Können Sie Optionen In Treue Ira

Wichtige rechtliche Informationen über die E-Mail, die Sie senden werden. Durch die Nutzung dieses Dienstes erklären Sie sich damit einverstanden, Ihre echte E-Mail-Adresse einzugeben und nur an Personen zu senden, die Sie kennen. Es ist eine Verletzung des Rechts in einigen Gerichtsbarkeiten zu fälschlich identifizieren sich in einer E-Mail. Alle Informationen, die Sie zur Verfügung stellen, werden von Fidelity ausschließlich für den Zweck verwendet, die E-Mail in Ihrem Namen zu senden. Die Betreffzeile der E-Mail, die Sie senden, ist Fidelity: Ihre E-Mail wurde gesendet. Mutualfonds und Investmentfonds - Fidelity Investments Mit einem Klick auf einen Link öffnet sich ein neues Fenster. So fügen Sie Optionen Trading auf Ihr Konto Es gibt viel zu lernen, wenn es um Trading-Optionen, aber wir haben die Werkzeuge, um Ihnen das Vertrauen, um zusammen eine Strategie. Wenn Sie bereit sind zu starten, können Sie Optionen Handel auf Ihre Konten hinzufügen. Wichtige rechtliche Informationen über die E-Mail, die Sie senden werden. Durch die Nutzung dieses Dienstes erklären Sie sich damit einverstanden, Ihre echte E-Mail-Adresse einzugeben und nur an Personen zu senden, die Sie kennen. Es ist eine Verletzung des Rechts in einigen Gerichtsbarkeiten zu fälschlich identifizieren sich in einer E-Mail. Alle Informationen, die Sie zur Verfügung stellen, werden von Fidelity ausschließlich für den Zweck verwendet, die E-Mail in Ihrem Namen zu senden. Die Betreffzeile der E-Mail, die Sie senden, ist Fidelity: Ihre E-Mail wurde gesendet. Mutualfonds und Investmentfonds - Fidelity Investments Mit einem Klick auf einen Link öffnet sich ein neues Fenster. Optionen Trading-Optionen sind ein flexibles Investment-Tool, das Ihnen helfen, die Vorteile jeder Marktlage. Mit der Fähigkeit, Einkommen zu generieren, helfen Risiken zu begrenzen oder nutzen Sie Ihre bullishe oder bearish Prognose, Optionen können Ihnen helfen, Ihre Anlageziele zu erreichen. Warum Handel Optionen bei Fidelity Best-in-Class-Strategie und Support Ob neue Optionen oder ein erfahrener Trader, Fidelity hat die Werkzeuge, Know-how und pädagogische Unterstützung zur Verbesserung Ihrer Optionen Handel. Und mit mächtiger Forschung und Ideengenerierung an Ihren Fingerspitzen, können wir Ihnen helfen, mit dem Wissen zu handeln. Niedrige, transparente Kosten Handel für nur 7,95 pro Online-Handel, plus 0,75 pro Vertrag. Sehen Sie, wie unsere Preise vergleichen. Plus, erhalten zusätzliche Einsparungen mit Fidelitys Preisverbesserung. 1 Während die durchschnittliche Brancheneinsparung pro 1.000 Aktien 1,25 beträgt, liegen unsere durchschnittlichen Einsparungen bei der gleichen Aktienmenge bei 11,33. Besuchen Sie unser Learning Center für hilfreiche Videos und Webinare, egal ob Sie neu im Optionenhandel sind oder jahrzehntelange Erfahrung haben. Sie können sich auch jederzeit mit unseren Strategy Desk-Spezialisten in Verbindung setzen. Unsere unabhängigen Recherchen und Erkenntnisse helfen Ihnen, die Märkte auf Chancen zu untersuchen. Helfen Sie, Ihre Trades zu verbessern, von der Idee zur Ausführung. Egal, wo Sie handeln oder wie Sie handeln, bieten wir anspruchsvolle Optionen Handelsplattformen für Ihre Bedürfnisse zu Hause, oder unterwegs. Bewertet 1 im Jahr 2016 von Kiplingers 2. Barrons 3. Investoren Business Daily 4. und StockBrokers 5 für unsere branchenführenden Handel Fähigkeiten, können wir Ihnen helfen, den Handel mit Vertrauen. Um zu beginnen, zuerst youll Notwendigkeit, eine Wahlanwendung abzuschließen und Genehmigung auf Ihren berechtigten Konten zu erhalten. Füllen Sie ein neues oder bestehendes Konto mit 50.000 aus und erhalten Sie 300 Provisionsfreie Trades in US-Aktien, ETFs und Optionen (plus .75 pro Optionskontrakt) und erhalten Sie Zugriff auf Active Trader Pro. Optionshandel bedeutet erhebliches Risiko und ist nicht für alle Anleger geeignet. Bestimmte komplexe Optionen Strategien tragen zusätzliches Risiko. Vor dem Handel Optionen, lesen Sie bitte die Merkmale und Risiken von standardisierten Optionen. Unterlagen für eventuelle Ansprüche werden ggf. auf Anfrage zur Verfügung gestellt. Es gibt zusätzliche Kosten im Zusammenhang mit Options-Strategien, die für mehrere Käufe und den Verkauf von Optionen, wie Spreads, Straddles und Halsbänder, im Vergleich mit einem einzigen Option Handel aufrufen. Es gibt eine Options-Regulierungsgebühr von 0,04 bis 0,06 pro Kontrakt, die für Options - und Verkaufstransaktionen gilt. Die Gebühr ist freibleibend. 7,95 Provision gilt für Online U. S. Equity Trades in einem Fidelity-Konto mit einer minimalen Eröffnungsbilanz von 2.500 für Fidelity Brokerage Services LLC Privatkunden. Verkaufsaufträge unterliegen einer Aktivitätsbewertungsgebühr (von 0,01 bis 0,03 je 1.000 des Auftraggebers). Andere Bedingungen können gelten. Siehe Fidelitycommissions für Details. 1. Auf der Grundlage von Daten von RegOne Technologies für SEC Rule 605 zugelassene Aufträge, die bei Fidelity zwischen dem 1. April 2015 und dem 31. März 2016 durchgeführt werden. Der Vergleich basiert auf einer Analyse der Preisstatistiken, die marktfähige Aufträge beinhalten: Marktaufträge und Limit Orders bei der National Best Bid and Offer (NBBO), zwischen 100 1.999 Aktien, ohne Aufträge mit besonderen Handhabungsvorschriften und Bestellgrößen über 2.000 Aktien. Für die 100-Aktien-Ordergröße wird ein Datenbereich von 100 499 Aktien verwendet und für die 1.000-Aktien-Ordergröße ein Datenbereich von 100 1.999 Aktien verwendet. Eine durchschnittliche Preisverbesserung für Auftragsgrößen außerhalb dieser Datenbereiche wird variieren. Fidelitys durchschnittliche Einzelhandelsauftragsgröße für SEC Rule 605 förderfähige Aufträge während dieses Zeitraums war 438 Aktien oder 928 Aktien, wenn Block-Trades. Preisverbesserungsbeispiele basieren auf Durchschnittswerten und jegliche Preisverbesserungsbeträge, die sich auf Ihren Handel beziehen, hängen von den Einzelheiten Ihres spezifischen Handels ab. 2. Kiplinger, August 2016. Online Broker Survey. Fidelity war Platz Nr. 1 insgesamt aus 7 Online-Broker. Ergebnisse auf der Grundlage von Ratings in den folgenden Kategorien: Kommissionen und Gebühren, Breite der Investitionsmöglichkeiten, Tools, Forschung, Benutzerfreundlichkeit, Mobile und Advisory. Barrons 19. März 2016, Online Broker Umfrage. Fidelity wurde gegen 15 andere bewertet und verdiente die Top-Gesamtwertung von 34,9 von einem möglichen 40,0. Fidelity wurde auch zum besten Online-Broker für Long-Term Investing (gemeinsam mit anderen), Best for Novices (gemeinsam mit einem anderen) und Best for In-Person Service (mit vier anderen geteilt) genannt, und wurde an erster Stelle im folgenden Kategorien: Handelstechnologie Angebot (gebunden mit einer anderen Firma) und Kundendienst, Ausbildung und Sicherheit. Gesamtrangliste basierend auf nicht gewichteten Wertungen in den folgenden Kategorien: Handelstechnologie Usability Mobile Angebotsspektrum Research Ausstattung Portfolio-Analyse und Berichte Kundenservice, Ausbildung und Sicherheit und Kosten. Investoren Geschäft Daily (IBD), Januar 2015 und 2016 Best Online Brokers Special Reports. Januar 2015: Fidelity rangiert in den Top Five in 9 von 11 Kategorien mehr als jeder andere Wettbewerber. Fidelity wurde erstmals in den Bereichen Research Tools, Investment Research, Portfolioanalyse und Berichte sowie Bildungsressourcen benannt. Januar 2016: Fidelity rangiert in den Top 5 in 10 von 12 Kategorien. Fidelity wurde zum ersten Mal in Trade Reliability, Research Tools, Investment Research, Portfolio-Analyse und Reports und Bildungsressourcen. Die Ergebnisse für beide Berichte stützten sich auf den höchsten Kundenzufriedenheitsindex innerhalb der Kategorien, aus denen die Erhebungen zusammengesetzt waren, die von mehr als 9.000 Besuchern der IBD-Website bewertet wurden. 16. Februar 2016: Fidelity war Platz Nr. 1 insgesamt von 13 Online-Broker bewertet in der StockBrokers 2016 Online Broker Review. Fidelity wurde auch in verschiedenen Kategorien eingestuft, darunter Order Execution, International Trading und Email Support und nannte Best in Class für das Angebot von Investitionen, Forschung, Kundenservice, Investor Education, Mobile Trading, Banking, Order Execution, Active Trading , Options Trading und neue Investoren. Lesen Sie den ganzen Artikel. Verkaufsaufträge unterliegen einer Aktivitätsbewertungsgebühr (von 0,01 bis 0,03 je 1.000 des Auftraggebers). Trades sind auf online inländische Aktien und Optionen beschränkt und müssen innerhalb von 180 Tagen verwendet werden. Optionsgeschäfte sind auf 20 Kontrakte pro Trade beschränkt. Das Angebot gilt für neue und bestehende Fidelity-Kunden, die ein berechtigtes Fidelity IRA - oder Fidelity-Brokerage-Retail-Konto eröffnen oder ergänzen. Konten mit 50.000 oder mehr erhalten 300 freie Trades. Der Kontostand von 50.000 muss für mindestens 9 Monate aufbewahrt werden, ansonsten können normale Provisionsraten für jede Freihandelsausführung rückwirkend angewendet werden. Siehe FidelityATP300free für weitere Details. Bilder dienen lediglich der Veranschaulichung und sind nicht Originalgetreu Siehe Produktspezifikationen Die Fidelity ETF Screener ist ein Forschungs-Tool zur Verfügung gestellt, um Selbst-orientierte Anleger bewerten diese Arten von Wertpapieren. Die eingegebenen Kriterien und Eingaben liegen im alleinigen Ermessen des Anwenders, und alle Bildschirme oder Strategien mit vorgewählten Kriterien (einschließlich Sachverständigen) dienen allein der Benutzerfreundlichkeit. Experten-Screener werden von unabhängigen Unternehmen, die nicht mit Fidelity verbunden sind, zur Verfügung gestellt. Informationen, die von diesen Screenern bereitgestellt oder erhalten werden, dienen lediglich Informationszwecken und sollten nicht als Anlageberatung oder Beratung, als Angebot oder als Aufforderung zum Kauf oder Verkauf von Wertpapieren oder als Empfehlung oder Anerkennung von Wertpapieren oder Anlagestrategien durch Fidelity betrachtet werden . Fidelity unterstützt oder verweist nicht auf eine bestimmte Anlagestrategie oder - ansatz für das Screening oder die Bewertung von Beständen, bevorzugten Wertpapieren, börsengehandelten Produkten oder geschlossenen Fonds. Fidelity übernimmt keine Gewähr für die Richtigkeit, Vollständigkeit und Aktualität der bereitgestellten Informationen und übernimmt keinerlei Gewähr für die Aktualität, Richtigkeit und Aktualität dieser Angaben. Bestimmen Sie, welche Wertpapiere für Sie auf der Grundlage Ihrer Anlageziele, Risikobereitschaft, finanzielle Situation und andere individuelle Faktoren sind, und bewerten Sie sie auf einer periodischen Basis. Die Forschung dient nur Informationszwecken, stellt keine Beratung oder Orientierung dar und ist weder eine Empfehlung noch eine Empfehlung für eine bestimmte Sicherheits - oder Handelsstrategie. Die Forschung erfolgt durch unabhängige Unternehmen, die nicht mit Fidelity verbunden sind. Bitte geben Sie an, welche Sicherheit, welches Produkt oder welche Dienstleistung für Sie geeignet sind, basierend auf Ihren Anlagezielen, Ihrer Risikobereitschaft und Ihrer finanziellen Situation. Achten Sie darauf, Ihre Entscheidungen in regelmäßigen Abständen zu überprüfen, um sicherzustellen, dass sie immer noch im Einklang mit Ihren Zielen. Systemverfügbarkeit und Reaktionszeiten können den Marktbedingungen unterliegen. Aktive Trader Pro Plattformen SM ist für Kunden, die 36-mal oder mehr in einem rollierenden 12-Monats-Zeitraum. Trading-Optionen in Roth IRAs (SCHW) Roth individuelle Ruhestand-Konten (IRAs) haben sich sehr populär in den letzten Jahren. Durch die Zahlung von Steuern auf Beiträge jetzt, können die Anleger vermeiden, die Zahlung von Steuern auf Kapitalgewinne in der Zukunft, wenn die Steuern wahrscheinlich höher sein werden. Roth IRAs müssen noch folgen viele der gleichen Regeln wie traditionelle IRAs, jedoch einschließlich Einschränkungen für Abhebungen und Beschränkungen für Arten von Wertpapieren und Handelsstrategien. In diesem Artikel, werfen Sie einen Blick auf die Verwendung von Optionen in Roth IRAs und einige wichtige Überlegungen für Investoren im Auge zu behalten. Warum verwenden Optionen Die erste Frage, die Investoren könnten sich fragen, warum würde jemand wollen, um Optionen in einem Ruhestand-Konto verwenden Im Gegensatz zu Aktien können Optionen verlieren ihren gesamten Wert, wenn der zugrunde liegende Aktienkurs nicht den Ausübungspreis erreicht. Diese Dynamik macht sie deutlich riskanter als traditionelle Aktien, Anleihen oder Fonds, die typischerweise in Roth IRA Ruhestand Konten erscheinen. (Weitere Informationen finden Sie unter: Optionen Grundlagen: Einführung.) Während es wahr ist, dass Optionen können eine riskante Investition sein, gibt es viele Fälle, wo sie geeignet sein könnten für ein Ruhestand Konto. Put-Optionen können verwendet werden, um eine lange Lagerposition gegen kurzfristige Risiken durch Verriegelung in das Recht auf Verkauf zu einem bestimmten Preis zu sichern, während abgedeckte Call-Option Strategien verwendet werden können, um Einkommen zu generieren, wenn ein Investor nichts dagegen verkaufen ihre Aktien. Angenommen, ein Ruhestand Investor hält ein langes Portfolio bestehend aus Low-Cost-Standard-Amp-Poors 500 Indexfonds. Der Anleger kann glauben, dass die Wirtschaft fällig für eine Korrektur ist, könnte aber zögern, alles zu verkaufen und in bar bewegen. Eine bessere Alternative könnte sein, die SampP 500-Exposition mit Put-Optionen, die ihm oder ihr mit einem garantierten Preis Fußboden über einen bestimmten Zeitraum zu sichern. (Weitere Informationen finden Sie unter: Option Volatility: Einführung.) Roth Einschränkungen Viele der riskanteren Strategien im Zusammenhang mit Optionen, die in Roth IRAs erlaubt sind. Schließlich sind Ruhestandkonten entworfen, um Einzelpersonen zu helfen, für Ruhestand zu sparen, anstatt, ein Steuerschutz für riskante Spekulation zu werden. Anleger sollten sich dieser Einschränkungen bewusst sein, um Probleme, die potenziell kostspielige Konsequenzen haben könnten, zu vermeiden. Internal Revenue Service (IRS) 590 enthält eine Reihe dieser verbotenen Transaktionen für Roth IRAs. Die wichtigsten von ihnen zeigen, dass Gelder oder Vermögenswerte in einem Roth IRA nicht als Sicherheit für ein Darlehen verwendet werden. Da es Kontenfonds oder Vermögenswerte als Sicherheiten per Definition verwendet, Margin-Handel ist in der Regel nicht erlaubt in Roth IRAs, um die IRS-Steuervorschriften zu erfüllen und zu vermeiden, Strafen. (Weitere Informationen finden Sie unter: Roth IRAs: Investieren und Handel von Dos und Donets.) Roth IRAs haben auch Beitragslimits, die die Hinterlegung von Geldern verhindern können, um eine Margin-Aufforderung auszugleichen. Was die Verwendung der Marge in diesen Altersversorgungskonten weiter einschränkt. Diese Beitragsgrenzen ändern sich jährlich. Die Grenzen für 2015 sind 5.500 oder 6.500 für die 50 oder älter. Diese gelten nicht für Überschussbeiträge oder qualifizierte Rückzahlungen. Interpretation der Regeln Diese IRS Regeln implizieren, dass viele verschiedene Strategien sind off limits. Zum Beispiel Anruf Front Spreads, VIX Kalender Spreads. Und Short Combos sind nicht berechtigt Trades in Roth IRAs, weil sie alle die Verwendung von Marge. Ruhestand Investoren wäre klug, diese Strategien zu vermeiden, auch wenn sie erlaubt wurden, auf jeden Fall, da sie klar auf Spekulationen und nicht auf Sparen ausgerichtet sind. (Weitere Informationen finden Sie unter: Gemeinsame Risiken, die Ihren Ruhestand ruinieren können.) Verschiedene Broker haben unterschiedliche Vorschriften, wenn es darum geht, welche Optionen Trades in einem Roth IRA erlaubt sind. Fidelity Investments erlaubt den Handel von vertikalen Spreads in Roth IRA-Konten, während Charles Schwab Corp. (SCHW) nicht. Die Makler, die einige dieser Strategien erlauben, haben eingeschränkte Margin-Konten, wobei einige Trades, die traditionell Marge erfordern, auf einer sehr begrenzten Basis erlaubt sind. Die Verwendung dieser Strategien hängt auch von separaten Genehmigungen für bestimmte Arten von Optionsgeschäften abhängig von ihrer Komplexität ab, was bedeutet, dass einige Strategien unbegrenzt für einen Investor sein können. Viele dieser Anwendungen verlangen, dass die Händler Wissen und Erfahrung als Voraussetzung für Handelsoptionen haben, um die Wahrscheinlichkeit einer übermäßigen Risikobereitschaft zu reduzieren. (Für mehr, sehen Sie: Wie unterscheiden sich die Investitionsrisiken zwischen Optionen und Futures) The Bottom Line Während Roth IRAs arent in der Regel für den aktiven Handel konzipiert. Erfahrene Anleger können Aktienoptionen zur Absicherung von Portfolios gegen Verluste oder Zusatzeinkommen nutzen. Diese Strategien können dazu beitragen, die langfristigen risikoadjustierten Renditen zu verbessern. Während die Portfolio-Churn reduziert. Am Ende sollten die meisten Anleger die Verwendung von Optionen in Roth IRA Ruhestand Konten mit Ausnahme von erfahrenen Investoren, die Risiken abzusichern, zu vermeiden. Optionen sollten nur selten als spekulatives Instrument in diesen Konten verwendet werden, um mögliche Probleme mit den IRS-Regeln zu vermeiden und überhöhte Risiken für die zur Finanzierung des Ruhestands gezahlten Mittel zu übernehmen. (Mehr dazu: Die häufigsten Roth IRA Investments.)

Grade 7 Frühe Handelssysteme

Neue französische und britische Nordamerika, 1713 - 1800 Virtuelles Museum von Neu-Frankreich - eine umfassende Website einschließlich Abschnitt über die Forscher, die ersten Nationen, die Menschen, die großen Namen und das tägliche Leben des neuen Frankreichs (version franaise) New France, New Horizons - Die Ausstellung Beschreibt das Abenteuer von Neu-Frankreich, von den ersten Entdeckungsreisen bis zum Ende des französischen Regimes. Es besteht aus 350 Archivdokumenten, die unter 12 Themen angeordnet sind. (Version franaise) Die Jahreszeiten von New France erforschen eine Vielzahl von Themen, die sich auf die Aneignung des Territoriums, den Rhythmus des Lebens, die Übertragung von Wissen und die täglichen Handlungen beziehen. Jedes Thema bietet eine Vielzahl von Gemälden, Skizzen, Manuskripte und andere Materialien, die ein Bild von dem, was das Leben war wie zu diesem Zeitpunkt zu erstellen. Die Website verfügt auch über eine Diashow. (Englisch amp Französisch) Frankreich in Amerika - erforscht die Geschichte der französischen Präsenz in Nordamerika von den ersten Jahrzehnten des 16. Jahrhunderts bis zum Ende des 19. Jahrhunderts (eine bestimmte Ausrichtung auf die Vereinigten Staaten) Französisch Ontario im 17. und 18. Jahrhundert Jahrhunderte - Durch Karten, Fotos, Gemälde und Textdokumente erzählt die Ausstellung die Geschichte der ersten zwei Jahrhunderte, die den ersten französischen Erkundungen unserer Provinz im Jahre 1610 folgten. (Archive of Ontario) (version franaise) Champlain - Reisen in der kanadischen Francophonie - virtuelle Ausstellung über die Reisen von Samuel de Champlain, vom Virtuellen Museum von Kanada (Französisch amp Englisch) Heavens My Ship quot Ein Spiel, um durch das XVII Jahrhundert auf der Suche nach einem der großen Entdecker von New France zu reisen. Mit Hilfe von zeitgenössischen geographischen Karten, alten Gravuren und Auszügen aus seinen Geschichten erleben Sie das Epos dieses tapferen Charakters. Hoch interaktive und leistungsstarke, dieses nicht triviale Spiel mit seinen herrlichen Computergrafiken speichert Ihr Spiel, um Ihnen Zeit zum Lernen zu lassen. quot (Version franaise) Hudson Bay und NorthWest Companies Exploration, der Pelzhandel und Hudsons Bay Company (Englisch und Französisch) - Dies Hudsons Bay Company HBC Heritage Großzügig illustriert mit Karten, Diagrammen, Gemälden und modernen Farbfotografien, Abenteurern Schildert lebendig die Saga des Unternehmens, dessen Geschichte die Geschichte Kanadas ist. (Version franaise) Reich der Bucht - von PBS - quotThe Geschichte der klugen Kaufleute und der kühnen Forscher der Hudsons Bucht-Firma, die eine Wildnis zähmten und das Herz von Nordamerika eröffneten. Quot schließt Transkripte der Erscheinen, der Karten, der Profile ein , Und ein Quiz. Sainte-Marie Unter den Huronen Die Jesuitenbeziehungen und die Geschichte des Neuen Frankreichs - von der Bibliothek und den Archiven Kanada - Beginnend, wo die Schriften von Champlains weggehen, sind diese missionarischen Texte eine der Hauptinformationen über die frühen Jahre der französischen Kolonisation in Nordamerika . (Version franaise) Vertrag von Utrecht - Hintergrund und Erklärung von der Kanada in der Making-Website Die Schlacht von Restigouche Die letzte Marine-Engagement des Siebenjährigen Krieges zwischen Frankreich und Großbritannien für den Besitz von Nordamerika. Königliche Proklamationsakte - von der quotCanada in der Makingquot Web site - Hintergrund, Erklärung und ursprünglicher Text (Version franaise) Die Quebec Tat - von der quotCanada in der Makingquot Web site - Hintergrund, Erklärung und ursprünglicher Text (Version franaise) Acadia - Lebensstil in Die Tage der Vorfahren Das Acadian Historic Village lädt Sie ein, unsere Vorfahren reiches Erbe, ihre Kultur und Traditionen zu entdecken. Diese Seite bietet Ihnen drei Arten von Erkundung: eine Ausstellung, einen Besuch und vier amüsante und pädagogische interaktive Spiele. (Version franaise) Einige fehlende Seiten - die schwarze Gemeinschaft in der Geschichte von Quebec und Kanada - primäre und sekundäre Quellenmaterialien - präsentiert in