Grade 7 Early Trading Systems




Grade 7 Early Trading SystemsNova Franca e America do Norte Britanica, 1713 - 1800 Museu Virtual da Nova Franca - um site abrangente incluindo a secao sobre Exploradores, Primeiras Nacoes, Pessoas, Grandes Nomes e Vida Diaria da Nova Franca Nova Franca, New Horizons - The exhibition Descreve a aventura da Nova Franca, desde as primeiras viagens de descoberta ate o fim do regime frances. E composto por 350 documentos de arquivo organizados sob 12 temas. (Version francaise) As estacoes da Nova Franca exploram uma variedade de temas relacionados com a apropriacao do territorio, o ritmo da vida, a transmissao do conhecimento e os atos cotidianos. Cada tema apresenta uma variedade de pinturas, esbocos, manuscritos e outros materiais que criam uma imagem de como era a vida neste momento. O site tambem apresenta uma apresentacao de slides narrada. (Ingles e Frances) Franca na America - explora a historia da presenca francesa na America do Norte desde as primeiras decadas do seculo XVI ate o final do seculo XIX (um foco definido nos Estados Unidos) Ontario frances nos seculos XVII e XVIII Seculos - Atraves de mapas, fotografias, pinturas e documentos textuais, a exposicao conta a historia dos dois primeiros seculos que se seguiram as primeiras exploracoes francesas de nossa provincia, em 1610. (Arquivos do Ontario) (versao francesa) Champlain - Viagens no Canada Francophonie - exposicao virtual sobre as viagens de Samuel de Champlain, do Museu Virtual do Canada (ingles frances) Heavens My Ship quot Um jogo para viajar pelo seculo XVII em busca de um dos grandes exploradores da Nova Franca. Com a ajuda de mapas geograficos periodo, gravuras antigas e trechos de suas historias, reviver o epico desse personagem valioso. (Versao francesa) Hudson Bay e NorthWest Companies Exploration, o Fur Trade e Hudsons Bay Company (Ingles e Frances) - Este jogo nao trivial com suas esplendidas graficas de computador armazena seu jogo para lhe deixar tempo para aprender. Site e sobre o comercio de peles no Canada e como ele levou a exploracao do pais ea formacao da mais antiga e maior empresa na historia do Canada: Hudsons Bay Company HBC Heritage Generosamente ilustrado com mapas, diagramas, pinturas e fotografias coloridas modernas, Aventureiros Vividamente recria a saga da empresa cuja historia e a historia do Canada. (Versao francesa) Empire of the Bay - de PBS - quot A historia dos comerciantes perspicazes e os exploradores ousados ??da Companhia da Baia de Hudsons, que domesticou um deserto e abriu o coracao da America do Norte. quot Inclui transcricoes do show, mapas, perfis , E um quiz. Sainte-Marie Entre os Hurons As Relacoes Jesuiticas ea Historia da Nova Franca - da Biblioteca e Arquivos do Canada - Comecando onde os escritos de Champlains partem, esses textos missionarios sao uma das principais fontes de informacao sobre os primeiros anos da colonizacao francesa na America do Norte . (Versao francesa) Tratado de Utrecht - fundo e explicacao do Canada no site Making A Batalha de Restigouche O ultimo engajamento naval da Guerra de Sete Anos entre a Franca ea Gra-Bretanha para a posse da America do Norte. A Lei de Quebec - a partir do quotCanada no Makingquot site - fundo, explicacao e texto original (versao francesa) Acadia - Estilo de vida em Os dias dos antepassados ??A Aldeia Historica Acadiana convida voce a descobrir os nossos antepassados ??rico patrimonio, a sua cultura e tradicoes. Este site oferece tres tipos de exploracao: uma exposicao, uma visita e quatro divertidos e educativos jogos interativos. (Versao francesa) Algumas paginas em falta - A Comunidade Negra na Historia de Quebec e Canada - materiais de fonte primaria e secundaria - apresentado em parceria pela Associacao Provincial de Professores de Estudos Sociais de Quebec, Quebec Board of Black Educators eo Quebec Ministere de lEducation - FOTOGRAFIA DE ATIVIDADE Runaway