Idea Generation | Centre for Entrepreneurship Education and Development

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Idea Generation | Centre for Entrepreneurship Education and Development by Mind Map: Idea Generation | Centre for Entrepreneurship Education and Development

1. Introduction to Entrepreneurship

1.1. 4

1.1.1. ELA 4

1.1.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

1.1.1.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.

1.1.1.1.2. Explain personal opinions and respond to questions of others.

1.1.1.1.3. Consider others’ responses and offer opinions supported by one or two reasons.

1.1.1.1.4. Clarify opinions by responding to the questions and ideas/opinions of others.

1.1.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

1.1.1.2.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.

1.1.1.2.2. Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.

1.1.1.2.3. Use language showing a growing awareness of audiences and situations.

1.1.2. Info Tech 4

1.1.2.1. 3: Communication Students will use digital tools to communicate and work collaboratively, including at a distance, to support individual learning and to contribute to the learning of others.

1.1.2.1.1. With teacher selected digital tools and support, communicate ideas and information using a variety of media and formats.

1.1.2.1.2. Independently communicate and collaborate electronically with others inside and outside the classroom in teacher selected digital environments.

1.1.2.2. 4: Productivity and Innovation Students will use digital tools to plan, create, and publish their work both individually and collaboratively.

1.1.2.2.1. Accomplish curriculum-based tasks by using teacher selected digital tools.

1.1.2.2.2. With assistance, collaboratively accomplish curriculum-based tasks by using teacher selected and using digital tools.

1.1.2.2.3. Use a range of media.

1.1.2.2.4. Apply existing knowledge to generate new ideas, products, or processes.

1.1.3. Social Studies 4

1.1.3.1. 1 Students will examine the concept of exploration.

1.1.3.1.1. ● Share and discuss personal experiences of exploration.

1.1.3.1.2. ● Categorize a range of personal experiences in relation to exploration.

1.1.3.1.3. ● Investigate explorers within the local community.

1.1.3.1.4. ● Reflect upon why we explore.

1.1.3.1.5. ● Reflect upon how we explore.

1.1.3.2. 4 Students will examine the relationship between humans and the physical environment.

1.1.3.2.1. Gather information on how humans interact with the physical environment (with a focus on Canadian Aboriginal perspective

1.1.3.2.2. Question the impact that humans have on the environment.

1.1.3.2.3. Explore how the physical environment impacts where people live and how they live.

1.2. 5

1.2.1. ELA 5

1.2.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

1.2.1.1.1. Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.

1.2.1.1.2. Respond personally and critically to clarify information.

1.2.1.1.3. Identify the main idea and key and supporting details and identify conclusions.

1.2.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

1.2.1.2.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.

1.2.1.2.2. Use language selectively considering the needs and expectations of audience and situations.

1.2.2. Info Tech 5

1.2.2.1. 3: Communication Students will use digital tools to communicate and work collaboratively, including at a distance, to support individual learning and to contribute to the learning of others.

1.2.2.1.1. With teacher selected digital tools and support, communicate ideas and information using a variety of media and formats.

1.2.2.1.2. Independently communicate and collaborate electronically with others inside and outside the classroom in teacher selected digital environments.

1.2.2.2. 4: Productivity and Innovation Students will use digital tools to plan, create, and publish their work both individually and collaboratively.

1.2.2.2.1. Individually and collaboratively accomplish curriculum-based tasks with support by selecting and using digital tools.

1.2.2.2.2. Use a range of media and digital tools.

1.2.2.2.3. Apply existing knowledge to generate new ideas, products, or processes.

1.2.3. Social Studies 5

1.2.3.1. Students will develop an understanding of how we learn about the past with a focus on Acadians, African Nova Scotians, Gaels, Mi’kmaq and additional cultures.

1.2.3.1.1. ● Communicate understandings about primary source artefacts (origin, materials made from, possible uses, and who used them).

1.2.3.1.2. ● Discuss why we learn about the past.

1.2.3.1.3. ● Investigate the role of oral storytellers, Elders, archaeologists and historians to help us learn about the past.

1.2.3.1.4. ● Reflect on differences between the present and the past.

1.3. 6

1.3.1. ELA 6

1.3.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

1.3.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.

1.3.1.1.2. Respond personally and critically to clarify information.

1.3.1.1.3. Identify main ideas including key and supporting details and identify conclusions with supporting evidence.

1.3.1.1.4. Clarify opinions by responding to the questions and opinions/ideas of others by providing a variety of reasons to support thinking.

1.3.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

1.3.1.2.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.

1.3.1.2.2. Use language consciously considering the needs and expectations of the audience and situations.

1.3.2. Info Tech 6

1.3.2.1. 3: Communication Students will use digital tools to communicate and work collaboratively, including at a distance, to support individual learning and to contribute to the learning of others.

1.3.2.1.1. Independently communicate ideas and information using teacher or student selected digital tools.

1.3.2.1.2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats.

1.3.2.1.3. Independently communicate and collaborate electronically with others inside and outside the classroom.

1.3.2.2. 4: Productivity and Innovation Students will use digital tools to plan, create, and publish their work both individually and collaboratively.

1.3.2.2.1. Accomplish curriculum-based tasks by independently selecting and using digital tools individually and collaboratively.

1.3.2.2.2. Use a range of media and digital tools.

1.3.2.2.3. Apply existing knowledge to generate new ideas, products, or processes.

1.3.3. Social Studies 6

1.3.3.1. Students will explore the concept of culture and demonstrate an understanding of its role in their lives, inclusive of Acadians, African Nova Scotians, Gaels, Mi’kmaq, and additional cultures.

1.3.3.1.1. ● Classify elements of culture as material or non-material.

1.3.3.1.2. ● Explore the role of culture in their own lives.

1.3.3.1.3. ● Identify factors that shape culture.