Partnerschaft von der Quebec Provincial Association of Social Studies Lehrer, Quebec Board of Black Pädagogen und der Quebec Ministere de lEducation - ACTIVITY BOOKLET Runaway Journeys - von der Digital Library Programm der New York Public Library Wörterbuch der kanadischen Biographie On-line - quotmeet Menschen, die eine wichtige Rolle bei der Bildung von dem, was jetzt Kanada. quot (Englisch und Französisch) Der Krieg von 1812 gespielt - Diese interaktive Karte des 19. Jahrhunderts Nordamerika stellt eine geographische Ansicht der großen Ereignisse und Schlachten des Krieges von 1812 dar. Die Bewegungen und die Größe der amerikanischen Truppen, der britischen Truppen und der TecumsehNative Alliance werden für jedes Hauptereignis gezeigt. - von LearnAlberta Krieg von 1812 - vom kanadischen Militärerbe-Projekt Susanna Moodie und Katharine Parr Traill - zwei von Kanadas wichtigsten Schriftstellern des 19. Jahrhunderts. Geboren in England nur 23 Monate auseinander, wurden die beiden Schwestern professionelle Schriftsteller, bevor sie heirateten. Im Jahre 1832 wanderten sie mit ihren schottischen Ehemännern nach Kanada aus und ließen sich in den Hinterwäldern des heutigen Ontario in der Nähe des heutigen Lakefield nieder. Sie erfassen und interpretierten ihre Erfahrungen als Pioniere in Büchern, für die sie bis heute berühmt sind. (Version franaise) Curriculum Planner Units Klasse 1-8 Die folgenden Curriculum Einheiten wurden von Lehrern für den neuen Ontario Curriculum mit dem Ontario Curriculum Planner vergeben. Sie können im PDF-Format mit dem Acrobat Reader heruntergeladen werden, indem Sie auf den Namen des Geräts klicken. Wenn Sie Acrobat Reader nicht auf Ihrem Computer installiert haben, können Sie eine Kopie von adobeproductsacrobatreadstep. html erhalten. Kopien der Einheiten im Curriculum Planner Format können mit der Curriculum Planner CD heruntergeladen werden. Einheiten nach Klasse Klicken Sie auf den Titel, um eine Beschreibung des Geräts zu erhalten. Portrait of Me, Grade 1 Beschreibung Dieses Gerät konzentriert sich auf die Entwicklung der Fähigkeiten und Kenntnisse im Data Management and Probability Strang. Die Schüler werden mit der kulminierenden Aufgabe präsentiert, eine Umfrage durchzuführen und Daten zu organisieren, um ihre eigene Individualität zu zeigen und zu demonstrieren, wie sie in die Klassenzimmergemeinschaft passen. Die Schüler haben die Möglichkeit, durch Lernzentren arbeiten, wo sie ihre Meinungen zu vertrauten Fragen mit visuellen Künsten Themen wie ausdrücken können, Was ist Ihre Lieblings-Primärfarbe Welche ist Ihre Lieblings-Kunstdruck aus diesen Entscheidungen Wer ist Ihre Lieblings-Illustrator Jede Aktivität zeigt eine andere Verfahren zum Erfassen von Daten. Nachdem die Daten gesammelt wurden, werden die Schüler mit verschiedenen Methoden für die graphische Darstellung der gesammelten Informationen eingeführt. Studenten schließen Selbstportraits aus, um zu zeigen, wie sie einzigartig sind, aber dennoch Mitglieder der Klassenzimmergemeinschaft sind. Mit den Fähigkeiten, die durch ihre Arbeit in der Einheit entwickelt werden, sind die Schüler gefordert, die Mitglieder der Klasse zu einem Thema persönlicher Wahl zu befragen und ihre Ergebnisse in einer visuellen Präsentation zu organisieren, die ihre Mitgliedschaft in der Klassenzusammenstellung demonstriert. 6 Unterthemen 48 Erwartungen 88 Ressourcen 46 Strategien amp Gruppierungen 4 Sprachliche Erwartungen 23 Mathematik Erwartungen 7 Künste Erwartungen Kinder in Quilts: Patterns, Grade 1 Die mathematischen Fähigkeiten und Kenntnisse in diesen Mathematikströmungen werden mit Mathematik entwickelt: Patterning and algebra, number sense und Zählung, Messung, Geometrie und Raumsinn. Die Schüler erforschen Muster in Zahlen, Geometrie, Messung (Tage der Woche und Geld) und in ihrer Umgebung. Sie lernen, durch die Verwendung eines Taschenrechners und 100-Diagramm, um Muster in sequentiellen Zahlen zu erkunden sowie Kombination und Trennung von Zahlenkombinationen. Die Schüler werden Modelle von Mustern mit konkreten Materialien, Aktionen, und in der Lage sein, ein Muster nach der Musterregel zu erweitern. Die Schüler werden sehen, dass Muster in Sprache und Geschichten und in ihrer Umgebung auftreten. Durch diese Hands-on-Chancen, werden sie sehen, dass jedes Muster besteht aus einer Regel, dass, wenn folgt wird das Muster fortsetzen. In diesem Sinne werden die Schüler ein Quadrat für eine Klasse Quilt, die eine bestimmte Regel, die von der Lehrer andor Klasse bestimmt wird zu produzieren. 10 Unterthemen 54 Erwartungen 86 Ressourcen 71 Strategien amp Gruppierungen 5 Sprachliche Erwartungen 26 Mathematik Erwartungen 2 Wissenschaft und Tech Erwartungen 2 Gesundheit amp Leibeserziehung 3 Künste Erwartungen Die lokale Gemeinschaft Stufe 1 Soziale Studien Einheit Die Schüler werden die Bedeutung einer Gemeinschaft erforschen und ein Verständnis von Die Bedeutung von Menschen, Gebäuden und Beiträgen der Gemeindemitglieder für die Gemeinschaft. Die Schüler werden auch zu Mapping-Fähigkeiten wie das Erstellen einer Karte aus einer Vogelperspektive eingeführt werden. Diese Einheit wurde in acht Teilaufgaben aufgeteilt, die mit einer kulminierenden Aufgabe abschließen (Teilaufgabe 8). Diese kulminierende Aufgabe wird es den Schülern ermöglichen, ihr Wissen aus den Teilaufgaben eins bis sieben anzuwenden, um ein Klassenmodell ihrer Schulgemeinschaft zu erzeugen. Die Schüler nehmen an Teilaufgaben teil, die unterrichtsbezogene Lernaktivitäten beinhalten: Was ist ein Gemeinschaftsvolk in meiner Community Community in meinen Familiengebäuden in Meiner Gemeinde Wege der Reise in meiner Community Eine Karte des Klassenzimmers Eine Karte einer Schulroute - Eine Schatzsuche Aufbau eines Modells unserer Schulgemeinschaft - Kulminierende Aufgabe Um ein Schulgemeinschaftsmodell als ganze Klasse zu bilden, werden die Schüler der Klasse 1 in Gruppen aufgeteilt, um eine bestimmte Komponente innerhalb ihrer Schulgemeinschaft zu schaffen. Diese Komponente wird dann dem Klassenmodell von jeder Gruppe hinzugefügt. 8 Unterthemen 46 Erwartungen 139 Ressourcen 75 Strategien amp Gruppierungen 11 Sprachaussichten 4 Mathematik Erwartungen 1 Wissenschaft und Technik Erwartungen 2 Künsteerwartungen 21 Sozialwissenschaften Erwartungen Energie in unserem Leben Klasse 1 In dieser Einheit werden die Studierenden die Energiequellen und Wege untersuchen Energie wird im täglichen Leben genutzt. Sie werden Geräte und Systeme untersuchen, die Energie nutzen und wie sie manuell gesteuert werden können. Mit diesem Wissen werden die Studenten eine Untersuchung über den Energieverbrauch durchführen und Wege finden, um Energie zu sparen. 9 Unterthemen 29 Erwartungen 92 Ressourcen 90 Strategien amp Gruppierungen 18 Wissenschaft und Technik Erwartungen Materie und Material Klasse 1 Die Schüler nutzen ihre Sinne, um zu lernen, Objekte und Materialien zu unterscheiden, verschiedene Materialien zu identifizieren und zu beschreiben sowie den Zweck und die Funktion der Eigenschaften zu identifizieren Von solchen Materialien. Sie stellen Fragen und identifizieren Bedürfnisse und Probleme im Zusammenhang mit Objekten und Materialien. Unter Verwendung geeigneter Vokabeln werden sie relevante Beobachtungen mit einer für diese Altersstufe geeigneten Schriftsprache aufzeichnen. Die Maßeinheit Tätigkeiten verlangen von den Kursteilnehmern, um gemeinsame Gegenstände in ihrer Klassenzimmer - und Hauptumwelt zu sortieren. Durch den Einsatz von Untersuchungen werden die SchülerInnen entdecken, wie die Materialeigenschaften ihnen helfen, über natürliche und menschliche Materialien zu lernen. Die Schüler werden untersuchen, wie Objekte gleich und unterschiedlich sind und wie sie mit Bedacht eingesetzt werden. Die Studenten werden wiederverwerten und wiederverwenden gemeinsame Materialien und beschreiben die Vorteile ihrer neuen Anwendungen. Die Schüler erforschen effektive Methoden, um Objekte und Materialien zu befestigen. Die Studierenden entwerfen und produzieren ein nutzbares Produkt (Musikinstrument), dass sie selbst ausgewählt haben. Sie lernen und befolgen die korrekten Sicherheitsverfahren bei der sicheren Verwendung von Werkzeugen, Materialien und Geräten. 5 Unterthemen 54 Erwartungen 74 Ressourcen 58 Strategien amp Gruppierungen 1 Sprachliche Erwartungen 22 Wissenschaftliche und technische Erwartungen 1 Gesundheit amp Leibeserziehung Familienangelegenheiten: Beziehungen, Regeln und Pflichten, Stufe 1 Diese literaturbasierte Einheit ist in drei Teile gegliedert: a. Lehrer-gerichtete Eingabewochen b. Lernzentrum Wochen c. Eine Woche der Vorbereitung für die kulminierende Aufgabe Die Lehrer-gerichteten Input-Wochen werden verwendet, um Erwartungen mit einer Vielzahl von Lehr-Strategien einzuführen. Diese ersten Lernerfahrungen werden die Grundlage für die Aktivitäten der Schülerinnen und Schüler in der zweiten und vierten Woche bilden. Während der zwei Aktivitätswochen werden die Schüler Artefakte produzieren, die sie zeigen und präsentieren, um ihr Lernen während der kulminierenden Aufgabe zu demonstrieren. Input-Wochen - Während dieser Zeit der Lehrer stellt eine Lektion pro Tag oft mit ganzen Gruppe Lehr-Strategien. Die Schüler vervollständigen das Follow-up in einer Vielzahl von Gruppierungen. Die Schließung jeder Lektion sollte eindeutig die Erwartungen und Konzepte einführen, die in der folgenden Wochenmitte erwartet werden. Mittelwochen - Die Schüler werden in kleine Gruppen unterteilt, die durch eine Farbe oder einen Namen gekennzeichnet sind. Ein Drehrad kann verwendet werden. Jede Gruppe wird über die fünf Zentren im Laufe der Woche drehen, besuchen ein Zentrum pro Tag. Die Lehrer sollten erwägen, die Schülerfähigkeiten und das Geschlecht bei der heterogenen Gruppierung von Schülern auszugleichen. Woche 1 - Die erste Woche der Lehrer-geleiteten Input-Lektionen stellt einen Fokus auf Familien. Diese Woche beginnt mit der Definition der Terminologie für die gesamte Einheit verwendet werden (z. B. Verantwortung, Regel, verschiedene, ähnlich.). Der Schwerpunkt dieser Woche liegt auf der Identifikation von familiären und individuellen Erfahrungen und Verantwortlichkeiten. Während dieser Woche werden die Schüler auch die Notwendigkeit von Regeln und deren Konsequenzen untersuchen. Woche 2 - Die Schüler werden fünf integrierte Lernzentren basierend auf dem Wissen aus jeder Input-Lektion ab der ersten Woche erworben. Diese Aufgaben Leistungen müssen die Schüler zu schaffen, zu sortieren, zu klassifizieren, zu entwerfen und schreiben über die Notwendigkeit für Regeln und Verantwortlichkeiten in ihrem Haus, Schule und Gemeinschaft. Woche 3 - Diese Lehrer-gerichtete Eingangswoche verbindet Schüler Lernen und Erfahrungen jenseits der Familie zu Schule und Veränderung im Laufe der Zeit. Die Schüler lernen Schulregeln und Verantwortlichkeiten, lösen Konflikte, entwickeln Zeitlinien und identifizieren Faktoren, die Veränderung verursachen. Am Ende dieser Woche haben die Schüler eine Befragung. Woche 4 - Die Schüler werden fünf integrierte Lernzentren basierend auf dem Wissen aus jeder Input-Lektion ab der dritten Woche erworben. Diese Aufgabe Aufführungen werden die Schüler zu reflektieren, Design, Sequenz, Rollenspiel und eine Technologie-Präsentation erstellen müssen. Woche 5 - Die Kursteilnehmer organisieren und bereiten für ihre Kursteilnehmer geführte Konferenz und Klassenpräsentation vor. Die Schüler werden die Auswahl Artefakte und die Schaffung eines Skripts, die ihr Wissen und Verständnis für diese Einheit. Der Input - und Activity-Center-Ansatz ist ein empfohlenes Format für dieses Gerät. Die Lehrkräfte können beschließen, Aktivitätszentren zu ganzen Gruppenunterricht zu reorganisieren. 25 Unterthemen 134 Erwartungen 161 Ressourcen 200 Strategien amp Gruppierungen 14 Sprachliche Erwartungen 2 Mathematik Erwartungen 5 Künstererwartungen 24 Sozialwissenschaften Erwartungen Beziehungen, Feste und Traditionen, Grade 12 Durch die Integration von Familientraditionen und Feiern sowie Erbe werden katholische Studenten die Familie erforschen Beziehungen, ihr religiöses Erbe und die Regeln, die ihre Welt regieren. Das Gerät wurde in sechs Teilaufgaben aufgeteilt. Die abschließende Aufgabe ist unsere kulminierende Tätigkeit, die die Schaffung und die Planung einer Feier beinhaltet, die Mitglieder der Kursteilnehmergemeinschaft einschließen kann, wie der Priester, die Eltern, Hauptperson, Lesefreunde und die Klasse. Die Schülerinnen und Schüler präsentieren ihr Gästebuch, das sie in dieser Einheit ihren Eltern oder den geladenen Gästen erstellt haben. Bitte beachten Sie die Anpassungen für diese Teilaufgabe. Die Schüler der Klasse 12 werden die Bedeutung von sich selbst in ihrer Familie zu identifizieren und in ihrer Gemeinde identifizieren die wichtigen Beziehungen in ihren Familien sowie deren Herkunftsort wird ihre Rechte und Pflichten als Mitglied der katholischen Gemeinschaft wird ihre Familie zu beschreiben Traditionen und Feiern, wie sie sich auf kanadische 6 Subtasks 99 Erwartungen 114 Ressourcen 62 Strategien amp Gruppierungen 16 Sprachen Erwartungen 8 Mathematik Erwartungen 3 Künste Erwartungen 35 Soziale Studien Erwartungen Tiny Town, Grades 12 Die Schüler lernen, dass Objekte und Strukturen haben unterschiedliche Formen, Und Zwecken. Sie lernen auch die Beziehung zwischen stationären und bewegten Objekten, und dass die Eingabe und Ausgabe eines Systems ist, wie einfach Maschinen und Mechanismen können die Art und Richtung der Bewegung eines Objekts ändern. Die Schüler werden Strukturen nach Zweck und Zusammenhängen klassifizieren und lernen, wie und warum sich die Strukturen bewegen oder sich nicht bewegen. Sie werden verschiedene Strukturen und Mechanismen in einer Gemeinschaft beobachten und manipulieren. Am Ende der Einheit werden Studierende Strukturen und einfache Mechanismen in Form einer Tiny Town entwerfen und gestalten. Grade 1 Studenten werden die Gebäude und andere Strukturen entwerfen und bauen, während die Schüler der Klasse 2 die Straßen und Fahrzeuge bauen, die in der Gemeinde benötigt werden. Die Studenten werden sowohl menschliche als auch natürliche Materialien verwenden. Einfache Mechanismen bewegen sich mit den Prinzipien von Rädern, Achsen, Scharnieren, Hebeln und Keilen. 6 Unterthemen 55 Erwartungen 124 Ressourcen 76 Strategien amp Gruppierungen 40 Wissenschaftliche und technische Erwartungen Ein Raum für uns: Soziale Studien und weltweite Verbin - dungen In dieser Einheit werden die Studierenden zahlreiche Untersuchungs-, Forschungs - und Kommunikationsfähigkeiten entwickeln. Die Schüler lernen, einfache Fragen zu stellen, Informationen zu sortieren und zu klassifizieren und Informationen zu kommunizieren. Um sich auf die Kulminierende Aufgabe vorzubereiten, werden Studierende der 1. Klasse Forschungen über ihre lokale Gemeinschaft durchführen, insbesondere die physischen Eigenschaften einer Gemeinschaft und der Menschen innerhalb der Gemeinschaft. Die Schüler haben ein Verständnis, dass bestimmte Qualitäten von allen Gemeinschaften (z. B. Schule, Tankstelle, Krankenhaus, Polizei) geteilt werden. Die Schüler werden ein Plakat eines Gemeinschaftsgebäudes oder - designs erstellen und ein Modell eines Gemeinschaftsgebäudes aufbauen. Die Schüler werden gebeten, über eine Arbeit in der Gemeinde nachzudenken, die sie gern haben und eine Marionette des Gemeinschaftsarbeiters entwerfen. Die Schüler werden auch gebeten, über diese Arbeitnehmer sprechen. Um sich auf die Kulminierende Aufgabe vorzubereiten, werden Schülerinnen und Schüler der 2. Klasse Gemeinden auf der ganzen Welt untersuchen. Die Schüler sortieren und klassifizieren die Informationen im Vergleich der Ähnlichkeiten und Unterschiede zwischen den verschiedenen Ländern der Welt und Kanada. Sie lesen und finden Informationen über verschiedene Weltgemeinschaften. Nachdem die Gelegenheit gehabt hatte, auf eine Vielzahl von Gemeinschaften zu schauen, wird jeder Schüler eine spezifische Gemeinschaft wählen und ein Portfolio auf dieser Gemeinschaft vorbereiten. In dem Portfolio, mit Bildern und Worten, werden die SchülerInnen Informationen über Klima, Nahrung, Kleidung, Häuser, Erholung, Kultur, Transport und Sprache präsentieren. Die Schüler werden auch aufgefordert, einen Vergleich zwischen Kanada und der anderen Gemeinschaft zu machen. Sobald beide Sorten ihre Aufgabe abgeschlossen haben, wird die Klasse für die Besucher vorzubereiten. Die Schüler werden sich vorbereiten, um die Besucher zu treffen und eine kurze mündliche Präsentation über ihre Entdeckungen. 9 Unterthemen 99 Erwartungen 132 Ressourcen 79 Strategien amp Gruppierungen 32 Sprachen Erwartungen 1 Erwartungen der Mathematik 33 Sozialwissenschaften Erwartungen PPP. Patterning: Eigenschaften von Patterning Students entwickeln die Fähigkeiten und Kenntnisse, die notwendig sind, um eine Pattern Party zu planen und vorzubereiten. Untertasks spiegeln sowohl die Erwartungen in der Besoldungsgruppe 1 als auch in der Schulstufe 2 wider. In den Teilaufgaben arbeiten Schüler mit Manipulativen, um Muster in vielfältiger Weise zu erforschen und darzustellen. Sie werden ermutigt, Muster zu sehen, zu hören und zu schaffen. Die Schüler sind eingeladen, nach Mustern in ihrer Umgebung zu suchen. Sie experimentieren mit fortlaufenden Mustern, variierenden Mustern und Vorhersagemustern. Die Schüler können zwischen wachsenden und schrumpfenden Mustern unterscheiden. Die Schüler erstellen Mustermuster, die sie auf der Pattern Party zeigen und teilen. Einladungen und Dekorationen vorbereitet für die Partei erfordern die Kenntnisse und Fähigkeiten, die in diesem Gerät gelernt. 10 Unterthemen 95 Erwartungen 56 Ressourcen 100 Strategien amp Gruppierungen 19 Sprachliche Erwartungen 23 Mathematik Erwartungen 8 Künste Erwartungen Life Systems: Zoo Central Während dieser Einheit lernen die Schüler der Klasse 1 die Grundbedürfnisse von Lebewesen mit ihren Sinnen, während die Schüler der Klasse 2 lernen Wird über den Lebenszyklus der Tiere lernen und die Anpassungen, die sie gemacht haben, um zu überleben. Unter der Annahme der Rollen von Zookeeper und Zoo-Forscher, werden die Schüler eine Modellumgebung zu bauen und in dieser Umgebung Pflanzen und ein Tier, dass die Umwelt passen. Die Schüler der Klasse 1, wie zookeepers, zeigen durch ihr Modell und eine Konferenz, wie die Tiere Bedürfnisse von der Umwelt erfüllt werden. Die Forscher des Grades 2 entwerfen ein Tier in seinem natürlichen Lebensraum und zeigen es während seiner Phasen des Lebens. Grad 1 Hauptteile des menschlichen Körpers haben spezifische Funktionen. Beobachtbare Merkmale der Lebewesen können mit den fünf Sinnen beschrieben werden. Menschen und andere Lebewesen haben grundlegende Bedürfnisse und sind abhängig von ihrer Umgebung, um diese Grundbedürfnisse zu erfüllen. Menschen verändern sich, wenn sie wachsen. Tiere passen ihre Bewegung an ihre Bedürfnisse an. Grad 2 Tiere können mit beobachtbaren Merkmalen klassifiziert werden. Tiere haben grundlegende Bedürfnisse. Wachstum und Veränderung in einem Tier kann beobachtet werden. Lebenszyklen von Tieren können verglichen werden, um ihre Ähnlichkeiten und Unterschiede zu verstehen. Tiere passen sich ihrer Umgebung an, um zu überleben. Menschen können Tiere betreffen. 13 Unterthemen 69 Erwartungen 123 Ressourcen 95 Strategien amp Gruppierungen 2 Mathematik Erwartungen 45 Wissenschaft und Technik Erwartungen 1 Gesundheit amp Leibeserziehung Was für ein Leistungsniveau 2 Verwenden von Daten zur Präsentation von Studenteninteressen Dieses Gerät konzentriert sich auf die Entwicklung der Fähigkeiten und des Wissens im Bereich Datenmanagement und - wahrscheinlichkeit Des Mathematik-Curriculums auf Stufe 2. Die Schüler werden mit der kulminierenden Aufgabe, Entscheidungen auf der Grundlage von Daten gesammelt, um einen Flyer für eine Klasse Leistung zu planen präsentiert. Die Schüler werden die Informationen zu bestimmen, um zu locken Eltern an die Leistung zu beteiligen. In der Einheit haben die Studierenden die Möglichkeit, ein Verständnis effektiver Finite-Antwort-Fragen zu entwickeln und anschließend eigene Fragen zu entwickeln, die sie dann verwenden, um Daten sowohl von den Darstellern - der Klasse, als auch vom potentiellen Publikum für solche zu sammeln Eine Leistung - die Elterngemeinschaft. Die Schüler nutzen die aufgezeichneten Informationen, um aussagekräftige Schlussfolgerungen und Entscheidungen auf der Grundlage davon zu entscheiden, wie und wann die Leistung zu planen, um die Wahrscheinlichkeit, dass die Leistung wird ein Erfolg zu maximieren. Nach der Betrachtung und Analyse von Beispielen effektiver und ineffektiver Medienpräsentationen (Werbung) planen die Studierenden den Flyer und erläutern die Entscheidungen, die sie auf der Grundlage der gesammelten Daten getroffen haben. Schließlich produzieren die Schüler den Flyer mit dem Schwerpunkt auf klare Informationen in einer ansprechenden Art und Weise. Diese visuelle Präsentation, die nach der kulminierenden Aufgabe abgeschlossen wurde, unterstützt Lehrer bei der Erhebung von Beurteilungsdaten über die bildende Kunst und das Verständnis von Werbemitteln. 