Curriculum Mapping 
Curriculum Link |
Strand |
Big Idea |
Puzzle Peace |
Science Grade 6 |
Understanding Life Systems Biodiversity |
Students will recognize that because all living things are connected maintaining diversity is critical to the health of the planet. Students will make choices that can have an impact on biodiversity |
Responsibility Goal Setting Respect Compassion |
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Understanding Structures and Mechanisms Flight |
Students will recognize that there are environmental and societal impacts of flying devices |
Responsibility
|
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Understanding Matter and Energy Electricity and Electrical devices |
Students will recognize that society must find ways to minimize the impact of energy production on the environment |
Responsibility Citizenship Perseverance Goal Setting Self Control |
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Understanding Earth and Space Systems Space |
Students will recognize that there are environmental and societal impacts to space exploration |
Responsibility Perseverance Goal Setting
|
Social Studies Grade 6 |
Heritage and Citizenship First Nations |
Students will recognize that our past shapes our future |
Citizenship Responsibility Fairness Perseverance Honesty |
|
Canada and World Connections: Canada’s Links to the World |
Students will recognize the importance of international connections |
Fairness Citizenship Honesty Trustworthiness Compassion |
Arts Grade 6 |
Visual Arts Reflecting Responding and Analyzing |
Students will recognize and interpret a variety of art works and indentify the feelings, issues, themes and social concerns |
Citizenship Compassion
|
|
Exploring Forms and Cultural Contexts |
Students will recognize that visual arts reflect the beliefs and traditions of a variety of peoples |
Respect Compassion |
Health and Physical Education Grade 6 |
Healthy Living
|
Students will recognize healthy and safe choices |
Trustworthiness Respect Self Control |
|
Fundamental Movement Skills |
Students will recognize and perform basic physical movements |
Self Control Perseverance Goal Setting Responsibility |
|
Active Participation |
Students will recognize the importance of being physically active and of teamwork |
Self Control Fairness Honesty Perseverance |
Grade 6
Thinking: Literacy Work Station Task
Social Studies: Canada and World Connections
Citizenship
Text: Nelson Literacy 6c; Ryan’s Well Part 1 pg 70-74
Task: Describe in your own words what it means to be a global citizen. List at least five (5) characteristics
of global citizenship. Then find examples from the text that show how Ryan displayed these characteristics.
Your definition of a Global Citizen:
|
Characteristic |
Example from “Ryan’s Well” |
1)
2)
3)
4)
5)
|
1)
2)
3)
4)
5)
|
Think & Reflect:
What does being a good global citizen mean to you? What does it mean to Ryan?
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Imagine you are a student at Angolo Primary School in Northern Uganda. How would the lack of clean water and the health
issues described in the text affect your learning? How do you think they will react to Ryan’s Well? Be sure to explain your
thinking.
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Grade 6
Thinking: Literacy Work Station Task
Social Studies: Canada and World Connections
Goal Setting
Text: Nelson Literacy 6c; Ryan’s Well Part 2 pg 75-79
Task: Using examples from the text, show the progression of Ryan’s goals and how he managed to reach
each goal.
How was Ryan able to reach his goals?
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$70
|
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$700
|
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$25,000
|
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Trip to Uganda
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Clean Water for all of Africa
|
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Think & Reflect:
Describe the emotions that Ryan experience as he reached each goal? What motivated him to keep going and reach
each of the next goals?
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Tell about a time in your life when you worked really hard to reach a goal you set and how you felt, both along the way and
after reaching your goal.
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Grade 6
Thinking: Literacy Work Station Task
Science: Understanding Life Systems
Respect
Text: Nelson literacy 6a – Coyotes: The Super Adapters, p. 59 – 61
Read the Nelson text, and the following article from The Globe and Mail.
Felis catus and the cull of the wild By Erin Luther
The Globe and Mail, Friday, August 28, 2009
Residents of Sarnia, Ont., have recently gotten a taste of something Torontonians experienced last winter. A coyote snatched a pet cat from a porch in the Southwestern Ontario city in broad daylight while the neighbours looked on in horror – one of several incidents reported involving coyotes. Council is currently considering wildlife management proposals aimed at solving the coyote “problem.”
We can only hope this incident won't spark the kind of media circus that surrounded the coyote in Toronto's Beaches neighbourhood in February and March. Neville, as that coyote came to be called, earned a death sentence – later reduced to life in a sanctuary when the Minister of Natural Resources issued a pardon – for the crime of failing to discriminate between a groundhog and a chihuahua. Articles about coyotes were rife with aggressive descriptors of a “brazen” coyote who was “stalking” innocent pets. Sensationalists warned that children were next.
Neville's type are not a threat to people. There are only a handful of coyote attacks each year across North America. To put that in perspective, Toronto received reports of more than 600 dog-to-human bites in 2008. We are millions of times more likely to be injured by our own pets than by any wild animal. But as anyone with a phobia can tell you, our fears are not always proportional to reality.
