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Description
This four-lesson, ESD resource has been designed to provide primary educators with a unique, age-appropriate curriculum that addresses core concepts related to sustainability.
Map of Myself: Identity and Culture
Students will:
- explore personal and cultural identity.
- introduce themselves using nonverbal gestures.
- listen to and discuss the stories, My Map Book and Fish is Fish.
- create a "map" of individual identity and culture.
- listen to songs about culture and identity.
Connections All Around: Me, My Food and My Environment
Students will:
- identify connections, cause and effect and surprising results in their food, lives and nature.
- participate in a field trip to a dairy farm or vegetable garden or watch a video about farming.
- identify connections in nature by listening and singing folk songs.
- create food webs
- listen to popular picture books and reflect on the connections created within the story.
Woods, Water and Wild Things: Biodiversity in the Forest-Stream Habitat
Students will:
- question their connections to the land.
- listen to and sing songs about the land that they live in.
- investigate different ecosystems and how different plants and animals rely on one another.
- role play different ecosystems which they represent.
- sing songs and listen to stories related to the issues being addressed.
Systems: Problems and Fixes
Students will:
- sing and listen to songs.
- listen to children's stories and discuss themes.
- play a stuffed animal toss game.
- try to identify classroom objects while blindfolded.
- discuss ways to solve problems.
General Assessment
What skills does this resource explicitly teach?
- This resource explicitly teaches students to identify and analyze interdependence within ecosystems.
Strengths
- The resource is well laid out and easy to follow.
- The resource provides explicit opportunities and tools for assessment and evaluation.
- The resource provides differentiated instruction opportunities for different grade levels.
- The resource integrates literature and song with the teaching of sustainability.
- Diversity of lessons will engage students with varied learning styles and needs.
- Activities are age appropriate.
Weaknesses
- Action experiences are provided as extension activities and not fully explored.
- Students have limited opportunities to choose elements of their own programming.
- Resource does not fully address multiple dimensions of problems and solutions.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Music
- English/Language Arts
- Step 4Relevant matches
- Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
- Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Music
- English/Language Arts
- Step 4Relevant matches
- Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes.
- Social Studies
- Step 4Relevant matches
- Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
- Grade 2
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- Arts
- Step 4Relevant matches
- Music
- English/Language Arts
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- Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
- Health Education
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- Developing and affirming identity contributes to well-being and understandings of self and one another
- Social Studies
- Step 4Relevant matches
- Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
- Developing and affirming identity contributes to well-being and understandings of self and one another
- Grade 3
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- Arts
- Step 4Relevant matches
- Music
- English/Language Arts
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- Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
- Science
- Step 4Relevant matches
- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Social Studies
- Step 4Relevant matches
- Developing and affirming identity contributes to well-being and understandings of self and one another
- Grade 4
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Music
- British Columbia
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- Kindergarten
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- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts express meaning in unique ways
- Arts Education: Engagement in the arts creates opportunities for inquiry through purposeful play
- Arts Education: People connect to others and share ideas through the arts.
- English/Language Arts
- Step 4Relevant matches
- Stories and other texts help us learn about ourselves and our families.
- Social Studies
- Step 4Relevant matches
- Rights, roles, and responsibilities shape our identity and help us build healthy relationships with other
- Identity and Families
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts express meaning in unique ways
- Arts Education: People connect to others and share ideas through the arts.
- English/Language Arts
- Step 4Relevant matches
- Curiosity and wonder lead us to new discoveries about ourselves and the world around us
- Stories and other texts can be shared through pictures and words
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
- Social Studies
- Step 4Relevant matches
- Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
- Grade 3
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- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating
- Grade 4
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- Arts
- Step 4Relevant matches
- Arts Education: Creative expression is a means to explore and share one’s identity within a community.