Journeys - do Programa de Biblioteca Digital da Biblioteca Publica de Nova York Dicionario de Biografia Canadense On-line - quotmeet pessoas que desempenharam um papel importante na formacao do que e agora Canada. quot (Ingles e Frances) A Guerra de 1812 - Este mapa interativo da America do Norte do seculo XIX apresenta uma visao geografica dos principais eventos e batalhas da Guerra de 1812. Os movimentos e tamanho das tropas americanas, das tropas britanicas e da Alianca TecumsehNative sao mostrados para cada grande evento. - de LearnAlberta Guerra de 1812 - do projeto canadense da heranca militar Susanna Moodie e Catharine Parr Traill - dois de Canadas a maioria de escritores importantes do seculo XIX. Nascido na Inglaterra apenas 23 meses de intervalo, as duas irmas se tornaram escritoras profissionais antes de se casarem. Em 1832 eles emigraram com seus maridos escoceses para o Canada, estabelecendo-se no backwoods do que e agora Ontario, perto de hoje Lakefield. Eles gravaram e interpretaram suas experiencias como pioneiros em livros para os quais eles permanecem famosos ate hoje. (Versao francesa) California: 7th-Grade Standards CA.7.1. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam as causas e os efeitos da vasta expansao e desintegracao final do Imperio Romano. 7.1.1. Padrao de Desempenho: Estudar as forcas iniciais e as contribuicoes duradouras de Roma (por exemplo, significado dos direitos de cidadania romana sob a lei Romana, arte romana, arquitetura, engenharia e preservacao da filosofia e transmissao do cristianismo) O imperio, minando a cidadania pelo crescimento da corrupcao e escravidao, falta de educacao e distribuicao de noticias). 7.1.2. Padrao de Desempenho: Discutir as fronteiras geograficas do imperio em sua altura e os fatores que ameacaram sua coesao territorial. 7.1.3. Padrao de Desempenho: Descreva o estabelecimento por Constantino da nova capital em Constantinopla eo desenvolvimento do Imperio Bizantino, com enfase nas consequencias do desenvolvimento de duas civilizacoes europeias distintas, Ortodoxa Oriental e Catolica Romana e suas duas visoes distintas sobre a igreja Relacoes de estado. CA.7.2. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam as estruturas geograficas, politicas, economicas, religiosas e sociais das civilizacoes do Isla na Idade Media. 7.2.1. Padrao de Desempenho: Identificar as caracteristicas fisicas e descrever o clima da Peninsula Arabica, sua relacao com os corpos circundantes de terra e agua, e modos de vida nomades e sedentarios. 7.2.2. Padrao de Desempenho: Trace as origens do Isla e da vida e dos ensinamentos de Maome, incluindo os ensinamentos islamicos sobre a conexao com o Judaismo eo Cristianismo. 7.2.3. Padrao de Desempenho: Explique o significado do Alcorao e da Sunnah como as principais fontes das crencas, praticas e leis islamicas e sua influencia na vida diaria dos muculmanos. 7.2.4. Padrao de Desempenho: Discuta a expansao do dominio muculmano atraves de conquistas e tratados militares, enfatizando a mistura cultural dentro da civilizacao muculmana ea disseminacao e aceitacao do Isla e da lingua arabe. 7.2.5. Padrao de Desempenho: Descreva o crescimento das cidades eo estabelecimento de rotas comerciais entre a Asia, Africa e Europa, os produtos e invencoes que percorreram essas rotas (por exemplo, especiarias, texteis, papel, aco, novas culturas) eo papel dos comerciantes Na sociedade arabe. 7.2.6. Padrao de Desempenho: Compreender os intercambios intelectuais entre os estudiosos muculmanos da Eurasia e da Africa e as contribuicoes que os estudiosos muculmanos fizeram as civilizacoes posteriores nas areas da ciencia, geografia, matematica, filosofia, medicina, arte e literatura. CA.7.3. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam as estruturas geograficas, politicas, economicas, religiosas e sociais das civilizacoes da China na Idade Media. 