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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
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This task is suitable as a culminating activity for the following
Science & Technology strands:
- Grade 4 Science & Technology: Habitats & Communities
- Grade 6 Science & Technology: Diversity of Living Things
- Grade 7 Science & Technology: Interactions with Ecosystems
In order to complete the task, students should be familiar with
the subject matter and expectations prior to completing this task.
In addition the task provides an excellent opportunity for discussion
of the public's seemingly unlimited appetite for reality television
programs. In particular discussion regarding television programs
that encourage people to 'selectively edit' their bodies, may be
addressed in support of various Religion and Family Life topics,
as well as the Healthy Living strand in Physical Education.
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Describe what's needed to implement this performance task. Some
of the possibilities:
- Classroom materials: specify materials needed for the activity
(include quantities!)
- Class sets of books (specify science texts from Nelson or other
if appropriate)
- E-mail accounts for all students
- Specific software (please refer to OSAPAC licensed software)
- Specific hardware (Are computers needed? How many?)
- Specific reference material in the classroom or school library
- Video or audio materials (camera, scanner...)
- If the lesson makes extensive use of specific websites, it would
be appropriate to list, describe and link them here. Include only
the most important of your links that a teacher needs to be familiar
with
- Describe also the human resources needed. how many teachers
are needed to implement the lesson. Is one enough? Is there a
role for aides or parents in the room? Do you need to coordinate
with a teacher at another school? With a partner in industry or
a museum or other entity? Is a field trip designed in as part
of the lesson?
- Student Links resources (Which would you recommend/link to?)
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In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Science & Technology Expectations Grade
4, Grade 6, Grade
7
Language Expectations Grade 4, Grade 6, Grade 7
SSHG Expectations Grade 4, Grade 6, Grade 7
Religion and Family Life Expectations
Grade 4, Grade 6, Grade 7
Catholic Themes
Open
the Eastern Ontario Catholic Cooperative planner.
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Dignity of the Human
Person
Created in the image and likeness of God, all human life
is sacred and all people have dignity. Human persons do
not lose dignity because of gender, disability, poverty,
age, or race. |
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Community and the Common Good
The human person realizes dignity and rights
in relationship with others, in community. "We are
one body; when one suffers, we all suffer." We are
called to respect each other and work for the good of
others, the common good. |
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Preferential Option for the Poor
and Vulnerable
The God of Jesus Christ is above all a God who cares for
the poor and marginalized. A distinctly Catholic perspective
on the world maintains that we can measure the quality
of any society by the way its most poor and vulnerable
are treated. |
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Human Rights and Responsibilities
Catholic teaching on the dignity of the person and the
common good imply that all people have a fundamental right
to life, food, shelter, health care, education and employment.
They have a right to participate in decisions that affect
their lives. Corresponding to this is the duty to respect
the rights of others in the wider society and promote
the Reign of God. |
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Dignity of Work and Service
The Catholic Church teaches that human persons
realize themselves in work. The economy exists to serve
people, not the other way around. Workers have the right
to: meaningful work; safe working conditions; participation
in decision making processes which affect their work;
security in case of sickness, disability, unemployment
or old age; and the right to form unions. |
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Stewardship for Creation
God’s creation is a sacred gift, entrusted
to our care. This value has deep biblical roots in both
the Hebrew and Christian scriptures. Those “who
practice stewardship recognize God as the origin of life,
the given of freedom and the source of all they have and
are and will be. They know themselves to be recipients
and caretakers of God’s many gifts. They are grateful
for what they have received and eager to cultivate their
gifts out of love for God and one another. |
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Love and Justice
A necessary condition for Jesus’ command
of love of neighbour is justice. Charity must manifest
itself in actions and structures that must respect human
dignity, protect human rights and facilitate human development.
To promote justice is to transform the structures that
block love. Action of behalf of justice is not an option
but a constitutive dimension of the Gospel. |
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Peace
Peace is the work of justice and the result of love. Much
more than the absence of conflict, it speaks of a harmony
or shalom which is fundamental to God’s original
vision for all of creation. |
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Hope
Hope is that virtue by which we take responsibility both
for ourselves and for the world. It is rooted in the fulfillment
of God’s promises in Christ. |
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Faith
“Faith
is the assurance of things hoped for, the conviction of
things not seen.”(Hebrews 11:1) The gift of faith
assures us of God’s steadfast and abiding love.
