Looking at the theme of ecology through an interdisciplinary project in Ethics and religious culture, science and technology and languages, inspired by works from the Montreal Museum of Fine Arts’ collection.
3 minutes and 36 seconds
- Description of activity
- Resources used
Subject area
FRENCH: The Buzz words
Areas of Learning
Languages
Related subject area(s)
Mathematics, Science and Technology
Personal Development
Targeted education level
Primaire
Cycle
Grade level
Activity duration
1/2 période
Educational objective
After doing this activity, the student will be able to make connections between the meanings of certain words.
Description of activity
Getting started: Look closely at the work Flower Composition with Figure, Logan Greenhouse, by Ludger Larose. Answer the following questions: What do you see? Who is the person shown in this work? What is he doing? Why is he doing this? In your opinion, what message did the artist want to communicate?
Production: Think of three words that describe this work and organize them in a word cloud. Look at the word cloud you created and pick out the connections between the meanings of the words the rest of the group named.
Enrichment: Watch the video, Ecology, seen by Étienne Lapierre, and discuss three words this expert refers to (“love”, “connection” and “nature”).
Production: Think of three words that describe this work and organize them in a word cloud. Look at the word cloud you created and pick out the connections between the meanings of the words the rest of the group named.
Enrichment: Watch the video, Ecology, seen by Étienne Lapierre, and discuss three words this expert refers to (“love”, “connection” and “nature”).
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competency:
Write a variety of texts.
Component:
Explore the range of resources written language provides.
Essential knowledge:
Connections between words / Les relations entre les mots
Progression of learning:
Make word clouds or groups of words that reveal the relationships between the meanings of key words within the context of a particular theme.
Cross-curricular competency:
Use information and communications technologies.
Write a variety of texts.
Component:
Explore the range of resources written language provides.
Essential knowledge:
Connections between words / Les relations entre les mots
Progression of learning:
Make word clouds or groups of words that reveal the relationships between the meanings of key words within the context of a particular theme.
Cross-curricular competency:
Use information and communications technologies.
Targeted skills (if applicable)
Integration of ICTs:
ICTs are integrated when the students create a word cloud using the Mentimeter software program.
ICTs are integrated when the students create a word cloud using the Mentimeter software program.
Expected student outcomes
A word cloud, created by the students as a group, that explores the relationships between the meanings of words that describe the work Flower Composition with Figure, Logan Greenhouse, by Ludger Larose.
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- Description of activity
- Resources used
Subject area
SCIENCE AND TECHNOLOGY: The bees
Areas of Learning
- Mathematics, Science and Technology
Related subject area(s)
- Languages
- Personal Development
Targeted education level
Primaire
Cycle
Grade level
Activity duration
1 période
Educational objective
After completing this activity, the student will be able to:
• Give an example that demonstrates how humans and bees are interdependent;
• Describe how human activities can impact bees.
• Give an example that demonstrates how humans and bees are interdependent;
• Describe how human activities can impact bees.
Description of activity
To get started: Name the types of living organisms that can be identified in Flower Composition with Figure, Logan Greenhouse, by Ludger Larose.
Production: As a group, think about the phenomenon of the disappearance of bees, what has caused this and what the consequences will be.
Integration: Explain how the environment represented in the Ludger Larose’s work would support pollination.
To go further /Enrichment: Understand how pollination works.
Production: As a group, think about the phenomenon of the disappearance of bees, what has caused this and what the consequences will be.
Integration: Explain how the environment represented in the Ludger Larose’s work would support pollination.
To go further /Enrichment: Understand how pollination works.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Competency:
Communicate with the languages used in science and technology
Component:
Make use of language commonly used in science and technology.
Essential knowledge:
The living universe (systems and interactions)
Progression of learning:
Interaction between living organisms and their environment
• Identify habitats and the animal and plant populations connected with them
• Describe the relationships between living beings (parasitism, predation)
Consumer uses of living beings
• Give examples of how living beings are used
Interactions between human beings and our environment
• Describe how human activities impact our environment
Cross-curricular competency:
Use information
Communicate with the languages used in science and technology
Component:
Make use of language commonly used in science and technology.
