Cross Curricular Outcomes

Hey MIMU,

I've been looking through your blog and I'm not convinced. How am I supposed to fit in a Heritage Fair when I have a billion outcomes to meet every year??

Signed, 

Not Convinced

You raise a valid question, NC. Actually, this post is all about how many curriculum outcomes you can hit with this Heritage Fair theme. Matilda is really just narrowing in on a few, but you get the point. It's a lengthy post, which only proves our point further: A heritage fair is an excellent medium for teaching a number of different subject areas!

Cross-Curricular Outcomes

      Participation in a heritage fair meets many cross curricular outcomes that were too numerous to mention in my slide presentation. I have included the outcomes in detail:

Slide 3: Connecting the theme of cultural diversity to validate participation in Heritage Fairs to integrate cross-curricular outcomes at all grade levels :

ELA General Learning Outcomes:

General Outcome 1: Explore thoughts, ideas, feelings, and experiences

General Outcome 2 : Comprehend and respond personally and critically to oral, literary,

                                          and media texts

      General Outcome 3: Manage ideas and information

General Outcome 4: Enhance the clarity and artistry of communication

General Outcome 5 : Celebrate and build community

Slide 4: Connecting the theme of cultural diversity to validate participation in Heritage Fairs to integrate cross-curricular outcomes at all grade levels:

Social Studies General Outcomes:

• Kindergarten : Being Together
• Grade 1: Connecting and Belonging
• Grade 2: Communities in Canada
• Grade 3: Communities of the World
• Grade 4: Manitoba, Canada , and the North: Places and Stories
• Grade 5 : People and Stories of Canada to 1867
• Grade 6: Canada: A country of Change ( 1867-Present)
• Grade 7: People and Places in the World
• Grade 8 : World History: Societies of the Past
• Grade 9 : Canada in the Contemporary World( specifically Cluster 1: Diversity and Pluralism in Canada )
• Grade 12: Global Issues

      Math General Outcomes:

• Shape and Space
• Measurement
• 3-D Objects and 2D Shapes

-Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them

• Statistics and Probability
• Data Analysis

-Collect, display, and analyze data to solve problems

• Chance and Uncertainty

-Use experimental or theoretical probabilities to represent and solve problems involving uncertainty

        Science General Learning Outcomes:

        Nature of Science and Technology

A1. recognize both the power and limitations as a  way of answering questions about the world and explaining natural phenomena

A2. recognize that scientific knowledge is based on evidence, models, and explanations, and evolves as new evidence appears and new conceptualizations develop

A3. distinguish critically between science and technology in terms of their respective contexts, goals, methods, products, and values

Slide 5:     Science General Learning Outcomes:

A4. identify and appreciate contributions made by women and men from many and cultural backgrounds towards increasing our understanding of the world and in bringing about technological innovations

A5. recognize that science and technology interact with and advance one another

Science, Technology, Society, and the Environment (STSE)

                 B1. describe scientific and technological developments, past and present, and

                       appreciate their impact on individuals, societies and the environment, both locally

                        and globally

              B2.  recognize that scientific and technological endeavours have been and continue to

                         be influenced by human needs and the societal context of the time

               B5.  identify and demonstrate actions that promote a sustainable environment, society

                         and economy, both locally and globally

Scientific and Technological Skills and Attitudes

                 C2. demonstrate appropriate scientific inquiryskills when seeking answers to

                        questions

                 C3. demonstrate appropriate problem-solving skills while seeking solutions to

                         technological challenges

                 C4. demonstrate appropriate critical thinking and decision-making skills when

                        choosing a course of action based on scientific and technological information

                  C5. demonstrate curiosity, skepticism, creativity, open-mindedness, accuracy,

                         precision, honesty, and persistence, and appreciate their importance as scientific

                         and technological habits of mind

                  C6. employ effective communication skills and utilize information technology to

                         gather and share scientific and technological ideas and dat

Slide 6: Scientific and Technological Skills and Attitudes

                  C7. work cooperatively and value the ideas and contributions of others while  

                         carrying out scientific and technological activities

                   C8. evaluate, from a scientific perspective, information and ideas encountered

                          during investigations and in daily life

Grade 11 Current Topics in the Sciences (305)

• The Nature of Science and Technology
• Science, Technology, Society, and the Environment (STSE)
• Scientific and Technological Skills and Attitudes

Slide 7:  Sustainability Outcomes

Educating for Sustainability: Knowledge

             Students demonstrate knowledge of the dynamic interrelationships among human health

              and well-being, the environment, and the economy

Educating for Sustainability: Values

             Students demonstrate values that reflect the importance of continued balance and

             harmony among the health and well- being of humans, the environment, and the

              economy

Decision making from a sustainability perspective is a complex process. In order to make

informed decisions, students require  four foundation skills:

1. Literacy and Communication

• using language, in all its forms, in learning across subject areas
• reading, writing, listening. speaking, viewing, and other ways of knowing

i.e.role playing, sketching, diagramming, dramatizing) are vehicles and tools for learning across the provincial curriculum