1.3.3.1.4. ● Investigate how culture is passed on from generation to generation.

1.3.3.2. Students will compare the use of resources and sustainability practices between Canada and a selected country.

1.3.3.2.1. Explore sustainability practices in Canada, inclusive of Aboriginal perspectives.

1.3.3.2.2. Recognize similarities and differences in sustainability practices between Canada and another country. (CZ, Com, CI, CT, TF)

1.3.3.2.3. Identify and explain reasons for different perspectives on the use of resources and sustainability practices.

1.3.3.3. Students will take age-appropriate actions to demonstrate an understanding of responsibilities as global citizens.

1.3.3.3.1. Examine the importance of the rights and responsibilities of being an active global citizen

1.3.3.3.2. Examine various perspectives to support a position on a local/national/international issue.

1.3.3.3.3. Plan and take age-appropriate actions to address local/national/international problems or issues

1.3.4. Science 6

1.4. 7

1.4.1. Social Studies 7 (old)

1.4.1.1. Economic Empowerment

1.4.1.1.1. 7.1.1 Explore the general concept of empowerment

1.4.1.1.2. 7.2.1 Analyse how commodities that lead to economic empowerment have changed

1.4.1.1.3. 7.2.3 Analyze trends that could impact future economic empowerment

1.4.2. Social Studies 7

1.4.2.1. Learners will create responses to challenges and opportunities in present day Atlantic Canadian communities

1.4.3. Science 7

1.5. 8

1.5.1. Science 8

1.5.2. Food and Nutrition 8

1.5.3. Social Studies 8

1.5.4. ELA 8

1.6. 9

1.6.1. Citizenship 9

1.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

1.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

1.7. 10

1.7.1. Career Development 10

1.7.1.1. Module 1: Personal Development

1.7.1.1.1. 1.2 develop effective communication and teamwork skills

1.7.1.1.2. 1.3 effectively manage personal relationships and conflicts

1.7.1.2. Module 5: Life Work Portfolio

1.7.1.2.1. 5.2include items that illustrate their interests and abilities

1.7.1.2.2. 5.3 reflect on their work to articulate a career plan

1.8. 11

1.8.1. Career Development 11

1.8.1.1. Module 1: Career Awareness ?

1.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

1.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

1.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

1.8.1.2. Module 2: Work Cultures

1.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

1.8.1.3. Module 4: LifeWork Portfolio

1.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

1.9. 12

1.9.1. Entrepreneurship 12

1.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

1.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

1.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

1.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

1.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

1.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

1.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

1.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

1.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

2. Brainstorm

2.1. 4

2.1.1. Social Studies 4

2.1.1.1. 1: Students will examine the concept of exploration

2.1.1.1.1. * Share & discuss personal experiences of exploration.

2.1.1.2. 3: Students will examine the impact of exploration.

2.1.1.2.1. * Recognise that exploration leads to change in peoples' views and attitudes.

2.1.2. ELA 4

2.1.2.1. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

2.1.2.1.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.

2.1.2.1.2. Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.

2.1.2.2. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

2.1.2.2.1. Explore various forms/genres of writing to develop imagination.

2.1.2.2.2. Experiment by using descriptive language and word choice to enhance meaning with support.

2.1.3. Science 4

2.1.4. Info Tech 4

2.2. 5

2.2.1. ELA 5

2.2.1.1. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

2.2.1.1.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.

2.2.1.1.2. Make language choices that affirm sensitivity and respect the ideas and experiences of others.

2.2.1.2. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

2.2.1.2.1. Use various forms/genres of writing to develop imagination with growing independence.

2.2.1.2.2. Experiment by using descriptive language and word choice to enhance meaning with growing independence.

2.3. 6

2.3.1. ELA 6

2.3.1.1. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

2.3.1.1.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.

2.3.1.1.2. Make mindful language choices that affirm sensitivity and respect to the ideas and experiences of others.

2.3.1.2. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

2.3.1.2.1. Use various forms/genres of writing to develop imagination with increasing independence.

2.3.1.2.2. Experiment by using descriptive language and word choice to enhance meaning, with increasing independence.

2.3.2. Science 6

2.3.2.1. 2. Students will explain how renewable and non-renewable electricity is generated and its local and global environmental impacts.

2.3.2.1.1. Explore different sources of renewable energy that can be transferred to produce electrical energy.

2.3.2.1.2. Explore different sources of non renewable energy that can be transferred to produce electrical energy.

2.3.2.1.3. Investigate actions that lead to reducing electrical energy consumption in the lead to reducing electrical energy consumption in the environment

2.3.2.2. 3. Students will investigate the characteristics that influence flight.

2.3.2.2.1. Design, build, and experiment with flying devices.

2.3.2.2.2. Explore connections between the characteristics of flight designs and living things.

2.3.2.2.3. Investigate drag, lift, thrust, and propulsion.

2.3.2.2.4. Collaborate with others to improve upon model plane designs.

2.4. 7

2.4.1. Social Studies 7

2.4.1.1. Economic Empowerment

2.4.1.1.1. 7.1.1 Explore the general concept of empowerment

2.4.1.1.2. 7.2.1 Analyse how commodities that lead to economic empowerment have changed

2.4.1.1.3. 7.2.3 Analyze trends that could impact future economic empowerment

2.4.2. Social Studies 7

2.4.2.1. Learners will create responses to challenges and opportunities in present day Atlantic Canadian communities

2.4.2.1.1. ▪ Investigate how changing demographics create challenges and opportunities in Atlantic Canadian communities

2.4.2.1.2. ▪ Analyse challenges and opportunities in Atlantic Canadian sectors of industry

2.4.2.1.3. ▪ Analyse human factors that impact environmental sustainability in local ecosystems

