Curriculum Connections Physical Education Outcome: PE8.

1 Create, implement, evaluate, and revise a personal health-related fitness plan targeting the health-related fitness components of cardiovascular endurance, muscular endurance, muscular strength, and flexi ility that involves setting goals for improvement, applies the !.".#.#. principle $!re%uency, "ntensity, #ype of activity, and #ime&, and incorporates daily moderate to vigorous movement activity. This is one many of my class mates will find because all of us will be able to vividly remember all this simply because it was one those connecting moments for us. In EcoJustice we are very student led, most of our exercises are led by our teachers but some of the really important ones towards recreation and the curriculum I would say were created by the students. Sometime in February there was day trip planned by our classmates again very student led! where the student planned a morning of s"ating at the #osmo and an afternoon of swimming at the $a"ewood #ivic #entre. %e also had a &egina trip which was cancelled but in order to train for it we had to run'(og'wal" eight "ilometres. )gain it was all led and implemented by the students of EcoJustice. %e were given a destination and where as"ed to find a route closest to the amount of "ilometres listed above, we usually have leaders who too" care of all that, who made sure we were safe during and after, planned the times and amount of wal"ing we would be doing and (ogging. Outcome: PE8.' Perform, oth as a leader and a follo(er, self-created, colla oratively created, and esta lished se%uences of movements (ith smooth transitions, incorporating s)ills and com inations of s)ills from a variety of games $i.e., target games, net*(all games, stri)ing*fielding games, invasion*territorial games, lo(organi+ational and inventive games& and ody management activities $e.g., dance, a%uatics, educational gymnastics, trac) and field, Pilates, yoga, (restling, martial arts, aero ics&, alone and (ith others. $i"e I said earlier on about the student led approach of the (ogging eight "ilometres and the planning of the swimming there were also some other instances of us acting as leaders and followers of different sports activities that include the above activities needed to fulfil the curriculum. %e needed to get instruction for our art for change unit and because of that our teacher boo"ed two dance instructions which involved us getting there by (ogging, wal"ing and or busing. *bviously we would have danced which involves ma"ing smooth transitions to ma"e the dance nice and entertaining, dancing involves our whole body and using s"ills which we have either learned before or tried to copy.

Outcome: PE8., -esign and implement, colla oratively, plans to develop the performance concepts and application of tactics and strategies to enhance individual and team performance, involved in each of:

.target games $e.g., o(ling, curling, archery, golf, occe all& .stri)ing*fielding games $e.g., long all, soft all, slo-pitch, cric)et& .net*(all games $e.g., adminton, tennis, ta le tennis, volley all, Pic)le all& .invasion*territorial games $e.g., dou le all, as)et all, soccer, soft lacrosse, touch foot all, floor hoc)ey, ultimate !ris ee, rug y, team hand all& .lo(-organi+ational and inventive games $e.g., /alley all, capture the flag, Prisoners ase, 0peed all1 )ic) the can, 0no(sna)es, 2om ardment&. In the second term we weren+t outside as much simply because we had to get a lot of the academic wor" done and it the coldest time of the year. Since it is cold out and we have a lot of academics we try to still stay as physically fit as possible using the standard elementary gym, it does not compare to nature but you get what you get. ,uring this gym time we have done different physical activities to ma"e us more fit for example we have played bac"board dodge ball with the grade eights of St. Edward, we have played battle field dodge ball within our class, we have practiced "arate nobody got hurt! and many more activities that allow for us to complete the outcome above. 0ocial 0tudies Outcome: -38.1 -evelop an understanding of the significance of land on the evolution of Canadian identity. I thin" this was a very important part of our term two because of theatre of the oppressed'hope, because we studied different indigenous groups of the world and even our own first nations people and we learnt that the main problem to the battle within our country is land and we also learnt that #anada was built on the promise of division of land. %e are also loo"ing into the Enbridge pipeline proposal called the northern gateway pipeline, what I have found out is that most of the issue there is land. The first nations live of the land. It is literally their life. It is a means of communication, food, entertainment and it their culture. Outcome: P48.5 Examine the role of po(er and authority in the application of diverse decisionma)ing processes in a variety of contexts.

