Curriculum+connections

=**Connecting the curriculum to our inquiry unit - or is it the other way around?**=
 * "**What content is most worth teaching? Our first test is always the same: Is it interesting to kids? (Harvey & Daniels, 2009, p. 165)

Taking the grade six curriculum of Canada and the world, this inquiry assignment has attempted to make this unit applicable, meaningful and interesting to our students. This inquiry project covers //**all**// curricular areas from the Grade 6 //Canada and the World// unit. (BC curriculum, 2006, p. 15)
 * Skills and processes of social studies** (all these skills are direct skills used in the inquiry process)
 * critical thinking
 * graphs, tables, aerial photos, and various types of maps
 * credibility of sources
 * presentation skills
 * plan of action to address a problem or issue


 * Identity Culture and Society**
 * Canadian identity and how individuals experience cultural influences (at beginning of unit when using first space regarding Vancouver 2010)
 * comparing Canada with other countries (using first space as well as second space (curriculum) merging to create third space, on what they know about Canada students will compare their country with identity and culture of others)
 * artistic expression and culture (countries around the world)
 * Governance**
 * federal governments and their systems (look at this through the country they are presenting)
 * justice system (will look at this through the eyes of the country they are presenting)
 * equality and fairness; rights and responsibilities of citizens (students will discover the difference between democratic countries and non-democratic countries, they will discover how the rights and responsibilities of citizines differs greatly from country to country)
 * role of Canada in the world (beginning of unit in looking at Canada's role in the Vancouver 2010 Olympics and how it was perceived by the world)
 * Economy and Technology**
 * communications technologies in Canada (briefly covered at beginning and part of the final presentation as will be using technologies)
 * technology in other countries (look at communication capabilities, technologies that will enhance bid (e.g. athletes and science - technology in sport)
 * Canada's economic relationships with world partners (focus will be on comparing and contrasting Canada's economic status with other countries in discussing the economics of the Olympics and what countries can and cannot afford to host the Games)


 * Human and Physical Environment**
 * relationship between cultures and their environments (covered strongly in cultural identity of country during bid process)
 * factors affecting settlement patters and population distribution (covered in population of candidate city and why this is the city of choice)

=**Cross curricular areas covered**= =This unit also covers many of the prescribed learning outcomes (PLO's) of the Gr. 6 Language Arts Curriculum (pp.55-57)= This inquiry unit covers more than 70% of the Language arts PLO's. Some would need to be covered in more than one setting to meet the goals of the BC curriculum, but the unit provides at least one or more opportunities to cover many areas.

**Speaking orally**: A1 Uses speaking and listening to interact with others for the purposes of − contributing to group success − discussing and comparing ideas and opinions − improving and deepening comprehension − discussing concerns and resolving problems - completing a variety of tasks

A2 Uses speaking to explore, express, and present a range of ideas, information, and feelings for different purposes and audiences, by − using prior knowledge and/or other sources of evidence − staying on topic in focussed discussions − presenting in a clear, focussed, organized, and effective manner − explaining and effectively supporting a viewpoint

A3 Listens purposefully to understand and analyse ideas and information, by − summarizing and synthesizing − generating questions − visualizing and sharing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">− making inferences and drawing conclusions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">− interpreting the speaker’s verbal and nonverbal messages, purposes, and perspectives <span style="display: block; font-family: Arial,Helvetica,sans-serif;">− analysing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">− ignoring distractions

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">A4 select and use strategies when interacting with others, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– accessing prior knowledge <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making and sharing connections <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– asking questions for clarification and understanding <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– taking turns as speaker and listener <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– paraphrasing to clarify meaning

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">A5 select and use strategies when expressing and presenting ideas, information, and feelings, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– setting a purpose <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– accessing prior knowledge <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– generating ideas <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making and sharing connections <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– asking questions to clarify and confirm meaning <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– organizing information <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– practising delivery <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– self-monitoring and self-correcting in response to feedback