2.4.2.1.4. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities

2.4.3. Science 7

2.4.3.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk

2.4.3.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health

2.4.3.1.2. ▪ Analyse choices about resource management and sustainability (CZ/COM/CI/CT)

2.4.3.1.3. ▪ Investigate energy input and matter recycling in an ecosystem (COM/CT)

2.4.3.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective (COM/CZ/CT)

2.4.3.1.5. ▪ Investigate biological indicators of environmental health

2.4.3.2. Learners will implement an environmental stewardship plan

2.4.3.2.1. Formulate a plan to mitigate environmental harm in relation to the concept of Netukulimk

2.4.3.2.2. Investigate community initiatives that seek to improve environmental health

2.4.3.2.3. Select strategies for conservation and sustainability

2.4.4. ELA 7

2.4.4.1. Learners will create oral, written, and visual communication forms for a range of audiences and purposes

2.4.4.1.1. Implement a process for developing ideas.

2.5. 8

2.5.1. Social Studies 8 old

2.5.1.1. Unit 3: Decades of Change

2.5.1.1.1. Analyse the impact of changing technology and socioeconomic conditions (during a chosen decade of 1900s)

2.5.2. Science 8

2.5.3. Food and Nutrition 8

2.5.3.1. Learners will create food products for various audiences and purposes

2.5.4. ELA 8

2.5.4.1. Learners will implement speaking, listening, reading, and writing strategies for effective communication in relation to audience and purpose

2.5.5. Social Studies 8

2.5.5.1. Learners will implement an advocacy action in response to an issue

2.6. 9

2.6.1. Citizenship 9

2.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

2.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

2.7. 10

2.7.1. Math 10

2.7.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.

2.7.2. Career Development 10

2.7.2.1. Module 1: Personal Development

2.7.2.1.1. 1.2 develop effective communication and teamwork skills

2.7.2.1.2. 1.3 effectively manage personal relationships and conflicts

2.7.2.2. Module 5: Life Work Portfolio

2.7.2.2.1. 5.2include items that illustrate their interests and abilities

2.7.2.2.2. 5.3 reflect on their work to articulate a career plan

2.8. 11

2.8.1. Career Development 11

2.8.1.1. Module 1: Career Awareness ?

2.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

2.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

2.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

2.8.1.2. Module 2: Work Cultures

2.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

2.8.1.3. Module 4: LifeWork Portfolio

2.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

2.9. 12

2.9.1. Entrepreneurship 12

2.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

2.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

2.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

2.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

2.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

2.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

2.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

2.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

2.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

3. Ideation to create product/service

3.1. 4

3.1.1. ELA 4

3.1.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

3.1.1.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.

3.1.1.1.2. Respond personally and critically to clarify information.

3.1.1.1.3. Identify the main idea when directly stated and identify a number of key and supporting details.

3.1.1.1.4. Explain personal opinions and respond to questions of others.

3.1.1.1.5. Consider others’ responses and offer opinions supported by one or two reasons.

3.1.1.1.6. Clarify opinions by responding to the questions and ideas/opinions of others.

3.1.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

3.1.1.2.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.

3.1.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

3.1.1.3.1. Begin to experiment with author’s craft by incorporating elements in writing.

3.1.1.3.2. Collaborate with peers, considering peers’ ideas and suggestions to craft writing.

3.1.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

3.1.1.4.1. Explore various forms/genres of writing to develop imagination.

3.1.1.4.2. Consider the audience(s) for specific pieces of writing.

3.1.1.4.3. Experiment by using descriptive language and word choice to enhance meaning with support.

3.1.2. Social Studies 4

3.1.2.1. 1: Students will examine the concept of exploration

3.1.2.1.1. * Share & discuss personal experiences of exploration.

3.1.2.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, and Mi'kmaq and additional culture of land, ocean, space and ideas.

3.1.2.2.1. * Compare different types of explorations. * Investigate the motivations for various explorers. * Infer the risks & challenges faced by explorers. * Examine the relationship between exploration and innovation.

3.1.2.3. 3: Students will examine the impact of exploration.

3.1.2.3.1. * Explore the consequences of exploration (e.g, communities and ideas in this case) on people and physical environments. * Recognise that exploration leads to change in peoples' views and attitudes.

3.1.2.4. 4: Student will examine the relationship between humans and the physical environment.

3.1.2.4.1. * Explore how the physical environment impacts where people live and how they live.

3.2. 5

3.2.1. ELA 5

3.2.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

3.2.1.1.1. Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.

3.2.1.1.2. Respond personally and critically to clarify information.

3.2.1.1.3. Identify the main idea and key and supporting details and identify conclusions.

3.2.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

3.2.1.2.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.

3.2.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

3.2.1.3.1. Collaborate with peers, selecting ideas, and suggestions to craft writing.

3.2.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

3.2.1.4.1. Use various forms/genres of writing to develop imagination with growing independence.

3.2.1.4.2. Identify the audience(s) for specific pieces of writing.

3.2.1.4.3. Experiment by using descriptive language and word choice to enhance meaning with growing independence.

3.3. 6

3.3.1. ELA 6

3.3.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

3.3.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.

3.3.1.1.2. Respond personally and critically to clarify information.

3.3.1.1.3. Identify main ideas including key and supporting details and identify conclusions with supporting evidence.

3.3.1.1.4. Clarify opinions by responding to the questions and opinions/ideas of others by providing a variety of reasons to support thinking.

3.3.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

3.3.1.2.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.

3.3.1.2.2. Use language consciously considering the needs and expectations of the audience and situations.

3.3.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

3.3.1.3.1. Collaborate with peers, evaluating and selecting ideas and suggestions to craft writing.

3.3.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

3.3.1.4.1. Use various forms/genres of writing to develop imagination with increasing independence.

3.3.1.4.2. Choose the audience(s) for specific pieces of writing.

3.3.1.4.3. Experiment by using descriptive language and word choice to enhance meaning, with increasing independence.

3.3.2. Science 6

3.3.2.1. 2. Students will explain how renewable and non-renewable electricity is generated and its local and global environmental impacts.

