Curriculum Outcomes from Alberta Program of Studies:

Arts: 

Drawing

• Continue to explore ways of using drawing materials.

• Use drawing tools to make a variety of lines extending beyond previous levels into illusion.

• Use drawing tools to make a variety of shapes and structures extending beyond previous levels to exploring and enclosing forms, active and passive forms, concave, convex forms, concentric and branching structures.

• Use models to make drawings with increasing accuracy.

• Use drawing to add details, textures, create pattern or suggest volume including hatching and cross-hatching, shading, dotting.

• Make serial drawings to simulate movement.

• Indicate perspective in drawings.

Science:

Energy - Flight: Students investigate and compare how forces affect living things and objects in water and air. 

• Thrust and drag are opposing forces.

• Lift and weight are opposing forces.

• Thrust is a force that can act in the direction of movement.

• Drag  is a force that can act in opposition to the direction of movement.

• Lift is an upward force that acts to overcome the weight of a living thing or an object and hold it in the air.

• Weight is a force that is caused by gravity and that acts on a living thing or an object in a downward direction.

• Forces can affect the flight of living things and objects in various ways, including

  • speed

  • horizontal and vertical movement

  • altitude

  • straight and level flight

• Traditional technologies developed by diverse cultures that reflect understanding of forces that affect flight include the

  • bow and arrow

  • slingshot

  • fishing spear

Charter Outcomes:

Animal Outcomes (A)

• I can identify animals in our farmyard. (Science/LA)

• I can describe characteristics and features of animals in our farmyard

• I can understand the difference between domesticated and wild animals (Social)

• I can label the body parts of animals in our farmyard

• I understand the procedures for the care of animals in our farmyard (i.e castration, dehorning)

• I can identify animals in our farmyard roles in society (LA, Social, PEW)

• I can identify human uses of animals in our farmyard ie. different cultures (i.e. eggs, milk, feathers, meat, wool) 

• I can identify the costs associated with caring for animals in our farmyard (Math)

• I can identify equipment required to care for animals in our farmyard(cattle handling systems, tractors, hay equipment, etc) (LA, Science, PEW)

• I can be safe around animals and equipment in our farmyard

Agriculture and Society Outcomes (AS)

• I can identify different careers related to the production and movement of agricultural products (i.e. farming, ranching, transportation, sales, producers of agricultural equipment, agricultural research, animal health care, etc.)

Summary: Students were responsible for harvesting the beets that we planted last spring in grade 4. We chose to use these beets for two different projects/lessons. The first thing we used the beets for was creating natural dyes and paints. Students headed out into the trees to see if we could make any other colours as well. They sorted, boiled, and stored the homemade paints/dyes to create artwork later. We used the beet and purple cabbage dyes to create monochromatic paintings using an understanding of layering to create depth and a beautiful scene.

The second way we used the beets was to can pickled beets. Students went in small groups to the kitchen to peel, cook, and can the beets. Of course, they were able to try the cooked beets as well to see if they enjoyed the beets. We are now not so patiently waiting to have a pickled beet trial day to taste the fruits of their labor from spring to fall to now! 

Materials:

• Beets

• natural products (leaves, flower petals, etc.)

• Pots

• Canning Supplies (large pot, cans, etc.)

• Paint brushes and pallets

• 8.5 x11 cardstock paper

Curriculum Outcomes from Alberta Program of Studies:

Arts: 

Painting

• Continue to strive for more sophistication in brush skills by using techniques learned in earlier years.

• Continue to paint, using experimental methods including without a brush.

• Mix and use colour tones to achieve perspective.

• Use washes under and over painted images to indicate colour value from light to dark, and simulate depth of field.

Science:

Earth Systems: Understandings of the living world, Earth, and space are deepened by investigating natural systems and their interactions. 

• Climate and weather events may influence agricultural practices by affecting components 

• Conservation agriculture is a sustainable practice that responds to local climate and weather events.

• Conservation agriculture practices are adapted to the requirements of plants and animals farmed.

• Agricultural practices involve monitoring and responding to climate or weather events.

• Sustainable harvesting practices support the maintenance of stable plant or animal populations over time 

Math: 

Students add and subtract fractions with common denominators. 

Students interpret improper fractions. 

Health: 

• Eating a variety of foods provides a balanced range of nutrients. 

Charter Outcomes:

Garden Project Outcomes (GP)

• I can identify my plant (Science, Math, LA)

• I can identify the basic needs of my plant (i.e. sunlight, water, nutrients, fertilizer)

• I can identify natural cycles involved in the needs of my plant (water cycle, seasonal changes, etc.)

• I can describe the basic needs of my plant  (Science, Math, LA)

• I can plant and harvest my own crop (PEW)

• I can understand the environmental impacts to crop growth (drought, flooding, pests, etc.) (Social) 

• I can identify equipment required to care for my crop

• I can identify my crop’s use in society (PEW, Social, LA)

• I can make recipes that use my crop (Math)

• I can identify how my crop contributes to human health

• I can demonstrate food safety practices 

• I can identify the significance of my crop to different cultures 

• I can identify where to get seeds and materials for growing a crop