I thin" this is something EcoJustice would pride themselves on, we have successfully used a completely student driven way of education. I+m tal"ing about student leaders and how everything we do, is decided as a class and not (ust the teachers. Every day we have student leaders who "now everything that needs to get done and plans a schedule which is then presented to the class and we then agree or not agree with the schedule. Student leaders as it is said in the name lead- they give us guidance and even have the opportunity to ta"e attendance. The student led approach is also seen in most of things we do, every single thing in the second term has been us wor"ing with our teachers who guide and let us lead. Outcome: 3/8.5 4ssess the implications of personal consumer choices. The first part of the second term was a continuation of our first term unit conscious consumer. It is a unit that focusses on ma"ing better consumers out of us, our teacher did a good (ob of showing us videos, giving us readings that show us better consumer options, li"e fair trade and exposing us to sweat shops and not (ust the surface but the very deep and disturbing parts and realities of them. In this unit we were also exposed to the effects of our consumer choices and how our consumer choices affect us. 4rt Education Outcome: CP8.1 Create dance compositions that express ideas and student perspectives on social issues $e.g., poverty, racism, homopho ia, sustaina ility, gangs&. This was the last ma(or pro(ect in theatre of the pressed'hope. The assignment was to create a dance that passes a message. .y dance wasn+t exactly expressing a social issue it was more of solving a social issue. It was expressing a unity that we have in the world, there is so much riff between the different )frican cultures and so much riff between )frica as a whole and the western world so I created a dance that incorporates hip hop and different )frican tribal dances. Expressing that we can all be connected through something art. Outcome: C38.5 "nvestigate and identify (ays that today6s arts expressions often reflect concern for social issues. For conscious consumer unit we were as"ed to ma"e a recycled art and for this our teacher researched some art and showed us we were as"ed to reflect upon this and for our theatre of the oppressed'hope to produce our best wor". ,ifferent artist in there are of expertise came and we were able to see how their wor" is influenced by social issues. Outcome: C78.5

4naly+e the influence of social issues on the (or) of contemporary !irst 8ations, 9:tis, and "nuit artists, and share results. This was more of a personal hit. I loo"ed over some first nations wor" to inspire me on my decision for what I would to do. 0cience Outcome: /08.1 4naly+e the impact of natural and human-induced changes to the characteristics and distri ution of (ater in local, regional, and national ecosystems. ;CP, -9< This one is more of a watershed based curriculum. %atersheds is a pro(ect for grade seven to eight where we study our watersheds and different water sources mostly wetlands!. %e identify a challenge our watershed is facing and come up with a solution, in order to do this we would need a lot of "nowledge and in order to find problems facing our watershed we would have to consider the human and natural activity. Outcome: OP8.5 Explore properties and applications of optics-related technologies, including concave and convex mirrors and lenses. ;0", #P0< This one surprisingly is related to an art based unit, we have a show called voices for change and in this show we need light to impact our performances, the performance will be done at the &oxy Theatre, this means there will be a variety of situations where we will have to use light therefore creating more of a learning opportunity for us. English =anguage 4rts Outcome: C38.1 >ie(, listen to, read, comprehend, and respond to a variety of texts that address identity $e.g., 2ecoming 9yself&, social responsi ility $e.g., "n 0earch of ?ustice&, and efficacy $e.g., 2uilding a 2etter /orld&. I thin" this caters to our theater of the oppressed'hope and conscious consumer units. These units were mostly art based and there was a lot of reading and writing reflections. These were the units that were specifically built ma"e us better citi/ens of our world and to do that our teachers used different mediums including music, dance, prose, poem and art most of which we usually had to study to understand and ma"e meaning, most which we had to write reflections for. Outcome: CC8.1 Create various visual, oral, (ritten, and multimedia $including digital& texts that explore identity $e.g., #elling One6s =ife 0tory&, social responsi ility $e.g., Examining the "nfluence of Popular Culture&, and efficacy $e.g., Creating #urning Points&.

This again was mostly the units mentioned above, as a said earlier it is mostly art related. In theater of the oppressed and hope we were as"ed to ma"e dance, a spo"en word a song and an art piece. .ost of mine was on racism and blac" people. The struggle with slavery and the struggle with what we faced in )frica. .y dance was mostly tal"ing about the ethnic diversity of )frica as a continent, how different we are and how connected we are. )lso comparing us to the western world of how different we are and how connected we can be. Outcome: 438.1 @se information gathered in self-assessment and teacher6s assessment to develop and (or) on goals for improving vie(ing, listening, reading, representing, spea)ing, and (riting. This was probably the most recent thing we have done so far. %e are usually as"ed to fill out rubrics for ourselves or write notes on each other, but the latest rubric was designed by us which was cool because we got to assess ourselves and our peers on our own criteria. %e also gave feedbac" to each other which was helpful. For example we have a show on the nineteenth of .arch and I am presenting a spo"en word piece, my spo"en word piece would have been terrible if not for feedbac" from my teachers, my peers and experts li"e perormer 0hodi ,ill. 7ealth @0C8.1 4naly+e and esta lish effective strategies of support for purposes of helping others increase health-enhancing ehaviours. ,uring the running we all helped each other get through the rigorous activity also our teacher gave us some tips to help. ,uring this unit my main focus on the waste had to do with the health dangers to it. )t a time I wanted to be president and my whole plan was a better health care because 1igeria didn+t exactly have the best healthcare in the world. So I started thin"ing what I could do to ma"e a better and healthier society, my mom and grandpa have diabetes and the rest of my family have some disease or the other so that was why health was a big issue for me. Outcome: @0C8., Examine and assess the concept of sustaina ility from many perspectives, and develop an understanding of its implications for the (ell- eing of self, others, and the environment. In our conscious consumer unit we examined practices and activities that pose a threat to the environment and to the health of people, we also investigated the connection between the health of the environment and the health of people in different places, mostly third world countries.