3.3.2.1.1. Explore different sources of renewable energy that can be transferred to produce electrical energy.

3.3.2.1.2. Explore different sources of non renewable energy that can be transferred to produce electrical energy.

3.3.2.1.3. Investigate actions that lead to reducing electrical energy consumption in the lead to reducing electrical energy consumption in the environment

3.3.2.2. 3. Students will investigate the characteristics that influence flight.

3.3.2.2.1. Design, build, and experiment with flying devices.

3.3.2.2.2. Explore connections between the characteristics of flight designs and living things.

3.3.2.2.3. Investigate drag, lift, thrust, and propulsion.

3.3.2.2.4. Collaborate with others to improve upon model plane designs.

3.4. 7

3.4.1. Social Studies 7

3.4.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canadian communities

3.4.1.1.1. ▪ Investigate how changing demographics create challenges and opportunities in Atlantic Canadian communities

3.4.1.1.2. ▪ Analyse challenges and opportunities in Atlantic Canadian sectors of industry

3.4.1.1.3. ▪ Analyse human factors that impact environmental sustainability in local ecosystems

3.4.1.1.4. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities

3.4.2. Science 7

3.4.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk

3.4.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health

3.4.2.1.2. ▪ Analyse choices about resource management and sustainability (CZ/COM/CI/CT)

3.4.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem (COM/CT)

3.4.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective (COM/CZ/CT)

3.4.2.1.5. ▪ Investigate biological indicators of environmental health

3.4.2.2. Learners will implement an environmental stewardship plan

3.4.2.2.1. Formulate a plan to mitigate environmental harm in relation to the concept of Netukulimk

3.4.2.2.2. Investigate community initiatives that seek to improve environmental health

3.4.2.2.3. Select strategies for conservation and sustainability

3.4.3. ELA 7

3.4.3.1. Learners will formulate oral and written personal and critical questions and responses, in relation to audience and purpose

3.4.3.2. Learners will construct meaning from a range of communication forms

3.5. 8

3.5.1. Social Studies 8 old

3.5.1.1. Unit 3: Decades of Change

3.5.1.1.1. Analyse the impact of changing technology and socioeconomic conditions (during a chosen decade of 1900s)

3.5.2. Science 8

3.5.2.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change

3.5.2.1.1. ▪ Investigate climate change solutions inclusive of a Mi’kmaw perspective

3.5.2.1.2. ▪ Evaluate the environmental impact of green technologies

3.5.2.1.3. ▪ Evaluate the implications of potential climate change solutions

3.5.3. Food and Nutrition 8

3.5.3.1. Learners will create food products for various audiences and purposes

3.5.4. ELA 8

3.5.4.1. Learners will construct meaning (listening, reading, and viewing comprehension) from a range of communication forms)

3.5.5. Social Studies 8

3.5.5.1. Learners will implement an advocacy action in response to an issue

3.6. 9

3.6.1. Citizenship 9

3.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

3.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

3.7. 10

3.7.1. Math 10

3.7.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.

3.7.2. Career Development 10

3.7.2.1. Module 1: Personal Development

3.7.2.1.1. 1.2 develop effective communication and teamwork skills

3.7.2.1.2. 1.3 effectively manage personal relationships and conflicts

3.7.2.2. Module 5: Life Work Portfolio

3.7.2.2.1. 5.2include items that illustrate their interests and abilities

3.7.2.2.2. 5.3 reflect on their work to articulate a career plan

3.8. 11

3.8.1. Career Development 11

3.8.1.1. Module 1: Career Awareness ?

3.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

3.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

3.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

3.8.1.2. Module 2: Work Cultures

3.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

3.8.1.3. Module 4: LifeWork Portfolio

3.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

3.9. 12

3.9.1. Entrepreneurship 12

3.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

3.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

3.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

3.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

3.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

3.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

3.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

3.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

3.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

4. Create Pitch

4.1. 4

4.1.1. ELA 4

4.1.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

4.1.1.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.

4.1.1.1.2. Respond personally and critically to clarify information.

4.1.1.1.3. Identify the main idea when directly stated and identify a number of key and supporting details.

4.1.1.1.4. Explain personal opinions and respond to questions of others.

4.1.1.1.5. Consider others’ responses and offer opinions supported by one or two reasons.

4.1.1.1.6. Clarify opinions by responding to the questions and ideas/opinions of others.

4.1.1.1.7. Use complex sentences that/use grade-appropriate vocabulary with some detail.

4.1.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

4.1.1.2.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.

4.1.1.2.2. Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.

4.1.1.2.3. Use language showing a growing awareness of audiences and situations.

4.1.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

4.1.1.3.1. Begin to experiment with author’s craft by incorporating elements in writing.

4.1.1.3.2. Collaborate with peers, considering peers’ ideas and suggestions to craft writing.

4.1.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

4.1.1.4.1. Explore various forms/genres of writing to develop imagination.

4.1.1.4.2. Experiment with the purpose(s) of specific pieces of writing.

4.1.1.4.3. Consider the audience(s) for specific pieces of writing.

4.1.1.4.4. Experiment by using descriptive language and word choice to enhance meaning with support.

4.1.1.4.5. Propose questions to clarify thoughts, ideas, and feelings.

4.1.1.5. 8: Writing Students will be expected to create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.

4.1.1.5.1. Experiment by using types of writing that are appropriate to specific purposes and audiences with support.

4.1.1.5.2. Include information and details that are relevant and purposeful for an intended audience with support.

4.1.1.5.3. Use print and digital graphic organizers to plan writing.

4.1.2. Social Studies 4

4.1.2.1. 1: Students will examine the concept of exploration.