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
- Manitoba
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- Kindergarten
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- Arts
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- Arts: Music
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- Language as Sense Making
- Social Studies
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- Being Together: Me
- Being Together:: The People around Me
- Grade 1
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- Arts
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- Arts: Music
- English/Language Arts
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- Language as Sense Making
- Science
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- Characteristics and Needs of Living Things
- Social Studies
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- Belong
- Grade 2
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- Arts
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- Arts: Music
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- Language as Sense Making
- Science
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- Growth and Changes in Animals
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- Arts: Music
- English/Language Arts
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- Language as Exploration and Design
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- Arts: Music
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- Language as Exploration and Design
- Language as Sense Making
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- Habitat and Communities
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- Arts
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- Arts: Music
- English/Language Arts
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- Language as Exploration and Design
- Grade 6
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- Arts
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- Arts: Music
- Grade 7
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- Arts
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- Arts: Music
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- Arts
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- Arts: Music
- New Brunswick
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- Kindergarten
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- Music
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- Communicate
- Connect
- Create
- Visual Art
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- Communicate
- Grade 1
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- English/Language Arts
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- Interactions
- Health Education
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- Explore Your World: Diversity and Social Responsibility
- Music
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- Communicate
- Connect
- Create
- Science
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- Explore Your World: Diversity and Social Responsibility
- Social Studies
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- Explore Your World: Diversity and Social Responsibility
- Visual Art
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- Communicate
- Grade 2
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- English/Language Arts
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- Interactions
- Visual Art
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- Communicate
- Grade 3
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- English/Language Arts
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- Interactions
- Reading
- Science
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- Our Local Environment : :Scientific Literacy
- Our Local Environment : Learning and Living Sustainably
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- My Province, Exploration, History of the Atlantic Region: Civics
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- English/Language Arts
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- Interactions
- Reading
- Newfoundland & Labrador
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- Kindergarten
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- Speaking & Listening
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- Music: Course Outcomes
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- Identity
- Grade 1
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- Arts
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- Arts: Creating, Making, and Presenting
- Arts: Understanding and Connecting Contexts of Time, Place, and Community
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- Speaking & Listening
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- Music: Contexts
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- Needs and Characteristics of Living Things
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- Speaking & Listening
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- Music: Contexts
- Music: Expression
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- Animal Growth and Changes
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- Reading & Viewing
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- Music: Contexts
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- Plant Growth & Changes
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- Provincial Identity: Citizenship
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- Reading & Viewing
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- Music: Contexts
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- Habitats
- Northwest Territories
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- Kindergarten
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- English/Language Arts
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- Celebrate & Build Community
- Comprehend and Respond
- Social Studies
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- Me
- The People around Me
- Grade 1
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- Arts
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- Arts Education 1: Music
- English/Language Arts
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- Comprehend and Respond
- Science
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- Life Systems: Characteristics and Needs of Living Things
- Social Studies
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- Connecting and Belonging: I Belong
- Grade 2
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- Arts
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- Arts Education 2: Music
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- Comprehend & Respond
- Science
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- Life Science: Growth and Changes in Animals
- Grade 3
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- Arts
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- Arts Education 3: Music
- English/Language Arts
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- Comprehend and Respond
- Grade 4
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- Arts
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- Arts Education 4: Music
- Arts Education: Creative expression is a means to explore and share one’s identity within a community.
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
- English/Language Arts
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- Clarify and Enhance
- Comprehend & Respond
- Science
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- Life Systems: Habitats & Communities
- Nova Scotia
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- Kindergarten
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- English/Language Arts
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- Primary: Listening and Speaking
- Music
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- Music Primary
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- Primary
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- English/Language Arts
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- Listening and Speaking
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- Music 1
- Science
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- Science 1: Needs of Living Things
- Grade 2
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- English/Language Arts
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- Listening and Speaking
- Music
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- Music 2
- Science
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- Science 2: Animal Growth
- Social Studies
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- Social Studies 2:Environments
- Social Studies 2:People
- Grade 3
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- English/Language Arts
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- Listening and Speaking
- Music
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- Music 3
- Science
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- Science 3: Plants
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- Social Studies 3: Citizenship
- Grade 4
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- English/Language Arts