2. Problem Solving

• developing problem-solving applications including:

• critical and creative thinking
• reasoning and logic
• learning to learn

• understanding, appreciating , and using abstract patterns, relationships, concepts,

and connections with numbers, words, ideas, issues

3. Human Relations

• developing understanding of, and appreciation for,  self
• developing work habits including responsibility, adaptability, entrepreneurship,

management of change, accountability

• developing an understanding of, and appreciation for, our society’s diverse population
• developing tolerance, teamwork, and leadership
• developing a sense of global interconnectedness

4. Technology

• using technology to learn
• making connections among technology, society, and the environment

In addition to the four foundation skills, there are a number of steps to consider when making decisions from a sustainability perspective:

1. Identify/recognize  a sustainability issue or concern
2. Identify and consult with stakeholders affected by the issue
3. Research the positive and negative impacts to the health and well-being of people,

the environment, and the economy

     4.   Propose creative options to solve the problem, address the issue, or to improve or rectify             the identified situation      

      5.     Assess the options as to their positive and negative impacts on the health and

              well-being of people, the environment, and the economy

      6. Through a process of consensus, decide upon the best course of action

      7. Develop an action plan

       8. Implement the action plan

       9. Evaluate the action plan

10. Communicate to the stakeholders the results of the actions

11. Reassess the issue/ situation based on evaluation and feedback from stakeholders

Educating for Sustainability: Life Practices

      Students demonstrate life practices and choices that balance the needs of human health

      and well-being, the environment, and the economy

Slide 8. Literacy with ICT (LwICT) Student Continuum

Minimal Outcomes Addressed by participating in a Heritage Fair

	Know-Comprehend- Become Aware	Analyze-Apply-Believe	Synthesize-Evaluate- Value
Plan and Question	P-1.1 I recall what I already know and think about what I already know	P-2.1 I ask ‘how’ and ‘why’ questions, and I know when I need more information to answer my questions	P-3.1 I decide if I am asking the right questions and I can change my questions to get the information I need
Gather and Make Sense	G-1.2 I make a bibliography of where I got my information, and of who created it	G-2.3 I categorize my information using suitable tools	G-3.2 I think critically about the information I find, and about its source , to determine if it might be biased in any way
Produce to show understanding	Pr-1.2 I make an electronic product using words, numbers, sounds , pictures, or graphs that shows I understand my information	Pr-2.2 I make the content of my electronic work clear and appealing to my audience, and revise it based on criteria or on feedback	Pr-3.1 I design and create my own electronic products that respond to the needs of my audience
Reflect	R-1.1  I talk with others about how I use ICT  to help me learn	R-2.1 I ask for and share feedback about learning with ICT	R-3.1 I set my own learning goals and think about how ICT might help me to meet them
Ethics and Responsibility	E-1.3 I know I must give credit to authors when I use their work	E-2.4 I am a good digital citizen and use ICT responsibly	E-3.2 I evaluate whether my use of ICT will help or get in the way of my learning
Social Implications	S-1.2  I explain how dishonest use of ICT can harm people and society	S-2.1  I predict how ICT might be used in the future	S-3.1 I make up my mind about whether information needs to remain private or be made public
Collaboration	Co-1.1 I work with others to gather information or to create electronic work	Co-2.2 I work with others online to complete assignments	Co-3.1 I lead my group in a collaborative task
Motivation and Confidence	M-1.2 I am aware when I am having problems with ICT and I know how to get help	M-2.2 I figure out more than one way to solve difficult ICT problems and I keep trying	M-3.1 I combine what I already know, with new information, to solve new ICT problems

Slide 9 Art Learning Outcomes

Students demonstrate understanding of and facility with visual art elements, principles,

and media

General Learning Outcomes

A-L1: Students demonstrate understanding of the elements and principles of artistic design in a variety of contexts

A-L2:  Students demonstrate understanding of and facility with visual arts media, tools and processes

A-L3: Students develop skills in observation and depiction

Students individually and collaboratively generate ,develop, and communicate ideas in creating visual art for  a variety of purposes and audiences

General Learning  Outcomes

A-C1: Students generate and ideas from a variety of sources for creating art

A-C2: Students develop original artworks, creatively integrating ideas and art elements, principles and media

A-C3: Students finalize and share their original artworks

Students connect the visual arts to contexts of time, place, and community, and develop understanding of how art reflects and influences culture and identity

Slide 10: Art General Learning Outcomes

A-UI:  Students experience and develop awareness of artworks from various times, places, social groups, and cultures

A-U2: Students experience and develop awareness of  a variety of art forms, styles, and traditions

A-U3: Students demonstrate understanding of the roles, purposes, and meanings of the visual arts in the lives of individuals and in communities

Students analyze, reflect on, and construct meaning in response to their own and others’ visual art.

General Learning Outcomes

A-V1: Students demonstrate interest, curiosity, and engagement while experiencing art in a variety of contexts

A-V2: Students analyze their own and others’ artistic compositions

A-V3: Students construct personal interpretations of their own and others’ artworks

A-V4: Students assess their learning in creating and experiencing art