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Table of Contents
INTRODUCTION
Letter from the Canada Games Chairman
3
Acknowledgments 4
About the Canada Games
5
About the Resource Guide
6
OVERVIEW OF LEARNING OUTCOMES
7
LESSON PLANS
Unit 1: Arts and Culture
10
Unit 2: Goal Setting and Leadership
17
Unit 3: Healthy Living
26
Unit 4: Official Languages of Canada
35
Unit 5: Unifying Canada
44
ASSOCIATED PROGRAMS
Resources
53
Adopt a Province Program
54
Roly McLenahan Torch Relay
55
Canada Games Flag Relay
56
Canada Games Day
57
National Flag of Canada Day 58
RBC Sports Day in Canada
59
National Jersey Day
60
APPENDIX DOCUMENTS
Links
62
References
63
64
BLMs (Black Line Masters)
Introduction
Letter from the Canada Games Chairman
The Canada Games Catch the Spirit program was implemented back in 2003, and
since then, it has been a valuable resource that offers children a sport an educational
experience that mirrors the excitement and spirit of the Canada Games.
With the 50th anniversary of the Canada Games coming up in 2017, we thought it was
time for an update to the resource in order to keep it fresh. Prior to the 2015 Canada
Games in Prince George, B.C., the 2015 Host Society was tasked with updating this
resource, and after a tremendous amount of creative thought and effort, revamped the
Catch the Spirit program into a tool that will entertain and educate youth across Canada
about the importance of the Canada Games and in turn, the importance of active and
healthy living among youth.
The 2017 Canada Games will mark the 50th anniversary of the Canada Games and
as we head towards another tremendous chapter in our proud history we feel it is
imperative to capture the spirit of the Games in a way that will educate and inspire our
nation’s youth, and including this resource in your classroom curriculum will do just that.
Yours in sport,
Tom Quinn
Canada Games Chairman
CATCH THE SPIRIT • INTRODUCTION • 3
Introduction
Acknowledgments
The Canada Games Council would like to acknowledge the work of key individuals who were dedicated towards the
development of this educational resource.
Catch the Spirit Volunteer Leads and School District 57, Prince George Administrators:
Kelly Johansen, MEd. and Cindy Heitman, MEd.
School District 57, Prince George, volunteer teachers:
►►
Program Development:
Andrea Brandle, Kristen Helfrich, Sarah McGuffie, Chanel Nicholsen, Lea Warkentin, Beth Wilcox,
Kerry McNaughten, Tanya Oslie, Trina Chivilo (song)
►►
Translation:
Christine Pelletier, Sylvie St-Pierre, Louise Magnus, Nancy Gauthier, Andrea Brown (song)
2015 Canada Winter Games Staff:
Manager, Communications & Community Relations: Alyson Gourley-Cramer, BA, MA
Coordinator, Community Relations: Riley Trottier
Thank you also to School District 57 - Prince George, BC, the Prince George District Teachers Association, the Office
of the Commissioner of Official Languages and the Canada Games for their support.
Photos: Canada Games/F. Scott Grant.
CATCH THE SPIRIT • INTRODUCTION • 4
Introduction
About the Canada Games
The Canada Games are where greatness begins. Since 1967, the Canada Games and their lasting legacies
continue to be the catalyst for the growth of sport and recreation across our country. Held every two years,
alternating between summer and winter, the Canada Games are Canada’s largest multi-sport event and
represent the pinnacle of inter-provincial/territorial sport competition. As the best in their age group, these
young competitors come to the Canada Games having trained long and hard to be among those chosen to
represent their respective province or territory.
Nearly 100,000 athletes have participated in the Canada Games, with hundreds of thousands having
engaged in try-outs and qualifying events. Add to that the over 100,000 coaches, officials and volunteers
that have been directly involved in the planning and staging of the Games and you have some idea as to
the enormous reach of the Canada Games over a proud history.
The Canada Games Inspire Dreams and Build Champions, and work to create the ultimate impact on
Canada’s next generation of national, international and Olympic Champions.
In the forty-seven year history of the Canada Games,
new and existing sports venues have benefited from
capital improvements. From arenas to pools, fields
to courts, close to 500 venues in total have been
upgraded to national standards through the Canada
Games, resulting in the availability of quality venues to
host other provincial, national or international events.
The Canada Games—a celebration of youth,
sport, culture and community—are the product of
ongoing collaboration between the Government
of Canada, provincial/territorial governments, host
municipalities, the private sector and the Canada
Games Council.
CATCH THE SPIRIT • INTRODUCTION • 5
Introduction
About the Resource Guide
WHY WAS THIS GUIDE DEVELOPED?
This resource was developed by teachers for teachers. The intention is to build an awareness and appreciation of
the Canada Games. These lessons are intended to celebrate the artifacts of the Games through the five over-arching
themes of the Canada Games.
►►
Arts and Culture
►►
Goal Setting and Leadership
►►
Healthy Living and Sport
►►
Official Languages
►►
Unifying Canada
These lessons were designed for cross-curricular instruction, promoting integration of existing curriculum across the
country and are not intended to be “stand alone” lessons. The lessons have been peer-reviewed by educators from
several provinces.
HOW CAN IT BE USED?
The “Catch the Spirit” educational resource allows students to join in the spirit of the Games. This year’s educational
resource will give you an overview of the Games and a snapshot of the content that you will use in your classroom.
In this resource there are five lessons per grade/age band. Each lesson addresses one of the over-arching themes.
Through the instruction of all five lessons, students will understand the Canada Games and will have the knowledge
to join in the celebration of the events. Although all five lessons are recommended, teachers can select lessons that
meet the needs of their learners.
ARTIFACTS OF THE CANADA GAMES EMBEDDED IN THE LESSON PLANS
History of the Canada Games
Torch
Purpose
Official Sports
Values Statement
Accessibility
Mascot
Canada’s Largest Multi-Sport Competition
Famous Alumni
Flag Relay
CATCH THE SPIRIT • INTRODUCTION • 6
Overview of Learning Outcomes
Unifying Canada
Grades K-2
Physical Education
►► Describe the importance of choosing healthy food as fuel for
Level 1-What’s Your Mascot?
physical activity
INSTRUCTIONAL FOCUS:
►► Social Studies
►► Understand mascots are used symbolically to embody
►► Identify symbols of Canada
LEARNING OUTCOMES:
Arts and Culture
characteristics and qualities of a group
Language Arts
Three Cheers for Movement
►► Create personal writing and representations to convey
meaning (may use a combination of pictures, symbols,
letters, and words)
INSTRUCTIONAL FOCUS:
►► Explore how their bodies move and how they can express
themselves through movement
Fine Arts
►► Use a variety of images sources such as imagination,
observations, feelings, memory, and stories to create images
LEARNING OUTCOMES:
Fine Arts
►► Can create movements to represent a character, a mood, or
Goal Setting and Leadership
a feeling from the song
Fitness
►► Can make their body move in different shapes and directions
INSTRUCTIONAL FOCUS:
►► Can show and share movements
►► Students will set and track personal goals
LEARNING OUTCOMES:
The Official Languages of Canada
Physical Education
Level 1-Two Little Birds
►► Participate and move with control
INSTRUCTIONAL FOCUS:
Health and Career
►► Understand different perspectives of the importance of the
linguistic and cultural diversity of Canada and the impact this
has on the Canada Games
►► Make healthy choices and set goals
LEARNING OUTCOMES:
Healthy Living and Sport
Language Arts
My Favourite Sport
►► Express thoughts, feelings, opinions, and ideas through oral,
INSTRUCTIONAL FOCUS:
►► Explore how healthy living and sport is an important part of
everyone’s lives, especially athletes
written and visual presentations and contribute as a member
of a classroom community
Fine Arts
►► Experience, document, and perform and share creative
LEARNING OUTCOMES:
works in a variety of ways
Language Arts
Social Studies
►► Create simple messages using a combination of pictures,
symbols, letters, and words to convey meaning
►► Assess the significance of local events, people,
places, objects
►► Respond to selections they read or view, by expressing an
opinion supported with a reason
►► Use writing and representing to express personal responses
and likes or dislikes about experiences or texts
CATCH THE SPIRIT • OVERVIEW OF LEARNING OUTCOMES • GRADES K-2 • 7
Overview of Learning Outcomes
Unifying Canada
Grades 3-5
►► Describe healthy nutritional choices for physical activity
Health and Career Education
Level 2 - What’s Your Mascot?
