IO Project

Curriculum

Create Fundamental Concepts

Create Fundamental Concepts
Career and Technology Studies
To utilize technology to :
- capture and explore landscape (digital photos & written reflections),
- investigate the history of the community (Millarville websites)
- conduct, compile, evaluate and analyze statistical data
- report findings of the project

English Language Arts
Students will be able to utilize reading, writing, listening and speaking skills to locate, organize and respond to information and build new understanding.

Fine Arts
To be able to capture the landscape through art.

Mathematics
Students will develop math skills as they produce maps, timelines, and perform statistical analysis of current climate in the Millarville Lake Development.

Social Studies
Students will investigate how and why a community changes as the residents on the landscape come and go and how does the change determine the direction of the community?

Curriculum

Social Studies

utilizing mapping skills
Grade 3 Topics A, B, C
object based tasks to identify artifacts

Social Studies
Questions
How has our community changed? Why has our community changed?
What are the advantages and disadvantages of change in our community?
Why do communities change?
What can I do to contribute to the future I want for my community?
How would I like my community to be in the future?
In what ways can change be controlled?

Issues
Should our community try to stay the way it is, or change; e.g., keep old buildings, maintain local
schools, maintain same recreational areas, traffic patterns, shopping malls?
Changes in my community
have taken place in the
past, are taking place
today, and may occur in
the future.

GENERALIZATIONS CONCEPTS RELATED FACTS AND CONTENT
· changes in several of the following: food,
shelter, clothing, transportation,
communication, education, land use and/or
inhabitants
· causes and effects of change
· positive and negative results of change
People in the community
contribute to change.
contribution · contributions of people in the community (past
and present)
· ways an individual/group can contribute to
change
PROCESS SKILLS
Locating/Organizing/Interpreting Information
· identify possible sources and location of information; e.g., print, non-print, interviews, survey
· acquire information by listening to or reading simple historical accounts
· collect information through direct observation in the community and by interviewing parents
and/or community resource people
· identify the purpose, plan procedures, rules of behaviour, questions to be asked, and things to
watch and listen for during field studies and/or interviews
· examine the success of the planning and enactment of the field study or interview
· arrange events, facts and/or ideas in sequence
Geography/Mapping
· read and interpret map symbols on a map of a local area
· locate one?s own community in relation to others in Alberta, using a map of Alberta
· compare relative distances between communities; e.g., near/far
· use cardinal directions
· make a simple map, with a legend, to show location of known places in the community
· identify reasons for settlement and development by using pictures, aerial photographs and/or
historical maps
Analyzing/Synthesizing/Evaluating
· compare information gained from two different sources to see if it is similar or different
· draw conclusions about community changes, past and present
· generate ways an individual can influence change
· identify and assess the choices an individual has, about whether to accept or reject change
· predict future changes in the community
COMMUNICATION SKILLS
· on a simple class time line, record events in the community?s history
· write a diary entry, journal entry and/or make an audiotape recording; e.g., about an important
individual in your community?s past, and/or predicting life in the future
· draw or collect pictures of ways in which the community has changed or may change
· compose a title for a story, paragraph, picture, graph, map and/or chart
PARTICIPATION SKILLS
· make meaningful contributions to discussions, supporting ideas with facts and reasons
· participate in a small group discussion or activity by following established rules
· stay on task
· offer encouragement and approval to those with whom one works
· plan, carry out and evaluate an action that would contribute to the community; e.g., volunteer
work, preserving some aspect of the community?s past or initiating some change
· interest in local history
· appreciation for change
· self-competence; an individual can influence change
ATTITUDE OBJECTIVES -focus on concepts of traditions, customs, respect and change

Curriculum

Mathematics

mapping
time lines
data collection
surveys
questionnaires
data base

Mathematics
Communicate and apply terms of direction, such
as north or south and east or west, and relate to
maps.
C, CN, T]
Graph whole number points on a horizontal
number line or a vertical number line. [CN, V]

Collect data, using measuring devices and
printed/technology resources. [PS, T]
Display data, using rank ordering. [C, V]
Display the same data in more than one way. [PS]
Make predictions and inferences when solving
similar problems. [CN, E, PS]
Obtain new information by performing arithmetic
operations on the data. [E, PS, T]

Describe the likelihood of an outcome, using such
terms as more likely, less likely, chance. [C, R]
Conduct a probability experiment, choose an
appropriate recording method, and draw
conclusions from the results. [C, E, PS]

Curriculum

Fine Arts

sketching
drawing
painting
drama

Fine Arts
REFLECTION
· responses to visual forms in nature,
designed objects and artworks.