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- Listening & Speaking
- Reading & Writing
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- Science 4: Habitats
- Nunavut
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Celebrate & Build Community
- Comprehend and Respond
- Social Studies
- Step 4Relevant matches
- Being Together:Identity
- Grade 1
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Social Studies
- Step 4Relevant matches
- Connecting and Belonging: Citizenship
- Connecting and Belonging:: Identity
- Grade 2
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehend & Respond
- Science
- Step 4Relevant matches
- Life Science: Growth and Changes in Animals
- Social Studies
- Step 4Relevant matches
- Communities in Canada Identity
- Grade 3
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- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Develop and Celebrate Community
- Social Studies
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- Connecting With the World: Citizenship
- Connecting With the World:Culture & Community
- Connecting With the World:Identity
- Grade 4
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- English/Language Arts
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- Clarify and Enhance
- Comprehend & Respond
- Science
- Step 4Relevant matches
- Life Systems: Habitats & Communities
- Social Studies
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- Provinces and Territories: Our Places, Stories, and Traditions: Citizenship
- Provinces and Territories: Our Places, Stories, and Traditions: Identity
- Ontario
- Step 2Select a grade level
- Kindergarten
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- English/Language Arts
- Step 4Relevant matches
- Literacy Behaviours: Overall Expectations
- Science & Technology
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- Problem Solving and Innovating: Overall Expectations
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- English/Language Arts
- Step 4Relevant matches
- Language: Oral Communication
- Science & Technology
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- Life Systems: Needs and Characteristics of Living Things
- Social Studies
- Step 4Relevant matches
- Heritage and Identity: Our Changing Roles and Responsibilities
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- English/Language Arts
- Step 4Relevant matches
- Language: Oral Communication
- Science & Technology
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- Life Systems: Growth & Changes in Animals
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- English/Language Arts
- Step 4Relevant matches
- Language: Oral Communication
- Language: Reading
- Grade 4
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- English/Language Arts
- Step 4Relevant matches
- Language: Oral Communication
- Language: Reading
- Science & Technology
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- Life Systems: Habitats and Communities
- Prince Edward Island
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Oral Language
- Reading and Viewing
- Grade 1
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- English/Language Arts
- Step 4Relevant matches
- Speaking and Listening
- Music
- Step 4Relevant matches
- Music
- Science
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- Needs and Characteristics of Living Things
- Social Studies
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- Interactions: Groups
- Interactions: Needs and Wants
- Grade 2
- Step 3Select a subject
- English/Language Arts
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- Speaking and Listening
- Music
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- Music
- Science
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- Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
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- Change: Environment
- Grade 3
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- English/Language Arts
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- Reading and Viewing
- Speaking and Listening
- Music
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- Music
- Science
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- Plant Growth & Changes
- Social Studies
- Step 4Relevant matches
- Provincial Identity: Citizenship
- Grade 4
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- English/Language Arts
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- Reading and Viewing
- Speaking and Listening
- Science
- Step 4Relevant matches
- Habitats
- Quebec
- Step 2Select a grade level
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Music: To interpret musical pieces
- English/Language Arts
- Step 4Relevant matches
- To read and Listen to Literary, Popular and Information -based texts
- Science & Technology
- Step 4Relevant matches
- Living things
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Music: To interpret musical pieces
- English/Language Arts
- Step 4Relevant matches
- To read and Listen to Literary, Popular and Information -based texts
- Science & Technology
- Step 4Relevant matches
- Living things
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Music: To interpret musical pieces
- English/Language Arts
- Step 4Relevant matches
- To read and Listen to Literary, Popular and Information -based texts
- Science & Technology
- Step 4Relevant matches
- Living Things
- Grade 4
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Music: To interpret musical pieces
- Science & Technology
- Step 4Relevant matches
- Living Things
- Saskatchewan
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education 1: Creative/Productive
- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Science
- Step 4Relevant matches
- Needs & Characteristics of Living Things
- Social Studies
- Step 4Relevant matches
- My Family: Interactions and Interdependence
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education 2: Creative/Productive
- English/Language Arts
- Step 4Relevant matches
- Comprehend and Respond
- Science
- Step 4Relevant matches
- Animal Growth and Changes
- Social Studies
- Step 4Relevant matches
- My Community: Interaction and Interdependence
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education 3: Cultural/Historical
- English/Language Arts
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- Comprehend and Respond
- Social Studies
- Step 4Relevant matches
- Community Comparisons: Interactions and Interdependence
- Grade 4
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education 4: Critical/Responsive
- English/Language Arts
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- Assess and Reflect
- Comprehend and Respond
- Science
- Step 4Relevant matches
- Habitats and Communities
- Yukon Territory
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts express meaning in unique ways
- Arts Education: Engagement in the arts creates opportunities for inquiry through purposeful play
- Arts Education: People connect to others and share ideas through the arts.
- English/Language Arts
- Step 4Relevant matches
- Stories and other texts help us learn about ourselves and our families.
- Social Studies
- Step 4Relevant matches
- Rights, roles, and responsibilities shape our identity and help us build healthy relationships with other
- Identity and Families
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts express meaning in unique ways
- Arts Education: People connect to others and share ideas through the arts.
- English/Language Arts
- Step 4Relevant matches
- Curiosity and wonder lead us to new discoveries about ourselves and the world around us
- Stories and other texts can be shared through pictures and words
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
- Social Studies
- Step 4Relevant matches
- Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating
- Grade 4
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education: Creative expression is a means to explore and share one’s identity within a community.
- Arts Education: Dance, drama, music, and visual arts are each unique languages for creating and communicating.
Themes Addressed
Citizenship (1)
- Community-Building and Participation
Ecosystems (1)
- Biodiversity
Human Rights (1)
- Cultural Diversity
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory |
|
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good |
|
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory |
|
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good |
|
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory |
|
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Good |
|
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good |
|
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Satisfactory |
|
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Satisfactory |
|
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good |
|
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good |
|
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good |
|
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory |
|
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good |
|
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Good |
|
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory |
|
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
