London Christian Academy

Grade 5-Course Outlines – 2023/2024

Teachers:  Mr. Steve Gaunt (Homeroom), Mme Barbora Trebicka (French), Mrs. Julianne Foster (Music), Mr. Tanner Morrison (Phys. Ed/Health), Ms. Suzanne Gonyou (Art), Mrs. Shirley (Library)

BIBLE

Philosophy

In studying various aspects of the Bible and its teaching, students will be exposed to the unifying theme of both the Old Testament and the New Testament – Jesus Christ.  He is the Word that we study.  Jesus calls us to know Him and so we must know His Word.  Knowing His Word will involve an understanding of historical aspects of the Bible so that students can be accurate in the representation of key elements of their faith.  Emphasis will be placed on applying their knowledge of Christ and His Word to their lives.  Memory work will be assigned weekly to encourage them to hide His Word in their hearts (Psalm 119:11).

Curriculum Objectives

The course of study will follow the Christian Schools International Grade 5 curriculum called, Walking With God and His People.  After a brief look at the OT, it focuses on the life and ministry of the Lord Jesus Christ from the Gospels.  Selected units will be studied.

Overview (units in bold are the core units)

1. The Book of Peter (not covered)

2. God’s Covenant People

3. Last Days of Judah 

4. Daniel: Living in Exile

5. Esther:  A Story of Divine Providence

6. Judah’s Return

7. Gospel Writers

8. Jesus’ Birth and Early Life

9. Jesus’ Early Ministry

10. Jesus’ Ministry Expands

11. The Sermon on the Mount

12. Growing Popularity

13. Parables of the Kingdom

14. Ministry Around Galilee

15. Jesus’ Ministry Continues

Curriculum Resources and Materials

Walking With God and His People – Christian Schools International (CSI)

 NIV Bible

SCIENCE 

Philosophy

“In the beginning, God created the heavens and the earth.” (Genesis 1:1).  This is the basis for all our studies in Science – God created.  God is the creator of all things, from the simple to the complex.  He has put laws into place to manage the complex interrelationships of created things.  By studying science, students will come to a better understanding of our Creator, the world He created, and the natural laws by which He governs the universe.  

Curriculum Objectives and Overview

We will study the following units this year:

1. Understanding Life Systems – Human Organ Systems

• analyze the impact of human activities and technological innovations on human health;

• investigate the structure and function of the major organs of various human body systems;

• demonstrate an understanding of the structure and function of human body systems and

interactions within and between systems.

2. Understanding Structures & Mechanisms – Forces Acting on Structures and Mechanisms

• analyze social and environmental impacts of forces acting on structures and mechanisms;

• investigate forces that act on structures and mechanisms;

• identify forces that act on and within structures and mechanisms, and describe the effects

of these forces on structures and mechanisms.

3. Understanding Matter & Energy – Properties of and Changes in Matter

• evaluate the social and environmental impacts of processes used to make everyday products;

• conduct investigations that explore the properties of matter and changes in matter;

• demonstrate an understanding of the properties of matter, changes of state, and physical and 

chemical change.

4. Understanding Earth & Space Systems – Conservation of Energy and Resources

• analyze the immediate and long-term effects of energy and resource use on society and the

environment, and evaluate options for conserving energy and resources;

• investigate energy transformation and conservation;

• demonstrate an understanding of the various forms and sources of energy and the ways in

which energy can be transformed and conserved.

5.  STEM Skills - Investigation and Communication Skills.  These skills will be taught and assessed in the context of the four units above.

Project-Based Learning will be incorporated into one unit of science this year (usually Unit 1 – Human Organ Systems), meaning that students will engage in a research project and make a presentation.  Details will go home separately.