4.1.2.1.1. * Categorise a range of personal experiences in relation to exploration. * Reflect upon why we explore. * Reflect upon how we explore.

4.1.2.2. 2: Students will examine the stories of various explorers, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures, of land, ocean, space and ideas.

4.1.2.2.1. * Compare different types of explorations. * Investigate the motivations for various explorers.

4.1.2.3. 3: Students will examine the impact of exploration.

4.1.2.3.1. * Explore the consequences of exploration on people and physical environments. * Recognise that exploration leads to change in peoples' views and attitudes.

4.1.2.4. 4: Students will examine the relationship between humans and the physical environment.

4.1.2.4.1. * Gather information on how humans interact with the physical environment. * Explore how the physical environment impacts where people live and how they live.

4.2. 5

4.2.1. ELA 5

4.2.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

4.2.1.1.1. Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.

4.2.1.1.2. Respond personally and critically to clarify information.

4.2.1.1.3. Identify the main idea and key and supporting details and identify conclusions.

4.2.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

4.2.1.2.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.

4.2.1.2.2. Continue to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience and purpose.

4.2.1.2.3. Make language choices that affirm sensitivity and respect the ideas and experiences of others.

4.2.1.2.4. Use language selectively considering the needs and expectations of audience and situations.

4.2.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

4.2.1.3.1. Continue to experiment with author’s craft by incorporating elements in writing.

4.2.1.3.2. Collaborate with peers, selecting ideas, and suggestions to craft writing.

4.2.1.3.3. Reflect on writing using exemplars to self-evaluate growing independence.

4.2.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

4.2.1.4.1. Use various forms/genres of writing to develop imagination with growing independence.

4.2.1.4.2. Examine the purpose(s) of specific pieces of writing.

4.2.1.4.3. Identify the audience(s) for specific pieces of writing.

4.2.1.4.4. Experiment by using descriptive language and word choice to enhance meaning with growing independence.

4.2.1.4.5. Choose questions to clarify thoughts, ideas, and feelings.

4.2.1.5. 8: Writing Students will be expected to create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.

4.2.1.5.1. Experiment by using types of writing that are appropriate to specific purposes and audiences, with growing independence. (Types of Writing)

4.2.1.5.2. Include information and details that are relevant and purposeful for an intended audience, with growing independence.

4.2.1.5.3. Use print and digital graphic organizers to write.

4.3. 6

4.3.1. ELA 6

4.3.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

4.3.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.

4.3.1.1.2. Respond personally and critically to clarify information.

4.3.1.1.3. Clarify opinions by responding to the questions and opinions/ideas of others by providing a variety of reasons to support thinking.

4.3.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

4.3.1.2.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.

4.3.1.2.2. Make mindful language choices that affirm sensitivity and respect to the ideas and experiences of others.

4.3.1.2.3. Use language consciously considering the needs and expectations of the audience and situations.

4.3.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

4.3.1.3.1. Experiment with author’s craft by incorporating elements in writing with increasing independence.

4.3.1.3.2. Collaborate with peers, evaluating and selecting ideas and suggestions to craft writing.

4.3.1.4. 7: Writing and Other Ways of Representing. Students will be expected to use writing and other representations to explore, clarify and reflect upon thoughts and experiences.

4.3.1.4.1. Use various forms/genres of writing to develop imagination with increasing independence.

4.3.1.4.2. Develop the purpose(s) of specific pieces of writing.

4.3.1.4.3. Choose the audience(s) for specific pieces of writing.

4.3.1.4.4. Experiment by using descriptive language and word choice to enhance meaning, with increasing independence.

4.3.1.4.5. Refine questions to clarify thoughts, ideas, and feelings.

4.3.1.5. 8: Writing Students will be expected to create text, independently and collaboratively, using a variety of types of writing for a range of audiences and purposes.

4.3.1.5.1. Use types of writing that are appropriate to specific purposes and audiences, with increasing independence.

4.3.1.5.2. Include information and specific details that are relevant and purposeful for an intended audience, with increasing independence.

4.3.1.5.3. Use print and digital graphic organizers to enhance writing.

4.3.2. Science 6

4.3.2.1. 2. Students will explain how renewable and non-renewable electricity is generated and its local and global environmental impacts.

4.3.2.1.1. Explore different sources of renewable energy that can be transferred to produce electrical energy.

4.3.2.1.2. Explore different sources of non renewable energy that can be transferred to produce electrical energy.

4.3.2.1.3. Investigate actions that lead to reducing electrical energy consumption in the lead to reducing electrical energy consumption in the environment

4.3.2.2. 3. Students will investigate the characteristics that influence flight.

4.3.2.2.1. Design, build, and experiment with flying devices.

4.3.2.2.2. Explore connections between the characteristics of flight designs and living things.

4.3.2.2.3. Investigate drag, lift, thrust, and propulsion.

4.3.2.2.4. Collaborate with others to improve upon model plane designs.

4.3.3. Social Studies 6

4.3.3.1. 4: Students will examine how traditions relate to culture in a region, inclusive of the traditions of the Acadians, ANS, Gaels, Mi'kmaq and additional cultures.

4.3.3.1.1. * Investigate to infer how cultural traditions are affected by change factors. * Explore how cultural values and beliefs are reflected and preserved through language, literature and oral tradition.

4.3.3.2. 1: Students will explore the concept of culture and demonstrate an understanding of its role in their lives, inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.

4.3.3.2.1. * Explore the role of culture in their lives. * Identify factors that shape culture.

4.3.3.3. 2: Students will analyse the importance of cross-cultural understanding inclusive of Acadians, ANS, Gaels, Mi'kmaq and additional cultures.

