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PEEL DISTRICT SCHOOL BOARD
PRIDEP- Power, R – Respect, I – Inclusive, D – Determination, E - Empathy
Course OverviewRevised 2012
Teacher Writing Team : Emily Lane and Jaya Mehta
Administrator: Lola Gayle
July 2012
PRIDE Course OverviewTeacher Writing Team: Emily Lane & Jaya MehtaAdministrator: Lola GayleJuly 2012 (Revised)
Introduction:
Our goal is to implement a year-round academic program to increase attendance, lower failure rate and increase the amount of PASS graduates. PRIDE is a 4-credit, interdisciplinary program. Each culminating task will be an interdisciplinary (more than one 'subject') assignment. PRIDE will have 2 parts and run throughout the school year, giving students an opportunity to earn 8 credits.
PRIDE will build upon 5 character traits:
P- Power, R – Respect, I – Inclusive, D – Determination, E - Empathy
The PRIDE program is theme based which will help to further engage our students in our course material, it is also largely based on experiential learning to further develop life skills in our students. Each unit is based on the curriculum expectations for all the courses included in PRIDE. These units place an emphasis on an overarching theme which will be the basis of all assignments.
Courses Offered:
PRIDE SEMESTER 1
Senior English (ENG3C/ENG4C/EWC4C)
World Geography: Urban Patterns and Interactions (CGU4C)
Food and Nutrition Sciences (HFA4M)
Interdisciplinary Studies (IDC30/IDC40)
PRIDE SEMESTER 2
Senior English (ENG3C/ENG4C/EWC4C)
The Environment and Resource Management (CGR4M)
Outdoor Activities (PAD30/PAD40)
Interdisciplinary Studies (IDC30/IDC40)
PRIDE Semester 1: Unit Overview
Unit Curriculum Expectations
Knowledge is Power
CGU 4C: explain how humans modify the environment to meet urban needs; communicate the results of inquiries related to urban problems and issues, using
appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: communicate the results of their inquiries effectively; identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for
improvement, and the strategies they found most helpful in oral communication situations.
IDC 3O: demonstrate an understanding of the different perspectives and approaches used in
each of the subjects or disciplines studied; analyse and describe the impact on society of interdisciplinary approaches and
solutions to real-life situations;
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How do my personality traits affect my success?
How does knowing the personality strengths of my classmates develop a strong team?
What does True Colours empower you to do? Locally? Nationally? Globally?
Summative: Participation in the True Colours workshop
Assessment For Learning: About Me Activities
Class Icebreakers
How well the class works together – provide feedback
Food Lab safety
Assessment Of Learning: Students’ participation
in the True Colours Workshop
Students’ reflect on their learning
Contact Hours Planning
6 hours
Unit will begin with several ice breaker activities to create an environment that fosters teamwork.
True Colours Facilitator
Unit Curriculum Expectations
Global Toronto - Respect
CGU 4C: explain how social, political, cultural, environmental, and economic processes shape
urban places;
analyse and compare the characteristics of major urban systems in different parts of the world;
explain how humans modify the environment to meet urban needs;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
assess the impact of human migrations on urban systems and patterns;
communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
identify the components and foods that form the basis of various cuisines around the world.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively.
IDC 3O: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How does Kensington Market reflect the diversity of Toronto?
Why is respecting diversity important?
What are cultural enclaves and how are they reflective of the city of Toronto (and surrounding areas)?
Kensington Market of the Class – Diversity of the Classroom.
Students will build their own multicultural market based on their classroom.
Assessment For Learning: Participation in
Kensington Market field trip
Discussion of cultural enclaves in Toronto
Assessment Of Learning: Classroom version of
Kensington Market Evaluate how the
class is reflected in this assignment
Contact Hours Planning
5 hoursTrip to Kensington Market (permission forms, bus)
Rubric for classroom project
Unit Curriculum Expectations
Community Outreach - Inclusive
CGU 4C: communicate the results of inquiries related to urban problems and issues, using
appropriate terms and concepts and a variety of forms and techniques.HFA 4M:
determine the relationship among nutrition, lifestyle, health, and disease.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
IDC 3O: implement and communicate information about interdisciplinary endeavours, using a
variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
analyse and describe ways in which interdisciplinary skills relate to personal development and careers.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How does community leadership affect the overall health of a community?
Why does community leadership change the way people feel about/look at their community?
What other forms of community leadership exist?
How does the interpersonal relationship between a teenager and a child benefit the entire community?
Participation in a partnership with an elementary school
1. How they would evaluate themselves?
2. How the overriding teacher would evaluate the PASS student?
3. How the elementary student would evaluate the PASS student?
Assessment For Learning: Ongoing feedback
throughout the elementary visits
Discussion of the importance of mentors in the community
Assessment Of Learning: Self-evaluation,
Student-evaluation, Teacher-evaluation of participation in school partnershipContact Hours Planning
Minimum 40 hours
Need to develop a relationship with an elementary school willing to develop a partnership between their school and the PRIDE program.
Weekly check in’s with students and their partners.
Unit Curriculum Expectations
Determination CGU 4C:
and People explain how humans modify the environment to meet urban needs;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
assess the impact of human migrations on urban systems and patterns;
communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: summarize food-related issues that arise throughout the life cycle; identify the source of nutrients and the role they play in the maintenance of good
health;
determine the relationship among nutrition, lifestyle, health, and disease;
identify the factors that are critical to achieving and maintaining food security and eliminating hunger.
communicate the results of their inquiries effectively.
