Arts Education:
CP8.8 Investigate and make choices about musical structures in sound composition.
To accomplish this curriculum outcome, we played a game. The game was called “seven” and a girl in my class taught us it while we were sitting down. The game is a series of musical rhythms made by clapping, snapping, patting and using your elbows. It makes a very interesting song in the end and you can do different rounds too.
CR8.3 Investigate and identify how arts expressions can reflect diverse worldviews.
To accomplish this curriculum outcome, we drew pictures about what we saw. We were sitting on top of a hill overlooking a lake, a field and some other grasses, and we drew what we thought we saw. This is drawing what the view was from where we were in the world. I know that everyone’s was different, or diverse, because we all sat in different areas. This means that we had a different “world view”.
English Language Arts:
CR8.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).
How I accomplished this curriculum outcome, is on my solo. For the becoming myself part, I think we all figured out aa bit more about ourselves on our solos. We had time to just be by ourselves. Some people learnt that they can’t handle silence, others learnt that the love it. We all figured something out about ourselves. For the building a better world part, I realized that we have such a beautiful world, and we shouldn’t trash our world with pollution, garbage or deforestation. When I was looking down at the hillside, I noticed that the trees were so plentiful and untouched. We learnt that we have to keep our world healthy, or else it will get sick; we will get sick.
CC8.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).
For this curriculum outcome, in our solo, we wrote, and talked about the land and also drew some pictures. We could find out a bear’s story by looking at the scat and foot prints. We could also figure out what happened to some plants by searching them up in field guides, and literally looking at the plants. We figured out social responsibility from when we went canoeing. My teachers told us about some usual paddling strokes, and how a lot of people use them. This means that we learnt about the social norms of paddling, and how if a famous paddler used one stroke, and it was effective, than another person may want to use the same stroke because it worked for a famous person. We explored efficacy when we were went to the obstacle course. We found a turning point when we were not doing well, and everyone was discouraged, but once we started being positive, we completed our challenges easier. This was a turning point for us because being positive can help us succeed.
CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).
We did this curriculum outcome when we were talking about not venturing off. Some group members went off by themselves, and they got lost. We had a discussion (friendly) on why they had done that, and that we shouldn’t ever leave without more strict instructions. Now we know what to do if we get lost, or if we want to send out some scout to find a certain location.
CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.
We completed this curriculum outcome when we were on our solo. We were told to look left, right, front and back, and describe what we see. We had to use the five senses for a bigger challenge. We had to describe colour, texture, details, and what it was, or what we thought it looked like.
Health Education
USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
For this curriculum outcome, we assessed each other on how we did in the obstacle course. We told everyone things about how good they did, and what they could’ve done better. We suggested things like stay positive more, and maybe try harder next time. I think that this can help our health because if someone was feeling depressed, we could suggest things to help they get better.
DM8.9 Analyze the health opportunities and challenges, and establish “support others” personal goal statements, related to family roles and responsibilities, non-curable infections/diseases, violence and abuse, body image, sustainability, and sexual health.
We accomplished this C.O. when we did a morning boot camp in Blue Mountain. Some people could’ve possibly think that they are/were overweight and we experienced some challenges with running and being physical. We encouraged people to keep going and don’t stop, because I believe that if you encourage someone that they are doing good, they may start to believe that they look good, and are doing what they would like to achieve.
Physical Education
PE8.1 Create, implement, evaluate, and revise a personal health-related fitness plan targeting the health-related fitness components of cardiovascular endurance, muscular endurance, muscular strength, and flexibility that involves setting goals for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.
We accomplished this curriculum outcome when we hauled all of our gear 1 kilometer up hill. We had set a goal for time on when we wanted to get to our camp, and how fast we wanted to get there. This activity was vigorous, as a lot of the items were very heavy, and we had to move fast. Our muscles and breath was/were definitely were put to the test. It was very difficult to kike up big hills with heavy gear on your back.
PE8.3 Implement personal plans for improvement of skill-related components of fitness (power, agility, speed, reaction time, balance, and coordination) to improve the weaker components and to support enjoyment in personal, social, and competitive movement activities.
We did this C.O. when we did one of our obstacle course tasks. We had to get 4 people over a wall in 4 minutes. We had all made a personal plan because we knew what we could and couldn’t accomplish according to health, strength and height. We used balance (people stood on our backs and shoulders), speed (we had to do the task in 4 minutes), and power (we had to be strong to lift the people over the wall). We were very happy when we accomplished the task.