Curriculum Resources and Materials

    Fearfully and Wonderfully Made – Ontario Alliance of Christian Schools

    Hand-On Science – Pearson

    Science 5 – Christian Schools International

    Structures and Forces - Ontario Alliance of Christian Schools

    Conservation of Energy - Ontario Alliance of Christian Schools    

MATH

Philosophy

It’s clear from Scripture that God cares about numbers and order (Gen. 6:15).  Through our study of mathematical concepts this year, students will start to appreciate the intricate mathematical patterns God has woven throughout creation. 

Curriculum Objectives

The Ontario Ministry of Education previously designated five strands of math to be covered in the 2005 curriculum:  Number Sense and Numeration (N), Measurement (M), Geometry and Spatial Sense (G), Patterning and Algebra (P/A), Data Management and Probability (DM/P).  The new curriculum (2020) designates 6 strands: Social-Emotional Learning Skills in Mathematics and Mathematical Processes (SEL-M), Number (N), Algebra (A), Data (D), Spatial Sense (SS) (measurement expectations have been moved here), and Financial Literacy (FL).  I’ve highlighted (in bold) the strands in which there is significant overlap between the previous curriculum and the new one.  Here are the overall expectations of the new curriculum.

1.  Social-Emotional Learning (SEL) Skills in Math.  The learning related to this strand takes place in the context of learning related to all other strands and will be covered throughout the year in various other math strands.  By the end of Grade 5, students will:

• apply, to the best of their ability, a variety of SEL skills to support their use of the mathematical processes and their learning in connection with the other five strands of the math curriculum.  These SEL skills are: identifying and managing emotions; recognizing sources of stress to enable them to cope with challenges; maintaining positive motivation and perseverance; building relationships and communicating effectively; developing self-awareness and sense of identity; thinking critically and creatively.

2. Number.  By the end of Grade 5, students will:

1. Number Sense:

• read, represent, compose, and decompose whole numbers up to and including 100 000 using appropriate tools and strategies, and describe ways they are used in everyday life.

• compare and order whole numbers up to and including 100 000, in various contexts  

• represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers, using appropriate tools, in various contexts 

• compare and order fractions from halves to twelfths, including improper fractions and mixed numbers, in various contexts

• read, represent, compare, and order decimal numbers up to hundredths, in various contexts 

• round decimal numbers to the nearest tenth, in various contexts 

• describe relationships and show equivalences among fractions, decimal numbers up to hundredths, and whole number percents, using appropriate tools and drawings, in various contexts

2. Operations:

• use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations 

• recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts 

• use mental math strategies to multiply whole numbers by 0.1 and 0.01 and estimate sums and differences of decimal numbers up to hundredths, and explain the strategies used 

• represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms 

• add and subtract fractions with like denominators, in various contexts 

• represent and solve problems involving the multiplication of two-digit whole numbers by two digit whole numbers using the area model and using algorithms, and make connections between the two methods

• represent and solve problems involving the division of three-digit whole numbers by two-digit whole numbers using the area model and using algorithms, and make connections between the two methods, while expressing any remainder appropriately 

• multiply and divide one-digit whole numbers by unit fractions, using appropriate tools and drawings

• represent and create equivalent ratios and rates, using a variety of tools and models, in various contexts 

3.  Algebra  By the end of Grade 5, students will:

1. Patterns and Relationships:

• identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts  

• create and translate growing and shrinking patterns using various representations, including tables of values and graphs 

• determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating, growing, and shrinking patterns 

• create and describe patterns to illustrate relationships among whole numbers and decimal tenths and hundredths  

2. Equations and Inequalities:

• translate among words, algebraic expressions, and visual representations that describe equivalent relationships 

• evaluate algebraic expressions that involve whole numbers

• solve equations that involve whole numbers up to 100 in various contexts, and verify solutions

• solve inequalities that involve one operation and whole numbers up to 50, and verify and graph the solutions 

     (c)  Coding:

• solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures  

• read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes 

    (d)  Mathematical Modeling:

• apply the process of mathematical modelling to represent, analyse, make predictions, and provide insight into real-life situations  

