The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

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A2.2 create a dance composition inspired by a source (e.g., develop dance phrases suggested by … The Great Kapok Tree by Lynne Cherry and use them as the basis for a longer composition) B. Reflecting, Responding, and Analysing B2. Dance and Society B2.3 identify and describe different types of dance represented in a particular culture, and describe their purposes (e.g., the characteristics of rain dances in ancient Egypt and their relationship to environmental factors, agricultural practices, and religious beliefs) Teacher prompt: “What are some environmental issues in the world today? Which of these issues could you comment on in a dance? How might your dance be enhanced if you studied how dances from other cultures addressed environmental issues?” C. Foundations C2. Contexts and Influences C2.2 identify and describe ways in which dance is or can be used to reflect or comment on social questions in the local and/or global community (e.g., research and report on … how companies such as CityDance Ensemble, TRIP Dance Theater, and ODC Dance use dance to comment on environmental issues) Dance, Grade 12, University/College Preparation, ATC4M A. Creating, Presenting, and Performing A1. The Creative Process A1.1 use the elements of dance to create and perform abstract dance phrases inspired by a theme of personal significance (e.g., a theme suggested by an environmental or social issue or by a composition of a favourite dance group) C. Foundations C2. Contexts and Influences C2.2 describe the influence of global artistic, social, and political events or issues (e.g., globalization, the environment, poverty, HIV/AIDS, war, political repression, refugees) on the current Canadian arts scene, including but not limited to the dance scene Teacher prompt: “How have Canadian choreographers used dance to raise public awareness of an important social or environmental issue?” C3. Responsible Practices C3.3 model safe and ethical practices in dance activities in both classroom and performance settings (e.g., … use environmentally friendly materials and processes in dance productions; …) 14 Environmental Education, Grades 9−12: Scope and Sequence of Expectations, 2011
Teacher prompts: … “What procedures should we follow when preparing the costumes, sets, and performance venue to ensure the environmentally responsible use of materials and energy?” … Dance, Grade 12, Workplace Preparation, ATC4E A. Creating, Presenting, and Performing A1. The Creative Process A1.2 create and perform movement phrases that use the elements of dance to express physical or emotional states (e.g., body movements and accents that reflect the emotions evoked by a piece of music or a natural or urban landscape; …) A2. Choreography and Composition A2.3 identify and use a variety of compositional approaches to communicate ideas and feelings through dance (e.g., use structured improvisation and a combination of elements to develop a short piece about an environmental concern; …) A4. Performance A4.2 choreograph and perform dances to meet the needs of a specific community audience or event (e.g., a retirement home “social”, an environmental awareness event, a cyberbullying awareness session) C. Foundations C2. Contexts and Influences C2.2 describe the influence of some global issues on dance (e.g., … the focus on issues such as racism, violence, the environment as themes for choreographers) Drama, Grade 11, University/College Preparation, ADA3M A. Creating and Presenting A1. The Creative Process A1.2 select and use appropriate drama forms to present a variety of adapted or original drama works (e.g., … use puppetry to adapt a children’s book on a social or environmental theme, such as The Lorax [Seuss] or The Great Kapok Tree [Cherry], for a dramatic presentation) The Arts 15
Page 1: R e s o u r c e G u i d e The Ontar
Page 5 and 6: PREFACE This resource guide superse
Page 7 and 8: Expectations are cited in the way i
Page 9 and 10: C2.3 identify some shared character
Page 11 and 12: C3. Responsible Practices C3.1 iden
Page 13 and 14: B3. Skills and Personal Growth B3.1
Page 15: A3.3 demonstrate an understanding o
Page 19 and 20: Drama, Grade 12, University/College
Page 21 and 22: Media Arts, Grade 11, University/Co
Page 23 and 24: A3. Using Technologies, Tools, and
Page 25 and 26: Music, Grade 12, Workplace Preparat
Page 27 and 28: C. Foundations C1. Terminology C1.1
Page 29 and 30: BUSINESS STUDIES, GRADES 9 AND 10 (
Page 31 and 32: Ideas and Opportunities for New Ven
Page 33 and 34: Information and Communication Techn
Page 35 and 36: International Business Essentials,
Page 37 and 38: Trends in Retail and Service Market
Page 39 and 40: Global Connections • describe how
Page 41 and 42: - conduct an inquiry, using a varie
Page 43 and 44: Purposeful Citizenship • demonstr
Page 45 and 46: - differentiate between consumer wa
Page 47 and 48: The Americas: Geographic Patterns a
Page 49 and 50: Geographics: The Geographerʼs Tool
Page 51 and 52: - identify current global sustainab
Page 53 and 54: Geomatics: Geotechnologies in Actio
Page 55 and 56: • describe the process of environ
Page 57 and 58: Change and Continuity - analyse key
Page 59 and 60: or James Bay hydroelectric project,
Page 61 and 62: - analyse the impact of Western col
Page 63 and 64: LAW Understanding Canadian Law, Gra
Page 65 and 66: Canadian and World Politics, Grade
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COMPUTER STUDIES, GRADES 10 TO 12 (
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Computer Science, Grade 12, Univers
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English, Grade 10, Applied (ENG2P)
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ENGLISH AS A SECOND LANGUAGE AND EN
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English Literacy Development, ELD L
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FRENCH AS A SECOND LANGUAGE - CORE,
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Designing Your Future, Grade 11, Op
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HEALTH AND PHYSICAL EDUCATION, GRAD
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- analyse the impact of public heal
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Note: The example of David Suzuki i
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Note: The example illustrates how t
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NATIVE LANGUAGES, GRADES 9 AND 10 (
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NATIVE STUDIES, GRADES 9 AND 10 (19
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Current Aboriginal Issues in Canada
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English: Contemporary Aboriginal Vo
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Aboriginal Governance: Emerging Dir
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SCIENCE, GRADES 9 AND 10 (2008) AND
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amount of carbon dioxide in the atm
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E1.3 produce a plan of action to re
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B3.2 describe the interdependence o
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Science, Grade 10, Academic (SNC2D)
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evolution; the severity of cyclones
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preparation, plumbing, custodial se
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BIOLOGY Biology, Grade 11, Universi
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Sample issue: The agricultural sect
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F. Plants in the Natural Environmen
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Sample issue: Modern biotechnologie
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B. Matter, Chemical Trends, and Che
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Sample questions: What pollutants m
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B1.2 propose a personal course of a
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Sample questions: What health and s
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E. Chemical Calculations E1. Relati
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inspecting and cleaning up hazardou
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ENVIRONMENTAL SCIENCE Environmental
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C. Human Health and the Environment
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of monoculture, both on farms and i
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E2.2 plan and conduct an inquiry in
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Environmental Science, Grade 11, Wo
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Sample questions: What impact did t
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D2.3 use a research or inquiry proc
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E3.5 explain the importance of biod
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C1.2 evaluate the impact on society
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forest fires, and on changes in wea
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C1.2 evaluate, on the basis of rese
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diseases (e.g., cardiovascular dise
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E. Electricity at Home and Work E1.
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Individual and Family Living, Grade
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Personal Responsibilities - identif
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Personal and Social Responsibilitie
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Challenge and Change in Society, Gr
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World Religions: Beliefs and Daily
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C2.3 describe economic, ecological,
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A2.1 describe environmental factors
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Health Care, Grade 10, Open (TPJ2O)
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A2. Design Fundamentals A2.2 identi
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Transportation Technology, Grade 10
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C1.1 analyse the environmental cost
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C1.2 outline and apply strategies t
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environmental technician, project m
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D1.4 outline strategies to reduce,
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A1.1 distinguish between different
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ecycling, reusing, composting, grow
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C. Technology, the Environment, and
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A3.3 evaluate the appropriateness a
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D3. Career Opportunities D3.3 inves
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naturalized landscaping, global flo
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C1.2 identify safe methods for the
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HOSPITALITY AND TOURISM Hospitality
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C1.2 analyse how tourism has affect
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C2.3 describe recent trends in the
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C1.2 assess and compare energy sour
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sustainability/stewardship, ergonom
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B3. Making and Testing Models and P
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C1.1 identify and analyse environme
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D1.2 adhere to personal and environ
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improved production methods, automo
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10-303 ISBN 978-1-4435-5513-5 (PDF)
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The Ontario Curriculum, Grades 9-12 - MinistÃ¨re de l'Ã©ducation ...

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