Practical and Applied Arts
To complete the practical and applied arts portion, we did a lot of hands on things. We picked up garbage around a pond, and we went canoeing. We went zip lining, did the Leap of Faith, an obstacle course, and did multiple hiking trails. We went hiking at night, and during the day a couple times. We made all of our own meals, and we used some miniature stoves to cook our supper. We also were taught to put up tents, start fires, haul firewood, carved sticks and we learnt to set up our own beds.
Science
CS8.4 Analyze how the interdependence of organ systems contributes to the healthy functioning of the human body.
We accomplished this C.O. when we were making our meals. We had to have a healthy meal so that it was easier to accomplish our hikes and other physical tasks. Our teachers made it clear that we need healthy meals so our bodies can function properly. If we didn’t eat healthy food, we wouldn’t do as good as we would we healthy foods.
OP8.3 Compare the nature and properties of human vision with optical devices and vision in other living organisms. [CP, SI]
We completed this C.O. when we saw the cats at the camp. We noticed that their eyes glowed in the dark after taking a picture of them. We figured out that they use their special eyes to help them catch food in the dark, or to see food from farther distances, or to see it more clearly. We figured this out because the cats mostly did their hunting at night.
Social Studies
IN8.1 Investigate the meaning of culture and the origins of Canadian cultural diversity.
We competed this C.O. when we saw the biathalon training center. The origin of biathalon is from most likely the early hunters when they had to ski in the snow, then when they saw an animal, they would half to shoot it. I am assuming that this eventually became a sport. There is a training place in Blue Mountain for biathalon.
DR8.3 Assess how historical events in Canada have affected the present Canadian identity
We finished this curriculum outcome when we went on the obstacle course. Possibly in the early days, people could’ve traveled as a pack on skies to get people to a particular place. This could’ve eventually evolved into a recreational sport, but to add difficulty, they could’ve made the skis a lot bulkier and heavier. They also could’ve attached the skis.
Religion
To accomplish the religion part, we wrote a letter to God on our solo. This brought us closer to God and taught us a bit on how you can talk to God anywhere about anything. We thanked God before we went to bed, and this showed us that we should be grateful and give thanks to God for the day’s events.
CP8.8 Investigate and make choices about musical structures in sound composition.
To accomplish this curriculum outcome, we played a game. The game was called “seven” and a girl in my class taught us it while we were sitting down. The game is a series of musical rhythms made by clapping, snapping, patting and using your elbows. It makes a very interesting song in the end and you can do different rounds too.
CR8.3 Investigate and identify how arts expressions can reflect diverse worldviews.
To accomplish this curriculum outcome, we drew pictures about what we saw. We were sitting on top of a hill overlooking a lake, a field and some other grasses, and we drew what we thought we saw. This is drawing what the view was from where we were in the world. I know that everyone’s was different, or diverse, because we all sat in different areas. This means that we had a different “world view”.
English Language Arts:
CR8.1 View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Becoming Myself), social responsibility (e.g., In Search of Justice), and efficacy (e.g., Building a Better World).
How I accomplished this curriculum outcome, is on my solo. For the becoming myself part, I think we all figured out aa bit more about ourselves on our solos. We had time to just be by ourselves. Some people learnt that they can’t handle silence, others learnt that the love it. We all figured something out about ourselves. For the building a better world part, I realized that we have such a beautiful world, and we shouldn’t trash our world with pollution, garbage or deforestation. When I was looking down at the hillside, I noticed that the trees were so plentiful and untouched. We learnt that we have to keep our world healthy, or else it will get sick; we will get sick.
CC8.1 Create various visual, oral, written, and multimedia (including digital) texts that explore identity (e.g., Telling One’s Life Story), social responsibility (e.g., Examining the Influence of Popular Culture), and efficacy (e.g., Creating Turning Points).
For this curriculum outcome, in our solo, we wrote, and talked about the land and also drew some pictures. We could find out a bear’s story by looking at the scat and foot prints. We could also figure out what happened to some plants by searching them up in field guides, and literally looking at the plants. We figured out social responsibility from when we went canoeing. My teachers told us about some usual paddling strokes, and how a lot of people use them. This means that we learnt about the social norms of paddling, and how if a famous paddler used one stroke, and it was effective, than another person may want to use the same stroke because it worked for a famous person. We explored efficacy when we were went to the obstacle course. We found a turning point when we were not doing well, and everyone was discouraged, but once we started being positive, we completed our challenges easier. This was a turning point for us because being positive can help us succeed.
CC8.6 Use oral language to interact purposefully, confidently, and respectfully in a variety of situations including one-to-one, small group, and large group discussions (expressing feelings and viewpoints and contributing to group harmony).
We did this curriculum outcome when we were talking about not venturing off. Some group members went off by themselves, and they got lost. We had a discussion (friendly) on why they had done that, and that we shouldn’t ever leave without more strict instructions. Now we know what to do if we get lost, or if we want to send out some scout to find a certain location.
