Teacher ToolkitHow can the Ontario Content Collection be effectively integrated into your classroom?

How can the Ontario Content Collection’s Learning Activities be effectively integrated into your classroom?

What?

Learning Activities:


These learning activities are designed to support student learning about Ontario through an interdisciplinary approach, drawing on multiple subject areas and strands. The specific curriculum expectations addressed will vary depending on the selected activity, allowing educators to align learning with grade-level expectations and subject-specific goals.

Whom?

  • Science and Technology
  • Mathematics
  • Visual Arts
  • Health and Physical Education

How?

Please note all prompts and information included in this Teacher Toolkit are suggestions only. Educators are always encouraged to evaluate the specific needs of their learners and use their professional judgement.

1.  Get ready…

Before you begin teaching, consider the following prompts to prepare yourself. Some suggested answers have been included as samples.

  • What materials will you need for these learning activities?
  • What pre-conversations will you need to have with your students?
  • What vocabulary will your students learn in each learning activity?

Press the following tabs to learn more about suggested vocabulary in each learning activity. 

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Counting to 50

Vocabulary required for understanding:

  • Counting
  • Number chart

Vocabulary covered in learning activity:

  • Skip counting by 2
  • Skip counting by 5
  • Skip counting by 10
End of section
Reduce, Reuse, Recycle

Vocabulary required for understanding:

  • Pollution
  • Environment
  • Litter
  • Reduce
  • Reuse
  • Recycle

Vocabulary covered in learning activity:

  • Solid waste
  • Compost
  • Garbage
  • Recyclables
  • Upcycling
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Sustainable Design

Vocabulary required for understanding:

  • Architects
  • Non-renewable energy
  • Sustainable architecture
  • Environmental factors

Vocabulary covered in learning activity:

  • Sustainability
  • Sustainable design
  • Solar panels
  • Greywater
  • Windcatchers
  • Vertical gardens
  • Green roofs
End of section
Woodland Art

Vocabulary required for understanding:

  • Objects
  • Subjects
  • Interpretation

Vocabulary covered in learning activity:

  • Elements of design
  • Woodland art
  • Principles of design
  • Cultural appreciation
End of section
Protected Areas

Vocabulary required for understanding:

  • Climate change
  • Endangered species

Vocabulary covered in learning activity:

  • Protected areas
  • Biodiversity
  • Nature reserves
  • Wilderness area
  • Habitat and species management area
  • Managed resource protected area
End of section
Health Policies and Programs

Vocabulary required for understanding:

  • Environmental conditions
  • Biodiversity
  • Legislation

Vocabulary covered in learning activity:

  • Legislation
  • Policies
  • Scientific research
  • Health promotion
End of section

Note: Prior learning should be determined by the educator based on the grade and subject presented in the learning activity selected.

  • What pre-teaching needs to happen to prepare your students for this content?

Pre-learning will vary based on the learning activity selected.

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  • Is there pre-reading that you need to do to facilitate this content?
  • Will students work independently, in partners, in small groups, or is this a full class activity?

2. Get set…

Before you begin teaching, consider the following prompts to prepare your learners. Some suggested answers have been included as samples.

  • What are the learning goals for these learning activities?

Press the following tabs to explore suggested learning goals for each learning activity. 

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Counting to 50

We are learning to:

  • explore different plants and vegetables grown in Ontario
  • investigate different counting methods (i.e., 1 by 1, 2 by 2, Skip counting by 5, skip counting by 10)
  • apply skip counting techniques to understand number patterns
End of section
Reduce, Reuse, Recycle

We are learning to:

  • explore the different types of solid waste that can be found in the world
  • compare methods of managing solid waste through categorization into three groups (i.e., garbage, recycling, compost)
  • explore the term upcycling and how it can be used in students’ everyday life
  • investigate the scientific method through asking questions, gathering information, and sharing it like a scientist
  • apply their learning to determine how to best upcycle discarded water bottles
End of section
Sustainable Design

We are learning to:

  • identify different sustainable building materials and what marks them as sustainable building materials
  • identify factors that influence architectural and building decisions including climate, materials, systems, and design both internally and externally
  • apply their learning on sustainable design, to the best of their abilities, to plan and record their own design of a sustainable building
End of section
Woodland Art

We are learning to:

  • identify the elements and principles of design present in Norval Morrisseau’s woodland art
  • investigate the historical importance of woodland art and how it intersects with Indigenous art more broadly
  • reflect on the importance and distinction between appreciation and appropriation
End of section
Protected Areas

We are learning to:

  • explore climate change and its impact on parks and lakes in Ontario
  • explore what is meant by the term “protected area” and determine what areas might require protection
  • apply learning on protected areas to select and research one and answer a set of queries
End of section
Health Policies and Programs

We are learning to:

  • explore different health policies and programs created in Ontario to promote and improve the health of the community and environment
  • investigate specific pieces of Ontario legislation, such as the Healthy Food for Healthy Schools Act and the Safe Schools Act, to determine how legislation can impact daily life
  • explore where health policies come from and how they are supported through health promotions
End of section
  • What are the success criteria for these learning activities?