7.3.1. Padrao de Desempenho: Descreva a reunificacao da China sob a Dinastia Tang e as razoes para a disseminacao do Budismo em Tang China, Coreia e Japao. 7.3.2. Padrao de Desempenho: Descrever desenvolvimentos agricolas, tecnologicos e comerciais durante os periodos Tang e Sung. 7.3.3. Padrao de Desempenho: Analise as influencias do confucionismo e as mudancas no pensamento confucionista durante os periodos Sung e Mongol. 7.3.4. Padrao de Desempenho: Compreender a importancia do comercio terrestre e das expedicoes maritimas entre a China e outras civilizacoes na Ascensao Mongol e na Dinastia Ming. 7.3.5. Padrao de Desempenho: Trace a influencia historica de tais descobertas como cha, fabricacao de papel, impressao em blocos de madeira, bussola e polvora. 7.3.6. Padrao de Desempenho: Descreva o desenvolvimento do estado imperial e da classe escolar-oficial. CA.7.4. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam as estruturas geograficas, politicas, economicas, religiosas e sociais das civilizacoes subsaarianas de Gana e Mali na Africa Medieval. 7.4.1. Padrao de Desempenho: Estude o rio Niger ea relacao de zonas de vegetacao de floresta, savana e deserto para o comercio de ouro, sal, alimentos e escravos eo crescimento dos imperios do Gana e do Mali. 7.4.2. Padrao de Desempenho: Analisar a importancia da familia, especializacao do trabalho e comercio regional no desenvolvimento de estados e cidades na Africa Ocidental. 7.4.3. Padrao de Desempenho: Descreva o papel do comercio de caravanas trans-saarianas nas mudancas das caracteristicas religiosas e culturais da Africa Ocidental e da influencia das crencas, eticas e leis islamicas. 7.4.4. Padrao de Desempenho: Trace o crescimento da lingua arabe no governo, comercio e erudicao islamica na Africa Ocidental. 7.4.5. Padrao de Desempenho: Descreva a importancia das tradicoes escritas e orais na transmissao da historia e da cultura africanas. CA.7.5. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam as estruturas geograficas, politicas, economicas, religiosas e sociais das civilizacoes do Japao Medieval. 7.5.1. Padrao de Desempenho: Descreva o significado da proximidade do Japao com a China ea Coreia e a influencia intelectual, linguistica, religiosa e filosofica desses paises no Japao. 7.5.2. Padrao de Desempenho: Discuta o reinado do Principe Shotoku do Japao e as caracteristicas da sociedade japonesa e da vida familiar durante seu reinado. 7.5.3. Padrao de Desempenho: Descreva os valores, costumes sociais e tradicoes prescritos pelo sistema senhor-vassalo consistindo de shogun, daimyo e samurai e a influencia duradoura do codigo guerreiro no seculo XX. 7.5.4. Padrao de Desempenho: Tracar o desenvolvimento de formas distintivas do budismo japones. 7.5.5. Padrao de Desempenho: Estude os nonos e seculos seculos de idade da literatura, arte e drama e seus efeitos duradouros sobre a cultura de hoje, incluindo Murasaki Shikibus Conto de Genji. 7.5.6. Padrao de Desempenho: Analise a ascensao de uma sociedade militar no final do seculo XII e o papel do samurai nessa sociedade. CA.7.6. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam as estruturas geograficas, politicas, economicas, religiosas e sociais das civilizacoes da Europa Medieval. 7.6.1. Padrao de Desempenho: Estude a geografia da Europa e da massa eurasiatica, incluindo sua localizacao, topografia, cursos de agua, vegetacao e clima e sua relacao com os modos de vida na Europa Medieval. 7.6.2. Padrao de Desempenho: Descreva a expansao do cristianismo ao norte dos Alpes e os papeis desempenhados pela igreja primitiva e pelos mosteiros em sua difusao apos a queda da metade ocidental do Imperio Romano. 7.6.3. Padrao de Desempenho: Entender o desenvolvimento do feudalismo, seu papel na economia europeia medieval, o modo como foi influenciado pela geografia fisica (o papel da mansao e o crescimento das cidades) e como as relacoes feudais forneceram o fundamento da ordem politica . 