CC8.8 Write to describe a landscape scene; to narrate a personal story or anecdote and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review.
We completed this curriculum outcome when we were on our solo. We were told to look left, right, front and back, and describe what we see. We had to use the five senses for a bigger challenge. We had to describe colour, texture, details, and what it was, or what we thought it looked like.
Health Education
USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
For this curriculum outcome, we assessed each other on how we did in the obstacle course. We told everyone things about how good they did, and what they could’ve done better. We suggested things like stay positive more, and maybe try harder next time. I think that this can help our health because if someone was feeling depressed, we could suggest things to help they get better.
DM8.9 Analyze the health opportunities and challenges, and establish “support others” personal goal statements, related to family roles and responsibilities, non-curable infections/diseases, violence and abuse, body image, sustainability, and sexual health.
We accomplished this C.O. when we did a morning boot camp in Blue Mountain. Some people could’ve possibly think that they are/were overweight and we experienced some challenges with running and being physical. We encouraged people to keep going and don’t stop, because I believe that if you encourage someone that they are doing good, they may start to believe that they look good, and are doing what they would like to achieve.
Physical Education
PE8.1 Create, implement, evaluate, and revise a personal health-related fitness plan targeting the health-related fitness components of cardiovascular endurance, muscular endurance, muscular strength, and flexibility that involves setting goals for improvement, applies the F.I.T.T. principle (Frequency, Intensity, Type of activity, and Time), and incorporates daily moderate to vigorous movement activity.
We accomplished this curriculum outcome when we hauled all of our gear 1 kilometer up hill. We had set a goal for time on when we wanted to get to our camp, and how fast we wanted to get there. This activity was vigorous, as a lot of the items were very heavy, and we had to move fast. Our muscles and breath was/were definitely were put to the test. It was very difficult to kike up big hills with heavy gear on your back.
PE8.3 Implement personal plans for improvement of skill-related components of fitness (power, agility, speed, reaction time, balance, and coordination) to improve the weaker components and to support enjoyment in personal, social, and competitive movement activities.
We did this C.O. when we did one of our obstacle course tasks. We had to get 4 people over a wall in 4 minutes. We had all made a personal plan because we knew what we could and couldn’t accomplish according to health, strength and height. We used balance (people stood on our backs and shoulders), speed (we had to do the task in 4 minutes), and power (we had to be strong to lift the people over the wall). We were very happy when we accomplished the task.
Practical and Applied Arts
To complete the practical and applied arts portion, we did a lot of hands on things. We picked up garbage around a pond, and we went canoeing. We went zip lining, did the Leap of Faith, an obstacle course, and did multiple hiking trails. We went hiking at night, and during the day a couple times. We made all of our own meals, and we used some miniature stoves to cook our supper. We also were taught to put up tents, start fires, haul firewood, carved sticks and we learnt to set up our own beds.
Science
CS8.4 Analyze how the interdependence of organ systems contributes to the healthy functioning of the human body.
We accomplished this C.O. when we were making our meals. We had to have a healthy meal so that it was easier to accomplish our hikes and other physical tasks. Our teachers made it clear that we need healthy meals so our bodies can function properly. If we didn’t eat healthy food, we wouldn’t do as good as we would we healthy foods.
OP8.3 Compare the nature and properties of human vision with optical devices and vision in other living organisms. [CP, SI]
We completed this C.O. when we saw the cats at the camp. We noticed that their eyes glowed in the dark after taking a picture of them. We figured out that they use their special eyes to help them catch food in the dark, or to see food from farther distances, or to see it more clearly. We figured this out because the cats mostly did their hunting at night.
Social Studies
IN8.1 Investigate the meaning of culture and the origins of Canadian cultural diversity.
We competed this C.O. when we saw the biathalon training center. The origin of biathalon is from most likely the early hunters when they had to ski in the snow, then when they saw an animal, they would half to shoot it. I am assuming that this eventually became a sport. There is a training place in Blue Mountain for biathalon.
DR8.3 Assess how historical events in Canada have affected the present Canadian identity
We finished this curriculum outcome when we went on the obstacle course. Possibly in the early days, people could’ve traveled as a pack on skies to get people to a particular place. This could’ve eventually evolved into a recreational sport, but to add difficulty, they could’ve made the skis a lot bulkier and heavier. They also could’ve attached the skis.
Religion
To accomplish the religion part, we wrote a letter to God on our solo. This brought us closer to God and taught us a bit on how you can talk to God anywhere about anything. We thanked God before we went to bed, and this showed us that we should be grateful and give thanks to God for the day’s events.