4.  Data.  By the end of Grade 5, students will:

1. Data Literacy:

• explain the importance of various sampling techniques for collecting a sample of data that is representative of a population 

• collect data, using appropriate sampling techniques as needed, to answer questions of interest about a population, and organize the data in relative-frequency tables 

• select from among a variety of graphs, including stacked-bar graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs 

• create an infographic about a data set, representing the data in appropriate ways, including in relative-frequency tables and stacked-bar graphs, and incorporating any other relevant information that helps to tell a story about the data 

• determine the mean and the median and identify the mode(s), if any, for various data sets involving whole numbers and decimal numbers, and explain what each of these measures indicates about the data 

• analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions

2. Probability:

• use fractions to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions 

• determine and compare the theoretical and experimental probabilities of an event happening 

5. Spatial Sense.  By the end of Grade 5, students will:

1. Geometric and Spatial reasoning:

• identify geometric properties of triangles, and construct different types of triangles when given side or angle measurements 

• identify and construct congruent triangles, rectangles, and parallelograms

• draw top, front, and side views of objects, and match drawings with objects  

• plot and read coordinates in the first quadrant of a Cartesian plane using various scales, and describe the translations that move a point from one coordinate to another 

• describe and perform translations, reflections, and rotations up to 180° on a grid, and predict the results of these transformations  

2. Measurement:

• use appropriate metric units to estimate and measure length, area, mass, and capacity 

• solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units

• compare angles and determine their relative size by matching them and by measuring them using appropriate non-standard units  

• explain how protractors work, use them to measure and construct angles up to 180°, and use benchmark angles to estimate the size of other angles

• use the area relationships among rectangles, parallelograms, and triangles to develop the formulas for the area of a parallelogram and the area of a triangle, and solve related problems

• show that two-dimensional shapes with the same area can have different perimeters, and solve related problems

6. Financial Literacy.  By the end of Grade 5, students will:

• describe several ways money can be transferred among individuals, organizations, and businesses

• estimate and calculate the cost of transactions involving multiple items priced in dollars and cents, including sales tax, using various strategies  

• design sample basic budgets to manage finances for various earning and spending scenarios  

• explain the concepts of credit and debt, and describe how financial decisions may be impacted by each 

• calculate unit rates for various goods and services, and identify which rates offer the best value

• describe the types of taxes that are collected by the different levels of government in Canada, and explain how tax revenue is used to provide services in the community  

Overview (math – continued)

The following units will be studied this year:

1. Algebra - Number Patterns (A) + Social-Emotional Learning in Math (SEL-M)

2. Number - Whole Numbers (N) 

3. Spatial Sense - Geometry (S)

4. Algebra - Coding (A)

5. Number - Decimals (N)

6. Data (D) 

7. Spatial Sense - Measurement (S)

8. Spatial Sense - Transformational Geometry (G)

9. Number - Fractions and Decimals (N)

10. Spatial Sense - Length, Perimeter and Area (S)

11. Data - Probability (D)

12. Financial Literacy (FL) concepts will be interwoven among other math units and also integrated in other subject areas (for example, taxes, when studying government in Social Studies).

Curriculum Resources and Materials

Math Makes Sense 5 - Pearson.  Mathletics - online curriculum and practise

MathQuest 5 – Addison-Wesley Xtramath - online practise in basic math operations.

Various math manipulatives. Teachers Pay Teachers resources

LANGUAGE ARTS

Philosophy

The Bible is full of exhortations regarding proper communication.  With our tongue or with our pen we can bring great good or great evil (Proverbs 18:21).  God calls us to excellence in our communication with others.  He also calls us to be able to read well so we can understand and appreciate God and our fellow man.  Here is our course of study:

Curriculum Objectives

NOTE: The Ontario Ministry of Education presented a new language curriculum document in June 2023.  Regarding the implementation of this new curriculum, LCA has adopted a 3-year plan, similar to what we did with the new math curriculum:

Year 1 (2023/24) - a transition year.  The new curriculum will be studied and implemented in part as teachers learn the new curriculum and source resources to support it.

