Ontario School Curriculum Requirements



Ontario School Curriculum RequirementsHow does our educational corn maze program meet the Ontario Curriculum expectations? Grade LevelOntario Curriculum ExpectationsHow our program addresses these areasONE (Health and Physical Education)A1.1 actively participate in a wide variety of program activities according to their capabilities, while applying behaviours that enhance their readiness and ability to take part C1.1 explain why people need food to have healthy bodiesC2.1 describe how the food groups in Canada’s Food Guide (i.e., vegetables and fruit, grain products, milk and alternatives, meat and alternatives) can be used to make healthy food choices-Describe simple life cycles of plants and animals, including humansStudents will have a variety of activities to participate in during the day. Students will be expected to actively participate to their ability, while also being courteous to others by showing respect and following directions. A trip to the farm gives the students the opportunity to see fresh fruit and vegetables, which provide a springboard for discussion on how to make healthy food choices.Students will have a chance to learn the life cycle of corn and its different stages of growth.ONE(Mathematics: Measurement) -Relate temperature to experiences of all seasons -Compare two or three objects using measurable attributes and describe the objects using relative termsStudents will experience the fall season and what fruits and vegetables grow during this season and how different temperatures impact crops. On our crop tour, Students will be given a chance to compare different crops sizes and their attributes. ONE (Social Studies) A3.2 identify some of the significant people, places, and things in their life, including their life in the community and describe their purpose or the role they haveA3.4 identify some elements of respectful behaviour that they can practice in their everyday life A3.5 demonstrate an understanding that it is important to treat other people and the environment with respect A trip to the farm exposes students to a full time farmer who makes his living from farming; part of the time on the farm will be spent in our heritage barn, which is approximately 150 years old, where Farmer James will talk about his life and how he grows corn to sell to other people so they can have fresh vegetables. This program has many different activities that students will have to participate in and have the opportunity to learn sharing, and being cooperative with fellow classmates. Students will also learn about respectful behaviour in their everyday life that they can do to not harm nature. For example, We don’t want to step on plants because we might kill them. ONE (Social Studies)B1.1 describe some of the ways in which people make use of natural and built features of, and human services in, the local community to meet their needs, and what might happen if these features/services did not existB2.3 Analyze maps, and construct simple maps using appropriate elements, as part of their investigations into the interrelationship between people and significant natural and built features in their community. B3.5 demonstrate an understanding of some common non-standard units of measurement Students will learn about farms and farmer’s markets that are available in their community and what you can find in these services that might meet the need of people. B2.3 At the teacher’s request, After our crop tour, Students can do a mapping activity of our farm to show where different crops, the barn, the house are found on a map using correct mapping elements, such as colour, legend, directions.Students on the crop tour will be given a chance to talk and demonstrate some common non-standard units of measurement of our crops or the distance between rows. ONE (Science and Technology: Life System)1.1 identify personal action that they themselves can take to help maintain a healthy environment for living things, including humans 1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life, taking different points of view into consideration 2.1 follow established safety procedures and humane practices during science and technology investigations2.2 investigate and compare the basic needs of humans and other living things, including the need for air, water, food, warmth, and space, using a variety of methods and resources2.3 investigate and compare the physical characteristics of a variety of plants and animals, including humans 2.4 investigate the physical characteristics of plants and explain how they help the plant meet its basic needs using a variety of methods and resources3.5 describe how showing care and respect for all living things helps to maintain a healthy environment 3.6 identify what living things provide for other living things 3.2 identify the physical characteristics of a variety of plants and animals Students will learn that some actions can be harmful to the environment, and how we must take care of our natural surroundings by showing care and concern for all living things. For example: By not picking flowers that are growing. Students will be given the opportunity to think like a farmer for the day and describe what problems might occur if we lost all the cows, all the tress, all the fruits. Students will establish the importance of things that we might take for granted now. During the day, Students will demonstrate their understanding of following safety procedure and humane practices by showing care and concern when walking through environment, and not destroying nature. Students will be given a chance to see different varieties of plants and investigate their physical characteristics and compare different ones. Students will also learn how the physical characteristics of each plant, (like roots) can help the plant meet its basic needs, (by providing the plant with food and water).Students will learn different ways that they can show care and respect in order to protect our environment. Students will be asked to discuss how living things such as plants, humans and animals provide for other living things. During the crop tour, Students will be asked to identify different characteristics