7.6.4. Padrao de Desempenho: Demonstrar uma compreensao do conflito e cooperacao entre o papado e os monarcas europeus (por exemplo, Carlomagno, Gregorio VII, Imperador Henrique IV). 7.6.5. Padrao de Desempenho: Conheca a importancia dos desenvolvimentos nas praticas juridicas e constitucionais inglesas medievais e sua importancia na ascensao do pensamento democratico moderno e instituicoes representativas (por exemplo, Magna Carta, parlamento, desenvolvimento do habeas corpus, um judiciario independente na Inglaterra). 7.6.6. Padrao de Desempenho: Discuta as causas eo curso das Cruzadas religiosas e seus efeitos sobre as populacoes cristas, muculmanas e judaicas na Europa, com enfase no crescente contato dos europeus com as culturas do mundo do Mediterraneo Oriental. 7.6.7. Padrao de Desempenho: Mapear a disseminacao da praga bubonica da Asia Central para a China, Oriente Medio e Europa e descrever seu impacto na populacao global. 7.6.8. Padrao de Desempenho: Entender a importancia da Igreja Catolica como instituicao politica, intelectual e estetica (por exemplo, fundacao de universidades, papeis politicos e espirituais do clero, criacao de ordens religiosas monasticas e mendicantes, preservacao da lingua latina e textos religiosos, St. Thomas Aquinass sintese da filosofia classica com a teologia crista, eo conceito de lei natural). 7.6.9. Padrao de Performance: Conheca a historia do declinio do dominio muculmano na Peninsula Iberica que culminou na Reconquista e no surgimento de reinos espanhois e portugueses. CA.7.7. Padrao de Conteudo: Historia Mundial e Geografia Epocas Medievais e Modernas: Os estudantes comparam e contrastam as estruturas geograficas, politicas, economicas, religiosas e sociais das civilizacoes meso-americana e andina. 7.7.1. Padrao de Desempenho: Estude os locais, as formas de relevo e os climas do Mexico, America Central e America do Sul e seus efeitos sobre as economias maya, asteca e inca, o comercio eo desenvolvimento das sociedades urbanas. 7.7.2. Padrao de Desempenho: Estude o papel das pessoas em cada sociedade, incluindo estruturas de classe, vida familiar, guerra, crencas e praticas religiosas e escravidao. 7.7.3. Padrao de Desempenho: Explique como e onde cada imperio surgiu e como os imperios azteca e inca foram derrotados pelos espanhois. 7.7.4. Padrao de Desempenho: Descreva as tradicoes artisticas e orais e arquitetura nas tres civilizacoes. 7.7.5. Padrao de Desempenho: Descrever as realizacoes meso-americanas em astronomia e matematica, incluindo o desenvolvimento do calendario eo conhecimento meso-americano de mudancas sazonais para as civilizacoes agricolas. CA.7.8. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Os alunos analisam as origens, realizacoes e difusao geografica do Renascimento. 7.8.1. Padrao de Desempenho: Descreva como o reavivamento da aprendizagem classica e das artes promoveu um novo interesse pelo humanismo (isto e, um equilibrio entre o intelecto ea fe religiosa). 7.8.2. Padrao de Desempenho: Explique a importancia de Florenca nos estagios iniciais do Renascimento e o crescimento de cidades comerciais independentes (por exemplo, Veneza), com enfase na importancia das cidades na difusao das ideias renascentistas. 7.8.3. Padrao de Desempenho: Entenda os efeitos da reabertura da antiga Estrada da Seda entre a Europa e a China, incluindo viagens de Marco Polos e a localizacao de suas rotas. 7.8.4. Padrao de Desempenho: Descreva o crescimento e efeitos de novas formas de disseminar informacoes (por exemplo, a capacidade de fabricar papel, traducao da Biblia para o vernaculo, impressao). 7.8.5. Padrao de Desempenho: Detalhe avancos feitos na literatura, nas artes, na ciencia, na matematica, na cartografia, na engenharia, e na compreensao da anatomia e da astronomia humanas (por exemplo, Dante Alighieri, Leonardo da Vinci, Michelangelo de Buonarroti Simoni, Johann Gutenberg e William Shakespeare). CA.7.9. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam os desenvolvimentos historicos da Reforma. 7.9.1. Padrao de Desempenho: Liste as causas da turbulencia interna e enfraquecimento da Igreja Catolica (por exemplo, politicas fiscais, venda de indulgencias). 7.9.2. Padrao de Desempenho: Descreva as ideias teologicas, politicas e economicas das principais figuras durante a Reforma (por exemplo, Desiderius Erasmus, Martinho Lutero, Joao Calvino, William Tyndale). 7.9.3. Padrao de Desempenho: Explique aos protestantes novas praticas de autogoverno de igrejas e a influencia dessas praticas sobre o desenvolvimento de praticas democraticas e ideias de federalismo. 7.9.4. Padrao de Desempenho: Identificar e localizar as regioes europeias que permaneceram catolicas e as que se tornaram protestantes e explicar como a divisao afetou a distribuicao das religioes no Novo Mundo. 7.9.5. Padrao de Desempenho: Analise como a Contra-Reforma revitalizou a Igreja Catolica e as forcas que fomentaram o movimento (por exemplo, Sao Inacio de Loyola e os Jesuitas, o Concilio de Trento). 7.9.6. Padrao de Desempenho: Entenda a instituicao e o impacto dos missionarios sobre o cristianismo ea difusao do cristianismo da Europa para outras partes do mundo nos periodos medieval e precoce modernos localizar missoes em um mapa do mundo. 7.9.7. Padrao de Desempenho: Descreva a Era de Ouro da cooperacao entre judeus e muculmanos na Espanha medieval que promoveu a criatividade na arte, literatura e ciencia, incluindo como essa cooperacao foi encerrada pela perseguicao religiosa de individuos e grupos (por exemplo, a Inquisicao Espanhola ea expulsao de Judeus e muculmanos da Espanha em 1492). CA.7.10. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Os alunos analisam os desenvolvimentos historicos da Revolucao Cientifica e seu efeito duradouro sobre as instituicoes religiosas, politicas e culturais. 7.10.1. Padrao de Desempenho: Discutir as raizes da Revolucao Cientifica (por exemplo, o racionalismo grego, judaica, crista e muculmana, ciencia, renascimento, humanismo, novo conhecimento da exploracao global). 7.10.2. Padrao de Desempenho: Compreender a importancia das novas teorias cientificas (por exemplo, as de Copernico, Galileu, Kepler, Newton) eo significado de novas invencoes (por exemplo, o telescopio, microscopio, termometro, barometro). 7.10.3. Padrao de Desempenho: Entender o metodo cientifico desenvolvido por Bacon e Descartes, a influencia do novo racionalismo cientifico no crescimento das ideias democraticas e a coexistencia da ciencia com as crencas religiosas tradicionais. CA.7.11. Padrao de Conteudo: Historia Mundial e Geografia Medieval e Early Modern Times: Estudantes analisam a mudanca politica e economica nos seculos XVI, XVII e XVIII (a Era da Exploracao, o Iluminismo ea Era da Razao). 711.1. Padrao de Desempenho: Conheca as grandes viagens de descoberta, as localizacoes das rotas e a influencia da cartografia no desenvolvimento de uma nova cosmovisao europeia. 7.11.2. Padrao de Desempenho: Discuta o intercambio de plantas, animais, tecnologia, cultura e ideias entre a Europa, Africa, Asia e Americas nos seculos XV e XVI e os principais efeitos economicos e sociais em cada continente. 7.11.3. Padroes de Desempenho: Examinar as origens do capitalismo moderno a influencia do mercantilismo e da industria artesanal os elementos e a importancia de uma economia de mercado na Europa do seculo XVII a mudanca dos padroes internacionais de comercializacao e comercializacao, incluindo a sua localizacao num mapa mundial e a influencia de exploradores e Fabricantes de mapas. 7.11.4. Padrao de Desempenho: Explicar como as principais ideias do Iluminismo podem ser rastreadas ate movimentos como o Renascimento, a Reforma e a Revolucao Cientifica e aos gregos, romanos e cristianismo. 