Arts Education
CP8.6 Express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability, gangs) in drama and/or collective creation.
We accomplished this outcome when we made our PhotoVoice. We each took a bunch of photographs and gave them a voice, hence the name PhotoVoice. The photos were based on us through nature, forgetting the earth/disconnection and lastly reconnection.
CR8.1 Respond to professional dance, drama, music, and visual art works through the creation of own arts expressions.
We did this when we looked at art pieces by David Ho. Some people created a poem or reflection on his pieces and others incorporated their thoughts on the art in their three way conference presentation.
CH8.3 Demonstrate understanding of how contemporary artists use and incorporate new technology into their work.
We accomplished this outcome when we viewed and analyzed David Ho’s artwork. His specialty is digital art which is all done electronically. He used modern technology to create his own art pieces and present a message.
CH8.4 Examine and respond to the work of artists who incorporate more than one art form in their work (e.g., combining poetry and music).
We completed this outcome when we listened to the song, “What Are Your Waiting for?” by Nickleback. It was a mixture of poetry/prose and music. Some other kids created art based on it and some wrote a reflection.
English Language Arts
AR8.1 Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing.
We did this outcome when we were looking at our journals. Mel and Dustin read through them and wrote comments on how we could improve. We were to use those comments to help us improve our writing and vocabulary.
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 accomplished this when we were talking after watching the Salmon Confidential movie. We discussed what we thought about the movie and how we possibly connected to it. We also talked about what we learned from it, such as how the Salmon looked when they had these viruses.
CC8.2 Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.
We accomplished this when we went to Regina. We created the planning, not our teachers. We as students decided where we wanted to go and what we wanted to learn. We created different projects for the class to do and they connected to different topics such as Science, Physical Education, English Language Arts and Arts Education.
Health Education
USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
This outcome happened when we went trail riding. When some people were falling behind, we would encourage them to keep going and we gave them support. Support is health-enhancing because with support comes confidence, and with confidence becomes healthiness because you are confident with your abilities so that means that you can do much more things.
USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.
We watched a video about a baby named Peter in our Advent unit, but I feel like it connects to our rECOnnecting to M.E. unit because we were still learning about issues in our world and that connects to the disconnection part. The baby was abused and actually ended up passing away but that had a strong impact on the community and even us because it was very saddening to hear about this baby who was being physically abused and hurt constantly.
Physical Education
PE8.4 Utilize, including smooth transitions, complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills (e.g., lay-up in basketball, spike in volleyball, hoop dancing, dribbling to a shot in soccer, rhythmical gymnastics movement, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, ball control while moving in double ball) to enhance personal performance and enjoyment in a variety of movement activities.
We did this when we went trail riding by the dog park. We learned how to move around faster on our bikes and we also were carrying ourselves and our back packs in the meantime so that is how we covered the moving objects part while also covering the traveling skills.
PE8.5 Explore, apply, and communicate biomechanical concepts and principles related to levers and projectiles as well as Newton’s Laws of Motion as a means to enhance independence in learning motor skills.
We did this when we went biking at the start of the unit. Sometimes people’s chains would fall off or something would go wrong so Dustin and Mel would teach us how to get those things fixed up. We learned about levers and Newton’s Law of Motion without even knowing it!
PE8.10 Create and implement an individual or small group plan to engage and support at least one other person in repeated participation in movement activity at school, at home, or in the community.
We did this outcome when we did the run a block walk a block theory. We made plans on how to keep your breath steady such as if you are tired, run at the front of the group. We also helped each other and encouraged each other to keep on running so that no one would be left behind or anything.
Practical and Applied Arts
We accomplished practical and applied arts when we went to Beaver Creek. We waked around and touched the trees and different types of plants and a tiny bit of the slumping to figure out what it was like to actually experience some of the problems happening in or city (slumping). Being able to experience them first hand was a lot easier to understand what was going on.
We also did practical and applied arts when we went out and took so many photos for our photo voice. Our pictures had meaning behind them so it gave them purpose so that we could create change with our voices through imagery. We took the pictures ourselves so that we could add our own flavour to it.
Another time that we did practical and applied arts was when we did our three way conference presentations. They weren’t during rECOnnecting to M.E. but they still fall under the category. We were to create a project based on our term one experiences. I created a stop motion animation video that talked about how we connected to the earth so far this year and how we learned from doing that, such as how we learned about weight and water when we carried the water jugs 6 kilometers through a field.
Science
CS8.4 Analyze how the interdependence of organ systems contributes to the healthy functioning of the human body. [CP, DM, SI]
We accomplished this when we went running to the Midtown Plaza. We learned how each of our organs like our heart and lungs all work together to help us get to the places we need. Our lungs were letting us breathe while our hearts were pumping blood throughout our bodies so that we keep warm.