7 Unterthemen 55 Erwartungen 50 Ressourcen 58 Strategien amp Gruppierungen 6 Sprachliche Erwartungen 22 Mathematik Erwartungen 2 Künste Erwartungen Boxcar Derby, Klasse 2 Am Ende des Kurses nehmen die Schüler an einem Boxkarren-Derby teil und bestimmen, welche Designkriterien 91size of wheels, weight Des Fahrzeugs etc.93 zum Erfolg beitragen. Vorbereitung für das Derby: Schüler entdecken, dass eine schiefe Ebene kann ein nützlicher Mechanismus, um Bewegung zu geben. Die Schüler lernen Räder und Achsen kennen. Sie experimentieren mit verschiedenen Wegen, um Räder und Achsen unter Verwendung einer Vielzahl von Materialien zu konstruieren und anzubringen. Das Konzept der Standardmaßeinheiten der linearen Messung wird überprüft und praktiziert, um sicherzustellen, Schüler Genauigkeit, wenn sie die Strecke messen, die durch ihre Boxcars in der Derby. Studenten entwerfen und bauen ein Fahrzeug. Sie führen Tests in Vor-Derby-Studien zu bestimmen, welche Design-Kriterien zum Erfolg beitragen. Die Klasse entdeckt externe Faktoren und deren Einfluss auf die Ergebnisse. 8 Unterthemen 37 Erwartungen 46 Ressourcen 48 Strategien amp Gruppierungen 10 Mathematik Erwartungen 17 Wissenschaft und Technik Erwartungen Merkmale der Gemeinschaften um die Welt: Sozialstudien, Klasse 2 Die Einheit beginnt mit einer Diskussion und einem Rollenspiel von Community-Helfern. Die Schüler werden auf Vorkenntnisse zurückgreifen, um zu diskutieren und eine Antwort zu bilden: z. B. Eine Gemeinschaft ist eine Gruppe von Menschen, die interagieren, um grundlegende Bedürfnisse zu erfüllen und innerhalb jeder Gemeinde gibt es viele unterscheidende physikalische Eigenschaften. Die Schüler werden ihr Verständnis der Gemeinschaft durch die Schaffung ihrer eigenen fiktiven Gemeinschaft zu demonstrieren. Dies hilft den Schülern zu schätzen, dass ihre lokale Gemeinschaft Teil einer größeren Weltgemeinschaft ist, jeder einzelne, egal wo er oder sie lebt, ist Teil einer von Gott geschaffenen Welt. Nach dem Erwerb einer Weltperspektive konzentrieren sich die Studenten dann auf die Entwicklung und Demonstration von Weltmappingfähigkeiten. Anschließend werden die Studierenden ihren Fokus nach Kanada zurückbringen und erfahren, wie sich die Lage und Klima von Canadas auf Nahrung, Wohnen, Kleidung, Erholung und Familienleben auswirken. Ein Verständnis der Einflüsse des kanadischen Klimas und die Entwicklung von Forschungskompetenzen wird den Schülern dabei helfen, die Einheiten zu vollenden, die ihre Aufgabe erfüllen. In kleinen Gruppen werden die Studenten die Rolle eines Reisebüros übernehmen, um an einer internationalen Reiseausstellung teilzunehmen. Die Studenten werden ein Land erforschen und ihre Informationen mündlich präsentieren. Die Schüler werden eine Reflexion Aktivität nach jeder Präsentation, um Gründe, warum sie wollen, um jedes Land zu reisen. 8 Unterthemen 77 Erwartungen 95 Ressourcen 77 Strategien amp Gruppierungen 22 Sprache Erwartungen 3 Mathematik Erwartungen 2 Künste Erwartungen 22 Soziale Erwartungen Erwartungen Energie aus Wind und beweglichem Wasser: Energie und Kontrolle, Klasse 2 In dieser Einheit werden die Studierenden Luft und Wasser als zwei Quellen von Energie. Sie bestimmen, dass Wind und bewegendes Wasser erneuerbare Ressourcen sind, die Vor - und Nachteile bei ihrer Verwendung haben. Durch die Konstruktion und den Bau von wind - und wassergetriebenen Geräten identifizieren die Schüler Faktoren, die die Bewegung und Steuerung solcher Geräte beeinflussen. 8 Unterthemen 40 Erwartungen 149 Ressourcen 82 Strategien amp Gruppierungen 17 Wissenschaft und Technik Erwartungen Muster in der Kunst: Muster der Algebra und Numeration, Klasse 2 Durch die Hervorhebung spezifischer Aspekte der Musik, der Kunst und des Tanzes werden die SchülerInnen ermutigt, die Bedeutung des Musters zu sehen Zu ihrer Welt. Die Studierenden erforschen, wie Anzahl, Muster und Form in den Künsten vertreten sind. Als nächstes konzentrieren sich die Schüler auf spezifische Musterungsstrategien, wie das Erkennen und Erweitern von Mustern, das Beschreiben von Mustern, das Konstruieren, Darstellen und Erweitern von Mustern. Die Schüler werden dieses neu erlernte Wissen in die Welt außerhalb des Klassenzimmers mit der Wiederherstellung einer Kunstausstellung für das Museum of Patterning anwenden. Die Entwicklung eines Verständnisses von Zahlensinn und Numeration ist notwendig, um die kulminierende Aufgabe erfolgreich abzuschließen. Die Schüler werden Zahlen bestellen sowie füllen Sie fehlende Zahlen, um numerische Muster abzuschließen. Die Schüler werden Skip Zählen sowie Addition und Subtraktion verwenden, um musikalische, Design und Tanz Stücke zu schaffen. Die Schüler erforschen, wie Form in Musik, Kunst und Tanz verwendet wird. Sie beginnen mit der Identifizierung von Formen in verschiedenen Arten von Medien (visuelle Kunst, Tanz und Musik). Die Schüler werden Formen in ihren eigenen Tänzen und in ihren Entwürfen zu schaffen. Die Studierenden diskutieren, wie jedes Medium in der Kunst hat eine geometrische Beziehung, die sorgfältig geplant ist. Die Studenten werden aufgefordert, drei alte Kunstwerke wiederherzustellen, die im Museum of Patterning untergebracht sind. Diese Stücke umfassen ein visuelles Design, ein Musikstück und einen Tanz. Alle drei Stücke wurden durch die Zeit und die Elemente beschädigt. 10 Unterthemen 95 Erwartungen 69 Ressourcen 78 Strategien amp Gruppierungen 5 Sprachliche Erwartungen 33 Mathematik Erwartungen 1 Gesundheit amp Leibeserziehung 17 Künste Erwartungen Verbindungen herstellen: Die Windows-Welt öffnen, Klasse 2 Die Einheit "Making Connections" ist eine Social-Studies-Einheit, die Erwartungen umfasst Aus den folgenden vier Clustern: Verständnis von Konzepten, Entwicklung von InquiryResearch und Kommunikationsfähigkeiten, Entwicklung von Map und Globe Skills und Anwendung von Konzepten und Fähigkeiten in verschiedenen Kontexten. Die Einheit befindet sich in einem Social-Studies-Kontext, der von Funktionen der Gemeinschaften rund um die Welt. Die Studierenden werden eine Vielzahl von Social-Studies-Konzepte durch die ganze Gruppe, kleine Gruppe und individuelle Aktivitäten zu erkunden. Die Schülerinnen und Schüler verwenden, fragen, demonstrieren, interpretieren, konstruieren, sortieren, klassifizieren, erfassen, lokalisieren, vergleichen und kommunizieren, wenn sie sich mit ihrer Gemeinschaft, ihrem Kanada und ihrer Welt verbinden. Die Schüler werden die Welt durch ihre eigenen Augen und die Augen eines anderen zu sehen. Die Einheit besteht aus zehn Teilaufgaben mit den Schülern, die die Fähigkeiten und Kenntnisse ansammeln, die notwendig sind, um die kulminierende Aufgabe abzuschließen. Während des gesamten Kurses werden die Schüler Karten - und Globusfähigkeiten entwickeln. Sie verwenden Symbole, Farben, Legenden und Himmelsrichtungen, um Informationen zu lokalisieren und aufzuzeichnen. Die Schüler identifizieren, vergleichen und interpretieren grundlegende Bedürfnisse (z. B. Essen, Unterkunft, Kleidung, Erholung, Sprache, Transport) und entwickeln ein Verständnis der Beziehungen zwischen Ort, Klima und Grundbedürfnisse. Die Schüler sammeln, sortieren, organisieren und präsentieren Informationen für eine bestimmte Gemeinde außerhalb Kanadas. Die Studierenden untersuchen wichtige Symbole und haben Möglichkeiten, Symbole zu schaffen, die ihre gewählte Gemeinschaft repräsentieren. Innerhalb jeder Teilaufgabe müssen die Schüler ein Produkt erstellen, das ihr Lernen demonstriert. Durch Vergleich, werden die Schüler beziehen sich jedes Produkt erstellt, um Gemeinden auf der ganzen Welt. Zusammen bilden diese Produkte die Grundlage für die kulminierende Aktivität. Die Studierenden entwickeln, erwerben und nutzen ihr Wissen über die Merkmale der Gemeinschaften als eine Möglichkeit zu zeigen, was sie wissen und was sie tun können. Jede Teilaufgabe bietet den Studierenden die Möglichkeit, ihr Lernen zu teilen und zu den Perspektiven und dem Verständnis anderer beizutragen. Diese Fähigkeiten und neue Verständnisse werden durch laufende Reflexionen und Selbstbewertungen konsolidiert. Lasst uns die Welt und jedes andere sehen 10 Subtasks 84 Erwartungen 266 Ressourcen 106 Strategien amp Gruppierungen 27 Sozialwissenschaften Erwartungen Das ist ein Wrap Patterning und Algebra und Geometrie Die Schüler identifizieren Muster in Alltagsgegenstände (zB Quilts, Kleidung, Ränder, Tapeten). Durch ein Flanell-Story-Format identifizieren (überprüfen) und erforschen sie zweidimensionale Formen und wie sie kombiniert werden können, um neue geometrische Figuren zu erzeugen. Sie werden herausgefordert, verschiedene Arten von Mustern, einschließlich wachsenden und schrumpfenden Mustern, im gesamten Gerät zu identifizieren, zu erstellen und zu erweitern. Die Schüler werden ermutigt, dieses neue Wissen in der Gestaltung von gemusterten Weihnachtspapier, Bogen, Karte und Geschenk anwenden. Um die kulminierende Aufgabe abzuschließen, ist das Studentische Verständnis von Formen, Transformationsgeometrie und den Elementen des Entwurfs (z. B. Farbe, Linie, Wiederholung, Form) wesentlich. Die Schüler erhalten die Möglichkeit, sowohl lineare als auch nichtlineare geometrische Muster zu erstellen, zu erweitern und zu beschreiben. Die Schüler entwerfen ein neues Weihnachtsverpackungsmuster, das transformative geometrische Konzepte und die Elemente des Designs beinhaltet. Jeder Schüler wird das gemusterte Papier, Bogen und Karte verwenden, um ein gemustertes Geschenk, das sie für jemanden in Not gemacht haben, zu wickeln. Diese Einheit verfügt über: 8 Unterthemen 104 Erwartungen 135 Ressourcen 74 Strategien amp Gruppierungen 8 Sprachaussichten 31 Mathematik Erwartungen 1 Wissenschaft und Technik Erwartungen 8 Künste Erwartungen Spielzeug, Spielzeug, Spielzeug: Strukturen und Mechanismen, Klasse 2 LEARN Die Schüler lernen die grundlegenden Merkmale und Funktionen Von einfachen Maschinen (Rad und Achse, schiefe Ebene, Riemenscheibe und Hebel). Sie erwerben und verwenden entsprechende Sprache, um Bewegung zu beschreiben. Die Kursteilnehmer lernen einige Bestandteile der Medienkompetenz und wie man ihr Produkt annonciert. Sie werden auch über die soziale Verantwortung lernen, wahrheitsgemäß und moralisch zu sein, wenn sie Produkte fördern. DO Die Studierenden beschreiben die Beziehung zwischen stationären und bewegten Objekten. Sie werden die Art und die Richtung der Bewegung eines Objekts manipulieren. PRODUCE Die Schüler werden eine einfache Maschine entwerfen und bauen. 6 Unterthemen 129 Erwartungen 100 Ressourcen 48 Strategien amp Gruppierungen 31 Sprache Erwartungen 24 Wissenschaft und Technik Erwartungen 2 Gesundheit amp Leibeserziehung 2 Künste Erwartungen Traditionen und Feiern: Vergangenheit und Gegenwart, Grade 23 Traditionen und Feiern: Vergangenheit und Gegenwart ist eine kombinierte Einheit für den Einsatz mit Grade 2 und Grade 3 Studenten. Die Schüler werden mit einer Vielzahl von Aktivitäten, die ihre Fähigkeiten entwickeln, um Fragen zu stellen, Informationen zu gewinnen, und erkunden Alternativen, wie die Unterschiede in Feiern unter den Kulturen. Die Schüler finden auch Informationen aus primären Quellen, wie Interviews, und sekundäre Quellen, wie Karten, Illustrationen und Print-Material. Sie machen und lesen eine Vielzahl von Diagrammen, Diagrammen und Diagrammen für spezifische Zwecke. Die Schüler haben auch die Möglichkeit, zu kommunizieren, was sie herausfinden, mit Zeichnungen, mündliche Beschreibungen und mündliche Präsentationen. Die Schüler der Klasse 2 werden weiterhin Informationen sortieren und klassifizieren (z. B. Vergleich ihrer Arbeit mit denen ihrer Großeltern und Eltern). Die Schüler der Klasse 3 sammeln und bewerten Informationen über menschliche Interaktionen unter den frühen Siedlern und vergleichen diese Pioniere mit heutigen Familienmitgliedern. Diese Expertise ermöglicht es Studenten, eine kooperative Steppdecke als eine gipfelnde Aktivität zu vervollständigen, was ein Verständnis für die Rolle, die Traditionen und Feiern spielen in kanadischen. 9 Unterthemen 161 Erwartungen 106 Ressourcen 86 Strategien amp Gruppierungen 30 Sprache Erwartungen 10 Mathematik Erwartungen 11 Gesundheit amp Leibeserziehung 23 Künsteerwartungen 28 Soziale Erwartungen Erwähnenswerte Call it Home, Grade 23 Gemeinschaften In dieser Einheit entwickeln die Studierenden Forschungs-, Forschungs - und Kommunikationsfähigkeiten. Die Schüler nutzen das Thema der Juan, Emily und Georges Abenteuer zu prüfen, wie Häuser und wo die Menschen leben, erfüllen ihre Bedürfnisse. Sie forschen, planen, bauen und präsentieren. Sie zeigen, wie Umwelt und Wohnbedürfnisse verbunden sind. Geographische und ökonomische Gegebenheiten spiegeln sich in der Art der Wohnungen, in denen Menschen leben, eine Vielzahl von Wohnungen untersucht werden. During the subtasks, students brainstorm, plan, select, research, sort and classify information, question, collaborate, identify, locate, write, describe, illustrate, develop models, see relationships, compare, report, speak and use appropriate vocabulary. Students learn to ask simple questions, sort and classify information, and communicate information. To do this, they read stories, letters, a case study, poems and maps. They make maps, write letters, use the Internet to correspond with students living elsewhere, build a prototype home, examine kinds of homes, and more. For the final demonstration students act as agents who are finding a home in a specific region of the world for their clients Juan, George, and Emily. Students present to Juan, George, and Emily (their class) and show a dwelling which they have built, completed a detailed picture or plan of, or produced as a photographic display. They present the research they completed to develop their suggested home and prepare for their presentation. To demonstrate understanding, students present their product to their clients (class). 11 Subtasks 102 Expectations 101 Resources 68 Strategies amp Groupings 21 Language Expectations 10 Mathematics Expectations 2 Science and Tech Expectations 5 Arts Expectations 40 Social Studies Expectations The Toy Factory, Grades 23 Measurement The unit The Toy Factory is based on preparing a plan and trying to convince others to support it. This is a real-world activity in which the students may very likely be engaged sometime in their adult lives. By linking learning of abstract concepts to such a concrete task, it is hoped that there will be greater retention of the knowledge and skills. By making the focus a toy factory, it is hoped the children will be more engaged in the process. By using exercises that gradually narrow the focus of the application of that skill, students will be able to successfully complete the task by taking the exercises one step further. This is primarily a measurement unit with additional components in geometry, number sense, and numeration. As well as the basic concepts covered, the students will also have to learn to choose between alternate problem-solving strategies. Beginning with linear measurement, the students will then explore geometry, followed by time. The subtasks will begin with an assessment of prior knowledge so the teacher can ensure that students are adequately grounded in basic concepts. The culminating activity will be discussed and the necessary skills for its completion identified. Each required skill will then be addressed in isolation in the subtasks and then applied to the project. The students will develop a potential scenario, choose, and present it. Students are placed in the position of having to prepare a business plan for a proposed toy factory. Included in the business plan are drawings of the proposed factory with measurements indicated on scale drawings. Schedules are to be made up for the employees for days and hours worked. As an additional exercise, an advertisement will be made for potential employees. After the design work for the plan is complete, a floor plan, a drawing of the factory, a geometric model of the factory, a work schedule, a storage plan, and an advertisement for employees are placed on a poster board and an oral presentation is prepared to deliver to the entire class. 7 Subtasks 39 Expectations 52 Resources 73 Strategies amp Groupings 6 Language Expectations 32 Mathematics Expectations Watch Them Grow, Grades 23 Living things Grow and Change Grade two and three students will be examining the similarities and differences of living things. They will explore the physical characteristics of both plants and animals, and compare patterns of growth and change. The students will describe ways in which plants and animals adapt to changes in their environment and compare the requirements for survival. They will identify ways in which all living things are interdependent, and will develop an appreciation and respect for the environment. Key learnings addressed in this unit are: Plants and animals can be classified according to observable characteristics. Living things grow and change in life cycles. Each plant and animal species has specific needs for healthy development. Changes in environmental conditions affect living things. All living things are interdependent. Humans have a responsibility to care for living things and to use natural resources wisely. The unit activities include some tasks that will involve students from both grades working together, as well as other tasks in which Grade two students will focus specifically on animals, while Grade three students will work with plants. 12 Subtasks 69 Expectations 63 Resources 95 Strategies amp Groupings 41 Science and Tech Expectations Early Communities in Ontario: Pioneers, Grade 3 Since the 1700s people from various countries and colonies have come to the land now called Ontario. In earlier times, this land was known as Upper Canada. The opening of this land was very difficult. Virgin forests and untamed rivers had to be conquered. The pioneer people had to start form scratch in their early settlements. Without the aid of Aboriginal peoples, especially in the areas of crop rotation, medicine, and food, many of these people would not have survived. The majority of these settlements were along the St. Lawrence River and Lower Great Lakes area, where we now have cities and towns such as Belleville, Trenton, Port Hope, Hamilton, St. Catharines, and York (Toronto). The students begin this unit of study by becoming aware of the geographical placement of Ontario within Canada and the world. They examine and discover how a diverse collection of peoples eventually come to form cohesive settlements in Ontario. The students work cooperatively to research information on pioneers including the major components of a pioneer village (e. g. grist mill, church, school, general store, blacksmiths shop), the roles of males and females, the tools used, diet, use of natural resources, and the influences of Aboriginal peoples. After learning about the pioneers, the students compare and contrast their own lives with those of the pioneers and of the Aboriginal peoples. 6 Subtasks 205 Expectations 85 Resources 81 Strategies amp Groupings 34 Language Expectations 9 Mathematics Expectations 11 Arts Expectations 29 Social Studies Expectations Forces and Movement: Energy and Control, Grade 3 In this unit, students will investigate how direct and indirect forces create movement in objects. Through experimentation, students will recognize that movement is caused by an imbalance of forces or release of stored energy. Students will design and construct various devices which use controlled energy to create movement. 8 Subtasks 32 Expectations 136 Resources 89 Strategies amp Groupings 19 Science and Tech Expectations A Blast from the Past: HampC: Pioneer Life and Medieval Times Students will be introduced to the pioneer lifemedieval times unit by discussing their family. Students will discuss, who is in their family, the jobs all family members have within the family, if they have family members who are not from Canada or if they have parents, or grandparents who moved here from another country to live. As a progression from the information and work they do on family life, students will begin to focus on life at school. Students will explore their role within the school population. They will look at what they are responsible for and what is expected of them in the school setting. Upon completion, students will extend their learning to examine various roles in either medieval or pioneer life. Students will be given a timeline to view that plots the medieval and pioneer eras. While completing this unit, students will: learn the various roles of individuals living in pioneermedieval times learn reading strategies to utilize when reading for information work with a partner to gather important data in order to become familiar with the particular role they will be studying research the various roles of members of pioneer lifemedieval times and their contributions to that society use illustrations to support written material and share information with the class about their findings role-play a character of their choice, identifying the responsibilities of the individual, lifestyle, and any other pertinent information The teacher will guide the unit based on the overall expectations as outlined in the Ontario Social Studies Curriculum for Grade 3 and Grade 4. The teacher will provide any support or assistance necessary in order to help students develop a better understanding of their reading material, or to organize the information students are gathering. Any adaptations may be used, where appropriate, with the entire class. At the end of this unit, through reading and collecting information, students will report orally (role-playing) and in writing their discoveries about life during the pioneermedieval era. Students may also create illustrations about pioneermedieval life or they may create a collage in the form of a poster to supplement their written work. The posters help to define life experienced during either the medieval or pioneer era. Learning skills that can be assessed are class participation, independent and group work skills, problem solving, conflict resolution, and work completion. 