You may choose to co-create the success criteria with your students or develop your own.

End of section
  • How will you activate and/or assess your students’ prior knowledge ahead of these learning activities?
  • Have students complete a KWL chart (what I KNOW, what I WONDER, what I have LEARNED)
  • Have students complete a mind map
  • Have students answer reflection questions


End of section
  • How will you draw your students’ attention to the learning outcome of these learning activities?

3. Go

Press the following tabs to learn more about each learning activity:

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Counting to 50
Minds OnActionConsolidation
Students will learn about different plants grown in Ontario. Students will reflect on the different types of plants that Terry Lynn, a Seedkeeper from the Six Nations of the Grand River, plants and grows. Students will extend learning on counting and plants to attempt skip counting by 10s.
Students will begin investigating counting the different amounts of plants they see on the screen.Using the plants as an example, students will begin learning about how to count using different methods such as 1 by 1, 2 by 2, and skip counting by 5.Students will be afforded the opportunity to reflect on their learning.
End of section
Reduce, Reuse, Recycle
Minds OnAction
Students explore different ways in which science can be found in their community. This is shown through images of “upcycling.”Students will investigate how solid waste is managed and how properly managing it can support the environment.Students will reflect on their learning to determine how they might use their learning in their community.
Students will have the opportunity to sort materials before learning about “upcycling” in more detail.
Students will learn how scientists investigate different topics of interest before learning about Natalie McIntosh an Ontario student who used upcycling to help her community.
End of section
Sustainable Design
Minds OnActionConsolidation
Students will reflect on what an architect is and how an architect might use their skills to create structures that are environmentally friendly.Students will learn about sustainable design which incorporates sustainable materials, systems, and green spaces. Students will reflect on all the factors that architects must consider when using sustainable design processes.
Students will reflect on other factors such as climate that must be accounted for when designing sustainable spaces. Students will have an opportunity to design and plan their own sustainable building.
End of section
Woodland Art
Minds OnActionConsolidation
Students will investigate an example of woodland art. Students will learn about Woodland Art and its founder Norval Morrisseau. Students will have the opportunity review Woodland Art using an activity notebook.
Students will discuss the elements of design used in a particular piece of art. Students will investigate the common elements of Woodland Art as well as its significance. Students will have one more opportunity to reflect on Morrisseau’s work and its importance.
Students will reflect on their emotional reaction to the art. Students will engage with the history and impact of the Indigenous Group of Seven before reflecting on the difference between appreciation and appropriation.
End of section
Protected Areas
Minds OnActionConsolidation
Students will reflect on the term “protected areas” to determine what they think it might be referring to in relation to climate change.Students will investigate different protected areas across Ontario including Nature Reserves, Wilderness Area, Habitat and species management areas, and Managed Resource protected area. Students will be extended the opportunity to review their learning on protected areas before reflecting on their investigation and learning.
Students will choose a protected area in Ontario to investigate and support.
End of section
Health Policies and Programs
Minds OnActionConsolidation
Students will learn how the Ontario government passes public health laws and policies to improve the health of the community and environment. These policies include the Smoke Free Ontario Act and increased penalties for distracted driving.Students will investigate significant public health policies including the Healthy Food for Healthy Schools Act, the Safe Schools Act, Sabrina’s Law, and Rowan’s Law. Students will reflect on health promotions and how they’ve impacted their own lives.
Students will learn about different health promotions and how they are incorporated alongside laws to support healthy living.
End of section

Resources

Content Collection

Assessment opportunities

Assessment opportunities are throughout the collection along with reflection tasks that can easily be adapted to act as demonstrations of learning.

Consider:

  • creating final tasks that centre you or your student’s city in Ontario
  • creating final tasks that centre other parts of Ontario


Additional tips

Create a learning goal

  • Clearly identify what students are expected to know and are able to do in a language that students can readily understand. This represents the knowledge and skills that the students must successfully demonstrate to achieve the overall expectation.


Use triangulation of assessments

  • Reference example chart/checklist for what to look for during observations, conversations, conferences, etc.


Student NameDemonstrates (insert specific expectation)Demonstrates (insert specific expectation)Demonstrates (insert specific expectation)
Date: Date: Date: