Organic School Gardens as a Teach Tools: Making the ... · Organic School Gardens as a Teach Tools: Making the Curriculum Links We know that connecting your school garden to curriculum

1

Organic School Gardens as a Teach Tools:

Making the Curriculum Links

We know that connecting your school garden to curriculum goals is of utmost importance. Doing so helps solidify the garden space as a learning tool and emphasizes its pedagogical value. Included in this guide are the specific learning objectives targeted by Growing Up Organic garden-based workshops; included are curriculum goals that we have found are most easily linked to garden-based lessons. We know that the garden can be used in many more ways: visual arts, social sciences and language arts are some of the curriculum areas that are not explored to great depth in this document, but for which the garden still represents meaningful opportunities for learning. We hope you find this guide helpful in transforming your organic school garden into a vibrant outdoor classroom.

2

Grade 1 – Garden Connections

Grade 1

Science and Technology Understanding Life Systems Overall Expectations: 1. Assess the role of humans in maintaining a healthy environment;

2. Investigate needs and characteristics of plants and animals, including humans;

3. Demonstrate an understanding of the basic needs and characteristics of plants and animals, including humans.

Specific Expectations: Developing Investigation and Communication Skills

2.4 Investigate the physical characteristics of plants and explain how they help the plant meet its basic needs, using a variety of methods and resources;

Understanding Basic Concepts 3.2 Identify the physical characteristics (e.g., size, shape, colour, common parts) of a variety of

plants and animals; 3.5 Describe how showing care and respect for all living things helps to maintain a healthy

environment; 3.6 Identify what living things provide for other living things; 3.7 Describe how the things plants and animals use to meet their needs are changed by their use

and are returned to the environment in different forms.

Understanding Structures and Mechanisms Specific Expectations: Relating Science and Technology to Society and the Environment

1.1 Identify the kinds of waste produced in the classroom, and plan and carry out a classroom course of action for minimizing waste, explaining why each action is important.

Understanding Matter and Energy Overall Expectations: 3. Demonstrate an understanding that energy is something that is needed to make things happen, and

that the sun is the principal source of energy for the earth. Specific Expectations: Understanding Basic Concepts 3.2 Demonstrate an understanding that the sun, as the earth’s principal source of energy, warms the

air, land, and water; is a source of light for the earth; and makes it possible to grow food;

Understanding Earth and Space Systems Overall Expectations: 1. Assess the impact of daily and seasonal changes on living things, including humans;

2. Investigate daily and seasonal changes;

3. Demonstrate an understanding of what daily and seasonal changes are and of how these changes

3


affect living things.

Specific Expectations: Relating Science and Technology to Society and the Environment 1.1 Assess the impact of daily and seasonal changes on human outdoor activities and identify

innovations that allow for some of these activities to take place indoors out of season; 1.2 Assess ways in which daily and seasonal changes have an impact on society and the

environment; Understanding Basic Concepts 3.1 Identify the sun as Earth’s principal source of heat and light; 3.2 Define a cycle as a circular sequence of events; 3.3 Describe changes in the amount of heat and light from the sun that occur throughout the day

and the seasons; 3.4 Describe and compare the four seasons; 3.5 Describe changes in the appearance or behaviour of living things that are adaptations to

seasonal changes; 3.6 Describe how humans prepare for and/or respond to daily and seasonal changes.

Health and Physical Education Living Skills Overall Expectations: 1. Demonstrate personal and interpersonal skills and the use of critical and creative thinking processes

as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.

Specific Expectations: Personal Skills

1.1 Use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living;

1.4 Apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members

Critical and Creative Thinking

1.5 Use a range of critical and creative thinking skills and processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, resolving conflicts, and evaluating their choices in connection with learning in health and physical education.

Healthy Living Overall Expectations: C1. Demonstrate an understanding of factors that contribute to healthy development; C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and

take appropriate actions relating to their personal health and well-being ;

4


C3. Demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific Expectations: Making Healthy Choices

C2.1 Describe how the food groups in Canada’s Food Guide (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives) can be used to make healthy food choices.

Mathematics

Measurement Overall Expectations: -- Estimate, measure, and describe length, area, mass, capacity, time, and temperature, using non-

standard units of the same size. Specific Expectations: Attributes, Units, and Measurement Sense

-- Demonstrate an understanding of the use of non-standard units of the same size (e.g., straws, index cards) for measuring;

-- Relate temperature to experiences of the seasons; -- Estimate, measure, and record lengths, heights, and distances.

Geometry and Spatial Sense Overall Expectations: -- Describe the relative locations of objects using positional language.

Specific Expectations:

Location and Movement

-- Describe the relative locations of objects or people using positional language;

-- Describe the relative locations of objects on concrete maps created in the classroom.

Social Studies

Heritage and Citizenship: Relationships, Rules and Responsibilities Overall Expectations: -- Use a variety of resources and tools to gather, process, and communicate information about

the rules people follow in daily life and the responsibilities of family members and other people in their school and community;

-- Explain how and why relationships, rules, and responsibilities may change over time, and in different places.