ENG 3C: read and demonstrate an understanding of a variety of informational, literary, and
graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
IDC 3O: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
What are the characteristics of determination?
How do personal obstacles play a role in determination?
What are the variety of ways in which people overcome their obstacles?
Biography in a box Assessment For Learning:
Discussion of determined people
Assess students’ understanding of determination
Feedback on students’ understanding of their chosen biographies
Assessment Of Learning:
Students choose 10 things that make their chosen person determined and represent them with artefacts
Students are assessed based on their thoughtfulness, creativity, relevance and explanation of the chosen artefacts
Contact Hours Planning
8 hours
Variety of books based on resilient characters
Assignment sheet
Rubric
Unit Curriculum Expectations
Food for Thought
CGU 4C: identify the factors that are critical to achieving and maintaining food security and
eliminating hunger;
analyse and compare urban forms and functions around the world, using concepts and theories of spatial organization;
explain how social, political, cultural, environmental, and economic processes shape urban places;
analyse and compare the characteristics of major urban systems in different parts of the world;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
analyse the relationships between cities and their surrounding regions;
assess various ways of managing urban change in selected world regions; analyse various proposed solutions to typical problems of large urban areas.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
summarize food-related issues that arise throughout the life cycle;
plan, perform, and present the results of an investigation into the nutritional status of
Canadians;
Identify the economic, political, and environmental factors that affect food production and supply throughout the world;
identify the factors that are critical to achieving and maintaining food security and eliminating hunger.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 3O: implement and communicate information about interdisciplinary endeavours, using a
variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
analyse and describe ways in which interdisciplinary skills relate to personal development and careers.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How many families depend on food banks in our community?
Where does the majority of the food come from?
UNICEF Food Bank Assessment For Learning:
Demonstrates an understanding of food shortages in our community and around the world
How can communities address the shortages in food throughout the year?
How can we account for the inequality of the distribution of food worldwide?
Planning and revision of Food Drive
Assessment Of Learning:
Implementation of food drive
Reflection on learning
Contact Hours Planning
10Hours
UNICEF materials (will be sent from UNICEF)
Food lab materials
Food Bank material (posters, tables, advertising) etc.
Unit Curriculum Expectations
The Power Struggle
CGU 4C: analyse and compare urban forms and functions around the world, using concepts
and theories of spatial organization;
explain how social, political, cultural, environmental, and economic processes shape urban places;
analyse the relationships between cities and their surrounding regions;
analyse various proposed solutions to typical problems of large urban areas;
communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
determine the relationship among nutrition, lifestyle, health, and disease;
identify the economic, political, and environmental factors that affect food production and supply throughout the world;
identify the factors that are critical to achieving and maintaining food security and eliminating hunger;
describe noticeable trends in food-consumption patterns;
correctly use terminology associated with food and nutrition.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for
improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning.
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts.
IDC30: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How is power distributed between people?
What factors make people abuse their power?
Does absolute power corrupt absolutely?
Research cost of education vs. cost of imprisonment
Assessment For Learning: Students’ understanding of
power
Students’ participation in the “Cookie Lesson”
Planning and research for summativeContact Hours Planning
Assessment Of Learning: Written report on cost of
education vs. cost of imprisonment
Reflection on power distribution in our society.
8 hours
The movie The Experiment
Assignment sheet
Rubric
Unit Curriculum Expectations
Respect through the Ages
CGU 4C: analyse and compare the characteristics of major urban systems in different parts of
the world;
describe how the natural environment influences the location and development of settlements;
explain how humans modify the environment to meet urban needs;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
analyse the relationships between cities and their surrounding regions;
assess various ways of managing urban change in selected world regions;
analyse various proposed solutions to typical problems of large urban areas.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
summarize food-related issues that arise throughout the life cycle;
identify the source of nutrients and the role they play in the maintenance of good health;
determine the relationship among nutrition, lifestyle, health, and disease;
identify the components and foods that form the basis of various cuisines around the world;
identify the economic, political, and environmental factors that affect food production and supply throughout the world;
identify the factors that are critical to achieving and maintaining food security and eliminating hunger;
describe noticeable trends in food-consumption patterns;
correctly use terminology associated with food and nutrition;
communicate the results of their inquiries effectively.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
read and demonstrate an understanding of a variety of informational, literary, and
graphic texts, using a range of strategies to construct meaning;
use knowledge of words and cueing systems to read fluently;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 30: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process in formation, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How has chivalry changed over time?
How does respect differ across cultures?
Research chivalrous characters from a variety of countries (E.g., Rajput, Samurai, Knight,
Assessment For Learning: Students’ understanding of
respect
Participation in Medieval Times
Is chivalry still alive today? Equeos, Hippeus)
Analyze nutritional value of a traditional meal and explain the effects that would have on their performance
field trip
Research and planning on their chivalrous character
Assessment Of Learning: “Facebook” page on their
chivalrous character
Demonstrates an understanding of chivalry across cultures
Contact Hours Planning
8 hours
The play Medieval Times
Assignment sheet
Rubric
Unit Curriculum Expectations
Making a Difference in your Community
CGU 4C: analyse and compare urban forms and functions around the world, using concepts
and theories of spatial organization;
explain how social, political, cultural, environmental, and economic processes shape urban places;
analyse and compare the characteristics of major urban systems in different parts of the world;
describe how the natural environment influences the location and development of settlements;
explain how humans modify the environment to meet urban needs;
assess the effects of human activities on urban and regional ecosystems and propose solutions to urban environmental problems;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
analyse the relationships between cities and their surrounding regions;
assess the impact of human migrations on urban systems and patterns;
assess various ways of managing urban change in selected world regions;
analyse various proposed solutions to typical problems of large urban areas;
use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information on urban patterns and interactions;
communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
summarize food-related issues that arise throughout the life cycle;
plan, perform, and present the results of an investigation into the nutritional status of Canadians;
identify the source of nutrients and the role they play in the maintenance of good health;
determine the relationship among nutrition, lifestyle, health, and disease;
identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences;
identify the economic, political, and environmental factors that affect food production and supply throughout the world;
identify the factors that are critical to achieving and maintaining food security and eliminating hunger;
describe noticeable trends in food-consumption patterns;
use appropriate social science research methods in the investigation of food-related issues;
correctly use terminology associated with food and nutrition;
communicate the results of their inquiries effectively.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 30: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
Where is homelessness most evident in Canada? Why?