►► Demonstrate and understanding of the benefits of developing
INSTRUCTIONAL FOCUS:
effective work habits
►► Understand mascots are used symbolically to embody
characteristics and qualities of a group
Arts and Culture
LEARNING OUTCOMES:
Connecting with Song
Language Arts
►► Create a piece of imaginative writing that features well-
developed ideas through the use of supporting details
especially interesting sensory detail
INSTRUCTIONAL FOCUS:
►► Explore the themes or the actions of the song through their
creative response
Fine Arts
LEARNING OUTCOMES:
►► Create 2-D and 3-D images that communicate ideas and
Fine Arts
stories and illustrate an idea
►► Represent or explain personal thoughts, images, and feelings
experienced in classroom repertoire
Goal Setting and Leadership
►► Sing simple melodies
Mini Winter Games
►► Participate in music activities from a variety of historical,
cultural, and social contexts
INSTRUCTIONAL FOCUS:
►► Understand goal-setting and leadership in sport
LEARNING OUTCOMES:
The Official Languages of Canada
Level 2-Two Little Birds
Physical Education
►► Demonstrate an ability to participate safely and fairly in
specific physical activities
►► Demonstrate leadership in selected physical activities
INSTRUCTIONAL FOCUS:
►► Understand different perspectives of the linguistic and
cultural diversity of Canada and the impact this has on the
Canada Games
Health and Career Education
LEARNING OUTCOMES:
►► Identify the steps in a decision-making model
French
►► Identify elements of Francophone culture that are different
Healthy Living
from or similar to my own
►► Give examples of the presence of Francophone cultures in
Life as an Athlete
my community
INSTRUCTIONAL FOCUS:
Language Arts
►► Explore the official sports, including Para-sports and Special
►► Use speaking to explore, express, and present a range of
Olympic sports, of the Canada Games and how athletes
maintain a healthy lifestyle and train
LEARNING OUTCOMES:
ideas, information, classroom community language
►► Listen purposefully to understand
►► Create meaningful visual representations that
Physical Education
►► Describe the importance of regular, sustained participation
communicate personal responses, information,
and ideas relevant to the topic
in physical activity for developing the strength of the heart,
lungs, muscles, and bones
CATCH THE SPIRIT • OVERVIEW OF LEARNING OUTCOMES • GRADES K-2 • 8
Overview of Learning Outcomes
Unifying Canada
LEARNING OUTCOMES
My Torch
Physical Education
Grades 6-8
►► Describe the benefits of attaining and maintaining a balanced
INSTRUCTIONAL FOCUS:
healthy lifestyle
►► Understand the background of the Roly McLenahan Canada
Games Torch
►► Analyse the relationship between personal nutrition choices
and participation in physical activity
LEARNING OUTCOMES:
Fine Arts
►► Create images in response to historical and contemporary
images or issues that express beliefs and values, and reflect
art styles from a variety of contexts
Languages Arts
►► Create personal writing to convey meaning that demonstrates
connections to personal experiences, ideas, and opinions
Arts and Culture
Song Expression
INSTRUCTIONAL FOCUS:
►► Students will draw, paint or dance and write in response to
the song Three Cheers for Canada!©
LEARNING OUTCOMES:
Fine Arts
Goal Setting and Leadership
►► Create images for a variety of purposes
New Goals
►► Responding to music
INSTRUCTIONAL FOCUS:
►► Represent or explain personal thoughts, images, and feelings
►► Students will build upon their understanding of goal setting
experienced in classroom repertoire
and leadership in sport
LEARNING OUTCOMES:
The Official Languages of Canada
Language Arts
►► Use writing to express personal responses and relevant
opinions about experiences and texts
Bilingualism
INSTRUCTIONAL FOCUS:
►► Write meaningful personal texts that explore ideas and
►► Understand different perspectives of the linguistic and
Health and Career Education
LEARNING OUTCOMES:
►► Design a plan to achieve a specific goal
French
►► Identify skills that are transferable to new tasks and situations
►► Awareness of Canada’s Official Languages and the
information to experiment, express self, make connections,
reflect and respond, and remember and recall
within and outside the school
cultural diversity of Canada and the impact this has on the
Canada Games
benefits of knowing more than one language
►► Demonstrate understanding of the daily lives of
francophone people
Healthy Living
Language Arts
Fuelling an Athlete
►► Apply the conventions of language to clarify meaning in
written and oral communication
INSTRUCTIONAL FOCUS:
►► Awareness of the Canada/Aboriginal Food Guide and how
athletes use it to assist in their athletic performance
►► Explore and express ideas, opinions, and perspectives to
communicate clearly through oral language
CATCH THE SPIRIT • OVERVIEW OF LEARNING OUTCOMES • GRADES K-2 • 9
1
T
I
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Arts and Culture
►►
Three Cheers for Movement
Grades K-2
►►
Connecting with Song
Grades 3-5
►►
Song Expression
Grades 6-8
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 10
Arts and Culture
Three Cheers for Movement
Ages 4-7 • Grades K-2
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
This lesson will encourage students to explore how their
bodies move and how they can express themselves through
movement. Humans have the innate ability to move, and
whether it is for personal expression or social connection, it
just feels good!
LEARNING OUTCOMES:
• 5 min. for Introduction
• 45 min. for Body
• 30 min. for Closure
MATERIALS AND RESOURCES LIST:
Fine Arts
• BLM #37, 38
►►
Can create movements to represent a character,
a mood, or a feeling from the song.
• Internet access to Canada Games website
►►
Can make body movements in different shapes
and directions.
• Classroom stereo
►►
Can show and share movements.
• Supersonic song
• Classroom with space to move
• Video camera
ASSESSMENT
Formative
Students who understand will:
►►
►►
use movements to represent
a character, mood, or feeling
from the song.
Adaptations & Extensions
To provide additional support:
►►
use a variety of body shapes.
Create/enhance background knowledge
of sports or weather by viewing clips from
the Canada Games website and checking
the Past Canada Games footage.
To provide challenge:
►►
Draw pictures about the movements they
created from the song.
►►
Describe how they feel when they move.
►►
Create scenes out of plasticine describing
the song and how they moved.
Summative
Key assessment
questions:
►►
Why did you choose to
move the way you did?
►►
How did the movement
make you feel?
Evidence of learning:
►►
See BLM #37.
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 11
Arts and Culture
Three Cheers for Movement
Ages 4-7 • Grades K-2
LESSON ACTIVITIES:
Introduction
Explore the following questions:
What is dance?
What makes you move?
Body
Step 1: Visualize
►►
With their eyes closed, students will listen to Supersonic and
visualize an image based on what they hear.
►►
Students will share their thinking (sport, family, community
etc.) with the class (teacher may wish to record ideas)
►►
►►
Ask the students how they would move to represent the ideas (eg. Imitating a sport)
What do you see, feel, hear, touch?
Step 2: A/B Partners
►►
Organize students into A/B partners.
►►
Listen to Supersonic again and have the partners pick an idea from the song.
►►
Partners will move to represent the idea.
►►
Present to the class – students should be able to explain why they chose to move the way they did and how it
made them feel.
Step 3: Match Movement with Song
►►
As a class, go through the song and add the student’s movements to match the lyrics of the song.
Closure
►►
Video tape their performance.
►►
Discuss what they liked, how their movements represented the song and what feelings they demonstrated.
►►
Show their performance to other classes or the school.
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 12
Arts and Culture
Connecting with Song
Ages 8-11 • Grades 3-5
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
This lesson is an opportunity for students to explore the themes
or the actions of the song through their creative response.