Concepts
A. Each class of natural forms has distinguishing
characteristics.
B. Natural forms are related functionally to their
environment.
C. Earth and water forms reveal many variations.
D. Environments are altered by natural forces.
E. Change in natural forms occurs over time.

Curriculum

English Language Arts

searching for information
reading historical information
making jot notes
narrative and expository writing
interviewing
developing questionnaires
letter writing - correspondence

English Language Arts
Students will listen, speak, read, write, view
and represent to explore thoughts, ideas,
feelings and experiences.

Consider the ideas of others
x ask for the ideas and observations of others to
explore and clarify personal understanding
Combine ideas
x experiment with arranging and recording ideas
and information in a variety of ways
Extend understanding
x ask questions to clarify information and ensure
understanding

Students will listen, speak, read, write, view
and represent to comprehend and respond
personally and critically to oral, print and
other media texts.
Use prior knowledge
x share ideas developed through interests,
experiences and discussion that are related to
new ideas and information
x identify the different ways in which oral, print
and other media texts, such as stories, textbooks,
letters, pictionaries and junior dictionaries, are
organized, and use them to construct and
confirm meaning
Use comprehension strategies
x use grammatical knowledge to predict words
and sentence structures when reading narrative
and expository materials
x apply a variety of strategies, such as setting a
purpose, confirming predictions, making
inferences and drawing conclusions
x identify the main idea or topic and supporting
details in simple narrative and expository
passages

Curriculum

Career and Technology Studies

utilize the internet
utilize a digital camera
insert photos in a document
write reflections and post information in a word document
use a database for data organization
produce a questionnaire in Word
communicate with students in another school about their community's journey

C.1 - Students will access, use and communicate information from a variety of technologies.
Specific Outcomes
1.1 access and retrieve appropriate information from electronic sources for a specific inquiry
1.2 process information from more than one source to retell what has been discovered

C.4 - Students will use organizational processes and tools to manage inquiry.
Specific Outcomes
1.1 follow a plan to complete an inquiry
1.2 formulate new questions as research progresses
1.3 organize information from more than one source

C.5 - Students will use technology to aid collaboration during inquiry.
Specific Outcomes
1.1 share information collected from electronic sources to add to a group task

C.6 - Students will use technology to investigate and/or solve problems.
Specific Outcomes
1.1 identify a problem within a defined context
1.2 use technology to organize and display data in a problem-solving context
1.3 use technology to support and present conclusions

F.1 - Students will demonstrate an understanding of the nature of technology.
Specific Outcomes
1.1 identify techniques and tools for communicating, storing, retrieving and selecting information
1.2 apply terminology appropriate to the technologies being used at this division level
1.3 demonstrate an understanding that the user manages and controls the outcomes of technology

F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
Specific Outcomes
1.1 demonstrate courtesy and follow classroom procedures when making appropriate use of computer technologies
1.2 work collaboratively to share limited resources
1.3 demonstrate appropriate care of technology equipment
1.4 recognize and acknowledge the ownership of electronic material
1.5 use appropriate communication etiquette
F.5 - Students will practise the concepts of ergonomics and safety when using technology.
Specific Outcomes
1.1 demonstrate proper posture when using a computer
1.2 demonstrate safe behaviours when using technology

F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies.
Specific Outcomes
1.1 perform basic computer operations, which may vary by environment, including powering up, inserting disks, moving the cursor, clicking on an icon, using pull-down menus, executing programs, saving files, retrieving files, printing, ejecting disks and powering down
1.2 use proper keyboarding techniques for the home row, enter, space bar, tab, backspace, delete and insertion-point arrow keys
1.3 operate basic audio and video equipment, including inserting, playing, recording and ejecting media

P.1 - Students will compose, revise and edit text.
Specific Outcomes
1.1 create original text, using word processing software, to communicate and demonstrate understanding of forms and techniques
1.2 edit complete sentences, using such features of word processing as cut, copy and paste

P.2 - Students will organize and manipulate data.
Specific Outcomes
1.1 read information from a prepared database
P.3 - Students will communicate through multimedia.
Specific Outcomes
1.1 access images, such as clip art, to support communication
1.2 create visual images by using such tools as paint and draw programs for particular audiences and purposes
1.3 access sound clips or recorded voice to support communication

P.4 - Students will integrate various applications.
Specific Outcomes
1.1 integrate text and graphics to form a meaningful message
1.2 balance text and graphics for visual effect

P.5 - Students will navigate and create hyperlinked resources.