What organizations exist to combat homelessness?
What stigmas exist around homelessness?
Students will participate in a presentation by Youth without Shelter on the stigmas of youth homelessness and the causes of youth homelessness.
Following the presentation, students will assemble nutritious brown bag lunches to the youth staying at the shelter.
Assessment For Learning: Demonstrates and
understanding of homelessness in our community
Organizing and implementing the Brown Bag Lunch Day
Research on organizations that combat homelessness
Assessment Of Learning: Implementation of Brown Bag
Lunch Day
Participation in presentation and in Brown Bag Lunch Day
Reflection on its “success” and what students have learned from the experience.Contact Hours Planning
8 hours
Contact Youth without Shelter to arrange presentation date and time along with a tour for students.
Planning a nutritious menu for brown bag lunches.
Purchasing groceries and supplies for brown bag lunches.
Unit Curriculum Expectations
Prevailing People
CGU 4C: analyse and compare urban forms and functions around the world, using concepts
and theories of spatial organization;
explain how social, political, cultural, environmental, and economic processes shape urban places;
analyse and compare the characteristics of major urban systems in different parts of the world;
explain how humans modify the environment to meet urban needs;
assess the effects of human activities on urban and regional ecosystems and propose solutions to urban environmental problems;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
analyse various proposed solutions to typical problems of large urban areas;
communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and physical
factors that affect food choices;
determine the relationship among nutrition, lifestyle, health, and disease;
identify the components and foods that form the basis of various cuisines around the world;
identify the economic, political, and environmental factors that affect food production and supply throughout the world;
identify the factors that are critical to achieving and maintaining food security and eliminating hunger;
predict trends in the preparation of foods in the home and in the commercial sector;
describe noticeable trends in food-consumption patterns.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
use knowledge of words and cueing systems to read fluently;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts.
IDC 3O: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
What are the characteristics of determination?
Do people that struggle (politically, socially, and economically) show more determination than others?
How do people deal with adversity?
Students will take a class trip to the Daily Bread Food bank.
They will participate in a tour and presentation about people that access the food bank and challenges
Assessment For Learning:
Participation in tour and presentation
Understanding the qualities that relate to determination
Volunteering at the Daily Bread Food Bank
associated with food banks.
Students will volunteer at the Daily Bread Food Bank doing a variety of jobs (gardening, packaging bulk food, sorting food).
Students will write and send a letter to a local politician to communicate concerns about hunger and poverty based on their experiences at the Daily Bread Food Bank.
Assessment Of Learning:
Written letter to politician exemplifying what they have learned from their experience at the Daily Bread Food Bank.
Contact Hours Planning
6 hours
Contacting Daily Bread Food Bank to organize a time and date students can come in.
Mailing out all letters written by students.
Unit Curriculum Expectations
Somebody Else’s Shoes
CGU 4C: analyse and compare urban forms and functions around the world, using concepts
and theories of spatial organization;
explain how social, political, cultural, environmental, and economic processes shape urban places;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
explain the causes of cultural and economic convergence and/or divergence in urban settlements in different parts of the world;
analyse the relationships between cities and their surrounding regions; assess the impact of human migrations on urban systems and patterns.
HFA 4M: identify the social, psychological, economic, emotional, cultural, religious, and
physical factors that affect food choices; identify the source of nutrients and the role they play in the maintenance of good
health; determine the relationship among nutrition, lifestyle, health, and disease; identify the factors that are critical to achieving and maintaining food security and
eliminating hunger.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning.
IDC 30:
demonstrate an understanding of the key ideas and issues related to each of the subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How do you think someone going through a hard time feels? Is there anything you can do to help them?
When you’re going through a hard time what do you do to make yourself feel better? Are these options that everyone has (think global)
Why is empathy an important character trait?
Students will write a letter to someone in their life who is going through a hard time right now letting them know they have support.
Students will create a care package to send to that person.
Attend Anne Frank play.
Assessment For Learning: Students’ understanding of
empathy
Class Discussion
Participation in the Anne Frank play
Assessment Of Learning: Letter to someone in need
Creation and presentation of care package
Contact Hours Planning
6 hours
Trip to see Anne Frank play
Bus
Materials for care package
Unit Curriculum Expectations
PRIDE 1 SUMMATIVE:
STOMACH THIS!
PRESENTATION
CGU 4C: analyse and compare urban forms and functions around the world, using concepts
and theories of spatial organization;
explain how social, political, cultural, environmental, and economic processes shape urban places;
analyse and compare the characteristics of major urban systems in different parts of the world;
explain how humans modify the environment to meet urban needs;
assess the effects of human activities on urban and regional ecosystems and
propose solutions to urban environmental problems;
describe the influence of social, cultural, political, environmental, and economic factors on the development of urban settlements in different parts of the world;
assess the impact of human migrations on urban systems and patterns;
assess various ways of managing urban change in selected world regions;
analyse various proposed solutions to typical problems of large urban areas;
use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information on urban patterns and interactions;
analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies;
communicate the results of inquiries related to urban problems and issues, using appropriate terms and concepts and a variety of forms and techniques.
