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(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 3.5 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 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 learn that living things sometimes need people’s care and respect in order to continue to live in a healthy environment. Students will learn different ways that they can show care 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. 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 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)1.2 describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer available 2.6 investigate how the sun’s energy allows humans to meet their basic needs, including the need for food Students will discuss the importance of electrical energy and what could be done if it were no longer available. Students will also learn about pioneer farmers who had a lack of electrical energy and what they did. 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 using 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. ONE(Mathematics: Measurement)Relate temperature to experiences of the seasons Students will experience the fall season and what fruits and vegetables grow during this season and how different temperatures impact crops. ONE (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 choicesStudents 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.ONE (Social Studies: Heritage and Identity)A3.2 identify some of the significant people, places, and things in their life, including their life in the community A3.4 identify some elements of respectful behaviour that they can practise in their everyday life and/or that other people practise 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: People and Environment)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 existStudents will learn about farms and Farmer’s markets that are available today in their community and what you can find in these services that might meet the need of people. Students will learn about pioneers and if they had farmer’s market like today. 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 due to certain reasons. 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 Farmer James will discuss climate and weather and the awareness of fruits and vegetables grown in Ontario, and why farmers in Ontario don’t grow fruits like bananas or pineapples, but do grow strawberries and apples. 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. TWO(Science and Technology: Structures and Mechanisms)1.1 assess the impact on society and the environmentof simple machines that allow movement Students 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. TWO(Science and Technology: Matter and Energy)2.2 investigate the properties of liquids 3.2 describe the properties of solids and liquids Students will discuss the properties of liquids and solids. Students will relate by having the chance to turn whipping cream into butter. Turning whipping cream to butter shows students different properties and gives them the opportunity to learn about butter and buttermilk.TWO (Mathematics: Measurement)Describe how changes in temperature affect everyday experiencesStudents will learn about temperature and how they impact the growth of crops. THREE (Health and Physical Education)C1.1 demonstrate an understanding of how the origins of food affect its nutritional value and environmental impact A 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.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 plantsAfter 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. THREE (Science and Technology: Structure and Mechanisms)1.1 assess effects of strong and stable structures on society 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 can have a chance to view one of our tractors that is a strong and stable structure, which is very important for farming. 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 that 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. 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 OntarioB3. 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 jobsA 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. 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 (Science and Technology: Structure and Mechanisms)3.3 explain the advantages and disadvantages of different types of mechanical systems At the teacher’s request, we can include as part of our program time to talk about different mechanical systems that farmers use. FIVE (Mathematics: Measurement)- Estimate, measure and represent time intervals to the nearest secondWe will be estimating and measuring time during our activity of turning whipping cream into butter. SIX (Social Studies)A3.7 describe significant changes within their own community in Canada B3. 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.SEVEN (Science and Technology: Life System) 1. Assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts1. Human 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. SEVEN (Geography)A1.1 describe various ways in which people have responded to challenges and opportunities presented by the physical environment and analyze short- and long-term effects of some of these responses A3. Demonstrate an understanding of significant patterns in Earth’s physical features and of some natural processes and human activities that create and change those featuresFarmer 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 in the past and present day. Students will also be given a chance to see types of natural resources in useALL 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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