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 How they would evaluate themselves? How the overriding teacher would evaluate the PASS student? 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 partnership Contact 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.
N/A – ongoing all year activity. 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. Teacher will lead a discussion with students about interpersonal relationships and leadership in the community with students. Teacher will check weekly logs and communicate regularly with elementary teacher. Students will spend 2 hours a week with the elementary student that they are paired up with. Students will keep a log of time spent with students including dates, what they did, and initials of elementary teacher. 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 Teacher will lead discussion about determination (including inquiry questions). The teacher will explain to students what their assignment is for this unit. They will be creating a biography in a box. The teacher will explain options for students to find a person that shows determination and create a biography on them. Teacher will show students an exemplar of a biography in a box and give them an assignment sheet and rubric. Students will participate in group discussion about determination. Students will do research and then pick a person they feel shows determination to create a biography on a box on. Students will be given class time and resources to create their boxes. Unit 5: Food for Thought
Are there ample opportunities to volunteer 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 hours Coordinate 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;
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 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 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. Create a geocache in the community for their classmates to find. Assessment For Learning: Understanding of GPS units Participation in geocaching in the community Assessment Of Learning: Participation of practice 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;
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
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 Expectations SUMMATIVE 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;
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.