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">A6 select and use strategies when listening to make and clarify meaning, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– accessing prior knowledge <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making predictions about content before listening <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– focussing on the speaker <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– listening for specifics <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– generating questions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– recalling, summarizing, and synthesizing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– drawing inferences and conclusions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– distinguishing between fact and opinion <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– visualizing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– monitoring comprehension

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Thinking (Oral Language) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">A7 demonstrate enhanced vocabulary knowledge and usage <span style="display: block; font-family: Arial,Helvetica,sans-serif;">A8 use speaking and listening to respond, explain, and provide supporting evidence for their connections to texts <span style="display: block; font-family: Arial,Helvetica,sans-serif;">A9 use speaking and listening to improve and extend thinking, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– questioning and speculating <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– acquiring new ideas <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– analysing and evaluating ideas <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– developing explanations <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– considering alternative viewpoints <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– summarizing and synthesizing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– problem solving

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">A10 reflect on and assess their speaking and listening, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– referring to class-generated criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– considering and incorporating peer and adult feedback <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– setting goals and creating a plan for improvement <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– taking steps toward achieving goals

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">A11 recognize and apply the features of oral language to convey and derive meaning, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– context (e.g., audience, purpose, situation)

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Purposes (Reading and Viewing) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B1 read fluently and demonstrate comprehension and interpretation of a range of grade-appropriate literary texts, featuring variety in theme and writing techniques, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– literature from Canada and other countries <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– short stories and novels exposing students to unfamiliar contexts

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">B2 read fluently and demonstrate comprehension of grade-appropriate information texts with some specialized language, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– non-fiction books <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– textbooks and other instructional materials <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– visual or graphic materials <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– reports and articles from magazines and journals <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– reference materials <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– appropriate web sites <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– instructions and procedures <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– advertising and promotional materials

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">B3 refers to Silent reading 30 min/day this will not be part of the unit specifically but students may choose books from this assignment for silent reading if they desire <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B4 demonstrate comprehension of visual texts with specialized features (e.g., visual components of media such as magazines, newspapers, web sites, comic books, broadcast media, videos, advertising, and promotional materials) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B5 select and use strategies before reading and viewing to develop understanding of text, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– setting a purpose and considering personal reading goals <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– accessing prior knowledge to make connections <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making predictions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– asking questions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– previewing texts <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B6 select and use strategies during reading and viewing to construct, monitor, and confirm meaning, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– predicting <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making connections <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– visualizing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– asking and answering questions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making inferences and drawing conclusions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– using ‘text features’ <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– reading selectively <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– determining the importance of ideas/events <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– summarizing and synthesizing

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">B7 select and use strategies after reading and viewing to confirm and extend meaning, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– self-monitoring and self-correcting <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– generating and responding to questions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– making inferences and drawing conclusions <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– reflecting and responding <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– visualizing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– using ‘text features’ to locate information <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– using graphic organizers to record information <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– summarizing and synthesizing

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Thinking (Reading and Viewing) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B8 respond to selections they read or view, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– expressing opinions and making judgments supported by explanations and evidence <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– explaining connections (text-to-self, text-to-text, and text-to-world) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– identifying personally meaningful selections, passages, and images <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B9 read and view to improve and extend thinking, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– analysing texts and developing explanations <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– comparing various viewpoints <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– summarizing and synthesizing to create new ideas <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B10 reflect on and assess their reading and viewing, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– referring to class-generated criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– setting goals and creating a plan for improvement <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– taking steps toward achieving goals <span style="display: block; font-family: Arial,Helvetica,sans-serif;">B11 explain how structures and features of text work to develop meaning, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">–‘text features’ (e.g., copyright, table of contents, headings, index, glossary, diagrams, sidebars, hyperlinks, pull-quotes) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– non-fiction elements (e.g., topic sentence, development of ideas with supporting details, central idea)

