IO Project

Curriculum

Social Studies

Several questions and/or issues must be addressed using appropriate inquiry strategies. Teachers are encouraged to adapt these, and to develop other questions and issues for inquiry.
Questions:
How has our community changed? Why has our community changed?
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?
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

Curriculum

Mathematics

Within the Mathematics (Shape and Space) component, I want the students to understand that:
-reading a map allows them to recognize where things are located in their lives
-knowing the directions, North, South, East and West allows us to find places easier
-there are certain trends and patterns that continue through the history of any community (patterns and Relations)
-reading a calendar allows us to relate time to days, weeks and years.

Curriculum

Fine Arts

Within the Fine Arts program I want the students to understand the following concepts can be used to express their own ideas and thoughts:
DEPICTION
· development of imagery based on
observations of the visual world.
COMPOSITION
· organization of images and their qualities
in the creation of unified statements.
EXPRESSION
· use of art materials as a vehicle or
medium for saying something in a
meaningful way

Curriculum

English Language Arts

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contribute relevant ideas and information from personal experiences with new ideas and information in oral, print and other media texts
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talk about how new ideas and information have changed previous understanding
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express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts
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explain understanding of new concepts in own words
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explore ideas and feelings by asking questions, talking to others and referring to oral, print and other media texts
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connect prior knowledge and personal experiences with new ideas and information in oral, print and other media texts
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explain understanding of new concepts in own
words
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use self questioning to identify information to suppliment personal knowledge on a topic

Activity

Kick Off the Project With Your Students

Begin with asking the students:
What is the past
Lead them through the inquiry process of
What do I know
What do I need to know
How can I find out ... In such a way that....
With these questions the students will journey through their own discoveries.
Introduce pictures, stories, poems and songs about Okotoks. Lead the students to be curious and ask more questions, why did people come here, when, how

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Activity

Create the Invitation

As we look, feel, smell and listen to the artifacts that we can find in Okotoks we can begin to understand the stories these artifacts have to tell about the past of our community, the present and what the future may hold. We are the voices of the future for our town. You are invited to go on a journey into the past, look at the present and predict the future of your own town. If walls can talk, what would they say

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Activity

Kick Off the Project With Your Students

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Activity

Create the Invitation

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Task

Film: Connecting the past, present and future

The students will become children living in the past, present or future. They will engage in role-play, (through costume, acting and props), and hands-on investigation of a day in the life of a grade 2/3 student living in the times of pioneers, the present and one hundred-fifty years in the future. They will investigate the differences between the groups, create a script through rehearsal and structured dramatic play, reflect on the process, decide upon various elements to include, assist in filming the interaction between different eras, use computers and editing technology to edit, and produce a final product: the film.

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Task

Making Pictures Use a digital camera to take a picture of something that interests you in an historical setting (Heritage Park). Create your own picture in words of feelings and emotions that this picture brings forward. Students will be able to use a digital camera to capture the picture of their choice at the particular angle they wish to view it with.
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Task

Talking Walls

You have being asked to create a story about the artifacts in a historical home in your community. You are asked to use your senses to establish your own connections, view points and ideas. Let your senses quide your exploration and creation of these stories. Through these interesting stories others will learn about the changes that continually take place in our lives.
Students will have a chance to use a word processor to compose, revise and edit text.

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Task 1: Talking Walls

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Narrative interpretation	Creates a word picture.	Creates an interesting word picture with one or two details.	Creates an interesting word picture including emotions, feelings or reactions including some details.	Engages the reader with an intriguing and detailed word picture including emotions, feelings and reactions.
Use of sensory detail	Creates word pictures that appeal to one or more of the senses.	Creates word pictures that appeal to two or more of the senses.	Includes interesting word pictures that appeal to two or more of the senses.	Includes rich word pictures that appeal to all or most of the senses.

Task 2: Making Pictures

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Making choices of places to take a digital picture to be able to write a story.	Hesitates and is uncertain. Takes pictures without any planning or any story in mind.	Finds it easy to make choices but does not understand angles for shot taking. Story is inconsistent to shot taken.	Able to take a picture and write a story from the viewpoint suggested.	Choice of picture fits very well into the story the student creates.

Task 3: Film: Connecting the past, present and future

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Create a simple script through prior knowledge ot the past and through structured dramatic role-play	-Connects little prior knowledge of the past and/or personal experience. -Uses time ineffectively while creating a simple script. -Produces limited/basic information.	-Connects some prior knowledge of the past and/or personal experience. -May experience confusion while using role-play to create a simple script. -Produces infromation that may be basic.	-Often connects prior knowledge of the past and/or personal experience. -Uses role-play well to generate ideas and create a simple script. -Produces some original ideas for the scene.	-Consistantly connects prior knowledge of the past and/or personal experience. -Uses role-play effectively to generate ideas and create a simple sript. -Creates an original/creative scene.
Working within a peer group	-Connects little prior knowledge of the past and/or personal experience. -Uses time ineffectively while creating a simple script. -Produces limited/basic information.	-Connects some prior knowledge of the past and/or personal experience. -May experience confusion while using role-play to create a simple script. -Produces information that may be basic.	-Often connects prior knowledge of the past and/or personal experience. -Uses role-play well to generate ideas and create a simple script. -Produces some original ideas for the scene.	-Consistently connects prior knowledge of the past and/or personal experience. -Uses role-play effectively to generate ideas and create a simple script. -Creates an original/creative scene.
Working within a peer group	Rarely/ inconsistently contributes relevant ideas and information. Inconsistent demonstration of respect for the ideas and abilities of others. Does not often use time effectively. Rare/Inconsistent demonstration of working cooperatively with others.	Sometimes contributes relevant ideas and information. Sometimes demonstrates respect for the ideas and abilities of others. Sometimes works cooperatively with others. Sometimes uses time effectively. May work more efficiently with specific individuals.	Often contributes relevant ideas and information. Often demonstrates respect for the ideas and abilities of others. Often uses time effectively. Often works cooperatively within a variety of group structures.	Consistently contributes relevant ideas and information. Consistently demonstrated respect for the ideas and abilities of others. Uses time effectively.. Works cooperatively with a variety of group structures.
Working with technology	-Experiences difficulty in describing the use of the technology involved. -Experiences difficulty in performing basic operations. -Experiences difficulty when integrating text and/or graphics to form a meaningful message.	-Can describe the use of some of the technology involved. -May experience difficulty or may be unable to perform basic operations. -May experience difficulty or may be unable to integrate text and/or graphics to form a meaningful message.	-Can describe the use for the technology involved. -Is able to perform and explain most basic operations. -Is able to integrate text and/or graphics to form a meaningful message and visual effects.	-Can clearly describe the use for the technology involved. -Is clearly able to perform and explain basic operations. -Effectively integrates text and/or graphics to form a meaningful message and visual effects.