Activity

Kick Off the Project With Your Students Read Within A Painted Past Visit the land - explore through the senses
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Activity

Create the Invitation

Come visit the Hamlet of Millarville as the students in the grade 2 and 3 class explore the heritage of their community. We will journey back in time to before anyone had set eyes on this spectacular landscape of winding river valley, rolling foothills and a backdrop of the majestic mountains. How did Millarville become the community that it is? Who were the people? What was their life like? What were their needs? What effect did the people have on this landscape? What might the future hold for the community of Millarville?

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Task

Share our Journey

Sharing our findings
1) with Cayley School, (through a website- Journey of a Community looking for similarities and differences from the past and the present
2), of the process for this project with other teachers, telecollaboratively through IO and the website
3) share findings of the research task with the community of Millarville
Students will have the chance to develop a website that outlines their learning during the unit and will be available to Gr. 2 students in a neighbouring community doing a similar study.

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Task

Journey into the Present

- research and report on the recent and current development in the hamlet of Millarville, Millarville Ridge, "Millarville Crossing", numerous housing projects west of the school. . .

Students will have the chance to utilize computer programs to develop a questionnaire that includes their queries about the current development in Millarville. They will work with an expert who will help them develop their questions so they will be usable in a data-base. which they will set-up, input information and evaluate their findings. They will also utilize

Start: End:

Task

Journey through the Past

- experience the land personally, through visits intended to experience it through the senses; sight, hearing, touch, smell

- explore artifacts from the Native residents of the community and build their understanding of the impact of the Native people on the land.

- explore the homesteaders/settlers impact and look at how the European settlers lifestyle was different from the Native people, through investigation of artifacts, museum trips, etc.

-investigate the MD. Historical Landmarks and determine what services a growing community needed and how development of community services affected the land (roads, stores, community halls, schools); finally, what happened to those community services

Students will have the chance to use digital cameras, scanners, word processing programs to add photos (from visits to the land and their work with artifacts;a trip to Glenbow Museum to investigate Museum exhibits; to scan their artwork) to be included with their written reflections. They will be introduced to Word as their Wordprocessing program.

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Task 3: Share our Journey

	1	2	3	4
Shows understanding of the information, ideas and issues through reflections of their personal learning journey	Was unable to clearly express key ideas or understanding that developed from the inquiry project	Was able to express some of their personal understandings in some of the segments of the inquiry project.	Was readily able to express their personal understandings in each of the segments of the inquiry project	Was readily able to express their personal understandings in each of the segments of the inquiry project and to include their own perspective.

Task 2: Journey into the Present

	1	2	3	4
Applies Process Skills	Unable to list, record or recall informatin about the topic from presentations or their group research	With some prompting, was able to list, record or recall informatin about the topic from presentations or their group research	Student was able to independently list, record or recall informatin about the topic from presentations or their group research	Student made extensive notes of relevant information from the presentations and their group research
Focuses and Cooperates in Group Tasks	Student had difficulty focusing, working productively or cooperatively in research group	With minimal prompting, student was able to focus, and work productively or cooperatively in research group	Student was readily able to focus, and work productively or cooperatively in research group	Student was readily able to focus, and work productively or cooperatively in research group and took a leadership role
Contributes Meaningfully to Class Discussions	Did not contribute to the reveiw discussions	Able to add pertinent fact or thought to the class discussions in some of the sharing times	Regularly added pertinent facts or thoughts to the class discussions	Able to make some key contributions to the discussions (summative, controversial, etc.)
Understands Information, ideas, issues	Needed help to write about or discuss responses to the 3 key questions	Was able to write about or discuss responses to some of the 3 key questions	Was able to write about and discuss responses to the 3 key questions	Was able to write about discuss and explain responses to all of the 3 key questions

Task 1: Journey through the Past

	1	2	3	4
L. A. Utilized reading, listening and speaking to locate information that is pertinent to topic Descriptive writing, using the senses, done from the perspective of an object in nature.	Required assistance to gather or record information about the topic, from books, guest speakers, field studies and web-sites and presentations Required assistance to develop a written piece utilizing the senses	With some guidance student was able to gather or record information about the topic, from books, guest speakers, field studies and web-sites and presentations Able to include information gathered through the senses in their writing	Student was able to independently gather or record information about the topic, from books, guest speakers, field studies and web-sites and presentations Able to make the object appear to be alive by using the senses	Student was able to independently gather information about the topic, from books, guest speakers, field studies, web-sites and presentations and to provide assistance to classmates Able to make the object come to life through input from personal experience and all the senses
S.S. Understanding of changes over time as evidenced in written and independent project work.	Discussion and written work shows student requires assistance to describe any of the changes over time.	Discussion and written work shows student is able to describe at least 1major change between periods.	Discussion and written work shows student is able to describe major overall changes or several changes between periods	Discussion and written work shows student is able to describe major overall changes or several changes between periods and express an opinion on why these are important