Specific Expectations: Knowledge and Understanding

-- State in simple terms what “relationships”, “rules”, and “responsibilities” are;

5


-- Explain why rules and responsibilities have been established; -- Describe how they follow the rules about respecting the rights and property of other people and

about using the shared environment responsibly; -- Identify an area of concern (e.g., littering, sharing, conflicts), and suggest changes in rules or

responsibilities to provide possible solutions.

Canada and World Connections: The Local Community Overall Expectations: -- Use a variety of resources and tools to gather, process, and communicate information about

the distinguishing physical features and community facilities in their area; -- Describe how people in the community interact with each other and the physical environment to

meet human needs. Specific Expectations:

Map, Globe and Graphic Skills

-- Make models and read maps of familiar areas in their local community;

-- Recognize that different colours represent different things on a map (e.g., blue/water, green/land);

-- Use appropriate words (e.g., left/right, up/down, front/back, near/far, above/below) to describe relative locations of places and objects.

6


Grade 2

Science and Technology Understanding Earth and Space Systems Overall Expectations: 1. Assess ways in which the actions of humans have an impact on the quality of air and water, and ways

in which the quality of air and water has an impact on living things;

2. Investigate the characteristics of air and water and the visible/invisible effects of and changes to air and/or water in the environment;

3. Demonstrate an understanding of the ways in which air and water are used by living things to help them meet their basic needs.

Specific Expectations: Developing Investigation and Communication Skills

2.4 Investigate water in the natural environment (e.g., observe and measure precipitation; observe and record cloud formations; observe water flow and describe where it goes; observe a puddle over time and record observations)

Understanding Basic Concepts 3.3 Describe ways in which living things, including humans, depend on air and water 3.4 Identify sources of water in the natural and built environment





1.4 Apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members



Healthy Living

7


Overall Expectations: C1. Demonstrate an understanding of factors that contribute to healthy development; C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and




C2.2 Demonstrate an understanding of how to make healthy food choices for meals and snacks, considering the factors they can and cannot control

Mathematics

Measurement Overall Expectations: -- Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature,

using non-standard units and standard units; Specific Expectations: Attributes, Units, and Measurement Sense

-- Estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units;

-- Estimate, measure, and record area, through investigation using a variety of non-standard Units;

-- Use a standard thermometer to determine whether temperature is rising or falling;

Measurement and Relationships

-- Describe, through investigation, the relationship between the size of a unit of area and the number of units needed to cover a surface;

-- Determine, through investigation, the relationship between days and weeks and between months and years.

Geometry and Spatial Sense Overall Expectations: -- Compose and decompose two-dimensional shapes and three-dimensional figures;

-- Describe and represent the relative locations of objects, and represent objects on a map.

Specific Expectations:

Location and Movement

-- Describe the relative locations (e.g., beside, two steps to the right of ) and the movements of objects on a map;

-- Draw simple maps of familiar settings, and describe the relative locations of objects on the maps;

Data Management and Probability

8


Overall Expectations: -- Collect and organize categorical or discrete primary data and display the data, using tally charts,

concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed;

Specific Expectations: Collection and Organization of Data

-- collect and organize primary data that is categorical or discrete and display the data using one-to-one correspondence in concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed;

9


Grade 3

Science and Technology Understanding Life Systems Overall Expectations: 1. Assess ways in which plants have an impact on society and the environment, and ways in which

human activity has an impact on plants and plant habitats;

2. Investigate similarities and differences in the characteristics of various plants, and ways in which the characteristics of plants relate to the environment in which they grow;

3. Demonstrate an understanding that plants grow and change and have distinct characteristics.

Specific Expectations: Relating Science and Technology to Society and the Environment

1.1 Assess ways in which plants are important to humans and other living things, taking different points of view into consideration (e.g., the point of view of home builders, gardeners, nursery owners, vegetarians), and suggest ways in which humans can protect plants

1.2 Assess the impact of different human activities on plants, and list personal actions they can engage in to minimize harmful effects and enhance good effects

Developing Investigation and Communication Skills

2.1 Follow established safety procedures during science and technology investigations;

2.2 Observe and compare the parts of a variety of plants (e.g., roots of carrot; stem of broccoli; leaves of lettuce);

2.3 Germinate seeds and record similarities and differences as seedlings develop (e.g., plant quick-growing seeds – nasturtium, morning glory, sunflower, tomato, beet, or radish seeds – in peat pellets to observe growth);

2.6 Use appropriate science and technology vocabulary, including stem, leaf, root, pistil, stamen, flower, adaptation, and germination, in oral and written communication;

2.7 Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., make illustrated entries in a personal science journal to describe plant characteristics and adaptations to harsh environments).