Essential knowledge:
The living universe (systems and interactions)
Progression of learning:
Interaction between living organisms and their environment
• Identify habitats and the animal and plant populations connected with them
• Describe the relationships between living beings (parasitism, predation)
Consumer uses of living beings
• Give examples of how living beings are used
Interactions between human beings and our environment
• Describe how human activities impact our environment
Cross-curricular competency:
Use information
Targeted skills (if applicable)
Expected student outcomes
Answers to questions related to the text, What’s the buzz?
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- Description of activity
- Resources used
Subject area
ETHICS AND RELIGIOUS CULTURE: The hive
Areas of Learning
- Personal Development
Related subject area(s)
- Languages
- Mathematics, Science and Technology
Targeted education level
Primaire
Cycle
Grade level
Activity duration
1 période
Educational objective
After completing this activity, the student will be able to explain how activities that humans engage in as a group impact the environment.
Description of activity
To get started: Compare the works Pile de pneus Oxford no 4, Westley, Californie de Edward Burtynsky and Flower Composition with Figure, Logan Greenhouse, by Ludger Larose.
Compare how bees are doing with how fish are doing after watching the video Ecology, seen by Boucar Diouf (clip: 2 min. 1 s. to 3 min. 35 s.).
Preparation: Decide how to plan the final task (listing actions that help protect the environment, listing actions that harm the environment, discussing the impact these actions have on it, etc.)
Production: Create a podcast about the impact humans have on the environment.
Compare how bees are doing with how fish are doing after watching the video Ecology, seen by Boucar Diouf (clip: 2 min. 1 s. to 3 min. 35 s.).
Preparation: Decide how to plan the final task (listing actions that help protect the environment, listing actions that harm the environment, discussing the impact these actions have on it, etc.)
Production: Create a podcast about the impact humans have on the environment.
Predicted subject areas (subject-specific competencies, key features, cross-curricular competencies, according to the Progression of Learning or other Ministry of Education’s documents)
Subject specific competencies:
• Reflect on ethical questions
• Engage in dialogue
Components:
• Evaluate options or actions that could be taken
• Organize thoughts
Themes:
• Interpersonal relationships within groups
• Demands of belonging to a group
• Forms of dialogue and conditions that foster dialogue
Progression of learning:
Advantages and disadvantages of living with a group
• Give examples of situations that reveal some advantages of group life.
Demands of belonging to a group
• Explain how values guide group life.
• Name the roles and responsibilities that members of a group may assume.
Forms of dialogue and conditions that foster dialogue
• Use a debate in a situation involving dialogue.
• Respect conditions that foster dialogue.
Cross-curricular competencies:
• Use information and communications technologies
• Communicate appropriately
• Cooperate with others
• Reflect on ethical questions
• Engage in dialogue
Components:
• Evaluate options or actions that could be taken
• Organize thoughts
Themes:
• Interpersonal relationships within groups
• Demands of belonging to a group
• Forms of dialogue and conditions that foster dialogue
Progression of learning:
Advantages and disadvantages of living with a group
• Give examples of situations that reveal some advantages of group life.
Demands of belonging to a group
• Explain how values guide group life.
• Name the roles and responsibilities that members of a group may assume.
Forms of dialogue and conditions that foster dialogue
• Use a debate in a situation involving dialogue.
• Respect conditions that foster dialogue.
Cross-curricular competencies:
• Use information and communications technologies
• Communicate appropriately
• Cooperate with others
Targeted skills (if applicable)
ERC:
• Debate
• Engage in dialogue
Integration of ICTs:
• Work collaboratively on a document
• Record a podcast
• Debate
• Engage in dialogue
Integration of ICTs:
• Work collaboratively on a document
• Record a podcast
Expected student outcomes
A podcast in which the student lists things we do collectively that have an impact on the environment. This production must include records of a preliminary decision making process and a production document.
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related subject area(s)
3
learning activities
4
Resources used