HFA 4M: identify the factors that are critical to achieving and maintaining food security and
eliminating hunger;
identify the social, psychological, economic, emotional, cultural, religious, and physical factors that affect food choices;
summarize food-related issues that arise throughout the life cycle;
plan, perform, and present the results of an investigation into the nutritional status of Canadians;
identify the source of nutrients and the role they play in the maintenance of good health;
determine the relationship among nutrition, lifestyle, health, and disease;
identify examples of entrepreneurship in the food industry, and occupations related to food and nutrition sciences;
identify the economic, political, and environmental factors that affect food production and supply throughout the world;
describe noticeable trends in food-consumption patterns;
use appropriate social science research methods in the investigation of food-related issues;
correctly use terminology associated with food and nutrition;
communicate the results of their inquiries effectively.
ENG 3C: listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 30: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning
& Assessment of Learning
How does your country address the issue of food security? Are there programs in place? Could improvements be made?What percentage of the population in your country is homeless? How do you think homelessness impacts food security?
Students will:
Pick one country of their choice to research. They MUST submit their research notes as part of their evaluation
Research an AUTHENTIC MEAL from that country (students will also include the recipe, ingredient list, notes on how the geographical location of the country affects the ingredients)
Make the dish at home and bring it in on the due date.
Assessment For Learning: Research on country
of their choice
Understanding the relation between geographical location and readily available ingredients
Compare and contrast countries
Understanding how to meet the dietary needs of an individual
Assessment Of Learning:
Preparing the recipe of their choice
Final Product (choices given in handout)
Contact Hours Planning
12 hours
Access to computers for research
Copies of blank maps
Class time
PRIDE Semester 1 Teaching/Learning Framework:
Unit 1: Knowledge is Power
Contacts What Teachers Do What Students Do (Before/During/After)
AB 1. Teacher will begin by giving an overview of the PRIDE program (credits, hours, expectations etc).
2. Teacher will implement a variety of icebreakers to the class to introduce classmates to each other.
Name the PRIDE mascot Journey in life pipe cleaner
activity Goal setting Lego activity
3. Teacher will go over character education model and character traits being integrated into the program.
1. Students will take turns explaining what they know about the program and what they are hoping to gain from it.
2. Students will brainstorm a list of names for PRIDE mascot and participate in a variety of icebreakers.
3. Students will get into groups and create a character education poster for the PRIDE program.
CDEF 1. Teacher will introduce True Colours facilitator who will then conduct a workshop with students.
1. Students are participating in the True Colours workshop.
Unit 2: Global Toronto
Contacts What Teachers Do What Students Do (Before/During/After)
G-K 1. Teacher starts lesson by having a discussion using the inquiry questions
- Why is respecting diversity important?
- What are cultural enclaves and how are they reflective of the city of Toronto (and surrounding areas)?
- How does Kensington Market reflect the diversity of Toronto?
2. Teacher facilitates trip to Kensington Market for students to see the
1. Students will participate in group discussion led by teacher.
2. Students will go on a field trip to Kensington Market (students will be advised ahead of time to look for details they want to incorporate into their own version of Kensington Market)
3. After the trip, students will work as a group to create a PRIDE Market (rubric provided)
diversity of Toronto3. Teacher will come back
and instruct students to create their own version of Kensington Market i.e. PRIDE’s Market.
Unit 3: Community Outreach
Contacts What Teachers Do What Students Do (Before/During/After)
N/A – ongoing all year activity.
1. Teacher will coordinate a partnership with an elementary school in the area to set up a mentorship program. Each student in the PRIDE program will be paired up with 1-2 elementary students that they will “mentor” once a week.
2. Teacher will lead a discussion with students about interpersonal relationships and leadership in the community with students.
3. Teacher will check weekly logs and communicate regularly with elementary teacher.
1. Students will spend 2 hours a week with the elementary student that they are paired up with.
2. Students will keep a log of time spent with students including dates, what they did, and initials of elementary teacher.
3. Students will be logging time to count towards their community service hours.
Unit 4: Determination and People
Contacts What Teachers Do What Students Do (Before/During/After)
L-S 1. Teacher will lead discussion about determination (including inquiry questions).
2. The teacher will explain to students what their assignment is for this unit. They will be creating a biography in a box.
1. Students will participate in group discussion about determination.
2. Students will do research and then pick a person they feel shows determination to create a biography on a box on.
3. Students will be given class time and resources to create their boxes.
3. The teacher will explain options for students to find a person that shows determination and create a biography on them.
4. Teacher will show students an exemplar of a biography in a box and give them an assignment sheet and rubric.
Unit 5: Food for Thought
Contacts What Teachers Do What Students Do (Before/During/After)
T-Z 1. As a class, teacher and students will look at hunger around the world.