4.3.3.3.1. * Discuss the importance of cross-cultural understanding and the consequences of its absence. * Identify actions that are being taken to improve cross-cultural understanding and begin to explore actions that can be and are being taken at the local level.

4.3.3.4. 3: Students will compare the use of resources and sustainability practices between Canada and a selected country.

4.3.3.4.1. * Identify and explain reasons for different perspectives on the use of resources and sustainability practices.

4.4. 7

4.4.1. Social Studies 7

4.4.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canadian communities

4.4.1.1.1. ▪ Investigate how changing demographics create challenges and opportunities in Atlantic Canadian communities

4.4.1.1.2. ▪ Analyse challenges and opportunities in Atlantic Canadian sectors of industry

4.4.1.1.3. ▪ Analyse human factors that impact environmental sustainability in local ecosystems

4.4.1.1.4. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities

4.4.2. Science 7

4.4.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk

4.4.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health

4.4.2.1.2. ▪ Analyse choices about resource management and sustainability (CZ/COM/CI/CT)

4.4.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem (COM/CT)

4.4.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective (COM/CZ/CT)

4.4.2.1.5. ▪ Investigate biological indicators of environmental health

4.4.2.2. Learners will implement an environmental stewardship plan

4.4.2.2.1. Formulate a plan to mitigate environmental harm in relation to the concept of Netukulimk

4.4.2.2.2. Investigate community initiatives that seek to improve environmental health

4.4.2.2.3. Select strategies for conservation and sustainability

4.4.3. ELA 7

4.4.3.1. Learners will implement speaking, listening, reading, and writing strategies for effective communication in relation to audience and purpose

4.5. 8

4.5.1. Social Studies 8

4.5.1.1. Learners will implement an advocacy action in response to an issue

4.5.1.1.1. Analyze. Gather and select appropriate information.

4.5.2. ELA 8

4.5.2.1. Learners will formulate oral and written personal and critical questions and responses, in relation to audience and purpose.

4.5.2.2. Learners will implement speaking, listening, reading, and writing strategies for effective communication in relation to audience and purpose

4.6. 9

4.6.1. Citizenship 9

4.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

4.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

4.7. 10

4.7.1. Math 10

4.7.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.

4.7.2. Career Development 10

4.7.2.1. Module 1: Personal Development

4.7.2.1.1. 1.2 develop effective communication and teamwork skills

4.7.2.1.2. 1.3 effectively manage personal relationships and conflicts

4.7.2.2. Module 5: Life Work Portfolio

4.7.2.2.1. 5.2include items that illustrate their interests and abilities

4.7.2.2.2. 5.3 reflect on their work to articulate a career plan

4.8. 11

4.8.1. Career Development 11

4.8.1.1. Module 1: Career Awareness ?

4.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

4.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

4.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

4.8.1.2. Module 2: Work Cultures

4.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

4.8.1.3. Module 4: LifeWork Portfolio

4.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

4.9. 12

4.9.1. Entrepreneurship 12

5. Share pitch

5.1. 4

5.1.1. Social Studies 4

5.1.1.1. 1: Students will examine the concept of exploration.

5.1.1.1.1. * Share and discuss personal experiences of exploration.

5.1.2. ELA 4

5.1.2.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

5.1.2.1.1. Actively listen in a variety of collaborative learning experiences showing an awareness of when to listen and when to speak.

5.1.2.1.2. Explain personal opinions and respond to questions of others.

5.1.2.1.3. Use complex sentences that/use grade-appropriate vocabulary with some detail.

5.1.2.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

5.1.2.2.1. Converse and collaborate in a variety of situations with growing sensitivity and respect, considering cultural contexts, audience, and purpose.

5.1.2.2.2. Begin to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience, and purpose.

5.1.2.2.3. Continue to make language choices that affirm sensitivity and respect to the ideas and experiences of others.

5.1.2.2.4. Use language showing a growing awareness of audiences and situations.

5.1.2.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

5.1.2.3.1. Begin to experiment with author’s craft by incorporating elements in writing.

5.1.2.3.2. Collaborate with peers, considering peers’ ideas and suggestions to craft writing.

5.2. 5

5.2.1. ELA 5

5.2.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

5.2.1.1.1. Critically listen to the ideas and perspectives of others in a variety of collaborative learning experiences showing growing control of when to listen and when to speak.

5.2.1.1.2. Identify the main idea and key and supporting details and identify conclusions.

5.2.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

5.2.1.2.1. Converse and collaborate in a variety of situations with increasing sensitivity and respect, considering cultural contexts, audience, and purpose.

5.2.1.2.2. Continue to use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience and purpose.

5.2.1.2.3. Make language choices that affirm sensitivity and respect the ideas and experiences of others.

5.2.1.2.4. Use language selectively considering the needs and expectations of audience and situations.

5.2.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

5.2.1.3.1. Continue to experiment with author’s craft by incorporating elements in writing.

5.2.1.3.2. Collaborate with peers, selecting ideas, and suggestions to craft writing.

5.3. 6

5.3.1. ELA 6

5.3.1.1. 1 Listening and Speaking. Students will communicate effectively and clearly and respond personally and critically, respecting cultural contexts.

5.3.1.1.1. Critically listen to others’ ideas or opinions and perspectives in a variety of collaborative learning experiences, showing control of when to listen and when to speak.

5.3.1.1.2. Identify main ideas including key and supporting details and identify conclusions with supporting evidence.

5.3.1.1.3. Use intonation, expression, and tone in a range of conversations, responding to various nonverbal cues with increasing independence.

5.3.1.2. 2: Listening and Speaking Students will interact with sensitivity and respect, considering cultural contexts, audience, purpose, and situation.

5.3.1.2.1. Converse and collaborate in a variety of situations with sensitivity and respect, considering cultural contexts, audience, and purpose.