9 Subtasks 85 Expectations 100 Resources 83 Strategies amp Groupings 38 Language Expectations 4 Mathematics Expectations 27 Social Studies Expectations Life in an Ecosystem: Plants and Habitat, Grade 34 Students will begin by classifying living things according to their characterisics and functions. They will observe living things grow, move, use food, and adapt to changes around them. As the students work through the subtasks in this unit, they will make connections between the natural and human effects on living species. In subtask 1, students will observe and classify living things. In subtask 2, students will investigate the various ways plants and animals help each other meet their basic needs. In subtask 3 and 4, students will identify how plants and animals get the energy they need to survive. They will learn how they are a part of a community of living things by creating a food chain. In subtask 5, students will learn about some of the special features or adaptations of plants and animals. They will begin to make inferences and gain an understanding of how adaptations help living things survive. In subtask 6, students will consider how habitats change over time. During this process, they will gain an understanding of how humans affect living communities in both positive and negative ways. In subtask 7, the culminating task, students will work independently to plan, design, and create a natural habitat. The students will create this habitat in the form of a diorama. In addition, a writtenoral presentation will consolidate their learning. 7 Subtasks 129 Expectations 42 Resources 67 Strategies amp Groupings 42 Language Expectations 5 Mathematics Expectations 30 Science and Tech Expectations 9 Arts Expectations 2 Social Studies Expectations Ontario and Canada: Ours to Discover and Promote, Grades 34 The students will use and integrate the Catholic faith tradition, in the critical analysis of the arts, media and technology, and information systems to enhance the quality of life. The students will engage in various learning activities surrounding the following: mapping, provinces and territories, relationshipsexchanges between communities and provinces, and landforms and physical features. Inquiry and research skills will be developed through various stimulating activities. The students independent and co-operative learning skills will be further developed and strengthened leading up to the culminating activity. The culminating task will bring together all the previously learned knowledge and skills. This will be achieved and assessed through the students commercial presentations in small groups. The commercial will be an extension of what the students have learned in an entertaining forum, developing their confidence and communication skills simultaneously. In order to provide the students with the knowledge necessary to research, write, and present a commercial the students will: compare and contrast urban and rural communities in Ontario, as well as focus on human and environmental interactions (grade 3) study the provinces and territories of Canada (grade 4) be able to locate, label, and describe the physical features of regions within the provinces and territories investigate the exchange of goods and resources among the provinces and territories identify Canadian products and the natural resources from which they were derived explore and discover the steps required to create, produce, and promote a Canadian product to sell to other communities, provinces, territories, and perhaps countries. 7 Subtasks 120 Expectations 99 Resources 103 Strategies amp Groupings 15 Language Expectations 6 Science and Tech Expectations 24 Arts Expectations 55 Social Studies Expectations A Garden of Patterns, Grade 3 A garden offers a perfect environment for connecting patterns found in the real world, to the patterns that are an essential part of mathematical procedures. Students learn of the many patterns which can be found within a garden, whether they be patterns inherently found within nature, such as the arrangement of petals on a flower, or expressed through human creativity as beautiful gardens are designed. As students make the connection of understanding, students also develop a respect for the environment, and the sacredness of life. They come to appreciate their own gifts of creativity as they work towards developing a garden of their own. The activities in the subtasks focus on the knowledge and skills in mathematics: understanding the concepts, applying the mathematical procedures, communicating findings, and problem solving. Students participate in activities in the areas of number patterns and environmental patterns. In each area, the students are identifying, creating, and extending patterns using a variety of manipulatives. They identify relationships between and among various patterns, and create charts to display their findings. Finally, students communicate their understanding in a written format, as well as orally. The subtasks have been developed to allow for a natural progression of learning, by clustering expectations into specific areas of learning. Students first learn to identify number patterns as they explore patterns in the 100s chart, repeating patterns, and growing patterns. Students then identify relationships between addition, subtraction, and multiplication as they explore with arrays. Finally, students use environmental data, to create models of patterns, and display them in chart form. The final task is set up as an ongoing project that is developed during each subtask. Students create a model of a garden in a box (a diorama) using two and three dimensional shapes. As each skill is taught, students apply their understanding directly within their project. Each subtask is set up to allow for whole group learning, and then small group practise of the concept. This gives students ample opportunity to practise each skill before they apply their understanding individually within their own gardens. Students use a Garden Journal to communicate understanding of the concept. Rating scales are used to measure students understanding at each stage of the project, and a rubric is provided for an overall assessment of students understanding. At each stage of their project, students assess their own progress using a rating scale. As the culminating task, an oral presentation allows for further assessment as students explain the patterns that they used in their gardens. Their knowledge is then applied in a new context as they create a proposal for a new garden. 9 Subtasks 91 Expectations 87 Resources 94 Strategies amp Groupings 12 Language Expectations 28 Mathematics Expectations 3 Science and Tech Expectations 6 Arts Expectations Life Systems, Plants and Animals: Out of this World, Grade 34 Both grades overall and specific expectations have been clustered into five themes: Needs of Plants and Animals, Physical Features of Plants and Animals, Adaptations for Survival, Food Chains, and Human Interaction. Students will demonstrate, investigate, describe, and problem solve as they work towards the culminating activity. Needs of Plants and Animals Grade 3 - The growth of plants is affected by environmental conditions. Grade 4 - Various factors affect plants and animals in specific habitats. Physical Features of Plants and Animals Grade 3 - Plants have four major parts, each serving a specific function. Plants can be classified according to visible characteristics. Grade 4 - Plants and animals have sets of characteristics that can be observed and described in order to study the similarities and differences. Adaptations for Survival Grade 3 - Plants have specific features that help them survive. Grade 4 - Plants and animals live in particular habitats due to adaptations. Food Chains Grade 3 - Plants are the producers in the food chain. Grade 4 - The food chain is a system in which energy from the sun is transferred to plants and then to animals. Human Interaction Grade 3 - Humans use plants for various purposes but can protect natural areas. Grade 4 - Humans are dependent on plants and animals and can affect the natural world. 12 Subtasks 101 Expectations 152 Resources 81 Strategies amp Groupings 45 Science and Tech Expectations Life Systems-Plant Growth (Environmental Factors), Grade 3 Students participate in a variety of tasks which help them to understand the basic concepts of plant growth. Research and reporting skills are developed as students gather information from various sources related to the use of plants by humans for food, shelter and clothing, and in the production of various products. They then engage in experiments related to the growth of plants as they develop inquiry, design, and communication skills. They control and alter various factors related to environment to determine the effect of these factors on the growth of plants. The observations and results obtained by students during the experiments provide them the knowledge upon which to design (devise) and build a plan for healthy plant growth. They reflect on the possible global applications of the results of their investigations. The learning achieved from the results of the plant growth experiments are determined and assessed. As a culminating task, students produce a display of their experiment and participate in a Plant Extravaganza to demonstrate what they have learned about the interrelationship between a healthy environment and healthy plant growth. 9 Subtasks 84 Expectations 59 Resources 88 Strategies amp Groupings 16 Language Expectations 7 Mathematics Expectations 19 Science and Tech Expectations 1 Arts Expectations Long Ago Before I Was Born: A look at Life in Early Settler Times, Grade 3 In previous grades, within the Heritage and Citizenship strand of Social Studies, students learned about community through the study of relationships, rules, and responsibilities, and explored the concept of diversity through the study of the many celebrations and traditions within our country. Building on this foundation of knowledge about community and diversity, students are ready to begin to gain an understanding of how our communities and our countrys diversity came to be. The purpose of this unit is to introduce students to the concept of the past and how it influences the present. Students accomplish this by examining the early settlement period in Upper Canada and comparing lifestyles and communities from that time with their own lifestyle and community in the present. The unit begins with the review of concepts relating to community and the introduction to the concept of the passage of time. Students are then introduced to the early settlers: who they were, where they came from, where they were going, how they arrived, and why they came. As students reach an understanding of who the settlers were and of their motivations, they will explore in detail life in Upper Canada upon the settlers arrival. What existed in this area when they arrived Where did they settle What challenges did they face Once a solid groundwork has been established defining settlers and their lives, students begin to explore in more depth the nature of the early settlement period. This is approached through the study of various relationships settlers had with those around them The relationship between the settlers and the Aboriginal peoples What was life like for the Aboriginal people before the settlers arrived How did the arrival of the settlers change life for the Aboriginal people What were some aspects of their relationship with each another he relationship between the settlers and their environment How did the settlers use the environment How did the environment affect the settlers and their choices The relationship of the settlers with one another (construction of communities) What were the roles of different individuals within a community What did their communities look like What services did the communities provide and why What were the occupations of members in the communities What technology is associated with these occupations What social activities were taking place within the communities and why were they important What were the daily routines and activities of the communities and the families who lived in the communities What type of diet did the settlers have and why How did the communities produce products used to build and sustain the communities Throughout the study of these relationships students will continually compare what they are learning to what is taking place in their communities today. This will allow them to identify and determine change over time and understand the influence of the early settlers on our present day communities. During the unit students are expected to develop their inquiry, research, and communication skills. The unit emphasizes components of a balanced literacy program and is strongly linked to drama. The development of these skills is essential for the successful completion of the culminating activity. The final task of the students will be to produce a Living History Fair during which the students will take on the perspective of someone from the Upper Canadian community during the settler period. The knowledge and skills gained throughout the unit will allow students to understand the various perspectives of people from different communities and from different people within each community. 17 Subtasks 110 Expectations 185 Resources 126 Strategies amp Groupings 12 Language Expectations 2 Mathematics Expectations 1 Science and Tech Expectations 1 Health amp Physical Education 3 Arts Expectations 38 Social Studies Expectations The Great Cover Up, Grade 34 Patterning and Algebra In this math unit The Great Cover Up, students will be completing most expectations in the strand of Patterning and Algebra and many of the transformational expectations in Geometry and Spatial Sense as well as Catholic Graduate Expectations. They will work collaboratively on many hands-on activities using concrete materials. Teachers will need to ensure that they allow students the opportunity to achieve the Catholic Graduate Expectations throughout the unit. Students will work as a whole group, in small groups, and individually, through a variety of subtasks in preparation for the culminating task assessment. The students will begin examining patterns in real-world situations, for example: looking at patterns in our Roman Catholic Church, their clothes, homes, classroom, the Arts (music, dance, visual arts), architecture, and nature. Students will then be introduced to the culminating task and will work through the following subtasks: Number Patterns and Patterns Symmetrical Patterns Flips Slides and Rotations in Patterns Quilt Border Patterns Organized List Activities and How Quilts Are Made. Students will use the new skills and knowledge they learn in these subtasks to complete the culminating task. They will design a quilt model based on the Nine Patch Block design to demonstrate their knowledge of a non-linear geometric pattern. A Nine Patch Block design is a family of square block designs which has 3X3 units. Hundreds of quilt blocks are based on the Nine Patch Block design basis. Students will design a border to go around their quilt model to demonstrate their knowledge of a linear transformational pattern. The students will change the size of the quilt model by changing the number of blocks according to a pattern. They will demonstrate their growth pattern on a T-chart and they will use an organized list pattern to show the possible colour combinations. Students will conclude the unit with a Friendship Celebration. The completed quilt designs will be displayed around the classroom and the students will be involved in a friendship quilt activity and prayer celebration. The students learning will be assessed in the following ways: observation, performance, tasks, learning logs, quizzes, and tests. Various assessment recording devices will be used such as: checklists, rubrics, and anecdotal records. 10 Subtasks 102 Expectations 46 Resources 77 Strategies amp Groupings 35 Mathematics Expectations The Great Sleep Over, Grades 3-4 Eat, Drink and Stay within a Budget The Great Sleep Over allows Grade 3 and 4 students to develop and apply skills and knowledge in the strands of Measurement, Data Management and Probability, and Number Sense and Numeration. They will also have opportunities to hone their skills in the Language strands of Reading, Writing, and Oral and Visual Communications. Activities building up to the culminating tasks will have students measuring the mass andor capacity, and calculating the volume occupied by material. They will research prices and then calculate the cost of objects. They will conduct surveys and present their findings on a variety of graphs. In other activities, the students will measure the time it takes to perform everyday tasks and produce timetables to organise these events. The students will use their newly-acquired skills to plan for a party for eight or 15 friends. The final product will be in the form of a letter of invitation to their guests, a letter of permission to their parents, and an oral and visual presentation of their plan in front of their peers. 9 Subtasks 74 Expectations 105 Resources 65 Strategies amp Groupings 17 Language Expectations 28 Mathematics Expectations 2 Science and Tech Expectations 2 Health amp Physical Education 2 Arts Expectations Granite Island, Grade 4 Granite Island allows students to develop and apply skills and knowledge in the strands of Patterning and Algebra, Data Management and Probability, as well as Number Sense and Geometry. Students will act as Geologists and Paleontologists to discover geometric patterns using manipulatives and number patterns using a T-table. They will conduct surveys, collect and analyse data and display findings on a variety of graphs. In addition, students will predict the probability of mining specific rocks. Students will use these newly acquired skills to create a proposal for an Island Amusement Park. 7 Subtasks 61 Expectations 51 Resources 53 Strategies amp Groupings Toy Challenge, Grade 4 The main focus of this unit is to provide students with the opportunity to develop the skills and knowledge of the Data Management and Probability strand of Mathematics. In addition, several subtasks as well as the culminating task meet various expectations from The Language Arts document. In addition to reading and interpreting data from various sources, students will be responsible for conducting surveys, making predictions, and displaying and recording data in several ways. Students will also use their knowledge of probability to compare data and use this information to make appropriate decisions. Key Learnings are: accurately conduct surveys and record data on tally charts display data by constructing charts and graphs read, interpret, and compare data presented on tables, charts, and graphs apply knowledge of probability to predict the likelihood of events and make logical decisions identify camera angles and distance in photographs and apply the knowledge in a variety of ways identify characteristics of persuasive writing and communicate ideas to a specific audience gather and organize various information to create an effective presentation 13 Subtasks 42 Expectations 66 Resources 102 Strategies amp Groupings 9 Language Expectations 13 Mathematics Expectations Saving the World, Grade 4 (Or One small Part of it) Activities related to the unit are presented to develop mathematical skills and knowledge in the Mathematics strands: Measurement, Geometry and Spatial Sense, and Number Sense and Numeration. Students will review 2D shapes, identify, define and sort quadrilaterals, and create quadrilaterals based on given criteria. Students will use grid co-ordinates to identify and place objects. Grid co-ordinates will be reinforced by playing a game. Students will calculate perimeter (cm, m) and area using standard units (cm2, m2). They will create different shapes with the same perimeter and area. Using a budget of 50, students will make purchases and make change. Students will be expected to communicate their learning regularly through the use of a math journal. 7 Subtasks 32 Expectations 53 Resources 44 Strategies amp Groupings 24 Mathematics Expectations Sound, Grade 4 Good Vibrations Through a variety of investigations and demonstrations students will learn how sound is created (by vibrations), how it travels, and how it can be sensed and measured. As well, by exploring the factors that affect the sounds that are produced, students will begin to discover ways in which sound can be controlled. Students will make a variety of instruments, to discover the properties of sound as well as how it relates to different materials. They will research and present a musical instrument of their choice to demonstrate their understanding of these properties. 