Understanding Basic Concepts 3.1 Describe the basic needs of plants, including air, water, light, warmth, and space 3.2 Identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and

fruit, and describe how each contributes to the plant’s survival within the plant’s environment (e.g., the roots soak up food and water for the plant; the stem carries water and food to the rest of the plant; the leaves make food for the plant with help from the sun; the flowers grow fruit and seeds for new plants)

3.3 Describe the changes that different plants undergo in their life cycles (e.g., some plants grow from bulbs to flowers, and when the flowers die off the bulb produces little bulbs that will bloom the next year; some plants grow from germination of a seed to the production of a fruit containing seeds that are then scattered by humans, animals, or the wind so that new plants can grow)

3.4 Describe how most plants get energy to live directly from the sun (e.g., plants turn the energy from the sun into food for themselves) and how plants help other living things to get energy

10


from the sun (e.g., Other living things, which cannot “eat” sunshine, eat the plants to get the energy. They also get energy when they eat the animals that eat the plants.)

3.5 Describe ways in which humans from various cultures, including Aboriginal people, use plants for food, shelter, medicine, and clothing (e.g., food – from rice plants; houses for shelter – from the wood of trees; medicines – from herbs; clothing – from cotton plants)

3.7 Describe the different ways in which plants are grown for food (e.g., on farms, in orchards, greenhouses, home gardens), and explain the advantages and disadvantages of locally grown and organically produced food, including environmental benefits 3.8: Identify examples of environmental conditions that may threaten plant and animal survival (e.g. extreme heat and cold; floods and/or droughts; changes in habitat because of human activities)

Understanding Earth and Space Systems: Soils in the Environment Overall Expectations: 1. Assess the impact of soils on society and the environment, and of society and the environment on

soils;

2. Investigate the composition and characteristics of different soils; 3. Demonstrate an understanding of the composition of soils, the types of soils, and the relationship

between soils and other living things. Specific Expectations: Relating Science and Technology to Society and the Environment

1.1 Assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects;

1.2 Assess the impact of human action on soils, and suggest ways in which humans can affect soils positively and/or lessen or prevent harmful effects on soils .

Developing Investigation and Communication Skills

2.1 Follow established safety procedures during science and technology investigations;

2.2 Investigate the components of soil (e.g., nonliving things such as pebbles and decaying matter; living things such as organic matter, bacteria, earthworms, and insects), the condition of soil (e.g., wet, dry), and additives found in soil (e.g., pesticides, fertilizers, salt), using a variety of soil samples (e.g., sand, clay, loam) from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used;

2.4 Investigate the process of composting, and explain some advantages and disadvantages of composting (e.g., set up a pop-bottle composter in the classroom, and observe what happens over time).

Understanding Basic Concepts 3.1 Identify and describe the different types of soils ; 3.2 Identify additives that might be in soil but that cannot always be seen (e.g., pesticides, fertilizers,

salt); 3.3 Describe the interdependence between the living and non-living things that make up soil (e.g.,

earthworms ingest the soil and absorb the nutrients, then their castings return the nutrients to the soil; the roots of plants use the soil as an anchor to keep the plants from blowing away);

3.4 Describe ways in which the components of various soils enable the soil to provide shelter/homes and/or nutrients for different kinds of living things (e.g., microscopic bacteria and micro-organisms feed on decaying matter in the soil; roots of plants absorb minerals from the soil).

11






1.4 Apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members e.g., Active Living: be willing to be anyone’s partner for physical activities and be accepting of everyone when working in small groups; Movement Competence: interact positively with others when sharing space; Healthy Living: show leadership in identifying and avoiding peer pressure).






Specific Expectations: Understanding Health Concepts

C1.1 Demonstrate an understanding of how the origins of food (e.g., where the food is grown, how it is made) affect its nutritional value and environmental impact;

Making Healthy Choices

C2.2 Apply their understanding of good safety practices by developing safety guidelines for a variety of places and situations outside the classroom;

Making Connections for Healthy Living

C3.1 Explain how local fresh foods and foods from different cultures (e.g., berries, curries, chapattis, lychees, kale, lentils, corn, nan, wild game, fish, tourtière) can be used to expand their range of healthy eating choices.

12


Social Studies Heritage and Citizenship – Early Settlements in Upper Canada Overall Expectations: -- Describe the communities of early settlers and First Nation peoples in Upper Canada around 1800;

-- Use a variety of resources and tools to gather, process, and communicate information about interactions between new settlers and existing communities, including First Nation peoples, and the impact of factors such as heritage, natural resources, and climate on the development of early settler communities;

-- Compare aspects of life in early settler communities and present-day communities. Specific Expectations: Knowledge and Understanding

-- Identify the countries of origin of the people who settled in Upper Canada around 1800 (e.g., United States, United Kingdom, France, Germany);

-- Explain how the early settlers valued, used, and looked after natural resources (e.g., water, forests, land);

-- Describe what early settlers learned from First Nation peoples that helped them adapt to their new environment (e.g., knowledge about medicine, food, farming, transportation).