5.3.1.2.2. Intentionally use intonation, tone, and expression to communicate ideas and feelings in a variety of situations, considering audience and purpose.

5.3.1.2.3. Make mindful language choices that affirm sensitivity and respect to the ideas and experiences of others.

5.3.1.2.4. Use language consciously considering the needs and expectations of the audience and situations.

5.3.1.3. 6: Reading and Writing Connection. Students will understand the speaking, reading, and writing relationship by independently and collaboratively creating diverse texts.

5.3.1.3.1. Experiment with author’s craft by incorporating elements in writing with increasing independence.

5.3.1.3.2. Collaborate with peers, evaluating and selecting ideas and suggestions to craft writing.

5.3.2. Science 6

5.3.2.1. 2. Students will explain how renewable and non-renewable electricity is generated and its local and global environmental impacts.

5.3.2.1.1. Explore different sources of renewable energy that can be transferred to produce electrical energy.

5.3.2.1.2. Explore different sources of non renewable energy that can be transferred to produce electrical energy.

5.3.2.1.3. Investigate actions that lead to reducing electrical energy consumption in the lead to reducing electrical energy consumption in the environment

5.3.2.2. 3. Students will investigate the characteristics that influence flight.

5.3.2.2.1. Design, build, and experiment with flying devices.

5.3.2.2.2. Explore connections between the characteristics of flight designs and living things.

5.3.2.2.3. Investigate drag, lift, thrust, and propulsion.

5.3.2.2.4. Collaborate with others to improve upon model plane designs.

5.4. 7

5.4.1. Social Studies 7

5.4.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canadian communities

5.4.1.1.1. ▪ Investigate how changing demographics create challenges and opportunities in Atlantic Canadian communities

5.4.1.1.2. ▪ Analyse challenges and opportunities in Atlantic Canadian sectors of industry

5.4.1.1.3. ▪ Analyse human factors that impact environmental sustainability in local ecosystems

5.4.1.1.4. ▪ Plan responses to challenges and opportunities in Atlantic Canadian communities

5.4.2. Science 7

5.4.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk

5.4.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health

5.4.2.1.2. ▪ Analyse choices about resource management and sustainability

5.4.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem

5.4.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective

5.4.2.1.5. ▪ Investigate biological indicators of environmental health

5.4.2.2. Learners will implement an environmental stewardship plan

5.4.2.2.1. Formulate a plan to mitigate environmental harm in relation to the concept of Netukulimk

5.4.2.2.2. Investigate community initiatives that seek to improve environmental health

5.4.2.2.3. Select strategies for conservation and sustainability

5.4.3. ELA 7

5.4.3.1. Learners will implement speaking, listening, reading, and writing strategies for effective communication in relation to audience and purpose

5.5. 8

5.5.1. ELA 8

5.5.1.1. Learners will create oral, written, and visual communication forms for a range of audiences and purposes

5.6. 9

5.6.1. Citizenship 9

5.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

5.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

5.7. 10

5.7.1. Math 10

5.7.1.1. FM04 Students will be expected to explore and give a presentation on an area of interest that involves financial mathematics.

5.7.2. Career Development 10

5.7.2.1. Module 1: Personal Development

5.7.2.1.1. 1.2 develop effective communication and teamwork skills

5.7.2.1.2. 1.3 effectively manage personal relationships and conflicts

5.7.2.2. Module 5: Life Work Portfolio

5.7.2.2.1. 5.2include items that illustrate their interests and abilities

5.7.2.2.2. 5.3 reflect on their work to articulate a career plan

5.8. 11

5.8.1. Career Development 11

5.8.1.1. Module 1: Career Awareness ?

5.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

5.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

5.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

5.8.1.2. Module 2: Work Cultures

5.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

5.8.1.3. Module 4: LifeWork Portfolio

5.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

5.9. 12

5.9.1. Entrepreneurship 12

5.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

5.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

5.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

5.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

5.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

5.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

5.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

5.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

5.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

6. Reflection

6.1. 4

6.2. 5

6.3. 6

6.4. 7

6.4.1. Social Studies 7

6.4.1.1. Learners will create responses to challenges and opportunities in present day Atlantic Canadian communities

6.4.2. Science 7

6.4.2.1. Learners will analyse the interconnectiveness of living things and the environment, in relation to the concept of netukulimk

6.4.2.1.1. ▪ Analyse the impact of pollution and green technologies on environmental health

6.4.2.1.2. ▪ Analyse choices about resource management and sustainability

6.4.2.1.3. ▪ Investigate energy input and matter recycling in an ecosystem

6.4.2.1.4. ▪ Analyse the interconnectedness of biotic and abiotic components in nature, inclusive of a Mi’kmaw perspective

