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

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



CurricularHealthy and Active Living

Analyze and describe the connections between eating, physical activity, and mental well-being



Core

Communication Critical Thinking Social Responsibility

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

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

Add Box > Add Media > Add Picture/File > On the new artifact, click the Speech Bubble and add a reflection > Tag “Phys Ed.” + Tag “Healthy Eating”

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

Reflect on the process of making the plate with your group

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

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

activity and mental well-being? Why is it important to eat healthy?

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CurricularSocial and Community Health

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

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

Describe and apply strategies for developing and maintaining healthy relationships

Describe and apply strategies that promote a safe and caring environment

Mental Well-being

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

Core



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

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

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

Books to Consider:My Secret Bully by Trudy Ludwig

Add Box > About Me > My Attributes > Respect > On the new artifact, click the Speech Bubble and add a reflection

Write a reflection on how you demonstrate respect for your peers

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

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

know are not being respected?

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

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

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

CAREER EDUCATION BIG IDEA 5:

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


CurricularPhysical Literacy

Identify and describe preferred types of physical activity

Healthy and Active Living

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



Core


Responsibility

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

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

Add Box > About Me > My Interests > Select Interest > On the new artifact, click the Speech Bubble and add a reflection + Tag “Health and Phys. Ed.” + Tag “Critical Thinking”

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

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

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

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

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

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

questions? Why is effective problem solving a good skill to

have?

Science

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CurricularQuestioning and Predicting

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

Make observations in familiar or unfamiliar contexts

Identify questions to answer or problems to solve through scientific inquiry

Planning and Conducting

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

Choose appropriate data to collect to answer their questions

Use equipment and materials safely, identifying potential risks

Processing and Analyzing Data and Information

Compare data with predictions and develop explanations for results

Evaluating

Student Scientists. Have students research an experiment relevant to the curriculum and share it with the class. They can walk the class through the experiment, followed by a scientific explanation of what happened and any questions they have for further learning.

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

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

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

Upload a video of you leading your experiment and discuss how you presented yourself as a scientist to your class

Were you prepared and organized for your experiment?

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

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

scientist do you see yourself as?

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Demonstrate an understanding and appreciation of evidence

Communicating

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

Core


Responsibility





Make observations in familiar or unfamiliar contexts



With support, plan appropriate

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

Each Science class students will record their new “knowledge” of the world around them, as well as include one “wonder” they have to guide future learning (i.e. Know: Machines transfer force and energy

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

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

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

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

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

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investigations to answer their questions or solve problems they have identified

Choose appropriate data to collect to answer their questions

Use equipment and materials safely, identifying potential risks


Experience and interpret the local environment

Compare data with predictions and develop explanations for results

Demonstrate an openness to new ideas and consideration of alternatives

Evaluating


Core


Responsibility

Wonder: Where does this force and energy go? As the unit progresses students can return and complete the Learn portions of their charts).

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

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

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

questions you have based on what you have already learned

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

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

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Applying and Innovating

Transfer and apply learning to new situations

Generate and introduce new or refined ideas when problem solving

Communicating


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

Core


Provide each student with the name of an organ. They must figure out the role of their organ and which system it belongs to. Once they have, they can search for fellow classmates who have organs from the same system. Only one organ from each system will be able to talk at any given time. Call out one organ from each system every 2 minutes that will be the speaker and have them act as the leader in their group organizing everyone in the proper order within their system.

Teacher Note: Make sure students have a foundational understanding of the organ systems before attempting this activity.

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

Discuss your experience identifying your organ system Was it hard figuring out what your organ does for the

human body? How was it finding other individuals in the same organ

system without talking? Was it important to have one leader speaking and

directing at any given time? Did you always agree with the leader of the moment?

What did you do if you didn’t? Why is it important to listen to full ideas from others? Do you feel you had a chance to be heard equally? Did anyone use body-language in lieu of verbal language?

How did this work?

51





Make observations in familiar and unfamiliar contexts


Make predictions about the findings of their inquiry








Have students maintain a science journal (at home, school etc.) for one week. With the help of their loved ones and friends, have them observe and record as many examples of machines as they can. What is the criteria that makes up a machine?

Each time they identify an example of a machine, ask them to have a short discussion with a loved one or a friend about what they saw and why it is an example of a machine. Have them encourage their loved ones to challenge their ideas to help them make more concrete arguments.