Application

-- Compare and contrast aspects of daily life for early settler and/or First Nation children in Upper Canada and children in present-day Ontario (e.g., food, education, work and play)

Canada and World Connections – Urban and Rural Communities Overall Expectations: -- Identify and compare distinguishing features of urban and rural communities;

-- Use a variety of resources and tools to gather, process, and communicate geographic information about urban and rural communities;

-- Explain how communities interact with each other and the environment to meet human needs. Specific Expectations: Inquiry/Research and Communication Skills

-- Ask questions to gain information about urban and rural communities (e.g., How do changes in the environment affect life in a community? How does population growth affect life in an urban or rural setting?);

Application

-- Describe ways in which they and their families use the natural environment (e.g., playing in the park, growing food, drawing on nature for water and energy);

-- Compare the characteristics of their community to those of a different community (e.g., with respect to population density, services, recreation, modes of travel to isolated northern and First Nation communities);

-- Describe ways in which people interact with other communities (e.g., urban dwellers may travel to rural areas for recreational purposes; rural dwellers may make use of urban services such as hospitals).

13


Mathematics Number Sense and numeration Specific Expectations: Quantity Relationships

-- Divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation.

Measurement Overall Expectations: -- Estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using

standard units. Specific Expectations: Attributes, Units, and Measurement Sense

-- Estimate, measure, and record length, height, and distance, using standard units (i.e., centimetre, metre, kilometre);

-- Draw items using a ruler, given specific lengths in centimetres; -- Estimate, read (i.e., using a thermometer), and record positive temperatures to the nearest

degree Celsius; -- Estimate, measure, and record the perimeter of two-dimensional shapes, through investigation

using standard units. Measurement and Relationships

-- Compare standard units of length (i.e., centimetre, metre, kilometre) (e.g., centimetres are smaller than metres), and select and justify the most appropriate standard unit to measure length;

-- Describe, through investigation using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface.

Data Management and Probability Overall Expectations: -- Collect and organize categorical or discrete primary data and display the data using charts and

graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed.

Specific Expectations: Collection and Organization of Data

-- Demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously;

-- Collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject;

-- Collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence.

14


Grade 4

Science and Technology Understanding Life Systems Overall Expectations: 1. Analyse the effects of human activities on habitats and communities;

2. Investigate the interdependence of plants and animals within specific habitats and communities

3. Demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them


1.1 Analyse the positive and negative impacts of human interactions with natural habitats and communities, taking different perspectives into account, and evaluate ways of minimizing the negative impacts

Developing Investigation and Communication Skills 2.1 Follow established safety procedures for working with soils and natural materials;

2.2 Build food chains consisting of different plants and animals, including humans.

Understanding Basic Concepts 3.2 Demonstrate an understanding of food chains as systems in which energy from the sun is

transferred to producers (plants) and then to consumers (animals); 3.3 Identify factors (e.g., availability of water or food, amount of light, type of weather) that affect

the ability of plants and animals to survive in a specific habitat; 3.5 Classify organisms, including humans, according to their role in a food chain (e.g., producer,

consumer, and decomposer).





1.4 Apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members.


15


1.5 Use a range of critical and creative thinking processes to assist them in making connections, planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education.




Specific Expectations: Understanding Health Concepts

C1.1 Identify the key nutrients (e.g., fat, carbohydrates, protein, vitamins, minerals) provided by foods and beverages, and describe their importance for growth, health, learning, and physical performance.

Making Healthy Choices C2.1 Analyse personal food selections through self-monitoring over time, using the criteria in

Canada’s Food Guide (e.g., food groups, portion size, serving size), and develop a simple healthy-eating goal appropriate to their age and activity level (e.g., eat breakfast every day; include at least one fruit or vegetable at each meal and snack; help with food shopping and meal preparation at home; plan a meal using the First Nation, Inuit, and Métis food guide).

Making Connections for Healthy Living C3.1 Identify ways of promoting healthier food choices in a variety of settings and situations (e.g.,

school, arena, recreation centre, stores, food courts, special events; when camping, having a snack or meal at a friend’s house, eating on weekends versus weekdays).

Mathematics Number Sense and numeration Specific Expectations: Quantity Relationships -- Represent fractions using concrete materials, words, and standard fractional notation, and

explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being considered;

-- Compare and order fractions (i.e., halves, thirds, fourths, fifths, tenths) by consider-ing the size and the number of fractional parts;

-- Demonstrate and explain the relationship between equivalent fractions, using con-crete materials.

Proportional Relationships -- Demonstrate an understanding of simple multiplicative relationships involving unit rates,

through investigation using concrete materials and drawings.

16


Measurement Overall Expectations: -- Estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time,

using a variety of strategies; -- Determine the relationships among units and measurable attributes, including the area and

perimeter of rectangles. Specific Expectations: Attributes, Units, and Measurement Sense -- Estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre,

centimetre, metre, kilometre); -- Draw items using a ruler, given specific lengths in millimetres or centimetres; -- Estimate, measure using a variety of tools (e.g., centimetre grid paper, geoboard) and strategies,

and record the perimeter and area of polygons. Measurement and Relationships -- Select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre,

metre, kilometre) to measure the side lengths and perimeters of various polygons.

