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| Pre-task Activities | Resources
| Expectations |
| Exemplars & Sample Products |
Community Involvement |
  
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The premise of this rich performance task is anchored in Grade
2 Science.
Earth and Space Systems - Weather.
It also includes Science - Stability, Social Studies - Mapping,
Math - Standard units of Measurement and Capacity, Religion, Drama
and/or Art (depending on the task chosen) and a great deal of Language.
Before beginning the task, the students should have
completed some mapping skills. The basics of capacity and
standard units of measure would be helpful but not necessary.
You could do a mini lesson during the task for either or for both.
You could also leave out the specifics of how large it should be
and simply compare it to other objects. i.e. not bigger than
this basket, not smaller than a pencil box. For capacity, measure
it out for the students, instead of them weighing it themselves
or don't have the boat carry any weight.
This task could easily be extended to other grades. Any
type of catastrophe would work for any grade. Simply increase
the level of difficulty for the task and check the expectations
for your grade. All grades have mapping, an expectation
to design and build something, measurement and capacity.
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In order to complete this rich performance
task, the following resources are recommended:
- Enough computers for the students
to work in pairs
- Internet username and password for all
students
- A copious amount of recylable materials
to build with (donated by families)
- Balances or Scales - 1 per group of 4
- Weights - 1 kg per group of 4
- 1 kg of (counters, toys, or whatever
you choose) per group of 4
- ruler and metre stick per group of 4
- plain 8 1/2" x 11" white paper for maps
- 1 highlighter per group of 4
- 1 pencil per group of 4
- water table or pails of water to test boats
- large roll of white paper for mural(s)
- paint - several colours - mural
- Planner
for story or use your own
- Suggested - digital camera - take pictures
of students working, and their finished products
Only 1 teacher is needed in the room to work
on this rich performance task for the majority of the assignment.
It would be helpful, when the students are first accessing the computers,
that the librarian or a parent volunteer is available to help them
with their username and password and other computer problems that
may arise.
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In this performance task, the following expectations are
addressed and or evaluated:
Ontario Curriculum
Science & Technology
Expectations
Mathematics Expectations
Social Studies Expectations
Language Expectations
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.
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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:
- The students will work together to determine what
is best for the group. They will have to work
cooperatively.
- When working together, they will have to respect
each person's ideas and decisions. Each student's
feelings will be considered as well.
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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. |
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task supports the selected Catholic Theme(s) in the
following specific ways:
- Whether just in the adventure story they create
or if they choose an oral presentation, the student
will have the opportunity to share their thoughts
and feelings about the subject area.
- Again, here they will work together toward a common
goal - respecting each other and getting the job done.
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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@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:
- A meteorologist from a local
television station
- A storm chaser
- A meteorologist from the local airport
- Watch the weather channel
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Publication
& Copyright Details
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Last updated on December 5, 2006 .
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, Designing
a task, Science & technology WebQuest
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