ORIENTEERING HOW DO WE THRIVE?

Stage 1:

Learning Outcomes from the Program of Studies (Knowledge, Skills,

Attitudes)

Science Learning Outcomes:

General Learning Outcome
3-10 Describe the appearances and life cycles of common animals
and identify their adaptations to different environments.
Specific Learning Outcome
Observe and describe the growth and development of at least one
living animal, as the animal develops from early to more
advanced stages. The animal(s) should be from one or more of the
following groups: mammals, birds, fish, reptiles, amphibians,
insects. Suggested examples include: gerbils, guppies,
mealworms, tadpoles, worms, butterflies/moths. Additional
examples from other animal groups might also be included: brine
shrimp, isopods, spiders.
Health and Wellness Learning Outcomes:
General Learning Outcome
Students will make responsible and informed choices to maintain
health and to promote safety for self and others.
Specific Learning Outcome
W-3.3 examine that individuals grow through similar stages of
development at different rates and at different times
General Learning Outcome
Students will develop effective interpersonal skills that
demonstrate responsibility, respect and caring in order to
establish and maintain healthy interactions.
Specific Learning Outcome
R-3.8 develop skills to work cooperatively in a group
General Learning Outcome
Students will use resources effectively to manage and explore life
roles and career opportunities and challenges.
Specific Learning Outcome
Examine the responsibilities associated with a variety of ageappropriate roles; e.g., family member, friend
Language Arts Learning Outcomes:
General Outcome One
Students will listen, speak, read, write, view and represent to

explore thoughts, ideas, feelings and experiences.

Specific Learning Outcome
1.1 Discover and Explore
o Express ideas and develop understanding
Connect prior knowledge and personal experiences
with new ideas and information in oral, print and
other media text
Explain understanding of new concepts in own
words
General Outcome Three
Students will listen, speak, read, write, view and represent to
manage ideas and information.
Specific Learning Outcome
3.1 Plan and Focus
o Focus attention
Use self-questioning to identify information
needed to supplement personal knowledge on a
topic
General Outcome Five
Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
Specific Learning Outcome
5.2 Work within a Group
o Cooperate with others
Work cooperatively with others in small groups on
structured tasks
Identify others who can provide assistance, and
seek their help in specific situations
Information Communication Technologies Learning Outcomes Division 1:
General Learning Outcome
P.3 - Students will communicate through multimedia.
Specific Learning Outcome
1.1 access images, such as clip art, to support communication
1.2 create visual images by using such tools as paint and draw
programs for particular audiences and purposes
1.3 access sound clips or recorded voice to support
communication
Inspiring Education Learner Competencies:
Critical Thinking and Problem Solving
Creativity and innovation

Social Responsibility and Cultural, Global, and Environmental

Awareness
Communication
Digital literacy
Lifelong Learning, Self Direction and Personal Management
Collaboration and leadership

Essential Question for the task?

How do we thrive?
Stage 2:

Task Assessment
Pre-Assessment:
Students will reflect on what they have learned throughout the year
through reviewing the work that they have done in their digital
portfolios. Once the students finish reviewing their work the
teacher will present the question how do we thrive to the students
The teacher will be able to gauge an understanding of the students
knowledge through facilitating a discussion
Formative Assessment:
Ongoing discussions before, during, and after excursions to help
guide learning
Ongoing questioning before, during, and after excursions to help
keep students on track
Presenting findings to the class after excursions to demonstrate the
concepts that they have learned
Self-assessments as a means as assessment for learning
Peer-assessments as a means as assessment for learning
o After completing the self and peer assessments students will
have an opportunity to revise their final projects
Summative Assessment:
Final project that will be uploaded in the digital portfolio and used
for the end of the unit community sharing event

Stage 3:

Design the Task

Activity Instructions:
Day 1 - Outdoor Orienteering - Natural Environment:
Using volunteers from the Canmore Orienteering Club, the class
will be split into four groups of five and sent out on a day long

orienteering activity.
The controls on the orienteering markers will focus on how
individual animals thrive in their environments during different
parts of their life cycles. These will also include how animals have
adapted to the human presence in their environment.
Students will also be expected to document their reflections at each
control marker either digitally, written, or drawn.
Day 2 - Outdoor Orienteering - Urban Environment:
Using volunteers from the Canmore Orienteering Club or parent
volunteers, the same student groups from the previous day will
discover how humans thrive in an urban environment.
Control markers will focus on how humans gather food and
necessities (grocery stores, restaurants, gardens, etc) as well as look
at recreational activities - such as parks, pools, museums, etc. How
have we, as humans, adapted our environment in order for us to
thrive?
Students will be expected to document their reflections at each
control marker either digitally, written, or drawn.
Day 3 - In-class work time.
Students, will create a presentation, comparing how animals and
humans thrive in their environments. The focus of the
presentations should be on any observed similarities and
differences. Students should also discuss why there are similarities
and differences.
Students will upload their presentation into their Digital portfolio
and present it to the Class.

References

Instructional Resources:
Tools of Navigation by Rachel Dickinson
Teaching Orienteering by Carol McNeill, Jean Cory-Wright, and
Tom Renfrew
References
Alberta Education. (2000). Program of Studies: Elementary English
Language Arts.Retrieved from
http://education.alberta.ca/media/645785/grade6.pdf
Alberta Education. (2002). Program of Studies: Health and Life Skills.
Retrieved from https://education.alberta.ca/media/313382/health.pdf
Alberta Education. (2000-2003). Program of Studies: Information and
Communication Technology. Retrieved from
https://education.alberta.ca/media/453069/pofs.pdf
Alberta Education. (1996). Program of Studies: Elementary Science.
Retrieved from http://education.alberta.ca/media/654825/elemsci.pdf

Government of Alberta. (2010). Inspiring action of education. Retrieved

from
http://ideas.education.alberta.ca/media/2905/inspiringaction%20eng.pdf