WS8.2 Examine how wind, water, and ice have shaped and continue to shape the Canadian landscape. [DM, SI]
We completed this outcome when we went to Beaver Creek. We learned about how slumping can be created when water is flowing past a river valley and the fast rushing water eats away bits and pieces from the land, shaping it into cliffs and gouges.
WS8.3 Analyze natural factors and human practices that affect productivity and species distribution in marine and fresh water environments. [CP, DM, SI]
We did this when we watched the movie Salmon Confidential. We learned about how the fish farms were causing diseases to spread and the Salmon are becoming very ill. The fish farms are causing wild and farmed fish to die before spawning so the fish don’t get to reproduce. The Salmon are a Keystone Species, meaning that they are like the heart of the whole ecosystem (they feed about everything). With the Salmon dying, all of these other animals are dying.
Social Studies
IN8.2 Appraise the influence of immigration as a factor in Canadian cultural diversity.
We did this when we were watching the movie Wild Canada. It talked about when John Cabot came to Newfoundland, and how he met the First Nations peoples who lived there. John and his partners moved in to Canada so they had more than one type of culture living there now. They were looking for a trade route to Asia but they landed upon Canada, and a lot of other people came here because they wanted to find trade routes but they come to Canada because we are so rich with resources.
RW8.2 Assess the implications of personal consumer choices.
We did this when we learned a lot about the different oil spills that have happened and oil in general. We learned that so many things use crude oil and petroleum so when we buy all of these things that are using non-renewable resources, we are losing more and more of them. We are spending so much money on buying things that we don’t really need that we are wrecking our earth.
RW8.3 Critique the approaches of Canada and Canadians to environmental stewardship and sustainability.
We accomplished this when we heard that Canada is a bit unsure if we want to reduce our oil consumption and reducing putting gasses into the air. We discussed about why Canada was deciding this and how it would affect us. We talked about how the government wants to have more money but if we keep wrecking our planet we will run out of clean air and safe living conditions.
Religion
We did religion when we were just going through this unit. We learned about how God was the creator of the earth and the creation stories. We also learned about how the First Nations peoples see Mother Earth as their best friend and that everything has a spirit and soul within it. The First Nations believe that God is in everything from rocks to trees and they believe that God, Jesus and Mary are always present.
CP8.6 Express student perspectives on social issues (e.g., poverty, racism, homophobia, sustainability, gangs) in drama and/or collective creation.
We accomplished this outcome when we made our PhotoVoice. We each took a bunch of photographs and gave them a voice, hence the name PhotoVoice. The photos were based on us through nature, forgetting the earth/disconnection and lastly reconnection.
CR8.1 Respond to professional dance, drama, music, and visual art works through the creation of own arts expressions.
We did this when we looked at art pieces by David Ho. Some people created a poem or reflection on his pieces and others incorporated their thoughts on the art in their three way conference presentation.
CH8.3 Demonstrate understanding of how contemporary artists use and incorporate new technology into their work.
We accomplished this outcome when we viewed and analyzed David Ho’s artwork. His specialty is digital art which is all done electronically. He used modern technology to create his own art pieces and present a message.
CH8.4 Examine and respond to the work of artists who incorporate more than one art form in their work (e.g., combining poetry and music).
We completed this outcome when we listened to the song, “What Are Your Waiting for?” by Nickleback. It was a mixture of poetry/prose and music. Some other kids created art based on it and some wrote a reflection.
English Language Arts
AR8.1 Use information gathered in self-assessment and teacher’s assessment to develop and work on goals for improving viewing, listening, reading, representing, speaking, and writing.
We did this outcome when we were looking at our journals. Mel and Dustin read through them and wrote comments on how we could improve. We were to use those comments to help us improve our writing and vocabulary.
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 accomplished this when we were talking after watching the Salmon Confidential movie. We discussed what we thought about the movie and how we possibly connected to it. We also talked about what we learned from it, such as how the Salmon looked when they had these viruses.
CC8.2 Create and present a group inquiry project related to a topic, theme, or issue studied in English language arts.
We accomplished this when we went to Regina. We created the planning, not our teachers. We as students decided where we wanted to go and what we wanted to learn. We created different projects for the class to do and they connected to different topics such as Science, Physical Education, English Language Arts and Arts Education.
Health Education
USC8.1 Analyze and establish effective strategies of support for purposes of helping others increase health-enhancing behaviours.
This outcome happened when we went trail riding. When some people were falling behind, we would encourage them to keep going and we gave them support. Support is health-enhancing because with support comes confidence, and with confidence becomes healthiness because you are confident with your abilities so that means that you can do much more things.
USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.
We watched a video about a baby named Peter in our Advent unit, but I feel like it connects to our rECOnnecting to M.E. unit because we were still learning about issues in our world and that connects to the disconnection part. The baby was abused and actually ended up passing away but that had a strong impact on the community and even us because it was very saddening to hear about this baby who was being physically abused and hurt constantly.
