Академический Документы
Профессиональный Документы
Культура Документы
Special o 1 class at the end of 1 class at the end of 1 class at the end My Blueprint
Activities: each month to each month to of each month to Walk through –
upload documents to upload documents upload documents Students will view
My Blueprint(if to My Blueprint(if to My Blueprint(if each others
needed by Ashley) needed by Ashley) needed by Ashley) blueprint pages to
o Learning Powerpoint Working on their Working on their see the work
– We will learn how Powerpoint Powerpoint they’ve done
to use powerpoint Presentation Presentation Presenting their
and some of the PowerPoint
design features that presntation
make an interesting
presentation. They
will work for the rest
of the year on
creating a
presentation
o Make a logo for their
restaurant in French
Evaluation: Presentation’s – Summative Presentation’s – Summative Presentation’s – Presentation’s –
& Ongoing & Ongoing Summative & Ongoing Summative & Ongoing
Logo Design
**CTF is a unique course as it typically works on a pass/fail type of system. Specific points usually aren’t awarded for tasks because
the course is more interested in the learning process rather than the final product. I will observe their progression throughout the
year of their website development. I will do a formal evaluation at the end of their final product website, but it won’t affect their
grade unless they haven’t completed it. It is also my intention that the students will continue to add documents to their website to
create a portfolio of their work.
I am unsure of their skill level with technology and the rate at which they use it. I may adapt the requirements if they are strugleing.
Ideally, they will type out all their documents into their website. If they are not at that skill level(or taking too long), I will instead
have them take a photo of their work and upload the photo to their website.
Outcomes:
CTF is exploring interests, passions and skills while making personal connections to career possibilities.
I explore my interests and passions while making personal connections to career possibilities.
I use occupational area skills, knowledge and technologies.
I follow safety requirements associated with occupational areas and related technologies.
I demonstrate environmental stewardship associated with occupational areas.
CTF is planning, creating, appraising and communicating in response to challenges.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
I solve problems in response to challenges.
I create products, performances or services in response to challenges.
I appraise the skills, knowledge and technologies used to respond to challenges.
I communicate my learning.
CTF is working independently and with others while exploring careers and technology.
I determine how my actions affect learning.
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Science
Science January February & March
Topic & Classroom Chemistry Electricity & Manetism
GLO’s : 5–1 Design and carry out an investigation, using procedures that provide a 5-1, 5-2, 5-3, 5-4
fair test of the question being investigated. 5–5 Demonstrate safe methods for the study
5–2 Recognize the importance of accuracy in observation and measurement; of magnetism and electricity, identify
and, with guidance, apply suitable methods to record, compile, interpret and methods for measurement and control, and
evaluate observations and measurements. apply techniques for evaluating magnetic
5–3 Design and carry out an investigation of a practical problem, and develop and electrical properties of materials.
a possible solution.
5–4 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways. Mechanisms using Electricity
5–7 Describe the properties and interactions of various household liquids and 5-1, 5-2, 5-3, 5-4
solids, and interpret their interactions.
5–6 Construct simple circuits, and apply an
understanding of circuits to the construction
and control of motorized devices.
https://www.youtube.com/watch?time_continue=78&v=jA0PzblYPUM –
video on classroom chemistry vocab
http://studyjams.scholastic.com/studyjams/jams/science/matter/properties-
of-matter.htm - properties of matter
https://learning-center.homesciencetools.com/article/crystal-growing-
science/ - making crystals
Special Experiments : Going on a field trip to the Telus
Activities: Spark center on April 3rd
Experiments :
Practicing the scientific method
5-1 fait le plan et réalise une recherche, en utilisant des procédés pour réaliser une épreuve impartiale de la
question à l’étude.
5-2 reconnaît l’importance de l’exactitude des observations et des mesures et, avec de l’aide, applique les
méthodes appropriées pour noter, compiler, interpréter et évaluer les observations et les mesures.
5-3 fait le plan et réalise une recherche portant sur un problème pratique et élabore une solution possible.
5-4 démontre une attitude positive et responsable dans l’étude des sciences et de leurs applications.
5-7 décrit les propriétés et les interactions de divers produits domestiques, liquides et solides, et interprète leurs
interactions.
Études Sociales
ES January February March April
Top The Canadian Shield(Le Cordillera Region: Arctic Region: Canadian History:
ic & Bouclier Canadian): GLO GLO GLO
GL GLO: Primarily: Primarily: 5.2 Students will
O’s Primarily: 5.1 Students will demonstrate an 5.1 Students will demonstrate demonstrate an
: 5.1 Students will demonstrate understanding and appreciation an understanding and understanding of the
an understanding and of how the physical geography appreciation of how the physical people and the
stories of Canada and
appreciation of how the and natural resources of Canada geography and natural their ways of life
physical geography and natural affect the quality of life of all resources of Canada affect the over time, and
resources of Canada affect the Canadians quality of life of all Canadians appreciate the
quality of life of all Canadians Secondary: Secondary: diversity of Canada’s
Secondary: 5.2 5.2 heritage.
5.2 5.3 5.3
5.3 SLO’s: SLO’s:
SLO’s: Primarily: SLO’s: Primarily:
Primarily: 5.1.1 Primarily: 5.2.1
5.1.1 5.1.2 5.1.1 5.2.2
5.1.2 5.1.3 5.1.2 5.2.8
5.1.3 Secondary: 5.1.3 5.2.9
Secondary: 5.2.3 Secondary: Secondary:
5.2.1 5.2.5 5.2.7 5.3.1
5.2.3 5.2.6 5.3.3
5.2.4
*This outcomes
might
adjust/change
depending on what
has already been
covered or which
areas need more
time allocation.