2. Teacher will discuss what can be done about hunger and food shortages in the community.
3. Teacher will introduce UNICEF Day (materials to be sent from UNICEF)
4. Teacher will facilitate students running a food bank for UNICEF.
1. Students will participate in a discussion about hunger and food shortage.
2. Students will run a food lab to create food to sell at school to raise money for UNICEF.
3. Students will run a food bank for UNICEF under the supervision of their teacher.
PRIDE Semester 2: Unit Overview
Unit Curriculum Expectations
We’re All Leaders
CGR 4M: analyse and evaluate interrelationships among the environment, the economy, and
society; evaluate the impact of economic, social, political, and technological change on
natural and human systems; explain the purpose of environ mental laws and regulation sat the local, provincial,
and national levels and evaluate their effectiveness over time; evaluate a variety of approaches to resolving environmental and resource
management concerns on a local, regional, and national scale.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities; participate regularly in a balanced instructional program that includes a wide variety
of physical activities that encourage lifelong participation; develop personal health-related physical fitness; demonstrate responsibility for their personal safety and the safety of others; describe how society and culture affect individual perceptions and expressions of
sexuality; demonstrate an understanding of strategies that promote personal safety and
prevent injuries; demonstrate an ability to use specific strategies to enhance their own mental health
and that of others; demonstrate an understanding of strategies that promote healthy relationships.; use decision-making and goal-setting skills to enhance their daily lives; demonstrate an understanding of the importance of respect for self and respect for
others in reducing conflict in their personal lives; use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes; use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for
improvement, and the strategies they found most helpful in oral communication situations.;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning ;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the
strategies they found most helpful before, during, and after reading; generate, gather, and organize ideas and information to write for an intended
purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic
forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of
language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
IDC 40: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied; demonstrate an understanding of the different structures and organization of each of
the subjects or disciplines studied; demonstrate an understanding of the different perspectives and approaches used in
each of the subjects or disciplines studied; demonstrate the skills and strategies used to develop interdisciplinary products and
activities; analyse and describe the impact on society of interdisciplinary approaches and
solutions to real-life situations; analyse and describe how interdisciplinary skills relate to personal development and
careers.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
What makes a good leader?
Can one person make a difference?
Are there ample opportunities to volunteer in the community?
Leadership in Training Program through the City of Mississauga
Assessment For Learning: Discussion on leadership in the
community
Discussion on the qualities that each student brings to a leadership role
Assessment Of Learning:
Completion of the Leadership in Training program
Contact Hours Planning
8 hoursCoordinate with City of Mississauga
Unit Curriculum Expectations
Environmental Respect
CGR 4M: explain how key ecological processes contribute to ecosystem health; analyse how the distribution of ecosystems has been and continues to be influenced
by natural conditions; explain significant short-term and long-term effects of human activity on the natural
environment; analyse and evaluate interrelationships among the environment, the economy, and
society; analyse patterns of resource availability and use; analyse environmental and resource management issues and explain their global
implications; explain how population growth affects the sustainability of global ecosystems; evaluate the effectiveness of the efforts of the international community to deal with
environmental and resource management issues; evaluate the impact of economic, social, political, and technological change on
natural and human systems; explain the purpose of environ mental laws and regulation sat the local, provincial,
and national levels and evaluate their effectiveness over time; evaluate a variety of approaches to resolving environmental and resource
management concerns on a local, regional, and national scale; use the methods and tools of geographic inquiry to locate, gather, evaluate, and
organize information about environmental and resource management issues and concerns;
analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies.
communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities; use decision-making and goal-setting skills to enhance their daily lives; demonstrate an understanding of the importance of respect for self and respect for
others in reducing conflict in their personal lives; use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes; use speaking skills and strategies appropriately to communicate with different
audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for
improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the
strategies they found most helpful before, during, and after reading; generate, gather, and organize ideas and information to write for an intended
purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic
forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of
language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts; create a variety of media texts for different purposes and audiences, using
appropriate forms, conventions, and techniques; reflect on and identify their strengths as media interpreters and creators, areas for
improvement, and the strategies they found most helpful in understanding and creating media texts;
IDC 40: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
Who is responsible for taking care of the environment?
What is sustainability?
Can a school be eco-friendly? How?
How can we manage our waste?
Film Reflection (Film: Wall-E)
Park clean up
Field trip to Waste Management center
Guest speaker subject to availability (example: Jane Goodall, EcoSpark etc.)
Assessment For Learning: Understanding of each
individual’s role in sustaining our environment
Participation in a park cleanup
Assessment Of Learning: Reflection on environmental
respect based on Wall-E.
Contact Hours Planning
20 hours
Movie: Wall-E
Bus
Garbage bags
Latex gloves
Booking guest speaker
Unit Curriculum Expectations
Team PRIDE CGR 4M: evaluate the impact of economic, social, political, and technological change on
natural and human systems;
explain the purpose of environ mental laws and regulation sat the local, provincial, and national levels and evaluate their effectiveness over time;
evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
develop personal health-related physical fitness;
participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;
describe how society and culture affect individual perceptions and expressions of sexuality;
demonstrate an understanding of strategies that promote personal safety and prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health
and that of others;
demonstrate an understanding of strategies that promote healthy relationships;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
IDC 40: demonstrate an understanding of the different perspectives and approaches used in
each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
What makes a good team?
How do you define a good team member versus a poor team member?
How do you define inclusiveness?
When you describe yourself what do you include? What do you exclude?
LaserQuest Team Building Trip
Creating an icebreaker activity for the class to present and perform for the class that promotes inclusiveness.
Assessment For Learning: Participation in a variety of
icebreakers and team building activities
Reflection on their success
Assessment Of Learning: Students each create their own
What are strategies to team building?
team-building icebreaker
Students implement their icebreaker to the class and reflect on this success
Contact Hours Planning
4 hours
Contact LaserQuest in regards to their Team Building activity.