• 5 min. for Introduction
• 30 min. for Body
LEARNING OUTCOMES:
• 10 min. for Closure
Fine Arts
►►
MATERIALS AND RESOURCES LIST:
Represent or share personal thoughts, images, and
feelings experienced in classroom repertoire.
• BLM #38, 39
►►
Sing simple melodies.
►►
►►
Participate in music activities from a variety of historical,
cultural, and social contexts.
• Supersonic song
Canada Games website
• Instrumental version of
Supersonic song
• Classroom stereo
ASSESSMENT
Formative
Students who understand will:
►►
sing a new song by ear.
►►
imagine and visualize the
training to be an athlete.
►►
share personal thoughts
images and feelings.
Adaptations & Extensions
To provide additional support:
►►
Create/enhance background knowledge
of sports by viewing clips from the
Canada Games website.
►►
Use/don’t use lyrics sheet. Use
headphones to hear the song.
To provide challenge:
►►
Students could play this tune on an
instrument.
Summative
Key assessment questions:
►►
What did you visualize as
you heard the song?
►►
How did you feel as you
heard the song?
Evidence of learning:
►►
See BLM #39.
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 13
Arts and Culture
Connecting with Song
Ages 8-11 • Grades 3-5
LESSON ACTIVITIES:
Introduction
►►
Orient students to the Canada Games YouTube channel. https://www.youtube.com/user/cgc1967
►►
Watch the Canada Games music video, or a video of your choosing
►►
State “Today we are going to listen and learn to sing a new song about Canada Games athletes in Canada. As
we do this, I want you to try to imagine that you are a character in the song. Imagine how it feels to be training or
achieving your personal best”.
►►
Review the success criteria with the class. (BLM #39).
Body
Songs are written for a variety of purposes. Songs can tell stories (like a day in the life of an athlete). Songs can share
and evoke emotions too (like pride in our country or the determination and commitment of an athlete). Perhaps best
of all, songs are written so we can imagine. The images we create in our minds sometimes lead us to imagine things
we know or things we’d like to know more about. This song was written for all these reasons.
►►
Listen to the song from start to finish without the lyric sheet.
►►
While the music is playing ask students to visualize and think about what they hear.
►►
Discuss first impressions. Define concepts like personal best, etc.
►►
Listen to the song again, with the lyric sheet (BLM #38). Prepare the students to sing the next round.
►►
Sing along to the recording two or three times. Stop and talk about imagery. This could be a time to
pair and share.
►►
Listen only to the instrumental track ask students to sing
along in their heads (no outer voices).
►►
Now, sing-a-long with the instrumental track or to the
voice track. Repeat.
►►
Have fun!
Closure
►►
Complete self-assessment.
►►
Share song with partners, groups, and other classes.
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 14
Arts and Culture
Song Expression
Ages 12-14 • Grades 6-8
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
In this lesson, students will draw, paint or dance and write
in response to the song Supersonic. It’s an opportunity to
imagine, create and explore the themes or the actions of the
song through their creative response.
• 45 min. for Body
• 15 min. for Closure
MATERIALS AND RESOURCES LIST:
LEARNING OUTCOMES:
• BLM #38, 40)
Fine Arts
• Internet access to Canada Games website
►►
Create images for a variety of purposes.
►►
Respond to music in a creative manner.
►►
Represent or explain personal thoughts, images, and
feelings experienced in classroom repertoire.
• Supersonic song
• Classroom stereo
• Art supplies
ASSESSMENT
Formative
Students who understand will:
►►
share their thoughts or feelings about the
song by drawing, painting or dancing
and writing.
Adaptations & Extensions
To provide additional support:
►►
Use lyrics sheets.
►►
Use headphones to hear the song.
To provide challenge:
►►
Have students play the tune on an instrument.
►►
Organize a fine art showing of visual arts inspired by sports.
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 15
Arts and Culture
Song Expression
Ages 12-14 • Grades 6-8
LESSON ACTIVITIES:
Introduction
►►
Introduce the activity by saying something such as:
“Today you will have an opportunity to create an original piece of art to represent
the song Supersonic.”
Body
Step 1: Visualize
►►
Students will listen to Supersonic with their eyes closed and
visualize what they see.
►►
Students will share their thoughts with the class
(teacher can make a list).
What do you see, feel, hear, and touch?
►►
Listen to the song a second time and allow the students to
read the lyrics along with the song (BLM #38).
Step 2: Create Images
►►
Students create 2-D or 3-D art projects (painting, dioramas,
clay models, etc.) or original dance to represent the images
they visualized as they listened to the song.
Step 3: Poetry
►►
Write another verse for the song that supports your original piece of art.
Closure
►►
Share the connection between your original piece of art and your verse for Supersonic.
CATCH THE SPIRIT • UNIT 1: ARTS & CULTURE • 16
UNIT
2
Goal Setting and Leadership
►►
Fitness
Grades K-2
►►
Mini Canada Games
Grades 3-5
►►
New Goals
Grades 6-8
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 17
Goal Setting and Leadership
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
In this lesson students will set and track a goal.
• 15 min. for Introduction
LEARNING OUTCOMES:
• 15 min. for Body
Physical Education
►►
MATERIALS AND RESOURCES LIST:
Students will learn to participate and move with control.
Health and Career Education
►►
Fitness
Ages 4-7 • Grades K-2
• BLM #15, 16
• Supersonic song
Make healthy choices and set goals.
• Canada Games website
• Computer or SmartBoard
• Gym equipment for obstacle course
• Clock or stopwatch
• Chart paper for group graphing
• Pencils and pencil crayons
ASSESSMENT
Formative
Students who understand will:
►►
►►
choose one activity and do
it for one minute and record
on a graph.
set a goal for next class.
Adaptations & Extensions
To provide additional support:
►►
A peer helper may provide assistance.
Summative
Key assessment questions:
►►
To provide challenge:
►►
Journal writing about goal-setting and
their personal goals.
►►
Set a class goal or individual goal for
another subject area.
How/what did you do to
improve from your original
goal.
Evidence of learning:
►►
See BLM #15, #16.
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 18
Goal Setting and Leadership
Fitness
Ages 4-7 • Grades K-2
LESSON ACTIVITIES:
Introduction
►►
Listen to Supersonic and watch an Athlete Profile from the
Canada Games website.
►►
Discuss what a goal is.
►►
Discuss why and how people/athletes set personal goals.
►►
Watch video on how to reach goals, four step process:
www.greatschools.org/parenting/motivation-confidence/4213-helpyour-child-make-and-reach-goals-video.gs
Body
►►
Have each student select one Canada Games sport to set a personal goal for – the timeline for reaching the goal
should not exceed 5 days. For a full listing of Canada Games sporting events see the Canada Games website.
►►
With their new knowledge on what goals are, have students come up with ways they can improve their
performance in their selected sport. Example Ideas:
• Ski jumpers - jumping over a line back and forth.
• Wheelchair Basketball - Chest passes.
• Gymnastics - balancing on one leg.
• Biathlon - throwing a bean bag at a target.
►►
Demonstrate the activity and recording process for students before they start the activity.
►►
Day one: Have the students complete the improvement task for one minute. (BLM #16).
►►
Have students set their goal for the next gym class.
►►
Allow time to record on their graph in class and an opportunity to share with the class.
Closure
►►
Students complete and discuss their graphs in partners.
►►
Discuss the importance of setting goals.
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 19
Goal Setting and Leadership
INSTRUCTIONAL FOCUS:
Ages 8-11 • Grades 3-5
SUGGESTED TIME FRAME:
In this lesson students will understand goal-setting and
leadership in sport. Students will be responsible for creating
and running a mini Canada Games for their peers.
LEARNING OUTCOMES:
• 20 min. for discussion
• 3 x 45 min. work blocks for
Mini Canada Games project
• 60 min. for celebration/Mini
Canada Games Event
Physical Education
►►
Demonstrate an ability to participate safely and fairly in
specific physical activities.
►►
Demonstrate leadership in selected physical activities.
Health and Career Education
►►
Mini Canada Games
Identify the steps in a decision-making model.
