|
| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
| Students
will need to have an understanding of human organ systems before
taking on this task. This task can be used as a culminating
task allowing students to demonstrate their working knowledge
of a specific human organ system (and related systems) and can
be substituted for a traditional end of unit test.
|
In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Science & Technology
Expectations
Language
Expectations: Oral & Visual
Language
Expectations: Writing
Language
Expectations: Reading
Physical Education
The Arts: Drama
The Arts: Visual Arts
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
Open
the Eastern Ontario Catholic Cooperative planner.
|
|
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.
|
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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. |
|
|
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:
|
|
Ontario Catholic Graduate Expectations
PDF version
| Flash
version
|
|
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. |
|
|
an effective communicator who speaks, writes
and listens honestly and sensitively, responding critically
in the light of gospel values. |
|
|
a reflective, creative and holistic thinker
who solves problems and makes responsible decisions with an
informed moral conscience for the common good. |
|
|
a self-directed, responsible, lifelong learner who
develops and demonstrates their God-given potential. |
|
|
a collaborative contributor who finds meaning,
dignity and vocation in work which respects the rights of all
and contributes to the common good. |
|
|
a caring family member who attends to family,
school, parish, and the wider community. |
|
|
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:
|
|
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 |
|
initiative |
|
class participation |
|
cooperation with others |
|
conflict resolution |
|
goal setting |
|
independent work |
|
use of information |
|
problem solving |
|
|
| |
Exemplars
and Student Products
|
|
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@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
|
| 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? Can a
real doctor be retained to act as a member of the Health Factor
committee?
2] There is an important 'presentation'
component in this 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 student projects more authentic?
|
| |
Publication
& Copyright Details
|
|
Last updated on June 12, 2007.
Copyright © 2006 London District
Catholic School Board and its licensors.
All rights reserved.
This
Rich
Performance Task is modeled
on the WebQuest
format.
Keywords: Teacher, Rich
Performance Task, RPT, Assessment, Catholic graduate expectations,
Human body, Science & technology, Organ, Organ systems,
Human body, Television, Construction, Model, Presentation
WebQuest
|
|