Year 2 (2024/25) - towards full implementation.  As teachers become more familiar with the curriculum and continue to find resources to support it, LCA will adopt a fuller implementation plan.  We will engage in professional development activities to support our learning and collaborate within our divisions.

Year 3 (2025/26) - complete implementation.  LCA will fully implement the new curriculum with the resources and professional development in place to support it.

It is our understanding that this plan meets or exceeds the guidelines developed for local public school boards for the implementation of this new language curriculum.

To view the new curriculum click here: https://www.dcp.edu.gov.on.ca/en/curriculum/elementary-language 

1. Oral Communication

• listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

• use speaking skills and strategies appropriately to communicate with different audiences

for a variety of purposes; 

• reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

2.  Reading

• read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

• recognize a variety of text forms, text features, and stylistic elements and demonstrate 

understanding of how they help communicate meaning; 

• use knowledge of words and cueing systems to read fluently;

• reflect on and identify their strengths as readers, areas for improvement, and the strategies 

they found most helpful before, during, and after reading.

3.  Writing

• generate, gather, and organize ideas and information to write for an intended purpose

and audience; 

• draft and revise their writing, using a variety of informational, literary, and graphic forms

and stylistic elements appropriate for the purpose and audience; 

• use editing, proofreading, and publishing skills and strategies, and knowledge of language

conventions, to correct errors, refine expression, and present their work effectively; 

• reflect on and identify their strengths as writers, areas for improvement, and the strategies

they found most helpful at different stages in the writing process.

4. Media Literacy

• demonstrate an understanding of a variety of media texts; 

• identify some media forms and explain how the conventions and techniques associated

with them are used to create meaning; 

• create a variety of media texts for different purposes and audiences, using appropriate

forms, conventions, and techniques;

• reflect on and identify their strengths as media interpreters and creators, areas for 

improvement, and the strategies they found most helpful in understanding and creating

media texts.

Overview

Literature

1. Novel Studies –  Tuck Everlasting, by Natalie Babbitt;  Amish Adventure, by Barbara Smucker

In studying a novel, students continue to explore the various components of a story such as plot, setting, and theme.  The use of figurative language is also looked at.

2. Reading anthologies and short stories.

3. Independent Reading – students will complete book reports on a regular basis (3-5 per year).  Every week, time is set aside for students to read a book of their choice in class.

4. Students will complete at least one research report this year.

5. Grammar and Composition

Other Components

1. Spelling and Vocabulary Building is a regular part of the Grade 5 curriculum.  It is integrated in a number of subject areas where commonly misspelled words are noted.  A list of words is sent home detailing the words to be covered each week.  Students are responsible to prepare beforehand for the weekly spelling and/or vocabulary test (usually Friday).

2. Oral language skills are formally evaluated at least once per year.  Class participation makes up some of this mark (listening and actively participating).  Students are taught to give complete answers using specific terminology appropriate to the discussion/question.  Presentation skills are also taught.  Students will present at least one speech over the course of the year (January/February).

September – Writing traits – conventions, ideas (detail); Reading – comprehension strategies, World of 

        Literature anthology – Theme 1

October – Writing trait – organization; Reading – summarizing

November – Writing trait – organization (cont’d); Reading - inferencing

December – Writing trait – sentence fluency; Reading – identifying main topic, details;  Oral – biography book 

        report, speech practice.