MATERIALS AND RESOURCES LIST:
• BLM #17, 18
• Materials students will require for each
mini Games station (list given to teacher
by students after brainstorming)
• Space to hold the Mini Canada Games
• Lined paper
• Pen/pencil
• List for teacher of equipment and
materials needed
ASSESSMENT
Formative
Students who understand
will:
►►
access prior knowledge.
►►
develop and maintain mini
Canada Games activities.
►►
connect and contribute
to class ideas as they
communicate.
Adaptations & Extensions
To provide additional support:
Summative
Key assessment questions:
►►
Teacher to choose student groups.
►►
►►
Check in with students to see how their
project is progressing.
Why is it important to set
goals for yourself?
►►
Does the size of the goal
change your ability to
achieve it?
►►
What is the role of a leader?
To provide challenge:
►►
►►
Have students create a written report for
their mini Canada Games activity, to be
approved before they begin developing it.
Students can write a journal entry
describing their experience and how
they succeeded.
Evidence of learning:
►►
Each group will develop
and maintain a mini Canada
Games activity.
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 20
Goal Setting and Leadership
Mini Canada Games
Ages 8-11 • Grades 3-5
LESSON ACTIVITIES:
Introduction
►►
Review with students what the Canada Games is and why it is important.
►►
Go to the Canada Games website. On the website, go to Canada Games
→ Canada Games Backgrounder and read information aloud to students
(making adaptations on length and content as necessary).
For great videos on the essence of what the Canada Games are all about visit
the Canada Games portal for Past Canada Games footage on the website.
►►
Discuss with students what leadership/being a leader means to them.
►►
Discuss goal-setting with students.
What is a goal?
Why do we set goals?
Does the time frame for completing a goal matter?
►►
Watch video on how to reach goals, four step process:
www.greatschools.org/parenting/motivation-confidence/4213-help-your-child-make-and-reach-goals-video.gs
Body
Students will be responsible for creating and running a mini Canada Games for their peers. Students should form
groups of 2-3 to share the responsibility.
Activity 1
►►
Students decide which sport they would like to organize/host (if students are finding it hard to agree on one
sporting event, you can have a random draw of events to choose from).
►►
Students should talk about their end goal of hosting a sport and all the steps they need to take to achieve it, as
outlined below in Activity 2.
Activity 2
►►
Once students have selected their sport, they can begin brainstorming their activity and material list for the teacher. Each
activity should take approximately 10 minutes to complete before groups need to move to the next station.
Each station should have:
• Instructions or guidelines for how to participate
• Rules for everyone to follow
• Advertisements or signage to promote their Canada Games activity
• Prizes, medals, or awards for participants
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 21
Goal Setting and Leadership
Mini Canada Games
Ages 8-11 • Grades 3-5
Activity 3
►►
Students should begin putting their ideas together to create a trial model of their activity.
►►
Students from other groups could test the model activities and give feedback before
the Mini Canada Games Day.
Activity 4
►►
Mini Canada Games Day. Students set up their activities and run through them once more
before the Mini Canada Games begin.
Extension
►►
Students can invite a younger class to participate in the Mini Canada Games Day and help them get
organized into groups of 3-4. Host class will then help the younger groups through the activities,
explaining the rules and guidelines.
►►
The younger groups should rotate through the activities, spending approximately
10 minutes at each station.
Closure
►►
Discuss with students how their projects went.
Were they able to meet their goals?
Would they change anything if they were to do it again?
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 22
Goal Setting and Leadership
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
In this lesson students will build upon their understanding
of goal-setting and leadership in sport. Students will look
at the leadership skills promoted by the Canada Games
alumni. They will look at setting their own goals to develop
leadership skills and benefit their community.
• 100 min. Body – Activities
• 70 min. Body – Assessments and Reflections
MATERIALS AND RESOURCES LIST:
Language Arts
►►
• 20 min. Introduction
• 20 min. Closure
LEARNING OUTCOMES:
►►
New Goals
Ages 12-14 • Grades 6-8
Write and represent personal express personal responses
and relevant opinions about experiences and texts.
• BLM #19-26
Write meaningful personal texts that explore ideas and
information to experiment, express self, make connections,
reflect and respond, and remember and recall.
• Whiteboard / chalkboard / poster paper
• Canada Games Council Values Statement
• Location to display finished posters
• Chart paper for placemat activity
Health and Career Education
• Dictionaries (online or hardcopy)
►►
Design a plan to achieve a specific goal.
►►
Identify skills that are transferable to new tasks and
situations within and outside the school.
• Pens, pencils, and coloured markers
• Photos or colouring supplies for students
to represent goal for poster
ASSESSMENT
Formative
Students who understand will:
►►
set a personal goal.
►►
be able to define ‘leader’.
Adaptations & Extensions
To provide additional support:
►►
If student does not accomplish goal, they can write the reflection
on another experience.
To provide challenge:
►►
Journal about an instance where they showed leadership.
►►
Have students keep track of their goals by daily logs recording their
progress towards their goal.
►►
Use a leadership game to help introduce a topic.
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 23
Goal Setting and Leadership
New Goals
Ages 12-14 • Grades 6-8
LESSON ACTIVITIES:
Introduction
►►
In groups of 3-5 have students explore the following questions:
What is a leader?
What makes someone a good leader?
Why are good leaders important?
What traits or skills make someone a good leader?
When sharing, reinforce that being a good leader is about personal growth,
working respectfully with others, and working to make the world a more
positive place.
►►
Go over the definition of leadership with students. Emphasize the root
word “leader”.
Leadership: the power or ability to lead other people.
Source: http://humanresources.about.com/od/leadership/a/leader_inspire.htm
►►
Give students the Leadership and Goal-Setting in the Canada Games handout (BLM #19).
Body
Activity 1
►►
Leadership in the Canada Games Values Statement: on BLM #19 go over the Values Statement
of the Canada Games Council.
►►
Have students highlight the words in the Values Statement that connect to leadership traits. Using their
highlighted words, have students develop a list of leadership traits that are promoted in the Values Statement
of the Canada Games. For each one, students should find a definition for the term and give an example of how
someone might demonstrate this.
Activity 2
►►
Canada Games Awards that Recognize Leadership handout (BLM #20): Have the students look at examples
of Canada Games awards from the handout. Have students write next to the award which leadership trait is
emphasized by that award. They may have multiple answers. Discuss these answers as a class.
Activity 3
►►
Have students read the article Canada Games’ Alumni: Hayley Wickenheiser handout (BLM #21). As a class,
discuss her leadership skills.
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 24
Goal Setting and Leadership
New Goals
Ages 12-14 • Grades 6-8
►►
Have students read the text a second time looking for indicators of what Hayley’s goals are and how she is
working to achieve them. Students record this on the handout Canada Games Alumni: How Hayley Wickenheiser
Shows Leadership (BLM #22).
►►
Let students know how striving for excellence requires leaders to set a goal and figure out what they are going to
do to get there.
Activity 4
►►
Students Set Personal Goal
Remind students that in striving for your personal best, you need to set goals and monitor your work towards
it. Go over the goal-setting activity and the rubric with the class (BLM #23). Instruct students that they will be
setting a goal for one thing they can do to help improve their community or develop a leadership trait, and then
they will be making a poster to reflect this goal.
►►
On Canada Games: Developing My Leadership handout (BLM #24), have students come up with a list of 3+ goals
that they could do in a week to help them develop a leadership trait. From this list of possible goals, students
pick one that they want to do and write a plan of how they will accomplish it.
• Students fill in the self-assessment checklist and revise their goal as necessary.
• Students get in partners and share their chosen goal. They go over the details on the self-assessment sheet.
• Students revise their work based on peer feedback.
• Students complete goals (typically outside of class time).
►►
After the allotted time to accomplish their goals, students complete their posters, writing their goal, adding an
image of themselves accomplishing their goal and short paragraph 3-5 sentences reflection. Have students write
rough drafts before writing it on their poster (BLM #26). Their sentences can reflect on one or all of the following
prompts:
How did achieving your goal develop your leadership skills?
Accomplishing this goal made me feel…
Why should other people set goals to develop leadership and help others?