7.11.5. Padrao de Desempenho: Descreva como o pensamento democratico e as instituicoes foram influenciadas por pensadores da Iluminacao (por exemplo, John Locke, Charles-Louis Montesquieu, fundadores americanos). 7.11.6. Padrao de Desempenho: Discuta como os principios da Carta Magna foram incorporados em documentos como a Declaracao de Direitos da Inglaterra ea Declaracao Americana de Independencia. CA.6-8.HSS Padrao de Conteudo: Habilidades de Analise de Ciencias Historicas e Sociais As habilidades intelectuais apontadas abaixo devem ser aprendidas e aplicadas aos padroes de conteudo das series de seis a oito. Eles devem ser avaliados apenas em conjunto com os padroes de conteudo nos graus seis a oito. Alem dos padroes para as series de seis a oito, os alunos demonstram as seguintes habilidades de raciocinio intelectual, reflexao e pesquisa. 6-8.CST. Padrao de Desempenho: Pensamento Cronologico e Espacial 6-8.1. Nivel Expectativa: Os alunos explicam como os eventos principais estao relacionados uns com os outros no tempo. 6-8.2. Expectativa de Nivel de Grau: Os alunos constroem varias linhas de tempo de eventos-chave, pessoas e periodos da era historica que estao estudando. 6-8.3. Expectativa de Nivel de Grau: Os alunos usam uma variedade de mapas e documentos para identificar caracteristicas fisicas e culturais de bairros, cidades, estados e paises e explicar a migracao historica de pessoas, a expansao e desintegracao de imperios e o crescimento de sistemas economicos. 6-8.REP. Padrao de Desempenho: Pesquisa, Evidencia e Ponto 6-8.1. Nivel Expectativa Nivel: Os alunos enquadram questoes que podem ser respondidas por estudo historico e pesquisa. 6-8.2. Nivel Expectativa Nivel: Os alunos distinguem o fato da opiniao em narrativas historicas e historias. 6-8.3. Expectativa de Nivel de Grau: Os alunos distinguem informacoes relevantes de irrelevantes, essenciais de informacoes incidentais e verificaveis ??de informacoes nao verificaveis ??em narrativas e historias historicas. 6-8.4. Expectativa de Nivel de Grau: Os alunos avaliam a credibilidade de fontes primarias e secundarias e extraem conclusoes solidas a partir delas. 6-8,5. Expectativa de Nivel de Grau: Os alunos detectam os diferentes pontos de vista historicos sobre os eventos historicos e determinam o contexto em que as declaracoes historicas foram feitas (as perguntas feitas, as fontes utilizadas, as perspectivas dos autores). 6-8.HI. Padrao de Desempenho: 6-8.1. Expectativa de Nivel de Nivel: Os alunos explicam os problemas e questoes centrais do passado, colocando pessoas e eventos em uma matriz de tempo e lugar. 6-8.2. Expectativa de Nivel de Grau: Os alunos entendem e distinguem causa, efeito, sequencia e correlacao em eventos historicos, incluindo as relacoes causais de longo e curto prazo. 6-8.3. Nivel de Expectativa: Os alunos explicam as fontes de continuidade historica e como a combinacao de ideias e eventos explica o surgimento de novos padroes. 6-8.4. Expectativa de Nivel de Grau: Os alunos reconhecem o papel de chance, supervisao e erro na historia. 6-8,5. Expectativa de Nivel de Grau: Os alunos reconhecem que as interpretacoes da historia estao sujeitas a mudancas a medida que novas informacoes sao descobertas. 6-8.6. Expectativa de Nivel de Grau: Os alunos interpretam indicadores basicos de desempenho economico e conduzem analises de custo-beneficio de questoes economicas e politicas. Unidades de Planejamento de Curriculo Unidades 1-8 As seguintes unidades de curriculo foram escritas pelos professores para o novo Curriculo de Ontario usando o Planner Curriculum de Ontario. Eles podem ser baixados em formato PDF, usando o Acrobat Reader, clicando no nome da unidade seguindo a descricao da unidade abaixo. Se voce nao tiver o Acrobat Reader instalado no seu computador, voce pode obter uma copia de adobeproductsacrobatreadstep. html. Copias das unidades no formato Curriculum Planner podem ser baixadas usando o CD Planner Curriculum. Unidades Disponiveis por Grau Clique no titulo para