Book Creator

A Book Of Resources

by Olesya Mashika

Pages 2 and 3 of 14

An Abundance of Resources
By: Olesya Mashika
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Grade 1: Strand A
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Strand A: Heritage and Identity: Our Changing Roles and Responsibilities
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The link provided below is a video of a read aloud of "What Is My Role" that will be used as a minds on activity to allow students to begin to analyze what type of roles they have in their community. This read aloud connects to the heritage and identity (Strand A) in the Grade 1 curriculum and more specifically to the overall expectation of A. 1: "describe some of the ways in which people’s roles, relationships, and responsibilities relate to who they are and what their situation is, and how and why changes in circumstances might affect people’s roles, relationships, and responsibilities as well as their sense of self" (OME, 2018, p. 67). This resource connects to the Citizenship Education Framework because it allows students to think about their identity and what role they may play in their community, with respect to others and how each role serves a purpose to meet a specific need. I would show this video at the beginning of the school year in September because students are beginning to adopt the role of being a student, which comes with various roles and responsibilities within the classroom. By being introduced to various roles within a bigger community, students can begin to develop an understanding of what role they play within the community as well (friend, student, sister/brother, helper, citizen etc).

Read Aloud: https://www.youtube.com/watch?v=fShSxSfAEl4
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Grade 1: Strand B
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Strand B: People and Environments: The Local Community
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The link provided below is a youtube video that describes a variety of roles and responsibilities that people hold within the community. This youtube video connects to the people and environments (Strand B) in the Grade 1 curriculum and more specifically, the overall expectation of B. 1: “describe some aspects of the interrelationship between people and the natural and built features of their community, with a focus on how the features of and services in the community meet people’s needs” (OME, 2018, p. 67). This resource connects to the Citizenship Education Framework because it allows students to think about their identity and what role they may play in their community, with respect to others and how each role serves a purpose to meet a specific need. I would show this video at the beginning of the school year in September because students are beginning to adopt the role of being a student and they can begin to analyze how others around them influence their community through the job or role they hold.

Video Link: https://www.youtube.com/watch?v=h2pcuQafcL4
Grade 2: Strand A
Strand A: Heritage and Identity: Changing Family and Community Traditions
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This link provides a lesson plan outline for a 100 minute block of learning that allows students to 
understand that everyone has different roles, customs and traditions during the holiday season. This lesson plan connects to the heritage and identity (Strand A) in the Grade 1 curriculum, more specifically, to the specific expectation A. 1: “compare some significant traditions and celebrations among diverse groups and at different times, and identify some of the reasons for changes in these traditions/ celebrations” (OME, 2018, p. 76). This resource links to the Citizenship Education Framework because the lesson activity asks that students think about their own attributes with respect to the holidays they celebrate and develop an understanding that their peers may celebrate holidays that are different from their own. I would use this activity as a part of a larger unit plan of “Holidays Around The World” that would begin near the end of November before the holiday season. With this lesson activity, each time the students “visit” a new country, they will receive a paper stamp to glue in their paper bag “suitcase”. At the end of visiting each country, students will have to show their understanding by writing down one fact they learned about the countries holidays and their traditions. This resource is valuable before the holiday season because it can allow students to be aware and inclusive of their classmates.

Lesson Plan
https://docs.google.com/document/d/1YBVu9u8uUQiOjGKerX6bWoUqFjtlGenv9PXykkSAkJk/edit
Grade 2: Strand B
Strand B: People and Environments: Global Communities
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The video link below is a youtube video that describes the climate, features, and ways of life of communities located in Iqaluit, Nunavut. This video connects to the people and environments (Strand B) of the Grade 2 social studies curriculum, more specifically to the overall expectation of B. 3: "identify and locate various physical features and selected communities around the world, and describe some aspects of people's ways of life in those communities" (OME, 2018, p. 77). Within this resource, it connects to the citizenship education framework because it will allow students to analyze how communities across Canada have various ways of living based on the resources they have available along with the climate that accompanies that community, essentially, understanding that they have their own identity. I would use this video as part of a minds-on activity in a lesson where students will be engaging in a class discussion beforehand, brainstorming ideas to describe the climate and attributes in their community in Ontario. Afterwards, they will compare how the community is similar and different to that of Iqaluit.

Video Link: https://www.youtube.com/watch?v=x30lPvBuFA4&list=PLfKNRVwxy9h9tyIZYBt-X0PS7xTmoPRpy&index=2
Grade 3: Strand A
Strand A: Heritage and Identity: Communities in Canada 1780-1850
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This resource is a video that describes how pioneers went by their day to day lives with the resources they had available at the beginning of the 19th century. This resource connects to the people and identity (Strand A) of the Grade 3 curriculum and more specifically to the overall expectation of A. 1: "compare ways of life among some specific groups in Canada around the beginning of the nineteenth century, and describe some of the changes between that era and the present day" (OME, 2018, p. 86). This resource connects to the citizenship education framework because it encourages student to analyze how various aspects of their community identity has been shaped throughout time. I would use this video as part of a lesson where students get to create an artifact that was used back then and they will be writing a journal entry from the perspective of a pioneer. This will allow them to analyze how society has grown and been shaped to accommodate more diverse needs.

Video Link: https://www.youtube.com/watch?v=HrkGXWR8SuM
Grade 3: Strand B
Strand B: People and Environments: Living and Working in Ontario
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This resource will be used topresent the variety of landforms that exist within Ontario and how it aids in helping human wants and needs. This video is connected to the people and environments (Strand B) and more specifically the overall expectation of B. 3: "describe major landform regions and types of land use in Ontario and some of the ways in which land use in various Ontario municipalities addresses human needs and wants, including the need for jobs" (OME, 2018, p. 87). The video resource below connects to the citizenship education framework because it asks students to think of jobs that exist within their province that are attributed to specific types of land and how it aids human wants and needs. This landforms shown in the video are accompanied by a text which will be provided for students as they watch the video. As the video is played in class, students will be asked to highlight key features of the text, which connects with the language arts curriculum as well. By doing this, students will be able to identify key features of landforms in Ontario and will allow them to consider careers that are involved with them as well.

Video Link: https://www.youtube.com/watch?v=QN3JzDs97xo&list=PLFPZW443c0RMQWYUb8Ottxq_c7NFjQ3u8&index=2
Grade 4: Strand A
Strand A: Heritage and Identity: Early Societies to 1500 CE
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In this resource, students will be able to learn about Ancient Egypt as one of the early societies before 1500 bc. This resource connects to the heritage and identity (Strand A) of the grade 4 curriculum and more specifically to the overall expectation of A. 1: "compare key aspects of life in a few early societies (to 1500), including at least one First Nation and one Inuit society, each from a different region and era and representing a different culture, and describe some key similarities and differences between these early societies and present-day Canadian society" (OME, 2018, p. 98). This resource connects to the citizenship education framework because students will be asked to research one specific civilization where they will develop knowledge of the various power dynamics that existed and how it structured society back then. I would use this resource as an example of one of the links I provide students for their research project. By the end of their research process, they will be able to identify aspects of society, their geographical features and regions that accompany the civilization.

Website Link: https://www.ancient-egypt-online.com/ancient-egypt-technology.html
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