January – Writing trait – sentence fluency (cont’d), speeches; Reading – inferencing, synthesizing

February – Writing trait – word choice; Oral – speeches; Reading - predicting

March – Writing trait – word choice (cont’d); Reading – asking questions

April – Writing trait – Voice; Reading - comprehension

May – Writing trait – Voice (cont’d); Reading – making judgments and drawing conclusions

June – Writing trait – Review of all traits; Reading – retelling a story

Curriculum Resources and Materials

A World of Literature.  Christian Schools International (CSI). Language B (A Beka)

Read and Think Skill Sheets (A Beka)             Nelson Literacy

Trait Crates 5. Scholastic Tuck Everlasting - novel

SOCIAL STUDIES 

Philosophy

God is sovereign over all of history but gives sinful man the freedom to act.  God uses nations and leaders to accomplish his purposes.  He is all-knowing and knows the beginning and the end of all struggles and conflicts.  The Bible records God’s redemptive dealings with mankind throughout most of history.  In Grade five, we look at the historical interactions between Europeans and the Indigenous peoples of what would become Canada.  We will seek to understand the positive and negative consequences of these interactions, as well as other aspects of their relationships, always keeping in mind the Lord’s directive to love one another.  

God expects us to be responsible citizens of Canada.  This year, we will focus on how we are governed, seeking to understand the three levels of government and their responsibilities.  Students will be reminded that, “Everyone must submit himself to the governing authorities, for there is no authority except that which God has established…” Romans 13:1

Curriculum Objectives

1. Citizenship and Government in Canada

• summarize the structures, functions, and interactions of Canada’s federal, provincial/territorial, and municipal governments, and identify and describe significant Canadian symbols, ceremonies, buildings, and political figures;

• use a variety of resources and tools to gather and analyze information about government processes, the rights of groups and individuals, and the responsibilities of citizenship in Canada, including participation in the electoral process;

• identify concrete examples of how government plays a role in contemporary society and of how the rights of groups and individuals and the responsibilities of citizenship apply to their own lives.

Students will engage in Project-based learning during our Government unit.  Students will research and present information on an issue of their choice, or research a party or candidate in an upcoming election. This year, it will be the next upcoming municipal election of October 24, 2022.  

2. Heritage and Identity: Interactions of Indigenous Peoples and Europeans prior to 1713

• Application: analyse some key short- and long-term consequences of interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada (FOCUS ON: Cause and Consequence; Continuity and Change);

• Inquiry: use the social studies inquiry process to investigate aspects of the interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada, from the perspectives of the various groups involved (FOCUS ON: Interrelationships; Perspective);

• Understanding Context: describe significant features of and interactions among Indigenous peoples, among Europeans, and between Indigenous and European people prior to 1713 in what would eventually become Canada (FOCUS ON: Significance; Interrelationships)

Overview

September-November – Government Part I – levels of government; functions; officials; electoral processes

December-March – Heritage and Identity

April – June – Government Part II – law-making; citizenship; rights and responsibilities

Curriculum Resources and Materials

Indigenous Peoples and Europeans prior to 1713 – Teachers Pay Teachers

Canada’s Government – Oxford University Press

Health and Physical Education

Philosophy

Our bodies are the temple in which our Lord dwells, and so we are entrusted to take care of it as best we can.  Throughout the course we will discuss and implement ways to do this as effectively as we can while here on this earth. 

Curriculum Objectives

1. Healthy living

   • Healthy eating

   • Personal safety and injury prevention

   • Substance use, addiction and related behaviours

   • Human development and sexual health

   • Mental health literacy

2. Movement Competence

   • Locomotion, manipulation and stability in physical activities

   • Development and refinement of movement skills

3. Active Participation

   • Maintaining and improving physical fitness

   • Identifying and describing aspects of physical fitness

   • Applying skills to physical activities

   • Safety procedures related to physical activities

Overview

Our time in physical education class will be spent focusing on specific sports skills, including running, soccer, volleyball, badminton, basketball, floor hockey, softball and track and field.  We will incorporate fitness components into weekly classes. Through sports and other cooperative games we will work on developing positive attitudes towards fair play and good sportsmanship.  

In health we will discuss how to keep our bodies physically strong, safe and free from addiction, and also how to enhance our relationships with God and those around us.