obter uma descricao da unidade Retrato de Mim, Grau 1 Descricao Esta unidade concentra-se no desenvolvimento das habilidades e conhecimentos na vertente Gestao de Dados e Probabilidade. Os alunos sao apresentados com a tarefa culminante de realizar uma pesquisa e organizacao de dados para mostrar sua propria individualidade, demonstrando como eles se encaixam na comunidade da sala de aula. Os alunos tem a oportunidade de trabalhar atraves de centros de aprendizagem onde eles podem expressar suas opinioes sobre questoes familiares usando topicos de artes visuais, como, Qual e a sua cor favorita primaria Qual e a sua impressao de arte favorita a partir destas escolhas Quem e o seu ilustrador favorito Cada atividade demonstra um diferente Metodo de recolha de dados. Apos a coleta dos dados, os alunos sao introduzidos metodos variados para a representacao grafica das informacoes coletadas. Os alunos concluem auto-retratos para mostrar como eles sao unicos, mas ainda sao membros da comunidade da sala de aula. Usando as habilidades desenvolvidas atraves de seu trabalho na unidade, os alunos sao desafiados a inspecionar os alunos sobre um tema de escolha pessoal e organizar seus resultados em uma apresentacao visual que demonstra a sua pertenca dentro da comunidade da sala de aula. 6 Subtarefas 48 Expectativas 88 Recursos 46 Estrategias e Agrupamentos 4 Expectativas de Linguagem 23 Expectativas de Matematica 7 Expectativas de Artes Kids in Quilts: Patterns, Grade 1 As atividades relacionadas a unidade desenvolverao habilidades e conhecimentos matematicos nestas vertentes matematicas: Patterning e algebra, Numeracao, medicao, geometria e sentido espacial. Os alunos irao explorar padroes em numeros, geometria, medicao (dias da semana e dinheiro) e em seu ambiente. Eles vao aprender, atraves do uso de uma calculadora e 100 grafico, para explorar padroes em numeros sequenciais, bem como combinar e separar combinacoes de numeros. Os alunos vao fazer modelos de padroes usando materiais concretos, acoes e ser capaz de estender um padrao dado a regra do padrao. Os alunos verao que os padroes ocorrem na linguagem e historias e em seu ambiente. Atraves dessas oportunidades praticas, eles verao que cada padrao consiste em uma regra que, quando seguidos, continuara o padrao. Com isto em mente, os alunos irao produzir um quadrado para uma colcha de classe que ira estender uma dada regra determinada pelo professor e / ou classe. 10 Subtarefas 54 Expectativas 86 Recursos 71 Estrategias Ampla Agrupamentos 5 Expectativas de Linguagem 26 Expectativas de Matematica 2 Expectativas de Ciencia e Tecnologia 2 Saude e Educacao Fisica 3 Expectativas de Artes A Comunidade Local Nivel 1 Unidade de Estudos Sociais Os alunos explorarao o significado de uma comunidade e compreenderao A importancia das pessoas, edificios e contribuicoes feitas pelos membros da comunidade para a comunidade. Os alunos tambem serao introduzidos em habilidades de mapeamento, como a criacao de um mapa a partir de uma visao de olho de passaros. Esta unidade foi dividida em oito subtarefas concluindo com uma tarefa culminante (subtarefa 8). Esta tarefa culminante permitira aos alunos aplicar o seu conhecimento adquirido a partir de subtarefas de um a sete, para produzir um modelo de classe de sua comunidade escolar. Os alunos irao participar em subtarefas que incluem atividades de ensino-aprendizagem relacionadas a: O que e uma Comunidade Pessoas em Minha Comunidade Comunidade Dentro da Minha Familia Edificios em Minha Comunidade Maneiras de Viagem em Minha Comunidade Um Mapa da Sala de Aula Um Mapa de uma Rota Escolar - Uma Caca ao Tesouro Construindo um Modelo de Nossa Comunidade Escolar - Tarefa Culminante Para fazer um modelo de comunidade escolar como uma classe inteira, os alunos da 1? serie se dividirao em grupos para criar um componente especifico dentro de sua comunidade escolar. Este componente sera entao adicionado ao modelo de classe por cada grupo. 