Data Management and Probability Overall Expectations: -- Collect and organize discrete primary data and display the data using charts and graphs, including

stem-and-leaf plots and double bar graphs. Specific Expectations: Collection and Organization of Data

-- Collect data by conducting a survey, or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements;

-- Collect and organize discrete primary data and display the data in charts, tables, and graphs (including stem-and-leaf plots and double bar graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales (e.g., with appropriate increments) that suit the range and distribution of the data, using a variety of tools.

Data Relationships -- Compare similarities and differences between two related sets of data, using a variety of

strategies.

17


Grade 5

Science and Technology Understanding Life Systems Overall Expectations: 1. Analyse the impact of human activities and technological innovations on human health.


1.1 Assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial.

Understanding Matter and Energy Overall Expectations: 1. Evaluate the social and environmental impacts of processes used to make everyday products.

Understanding Earth and Space Systems Overall Expectations: 1. Analyse the immediate and long-term effects of energy and resource use on society and the

environment, and evaluate options for conserving energy and resources; 3. Demonstrate an understanding of the various forms and sources of energy and the ways in which

energy can be transformed and conserved. Specific Expectations: Relating Science and Technology to Society and the Environment

1.1 Analyse the long-term impacts on society and the environment of human uses of energy and natural resources, and suggest ways to reduce these impacts.

Understanding Basic Concepts 3.1 Identify a variety of forms of energy; 3.2 Identify renewable and non-renewable sources of energy.

Health and Physical Education Healthy Living Overall Expectations: C1. Demonstrate an understanding of factors that contribute to healthy development; C2. Demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and




18


C2.1 Explain how to use nutrition facts tables and ingredient lists on food labels to make healthier personal food choices.


C3.1 Describe how advertising and media influences affect food choices (e.g., TV commercials, product packaging, celebrity endorsements, product placements in movies and programs, idealized body images in movies and programs, magazine articles promoting fad diets), and explain how these influences can be evaluated to make healthier choices.

Mathematics Number Sense and numeration Overall Expectations: -- Read, represent, compare, and order whole numbers to 100 000, decimal numbers to hundredths,

proper and improper fractions, and mixed numbers; -- Demonstrate and explain the concept of equivalent fractions, using concrete materials.

Measurement Overall Expectations: -- Estimate, measure, and record perimeter, area, temperature change and elapsed time, using a

variety of strategies; -- Determine the relationships among units and measurable attributes, including the area of a

rectangle and the volume of a rectangular prism. Specific Expectations: Attributes, Units, and Measurement Sense

-- Measure and record temperatures to determine and represent temperature changes over time; -- Estimate and measure the perimeter and area of regular and irregular polygons using a variety of

tools and strategies; Measurement and Relationships -- Determine, through investigation using stacked congruent rectangular layers of concrete

materials, the relationship between the height, the area of the base, and the volume of a rectangular prism, and generalize to develop the formula (i.e.,Volume = area of base xheight).

Data Management and Probability Overall Expectations: -- Collect and organize discrete or continuous primary data and secondary data and display the data

using charts and graphs, including broken-line graphs. Specific Expectations: Collection and Organization of Data

-- Collect data by conducting a survey or an experiment (e.g., gather and record air temperature over a two-week period) to do with themselves, their environment, issues in their school or community, or content from another subject, and record observations or measurements;

-- Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including broken-line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales that suit the range and distribution of the data (e.g., to represent precipitation amounts ranging from 0 mm to 50 mm over the

19


school year, use a scale of 5 mm for each unit on the vertical axis and show months on the horizontal axis), using a variety of tools.

Data Relationships -- Read, interpret, and draw conclusions from primary data (e.g., survey results, measurements,

observations) and from secondary data (e.g., precipitation or temperature data in the newspaper, data from the Internet about heights of buildings and other structures), presented in charts, tables, and graphs (including broken-line graphs).

20


Grade 6

Science and Technology Understanding Life Systems Overall Expectations: 1. Assess human impacts on biodiversity, and identify ways of preserving biodiversity;

2. Investigate the characteristics of living things, and classify diverse organisms according to specific characteristics;

3. Demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.


1.2 Assess the benefits that human societies derive from biodiversity (e.g., thousands of products such as food, clothing, medicine, and building materials come from plants and animals) and the problems that occur when biodiversity is diminished (e.g., monocultures are more vulnerable to pests and diseases).

Developing Investigation and Communication Skills 2.1 Follow established safety procedures for outdoor activities and field work;

2.2 Investigate the organisms found in a specific habitat and classify them according to a classification system;

2.3 Use scientific inquiry/research skills to compare the characteristics of organisms within the plant or animal kingdoms.