of plants and crops. ONE (Science and Technology: Structures and Mechanisms)2.2 investigate characteristics of various objects and structures, using their senses3.5 identify the materials that make up objects and structures Students will have the opportunity to see and touch pumpkin plant and a pumpkin. Opportunity to see and taste other crops such as everbearing raspberries and strawberries, weather permitting. Students will be shown lots of different objects and structures that can be found on a farm. Students will have the opportunity to identify the different materials used in each. ONE (Science and Technology: Matter and Energy)2.6 investigate how the sun’s energy allows humans to meet their basic needs, including the need for food Farmer James investigates and discusses with students the sun’s energy and the effects it has on humans and plants on the farm. The students are provided with a chance to see growing plants that will provide humans with food when ready to harvest.ONE (Science and Technology: Earth and Space Systems)1.1 assess the impact of daily and seasonal changes on human outdoor activities and identify innovations that allow for some of these activities to take place indoors out of season1.2 assess ways in which daily and seasonal changes have an impact on society and the environment3.5 describe changes in the appearance or behaviour of living things that are adaptations to seasonal changes A visit to the farm is the perfect place for students to get an opportunity to see farming happening during one of the four seasons. Students will learn that farmers are able to farm not only in heat, but in colder weather also with the use of innovations. The students will learn that during seasonal changes some plants die when summer is over, while others go dormant until spring. Our tours not only allow the students to talk about changes of living things, but also give them the opportunity to see the appearance of plants during a certain season. TWO (Science and Technology: Life Systems)1.1 identify positive and negative impacts that animals have on humans (society) and the environment, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced A major problem that we have on our farm is birds and deer destroying our crops. Students will learn how animals have a huge impact, both positively and negatively on our farm, and how farmers can try to control or enhance these impacts.TWO (Mathematics: Measurement) Describe how changes in temperature affect everyday experiencesStudents will learn about temperature and how they impact the growth of crops. TWO (Health and Physical Education)C2.1 use Canada’s Food Guide to assess the nutritional value of meals and identify food and beverage choices that enhance healthy growth and developmentWe address the fruit and vegetable food group and have students come up with examples, which leads to discussion on the nutritional value of foods and includes our healthy choices talk about buying locally vs. store bought.TWO (Social Studies: Heritage and Identity)A1. Compare some significant traditions and celebrations among diverse groups and at different times, and identify some of the reasons for changes in these traditions/celebrationsA3.5 demonstrate an understanding of simple chronology by identifying and organizing chronologically some important events and people from multiple generations in their family and/or communityA3.6 identify some ways in which heritage is passed on through various community celebrations and events Farmer James talks about how his Great-Great Grandfather farmed and some of the farm equipment he would have used. We have some on display for the students to see and use.Farmer James talks about how the same principles are used in farming technology and how some of the traditions have changed. We have a heritage barn that Farmer James briefly talks about that would have been built in the era of his Great-Great Grandfather. TWO (Social studies: People and Environment) B1.2 describe some of the ways in which two or more distinct communities have adapted to their location, climate, and physical features. B1.3 demonstrate an understanding of the importance of sustainability in people’s interrelationship with their natural environment and of some of the consequences of sustainable and/or non-sustainable actions B3.6 identify basic human needs and describe some ways in which people in communities around the world meet these needs Farmer James will discuss climate and weather and the awareness of fruits/ vegetables grown in Ontario, and why farmers in Ontario don’t grow fruits like bananas or pineapples, but do grow strawberries and corn. Farmer James will talk about farming practice past and present and different sustainable farming techniques. He will talk about the use of water carefully, techniques that won’t exhaust the fertility of the soil and use of resources to ensure future generations can use. Students will be given the opportunity to see how a local farmer in the community meets the basic human need of food. TWO(Science and Technology: Structures and Mechanisms) 1.1 assess the impact on society and the environmentof simple machines that allow movementStudents will learn about different machines in the past and present that farmers use to help their farming practices. Students will also have a chance to see how these different machines and tools work to improve movement.THREE(Science and Technology: Life Systems)1.1 assess ways in which plants are important to humans and other living things, taking different points of view into consideration and suggest ways in which humans can protect plants2.2 observe and compare the parts of a variety of plants 3.1 describe the basic needs of plants, including air, water, light, warmth, and space3.2 identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environmentAfter spending the day on our farm, Students will learn the importance of living animals and plants to our environment and ways humans can protect them. Students will learn and observe many different plants of all kinds during our crop tour. Students will learn the basic needs of plants and what might happen if a plant receives too little or too much of resources, such