Collection of exemplar icebreakers
Rubric for summative
Unit Curriculum ExpectationsDetermined to Find an Adventure
CGR 4M: explain how key ecological processes contribute to ecosystem health;
analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions;
explain significant short-term and long-term effects of human activity on the natural environment;
analyse and evaluate interrelationships among the environment, the economy, and society; • analyse patterns of resource availability and use;
use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns;
analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies;
communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
demonstrate responsibility for their personal safety and the safety of others;
demonstrate personal competence in applying complex movement skills and principles;
develop personal health-related physical fitness;
demonstrate an understanding of strategies that promote personal safety and prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationships;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for
others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
IDC 40: demonstrate the skills and strategies used to develop interdisciplinary products and
activities;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
Do leadership and team building skills transfer to determination? Why or why not?
What motivates you?
How do you overcome obstacles?
Students will learn how to use a GPS unit and have ample time to practice using them.
Students will have the opportunity to find geocaches on school property and in the community.
Assessment For Learning: Understanding of GPS units
Participation in geocaching in the community
Assessment Of Learning:
Participation of practice
Create a geocache in the community for their classmates to find.
geocaches.
Understanding how a GPS works.
Creation of a geocache
Accurately hiding the geocache in the community
Contact Hours Planning
6 hours
Geocache account
GPS
Materials for geocache (to be determined as a class activity)
Unit Curriculum Expectations
First Aid/CPR Training
CGR 4M: explain significant short-term and long-term effects of human activity on the natural
environment;
analyse and evaluate interrelationships among the environment, the economy, and society;
analyse patterns of resource availability and use;
analyse environmental and resource management issues and explain their global implications;
explain how population growth affects the sustainability of global ecosystems;
evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues;
evaluate the impact of economic, social, political, and technological change on natural and human systems;
explain the purpose of environ mental laws and regulation sat the local, provincial , and national levels and evaluate their effectiveness over time;
evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
develop personal health-related physical fitness;
demonstrate responsibility for their personal safety and the safety of other;
demonstrate an understanding of strategies that promote personal safety and prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationships;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for
others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 40: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
Is first aid training a skill Students will go Assessment For Learning:
that is realistically transferable into real life?
Would you save a strangers life if you could?
through First Aid/CPR Training.
After the training students must pass a set of tests to become certified in First Aid/CPR
Participation throughout the training
Assessment Of Learning: Certification in First Aid/CPR
Contact Hours Planning
16 hours
Booking a certified trainer to come in and train the students in First Aid/CPR
Unit Curriculum ExpectationsPowerful People
CGR 4M: evaluate the impact of economic, social, political, and technological change on
natural and human systems;
explain the purpose of environ mental laws and regulation sat the local, provincial, and national levels and evaluate their effectiveness over time;
evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
describe how society and culture affect individual perceptions and expressions of sexuality;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC40 demonstrate an understanding of the different perspectives and approaches used in
each of the subjects or disciplines studied;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
analyse and describe how interdisciplinary skills relate to personal development and careers.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
When you visualize a “powerful person”, what do you see?
Do you see yourself as powerful? Why or why not?
Is power an attribute that is innate or developed?
Is power external or internal?
Students will be given a list of blurbs describing the life of a variety of people. The blurbs will focus on the failures that successful and powerful people have experienced.
After reading the blurbs students are to discuss whether or not the person is successful or not.
Once they have determined this, students will guess who the blurb is written about. The answers are taken up as a class.
After the answers are taken up, students then write their own blurb about their own experiences with failure and then write a follow up reflection the addresses how they have put power back into their own hands despite adversities faced in their lives.
Assessment For Learning:
Understanding of power as it exists in themselves
Discussion of the variety of ways in which people can be powerful and successful
Understanding of experiences from a variety of powerful people.
Assessment Of Learning:
Reflection on their own lives and the meaning of failure, success and power.
Contact Hours Planning
6 hoursCopy of success or failure handout.
Unit Curriculum Expectations PRIDE Outside CGR 4M:
explain how key ecological processes contribute to ecosystem health;
analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions;
explain significant short-term and long-term effects of human activity on the natural environment;
analyse and evaluate interrelationships among the environment, the economy, and society;
analyse patterns of resource availability and use;
analyse environmental and resource management issues and explain their global implications;
explain how population growth affects the sustainability of global ecosystems;
evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
develop personal health-related physical fitness;
demonstrate personal competence in applying complex movement skills and principles;
participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;
demonstrate responsibility for their personal safety and the safety of others;
demonstrate an understanding of strategies that promote personal safety and prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationships;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
generate, gather, and organize ideas and information to write for an intended
purpose and audience.
IDC 40: demonstrate the skills and strategies used to develop interdisciplinary products and
activities;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How do you see a classroom?
Where can learning take place?
What can you learn from your surroundings?
Does the environment you’re in affect the way you learn? How engaged are you?
Students will be evaluated on their level of preparation for hiking (shoes, accessories, etc)
Students will take a photograph of something that they can relate to the environment and present their picture and reflection to the class upon return.
Evaluation will be based on initiative taken during hiking, and the ability to transfer skills from previous units and summatives.
Assessment For Learning: Understanding of how we
interact with our environment
Participation in the hike
Assessment Of Learning:3 The photograph taken during
the hike
Reflection on the photograph and how that item interacts with its environment
Contact Hours Planning
6 hours
Bus
Preparation checklist (to be used for assessment).