Understanding Basic Concepts 3.1 Identify and describe the distinguishing characteristics of different groups of plants and animals,

and use these characteristics to further classify various kinds of plants and animals; 3.2 Demonstrate an understanding of biodiversity as the variety of life on earth, including variety

within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them;

3.3 Describe ways in which biodiversity within species is important for maintaining the resilience of those species;

3.5 Describe interrelationships within species, between species (e.g., birds and bees take sustenance from plants and carry pollen between plants), and between species and their environment (e.g., algae and water lilies compete for sunlight in a pond), and explain how these interrelationships sustain biodiversity;

3.6 Identify everyday products that come from a diversity of organisms (e.g., traditional pain relievers are derived from the bark of the white willow tree; tofu is made from soybeans; silk is made from silkworm cocoons; nutritional supplements, shampoos, toothpastes, and deodorants contain pollen collected by bees);

3.7 Explain how invasive species (e.g., zebra mussel, Asian longhorned beetle, purple loosestrife) reduce biodiversity in local environments.

21




Specific Expectations: Personal Skills 1.1 Use self-awareness and self-monitoring skills to help them understand their strengths and needs,

take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living;


Critical and Creative Thinking 1.5 Use a range of critical and creative thinking processes to assist them in making connections,

planning and setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education.




Specific Expectations: Making Healthy Choices C2.1 Apply their knowledge of medical, emotional, practical, and societal factors that influence

eating habits and food choices (e.g., allergies and sensitivities, likes and dislikes, dental health, food availability, media influences, cultural influences, influence of family and friends, school food and beverage policies, environmental impact, cost) to develop personal guidelines for healthier eating;

C2.3 Apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., classroom groups, groups of friends, sports teams, school clubs).

Making Connections for Healthy Living C3.2 Recognize the responsibilities and risks associated with caring for themselves and others (e.g.

preparing meals), and demonstrate an understanding of related safety practices and

22


appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions).

Social Studies Heritage and Citizenship – Early Settlements in Upper Canada Overall Expectations: -- Describe characteristics of pre-contact First Nation cultures across Canada, including their close

relationships with the natural environment; the motivations and attitudes of the European explorers; and the effects of contact on both the receiving and the incoming groups ;

-- Use a variety of resources and tools to investigate different historical points of view about the positive and negative effects of early contact between First Nation peoples and European explorers;

-- Analyse examples of interaction between First Nation peoples and European explorers to identify and report on the effects of cooperation and the reasons for disagreements between the two groups;

Specific Expectations: Knowledge and Understanding -- Describe the attitude to the environment of various First Nation groups (e.g., Nisga’a, Mi’kmaq,

James Bay Cree) and show how it affected their practices in daily life (e.g., with respect to food, shelter, clothes, transportation).

Mathematics Data Management and Probability Overall Expectations: -- Collect and organize discrete or continuous primary data and secondary data and display the data

using charts and graphs, including continuous line graphs. Specific Expectations: Collection and Organization of Data -- Collect data by conducting a survey or an experiment to do with themselves, their environment,

issues in their school or community, or content from another subject, and record observations or measurements;

-- Collect and organize discrete or continuous primary data and secondary data and display the data in charts, tables, and graphs (including continuous line graphs) that have appropriate titles, labels (e.g., appropriate units marked on the axes), and scales.

23


Grade 7

Science and Technology Understanding Life Systems Overall Expectations: 1. Assess the impacts of human activities and technologies on the environment, and evaluate ways of

controlling these impacts;

2. Investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem;

3. Demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.

Specific Expectations: Relating Science and Technology to Society and the Environment 1.2 Analyse the costs and benefits of selected strategies for protecting the environment;

Sample issue: (b) Integrated Pest Management (IPM) is a pest management strategy that uses a variety of methods to prevent or control pest problems. But some of the methods can be as much of a problem as the pests themselves.

Developing Investigation and Communication Skills 2.1 Follow established safety procedures for investigating ecosystems;

2.2 Design and construct a model ecosystem (e.g., a composter, a classroom terrarium, a greenhouse), and use it to investigate interactions between the biotic and abiotic components in an ecosystem;

Sample guiding questions: What are some biotic components of this ecosystem? What are some abiotic components? How do these components affect each other (abiotic and abiotic; biotic and biotic; abiotic and biotic)? What are some of the interactions that are occurring in the model ecosystem?

Understanding Basic Concepts 3.1 Demonstrate an understanding of an ecosystem (e.g., a log, a pond, a forest) as a system of

interactions between living organisms and their environment; 3.2 Identify biotic and abiotic elements in an ecosystem, and describe the interactions between

them (e.g., between hours of sunlight and the growth of plants in a pond; between a termite colony and a decaying log; between the soil, plants, and animals in a forest);

3.3 Describe the roles and interactions of producers, consumers, and decomposers within an ecosystem (e.g., Plants are producers in ponds. They take energy from the sun and produce food, oxygen, and shelter for the other pond life. Bacteria and fungi are decomposers. They help to maintain healthy soil by breaking down organic materials such as manure, bone, spider silk, and bark. Earthworms then ingest the decaying matter, take needed nutrients from it, and return those nutrients to the soil through their castings.);