as water, light or space. Farmer James will teach plant survival 101. The students will learn what plants need within their environment to survive and learn new plant vocabulary to identify all major parts of a plant. THREE (Science and Technology: Life Systems)3.3 describe the changes that different plants undergo in their life cycles 3.6 describe ways in which plants and animals depend on each other 3.7 describe the different ways in which plants are grown for food and explain the advantages and disadvantages of locally grown and organically produced food, including environmental benefits3.8 identify examples of environmental conditions that may threaten plant and animal survivalStudents will become experts on the life cycle of corn and the different stages of growth. Farmer James will talk about plants that provide food for energy and animals that provide manure that fertilizes the soil in which plants grow.A trip to a farm will show the students one of the ways that plants are grown. Students will have the opportunity to take a crop tour to witness plants being grown different ways. Farmer James will also engage the students in a class discussion of buying food locally grown versus store bought. Students will learn that the environment has a very crucial impact on our crops. Students will learn what might happen to plants if there is extreme heat or cold weather, or how changes in habitat because of human activities can threaten our crops. THREE (Science and Technology: Structure and Mechanisms) 1.1 assess effects of strong and stable structures onsociety and the environment At the teacher’s request, in our heritage barn, Farmer James can talk about many reliable structures that are essential for a farmer. Students could have a chance to view one of our tractors that is a strong and stable structure, which is very important for farming. THREE (Social Studies) A1.1 describe some of the similarities and differences in various aspects of everyday life of selected groups living in Canada between 1780 and 1850 A1.2 compare some of the roles of and challenges facing people in Canada around the beginning of the nineteenth century with those in the present day.Farmers James will talk about his Great-Great Grandfather who farmed the same land as him and discuss some similarities and differences of farmers in the 1850s and farmers now including their roles, techniques and challenges.THREE(Social Studies) B1. Demonstrate an understanding of some key aspects of the interrelationship between the natural environment, land use, employment opportunities, and the development of municipal regions in Ontario. B3. 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. A trip to the farm will show students the environment in a natural setting. Farmer James will discuss how much land he owns and the usage of the land and the environment to help his farming business in order to address the human need of food. He will also talk about all the different jobs and workers who are needed in order to be successful. THREE (Health and Physical Education) C1.1 demonstrate an understanding of how the origins of food affect its nutritional value and environmental impact C3.1 explain how local fresh foods and foods from different cultures can be used to expand their range of healthy eating choicesA trip to the farm is an excellent source of knowledge for students to gain about the origins of food; where and how they are grown, and how food grown on a farm might have a different nutritional value than those bought from a store.Farmer James will talk about different local fresh fruit in Ontario and the life cycle of corn, and all the different varieties of corn and in what foods can you find corn to help make healthy choices. THREE (Science and Technology: Earth and Space Systems)1.1 assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects2.2 investigate the components of soil, the condition of soil and additives found in soil, using a variety of soil samples from different local environments, and explain how the different amounts of these components in a soil sample determine how the soil can be used 3.2 identify additives that might be in soil but hat cannot always be seen 3.3 describe the interdependence between the living and non-living things that make up soilAt the teacher’s request, we can include as part of our program time to dig up some soil in the pumpkin patch and talk about its components. We can also do an activity making “soil soup”, where we talk about organic matter that breaks down over time to make soil. Farmer James can also talk about what additives that might be found in soil, like pesticides, fertilizers or salt. Students will see that the roots of plants use the soil as an anchor to keep the plants from blowing away. FOUR (Science and Technology: Life Systems) 3.3 identify factors that affect the ability of plants and animals to survive in a specific habitat3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life We will talk about factors that affect our crop growth such as heat and water, or the lack thereof. A trip to the farm is an invaluable opportunity to give students a chance to see a habitat that meets the needs of plants.FOUR (Health and Physical Education) C1.1 identify the key nutrients provided by foods and beverages, and describe their importance for growth, health, learning, and physical performanceC3.1 identify ways of promoting healthier food choices in a variety of settings and situationsFarmer James talks about nutritional value and the different places where you can find corn in foods and products that can be used to maintain a healthy lifestyle. Students will engage in a discussion of which food to buy store bought or locally to increase healthier choices. FOUR (Science and Technology: Structure and Mechanisms) 3.6 identify pulley systems and gear systems that are used in daily life, and explain the purpose and basic operation of eachAt the teacher’s request, we can include as part of our program time to talk about farm machinery that we used daily to do tasks FIVE (Mathematics: Measurement) Select and justify the most appropriate standard unit to measure length, height, width, and distanceAt the teacher’s request, Farmer