CURRICULUM TIES
GRADE 5
Group Action
ACTIVITY:
Students will choose a community initiative or issue and will work collaboratively as a class to take action. The freedom should be given to the students to select a project which they have an emotional, vested interest in. From there, they will work together to bring awareness, raise funds, gain volunteers or create some kind of program to make a difference.
EXAMPLES:
-Rallying school volunteers for Santa's Annonymus
-A donation drive for the local food bank
-Raising awarness about extinct animals
OBJECTIVE:
Students continue to develop self efficacy as they take action to make change on an issue to which they have an emotional response. Here, students learn to act when they see injustice as opposed to developing peralysis on issues. Students will work together to make this change, continuing to build their collaborative skills.
RESOURCES:
The Mustard Seed Edmonton Site
OUTCOMES:
SOCIAL
BENCHMARKS
→ Dimensions of Thinking “apply new ideas, strategies and options, supported with facts and reasons, to contribute to decision making and problem solving”
→ Social Participation as a Democratic Practice “cooperation, conflict resolution and consensus building demonstrate the skills of compromise”
→ Social Participation as a Democratic Practice “drawing attention to situations of injustice where action is needed”
→ Research and Deliberative Inquiry “determine the reliability of information, filtering for point of view and bias”
→ Communication “express opinions and present perspectives and information in a variety of forms, such as oral or written presentations, speeches or debates media literacy detect bias present in the media”
OUTCOMES:
5.S.1 develop skills of critical thinking and creative thinking:
• analyze significant local and current affairs from a variety of sources, distinguishing between fact and opinion
• evaluate ideas, information and positions from multiple perspectives
• re-evaluate personal opinions to broaden understanding of a topic or an issue
• generate original ideas and strategies in situations of individual and group activities
5.S.4 demonstrate skills of decision making and problem solving:
• determine when a decision needs to be made in dealing with problems and issues
• collaborate with others to apply strategies for decision making and problem solving
• select and use technology to assist in problem solving
5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• consider multiple points of view while attempting to reach group consensus
• demonstrate the ability to deal constructively with diversity and disagreement
• work collaboratively with others to achieve a common goal
5.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community:
• demonstrate commitment to the well-being of the school or community by volunteering to help where needed
Sustainable ACTIVITY
How High can it go?
The Effects of Rise of seawater temperature to sea levels
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About...
Begin talking to the class about the effects about climate change has on the oceans and with the increase in temperature in our atmosphere, what is happening then to our oceans.
Once seated, ask students to individually prepare a hypothesis about the experiment you will explain to them. After a few minutes, have the students share their hypotheses. How might they test them?
Divide the class into groups and assign each a workstation. Instruct students to test their respective hypotheses using the equipment you have provided. They should fill the beaker halfway with water and mark the water line. Next, they add the ice cubes and mark the water line. Then, they heat the beaker until the ice melts, and again mark the water line. When they have completed the experiment, ask them to share their results.
Ask the students why they think the line changed throughout the stages. Then also compare this experiment to our oceans in the world.
OUTCOMES
Science:
Topic D: Weather Watch
5–8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of Earth’s surface.
5–9 Investigate relationships between weather phenomena and human activity.
Impacts of War
ACTIVITY:
After learning about WWI, it’s destruction overseas, and it’s role in the industrialization and urbanization of Canada, students will reflect further on the impacts of war and international violence through story writing.
"Imagine a world where this war did not occur away from Canada, but in Canada itself. Write a story, journal entry, or reflection about how this would have changed Canada’s history and the obstacles it would have had to overcome.” -
OBJECTIVE:
Students will reflect on the cost of war in other countries while still acknowledging it’s economic benefit to other nation. Here, students will be able to embody the perspectives of other nations when considering war, bombing etc.
OUTCOMES:
SOCIAL
5.3 Students will demonstrate an understanding of the events and factors that have changed the ways of life in Canada over time and appreciate the impact of these changes on citizenship and identity.
5.3.4 assess, critically, how economic booms and crashes affected ways of life in Canada by exploring and reflecting upon the following questions and issues:
• How did the First World War contribute to the industrialization and urbanization of Canada? (ER, LPP)
• In what ways did the Great Depression of the 1930s affect ways of life in urban and rural communities? (ER, LPP, TCC) • How did the economic boom immediately following the Second World War affect ways of life in Canada? (CC, ER, TCC)
The coastal dilemma
Activity:
Students consider the effects of global warming and create scale models of regions along the Atlantic coastline to illustrate the results of the rising water level on human communities.Explain to the class that they will work in pairs to create small, representative models of regions along the Atlantic coastline in order to demonstrate the effects of the rising water level on human communities. Begin by arranging the class into pairs and assign each a region on the Atlantic coast such as: Nova Scotia, Cape Cod, New York City, Chesapeake Bay, Bermuda, Miami, Lisbon, Cape Verde, Casablanca, Dakar, Luanda or Cape Town. Have all pairs identify their regions on the world map. Using the questions below to guide them, allow students ample time to investigate the topography and demographics of their respective regions. Instruct them to find current satellite images, as well as any photographs or drawings that might prove helpful. Then, have each pair formulate a hypothesis that considers the effect of one foot of rising ocean water on the region’s topography (coastline), and the associated impact on the community. For this experiment, and depending on the size of your modeling equipment, create an appropriate scale, such as 1 inch=1 mile or 1 inch=5 miles. Distribute the model-making supplies (as outlined in the Materials section) and have pairs construct models of their respective regions. Explain to students that they are not meant to accurately recreate their regions. Instead, they should construct representative models that show an approximation of the region that includes elements that might be found there. Have them increase the water level by one inch, and indicate the change to the coastline on their maps. Have them increase the water level by another inch and again, mark the change on their maps and continue till 5 miles. At each stage, they should note the impact on the physical landscape and the implications to the human communities.
Objective
To reflect on how coastal waters affect the regions they studied. And to think about how this would affect thier commuities and province, etc .
Outcomes:
SCIENCE
5–8 Observe, describe and interpret weather phenomena; and relate weather to the heating and cooling of Earth’s surface.
5–9 Investigate relationships between weather phenomena and human activity.