Cameras
Unit Curriculum Expectations PRIDE Camping
CGR 4M: explain how key ecological processes contribute to ecosystem health;
analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions;
explain significant short-term and long-term effects of human activity on the natural environment;
analyse and evaluate interrelationships among the environment, the economy, and society;
analyse patterns of resource availability and use;
analyse environmental and resource management issues and explain their global implications;
explain how population growth affects the sustainability of global ecosystems;
evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities.
develop personal health-related physical fitness
demonstrate personal competence in applying complex movement skills and principles
participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation
demonstrate responsibility for their personal safety and the safety of others.
demonstrate an understanding of strategies that promote personal safety and prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationships.
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C:
listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience.
IDC 40: demonstrate the skills and strategies used to develop interdisciplinary products and
activities.
be able to assess and extend their research skills to present their findings and solve problems.
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations
Inquiry Questions Description Assessment for Learning & Assessment of Learning
What comforts of life do you think are necessary for survival?
What are your experiences with camping, if any?
Can you think of a group of people, culture that lives off the land? Is this something you think is practical?
Does camping give you a better sense of the environment and the potential problems that can arise from overdevelopment?
Students will be evaluated on their teamwork and initiative while camping (setting up camp ground, creating activities that can create an inclusive environment while camping, preparation – food, supplies, appropriate clothing, shoes, fire starting, shelter building, etc.)
Assessment For Learning: Camping preparation classes:
fire building, shelter building, food supplies, etc.
Assessment Of Learning: Participation and ability to work
effectively with classmates while camping
Contact Hours Planning
20 hours
Camping supplies
Groceries
Checklist for preparation
Supplies for activities (games etc).
Unit Curriculum ExpectationsInto Thin Air (Novel Study)
CGR 4M: evaluate the impact of economic, social, political, and technological change on
natural and human systems;
explain the purpose of environmental laws and regulation sat the local, provincial , and national levels and evaluate their effectiveness over time;
evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale;
explain how key ecological processes contribute to ecosystem health;
analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions;
explain significant short-term and long-term effects of human activity on the natural environment;
analyse and evaluate interrelationships among the environment, the economy, and society;
analyse patterns of resource availability and use;
use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns;
analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies;
communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
develop personal health-related physical fitness;
demonstrate personal competence in applying complex movement skills and principles;
participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;
demonstrate responsibility for their personal safety and the safety of others;
demonstrate an understanding of strategies that promote personal safety and
prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationships;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
IDC 40: demonstrate the skills and strategies used to develop interdisciplinary products and
activities;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
“Men play at tragedy because they do not believe in the reality of the tragedy which is actually being staged in the civilized world.” – What is Krakauer’s purpose in using this quote?
What do you think the tragedy in the civilized world is that he refers to?
The students will read Into Thin Air by John Krakauer.
They will participate in a series of discussions through Angel.
Lastly students will complete a series of tasks associated with their summative assignment (handout attached)
Assessment For Learning: Comprehension/Discussion
Questions
Assessment Of Learning: The completion of the
summative The completion of the novel
Contact Hours Planning
16 hours
Copies of Into Thin Air
Setting up an Angel space for students to be able to participate in online discussions
Unit Curriculum ExpectationsMaking the Most of our Land
CGR 4M: explain significant short-term and long-term effects of human activity on the natural
environment;
analyse and evaluate interrelationships among the environment, the economy, and society;
analyse patterns of resource availability and use;
analyse environmental and resource management issues and explain their global implications;
explain how population growth affects the sustainability of global ecosystems;
evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues.
PAD 40: demonstrate an understanding of strategies that promote personal safety and
prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationship;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 40: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
analyse and describe how interdisciplinary skills relate to personal development and
careers.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
What is sustainability?
How can we preserve (safeguard) water?
How do we conserve and reserve resources to utilize the land as best as we can?
What is energy efficiency?
Students will visit Brae Ben Golf Course in Mississauga.
Students will participate in golf lessons followed by a lesson surrounding the history and features of the golf course.
After the trip students will reflect on what they’ve learned by completing a proposal for other possible land uses (based on what they have learned through the presentation of the history of the Golf Course – which was built on a landfill).
Assessment For Learning: Participation in Golf lessons
Participation in the lesson surrounding history of golf course
Assessment Of Learning: Completed proposal for other
possible land uses
Understanding of environmental considerations
Clear display of empathy towards the environment/ decreasing land space/multi uses of land and the benefits to society.
Contact Hours Planning
8 hours
Bus
Organize trip to Brae Ben Golf Course
Summative Curriculum ExpectationsSUMMATIVE
PRIDE 2
ADVENTURE EDUCATION
CGR 4M: explain how key ecological processes contribute to ecosystem health;
analyse how the distribution of ecosystems has been and continues to be influenced by natural conditions.
analyse environmental and resource management issues and explain their global implications;
explain how population growth affects the sustainability of global ecosystems;
evaluate the effectiveness of the efforts of the international community to deal with environ- mental and resource management issues.
use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and
concerns;
analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies;
communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques.
PAD 40: apply the guidelines and strategies that enhance participation in recreational and
sports activities;
demonstrate personal competence in applying complex movement skills and principles;
participate regularly in a balanced instructional program that includes a wide variety of physical activities that encourage lifelong participation;
develop personal health-related physical fitness;
demonstrate responsibility for their personal safety and the safety of others;
demonstrate an understanding of strategies that promote personal safety and prevent injuries;
demonstrate an ability to use specific strategies to enhance their own mental health and that of others;
demonstrate an understanding of strategies that promote healthy relationships;
use decision-making and goal-setting skills to enhance their daily lives;
demonstrate an understanding of the importance of respect for self and respect for others in reducing conflict in their personal lives;
use social skills to work effectively in groups and enhance relationships.