8 Subtarefas 46 Expectativas 139 Recursos 75 Estrategias Ampla Agrupamentos 11 Expectativas de Linguagem 4 Expectativas de Matematica 1 Expectativas de Ciencia e Tecnologia 2 Expectativas de Artes 21 Expectativas de Ciencias Sociais Energia em Nossas Vidas Grau 1 Nesta unidade os alunos explorarao as fontes de energia e as maneiras pelas quais Energia e usada na vida diaria. Eles irao investigar dispositivos e sistemas que usam energia e as formas em que estes podem ser controlados manualmente. Usando esse conhecimento, os alunos irao realizar uma investigacao sobre o uso de energia e ira identificar maneiras de conservar a energia. 9 Subtarefas 29 Expectativas 92 Recursos 90 Estrategias e Agrupamentos 18 Ciencia e Tecnologia Expectativas Materia e Materiais Grau 1 Os alunos usarao seus sentidos para aprender a distinguir objetos e materiais, identificar e descrever varios materiais e identificar a finalidade e funcao das propriedades De tais materiais. Eles vao fazer perguntas e identificar necessidades e problemas relacionados com objetos e materiais. Usando o vocabulario apropriado, registrarao observacoes relevantes usando a linguagem escrita apropriada para este nivel de idade. As atividades da unidade exigem que os alunos classifiquem objetos comuns em seus ambientes de sala de aula e casa. Atraves do uso de inquerito, os alunos vao descobrir como a propriedade de materiais ajuda-los a aprender sobre materiais naturais e humanos feitos. Os alunos irao explorar como os objetos sao os mesmos e diferentes, e como usa-los sabiamente. Os alunos irao reciclar e reutilizar materiais comuns e descrever os beneficios de seus novos usos. Os alunos irao explorar maneiras eficazes para prender objetos e materiais. Os alunos vao projetar e produzir um produto utilizavel (instrumento musical) que eles tem auto-selecionados. Eles vao aprender e seguir os procedimentos corretos de seguranca no uso de ferramentas, materiais e equipamentos com seguranca. 5 Subtarefas 54 Expectativas 74 Recursos 58 Estrategias e Agrupamentos 1 Expectativas de Linguagem 22 Expectativas de Ciencia e Tecnologia 1 Saude e Educacao Fisica Assuntos de Familia: Relacionamentos, Regras e Responsabilidades, Grau 1 Esta unidade baseada na literatura foi dividida em tres partes: a. Semanas de entrada dirigidas pelo professor b. Semanas do centro de aprendizagem c. Uma semana de preparacao para a tarefa culminante As semanas de entrada dirigidas pelo professor sao usadas para introduzir as expectativas usando uma variedade de estrategias de instrucao. Estas experiencias iniciais de aprendizagem fornecerao a base para as atividades que os alunos serao realizados durante a segunda e quarta semanas. Durante as duas semanas do centro de atividades, os alunos produzirao artefatos que exibirao e apresentarao para demonstrar sua aprendizagem durante a tarefa culminante. Semanas de Entrada - Durante este tempo o professor esta introduzindo uma licao por dia, muitas vezes usando estrategias de instrucao de grupo inteiro. Os alunos completam o acompanhamento em uma variedade de agrupamentos. O encerramento de cada aula deve claramente introduzir as expectativas e os conceitos que serao esperados na semana de centro seguinte. Semana Central - Os alunos serao divididos em pequenos grupos identificados por uma cor ou nome. Pode ser utilizada uma roda rotativa. Cada grupo ira rodar atraves dos cinco centros ao longo da semana, visitando um centro por dia. Os professores devem considerar equilibrar as habilidades dos alunos eo genero ao agrupar os alunos de forma heterogenea. Semana 1 - A primeira semana de aulas orientadas a professores introduz um foco nas familias. 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. Durante esta semana, os alunos tambem irao investigar a necessidade de regras e suas consequencias. 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 o