Coyotes can pose a threat to domestic animals, as the reports from Toronto and Sarnia show. Whether this threat should be considered newsworthy is another question – a recent study by Shannon Grubbs and Paul Krausman tracked a group of Arizona coyotes over a period of four months. They found that 42 per cent of their coyotes' diet consisted of cats. The only thing unusual about the Ontario incidents was that there were witnesses.
It makes no sense to criminalize wild animals for doing what is normal for them. We have an obligation to give our wild animals the space they need, and to guard the animals that we have bred to be our companions.
Considering the encroachment of subdivisions on coyote habitat, are we or are we not showing respect for coyotes? Support your opinion with your own ideas and evidence from the two texts.
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How might your level of respect for coyotes and other wild animals change if your pet was eaten by one of them?
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Pensées: Centre de litératie
Science: Comprendre les systèmes de vie
Respect
Texte: Nelson literacy 6a – Coyotes: Les adaptateurs fantastiques, p. 59 – 61
Lisez le texte du Nelson, et l'article suivant de The Globe and Mail.
Felis catus and the cull of the wild By Erin Luther
The Globe and Mail, Friday, August 28, 2009
Residents of Sarnia, Ont., have recently gotten a taste of something Torontonians experienced last winter. A coyote snatched a pet cat from a porch in the Southwestern Ontario city in broad daylight while the neighbours looked on in horror – one of several incidents reported involving coyotes. Council is currently considering wildlife management proposals aimed at solving the coyote “problem.”
We can only hope this incident won't spark the kind of media circus that surrounded the coyote in Toronto's Beaches neighbourhood in February and March. Neville, as that coyote came to be called, earned a death sentence – later reduced to life in a sanctuary when the Minister of Natural Resources issued a pardon – for the crime of failing to discriminate between a groundhog and a chihuahua. Articles about coyotes were rife with aggressive descriptors of a “brazen” coyote who was “stalking” innocent pets. Sensationalists warned that children were next.
Neville's type are not a threat to people. There are only a handful of coyote attacks each year across North America. To put that in perspective, Toronto received reports of more than 600 dog-to-human bites in 2008. We are millions of times more likely to be injured by our own pets than by any wild animal. But as anyone with a phobia can tell you, our fears are not always proportional to reality.
Coyotes can pose a threat to domestic animals, as the reports from Toronto and Sarnia show. Whether this threat should be considered newsworthy is another question – a recent study by Shannon Grubbs and Paul Krausman tracked a group of Arizona coyotes over a period of four months. They found that 42 per cent of their coyotes' diet consisted of cats. The only thing unusual about the Ontario incidents was that there were witnesses.
It makes no sense to criminalize wild animals for doing what is normal for them. We have an obligation to give our wild animals the space they need, and to guard the animals that we have bred to be our companions.
Considéré l’invasion des lotissements sur l’habitat des coyotes, sommes-nous ou ne montrons-nous pas le respect pour des coyotes? Supporter votre opinion avec tes propres idées et l’évidence des deux textes.
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Comment votre niveau de respect pour des coyotes et d'autres animaux sauvages pourrait-il changer si votre animal familier était mangé par l'un d'entre eux ?
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Pensées: Centre de litératie
Études Sociales: Canada et les liens au monde
Citoyenneté
Texte: Nelson Literacy 6c; Le puits de Ryan Partie 1 pg 70-74
Tache: Décrivez dans vos propres mots ce que signifie être un citoyen global. Énumérez au moins cinq (5) caractéristiques de la citoyenneté globale. Trouvez alors les exemples du texte qui montrent comment Ryan a montré ces caractéristiques.
Ton définition d’un citoyen global~:
|
Caractéristique |
Exemple de “Le puits de Ryan” |
1)
2)
3)
4)
5)
|
1)
2)
3)
4)
5)
|
Pensées et Réfléchis:
Qu’est-ce que ca signifie être un bon citoyen global? Que signifie-t-il à Ryan?
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Imaginez que vous êtes un étudiant à l'école primaire d'Angolo au Nord de Uganda. Comment est-ce que le manque d'eau propre et les problèmes de santé décrite dans le texte affecteraient votre étude? Comment vont-ils réagir au sujet de La puits de Ryan? Soyez sûr d'expliquer votre pensée.
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Pensées: Centre de litératie
Études Sociales: Canada et les liens au monde
Se fixer des buts
Texte: Nelson Literacy 6c; Le puits de Ryan Partie 2 pg 75-79
Tache: Utilise les exemples du texte, démontre la progression de les buts de Ryan et comment il était capable d’atteindre ces buts.
Comment est-ce que était-il capable d’atteindre ces buts? |
$70
|
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$700
|
|
$25,000
|
|
Voyage à Uganda
|
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Eau propre pour l’Afrique
|
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Pensées et Réfléchis:
Décris les émotions que Ryan démontre pendant qu’il essayait d’atteindre ces buts. Qu’est-ce qui lui a motive pour continuer et pour atteindre chacun des prochains buts ? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Décris un moment dans votre vie où vous avez travaillé vraiment dur pour atteindre un but que vous avez fixé et comment vous avez sentis, le long de la manière et après atteindre votre but.
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