Note: Students that require more scaffolding can develop a reflection by answering each question.
Other students can just answer the first question in multiple sentences.
Closure
►►
Students present to the class their finished poster. Their accomplishments should be displayed in the school.
►►
Students debrief about the process. They may write in a journal or discuss any of the following prompts:
Why is it important to work on leadership skills?
What are some difficulties you encountered?
Would you do try this goal again?
Do you think you made a difference in your community?
What goal would you like to try next to helping your community and developing your leadership skills?
CATCH THE SPIRIT • UNIT 2: GOAL SETTING & LEADERSHIP • 25
UNIT
Healthy Living and Sport
►►
My Favourite Sport
Grades K-2
►►
Life as an Athlete
Grades 3-5
►►
Fuelling an Athlete
Grades 6-8
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 26
3
Healthy Living and Sport
INSTRUCTIONAL FOCUS:
My Favourite Sport
Ages 4-7 • Grades K-2
SUGGESTED TIME FRAME:
In this lesson students will explore how healthy living and sport
are an important part of everyone’s lives, especially athletes.
• 60 minutes
LEARNING OUTCOMES:
MATERIALS AND RESOURCES LIST:
Language Arts
• BLM #27-30
►►
Create simple messages using a combination of pictures,
symbols, letters, and words to convey meaning.
• Canada Games music video
• Canada Games sports description
►►
Respond to selections they read or view, by expressing
an opinion supported with a reason.
• Chart paper - 3 columns for “A Day in the
Life of…”
►►
Use writing and representing to express personal
responses and likes or dislikes about experiences or texts.
• Chart paper markers
• Pencils, markers, crayons, etc.
Physical Education
►►
Describe the importance of choosing healthy food as
fuel for physical activity.
Social Studies
►►
Identify symbols of Canada.
ASSESSMENT
Formative
Students who understand will:
►►
►►
►►
discuss the different sports
of the Canada Games.
participate in a class
brainstorm of “A Day in the
Life of…”
students will pick a
sport they like best and
write about why it’s their
favourite.
Adaptations & Extensions
To provide additional support:
►►
Brainstorm “A Day in the Life of…” as a group.
►►
Partner work.
To provide challenge:
►►
Students can make a diary entry based on
the sport they chose, and type of training
and food they may need
Summative
Key assessment
questions:
►►
What does being an
athlete mean?
Evidence of learning:
►►
Students will be able
to write about a sport
they like best and draw
a picture connected to
their writing.
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 27
Healthy Living and Sport
My Favourite Sport
Ages 4-7 • Grades K-2
LESSON ACTIVITIES:
Introduction
►►
Begin the lesson by showing the students the YouTube video that introduces
the Canada Games, or a similar video of your choosing
►►
After watching the video, ask the students:
What does it mean to be an athlete?
►►
Have the students demonstrate actions that athletes would do in different
Canada Games sports like tennis, hockey, gymnastics, swimming, skiing,
figure skating.
Body (Note: for teacher background knowledge)
►►
Tell the students we are going to learn about the sports in the Canada Games. The Canada Games are a
celebration of youth, sport, culture and community. There are 19 official winter sports and 18 official
summer sports.
►►
Read the descriptions of the official Canada Games sports and show each picture. For a full listing of Canada
Games sporting events see the Canada Games website.
►►
Talk to the students about the different sports asking questions such as:
What equipment might be needed for the sport?
Is this a team sport or an individual sport?
How long do you think these athletes practice for?
►►
After reading and discussing about the sports, write on a piece of chart paper, “A Day in the Life of an Athlete.”
Have three columns labeled Time, Activity and Food. With the class, pick a sport and see if you can make a daily
routine for a particular athlete.
►►
Talk to the students about food choices that would be healthy for an athlete and food that would be unhealthy.
Ask questions like:
What time do you think they wake up, go to bed?
When might they practice? For how long?
►►
When you are finished making the chart together, have the students listen to you read the daily routine of a
freestyle skier (BLM #30). Make comparisons of the class’s routine vs. the diary of the freestyle skier.
►►
Closure
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 28
Healthy Living and Sport
►►
My Favourite Sport
Ages 4-7 • Grades K-2
Students write and draw a picture of their favourite sport in the Canada Games and be able to explain why they
chose that sport (BLM #28 or #29).
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 29
Healthy Living and Sport
INSTRUCTIONAL FOCUS:
LEARNING OUTCOMES:
• 10 min. to watch video
• 20 min. discussion
• 2-3 x 30-45 min. lessons to work on daily
life comparison
MATERIALS AND RESOURCES LIST:
Physical Education
►►
Ages 8-11 • Grades 3-5
SUGGESTED TIME FRAME:
In this lesson students will explore the official sports of the
Canada Games, including Para-Sports and Special Olympic
sports, and how athletes maintain a healthy lifestyle and
train for many hours a day to be the best that they can be at
their chosen sport.
►►
Life as an Athlete
• BLM #31-32
Describe the importance of regular, sustained
participation in physical activity for developing the
strength of the heart, lungs, muscles, and bones.
• Canada Games music video
• Computer/Projector
Describe healthy nutritional choices for physical activity.
• Art supplies
Health and Career Education
►►
Demonstrate and understanding of the benefits of
developing effective work habits.
ASSESSMENT
Formative
Students who understand will:
►►
use background knowledge
to support ideas.
►►
connect and contribute
to class ideas as they
communicate.
►►
compare their life (activities
and nutrition) with the life of
an athlete.
Adaptations & Extensions
To provide additional support:
►►
Have students create a daily schedule.
►►
Provide students with a copy of the
athlete’s daily life for reference.
►►
Adapt the number of sentences
students need to write for their
comparison.
To provide challenge:
►►
►►
Have students write about what they
hope to achieve as they get older to go
with their art.
Hold a celebration of learning for
students to share.
Summative
Key assessment questions:
►►
Why is it important to have
a balanced healthy diet
when doing a sport?
Evidence of learning:
Students will create a project to
compare their life with the life of
a Canada Games athlete.
►►
Daily life schedule.
►►
Comparison paragraph.
►►
Art piece connecting their
goals in the future.
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 30
Healthy Living and Sport
Life as an Athlete
Ages 8-11 • Grades 3-5
LESSON ACTIVITIES:
Introduction
►►
Show students the Canada Games music video.
►►
Discuss with students what the athletes needed to do to get to where they are now.
►►
Discuss with students the topic of this lesson: A Day in the Life of a Canada Games Athlete.
Body
►►
Read A Day in the Life of Jenn Heil (BLM #30). This is a more in-depth look at the daily life of the athlete. It
includes the diet, rest and practice/training routine that an athlete follows.
►►
Discuss with students the diet of the athlete:
Is the athlete’s diet healthy?
Why does the athlete need to eat a healthy diet?
Do you think that the athlete needs to eat more, less or the same as you or me? Why?
►►
Use A/B partners with students so they can talk about their ideas before having a full class discussion. Discuss
with students the training routine of the athlete:
Why does the athlete need to train so much?
Why does the athlete need to do exercise that has nothing to do with the athlete’s chosen sport?
Activity 1
►►
Students will begin by writing their own version of ‘A Day in the Life of ________ (student name)’
Activity 2
►►
Next, students will write a few sentences to compare their lives with the life of the athlete
How are they similar?
How are they different?
►►
Students write at least five sentences comparing their daily life to the athlete’s daily life.
Activity 3
►►
Students will use various visual art elements to create a picture of themselves doing what they hope to do in
the future. Students will write at least 3-5 sentences describing how they see themselves in the future.
Closure
►►
Hold a circle and give each student an opportunity to talk about his/her research and show the artwork he/she created.
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 31
Healthy Living and Sport
Life as an Athlete
Ages 8-11 • Grades 3-5
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 32
Healthy Living and Sport
INSTRUCTIONAL FOCUS:
Fuelling an Athlete
Ages 12-14 • Grades 6-8
SUGGESTED TIME FRAME:
In this lesson students will become aware of the Canada
Food Guide and how athletes use it to assist in their athletic
performance. A well-balanced diet is important to an athlete.