3.4 Describe the transfer of energy in a food chain and explain the effects of the elimination of any part of the chain;

3.5 Describe how matter is cycled within the environment and explain how it promotes sustainability (e.g., bears carry salmon into the forest, where the remains decompose and add nutrients to the soil, thus supporting plant growth; through crop rotation, nutrients for future crops are created from the decomposition of the waste matter of previous crops);

24


3.7 Explain why an ecosystem is limited in the number of living things (e.g., plants and animals, including humans) that it can support;

3.9 Describe Aboriginal perspectives on sustainability and describe ways in which they can be used in habitat and wildlife management (e.g., the partnership between the Anishinabek Nation and the Ministry of Natural Resources for managing natural resources in Ontario).











Specific Expectations: Making Healthy Choices C2.1 Demonstrate the ability to make healthier food choices, using information about the role that

different foods play as contributing or preventive factors in a variety of health disorders (e.g., cancer, Type 2 diabetes, cardiovascular disease, obesity, food allergies and anaphylaxis, tooth decay, osteoporosis).


C3.1 Demonstrate an understanding of personal and external factors that affect people’s food choices and eating routines (e.g., personal: likes and dislikes, busy schedules, food allergies or

25


sensitivities, personal values, cultural practices or teachings; external: family budget, cost of foods, type of food available at home, at school, or in the community), and identify ways of encouraging healthier eating practices.

Geography A. Physical Patterns in a Changing World Overall Expectations: A1.

Application: analyse some challenges and opportunities presented by the physical environment and ways in which people have responded to them (FOCUS ON: Spatial Significance; Interrelationships)

A2. Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective (FOCUS ON: Geographic Perspective)

A3. Understanding Geographic Context: demonstrate an understanding of significant patterns in Earth’s physical features and of some natural processes and human activities that create and change those features (FOCUS ON: Patterns and Trends; Spatial Significance)

Specific Expectations: Application: Interrelationships between People and the Physical Environment

A1.1 Describe various ways in which people have responded to challenges and opportunities presented by the physical environment (e.g., building dams, levees, or dikes to contain water and/or reclaim land; building terraces or irrigation systems to permit farming on inhospitable land; designing buildings suited to local climatic conditions or natural events such as earthquakes; specialized economic development such as resource towns in areas rich with ore, or tourism in areas of natural beauty or with a desirable climate), and analyse short- and long-term effects of some of these responses (e.g., water pollution from industry and agriculture; loss of animal habitat and wilderness areas as human settlement expands; deforestation and its consequences; the development of provincial or national parks to protect wilderness areas);

A1.2 Compare and contrast the perspectives of some different groups (e.g., Aboriginal peoples living on the land, organic versus large-scale farmers, industrial and agrarian societies, owners of resource-extraction companies, environmental organizations, land developers) on the challenges and opportunities presented by the natural environment.

A2. Inquiry: Investigating Physical Features and Processes

A2.1 Formulate questions to guide investigations into the impact of natural events and/or human activities that change the physical environment (e.g., the social, political, economic, and environmental impact of natural events such as earthquakes, volcanic eruptions, drought, floods, hurricanes, typhoons, or tsunamis; the economic and environmental impact of industrial pollution on a river system; the social, economic, and environmental impact of agricultural practices; the social, political, economic, and environmental impact of land reclamation projects; the political, economic, and environmental impact of transportation systems), ensuring that their questions reflect a geographic perspective.

A3. Understanding Geographic Context: Patterns in the Physical Environment

A3.10 Describe some key natural processes and human activities (e.g., natural and human

26


influenced climate change, erosion of top soil, deforestation, the use of chemical fertilizers and practice of monoculture, grazing of domestic animals, activities that introduce invasive species into an environment) that create and change natural vegetation patterns.

B. Natural Resources Around the World: Use And Sustainability Overall Expectations: B1. Application: analyse aspects of the extraction/harvesting and use of natural resources in different

regions of the world, and assess ways of preserving these resources (FOCUS ON: Spatial Significance; Interrelationships);

B2. Inquiry: use the geographic inquiry process to investigate issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective (FOCUS ON: Geographic Perspective);

B3. Understanding Geographic Context: demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/ harvesting and use of these resources (FOCUS ON: Spatial Significance; Geographic Perspective).