ENG 4C: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations;
read and demonstrate an understanding of a variety of informational, literary, and graphic texts, using a range of strategies to construct meaning;
recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
use knowledge of words and cueing systems to read fluently;
reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
generate, gather, and organize ideas and information to write for an intended purpose and audience;
draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
use editing, proofreading, and publishing skills and strategies, and knowledge of
language conventions, to correct errors, refine expression, and present their work effectively;
reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process;
demonstrate an understanding of a variety of media texts;
identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
IDC 40: demonstrate an understanding of the key ideas and issues related to each of the
subjects or disciplines studied;
demonstrate an understanding of the different structures and organization of each of the subjects or disciplines studied;
demonstrate an understanding of the different perspectives and approaches used in each of the subjects or disciplines studied;
demonstrate the skills and strategies used to develop interdisciplinary products and activities;
be able to plan for research, using a variety of strategies and technologies;
be able to access appropriate resources, using a variety of research strategies and technologies;
be able to process information, using a variety of research strategies and technologies;
be able to assess and extend their research skills to present their findings and solve problems;
implement and communicate information about interdisciplinary endeavours, using a variety of methods and strategies;
evaluate the quality of interdisciplinary endeavours, using a variety of strategies;
analyse and describe the impact on society of interdisciplinary approaches and solutions to real-life situations;
analyse and describe how interdisciplinary skills relate to personal development and careers.
Inquiry Questions Description Assessment for Learning & Assessment of Learning
How important is survival knowledge?
Is first aid training a skill that is realistically transferable into real life?
How have developments in technology helped us interact with our environment?
This summative is broken up into two parts. In the first part students will take part in a search and rescue simulation (handout provided). During this simulation they will:
Locate items for their first aid kit
Use coordinates and locate
Rescue an injured person
During the second part of the summative students will complete an outdoor survival summative. Students will:
Create a list of 15 things needed to survive for 3 days
Plan a 3 day menu
Build a shelter
Lastly, students will reflect on human’s impact on the environment.
Assessment For Learning: On-going reflection and
participation in activities throughout the course
Assessment Of Learning: Understanding of first aid and
CPR protocols
Demonstrate first aid procedures required in emergency situations
Transfer of knowledge and skills (navigational skills) into new contexts
Creating a survival list that clearly demonstrates knowledge of the course.
Application of the appropriate materials and location to use to build a shelter
Reflection on the impact of their summatives/their experiences on the environment.
Contact Hours Planning
12 hours
Establishing locations for search and rescue summative.
Ensuring students have had enough practice to be able to transfer the knowledge into a new scenario.
Creating different
rescue scenarios.
Review of CPR and First Aid protocols.
PRIDE Semester 2 Teaching/Learning Framework:Unit 1: We’re all leaders
Contacts What Teachers Do What Students Do (Before/During/After)
ABCD Teachers will facilitate a discussion on what makes a good leader.
Leader in Training course facilitated through the City of Mississauga will run through the rest of the contacts.
Students will participate in the discussion about what makes a good leader.
Students will participate in the Leadership in Training course (facilitated by The City of Mississauga)
EFGH Leadership in Training course (facilitated by the City of Mississauga)
Students will participate in the Leadership in Training course (facilitated by The City of Mississauga)
Unit 2: Environmental Respect
Contacts What Teachers Do What Students Do (Before/During/After)
I-B Teachers will facilitate a discussion about environmental responsibility and sustainability.
Teacher will organize park clean up (provide supplies and class contact hours to do this)
Teacher will have students watch a film (Wall-E) and write a reflection based on the film.
Teacher will facilitate a trip to the Peel Integrated Waste Management Facility.
Teacher will organize a guest speaker to come in (or travel to) depending upon guest speaker availability in the community.
Students will participate in discussion about environmental responsibility and sustainability.
Students will participate in park clean up.
Students will watch a film followed by a written reflection based on what they have learned through all the previous contact hours (park clean up and discussion included).
Students will participate in tour of the facility and participate in any activities presented by the facilitator of the waste management facility.
Students will participate in guest speaker presentation.
Unit 3: Team PRIDE
Contacts What Teachers Do What Students Do (Before/During/After)
CDEF Teacher will organize a trip to LaserQuest for all students.
Teacher will provide students will sample icebreakers.
Students will all participate in LaserQuest trip.
Students create their own icebreakers and run them with the entire class in an inclusive manner.
Unit 4: Determined to find an Adventure!
Contacts What Teachers Do What Students Do (Before/During/After)
G-L Teacher will teach students how to use GPS systems.
Teacher will lead a discussion about how to overcome obstacles and the role that a team can play to strengthen individuals.
Teacher will set up geocaches on and around school property. The teacher will also find geocaches that could be used in the community.
Students will participate in the discussion.
Students will find the geocaches that have been set up for them using GPS systems and with the help of their team members.
Lastly, students will create their own geocaches for their classmates to find.
Unit 5: First Aid/CPR Training
Contacts What Teachers Do What Students Do (Before/During/After)
M-A Teacher will book the First Aid/CPR Training well in advance.
Teacher will stress the importance of student’s involvement in completing all the necessary activities and tests in order to get their certification.
Actual First Aid/CPR Training conducted through a Trainer.
Students will participate in the First Aid/CPR Training conducted through a trainer.
Students will write several tests in order to become First Aid/CPR Certified.
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