Maintaining good health can contribute to producing an
effective level of performance.
• 3-5 lessons
MATERIALS AND RESOURCES LIST:
Teacher
LEARNING OUTCOMES:
• BLM #33-36
Physical Education
• Canada Food Guide
►►
Describe the benefits of attaining and maintaining a
balanced healthy lifestyle.
►►
Analyze the relationship between personal nutrition
choices and participation in physical activity.
• Information on past/current athletes:
Canada Games website
Athletes – Athlete Profiles
• Poster board/PowerPoint
• Interview clips of Canada Games athlete/
alumni
Students
• Pencil
• Pencil Crayons
• Markers
• Scissors
• Glue
ASSESSMENT
Formative
Students who understand will:
►►
choose a current or past athlete who
participated in the Canada Games.
►►
identify foods that would be beneficial for
athletic performance.
►►
keep a weekly food journal for their athlete.
Adaptations & Extensions
To provide additional support:
►►
Peer support.
►►
Scribe.
To provide challenge:
►►
Compare and contrast their athletes with another peer.
►►
An ‘athlete fair’- students can share their presentations with
the school.
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 33
Healthy Living and Sport
Fuelling an Athlete
Ages 12-14 • Grades 6-8
LESSON ACTIVITIES:
Introduction
Step 1: Pick an Athlete
►►
Choose one of the two athletes interviewed (video) or pick
a Canada Games athlete (current or alumni). For a list of
Canada Games athletes, visit the Athlete Profiles page on
the Canada Games website.
►►
Research their sport.
Step 2: Training diet vs. Competing diet
(Use the Canada Food Guide)
►►
Create a daily food journal for seven days when your athlete is training (BLM #35).
►►
Create a daily food journal for seven days when your athlete is competing (BLM #35).
Project
►►
Create a presentation. Include:
• Athlete’s name
• Sport
• Food journal for training
• Food journal for competing
Closure
►►
Students present to the class.
CATCH THE SPIRIT • UNIT 3: HEALTHY LIVING AND SPORT • 34
4
T
I
N
U
The Official Languages of Canada
►►
Level 1 – Two Little Birds
Grades K-2
►►
Level 2 – Two Little Birds
Grades 3-5
►►
Bilingualism
Grades 6-8
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 35
The Official Languages of Canada
INSTRUCTIONAL FOCUS:
Lvl 1 – Two Little Birds
Ages 4-7 • Grades K-2
SUGGESTED TIME FRAME:
In this lesson students will understand different perspectives
of the importance of the linguistic and cultural diversity of
Canada and the impact this has on the Canada Games.
• 10 min. to watch video
LEARNING OUTCOMES:
• 2 x 30-45 min. lessons to work on project
• 10 min. to present group projects
Language Arts
►►
Express thoughts, feelings, opinions, and ideas through
oral, written and visual presentations and contribute as
a member of a classroom community.
Fine Arts
►►
MATERIALS AND RESOURCES LIST:
• BLM #41-44
• The Magic Mural video
Experience, document, and perform and share
creative works in a variety of ways.
• Chart paper
• 11x17 paper for students to create
mini books, posters, etc.
Social Studies
►►
• 20 min. Discussion
Assess the significance of local events, people,
places, objects.
• Crayons, felts, etc.
• O Canada – National Anthem
English, French, and Bilingual
ASSESSMENT
Formative
Students who understand will:
►►
►►
►►
use what they already
know to share their
perspective.
connect and contribute
to class ideas as they
communicate.
sing along with the class.
Adaptations & Extensions
To provide additional support:
Summative
Key assessment questions:
►►
Chunk the video into segments.
►►
►►
Have students practice connecting
prior knowledge to new ideas.
Why is it important to respect
other cultures/languages?
►►
Why is it important that Canada
has two official languages?
►►
Use visual aids.
To provide challenge:
►►
Encourage students to make
diverse connections when sharing
personal experiences or ideas.
Evidence of learning:
►►
Students will be familiar with
bilingual version of O Canada.
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 36
The Official Languages of Canada
Lvl 1 – Two Little Birds
Ages 4-7 • Grades K-2
LESSON ACTIVITIES:
Introduction
►►
Read a story about Canada.
►►
Discuss what it means to be Canadian as a class and that Canada has two official languages.
►►
Ask if anyone has any friends/family members who speak a different language.
Body
Activity 1
►►
Watch The Magic Mural video.
►►
Watch again stopping at different spots in the movies and ask students to write/draw what is going on.
Examples of possible stopping points:
Time
Context
1:15
The two little birds tried to
talk to each other, but didn’t
understand because one speaks
French and one speaks English,
so they went their own ways.
Discussion Questions
Q: What were the two birds trying to say to each other?
A: “Hello”, “Are you ok”, “Yes, I’m fine.”
Q: Why couldn’t they understand each other?
A: One spoke French, one spoke English.
2:26
The birds fell into the painting.
Q: They seem to be starting to understand each other. How is
this possible?
A: Gestures, pictures, persevering and trying to understand each
other.
5:08
The birds meet Bushy Bird/M.
Farelu.
Q: What do they tell Bushy Bird/M. Farelu about where they
are from?
A: Canada has many languages but English and French are the
official languages.
7:18
At Bushy Bird/M. Farelu’s home.
Q: What are the two little birds trying to do?
Q: What problem are they trying to solve?
A: They are trying to find a way to get home.
9:30
The birds have made it back
home.
Q: The two little birds are friends now; have you ever tried to
make friends with someone who doesn’t speak the same language
as you?
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 37
The Official Languages of Canada
Lvl 1 – Two Little Birds
Ages 4-7 • Grades K-2
►►
Possible questions to lead discussion could be:
How many different languages did you count?
What happened when the two little birds first met?
Were they going to be friends? Why/why not?
What changed their minds?
Did they begin to understand each other? How?
What happened when they went into the mural and neither of them understood what was going on?
Why was it important for them to work as a team?
Have you ever been in a situation like this?
How could the little birds be friends at the end when they didn’t speak the same language?
►►
Further Discussion Questions
How is our classroom like the magic mural? How is Canada like the magic mural?
What would have made things easier for the two little birds?
What could we do as a class/school to promote bilingualism?
How does bilingualism affect the multi-cultural nature of Canada?
How do the Canada Games celebrate both official languages?
Why is it important for the Canada Games to represent both official languages?
Activity 2
►►
As a class, discuss that Canada has a national anthem called
O Canada. Play the bilingual version for the class.
►►
Discuss how this is the same/different than the one you are
used to hearing.
►►
Explain that, as a class, you will now be learning the bilingual
version of O Canada together.
Closure
►►
Students present the song to an audience.
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 38
The Official Languages of Canada
INSTRUCTIONAL FOCUS:
Lvl 2 – Two Little Birds
Ages 8-11 • Grades 3-5
SUGGESTED TIME FRAME:
In this lesson students will understand different perspectives
of the linguistic and cultural diversity of Canada and the
impact this has on the Canada Games.
• 10 min. to watch video
• 20 min. discussion
• 3 x 30-45 min. lessons to work on project
LEARNING OUTCOMES:
• 30 min. to present group projects
French
►►
Compare and contrast elements of Francophone culture
to students’ own culture.
►►
Give examples of Francophone cultural activities in their
community.
Language Arts
MATERIALS AND RESOURCES LIST:
• BLM #43, #45, #46
• The Magic Mural video
• Chart paper
►►
Use voice to explore, express, and present a range of
ideas, information, and classroom community language.
• 11x17 paper for students to create mini
books, posters, etc.
►►
Listen purposefully to understand.
• Crayons, felts, etc.
►►
Create meaningful visual representations that
communicate personal response, information,
and ideas relevant to the topic.
ASSESSMENT
Formative
Students who understand will:
►►
use background knowledge
to support ideas.
►►
connect and contribute
to class ideas as they
communicate.
►►
respond using the
appropriate vocabulary
learned in the video.
Adaptations & Extensions
To provide additional support:
Summative
Key assessment questions:
►►
Chunk the video into segments
►►
►►
Have students practice
connecting prior knowledge to
new ideas.