At the same time, it is a reasoned assent to revealed
truth. |
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Mystery, Wonder and Awe
When the finitude of our human nature is confronted by
the infinite nature of our God, our responses may be as
inspired as they may be humbling. Yet humanity is called
into an intimate and loving relationship with our Creator.
While we may lack a complete understanding of that relationship,
nonetheless the experience always presents an opportunity
for celebration. |
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task supports the selected Catholic Theme(s) in
the following specific ways:
- In completing this task, students are required
to reflect on the fact that we are members of
a much larger community of planet Earth. Realizing
that we have been granted a richly populated
planet, we have the responsibility to ensure
the survival and vitality of all life forms
on the planet.
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Ontario Catholic Graduate Expectations
PDF
version | Flash
version
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a discerning believer formed
in the Catholic Faith community who celebrates the signs
and sacred mystery of God's presence through word, sacrament,
prayer, forgiveness, reflection, and moral living. |
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an effective communicator who speaks,
writes and listens honestly and sensitively, responding
critically in the light of gospel values. |
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a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with
an informed moral conscience for the common good. |
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a self-directed, responsible, lifelong learner
who develops and demonstrates their God-given
potential. |
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a collaborative contributor who finds
meaning, dignity and vocation in work which respects the
rights of all and contributes to the common good. |
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a caring family member who attends
to family, school, parish, and the wider community. |
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a responsible citizen who gives witness
to Catholic social teaching by promoting peace, justice,
and the sacredness of human life. |
| This
task supports the selected Catholic Theme(s) in
the following specific ways:
- Participants in this task are required to
consider the effects of human interaction on
the part of all plant and animal inhabitants
on the planet Earth.
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The goals of the guidance and career education program are
that students:
- understand the concepts related to lifelong learning,
interpersonal relationships (including responsible citizenship),
and career planning;
- develop learning skills, social skills, a sense of social
responsibility, and the ability to formulate and pursue
educational and career goals;
- apply this learning to their lives and work in the school
and the community.
Learning Skills
The learning skills identified below are highlighted in this
task and represent practical links for tracking student achievement
and for connecting learning to the guidance and career education
program. For more information on Learning Skills, you can
access the Guide
to the Provincial Report Card or Learning
Skills Appendix D.
homework
completion |
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initiative |
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class participation |
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cooperation with others |
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conflict resolution |
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goal setting |
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independent work |
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use of information |
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problem solving |
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Exemplars
and Student Products
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With your assistance, we hope to add samples of student
work to this space. If you have photos of students at work,
or would like to share samples that your students have produced,
please contact Rodd Lucier vie email (r.lucier@office.ldcsb.on.ca)
or telephone (519-663-2088 ext. 2520)
In order to publish samples of student work, the RPT
Permission to Publish form must be completed and forwarded
for filing. View completed
sample.
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| Wherever possible, Rich Performance
Tasks have 'Real World' connections. By engaging participants
from the school and wider community, we can create experiences
for students that are authentic and highly motivating.
In presenting your students with a Rich Performance Task,
you may choose to invite the participation of family and community
members. For this task in particular, here are some suggestions
for how to provide 'real world'
connections for your students and the community:
1] Is there an occupation that lends
itself to natural exploration with this task?
2] Is there a presentation component
inthis task? Do you have community members who might be interested
in being a part of a real world audience?
3] Are there opporunities for community
members to assist in providing materials to help make your project
more authentic?
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Publication
& Copyright Details
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Last updated on October 24, 2006.
Copyright © 2005 London District Catholic
School Board and its licensors.
All rights reserved.
In the event this activity
were to be placed on a searchable database, we would need some
keywords for search purposes (grade level, subject(s), strand(s)
activity related...)
Keywords: teacher, rich performance task, RPT, assessment,
catholic graduate expectations, designing a task, science &
technology...
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