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Sample
Units
Grade
3 - Social Studies-Unit 1: Identity
Module One - Comparing Comparing Canadian Families
- Objectives
- Students
will know that people belong to groups such as families.
- Students
will know that families have similarities and differences.
- Students
will identify common characteristics of families and compare families.
- Students
will access print and non-print resources.
- Students
will organize and present information using charts, Venn diagrams,
or webs.
- Students
will appreciate the similarities and differences of various families.
- Students
may participate cooperatively in group tasks.
- Sample
Technology-Based Activity Guide
- PowerPoint
Presentation - Students will create an Identity PowerPoint
presentation about themselves. The PowerPoint presentation is to
contain information about the child (likes/dislikes) the child's
family (siblings, pets, grandparents, parents, home), and community.The
presentation may be kept at a minimum of 5 slides. Students will
learn how to insert clipart and to change font colour and size to
suit their tastes. Students will present their PowerPoint presentation
to the class to showcase similarities and differences amongst families
within the classroom (single parent, divorces, two-parent, large,
small, multi-generational, etc).
- Following
the above introduction to families through PowerPoint presentations,
students will work collaboratively to design a survey to
learn more information about the make-up of families within a specific
target area (i.e. Grades 3-5 school wide). Using a word
processor, the survey will be typed up and printed so that it
can be distributed to the target group.
- Collect
and Organize Data - Students will collect the survey sheets
and compile the data. The raw data will be entered into a spreadsheet
so that the students can create visuals based on their data collected.
- Using
Kidspiration, students will respond
to several assigned readings about families. For example, students
may read Arrow to the Sun (Gerald McDermott) to learn about
naming traditions. Following the reading, students will need to
connect this new knowledge to their own knowledge about how they
were named. This component may require some home research as students
may not be aware that they were named after a relative, a favorite
vacation spot, and so forth.
- Links
of Interest / Resources
- Understanding
the CEL - Teacher Handbook - the technology tools presented
in this site can help you incorporate many of the CELs into your
teaching practices. Communication can be enhanced through email,
word processing, and presentation projects. Exposure to technology
can increase technological literacy, and computer-based activities
can contribute to independent learning opportunities.
- Saskatchewan
Evergreen Curriculum - go directly to the Curriculum to look
up your subject or grade level of choice.
Grade
7 Social Studies - Unit 4 Change
Themes: Social, geopolitical & technological change over time
- Objectives
- Students
will distinguish between qualitative and quantitative change
- Students
will identify causal factors of changes (agents of change)
- Students
will explain how economic changes affect standard of living and
international relations
- Students
will demonstrate how technological change has affected lifestyles,
work and settlement patterns
- Students
will understand that change is inevitable but can be planned
- Students
will display how the pace of change varies
- Sample
Technology-Based Activity Guide
- Presentation
Activity - Having been given a Pacific region
country, student groups create a presentation illustrating the identifiable
changes that have occurred within that nation over time. The groups
use the slides both as an outline of their presentation and to illustrate
the nature of the changes. For example, over a 200 year period,
family size may have changed from a average of 6 to an average of
4. This aspect could be visually illustrated. Specific changes aspects
benefiting in this way include mode of transportation, labour, housing,
recreation, income (chart), political boundaries, religious affiliation
and others. Using 3 slides for each item, students convey the beginning,
intermediate and current stages.
- Spreadsheet
- certain data is best represented in a graph. For example, the change
in daily caloric intake during each stage could be illustrated in
a bar graph and inserted into a presentation. Two pie graphs can illustrate
the change in rural/urban settlement patterns.
- Internet
Searches - students will need gather data from a variety of sources
in order to cover the broad changes that have occurred over the period.
This one
stop link will expedite the process.
Grade
8 English Language Arts - Growing Up Around the World
Writing
Component
- Objectives
- explore
own and others' ideas and to express understanding.
- select
and use written formats appropriate to audience and purpose
- organize
and sequence relevant ideas appropriately within identified formats.
- write
to express feelings, ideas, and opinions; and to explain, report,
and inform
- write
effective endings and conclusions
- Sample
Technology-Based Activity Guide
- Threaded
Discussions - When working in groups or as a class around the
same novel, students respond to thoughts and feelings expressed
by other students. The teacher provides guiding questions or a thesis
from which students can begin. Students can build on or contradict
responses made by other class members.
- Word
Processing - students write an original component to a story or
rewrite an event changing the outcome of events.
- Internet
Search - research and reflect on what others have said about the
book. Students take those comments and respond with justification
why they agree or disagree. Web sites such as Amazon.com
and www.reads4teens.org among
others, offer user reviews to which students can respond.
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