Why is it important to respect
other cultures/languages?
►►
Why is it important that Canada
has two official languages?
Use visual aids.
Evidence of learning:
►►
To provide challenge:
►►
Encourage students to make
diverse connections when
sharing personal experiences
or ideas.
►►
Students will create a project to:
►►
Show the impact of the official
languages on the Canada Games.
►►
Illustrate the importance of
respecting both official languages.
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 39
The Official Languages of Canada
Lvl 2 – Two Little Birds
Ages 8-11 • Grades 3-5
LESSON ACTIVITIES:
Introduction
►►
Write the words bilingual, French and English on the board/chart paper and ask students what each word means.
►►
Write the responses onto the chart paper.
►►
Discuss Canada as a bilingual nation:
What does it mean?
Why is Canada a bilingual country? Is it important? Should we continue to be bilingual?
How does this affect daily life in Canada?
Can we be friends with someone even if we don’t speak the same language?
Body
►►
Watch the video The Magic Mural.
►►
Watch again, stopping at different spots in the movie and ask students to write/draw what is going on.
Examples of possible stopping points:
Time
Context
1:15
The two little birds tried
to talk to each other, but
didn’t understand because
one speaks French and
one speaks English, so
they went their own ways.
Discussion Questions
Q: What were the two birds trying to say to each other?
A: “Hello”, “Are you ok”, “Yes, I’m fine.”
Q: Why couldn’t they understand each other?
A: One spoke French, one spoke English.
2:26
The birds fell into the
painting.
Q: They seem to be starting to understand each other. How is this
possible?
A: Gestures, pictures, persevering and trying to understand each other.
5:08
The birds meet Bushy
Bird/M. Farelu.
Q: What do they tell Bushy Bird/M. Farelu about where they are from?
A: Canada has many languages but English and French are the official
languages.
At Bushy Bird/M. Farelu’s
home.
Q: What are the birds trying to do?
7:18
9:30
The birds have made it
back home.
Q: What problem are they trying to solve?
A: They are trying to find a way to get home.
Q: The two little birds are friends now; have you ever tried to make
friends with someone who doesn’t speak the same language as you?
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 40
The Official Languages of Canada
Lvl 2 – Two Little Birds
Ages 8-11 • Grades 3-5
►►
Discuss what happened in the video.
How many different languages did you count?
What happened when the two little birds first met?
Were they going to be friends? Why/why not? What changed their minds?
Did they begin to understand each other? How?
What happened when they went into the mural and neither of them understood what was going on?
Why was it important for them to work as a team?
Have you ever been in a situation like this?
How could the little birds be friends at the end when they didn’t speak the same language?
►►
Further Discussion Questions:
How is Canada like the magic mural?
How many official languages do we have?
What would have made things easier for the two little birds?
How would your life be different if we were not a bilingual nation?
How do you see bilingualism promoted in your school, community, province, country?
What could we do as a class/school to promote bilingualism?
How does bilingualism affect the multi-cultural nature of Canada?
How do the Canada Games celebrate and respect both official languages?
Why is it important for the Canada Games to represent both official languages?
Students can work in groups or individually to create a project that shows
what it would be like to be an athlete in the Canada Games and not speak the
dominant language of the area. They could also create a project to show what
the Canada Games could/should do to respect both languages. For example,
you only speak French but you’ve made your provincial team and you’ve been
selected to compete in a Canada Games. Students can show their learning
however they choose: mini book, poster, video, brochure, etc.
Closure
►►
Hold a circle and give each student an opportunity to talk about his/her
research and show the artwork he/she created.
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 41
The Official Languages of Canada
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
In this lesson, students will understand different
perspectives of the linguistic and cultural diversity of Canada
and the impact this has on the Canada Games.
• 20 min. discussion
• 30 min. to present group projects
French
►►
• 10 min. to watch video
• 2 x 30-45 min. lessons to work on project
LEARNING OUTCOMES:
►►
Bilingualism
Ages 12-14 • Grades 6-8
Develop an awareness of Canada’s official languages
and the benefits of knowing more than one language.
Demonstrate an understanding of the daily lives of
Francophone people.
Language Arts
MATERIALS AND RESOURCES LIST:
• BLM #43, 45-47
• One Charter, Two Languages, A Thousand
and One Voices video
• Chart paper
►►
Apply the conventions of language to clarify meaning in
written and oral communication.
►►
Explore and express ideas, opinions, and perspectives
to communicate clearly through oral language.
• Internet access for student research
ASSESSMENT
Formative
Students who
understand will:
►►
►►
►►
use background
knowledge to support
ideas.
connect and contribute
to class ideas as they
communicate.
respond using the
appropriate vocabulary
learned in the video.
Adaptations & Extensions
To provide additional support:
Summative
Key assessment questions::
►►
Chunk the video into
segments.
►►
Why is it important to respect other
cultures/languages?
►►
Have students practise
connecting prior knowledge
to new ideas.
►►
Why is it important that Canada has two
official languages?
►►
Use visual aids.
To provide challenge:
►►
Encourage students to
make diverse connections
when sharing personal
experiences or ideas.
Evidence of learning:
Students will create a project to:
►►
Show the impact of the official languages
on the Canada Games.
►►
Illustrate the importance of respecting
both official languages.
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 42
The Official Languages of Canada
Bilingualism
Ages 12-14 • Grades 6-8
LESSON ACTIVITIES:
Introduction
►►
Teacher will write the word “bilingual” on the board/chart paper and ask students
what this means.
►►
Teacher will write the responses onto the chart paper.
►►
Discuss Canada as a bilingual nation:
What does it mean to be a bilingual country?
Why is Canada a bilingual country? Is it important?
Should we continue to be bilingual?
How does this affect daily life in Canada?
Body
►►
Watch the video One Charter, Two Languages, A Thousand and One Voices. Watch
again and ask students to copy down one quote that resonates with them as they
watch the video.
►►
Hand out the list of quotes from the video (BLM #47).
►►
Discuss what bilingualism means to the young people interviewed for the video.
►►
Further Discussion Questions:
Why is it important to show respect for both official languages?
How would your life be different if we were not a bilingual nation?
How do you see bilingualism promoted in your school, community, province, country?
What could we do as a class/school to promote bilingualism?
How does bilingualism affect the multi-cultural nature of Canada?
How do the Canada Games celebrate and respect both official languages?
Project
Students can work in groups or individually to create a project that shows what it would be like to be an athlete in the
Canada Games and not speak the dominant language of the area. They could also create a project to show what the
Canada Games could/should do to respect and incorporated the dual languages and multi-cultural nature of Canada
into their Canada Games. For example, you only speak French but you’ve made your provincial team and you’ve
been selected to compete in a Canada Games. Students can show their learning however they choose: mini book,
poster, video, brochure, etc.
Closure
►►
Students present to the class.
CATCH THE SPIRIT • UNIT 4: THE OFFICIAL LANGUAGES OF CANADA • 43
5
T
I
N
U
Unifying Canada
►►
Level 1 – What’s Your Mascot?
Grades K-2
►►
Level 2 – What’s Your Mascot?
Grades 3-5
►►
My Torch
Grades 6-8
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 44
Unifying Canada
INSTRUCTIONAL FOCUS:
Level 1 – What’s Your Mascot?
Ages 4-7 • Grades K-2
SUGGESTED TIME FRAME:
In this lesson students will understand that mascots are
used symbolically to embody characteristics and qualities of
a collective group or region. Mascots are often used during
sporting events and for consumer products as they are
easily recognized and bring a message to the public.
• 5-10 min. Introduction
• 40 min. Body
• 20 min. Closure
LEARNING OUTCOMES:
MATERIALS AND RESOURCES LIST:
Language Arts
• BLM #2-4
►►
Create personal writing and representations to convey
meaning (may use a combination of pictures, symbols,
letters, and words).
Fine Arts
►►
• Background information on your
community mascots or Olympic mascots
• Information on current mascots
• Crayons, pencil, felts, etc.
Use a variety of images sources such as imagination,
observations, feelings, memory, and stories to create images.