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

Discuss the different examples of machines that you identified

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

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

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

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

Were you able to teach your loved one something new?

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Communicating



Core








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


Discuss various natural resources in BC. Where do these exist?

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

Have students select one natural resource in BC to research. Have them study the process by which this resource is created and eventually

Add Box > About Me > My Strengths > Other > Developing Opinions > On the new artifact, click the Speech Bubble and add a reflection + Tag “Science”

Discuss what natural resources are and where they come from in BC

What purposes do different resources serve for people?

What purposes do different resources serve for the environment?

Do the benefits of using these resources for human gain outweigh the environmental costs?

Add Box > Add Journal + Tag “Science” + Tag “Opinion” Write about the importance of forming educated

opinions

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Evaluating


Identify some of the social, ethical, and environmental implications of the findings from their own and others’ investigations




Communicating



Core

extracted from the environment. Once they have done their research have them argue either for or against the use of this natural resource. Do the benefits for people outweigh the damage to the environment?

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

Why is it important to think critically and form your own, educated opinions? Why is it important to advocate for those who cannot advocate for themselves? Why is it important to stand up for what is right?

Who can speak on behalf of the environment? Why is it important to be an advocate? Why is it important to think critically and form

your own opinions? Why is it important to stand up for what you

believe is right? How can people bring about change?

fre

54



Social StudiesCAREER EDUCATION BIG IDEA 1:


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CurricularSignificance

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

Core

Critical Thinking Personal Awareness and


Discuss various natural resources in BC.

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

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

How does this resource contribute to the local economy? How would the area look if this resource was no longer used (i.e. what would happen to a small logging town if we no longer used lumber?).

Have students write a journal

Add Box > Add Journal + Tag “Social Studies” + Tag “Natural Resources”

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

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

resource? Should we be extracting this resource for our use

or not? How does your opinion connect with your

identity? How does your decision influence how others

may see you?

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for or against the use of this resource.



CurricularEthical Judgement

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

Core




Define the term “minority” and discuss the treatment of minorities in history, as well as present day Canada.

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

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

What jobs may interest them in the future?

Add Box > Add Journal + Tag “Social Studies” + Tag “Ethical Judgement”

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

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

right?

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

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

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

one another?

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

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

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

role?



CurricularContinuity and Change

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

Core

Critical Thinking Positive Personal and Cultural


Responsibility

Have students research the different levels of government in Canada, as well as the various political parties.

How are government officials (i.e. Prime Minister) appointed to government? How does our system work to provide all Canadians a voice?

Do government officials make decisions on their own? Who must they consult?

Why is it important that national decisions are not made solely by one individual person?

How has the role of government in Canada changed over time? How has it stayed the same?

Add Box > School > How I Learn > Researching > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies”

Discuss your experience researching about Canadian government

What makes a democracy? What political parties are there in Canada? Who makes decisions on behalf of Canada? How have leaders throughout Canadian history

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

Are leaders improving at listening to the people? Why or why not?

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Have government leaders throughout Canadian history listened to and respected the ideas of others? Is this something that is becoming more or less common? Explain.



CurricularCause and Consequence

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

Core




Have students research Canadian immigration policies throughout history.

What is the purpose of immigration policies? What would happen if there were no immigration policies and anyone was able to move to Canada any time? What would happen if we did not allow anyone to immigrate to Canada?

How has immigration made Canada into the country that it is today?

If you had to emigrate to a different country, where would you choose to go to? What

Add Box > About Me > My Strengths > Making Decisions > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies”

Discuss your opinion on immigration policies in Canada throughout history

Why have people immigrated to Canada throughout history?

How has Canada treated immigrants? Why do you think immigrants have chosen to come to

Canada specifically? If you had to emigrate, where would you move to? Who would you have consulted to help guide your

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

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

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

not yet considered?

59

would be the most important factors to consider when making this decision? Who would you consult with to make this decision?

How do you feel when others support your decisions?



CurricularEvidence

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

Core

Critical Thinking Personal Awareness and


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

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

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

Add Box > School > 21st Century Competencies > Critical Thinking > On the new artifact, click the Speech Bubble and add a reflection + Tag “Social Studies” + Tag “Credible Sources”

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

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

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

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

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

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Documents

Suggested Tags - Web viewProvide each student with an opportunity to demonstrate their unique skill and explain the technology that they use. ... Communication. Critical Thinking