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Members of the Ontario College of Teachers know the curriculum, the subject matter, the student,and teaching practice.
The Ontario College of Teachers website further elaborates on the this standard of teaching practice. It states that the
The members of Ontario College of Teachers  know:

-the subject matter

-how knowledge in their subject area is created, linked to other subjects and applied to life experiences

-the curriculum relevant to their subject(s)

-ways to connect curriculum expectations to curriculum resources and technologies.

A teacher must have a thorough knowledge of the subject and he/she must be able to connect the subject to different other subjects areas. For this the teacher has to be familiar with the curriculum and she should be able to smoothly blend one subject with the other. To integrate different subject areas and create lessons which can be applied to real life, a teacher has to be a master of the subjects. The teacher with her knowledge  must also be able to solve the students doubts if any, about the subject matter. Without knowledge of the subject, a teacher cannot do justice to her profession.
The following two assignments show the
-familiarity of a teacher with the curriculum and
-how knowledge in the subject area can be linked to other subjects and applied to life experiences.


Grade 6: Properties of Air and Characteristics of Flight

Assessment will be based on the following expectations: General Expectations:

demonstrate an understanding of the properties of air (e.g., air and other gases have mass) and explain how these can be applied to the principles of flight;

investigate the principles of flight and determine the effect of the properties of air on materials when designing and constructing flying devices;

Specific Expectations:

demonstrate and explain how the shape of a surface over which air flows affects the role of lift (Bernoulli’s principle) in overcoming gravity (e.g., changing the shape of airplane wings affects the air flow around them);

explain the importance of minimizing the mass of an object when designing devices to overcome the force of the earth’s gravity

describe the sources of propulsion for flying devices (e.g., moving air, propellers, combustible fuel);

design, construct, and test a structure that can fly (e.g., a kite, a paper airplane, a hot air balloon);

formulate questions about and identify needs and problems related to the properties of air and characteristics of flight, and explore possible answers and solutions

use appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results (e.g., use terms such as lift, thrust, streamline, and aerodynamics when discussing flight materials);

describe and justify the differences in design between various types of flying devices (e.g., airplane versus helicopter, spacecraft versus hot-air balloon);

identify characteristics and adaptations that enable birds and insects to fly;

Rationale: This assessment will be to test the students in various ways to see if they fulfil the above expectations. The students will be informed the way they will be assessed, and the expectations to be met by them. There will be a choice of activities to select from and present their assignment. This will give them the opportunity to present their work in the best possible way depending on what they are most comfortable with. The different learning styles will be taken care of. Properties of Air and Characteristics of Flight:

To students: Here are some choices that you can select from and present your assignment.

1) Design a plane or any other structure which can fly. Explain the principles behind its flight (orally or written), and compare it with other structures like balloon, kite etc. Talk about the problems that you would come across for the structure to fly like mass etc. and ways to overcome them.

2) Research on different types of flying objects and the principles of flight. Use computer/internet/library resources etc. to research and present the outcome in written format with diagrams. Give a list of some shapes and related examples which help in flying or moving forward (reduces drag).

3) How do birds and insects fly? What are the adaptations or characteristics which enable them to fly? What is the principle that works? Is it the same as man-made flight objects? Research and present your explanation/investigation with diagrams. Assessment:

Assessment will be done using rubrics and checklist. The students will do self assessment as well. The student will be aware of how he/she is being assessed so that he/she can have the opportunity to improve on his/her not so strong points. Assessment will be done on:

a) Knowledge and understanding of the context

b) Communication

c) Thinking

d) Application


Topic Outline

Task: Students work in groups. Each group gathers information on an early civilization. Students present a collage formed of pictures gathered from the internet, magazines and newspapers. While collecting information they also work on writing a booklet with specific information on their chosen civilization. They explore their text books, libraries, and websites to collect information. At the end, each group presents their project work to an audience (class) and the research work is completed by comparing the distinguished features of different civilization by the whole class after all the presentations by groups are done. Students also compare modern world with the early civilization in a refection activity.

Curriculum Area

Big Idea














1. Identify major early civilization

2. Explain the cultural, social needs.

3. Identify and compare how two or more civilizations were governed.

4. Compare the distinguishing features of two or more early civilizations

Describe the geographical location, climate, physical features of the area

Students demonstrate their writing skills. They organize the information and present it in a paragraph or point format.

Read and demonstrate an understanding of variety of informational texts.

Communicating with an audience demonstrating their speaking skills (students speak while presenting the project in turns)

Students present the collage in an artistic and creative manner using appropriate Art techniques.

Students do web search and present the information using software application programs. They use their technological (computer) knowledge and skills to complete the project.


Consideration for Planning

Teaching approach: An age appropriate activity (making a collage, gathering information and presenting it in a written booklet form, presenting the information to the class, comparing different civilizations) is provided to the student to develop their research skills.

Cross curricular learning:

Students use the information gathered to use in more than one subjects, in the same activity.

Study of current events:

At the end the students discuss how the government and various aspects of the society are comparable to today’s world. They may give suitable specific examples (reasons for war, religious belief etc.)


Students who need personal attention are motivated. Instructional, environmental or assessment accommodations are made where necessary. The ESL students also participate in the collage making and research. They may present information in a simpler form with the help of ESL teacher and peers.


Reflection: Students discuss as a whole about the difference between today’s world and early civilization. After some brainstorming, they write their views/comparison independently.

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Manoshi Chatterjee