6.4.2.1.5. ▪ Investigate biological indicators of environmental health

6.4.2.2. Learners will implement an environmental stewardship plan

6.4.2.2.1. Formulate a plan to mitigate environmental harm in relation to the concept of Netukulimk

6.4.2.2.2. Investigate community initiatives that seek to improve environmental health

6.4.2.2.3. Select strategies for conservation and sustainability

6.4.3. ELA 7

6.4.3.1. Learners will construct meaning from a range of communication forms

6.5. 8

6.5.1. Science 8

6.5.1.1. Learners will formulate a plan to mitigate or adapt to the effects of climate change

6.5.1.1.1. ▪ Evaluate the environmental impact of green technologies

6.5.1.1.2. ▪ Evaluate the implications of potential climate change solutions

6.5.2. Social Studies 8

6.5.2.1. Learners will implement an advocacy action in response to an issue

6.5.2.1.1. Reflect on and communicate varying perspectives and alternative solutions or findings.

6.6. 9

6.6.1. Citizenship 9

6.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

6.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

6.7. 10

6.7.1. Career Development 10

6.7.1.1. Module 1: Personal Development

6.7.1.1.1. 1.2 develop effective communication and teamwork skills

6.7.1.1.2. 1.3 effectively manage personal relationships and conflicts

6.7.1.2. Module 5: Life Work Portfolio

6.7.1.2.1. 5.2include items that illustrate their interests and abilities

6.7.1.2.2. 5.3 reflect on their work to articulate a career plan

6.8. 11

6.8.1. Career Development 11

6.8.1.1. Module 1: Career Awareness ?

6.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

6.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

6.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

6.8.1.2. Module 2: Work Cultures

6.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

6.8.1.3. Module 4: LifeWork Portfolio

6.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

6.9. 12

6.9.1. Entrepreneurship 12

6.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

6.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

6.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

6.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

6.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

6.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

6.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

6.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

6.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

7. Generalization

7.1. 4

7.2. 5

7.3. 6

7.4. 7

7.5. 8

7.6. 9

7.6.1. Citizenship 9

7.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

7.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

7.7. 10

7.7.1. Career Development 10

7.7.1.1. Module 1: Personal Development

7.7.1.1.1. 1.2 develop effective communication and teamwork skills

7.7.1.1.2. 1.3 effectively manage personal relationships and conflicts

7.7.1.2. Module 5: Life Work Portfolio

7.7.1.2.1. 5.2include items that illustrate their interests and abilities

7.7.1.2.2. 5.3 reflect on their work to articulate a career plan

7.8. 11

7.8.1. Career Development 11

7.8.1.1. Module 1: Career Awareness ?

7.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

7.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

7.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

7.8.1.2. Module 2: Work Cultures

7.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

7.8.1.3. Module 4: LifeWork Portfolio

7.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

7.9. 12

7.9.1. Entrepreneurship 12

7.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

7.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

7.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

7.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

7.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

7.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

7.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

7.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

7.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

8. Application

8.1. 4

8.2. 5

8.3. 6

8.4. 7

8.5. 8

8.6. 9

8.6.1. Citizenship 9

8.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

8.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

8.7. 10

8.7.1. Career Development 10

8.7.1.1. Module 1: Personal Development

8.7.1.1.1. 1.2 develop effective communication and teamwork skills

8.7.1.1.2. 1.3 effectively manage personal relationships and conflicts

8.7.1.2. Module 5: Life Work Portfolio

8.7.1.2.1. 5.2include items that illustrate their interests and abilities

8.7.1.2.2. 5.3 reflect on their work to articulate a career plan

8.8. 11

8.8.1. Career Development 11

8.8.1.1. Module 1: Career Awareness ?

8.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

8.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

8.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

8.8.1.2. Module 2: Work Cultures

8.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

8.8.1.3. Module 4: LifeWork Portfolio

8.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

8.9. 12

8.9.1. Entrepreneurship 12

8.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

8.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

8.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

8.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

8.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

8.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

8.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

8.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

8.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

9. Evaluation

9.1. 4

9.2. 5

9.3. 6

9.4. 7

9.5. 8

9.6. 9

9.6.1. Citizenship 9

9.6.1.1. Outcome 3: Learners will evaluate personal skills, strengths, interests, and goals as a current and future citizen, as members of various groups of people, and within various community constructs.

9.6.1.1.1. Evaluate personal skills, strengths, challenges, and interests

9.7. 10

9.7.1. Career Development 10

9.7.1.1. Module 1: Personal Development

9.7.1.1.1. 1.2 develop effective communication and teamwork skills

9.7.1.1.2. 1.3 effectively manage personal relationships and conflicts

9.7.1.2. Module 5: Life Work Portfolio

9.7.1.2.1. 5.2include items that illustrate their interests and abilities

9.7.1.2.2. 5.3 reflect on their work to articulate a career plan

9.8. 11

9.8.1. Career Development 11

9.8.1.1. Module 1: Career Awareness ?

9.8.1.1.1. 1.1clarify and define their life and work goals through further analysis of self-assessment data

9.8.1.1.2. 1.2 independently develop a long-term plan by evaluating the relevance of their career and life decisions and by using additional career information

9.8.1.1.3. 1.3 apply the knowledge and skills needed to seek and obtain career-related work

9.8.1.2. Module 2: Work Cultures

9.8.1.2.1. 2.5 make decisions that reflect an understanding of workplace ethics, norms, and values (Collaboration)

9.8.1.3. Module 4: LifeWork Portfolio

9.8.1.3.1. 4.1 update and maintain a LifeWork Portfolio

9.9. 12

9.9.1. Entrepreneurship 12

9.9.1.1. Outcome 1: Learners will analyze entrepreneurial opportunities in relation to the individual, family, and various cultures and community constructs.

9.9.1.1.1. Analyze entrepreneurship as a career choice CZ/PCD/CT

9.9.1.2. Outcome 2: Learners will evaluate personal characteristics and skills as they relate to entrepreneurs or an entrepreneurial mindset.

9.9.1.2.1. Analyse personal characteristics and skills reflective of entrepreneurs and the entrepreneurial mindset CZ/COM/CT

9.9.1.3. Outcome 4: Learners will evaluate the skills and roles of a team when collaborating and consulting in entrepreneurial ventures.

9.9.1.3.1. Investigate the roles of leadership and teamwork in entrepreneurial ventures CZ/COM/PCD

9.9.1.3.2. Reflect on the effectiveness of the teamwork process CZ/COM/PCD/CT

9.9.1.4. Outcome 6: Learners will construct an effective business or venture plan.

9.9.1.4.1. Evaluate ideas for potential entrepreneurial opportunities (CZ/COM/PCD/CI/CT/TF)

10. Social Studies 8

10.1. Learners will implement an advocacy action in response to an issue

10.1.1. Analyze. Communicate findings.