Curriculum Resources and Materials

Physical Education 3-5: Christian Schools International 

Healthy Living; Christian School International 

ART

Philosophy

God is our Creator. Part of being made in His image means that we, too, have creative abilities. In our art studies this year we will appreciate the beauty that God has given to us, while learning to create pieces of art that praise God for our abilities. Additionally, we will develop our skills through purposeful dramatic expression.

Curriculum Objectives

• produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

• respond to a variety of art works and art experiences

• apply the creative process to dramatic play, using the elements and conventions of drama to communicate feelings, ideas, and stories

• demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts

Overview

The Ontario Ministry of Education designates six elements of design (line, shape and form, space, colour, texture and value) and one principle of design (proportion) as important elements in art for grade five.  Throughout the year, we will also learn about a variety of drama and theatre forms, traditions and styles.

Curriculum Resources and Materials

Art Lessons – Popular Book Company

How to Teach Art to Children - Evan Moor

http://elementaryartfun.blogspot.ca/

http://jamestownart.blogspot.ca/

http://www.mrsbrownart.com/

MUSIC 

Philosophy

Psalm 147:7 says, “Sing unto the LORD with thanksgiving; make music to our God…” The Bible gives  countless examples of people using instruments and their voices to praise God. As we practice various forms and styles of music and gain musical skills, each student will have new opportunities to use their gifts and offer their praises to our Lord. 

Curriculum Objectives

1. Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music

2. Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences; 

3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their social and/or community contexts. 

Overview

In Grade 5, students will build on their knowledge of the elements of music and related musical concepts that were introduced in Grades 1 to 4. Students will develop understanding of musical concepts through participation in musical experiences that involve listening, creating, and performing (e.g., singing, moving, playing recorder). They will further develop their knowledge of music theory and have the opportunity to perform in school concerts. 

The Ontario Ministry of Education designates six elements of music to be covered:

1.)Duration: rhythm and time signatures

2.)Pitch: key signatures and clefs used  

3.)Dynamics and other expressive controls: dynamics and articulation encountered in music

4.)Timbre: tone colour for particular purposes 

5.)Texture/harmony: two-part pieces, simple chord progressions

6.)Form: binary (AB) form, verse and chorus, piece with an introduction and/or a coda; simple repeats 

Curriculum Resources and Materials

Music Play Middle School- Denise Gagne

The Complete Recorder Resource Kit 2 – Denise Gagne

Various CDs, repertoire books, etc.
www.musicplayonline.com 

FRENCH

Philosophy

God calls us to love our neighbour. To learn someone’s language is to identify oneself in a very strong and conscious way with him and his people. It is a commitment to them. It is a clear way of saying that you respect them and are willing to take a major step in their direction. This is an important and real part of loving one’s neighbour beyond one’s own small community. 

Second language study should foster respect for the richness and diversity of expression within God’s creation, and encourage responsible world citizenship.  While the knowledge of any language has value, French is not only a global language but the mother tongue of many Canadians and an integral part of the Canadian identity. Learning French equips students to communicate with French-speaking Canadians and millions of French speakers around the world. 

Learning an additional language not only challenges a mind, it also teaches understanding, encourages patience, and fosters open-mindedness. Practically, studying a second language develops one’s understanding of their own language, develops logical thinking skills, memory skills, problem-solving skills, creative thinking skills and oral presentation skills.  

Curriculum Objectives

According to the guidelines given by the Ontario curriculum, the goals of the French program are that our students will:

• use French to communicate and interact effectively in a variety of social settings;

• learn about Canada, its two official languages, and other cultures;

• appreciate the interconnectedness and interdependence of the global community;

• use effective language learning strategies;

• become lifelong language learners for personal growth and for participation as world citizens.

Overview

The Core French expectations are organized into four strands, which correspond to the 

main areas of language use. The four strands are: listening, oral communication, reading, and writing.

Specific grammar, language conventions, and vocabulary expectations will be developed in the context of these strands. 

Curriculum Resources and Materials

Comment y aller? - Accelerative Integrated Methodology (AIM) program

Les Animaux du Bayou – AIM program