Tim Jan 7 - Feb 1 (4 weeks) Feb 4 – March 8 (4 weeks) March 11 – April 5 (4 weeks) April 8 – April 18 (2
elin 16 classes Spring Break 15-22 15 classes weeks)
e: 16 classes *This unit might get cut short, 7 classes
and the extra time will be given
to the next unit*
Res https://www.thecanadianencyc http://www.learnalberta.ca/con http://www.learnalberta.ca/con http://www.learnal
our lopedia.ca/fr/article/regions- tent/escfic/index.html tent/escfic/index.html berta.ca/content/e
ces: physiographiques www.learnalberta.ca www.learnalberta.ca scfic/index.html
http://www.learnalberta.ca/co www.teacherspayteachers.com www.teacherspayteachers.com www.learnalberta.
ntent/escfic/index.html ( http://www.learnalberta.ca/con ca
Interactive map to show the tent/escanic/html/westimagesc http://www.learnalberta.ca/con www.teacherspayt
railway development as well as ollection.html?page=2 tent/escanic/html/atlanticimage eachers.com
settlement development) scollection.html
www.learnalberta.ca http://www.learnalberta.ca/con http://www.learnalberta.ca/con
www.teacherspayteachers.com tent/esedc5/html/comparingabo tent/esedc5/html/greatestlegaci
http://www.learnalberta.ca/co riginalgroups_cc.html ( es_cc.html (People of Canada
ntent/esedc5/html/landofriche Comparing Inuit’s & Metis Project)
s_cc.html ( Natural Resources activity ) http://www.learnalberta.ca/con
activity) http://www.learnalberta.ca/con tent/esev/movieLauncher.html?
http://www.learnalberta.ca/co tent/esev/movieLauncher.html? smil=inukshuk_french.smil (
ntent/esev/movieLauncher.htm smil=sam_steel_french.smil ( Video on Inukshuk’s)
l?smil=syrup_french.smil Sam Steele of the RCMP in BC?) https://aac.ab.ca/wp-
(Maple Syrup – Ontario & file:///Users/kirabarnowski/Dow content/uploads/2018/04/FRSS
Quebec) nloads/jugerdeselementsdeconti 5historique.pdf - People of
http://www.learnalberta.ca/co nuiteetdechangement.pdf - Canada Project also, with rubric
ntent/aeChapter/index.html?s activity comparing our lives now in French
mil=lautre_bout_du_monde and before , what has changed
(Series of Videos)
Natural Disaster Worksheet
http://www.learnalberta.ca/co
ntent/espdcinq/html/desastren
epm_pde.html (Natural
Disasters)
http://projects.cbe.ab.ca/ict/2l
earn/kdwajda/canada/student
work/shield.htm ( Resource on
the Canadian Shield)
Textbook readings for History
events within the region
https://www.canadashistory.ca
/education/lesson-
plans#/?page=1&format=bc11a
08f-7366-4bd4-8d61-
83a081be7277&level=7090a54
3-b2d5-4c4e-bcf7-
01ceb26ddf30
- Website on canada’s
history, with lesson plans
http://accent-
patrimoine.ca/ligne-du-
temps/1755-1842/ - Canadian
timeline of immigrants and
settlers
http://www.hbcheritage.ca/clas
sroom - awesome Hudson’s bay
website with resoruces
Spe Le Bouclier Canadien Passeport La Cordillere Passeport L’Arctique Passeport Pen Pals Activity –
cial Natural Resources Activity Comparing Inuit & Metis Activity Comparing all the regions We will match up
Acti Hudson’s Bay Activity People of Canada Project- Final with another class
viti Natural Disaster’s Activity project of the regions in another country
es: and send each
other letters. We
I will assign groups of students will write to them
to certain Canadian groups and about our country(
they will do research on them: This will be a cross-
Les Francophones du curricular activity
Quebex ou d’autre with FLA)
regions du Canada
Les Metis
La Police montee de
Nord-Ouest
Les Loyalistes de
l’Empire-Uni
Les immigrants des iles
Britannique
Les immigrants
europeens(Ukraine,
Poland, Russia &
Germany)
Les immigrants non
europeens(China, japan,
Africa)
** Have them create some sort
of visual to demonstrate their
learning, refer to “25 totally
terrific social studies activites”
for ideas for a visual
Arctic winter games
Eva Passports(Formative) Passports Passports Pen Pals –
luat National park Inuit & Metis Activity People of Canada Project Within
ion: People of the Canadian Creating our own Canada
Shield Inukshuks( maybe tie it
together with Art)
Timeli Jan 7 – 25th January 28th – Feb 14th Feb 25th – April 18th
ne: 3 weeks 3 weeks ~ 8 weeks
12 classes 12 classes 30 classes
Evalua Daily journal writing Daily Journal writing Daily journal writing
tion: Restaurant Project Movie Review Reader’s Theatre
Comic Strip Pen Pals
**Although I will focusing specifically on Writing, there will be a cross over between other units(reading, oral & comprehension)
PE1: The student will be able to write texts to convey information according to his intention of communication.
PE2: The student will be able to write texts to answer a need of imagination, to propose a vision of the world and to explore the
language.
PE3: The student will be able to write correctly according to the communication situation.
PE4: The pupil will be able to plan his written production, analyzing the communication situation.
PE5: The pupil will be able to manage his written production, taking into account the communication situation.
Lessons to cover :
Possession. pg.5 – mes, ma, mon
Common & proper nouns review –
Les article(le, la l’ , un, une, au de – singluar) ( les, des, aux – pluruals) pg.3
m