Physical Education
PE8.4 Utilize, including smooth transitions, complex movement skills that combine locomotor (traveling) skills, non-locomotor (non-traveling) skills, and manipulative (moving objects) skills (e.g., lay-up in basketball, spike in volleyball, hoop dancing, dribbling to a shot in soccer, rhythmical gymnastics movement, gathering a grounder and throwing to a base in softball, stick handling to a shot in floor hockey, ball control while moving in double ball) to enhance personal performance and enjoyment in a variety of movement activities.
We did this when we went trail riding by the dog park. We learned how to move around faster on our bikes and we also were carrying ourselves and our back packs in the meantime so that is how we covered the moving objects part while also covering the traveling skills.
PE8.5 Explore, apply, and communicate biomechanical concepts and principles related to levers and projectiles as well as Newton’s Laws of Motion as a means to enhance independence in learning motor skills.
We did this when we went biking at the start of the unit. Sometimes people’s chains would fall off or something would go wrong so Dustin and Mel would teach us how to get those things fixed up. We learned about levers and Newton’s Law of Motion without even knowing it!
PE8.10 Create and implement an individual or small group plan to engage and support at least one other person in repeated participation in movement activity at school, at home, or in the community.
We did this outcome when we did the run a block walk a block theory. We made plans on how to keep your breath steady such as if you are tired, run at the front of the group. We also helped each other and encouraged each other to keep on running so that no one would be left behind or anything.
Practical and Applied Arts
We accomplished practical and applied arts when we went to Beaver Creek. We waked around and touched the trees and different types of plants and a tiny bit of the slumping to figure out what it was like to actually experience some of the problems happening in or city (slumping). Being able to experience them first hand was a lot easier to understand what was going on.
We also did practical and applied arts when we went out and took so many photos for our photo voice. Our pictures had meaning behind them so it gave them purpose so that we could create change with our voices through imagery. We took the pictures ourselves so that we could add our own flavour to it.
Another time that we did practical and applied arts was when we did our three way conference presentations. They weren’t during rECOnnecting to M.E. but they still fall under the category. We were to create a project based on our term one experiences. I created a stop motion animation video that talked about how we connected to the earth so far this year and how we learned from doing that, such as how we learned about weight and water when we carried the water jugs 6 kilometers through a field.
Science
CS8.4 Analyze how the interdependence of organ systems contributes to the healthy functioning of the human body. [CP, DM, SI]
We accomplished this when we went running to the Midtown Plaza. We learned how each of our organs like our heart and lungs all work together to help us get to the places we need. Our lungs were letting us breathe while our hearts were pumping blood throughout our bodies so that we keep warm.
WS8.2 Examine how wind, water, and ice have shaped and continue to shape the Canadian landscape. [DM, SI]
We completed this outcome when we went to Beaver Creek. We learned about how slumping can be created when water is flowing past a river valley and the fast rushing water eats away bits and pieces from the land, shaping it into cliffs and gouges.
WS8.3 Analyze natural factors and human practices that affect productivity and species distribution in marine and fresh water environments. [CP, DM, SI]
We did this when we watched the movie Salmon Confidential. We learned about how the fish farms were causing diseases to spread and the Salmon are becoming very ill. The fish farms are causing wild and farmed fish to die before spawning so the fish don’t get to reproduce. The Salmon are a Keystone Species, meaning that they are like the heart of the whole ecosystem (they feed about everything). With the Salmon dying, all of these other animals are dying.
Social Studies
IN8.2 Appraise the influence of immigration as a factor in Canadian cultural diversity.
We did this when we were watching the movie Wild Canada. It talked about when John Cabot came to Newfoundland, and how he met the First Nations peoples who lived there. John and his partners moved in to Canada so they had more than one type of culture living there now. They were looking for a trade route to Asia but they landed upon Canada, and a lot of other people came here because they wanted to find trade routes but they come to Canada because we are so rich with resources.
RW8.2 Assess the implications of personal consumer choices.
We did this when we learned a lot about the different oil spills that have happened and oil in general. We learned that so many things use crude oil and petroleum so when we buy all of these things that are using non-renewable resources, we are losing more and more of them. We are spending so much money on buying things that we don’t really need that we are wrecking our earth.
RW8.3 Critique the approaches of Canada and Canadians to environmental stewardship and sustainability.
We accomplished this when we heard that Canada is a bit unsure if we want to reduce our oil consumption and reducing putting gasses into the air. We discussed about why Canada was deciding this and how it would affect us. We talked about how the government wants to have more money but if we keep wrecking our planet we will run out of clean air and safe living conditions.
Religion
We did religion when we were just going through this unit. We learned about how God was the creator of the earth and the creation stories. We also learned about how the First Nations peoples see Mother Earth as their best friend and that everything has a spirit and soul within it. The First Nations believe that God is in everything from rocks to trees and they believe that God, Jesus and Mary are always present.