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Integration of Curriculum Expectations into Teaching Practice
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Members of Ontario College of Teachers integrate curriculum expectations into current teaching practice.

A teacher must consider the integration of subjects and take the responsibility to help students set and achieve learning goals both in and out of school. To integrate various subjects the teacher must know the curriculum and the subjects. Students should be able to make conncetions between the subjects and apply the knowledge and skills gained in one subject into another subject.

Following is the unit plan for a grade four class, stating curriculum expectations (overall expectations and specific expectations) where integration of different subject areas have been given importance.

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  Grade 4:

Time: Ten-twelve 40 minutes periods

Theme: Society, Art, and Culture of the Medieval Times

Rationale: As stated in the Choices into Action document "Students must learn and develop skills at school that will help them become more independent and responsible individuals. They must be able to apply what they learn in school to other areas of their lives. They must learn to work cooperatively and productively with a wide range of people, to set and pursue education and career goals, to evaluate their achievement of these goals, and to assume their roles as responsible citizens." The goal should be to understand the concepts related to lifelong learning. As it further states," ... teachers in elementary schools need to ensure that classroom learning across all the grades and subjects provides ample opportunity for students to learn how to work independently (including homework completion), to cooperate with others, to resolve conflicts with others, to participate in class, to solve problems, and to set goals to improve their work." The program focuses on Learner development, interpersonal development and career development.

In planning any unit I would not only consider the integration of the subjects but also the message given in the Choices into Action. The responsibility of the teacher and school is to help students set and achieve learning goals both in and out of school, monitor their own learning and become self-directed as learners, understand and take control of their behaviour, and be able to choose ways of interacting positively with others in a variety of roles and contexts, make informed and appropriate choices and implement successful transitions from school to educational, work, and life roles.

Integrated approach is the stepping stone for the 'lifelong learning'. I would plan this unit expecting the students not only to learn about the history of their country but be able to relate it to the geographical situations of the areas where the inhabitants lived, understand their art and culture and compare it to the modern day Art and culture, to be in the current scenario of world and connect it to the present day Canadian society. I would expect students to communicate their ideas showing oral, writing, and visual skills with grammatically correct passages. Students learn new vocabulary, use the most of the dictionary, and learn the important words in glossary. They should be able to connect the geographical areas to the natural habitat and what could have been the impact on human beings living in that era and learn to identify different regions on the globe and connect it to the historical times.

Areas integrated: History, Geography (social Studies), Art, Language, and Science

Heritage and citizenship:

Overall Expectations:

-Identify and describe major features of daily life and social organization in medieval (Common Era);

-Relate significant elements of medieval societies to comparable aspects of contemporary Canadian communities.

Specific Expectations:

-describe aspects of daily life for men, women, and children in medieval societies (e.g., food, housing, clothing, health, religion, recreation, festivals, crafts, justice, and roles);

-Compare the aspects of daily life with today’s society

-outline important ways in which medieval society changed over time (e.g., growth of towns, specialization of labour, changes in transportation methods, changes to law and justice), and give reasons for the changes.

Canada and World Connections:

Overall Expectations:

-identify, analyse, and describe cultural relationships that link communities and regions within Ontario and across Canada

-name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resources of each;

-use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories;

 

Specific Expectations:

-identify the physical regions of Ontario and describe their characteristics (e.g., Canadian Shield, Great Lakes–St. Lawrence lowlands, Hudson Bay lowlands);

-explain how the St. Lawrence River and the Great Lakes systems shape or influence the human activity of their surrounding area (e.g., with respect to transportation, industry, recreation, commercial fishing);

-identify and describe types of communities in each physical region of Ontario

-describe and compare the environments of the physical regions of Canada (e.g., with respect to landforms and waterways);

Art:

Overall Expectation

-produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific purposes

-use correctly vocabulary and art terminology associated with the specific expectations for this grade

 

Specific Expectation

-describe their knowledge of the strengths and limitations of a variety of familiar art tools, materials, and techniques, which they gained through experiences in drawing,

-painting, sculpting, and printmaking

-produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting, sculpting, printmaking) that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences.

-describe how a variety of artists working in different styles and media and in different historical periods have used the elements of design and/or tools, materials, and techniques of their art

Language

Overall Expectations

-communicate ideas and information for a variety of purposes and to specific audiences

-begin to write for more complex purposes (e.g., to present and discuss their opinions and viewpoints, to pose questions, to record information);

-revise and edit their work, using feedback from the teacher and their peers;

-use and spell correctly the vocabulary appropriate for this grade level;

-use correctly the conventions (spelling, grammar, punctuation, etc.) specified for this grade level

Specific Expectations:

-communicate ideas and the contents learned in written form in own words forming correct sentences and expressions

-read a variety of fiction and non-fiction materials (for example Historical passages), read aloud, speaking clearly and with expression;

-read independently, using a variety of reading strategies;

-state their own interpretation of a written work, using evidence from the work and from their own knowledge and experience;

-understand the vocabulary and language structures appropriate for this grade level;

-use conventions of written materials to help them understand and use the materials and begin to develop research skills (e.g., formulate questions, locate information,

-clarify their understanding of information through discussion); use a dictionary to expand their vocabulary; understand specialized terms in different subject areas (e.g., science, technology);

-contribute and work constructively in groups

Science and Technology

Overall Expectations

-describe ways in which humans can change habitats and the effects of these changes on the plants and animals within the habitats.

Specific Expectations

-describe structural adaptations of plants and animals that demonstrate a response of the living things to their environment

-classify plants and animals that they have observed in local habitats according to similarities and differences

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Manoshi Chatterjee