13 Subtasks 50 Expectations 56 Resources 62 Strategies amp Groupings 6 Language Expectations 27 Science and Tech Expectations 2 Arts Expectations Step Into Fitness, Grade 4 The students investigate the question, How does activity affect pulse rate They explore three different types of fitness activities - muscle strengthening, aerobic, and endurance exercises - and learn about pulse as a measure of physical fitness. There are two culminating activities: participating in a fitness circuit and writing a brochure. The fitness circuit and brochure serve as the summative assessment for the unit. 6 Subtasks 68 Expectations 46 Resources 78 Strategies amp Groupings 19 Language Expectations 15 Mathematics Expectations 13 Health amp Physical Education Exploring Ontarios Patterns, Grade 4 Students will begin their investigations of patterns by becoming pattern detectives. They will take a walk to identify patterns in their environment (school yard, community). Throughout the various subtasks, students will build on their prior knowledge of patterns by creating and extending linear and non-linear geometric patterns using various manipulatives such as craft sticks, toothpicks, tiles, interlocking cubes, and pattern blocks. Students will communicate their knowledge of patterns in the form of T-tables, charts, graphs, and word problems. Students will complete self-assessments and journal entries which will demonstrate their ability to communicate reflectively and creatively. Students will prepare for the culminating task of building a new community through various activities exploring ascending and descending number and measurement patterns. Students will solve area and perimeter problems by extending a geometric grid pattern, explore number patterns through the use of calculators, apply patterning strategies to problem-solving situations by planning a class picnic, and explore how growth patterns occur in the environment by completing activities about pine tree growth in Canada. During this subtask, students will work cooperatively to defend their choices of patterning rules. They will be introduced and will use the IDEAL (Identify, Decide, Estimate, Answer, Look back) Problem Solving-Strategy. As an alternative strategy, teachers may use the Inquiry Model from the Ontario Curriculum Mathematics Document. After investigating problems dealing with garden patterns, students will have the opportunity to design and construct a patterned garden using art materials. Students will work in cooperative groups to plan how they could design a layout for a new community in Ontario. They will use their knowledge of patterns and data management which they gained through the previous subtasks. Students will communicate their knowledge of what has been learned about mathematical patterns through writing a proposal, including a diagram of their new Ontario community as well as creating their new three-dimensional rural or urban community. They will independently complete a unit test to demonstrate all of their new learning. 7 Subtasks 110 Expectations 108 Resources 67 Strategies amp Groupings 31 Mathematics Expectations 1 Arts Expectations Life Systems: Habitats and Communities: Something Fishy in Ontario, Grade 4 Throughout this unit, students will utilize a variety of research methods. They will also experience numerous opportunities to take part in hands-on investigations which will guide them to their final product: a diorama of the habitat of the fish of their choice, along with a research paper. In the course of this unit, students will use prior knowledge of the basic needs of living creatures as the basis from which to begin their investigations. They will learn about habitats, the factors which affect specific habitats, and how fish adapt to different habitats in order to meet their unique needs. Students will be able to identify food chains as systems which facilitate the transfer of energy from one source into many others and will be able to place different life forms in their proper place in a food chain. In addition to learning about fish and their habitats and adaptations, students will come to appreciate the fragile balance of nature and how humans are affected by the extinction of animals. Students will also realize the importance of their own actions and how easily the habitats of fish can be disrupted or even destroyed by careless or negligent behaviour on the part of humans. This will reinforce the responsibility of all Catholic students to promote the sacredness of life in all its forms and to respect the environment and use resources wisely. 8 Subtasks 73 Expectations 58 Resources 74 Strategies amp Groupings 15 Language Expectations 4 Mathematics Expectations 23 Science and Tech Expectations 4 Arts Expectations 2 Social Studies Expectations Medieval Times: Heritage and Citizenship, Grade 4 This unit is designed to motivate students to take personal responsibility for their learning by allowing them to share their knowledge with their peers. Activity centres are used to maximize the resources and to develop group and individual skills. A combination of teacher-directed and activity-based learning facilitates accommodation for various learning styles. The unit is a research-based study of all aspects of medieval times. The students examine the influence of medieval society on modern Western society, working individually, in groups, and with the whole class. They conduct research to gain knowledge that enables them to become honorary citizens of a medieval village. The students design and build a medieval village, plan opening-day activities, and showcase A Day in the Life of Onalot: A Medieval Village to their peers and possibly the community. Where appropriate, the subtask requires students to compare medieval life with present day. In the first subtask, students explore the concept of community, identifying components related to a present-day community in Ontario. In addition, students are introduced to the culminating task. In the second subtask, students place medieval times on a timeline. In the third subtask, students are introduced to research skills and locate relevant information from a variety of sources including a directed lesson in the library resource centre. In the fourth subtask, students begin to understand some of the features of medieval times and communicate information by designing a personal coat of arms. At this time, the class participates in a prayer celebration as they are each called by name to be members of the community. Subtask 5 is designed to prepare students to work on activities. Teachers give the students an overview of the five activities, using an organizer, to help students become familiar with the topics and the resources available. Subtasks 6 to 10 are centre-based activities on specific topics. Subtask 6 explores the social structure, including the manor system and the Magna Carta. Subtask 7 explores religious influences and subtask 8 is a reading and writing centre. Subtask 9 develops students skill in constructing and reading graphs, charts, diagram, maps, and models. At completion of the written activity work, students design and build the medieval village. Subtask 10 is a lifestyle and family life activity in which they will analyse, clarify, and interpret information about the social, political, and economic structure of medieval society. In subtask 11, students complete a written test followed by citizenship being conferred in a prayer celebration. In subtask 12 students are planning opening-day activities with teacher direction. The culminating task is opening-day activities for tourists with the theme A Day in the Life of Onalot: A Medieval Village. 13 Subtasks 86 Expectations 88 Resources 114 Strategies amp Groupings 19 Language Expectations 15 Mathematics Expectations 2 Science and Tech Expectations 8 Arts Expectations 21 Social Studies Expectations Our Candian Pavilion: Landforms, Resources and Government Our faith as Catholic Christians compels us to respect our environment and the people of our world, especially in their times of need. In order to combine and apply student understanding of secular and religious concepts in these units of study, students will design and present an interactive display for a Canadian pavilion for an Expo Canada from a Catholic perspective. Grade 4 In order to prepare the students to present an interactive display and write a report on the cause and effect of the use of Canadian resources in their various regions, subtasks will include teachinglearning activities related to: the need for government the different systems, levels, and components of provincial government simulating an election campaign to better understand our responsibility to vote landforms and natural resources of various regions in Canada and how they interrelate researching cause and effect of the misuse of natural resources preparing the students for creating the culminating task (how to write a report that reflects a Christian responsibility to others, how to do a persuasive presentation, how to create an interactive display) the presentation of the culminating task of an interactive display for a Canadian pavilion, plus peer and self-assessment of the culminating task Grade 5 In order to prepare the students to present an interactive display and to write a report on aspects of the government of Canada (including how the three levels of government respond to and interact during a natural disaster), subtasks will include teachinglearning activities related to: the need for government the different systems, levels, and components of federal government of Canada simulating an election campaign to better understand our responsibility to vote past and current members of parliament how a bill becomes law the federal government buildings preparing the students for creating the culminating task (how to write a report that reflects a Christian responsibility to others, how to do a persuasive presentation, how to create an interactive display) the presentation of the culminating task of an interactive display for a Canadian pavilion, plus peer and self-assessment of the culminating task 9 Subtasks 112 Expectations 104 Resources 73 Strategies amp Groupings 4 Language Expectations 62 Social Studies Expectations Inside Outside Habitats and Human Organ Systems Grade 45 Grade 4 and 5 students develop their understanding of systems and how elements work together to ensure a healthy, functioning system. Students will investigate, model, and problem solve as they work towards the culminating activity. Key Concepts: Grade 4 A system is the organization of individual elements and parts forming and working as a unit. The basic needs of plants and animals are space, food, water, air, and shelter. A habitat is the specific area in which species of plants or animals live to meet their needs. A community is a group of all interdependent plant and animal species found in a habitat. Species within a particular habitat share common characteristics and adaptations that enable their survival within that habitat. Life within a community depends on the transfer of energy. A variety of human activities can affect plants and animals within their habitat. A system is the organization of individual elements and parts forming and working as a unit. The human body is composed of several different systems - respiratory, digestive, circulatory, nervous and excretory - each itself composed of individual organs. The major organs of each system interact to contribute to the overall health of the body. Nutritional practices, physical activity, and environmental factors can affect the health of the body. 13 Subtasks 60 Expectations 101 Resources 90 Strategies amp Groupings 6 Language Expectations 28 Science and Tech Expectations Light and Sound to the Rescue: Energy and Control With a knowledge of light and sound energy, the students will use the design process to construct devices that will send distress signals through air and water for purposes of rescue. 14 Subtasks 72 Expectations 166 Resources 128 Strategies amp Groupings 30 Science and Tech Expectations Light Sound and Energy Conservation: Energy and Control, Grade 45 The students will be given opportunities to work independently and in teacher-directed situations to study and discover the many facets of light and sound, and the uses of energy in our environment. The grade 4 students will learn the properties and characteristics of light and sound. They will construct optical devices and musical instruments that demonstrate their knowledge. There will be a mid-unit assignment to assess the light portion of the unit and a hands-on project focusing on sound. The grade 5 students will expand their knowledge of the different sources and forms of energy and classify them as renewable and non-renewable. They explore how devices use and transfer energy. They will design, construct, and operate devices that use and transfer energy from one form to another. They will assess the need to conserve energy and natural resources. 13 Subtasks 85 Expectations 65 Resources 106 Strategies amp Groupings 48 Science and Tech Expectations Polygon Puzzlers: Geometry and Spatial Sense, Grades 45 Students will explore two-dimensional geometry as well as transformational and coordinate geometry through investigations with polygon puzzles such as, tangrams, pentominoes, etc. They will apply their learning to the design, construction, analysis, and subsequent redesign of a geometric puzzle. Each subtask is designed to cumulatively build the knowledge and skills necessary for the culminating task. In subtasks 8 and 12, students work on activities that focus on the learning to that point and are appropriate times to use self andor peer assessment. This is a combined grade unit. Differentiation appropriate to each grade is described in each subtask, where necessary. In order to facilitate parents understanding of this process, sample letters are provided. 13 Subtasks 108 Expectations 115 Resources 119 Strategies amp Groupings 39 Mathematics Expectations Can you Bear It Grade 45 Pulleys, Gears, Forces, Structures, and Mechanisms Grade 4 and 5 students extend their understanding of gear and pulley mechanisms and structures. They explore the characteristics, including the advantages and disadvantages, of pulleys and gears. In this unit students design and build mechanisms within structures. Key Learnings are: Simple machines make work easier. Pulleys and Gears change speed, direction and force. Forces are pushes or pulls. To maintain stability and integrity, structures need to withstand forces applied to them. Mechanisms are structures with moving parts. Mechanisms can be modified to improve performance. 11 Subtasks 72 Expectations 69 Resources 79 Strategies amp Groupings 11 Mathematics Expectations 33 Science and Tech Expectations When Disaster Strikes, Grades 45 Rocks, Minerals, Erosion and Weather Earth and Space Systems - Rocks, Minerals and Erosion Key Learning Principles Grade 4: Soil is formed from rock and decomposed plant matter. Rocks are naturally occuring material that can be classified into three types igneous, sedimentary and metamorphic. Erosion can affect the physical features of a landscape, and can occur naturally by the heating and cooling of rock and the blowing or washing away of rock or soil on the earths surface, or can be the result of human action. Humans can intervene to minimize erosion by the use of natural resources or human-made systems. Key Questions Grade 4: How is soil formed How are rocks formed What is temperature What is pressure How do they effect erosion and rock formation How does erosion affect the physical features of a landscape What are the causes of erosion How can erosion be controlled or minimized Earth and Space Systems: Weather Key Learning Principles Grade 5: Weather includes a variety of aspects, including temperature, wind speed and direction, cloud formation, precipitation, and atmospheric pressure, that can be observed, identified, measured and recorded. Weather conditions can be predicted more accurately through the understanding of weather patterns. Understanding of aspects of weather enables people to make decisions on how best to adapt their activities to weather conditions, and what materials to use in designing and building structures. Key Questions Grade 5: What is temperature What is pressure How do they effect weather How can the various aspects of weather be observed, identified, measured and recorded How can weather conditions be predicted How does weather forecasting affect our daily lives How do humans adapt to a variety of weather conditions 19 Subtasks 103 Expectations 214 Resources 171 Strategies amp Groupings 8 Language Expectations 13 Mathematics Expectations 27 Science and Tech Expectations 1 Arts Expectations Through the Ages, Grades 45 Students will be introduced to the topic through the use of a timeline that specifically outlines when the various civilizations occurred in history. Students will learn to formulate questions, locate books and resources, research the information they need, read, summarize and record that information in report form, and condense their information into a one-page format. They will learn to work cooperatively in a group. Students will work in small groups to do the research. Each group of grade four students will research Christianity, the Crusades, Islam, the Magna Carta, and the features of medieval society, using an attached research guide. Each group of grade five students will research the physical and social needs of people and compare how different early civilizations met their needs, how the natural environment shaped culture, and how knowledge developed by early civilizations has affected modern society. The primary focus for both grades is on events and their effects on past and present society. Students will produce reports on their civilization or medieval times, one-page summaries for their classmates, and present oral presentations to the class. 15 Subtasks 202 Expectations 158 Resources 109 Strategies amp Groupings 37 Language Expectations 2 Arts Expectations 22 Social Studies Expectations Energizing Our School, Grade 5 The Mathematics of Energy Conservation The unit, Energizing Our School is a Mathematics unit that encompasses expectations from three strands: Number Sense and Numeration, Measurement, and Data Management and Probability. The unit is placed into a Science and Technology context, that of conservation of energy. These Mathematics activities could be done along with the Science and Technology unit that addresses the expectations dealing with the conservation of energy. The students will explore a variety of Mathematics concepts through whole group, small group and individual activities. Students will collect, organize, display, and analyze data and explore the measurement of perimeter, area and time. Subtasks will also focus on averages, patterns when dividing and multiplying by 10, 100 and 1000 and decimal calculations with and without the calculator. These skills will be required in order to complete the Culminating Performance Task. Students will work collaboratively and individually, focusing on specific skills that will facilitate the completion of the Culminating PerformanceTask. These skills and new understandings will be consolidated through activities and reflection in their Mathematics journals. 11 Subtasks 85 Expectations 70 Resources 100 Strategies amp Groupings Math in Architecture, Grade 5 Geometry, Measurement and Patterning Students will explore geometric shapes and solids, and their impact on the creation of the structures in which we live. Students will explore geometic shapes and solids in the everyday world. Students will then focus on key concepts related to geometic shapes and solids, such as naming, constructing and sketching. The students will be encouraged to apply this new knowledge back to the world outside the classroom, in the construction of a Hamster House. Developing an understanding of measurement is essential to successful completion of the culminating task. Students will manipulate tools of measurement (protractor, ruler) and develop the skills and knowledge necessary to use these tools in the completion of their task. They will measure angles, and discover that congruent shapes and angles are essential to creating stable structures. They will also discover that precise measurements are important to reconstructing models accurately. Students will explore the concepts of area and perimeter, and focus on how area and perimeter will play a role in the construction and mass production of structures. Students will explore the mathematical patterns inherent in both geometry and mass production. Students will determine the patterns and relationships between length, width and area, and edges of a shape and the faces of its corresponding prism or pyramid. Students will extend patterns, to project the total cost of mass producing the model for retail. The students will produce a model Hamster House, and a multi-page mathematical specifications report, which will contain precise mathematical details concerning the geometric make up, cost projections, and measurements. The report must contain adequate enough detail for a classmate to reconstruct the model using only the report. 