James can talk about how he uses mathematics in his daily farm life and give students the opportunity to demonstrate their understanding of standard units to measure length, height, width and distance. SIX (Science and Technology: Life Systems) 3.1 identify and describe the distinguishing characteristics of different groups of plants and animals and use these characteristics to further classify various kinds of plants and animals During the crop tour, all different groupings of plants will be shown to students. They will be made aware of various kinds of plants like seed plants, flowering plants, and grasses. SIX (Social Studies)A3. Demonstrate an understanding of significant experiences of, and major changes and aspects of life in, various historical and contemporary communities in CanadaA3.7 describe significant changes within their own community in CanadaB3. Describe significant aspects of the involvement of Canada and Canadians in some regions around the world, including the impact of this involvementFarmer James will discuss many changes and similarities in farming practices and techniques used in the past and the present. Listening about the different practices and techniques, Students will learn about changes in their very own local community. Farmer James will give students the opportunity to think of countries our fruits and vegetables come from and talk about the challenges of competing with produce imported from other countries during growing season. SIX (Health and Physical Education) C3.1 explain how healthy eating and active living work together to improve a person’s general health and well-being and how the benefits of both can be promoted to othersFarmers James will talk about a person’s health and well-being, which must include both active living and healthy eating. He will talk about how it will provide people with more energy and greater resistance to disease and other benefits of both. SIX (Mathematics: Measurement) -Estimate, measure, and record length, area, mass, capacity, and volume, using the metric measurement system-Select and justify the appropriate metric unit to measure length and distance in a given real-life situationAt the teacher’s request, Farmer James can talk about how he uses mathematics in his daily farm life and give students the opportunity to demonstrate their understanding of standard units.SEVEN (Health and Physical Education) C2.1 demonstrate the ability to make healthier food choices, using information about the role that different foods play as contributing or preventive factors in a variety of health disorders.Students will have the opportunity to see locally fresh grown fruit and vegetables that can be used to make smart food choices in order to maintain a healthy lifestyle. SEVEN (Geography)A1.1 describe various ways in which people have responded to challenges and opportunities presented by the physical environmentB3. Demonstrate an understanding of the sources and use of different types of natural resources and of some of the effects of the extraction/harvesting and use of these resourcesFarmer James will talk about different fruits and vegetables in Ontario and give the students the opportunity to think of some challenges that might involve the physical environment and how weather and climate have a big impact on crops and how farmers might respond to each challenge.Students will also be given a chance to see types of natural resources in use SEVEN (Science and Technology: Life System) 1. Assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impactsHuman activities and technologies have a huge impact on our farm. Farmer James will give students the opportunity to learn the impacts throughout the day, and how farmers might control the results of these impacts.EIGHT (Geography) A3.3 identify significant land-use issues.A3.2 identify and describe some ways in which the physical environment can influence the general location and patterns of human settlements.A3.5 describe various ways in which human settlement has affected the environment A3.6 describe some practices that individuals and communities have adopted to help make human settlements more sustainable Students will be given a chance to discuss the competition for land for agriculture and how the impact of factors such as climate, soil and topography on a location have an impact on agriculture settlement. Students will talk about the loss of agriculture land to urban sprawl and the need of limiting the construction of housing on land that could be used for agriculture. EIGHT (Science and Technology: Earth and Space Systems) 3.3 Examine how humans use resources from the earth’s different water systems and identify the factors involved in managing these resources for sustainabilityAt the teacher’s request, Farmer James can discuss how we try to irrigate at times early in the morning or late in the day when we get the greatest benefit from the water we use.ALL GRADES (Language: Oral Communication)1.4 demonstrate an understanding of the information and ideas in a variety of oral texts by summarizing important ideas and citing important details1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them2.3 communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non-discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the interest of their audienceFarmer James will tell many stories and facts on the farm. Students will need to use good listening skills and prior knowledge to show understanding of the information that is said in order to participate in discussions and activities. There are many discussions that are lead by Farmer James during the day. Students will need to communicate clearly and in a coherent manner in order to demonstrate knowledge that they have learned.Students will learn a variety of new vocabulary that they will have to use in order to communicate clearly and in a coherent manner. ALL GRADES (Science and Technology: Life System)2.6 use appropriate science and technology vocabularyStudents will learn lots of new science vocabulary throughout the day that they will need to use to properly communicate and demonstrate understanding. ................
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