WE2 Unit 5
David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,883 pages and 19,171,729 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting. You may contact David Spencer here.
CU Topics for WE1 | CU Topics for WE2
The Wilderness Experience Semester Two with David is an integrated program designed for an alternative secondary school setting by educator David Spencer. Wilderness Experience 2 (WE2) program provides three (3) secondary school course credits during semester two. Students should attend and participate in all classes, outdoor field trips and events. Literacy and communication skills developed during this program include jot note writing, writing journal entries, researching in public, college and university libraries, interviewing, script writing and oral reading comprehension. New media technology skills developed include audio and video recording presentations for the DVD authoring and documentary production for FM radio broadcasting and web podcasting. Students will be provided with opportunities to learn how to research, plan for, promote, hold and debrief a community event about an issue facing Indigenous Peoples.
Download the Wilderness Experience Information Brochure (PDF format).
- Environmental Science (SVN3M) This course provides students with the fundamental knowledge of and skills relating to environmental science that will help them succeed in life after secondary school. Students will explore a range of topics, including the role of science in addressing contemporary environmental challenges; the impact of the environment on human health; sustainable agriculture and forestry; the reduction and management of waste; and the conservation of energy. Students will increase their scientific and environmental literacy and examine the interrelationships between science, the environment, and society in a variety of areas. See more of the SVN3M Curriculum Guideline from the Ontario Ministry of Education. Text used is Environmental Science Interactions.
- Issues of Indigenous Peoples in a Global Context (NDW4M) This course provides students with an overview of the issues and challenges that confront indigenous peoples worldwide. Students will develop an understanding of the concerns and aspirations of the world's indigenous population, plan and conduct research on global issues that have an impact on indigenous peoples, and use information technology to consult materials related to the views of indigenous peoples throughout the world. See more of the NDW4M Curriculum Guideline from the Ontario Ministry of Education. Resources used include Canada and International Indigenous Affair, NativeWeb, Inc., International Indigenous Policy Journal, Indigenous Peoples Issues and Resources and Rights of Indigenous People
- Interdisciplinary Studies (IDC40G) This course emphasizes the development of practical skills and knowledge to solve problems, make decisions, create personal meaning, and present findings beyond the scope of a single subject or discipline. Through individual and collaborative inquiry and research into contemporary issues, real-life situations, and careers, students will apply the principles and skills derived from the complementary subjects and disciplines studied, evaluate the reliability of information, and examine how information technology can be used safely, effectively, and legally. They will also learn how to select strategies to define problems, research alternative solutions, assess their thinking in reaching decisions, and adapt to change as they acquire new knowledge. See more of the IDC40G Curriculum Guideline from the Ontario Ministry of Education.
WE2 Unit 5
Location: In our classroom and a local swimming pool.
- 8:45 a.m. View the canoeing photos and videos today's afternoon lesson plan.
- Welcome to our new students activity, view photos of past field trips, take photos,
- What is a "flipped classroom"? T= __/5 marks (Print and hand in.)
- Why is your teacher David using the "Flipped Classroom" approach? C= __/5 marks (Print and hand in.)
- As a class, plan our visit to a local public school.
a) What environmental science and Indigenous studies themes will we teach?
b)Which songs will we sing and lead in a singsong to these grade 3 and 4 students?
"My Paddle is Keen and Bright Flashing with silver" and/or "Just a Boy and a Girl in a little canoe when the moon is shining all around." c)Will we bring items to show and talk about such as sweetgrass, moccasins, snowshoes, mini canoe, plants, photos of animals, talk about Colin Harris and the importance of getting outside. Refer to Colin's TakeMeOutside Movement, his @TakeMeOutside Twitter feed and Children & Nature Network (C&NN) and their ChildrenNature Twitter feed d) List the students from our class who will do the speaking, demonstrations, bristol board, video and/or visual presentation? e) When are the two (2) dates that we are making our presentations? f) How is our class travelling to this public school? A= __/20 marks
- Team Bree-Anna and the Weeping Ducks
Topic:environmental science topic
Team members: Yaritza, Rebecca B., JD, Greig, Shanda, Tyson, Rebecca J., Ryan, Bree-Anna, Caitlin
- Team Jasmine and the Eagle Feathers
Team members: Colin, Kim, Jasmine, Katelynn, Keanna, Talon, Anojan, Taylor, Ravi
- Show your Brampton library card and the progress of your two (2) Culminating Units. CU= __/20 marks
- With a partner read the rules, research, find a name of a person and nominate them for the Top 25 Environmentalists Under age 25 Award. Fill out the nomination form, show David and submit. A= __/20 marks
- Create two (2) Twitter lists. You created a Twitter account in Unit 2.
a) one Twitter List for your Environmental Science (SVN3M) topic.
b) one Twitter List for your Issues of Indigenous Peoples (NDW4M) CU
You should add at least five (5) people and/or organizations who are using your hashtag about your topic.
Send David an Engrade message along with your Twitter handle so that he can mark your two (2)lists.
- Finish any incomplete assignments from Unit 1, Unit 2, Unit 3 and Unit 4.
- What is Envirothon? T = __/2 marks
- Watch this video about Envirothon. How could students become involved? Explain. C = __/2 marks
- What is Canada’s Next Green Journalist? T = __/2 marks
- How could these handbooks help a student interested in journalism? A = __/6 marks
Lunch 10:55 a.m. to 11:55 a.m.
- 11:55 a.m. sharp meet in Rob's room 4. This is a school field trip, so there is no smoking in the taxi nor outside the pool recreation centre. See David for your taxi group. Board taxis to the swimming pool.
- Swim test and canoe over canoe rescue instruction. View canoeing photos and videos from our lesson plan.
- 3:00 pm Dismissal from school.