Learning Goals and Success Criteria
Learning Goals and Success Criteria
GOLDSWORTHY:
Learning Goals:
I can demonstrate an appreciation of the artistic process of Andy Goldsworthy
I can create art in the style of Andy Goldsworthy
I can use the natural world to inspire my art
I can identify and use elements of design in my artwork and critiques
I can use this activity to help me understand how my choices impact world
Success Criteria:
I created a piece of art in the style of Andy Goldsworthy
I critiqued my work and that of my peers using elements of design and my own ideas
I explained how my art does not negatively impact the world
Watercolours
Learning Goals:
I can use the natural world to inspire my watercolour art
I can identify and use elements of design in my artwork
Success Criteria:
I created a watercolour piece
I critiqued my work and that of my peers using elements of design and my own ideas.
Predator and Prey
Learning Goals:
I can define biodiversity and explain why it is important
I can demonstrate an understanding of how my choices have an impact on biodiversity and my world
Success Criteria:
I answered the written response questions during the debrief.
I voiced my action planto help reduce my impact on biodiversity and on my world.
Gardening
Learning Goals:
Through inquiry, I can explore biodiversity in the garden
I can describe and participate in the jobs necessary for a healthy garden
I can use this activity to help me undrstand how my choices impact my world.
Success Criteria:
I explored the biodiversity in the garden using scientific tools
I helped maintain the garden doing garden chores
I explained the impact of my food choices on the world
Flight:
Learning Goals:
I can identify and explain how the four forces of flight affect human-made and living objects
I can use this activity to help me understand how my choices impact my world
Success Criteria:
I explained what the four forces of flight are
I designed and built a paper airplane that can be used to demonstrate the four forces of flight
I participated in a discussion about the impact of human powered flight on the natural world
Energy in the Community:
Learning Goals:
I can use a map to navigate through an unknown community
I can explain how the community of people on the Toronto Islands & my community conserve energy
I can use this activity to help me understand how my choices impact my energy use
Success Criteria:
I successfully used a map and its components to navigate through a new community
I found evidence of energy conservation in the community
I participated in a discussion about creating an action plan to reduce energy use in my own life
Food Energy:
Learning Goals:
I can explain how our food choices have an impact on our environment
I can use this activity to help me understand how my choices impact my world
Success Criteria:
I explained how the transportation of our food and other goods impact the environment
Sketch and Poetry:
Learning Goals:
I can sketch the natural world using a different artistic techniques
I can interpret and respond to a piece of art to collaboratively create a poem
Success Criteria:
I created eight sketches and a collaborative poem
Biking:
Learning Goals:
I can explain how to bike safely
I can explain the benefits of physical activity
I understand how my transportation choices impact my world
Success Criteria:
I safely rode a bike around the island
I communicated the benefits of biking
Survival:
Learning Goals:
I can explain the survival “rule of three” (3 minutes, 3 hours, 3 days, 3 weeks)
I can build a shelter
I can start a fire
I can cook bannock over an open fire
Success Criteria:
I built a shelter, started a fire and cooked bannock