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Purposes (Writing and Representing) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">C1 write a variety of clear, focussed personal writing for a range of purposes and audiences that demonstrates connections to personal experiences, ideas, and opinions, featuring <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– clearly developed ideas by using effective supporting details, explanations, comparisons, and insights <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– sentence fluency through sentence variety and lengths with increasing rhythm and flow <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– effective word choice through the use of an increasing number of new, varied, and powerful words <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– an honest voice <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– an organization that is meaningful, logical, and effective, and showcases a central idea or theme

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">C2 write a variety of effective informational writing for a range of purposes and audiences that communicates ideas to inform or persuade, featuring <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– clearly developed ideas by using focussed and useful supporting details, analysis, and explanations <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– sentence fluency through clear, well-constructed sentences that demonstrate a variety of lengths and patterns, with an increasingly fluid style <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– effective word choice through the use of new vocabulary, words selected for their specificity, and powerful adverbs and verbs <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– a voice demonstrating an appreciation and interest in the topic <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– an organization with an inviting lead that clearly indicates the purpose, and flows smoothly with logically sequenced paragraphs or sections to a satisfying conclusion that summarizes the details

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">C4 create meaningful visual representations for a variety of purposes and audiences that communicate personal response, information, and ideas relevant to the topic, featuring <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– development of ideas using clear, focussed, and useful details, and by making connections to personal feelings, experiences, opinions, and information <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– an expressive voice <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– an organization in which key ideas are evident

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Strategies (Writing and Representing) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">C5 select and use strategies before writing and representing, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– setting a purpose <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– identifying an audience, genre, and form <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– analysing examples of successful writing and representing in different forms and genres to identify key criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– developing class-generated criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– generating, selecting, developing, and organizing ideas from personal interest, prompts, texts, and/or research

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">C6 select and use strategies during writing and representing to express and refine thoughts, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– referring to class-generated criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– analysing models of literature <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– accessing multiple sources of information <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– consulting reference materials <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– considering and applying feedback from conferences to revise ideas, organization, voice, word choice, and sentence fluency <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– ongoing revising and editing

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">C7 select and use strategies after writing and representing to improve their work, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– checking their work against established criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– reading aloud and listening for fluency <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– revising to enhance writing traits (e.g., ideas, sentence fluency, word choice, voice, organization) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– editing for conventions (e.g., grammar and usage, capitalization, punctuation, spelling)

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Thinking (Writing and Representing) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">C8 use writing and representing to express personal responses and relevant opinions about experiences and texts <span style="display: block; font-family: Arial,Helvetica,sans-serif;">C9 use writing and representing to extend thinking, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– developing explanations <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– analysing the relationships in ideas and information <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– exploring new ideas (e.g., examining alternative viewpoints, transposing writing from one form to another)

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">C10 reflect on and assess their writing and representing, by <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– referring to class-generated criteria <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– setting goals and creating a plan for improvement <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– taking steps toward achieving goals

<span style="display: block; font-family: Arial,Helvetica,sans-serif;">Features (Writing and Representing) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">C11 use the features and conventions of language to express meaning in their writing and representing, including <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– complete simple, compound, and complex sentences <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– subordinate (i.e., dependent) clauses <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– comparative and superlative forms of adjectives <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– past, present, and future tenses <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– effective paragraphing <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– effective use of punctuation and quotation marks <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– conventional Canadian spelling for familiar and frequently used words <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– spelling unfamiliar words by applying strategies (e.g., phonic knowledge, use of common spelling patterns, dictionaries, thesaurus) <span style="display: block; font-family: Arial,Helvetica,sans-serif;">– legible writing appropriate to context and purpose =**Technology and use of computers in education is covered under School District 68's local curriculum and courses. This unit surpasses exceeds the districts expectations of use of technology in the classroom.**= 3710 POL - policy for technology in education 3710 PRO - procedures for computers in education