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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
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A teacher might create a Word Wall (pg.
30 hard copy; page 35 electronic copy of Think Literacy) to
generate a list of keywords and search strategies with which their
students are already familiar. Certainly the search skills explored
in this activity are worth revisiting, even if students are familiar
with search engines and with locating resources on the World Wide
Web.
Prior to this activity, you might want to outline the rationale
for learning this skill. You should emphasize topics including time
management and web validity. Students should be able to generate
reasons why one needs to think critically about resources on the
Internet and should come to realize the benefits of efficient search
techniques.
This task is well-suited skills learned in this activity will be
used throughout the school year and in a range of curriculum areas.
For example:
Gr.7 Science: Structures and Mechanisms, recognize
the importance of recognizing needs and opportunities for sale
before proposing ways of developing a product;
Gr. 6 Social Studies: Canada and World Connections,
use a variety of primary and secondary sources to locate and
process relevant information about Canada's links to the world.
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Describe what's needed to implement this performance task. Some
of the possibilities:
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In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Language
Curriculum
Mathematics
Curriculum
Skills learned in this activity connect directly to Process Expectations
in Mathematics across all grades:
- selecting tools and computational strategies
- select and use a variety of concrete, visual and electronic
learning tools and appropriate computational strategies to
investigate mathematical ideas and to solve problems;
- problem solving
- develop, select, apply, and compare a variety of problem-solving
strategies as they pose and solve problems and conduct investigations...
Science
Curriculum
Skills learned in this activity connect directly to expectations
in Science across all grades:
- developing skills of Inquiry, Design, and Communication
- formulate questions about...
- plan investigations for...
- use appropriate vocabulary...
- compile data gathered through investigation...
- communicate the procedures and results of investigations...
Social
Studies / History & Geography
Skills learned in this activity connect directly to expectations
in SSHG across all grades:
- use a variety of resources and tools to gather, process and
communicate information...
- formulate questions to guide/facilitate/synthesize research...
- locate relevant information using a variety of primary and
secondary sources
- describe, analyse, classify and interpret information...
- communicate the results of inquiries for specific purposes
and audiences
- investigate and report...
- use appropriate vocabulary...
Religion and Family Life Expectations
| title of religion text (including grade) |
title of family life text (including grade) |
| Unit # and title |
Theme # and title |
| Theme # and title |
Topic # and title |
| Teacher manual page(s) |
Teacher manual page(s) |
| Student text page(s) |
Student text page(s) |
Catholic Themes
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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. |
| This
task supports the selected Catholic Theme(s) in
the following specific ways:
- Recognizing that all members of the community
have the right to education, this task asks
students to share their learning, by producing
a product that empowers others. The creation
of a shareable search skills tool, reinforces
the fact that each of us is a part of a larger
community of learners.
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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:
- By contributing in the development of a group
product, and in sharing this learning tool with
the larger community, students will see how
their work can contribute to the common good.
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| Student Development |
Grade
6 |
Grade
7/8 |
| lifelong learning |
understand and apply lifelong learning skills
(e.g., communicating, organizing, researching) to all of their
subjects |
use school and community resources to support
their learning needs |
| Interpersonal development |
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| getting along with others |
identify the variety of characteristics,
skills, competencies, qualities, and talents of others
demonstrate their understanding of using skills to build
positive relationships at school (e.g., cooperating with others) |
describe the many aspects of relationships,
and explain and demonstrate how skills (e.g., conflict-resolution,
peer helping, and leadership skills) are used to interact
positively with others in diverse settings at school and in
the community
demonstrate the ability to accept and respond to the direction
of teachers and administrators |
| Career Development |
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| self-assessment |
identify their personal interests, strengths,
competencies, and accomplishments |
apply their knowledge of their personal interests,
strengths, abilities, and accomplishments to planning and decision
making |
| exploring and obtaining information about education, training,
and careers |
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identify sources of educational and career
information (e.g., the Internet, employment centres, the community)
investigate and compare a variety of jobs, occupations,
and career opportunities |
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.
Ontario Ministry of Education grade
5 & grade 6 science exemplars.
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 of student work from this task, please contact
the Science & Technology Curriculum Resource Teacher for the
London District Catholic School Board at 519-663-2088 ext. 2520
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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 (insert date).
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:Google, Googling, search, Internet, World Wide
Web, student, rich performance task, RPT, research, promotional
campaign, brochure, poster, Website,
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