10 Subtasks 86 Expectations 101 Resources 88 Strategies amp Groupings 36 Mathematics Expectations 7 Science and Tech Expectations Create Your Own Weather, Grade 5 Integrating the Arts and Science Throughout history, people have told their stories and expressed their feelings using music, visual arts, drama and dance. In this unit, just as real artists do, you will use the arts to tell about a weather system and your response to it. In small groups, you will select a weather system and experiment with ways to tell about that weather using the arts. Together you will plan, create, produce, and perform your own composition 91soundscape93 about the weather. In the planning stage, you will select a weather system and experiment with sound sources to use in your composition. In the creating stage, you will begin to shape your composition 91soundscape93 by matching sounds to the main features of your weather system. You will develop a plan using the storyboard so that your composition has a beginning, middle, and end. In the producing stage, you will develop and refine your soundscape 91the actual musical composition as heard93. You will develop a soundmap 91written version93 of the soundscape. You will enhance your presentation with ideas from visual arts, drama and dance. In the performing stage, you will rehearse and perform your composition for an audience. In the critiquing stage, you will think about your performance and that of others using specific criteria. 6 Subtasks 62 Expectations 67 Resources 57 Strategies amp Groupings 7 Language Expectations 3 Science and Tech Expectations 18 Arts Expectations Canada and the World: Canadian government amp Trading Partners This combined-grade unit facilitates the delivery of both the grade 5 and grade 6 expectations through the development of the knowledge, attitudes, skills, and habits of mind essential to responsible citizenship. Opportunities to develop inquiryresearch and communication skills are used to provide starting points common to both grades. The students will develop an understanding of the importance of their Catholic social teachings in helping them to become responsible citizens of Canada and the world. The unit is designed to guide students through the process of creating and authoring a news magazine. It includes activities to help strengthen research skills and gives information that can be used in the magazine format. Through this unit the grade 5 students will acquire an understanding of the role and function of government at all three levels. They will become familiar with the electoral process and of their rights and responsibilities as Canadian citizens. The students will develop an understanding that a responsible Catholic citizen gives witness to Catholic social teaching by promoting peace, justice, and the sacredness of human life. The grade 6 students will study the relationship between Canada and its trading partners, with particular focus on the United States. They will also investigate Canadas connection to one other trading partner from a different region of the world. As Catholic learners, the students will grow to understand that a responsible Catholic citizen respects and affirms the diversity and interdependence of the worlds peoples and cultures. Both grades will engage in a variety of activities that will further develop independent research and small group inquiry skills. They will have opportunities to communicate their findings in many ways, encompassing different curriculum areas. Over the span of the unit, the students will be writing articles and creating illustrations for the purpose of producing a news magazine. 8 Subtasks 103 Expectations 114 Resources 79 Strategies amp Groupings 11 Language Expectations 2 Arts Expectations 46 Social Studies Expectations Ancient Civilizations, Grade 5 During this unit, students do a wide variety of activities in which they will explore ancient civilizations. Students will compare aspects of modern Canadian life to life in ancient times. Activities will include mapping, research, interpreting stories, presentations, and artistic recreations of ancient artifacts. Upon completion of this unit students should have a clear understanding of how Canada today has been influenced by ancient civilizations. 15 Subtasks 104 Expectations 92 Resources 141 Strategies amp Groupings 14 Language Expectations 1 Science and Tech Expectations 3 Arts Expectations 22 Social Studies Expectations CAREER CAPERS: Counting on Statistics, Grade 5 This mathematics unit, while primarily a data management and probability unit, also includes tasks that require students to develop concepts and skills in the number sense and numeration strand. Students are also required to communicate in written and oral form, therefore some language expectations are addressed and assessed. The culminating task requires students to develop an article to be included in a careers magazine. The article includes data presented and analysed in a variety of ways in order to assist the reader of the article to make an informed decision about a future career. The subtasks involve a series of learning activities that expose students to collecting data through surveys and research. The tasks teach students to organize their data using computer applications and graphic organizers, and to analyse the data for validity and relevance. The subtasks build upon each other so that students develop an understanding of the cumulative and sequential processes involved in data management. The culminating task requires students to apply these key learnings in order to develop the content of the magazine article. Each subtask focuses on a different step in the data-management process and requires students to utilize a problem-solving approach to learning. Within each subtask, students are provided with opportunities to learn, practise, and demonstrate learning. Students develop the following essential understandings: the role data plays in our lives, how it can influence and change our thinking, and how it can be manipulated and presented in order to make informed decisions. Students are required to reflect on their learning and to communicate their understanding of these key learnings. 10 Subtasks 61 Expectations 54 Resources 86 Strategies amp Groupings 11 Language Expectations 21 Mathematics Expectations Early Civilizations: Community Planner As students work through the subtasks in this unit, they describe what they know about present and past communities and make connections between the two. The following subtasks guide the students toward the culminating task, designing a new, authentic site for an early civilization. In subtask 1, students are provided with a geographical and historical overview of several early civilizations. A world mapping activity is used to introduce seven civilizations. Students then complete personal and historical timelines to put time into perspective. Subtopics for group research on a specific early civilization is identified by brainstorming a modern communitys needs. In subtask 2, students read and respond to literature about early civilizations. Instruction are given on effective group work and various research skills are introduced and modelled by the teacher. Groups are formed and assigned an early civilization to research. They locate information on the community needs of their selected civilization using a data sheet based on the topics developed in the previous subtask . In subtask 3, students become aware of the effect the natural environment has on planning communities by completing mapping activities. Combined with their research, these mapping skills are applied when groups design a new site for their early community. In subtask 4, groups summarize and present their research findings to the whole class. A collaborative wall chart is prepared so that the basic features of all early civilizations researched can be compared. Groups of students orally present information on the influence of early civilizations on modern societies. This information provides necessary background for the student audience, who act as council members. As a culminating activity, the community council members (student audience) have requested proposals for a new community site. Students, working in their groups (planning committees), locate and design a new community based on the needs of the civilization they have researched. Students think as ancient civilization community planners in researching, preparing their arguments, and presenting their proposal. Each ancient civilization, including Egyptian, Greek, Roman, Chinese, Incan, Aztec, and Mayan, should be represented. The proposals are presented to their community council members. The time estimates for this unit will vary depending on students research skill level and the number of lessons on mapping that are required. Students will need time to prepare the culminating task. 5 Subtasks 100 Expectations 66 Resources 56 Strategies amp Groupings 19 Language Expectations 5 Mathematics Expectations 2 Science and Tech Expectations 1 Arts Expectations 25 Social Studies Expectations Making a Game of It: It Data Management and Probability In this unit, students will learn about data management and probability skills, concepts, and knowledge through the exploration of a variety of traditional and non-traditional games. Some expectations from Language and the arts are addressed and assessed within the unit. Connections to Social Studies can also be made. Each of the mathematics tasks is centred on the theme of games, whether it be collecting, graphing, and analysing data or investigating probability concepts. The subtasks are sequenced so that the students have ample opportunity to learn about and practise the identified skills, concepts, and knowledge before their performance is assessed in later subtasks. The investigations prepare students for the culminating task in which they design and present their own game of chance. A variety of assessment tools are used throughout the unit. These include observation, rubrics, and checklists. Throughout the unit students explain their mathematical thinking through the use of a math journal. Students communicate their understanding of relevant mathematics skills, knowledge, and concepts. Each journal entry is a response to one or more prompts outlined in the subtasks. Throughout the unit, the teacher will read the journal entries to maintain an understanding of how well students are understanding concepts. At the end of the unit, the students revise and edit their final journal entry and two additional self-selected entries that were completed during the unit. These three entries are submitted for scoring by the teacher (using the Journal Rubric). 11 Subtasks 102 Expectations 48 Resources 112 Strategies amp Groupings 10 Language Expectations 36 Mathematics Expectations 2 Arts Expectations Sturdy Structures: Structures and Mechanisms, Grade 5 Students will learn how to identify and measure various forces that act on structures (e. g. compression and tension), and describe their effects on a structure. They will learn how to use a newton spring scale to measure the force exerted by a mechanical system, such as an inclined plane, pulley system or gear train compared to exerting a force manually. (This is mechanical advantage.) Students manipulate materials to see how triangulation of struts help to strengthen a structure against compressive forces and how ties are used to resist tensive forces. They will construct a simple load-bearing structure to withstand compressive and tensive forces (a bench), and design and make a frame structure (a bridge) that can withstand a given load. Students will experiment with mechanical systems to determine how mechanical advantage works with simple machines. They will design and construct an amusement park ride (using a combination of a load-bearing structure and mechanical system) that will safely hold a group of people at a given weight mass. 8 Subtasks 98 Expectations 102 Resources 104 Strategies amp Groupings 19 Language Expectations 5 Mathematics Expectations 23 Science and Tech Expectations 3 Arts Expectations 2 Social Studies Expectations The Conservation Clubhouse: Energy and Control, Grade 5 In this unit, students will investigate forms and sources of energy, exploring the advantages and disadvantages of different sources. They will examine past and present transfers of energy and will construct and evaluate devices. They will learn about the impact of energy use on the environment, the meaning and importance of conservation, and the effects of energy shortages on their lifestyles. 10 Subtasks 54 Expectations 80 Resources 113 Strategies amp Groupings 22 Science and Tech Expectations The Genesis Project: A New Life Convention A New Life convention, Grades 56 Both grades overall and specific expectations have been clustered into five themes: Foundations of Life, Components amp Functions, Constructions, Change, and Adaptations. These themes provide an opportunity to introduce grade specific content within a common framework as illustrated: Foundations of Life : Grade 5 Key Concept: The cell is the basic unit of life. Grade 6 Key Concept: All living things can be observed and described based on specific characteristics. Components amp Functions : Grade 5 Key Concept: There are five major organ systems, each with a specific structure and function. Grade 6 Key Concept: Animals have a set of characteristics that can be observed and described in order to study the similarities and differences among species. Constructions : Grade 5 Key Concept: Organ systems work together to perform various functions. Grade 6 Key Concept: Animals can be most accurately classified using a system that separates them into smaller, more precise categories using structural characteristics of the animal. Change : Grade 5 Key Concept: Many factors contribute to the good health and function of these systems. Grade 6 Key Concept: There is evidence which led to the theory that animals have evolved over time. Adaptations : Grade 5 Key Concept: Technology impacts on the function of these systems. Grade 6 Key Concept: The environment impacts specific characteristics that enable animals to live in particular habitats. 13 Subtasks 76 Expectations 132 Resources 83 Strategies amp Groupings 37 Science and Tech Expectations Time Travellers: Heritage and Citizenship, Grades 56 Students are introduced to the concept of people throughout time by the teacher doing a presentation on Ancient Greece. (Notes are included with the unit.) The teacher presents the information in the fashion of delivery for a conference. Students receive a handout and partake in food from Greece. In this way, the teacher has modelled what the students are expected to do in their culminating task. The students are introduced to a variety of Early CivilizationsNations by mapping them on a world map. Students review how to locate information on a blackline master from a map. Grade 5 students map Early Civilizations with the teacher due to the difficulty of mapping twelve civilizations that cover many countries throughout the world. Grade 6 students map Aboriginal People, the routes of Early Explorers, and the Land Bridge Theory. Grade 6 students work independently because they just focus on Canada, which makes the task easier. In this way, the students are introduced to possible groups of people they would like to study. Groups are formed and the students are assigned a civilizationnation, or choose, one that they would like to study. As a whole class, students are given the big questions to interpret. These are the three overall expectations for each grade phrased as questions. The common expectation between the two grades is the influence of the environment on the culture. Students do activities that help them understand the two key words: environment and culture, relating these to their personal experience and knowledge. This common expectation is given to the students as a question. The students learn how to formulate smaller questions from an overall expectation phrased as a question. In this way, the students are more aware of what they are required to research. Students are also provided with tools to conduct research: SQ2R (Scan, Question, Read, and Record) Students present their research to the class at the Time Travellers Conference. Using the information they have viewed (at the conference) and have been given (student made handouts), students wrap up the unit by comparing at least two cultural groups by choosing subtopics to direct their analysing. Students present their analysis in a creative manner. By the end of the unit, the students are expected to have learned: In Social Studies concepts related to the three overall expectations for their grade level how to formulate questions how to locate relevant information in Language how to locate information how to use reading strategies to help them understand what they read how to present information as a handout how to make a rubric. 11 Subtasks 157 Expectations 166 Resources 106 Strategies amp Groupings 45 Language Expectations 2 Arts Expectations 39 Social Studies Expectations Energy Dreams by Design, Grades 56 Electricity and Conservation of Energy Key Learnings Grade 5: There are many forms of energy, which humans use for a variety of purposes. Energy cannot be created or destroyed, but it can be transformed from one form to another (Law of Conservation of Energy). Energy sources can be classified as renewable or non-renewable. Conservation of energy is a human responsibility some sources of non-renewable energy are in danger of being depleted andor lead to environmental damage. There are alternative ways to meet specific needs or wants that use renewable or flow sources of energy. Electrical energy is a natural phenomenon, and has the power to be dangerous. Electricity is the flow of electrons, which can be used as a source of energy. Electronics is the flow of electrons controlled with electrical circuits. Certain materials conduct electricity better than others other materials hinder the flow of electrons. Electricity can be moved and controlled using a closed loop or system, such as a circuit. Electrical energy can be transformed into other forms of energy. Some sources of electrical energy are in danger of being depleted andor lead to environmental damage, both locally and globally therefore, we must become responsible consumers of electricity. NOTE: Individual Key Learnings are attached to the relevant Subtask. 12 Subtasks 109 Expectations 59 Resources 106 Strategies amp Groupings May the Force Move You, Grades 56 Forces Acting on Structures and Mechanisms, and Motion 17 Subtasks 64 Expectations 43 Resources 104 Strategies amp Groupings 38 Science and Tech Expectations Aboriginal Peoples and European Explorers, Grade 6 This unit focuses on the history of North America for the time period beginning with Aboriginal Peoples origin theories up to, and including, early European exploration (approximately the early 17th century). Through their participation in this unit, students will identify ways in which the environment molded Aboriginal cultures, identify early explorers and describe their impact on the development of Canada, and demonstrate an understanding of the social, political, and economic issues facing Aboriginal peoples in Canada today. As Catholics, we are compelled to look at these issues in order to develop our respect and understanding of the history, cultural heritage, and pluralism of todays contemporary society. The students will be required to apply previous knowledge and understanding of environment and communities, and their interrelationships, to the specific context of the earliest stages of the development of our country. The learning expectations have been clustered as those that address: ways in which the environment molded Canadian Aboriginal cultures the impact of the early explorers on the development of Canada inquiry, research, and communications skills as they apply to this topic and the application of this history to the current social, political, and economic issues facing Canadian Aboriginal peoples today. In order to accomplish the subtasks, students will view films, share written materials and use maps, discuss with their peers, research with partners, present related current events, reflect in their journals on an ongoing basis, and prepare a dramatic historical re-enactment. Students will make use of primary and secondary research sources to learn about Canadas Aboriginal peoples and the early European explorers who encountered them. In their search for relevant information about the past and present, they will be taught to create pertinent questions and focus on specific research. The students will be involved in small group research to develop the content of their groups historical re-enactment. This unit allows ample opportunities for cross-curricular integration. These have been noted at the end of each subtask. This factor has been included in the consideration of time. Many of the activities are designed to be running concurrently both within the Social Studies block and across other subject areas. 10 Subtasks 74 Expectations 72 Resources 104 Strategies amp Groupings 15 Language Expectations 1 Mathematics Expectations 5 Arts Expectations 22 Social Studies Expectations Into Space, Grade 6 A Mathematical Journey This Grade 6 unit, Into Space is a Mathematics unit that incorporates expectations from the five strands of The Ontario Curriculum, Grades 1-8: Mathematics: Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, and Data Management and Probability. The unit is placed into a Science and Technology context, that of space exploration. These Mathematics activities could be done along with the Science and Technology unit that addresses the expectations dealing with Space. The students will explore and investigate Mathematics concepts and skills through whole group, small group and individual activities, that are engaging, active, and varied (including collaborative and cooperative group work). Students will collect, organize, display, and analyze data and explore the concepts and skills related to Fractions, Ratio (including Scale), Area, Two-Dimensional Shapes (Plane Figures), and Three-Dimensional Figures (Solid Figures), and Patterning. The resulting understandings and skills will be required in order to complete the Culminating Performance Task. These skills and new understandings will be consolidated throughout the unit with practice, application, and reflection through Mathematics journals, class work and the culminating task. 14 Subtasks 76 Expectations 69 Resources 103 Strategies amp Groupings 42 Mathematics Expectations Plane Math, Grade 6 Through problem solving, the students will learn: how to compare data using rates the ability to view objects through different perspectives how to use benchmarks to measure large objects and areas about time zones about scales on maps how to calculate rate of speed with distance and time 14 Subtasks 67 Expectations 64 Resources 125 Strategies amp Groupings 37 Mathematics Expectations Flighter than Air, Grade 6 Through classroom demonstrations, investigations, and discussions on air and flight, the students experience many key learning concepts. Subtask one sets the stage for the unit by having the students create a KWL chart. They be introduced to the various formats that need to be followed to ensure good organization. Also, the steps of the scientific process will be reviewed during this opening lesson. In subtask two, the students learn that air has many observable qualities such as weight, pressure, expansion (when heated), and the ability to take up space. They generate write-ups on their findings. In subtask three, the students begin their work on a research project on the history of flight. They learn, with a distinctive Canadian influence, that the history of flight is a vast and intriguing topic. In subtask four, the students investigate, through the creation of an aerofoil, that the surface over which air flows affects how well an object will lift away from the gravity pulling it down. They realize that the models of flight provided by nature enable us to advance our aviation technology. In subtask five, the students are involved in a city council meeting designed to deal with the possible effects of having an airforce base being built in a city during a period of war. They discuss the question, Are war planes considered a misuse of flight In subtask six, the students form predictions and applying results during a classroom demonstration on drag and thrust. They will investigate the four main forces of flight (lift, gravity, thrust, and drag) and the importance of maintaining a proper balance between them. The three basic movements of flight will also be examined (yaw, pitch, and roll). In subtask seven, the students assemble various high flyers. In subtask eight, the key words from the unit come alive as the students prepare a creative class presentation that utilizes the main terminology in the unit. The culminating task brings together all the concepts explored during the unit. The students demonstrate this knowledge through the creation of their own special flying machines. An air show follows the completion of all of their models of flight. 9 Subtasks 62 Expectations 76 Resources 94 Strategies amp Groupings 8 Language Expectations 6 Mathematics Expectations 27 Science and Tech Expectations 1 Arts Expectations 1 Social Studies Expectations What are the Odds Youll Get the Job Data Management and Probability, Grade 6 This mathematics unit, while primarily a Data Management and Probability unit, also includes tasks that require students to develop concepts and skills in the Number Sense and Numeration strands. Students are also required to communicate in written and oral forms, therefore, some language expectations are addressed and assessed. The culminating task requires students to develop a displaypresentation to showcase their products at a trade show. This displaypresentation includes a variety of surveys, graphs, tables, graphic organizers, and statements, which demonstrate how the data has been organized, analysed, interpreted, and evaluated. Conclusions and recommendations for a product, based on the data, must be clearly stated in the display. The subtasks involve a series of learning activities in which students collect data through surveys and research, organize their data using computer applications and graphic organizers, present the data using a variety of graphs, and analyse the data to make conclusions. The subtasks build upon each other in order for students to develop an understanding of the cumulative and sequential processes involved in data management. The culminating task requires students to apply these key learnings in order to develop the displaypresentation. Each subtask focuses on a different step in the data management process, and requires students to utilize a problem-solving approach to learning. Within each subtask, students are provided with opportunities to learn through an exploration activity, practise during a focus activity, and demonstrate learning during an assessment activity. Students are also required to reflect on their learning and to communicate their understanding of learning. 8 Subtasks 62 Expectations 61 Resources 85 Strategies amp Groupings 17 Language Expectations 26 Mathematics Expectations Electricity Games Galore: Energy and Control, Grade 6 In this unit, students explore how electricity is produced, transformed, manipulated, and refined for use in their community. They use scientific experiments, simulations, research, and model-making to explore and answer questions related to electricity. With this knowledge, students work to design and construct an electronic game. 9 Subtasks 41 Expectations 148 Resources 121 Strategies amp Groupings 24 Science and Tech Expectations Inside the Circle: First Nations in Canada, Grade 6 Students will engage in activities in social studies, language arts, visual arts, and music to gain an understanding of First Nations. Social Studies: students will work in research groups to learn about First Nations, their relationship with the environment and contact with explorers. English: students will be engaged in the study of First Nations stories, poetry, literature and song lyrics. Activities will provide an opportunity to read, listen to, write, and create stories using First Nations teachings. Students will develop the vocabulary necessary for this unit. Visual Arts: students will study the style and art of world renowned First Nation artist Norval Morrisseau. Students will have the opportunity to create artwork based on this x-ray style of painting. There will also be an activity for the creation of a Dream Catcher, often made by First Nations. Music and Drama: students will be exposed to First Nations music selections and will engage in music appreciation based on the music of Inuit artist Susan Aglukark and drama activities. The subtasks are meant to be adapted and organized to suit individual class needs. 16 Subtasks 104 Expectations 192 Resources 129 Strategies amp Groupings 16 Language Expectations 1 Mathematics Expectations 11 Arts Expectations 19 Social Studies Expectations Settling a New Courntry: Aboriginal PeopleNew France, Grades 67 This unit is based on The Ontario Curriculum expectations from Grade 6 Social Studies and the Grade 7 History. Similarities between the two grade levels create four main focus points: Factors affecting migration Impact of settlement Cultural diversity Development of business and commerce Grade 6 (Aboriginal People) Grade 7 (New France) Migration Patterns Settlement Factors influencing migration patterns and settlements of Aboriginal peoples. Factors affecting the establishment of early French settlements. Impact of settlement on on society, health and economics. Impact of settlement on the development of commerce and business, wars and resulting treaties in New France. Awareness of cultural diversity within First Nations. Awareness of Early European settlers. Outside influences of early explorers on Aboriginal lifestyle. Melding of lifestyles between native population and early settlers as well as between the French and English settlers. 10 Subtasks 115 Expectations 52 Resources 77 Strategies amp Groupings 10 Language Expectations 18 Social Studies Expectations 20 History Expectations Going Up: Mechanisms and Stability, Grades 67 Students will investigate the interrelationship between forces and motion. Grade 6 students will become motion experts, and learn to classify the different types of motion. Grade 7 students will become force and structural experts. They will learn about the different types of forces and how these forces affect the stability of structures. Students will be involved in a series of lessons in which they will learn about the effects of forces on structures and how mechanisms change one type of motion into another. Students will design and build different types of structures, investigate the different types of motion, identify types of forces, use a variety of mechanisms, and explore real world production. Students will design and build beams, wagons, and levers. The knowledge from each grade will be needed in the culminating task to produce a structure that involves motion and structural stability. This unit uses cross grade groupings and blends the different expectations with the common threads (i. e. forces and design) that run throughout each grade. 9 Subtasks 51 Expectations 88 Resources 79 Strategies amp Groupings 36 Science and Tech Expectations Canadas Trading Partners and Themes of Inquiry, Grades 67 Students will use a variety of geographic representation, tools, and technologies to gather, process, and communicate geographic information about Canadas connection to the world. 14 Subtasks 126 Expectations 72 Resources 91 Strategies amp Groupings 24 Social Studies Expectations 16 Geography Expectations EPI, Energy Private Investigators, Grades 67 EPI, Energy Private Investigators allows the students to build and develop their skills of inquiry, design, and communication regarding electrical and heat energies, and their effects on our lives and society at large. These skills are acquired through teacher directed-lessons, small group investigations, and individual responses. Students will take on the role of an investigator to formulate questions, plan investigations, compile data communicate procedures and results, and design and build devices and systems that use heat and electricity. The Catholic learner will apply effective communication, decision making, and problem-solving skills, and contribute to the common good to make life better for all. The final demonstration of knowledge and skills will require the students to design an energy-efficient home and provide an accompanying brochure highlighting energy conservation tips. 9 Subtasks 80 Expectations 127 Resources 84 Strategies amp Groupings 10 Language Expectations 53 Science and Tech Expectations 3 Arts Expectations Geo Visions: Design and Construct: 2D3D Geometry and Spatial Sense In general, the students will investigate the properties of three - and two-dimensional shapes and apply their learning to the design, construction, and analysis of a three-dimensional structuresculpture. The unit activities will include the following: drawing a two-dimensional representation of a three-dimensional shapestructure investigating nets of prisms and pyramids through hands-on andor computer activities (TABS) exploring the use of these shapes in the world around them investigate properties of two-dimensional shapes through hands-on andor computer activities (The Geometers Sketchpad). Differentiations appropriate to each grade will be described in each subtask. A glossary of terms is included in the unit. Teachers may wish to display a Word Wall throughout this unit to help students with new terminology. 11 Subtasks 137 Expectations 89 Resources 116 Strategies amp Groupings 36 Mathematics Expectations Natural Resources This unit is designed to meet the expectations as outlined in the Natural Resources strand for Grade 7 Geography, Ontario Curriculum Grades 1-8 document. The unit focuses on human use of resources and the impact of their use on the environment over time (i. e. supply, demand, availability, and technology). Teachers may also wish to make natural connections with Language Arts, the Data Management strand in Mathematics, and The Earths Crust strand in Science and Technology. Students are required to develop and refine the following skills through the various subtasks: mapping, data analysis and interpretation, research, writing, sorting, and role playing. Students are introduced to the unit by developing appropriate vocabulary and definitions. Building upon these foundations, students will examine specific natural resources. Using this background, students investigate general issues related to sustainable development and identify differing points of view. The culminating task asks students to present and defend various points of view on how a resource should be used. The students also demonstrate an understanding of alternative points of view through a written article based on a topical resource issue. 7 Subtasks 35 Expectations 85 Resources 73 Strategies amp Groupings 18 Geography Expectations Themes of Geographic Inquiry, Grade 7 Geography The culminating Subtask in this unit is Subtask 14: Are You a Life-Saver in which the final demonstration is a report which uses the five themes of geography as an organizer. 14 Subtasks 43 Expectations 23 Resources 114 Strategies amp Groupings 20 Geography Expectations LAlimentation, Grade 7 Bon Appeacutetit, Bonne Santeacute Students will read a variety of simple texts on nutrition and health. They will communicate information orally and in writing to inform adolescents about appropriate food choices. 8 Subtasks 29 Expectations 53 Resources 68 Strategies amp Groupings 9 French as a Second Language 2 Health amp Physical Education 1 Arts Expectations Suspense, Grade 7 Reading, Writing and Viewing Students will plan, create, and produce a suspenseful dramatization andor video. Students will demonstrate achievement of specific expectations drawn from the oral communication, reading, writing, and drama strands, supported by music and dance. Film and video techniques will be explored and consolidated. 6 Subtasks 24 Expectations 53 Resources 51 Strategies amp Groupings 15 Language Expectations 4 Arts Expectations Conflict and Change: Its Nature and Patterns, Grade 7 Through the exploration of relevant past and present day conflicts, students will understand the nature of conflict: its definition, the different types of conflict, and their causes. They will be provided with several opportunities to apply various conflict resolution strategies in real-world situations and evaluate their effectiveness. Implicit within the nature of conflict is the element of change. Students will examine the changeconflictchange pattern found in both historical and present day events and will probe how change occurs as a consequence of conflict. Concepts acquired through the exploration of present day conflict and resolution will be applied to the study of the historical events of the Rebellions of Upper and Lower Canada in 1837. Through examination of historical documents, students will research and analyse the issues, key personalities and opposing points of view involved in these rebellious conflicts. Much of the application of the concepts will take the shape of written responses, a role play, an interview, and the final editing of newspaper creations. Work throughout the unit will be collected in individual student portfolios and used in conjunction with the final newspaper creation. 9 Subtasks 50 Expectations 82 Resources 63 Strategies amp Groupings 18 History Expectations Heat: Energy and Control HOW IS HEAT RELATED TO EVENTS THAT OCCUR IN EVERYDAY LIFE The foregoing question provides the central focus for this unit. Students will learn more about the transfer of heat, the capacity of certain materials to hold heat, and how the properties of heat can be applied to natural and human-made environments. 7 Subtasks 25 Expectations 102 Resources 74 Strategies amp Groupings 19 Science and Tech Expectations Pathways to New Beginnings: British North America In an effort to gain an overall understanding of British North America, students will explore the following themes: the contribution of various groups in the development of English settlement the impact of the American Revolution on the development of Canadian communities conflicts that spearheaded the wars (taxes, land disputes, loyalties) Aboriginal peoples involvement in the war efforts Canadas involvement in the war efforts the Loyalist Migration (the emergence of communities such as Cornwall, Kingston, etc.) the building of various structures which are present-day landmarks (Welland and Rideau Canals) life in English-Canada as lived by the early pioneers slavery, oppression and war he importance of peace and loyalty in our daily lives the need for compassion, solidarity and responsibility when building a community and overcoming hardship The student will then produce a time capsule that reflects key historical events surrounding the development of Loyalist communities. By retracing the life of a key historical figure, the student will review the events that led people to leave their homeland and start anew in Canada. The knowledge acquired from the completion of the subtasks will lay the foundation for an independent research on a key personality of this time period. The culminating task will be celebrated by unveiling the time capsule project and presenting its contents. The time capsule will contain precise historical details in the form of the following: a dedication: including the date and a commemoration to a specific individual or group of people which would have been significant to the owner of the time capsule a journal entry: describing a particular event or conflict that occurred a map: retracing a particular journey made, in the form or a detailed map an artifact: consisting of an illustration of a particular object, along with brief description of its use an additional item of the students choice: reflecting a significant personal event, such as an invitation to a wedding, a contract for war, a location ticket for a piece of land, a prediction about the future. something that would have been personal to the person being represented. 12 Subtasks 78 Expectations 53 Resources 85 Strategies amp Groupings 9 Language Expectations 3 Arts Expectations 1 Geography Expectations 19 History Expectations Patterns in Physical Geography Students will identify and explain land, climate, and vegetation patterns in physical geography. They will explain how these patterns are useful to the study of geography and how they affect human activity. 11 Subtasks 70 Expectations 56 Resources 68 Strategies amp Groupings 23 Geography Expectations The Themes of Geographic Inquiry and Migration, Grades 78 Through the use of geographic organizers (i. e. locationplace, environment, region, interaction, and movement), the grade 78 students will examine the major types of migration and factors affecting mobility. Using tools and technologies of geography, the grade 78 students will discover the many ways in which cultures are affected by migration. They will describe patterns and trends, and their effects on Canada. 9 Subtasks 95 Expectations 39 Resources 61 Strategies amp Groupings 28 Geography Expectations Turning Up the Heat: A Unit of Study Investigating Heat Energy, Grade 7 Students will investigate how heat affects all aspects of life from basic survival to the compositional changes of matter. Students will participate in various activities and investigations whereby they will experience firsthand the effects of heat. Catholic expectations are integrated throughout the student activities and form the foundation for the entire unit of study. The unit is divided into three general categories: Investigations Application of learned knowledge Putting it all together. Working through the investigations, students will experience first hand the key elements of Heat. They will take part in a range of investigations demonstrating molecular motion, Particle-theory, conduction, convection, radiation, changing states of matter, insulation and the effects of heat on volume. Students will apply knowledge gained from investigation to real life. They will be given the opportunity to demonstrate mastery of the expectations through all subtasks. A glossary of key terms has been provided for reference purposes. Finally, the students will experience the connection between the learned knowledge and the world outside of school in the culminating task. 8 Subtasks 63 Expectations 37 Resources 102 Strategies amp Groupings 2 Language Expectations 5 Mathematics Expectations 27 Science and Tech Expectations 1 Arts Expectations Life Systems: Interacting Organisms Grade 78 Students will continue to develop their knowledge of systems and living things. An understanding and appreciation of the diversity and interdependence of Gods creations will be integral throughout the unit. Students will engage in several hands-on activities, research, and scientific investigations relating to organisms. They will develop a personal moral perspective on issues relating to themselves and their surrounding environment. Students will be required to demonstrate knowledge of the basic structure and function of plant and animal cells. They will investigate the hierarchical units of living things, which will include working within the larger framework of ecosystems, as well as studing cells and organ systems within the human body. Finally, they will be required to demonstrate the long-term effects of human activities and technological innovations on the sustainability of ecosystems and human body systems. 15 Subtasks 77 Expectations 54 Resources 138 Strategies amp Groupings 10 Language Expectations 3 Mathematics Expectations 37 Science and Tech Expectations World Travels, Grade 78 Mathematics Unit Students travel from country to country to complete a variety of investigations that centre primarily on skills, knowledge and concepts in the Measurement and Geometry amp Spatial Sense strands. In particular, Grade 7 students will work on tasks pertaining to area and perimeter of a trapezoid, rectangular prisms, and transformational geometry, and Grade 8 students will work on tasks related to radius, circumference and diameter, triangular prisms, and the Pythagorean Theorem. Each of the mathematics tasks is centred on the theme of structures which prepares students for their culminating task in which they design, build, and present a model of a structure. Therefore, these activities will include such skills as developing and using blueprints (top, side, and front), and estimating, measuring, and discussing the dimensions of structures. The subtasks are sequenced in such a way that the students have ample opportunities to learn about and practise the identified skills, concepts, and knowledge before their performance is assessed in later subtasks. A variety of self and teacher assessment tools are used throughout the unit. These include observation (with each subtask), rubrics, and checklists. During the unit students complete an entry in their travel journal after each subtask is completed in order to communicate their understanding of mathematics skills and concepts. Each journal entry is a response to one or more prompts outlined in the subtask, following the format outlined in the first subtask. The completion of each journal entry will allow the students to have their passport stamped and therefore move on to the next country and subsequent mathematics task(s). Three times during the unit the students choose one entry to edit, revise, and submit for scoring (see Notes to Teacher for more information). The passports primary function is to serve as a tracking and assessment tool for both student and teacher (e. g. date each task is completed, teacher stamp and feedback on student performance). 12 Subtasks 131 Expectations 52 Resources 104 Strategies amp Groupings 4 Language Expectations 56 Mathematics Expectations 6 Arts Expectations Confederation, Grade 8 The culminating activity in this unit is Subtask 5: A Confederation NewspaperNews Special, in which the final demonstration is either a series of July 1, 1867 front page stories from the perspective of the Aboriginal peoples and of each participating colony, or a series of reportsinterviewscommentaries representing each of these perspectives. 5 Subtasks 29 Expectations 31 Resources 42 Strategies amp Groupings 2 Language Expectations 1 Arts Expectations 13 History Expectations Racing Against Time, Grade 8 A Decision Making Challenge In this unit students will work on a simulated task, a submission to the International Track and Field Commission (I. T.F. C.) recommending criteria for a new annually awarded medal, Worlds Best Runner. Students will prepare themselves by completing up to five subtasks each. Each subtask involves applying new knowledge and developing skills and attitudes in order to make informed decisions. The last of the subtasks is the process for making The Final Decision and preparing a submission to the I. T.F. C. The unit requires students to analyse and solve problems using math and language demonstrating that often the best solutions integrate logical and creative thinking. 5 Subtasks 122 Expectations 43 Resources 82 Strategies amp Groupings 36 Language Expectations 24 Mathematics Expectations Structure and Mechanisms: Mechanical Efficiency Students will explore and demonstrate an understanding of the factors that contribute to the efficient operation of mechanisms and systems (e. g. simple machines, Pascals Law, forces that affect movement, velocity ratio, hydraulics and pneumatics, consumer needs). Through the opportunities explored in the subtasks, students will be able to design and make a mechanical toy device, that will move a given object a specified vertical and horizontal distance, and investigate the efficiency of the mechanical device. Students will be given opportunities to explore and demonstrate understanding of the factors that can affect the manufacturing of a product, including the needs of the consumer. They will then be required to present their mechanical toy devices in light of their findings. 8 Subtasks 77 Expectations 137 Resources 86 Strategies amp Groupings 5 Language Expectations 6 Mathematics Expectations 30 Science and Tech Expectations 2 Arts Expectations Turn Up the Radio Canadas Changing The students will begin the unit by exploring the changing society of Canada through activities focusing on visual images of the 1900s. They will compare and contrast the past and present uses of technology to demonstrate an understanding of the historical significance of change in society. Through a simulation activity, students will experience the division of labour process. Economic and social issues of the 1900s will be introduced through a series of dramatizations. Students will prepare fact sheets on the topics. Using graphic organizers, students will outline differing points of view surrounding five key issues facing Prime Minister Wilfrid Laurier. The issue of immigration will be investigated by creating a timeline of the early 1900s and comparing historical policies to current policies. World War I will be explored through a series of group presentations. Propaganda posters will be created to simulate the issue of war recruitment and the importance of supplies for the army overseas. Students will discuss the implications of the Treaty of Versailles. The War to End All Wars will be examined through the eyes of the participating countries. To investigate the impact of war on Canadian society, students will role-play characters from these countries and voice their concerns. Student presentations will provide more in-depth information. Students will analyse and apply the information acquired in the subtasks to produce a war-time radio documentary. 11 Subtasks 126 Expectations 80 Resources 96 Strategies amp Groupings 12 Language Expectations 3 Arts Expectations 23 History Expectations Canada: A Changing society: A Historical Investigation This unit is designed to meet the expectations as outlined in the Canada: A Changing Society Strand for Grade 8 History, Ontario Curriculum Grades 1-8 document. The unit focuses on change and the impact of change on people. Particular attention is paid to the impact of change on families, women, and workers during the period of Canadian history between Confederation and World War I. The Industrial Revolution in Canada and the subsequent growth of cities, changes in industry, agriculture, and the daily lives of Canadians provide a primary focus for the unit the impact of World War I on the lives of Canadians provides a context for the culminating task. In studying Canada as a changing society, students focus on why and how changes occur in society. They examine social and economic factors, as well as individuals and groups related to promoting change in Canada up to 1918. Canadas involvement in World War 1 is studied, with emphasis on the impact on both Canadians and the world community. (The Ontario Curriculum 1-8, 1998, Social Studies, History and Geography, p 53.) It is strongly recommended that teachers of Grade 8 history also consult the Ontario Curriculum for Grade 10 Canadian and World Studies. The events of World War I and Canadas involvement are covered in the compulsory Grade 10 Canadian and World Studies history courses. A broader perspective on the history curriculum in the intermediate division may prove to be very helpful. Teachers may also wish to make natural thematic links using the Change topic in Language Arts, Art, or Choices into Action. Teachers should find links to the history strand, Opening of the Canadian West, to be helpful some integration or review of complementary expectations will help students to consolidate prior knowledge in preparation for this unit of study. 9 Subtasks 37 Expectations 53 Resources 61 Strategies amp Groupings 22 History Expectations A Growing Nation Students begin the unit by thinking about what it means to grow as a person and how a nation grows. In this combined grade unit, common themes for both grades act as the foundation for the subtask. Each subtask begins by asking students to think about their personal experiences and links a current issue with historical events. The common themes are based on settlement patterns and daily life of communities, friendships, and social groups, rivalries and feeling alienated, conflict and negotiation. These themes are examined to determine the overall impact on society and how these events contributed to the growth of Canada as a nation. After class discussions on each theme, students from each grade work through activities appropriate to their grade levels. 11 Subtasks 135 Expectations 76 Resources 118 Strategies amp Groupings 15 Language Expectations 8 Arts Expectations 3 Social Studies Expectations 2 Geography Expectations 37 History Expectations B. N.A. Developing West Understanding the situations of newcomers to a new and potentially harsh environment after suffering the shock of dislocation from their previous homes requires the learner to be aware of the conditions that met the Loyalists in Upper Canada and settlers in the Canadian West. Appreciation of the difficulties in starting anew after relocating from their homeland in an environment that was unfamiliar and often unfriendly requires knowledge of the physical conditions required daily activities that ensured the continuance of life daily, monthly, and yearly difficulties to be overcome and the very spartan and often lonely lifestyle that was carved out of the new wilderness of Canada by the pioneers of Upper Canada and the West. Students will discover, through a field trip or simulation, the work schedules, crops to be planted, social activities, and other aspects of settlers lives in their new communities. They will be aware of the various difficulties and dangers that were very much a part of the daily and seasonal life of the pioneers of Canada and how individuals were dependent upon the compassion and generosity of others. Students will be responsible for independent research and study of their particular project choice but will gain some information and insights when their chosen personalitys contribution to history is illuminated as part of a subtask. Thus, they will gain the big picture through a series of unit subtasks, but will focus on one representative of the historic period through their independent study. Through the individual oral presentations of their classmates and by examining all the pizza box projects (see Culminating Task) when they go on display, each students knowledge of the general theme of the settlement of Canada will be reinforced and they will be able to appreciate the contributions of individuals over a wide time span using the timeline developed in the first lesson. 10 Subtasks 71 Expectations 63 Resources 70 Strategies amp Groupings 31 History Expectations Bubbles in the Hot Tub Bubbles in the Hot Tub is a Science and Technology unit prepared for teachers of combined 78 classes. This unit is designed to engage both grade level students, and allow for the simultaneous teaching of concepts from both curricula. The majority of subtasks and the culminating task will be taught and completed by all students although the assessment for each subtask will be grade specific. Through drama, demonstrations, and hands-on investigations, students will be introduced to the particle theory. The particle theory will then serve as the foundation for students explanations and predictions on topics such as temperature, changes in matter, heat transfer (conduction, convection, radiation), and properties of fluids (viscosity, density, buoyancy). Students will apply their understanding of the buoyancy and density relationship as they create their own hydrometers. Similarily, grade 7 students will apply their knowledge of heat transfer to create their own insulated container, whereas, the grade 8 students will use the concept of hydraulic or pneumatic systems to create a toy. Throughout the unit, students will be identifying examples in the natural world where heat and fluids are found, including the water cycle. They will consider how society has used and continues to use the characteristics of heat and fluids, and the impact this has on the environment. 6 Subtasks 105 Expectations 134 Resources 66 Strategies amp Groupings 58 Science and Tech Expectations Natural resources and Economic Systems This grade 7 Natural Resources and grade 8 Economic Systems combined unit, focuses on the different ways people use resources, how the resources are harvested, processed and distributed, how their value is influenced by demand and accessibility, and how employment trends are related to this sector of the economy. A group report on use of natural resources in terms of employment and future sustainability is the final activity. 9 Subtasks 83 Expectations 44 Resources 56 Strategies amp Groupings 27 Geography Expectations This unit relies on strong cooperativecollaborative learning structures. Consistent with the important concepts and enduring understandings of this topic, opportunities for respect for diversity, for active listening, for empathy and mutual understanding, the students will be expected to work in groups for most of this unit and the teacher will have considerable opportunity to cultivate a context for collaboration and positive learning strategies. The students should gain an understanding of the importance of cultural diversity in Canada, of the challenges faced by immigrants to any country. as well as an understanding of the contributions of a variety of cultures to modern Canadian society. Teachers are encouraged to make connections to other subject areas. A range of Canadian novels is available for classroom connections to concepts and themes investigated in this unit. A brief list of resources is included with this unit but is by no means comprehensive. Teachers may also wish to include resources available in their local communities (representatives from cultural groups or multicultural learning centres, etc.) in order to customize the learning context for students in their classes. Expectations have been selected and linked to subtasks and to the culminating task. Important concepts to be revisited and reinforced over the unit are identified by subtask. 7 Subtasks 36 Expectations 74 Resources 55 Strategies amp Groupings 17 Geography Expectations Optics: Energy and Control Students will investigate the question, HOW DOES UNDERSTANDING THE PROPERTIES AND CHARACTERISTICS OF LIGHT HELP US TO ENHANCE OUR QUALITY OF LIFE. Students will then apply knowledge gained though the unit in order to create an optical device. 9 Subtasks 40 Expectations 77 Resources 89 Strategies amp Groupings 22 Science and Tech Expectations Economic Systems Students will demonstrate an understanding of economic systems and the factors that influence them. They will use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information to prepare a final report describing the impact of a new industry on the economy of a region. 8 Subtasks 45 Expectations 49 Resources 56 Strategies amp Groupings 14 Geography ExpectationsBarter System History: The Past and Present If youve ever swapped one of your toys with a friend in return for one of their toys, you have bartered. Bartering is trading services or goods with another person when there is no money involved. This type of exchange was relied upon by early civilizations. There are even cultures within modern society who still rely on this type of exchange. Bartering has been around for a very long time, however, its not necessarily something that an economy or society has relied solely on. What is a Barter System A barter system is an old method of exchange. Th is system has been used for centuries and long before money was invented. People exchanged services and goods for other services and goods in return. Today, bartering has made a comeback using techniques that are more sophisticated to aid in trading for instance, the Internet. In ancient times, this system involved people in the same area, however today bartering is global. The value of bartering items can be negotiated with the other party. Bartering doesnt involve money which is one of the advantages. You can buy items by exchanging an item you have but no longer want or need. Generally, trading in this manner is done through Online auctions and swap markets. History of Bartering The history of bartering dates all the way back to 6000 BC. Introduced by Mesopotamia tribes, bartering was adopted by Phoenicians. Phoenicians bartered goods to those located in various other cities across oceans. Babylonians also developed an improved bartering system. Goods were exchanged for food, tea, weapons, and spices. At times, human skulls were used as well. Salt was another popular item exchanged. Salt was so valuable that Roman soldiers salaries were paid with it. In the Middle Ages, Europeans traveled around the globe to barter crafts and furs in exchange for silks and perfumes. Colonial Americans exchanged musket balls, deer skins, and wheat. When money was invented, bartering did not end, it become more organized. Due to lack of money, bartering became popular in the 1930s during the Great Depression. It was used to obtain food and various other services. It was done through groups or between people who acted similar to banks. If any items were sold, the owner would receive credit and the buyers account would be debited. Disadvantages and Advantages of Bartering Just as with most things, there are disadvantages and advantages of bartering. A complication of bartering is determining how trustworthy the person you are trading with is. The other person does not have any proof or certification that they are legitimate, and there is no consumer protection or warranties involved. This means that services and goods you are exchanging may be exchanged for poor or defective items. You would not want to exchange a toy that is almost brand new and in perfect working condition for a toy that is worn and does not work at all would you It may be a good idea to limit exchanges to family and friends in the beginning because good bartering requires skill and experience. At times, it is easy to think the item you desire is worth more than it actually is and underestimate the value of your own item. On the positive side, there are great advantages to bartering. As mentioned earlier, you do not need money to barter. Another advantage is that there is flexibility in bartering. For instance, related products can be traded such as portable tablets in exchange for laptops. Or, items that are completely different can be traded such as lawn mowers for televisions. Homes can now be exchanged when people are traveling, which can save both parties money. For instance, if your parents have friends in another state and they need somewhere to stay while on a family vacation, their friends may trade their home for a week or so in exchange for your parents allowing them to use your home. Another advantage of bartering is that you do not have to part with material items. Instead, you can offer a service in exchange for an item. For instance, if your friend has a skateboard that you want and their bicycle needs work, if you are good at fixing things, you can offer to fix their bike in exchange for the skateboard. With bartering two parties can get something they want or need from each other without having to spend any money.