Specific Expectations: B1. Application: Natural Resources and Sustainability

B1.1 Analyse interrelationships between the location/accessibility, mode of extraction/harvesting, and use of various natural resources (e.g., with reference to the relationship between mining techniques and the type and location of the deposit; types of electrical power generation in different regions of Europe; methods of harvesting trees);

B2. Inquiry: Investigating Issues Related to Natural Resources

B2.1 Formulate questions to guide investigations into issues related to the impact of the extraction/harvesting and/or use of natural resources around the world from a geographic perspective (e.g., the social, economic, political, and environmental impact of overfishing; the economic, social, and environmental impact of deforestation and the adequacy of reforestation programs; the social and economic impact on indigenous people of resource extraction in their traditional territories; the economic, political, and environmental impact of developments in the alternative energy sector; the economic, political, and environmental impact of using fossil fuels);

B3. Understanding Geographic Context: Using Natural Resources B3.1 Identify Earth’s renewable, non-renewable, and flow resources (e.g., renewable: trees, natural

fish stocks, soil, plants; non-renewable: fossil fuels, metallic minerals; flow: solar, running water, ocean currents, tides, wind), and explain their relationship to Earth’s physical features;

B3.3 Identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the environment (e.g., deforestation, desertification, smog, acid rain, climate change, soil contamination, habitat destruction, flooding);

B3.5 Describe some responses to social and/or environmental challenges arising from the use of natural resources (e.g., the increased use of wind, solar, or tidal energy; reduced consumption; promotion of energy-saving strategies such as the

27


Grade 8

Science and Technology Understanding Structures and Mechanisms: Systems in Action Overall Expectations: 1. Assess the personal, social, and/or environmental impacts of a system, and evaluate improvements

to a system and/or alternative ways of meeting the same needs;

2. Investigate a working system and the ways in which components of the system contribute to its desired function;

3. Demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation.

Specific Expectations: Understanding Basic Concepts 3.2 Identify the purpose, inputs, and outputs of various systems (e.g., a garden – purpose: to grow

things; input: seeds, water, fertilizer; output: flowers, food).










28



Specific Expectations: Understanding Health Concepts C1.1 Demonstrate an understanding of different types of nutrients (e.g., macronutrients and

micronutrients) and their functions. Making Healthy Choices C2.1 Evaluate personal food choices on the basis of a variety of criteria, including serving size,

nutrient content, energy value, and ingredients (e.g., fats, carbohydrates, protein, vitamins and minerals, calories, additives, allergens), preparation method, and other factors that can affect health and well-being.

Making Connections for Healthy Living C3.1 Identify strategies for promoting healthy eating within the school, home, and community (e.g.,

implementing school healthy food policies, launching healthy-eating campaigns, choosing healthy food items to sell in fundraising campaigns, getting involved in family meal planning, learning food preparation skills, urging local restaurants to highlight healthy food choices).

Geography A. Global settlement: patterns and sustainability Overall Expectations: A1. Application: analyse some significant interrelationships between Earth’s physical features and

processes and human settlement patterns, and some ways in which the physical environment and issues of sustainability may affect settlement in the future (FOCUS ON: Interrelationships);

A2. Inquiry: use the geographic inquiry process to investigate issues related to the interrelationship between human settlement and sustainability from a geographic perspective (FOCUS ON: Geographic Perspective; Interrelationships);

A3. Understanding Geographic Context: demonstrate an understanding of significant patterns and trends related to human settlement and of ways in which human settlement affects the environment (FOCUS ON: Patterns and Trends; Spatial Significance).

Specific Expectations: A1. Application: Interrelationships between Settlement and the Environment A1.3 Describe possible features of a sustainable community in the future (e.g., energy-efficient

buildings, use of renewable sources of energy, a comprehensive public transportation system, community gardens, roof gardens, green canopy, naturalized parks with native species, programs for waste and water recycling), and analyse some challenges associated with creating such a community (e.g., cost, population growth, increasing urbanization, continued dependence on fossil fuels).

A2. Inquiry: Human Settlements and Sustainability

A2.1 Formulate questions to guide investigations into issues related to the interrelationship between human settlement and sustainability from a geographic perspective (e.g., social, economic, and environmental perspectives on land-reclamation projects in the Netherlands or Japan; social, economic, political, and environmental perspectives on land-use conflicts in Brazil, Mexico, or Kenya, or on the global trend towards increased urbanization).

29


A3. Understanding Geographic Context: Settlement Patterns and Trends

A3.3 Identify significant land-use issues (e.g., competition for land for agriculture, industry, housing, transportation, recreation, wilderness areas; land claims by indigenous groups; development in ecologically sensitive areas), and describe responses of various groups to these issues (e.g., municipal, state/provincial/regional, and/or national governments; local residents; environmental, indigenous, or grassroots groups; non-governmental organizations);

A3.5 Describe various ways in which human settlement has affected the environment (e.g., water pollution from industry, agriculture, human waste; air pollution from vehicle and industrial emissions; soil contamination from pesticides, industrial byproducts, garbage dumps; deforestation and loss of habitat from expanding settlement; loss of agricultural land to urban sprawl; light pollution from large cities; disruption of migratory routes of different species; desertification from unsustainable agricultural practices);

A3.6 Describe some practices that individuals and communities have adopted to help make human settlements more sustainable (e.g., reducing water use, increasing recycling and composting, limiting the construction of housing on land that could be used for agriculture, using public transit, planting and maintaining trees).

Documents

Organic School Gardens as a Teach Tools: Making the ... · Organic School Gardens as a Teach Tools: Making the Curriculum Links We know that connecting your school garden to curriculum