ASSESSMENT
Formative
Students who understand will:
Adaptations & Extensions
To provide additional support:
►►
brainstorm.
►►
Class discussion.
►►
create a mascot.
►►
Scribe.
►►
describe their mascot.
To provide challenge:
►►
Create mascot out of 3-D
materials.
►►
Compare and contrast mascot
with their classmates.
Summative
Key assessment questions:
►►
How does your mascot
represent you?
►►
Why did you choose to include
on your mascot?
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 45
Unifying Canada
Level 1 – What’s Your Mascot?
Ages 4-7 • Grades K-2
LESSON ACTIVITIES:
Introduction
►►
Show students mascots from previous and current Canada Games.
►►
Talk about the meaning behind some of the mascots.
►►
Ask the students how the mascots represent the region they are from.
Body
Step 1: Brainstorm
►►
Students will brainstorm ideas of animals or creatures that would represent their local region.
►►
Brainstorm characteristics that will be represented in their mascot (animal, clothing, colours, etc.) that
would also represent their region.
Step 2: Design the Mascot
►►
As a class, in groups or individually, give students time to design and create their mascot.
Step 3: Describe the Mascot
►►
Students will describe their mascot expanding on reasons why they chose specific characteristics.
Closure
►►
Students share and present their mascots to their classmates or other classmates in the school.
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 46
Unifying Canada
Level 2 – What’s Your Mascot?
Ages 8-11 • Grades 3-5
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
In this lesson students will understand that mascots are
used symbolically to embody characteristics and qualities of
a collective group or region. Mascots are often used during
sporting events and for consumer products as they are
easily recognized and bring a message to the public.
• 10 min. for Introduction
• 2 x 45 min. lessons for Body
• 20 min. for Closure
LEARNING OUTCOMES:
MATERIALS AND RESOURCES LIST:
Language Arts
• BLM # 2, 5, 6
►►
• Background information on community
mascots or Olympic mascots
Create a piece of imaginative writing that features welldeveloped ideas through the use of supporting details
especially interesting sensory detail.
• Information on current mascots
Fine Arts
►►
• Crayons, pencil, felts, etc.
Create 2-D and 3-D images that communicate ideas and
stories and illustrate an idea.
ASSESSMENT
Formative
Students who understand will:
Adaptations & Extensions
To provide additional support:
►►
brainstorm a mascot.
►►
Class discussion.
►►
design their mascot.
►►
Scribe.
►►
write a short story.
To provide challenge:
►►
create their 3-D mascot.
►►
Compare and contrast student’s
mascot with a past Canada
Games mascot.
Summative
Key assessment questions:
►►
How does your mascot represent
your local region?
►►
Why did you choose to
include_______ on your mascot?
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 47
Unifying Canada
Level 2 – What’s Your Mascot?
Ages 8-11 • Grades 3-5
LESSON ACTIVITIES:
Introduction
►►
Show students mascots from previous and current Canada Games.
►►
Discuss the meaning behind some of the mascots’ characteristics.
►►
Discuss how the mascots represent the region they are from.
Body
Step 1: Brainstorm
►►
Students will brainstorm ideas of animals or creatures that would represent their local region.
►►
Brainstorm characteristics that will be represented in their mascot (animal, clothing, colours, etc.) that would also
represent their region.
Step 2: Design the Mascot
►►
As a class, in groups or individually, give students time to brainstorm and sketch what their mascot will look like.
►►
Students will create a list of materials necessary to create a 3-D version of their mascot.
Step 3: Describe the Mascot
►►
Students will write a short story that has their mascot interacting with a previous mascot and that explains why
they have specific characteristics.
Step 4: Create the Mascot
►►
Students can create their mascots out of plasticine or other 3-D materials.
►►
They can use materials such as fabric, pipe cleaners, etc. to add to their 3-D mascot.
Closure
►►
Students share and present their mascots to their classmates or other classmates in the school.
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 48
Unifying Canada
My Torch
Ages 12-14 • Grades 6-8
INSTRUCTIONAL FOCUS:
SUGGESTED TIME FRAME:
In this lesson students will understand the background of
the Roly McLenahan Canada Games Torch, look at how
the Canada Games unite the country, and make a personal
connection to express their own identity.
• 15 min. for Introduction
• 2 x 75 min. lessons for Body
• 30 min. for Closure
LEARNING OUTCOMES:
MATERIALS AND RESOURCES LIST:
Fine Arts
►►
• BLM #7-14
Create images in response to historical and
contemporary images or issues that express beliefs and
values, and reflect art styles from a variety of contexts.
• Large image of school mascot or logo
• Sticky notes
Languages Arts
►►
• Colour image of the current Roly
McLenahan Canada Games Torch
Create personal writing to convey meaning that
demonstrates connections to personal experiences,
ideas, and opinions.
• Description of the current Roly
McLenahan Canada Games Torch
• Official explanation of current torch
panel
• Pens or pencils
• Art supplies for torch
ASSESSMENT
Formative
Students who understand will:
Adaptations & Extensions
To provide additional support:
►►
complete self- assessment
rubric.
►►
complete peer feedback for
torch design.
►►
Have students bring an object that represents something they are proud of
and something they think is valuable without money.
►►
complete peer feedback for
written explanation.
►►
Create a KWL chart (BLM #10) to brainstorm about the Canada Games and
the torch.
What do we know about the Canada Games?
►►
Make template of torch.
To provide challenge:
What do we want to know about the torch design?
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 49
Unifying Canada
My Torch
Ages 12-14 • Grades 6-8
LESSON ACTIVITIES:
Introduction
►►
Introduce the topic of how the Canada Games works to unify Canada.
►►
Look at the definition of community; emphasize unity.
Community: a group of people who live in the same area (such as a city, town, or neighbourhood); a
group of people who have the same interests, religion, race, etc.
►►
Ask students to consider the following questions:
There are more than 35 million people in Canada – is it possible for someone to personally
know every Canadian?
Canada is almost 10 million km2 in size– is it possible to visit every kilometre of Canada?
►►
In a class discussion, reinforce that it is not possible to do these things, but somehow Canadians still
understand that there can be a Canadian community and they can be a part of it without knowing every
person and experiencing every centimetre of the country.
►►
Have students work in small groups to develop a list of some of the things that make them feel Canadian
or part of the Canadian community. Have them share and discuss how these things are often symbols.
Body
Activity 1
►►
How the Canada Games help build unity:
Give students the The Canada Games: Unifying Canada handout (BLM #7) and go over the introduction.
►►
Show a large copy of the school mascot or logo so that all students can see. Get students to think, pair,
and share about “What ideas does our school mascot/logo try to promote?” Have students explain how
they come up with their answers using specific details from the image as support. Model this if needed.
►►
Continue reading the Canada Games: Unifying Canada handout with students. Develop a list of the
things the torch symbolizes on a chart or board.
Activity 2
►►
The Roly McLenahan Canada Games Torch:
Look at the image of rear panel of the current 2015 Canada Winter Games Host Community’s torch. As a
class, guide students to discuss what each aspect of the Host City panel means.
►►
Provide students with the official explanation of the panel. Ask, what surprised you or made you curious
about the symbols the community chose for the panel? Students can think, pair, and share.
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 50
Unifying Canada
►►
My Torch
Ages 12-14 • Grades 6-8
Give students the goals for their torch design:
• They will be thinking about what is important to their community and what symbolizes their community.
• They will be creating their own panel as if they were the Host Community to share their values and
community symbols with the rest of Canada.
Activity 3
►►
Have students brainstorm important values, symbols, about your own community. They should write as many
answers as they can think of on sticky notes.
►►
Have headings on the walls that correspond to each prompt. Have students post their sticky notes under the
relevant heading. Read out all the answers once they are posted.
What are you proud of in your community?
If someone wanted to know about your community, what would you say?
What do you wish everyone knew about your community?
What makes your community unique?
Activity 4
►►
Distribute the torch rubric, and go over it with the class (BLM #11).
►►
Have students use the rubric to assess the Canada Games torch. Discuss the marks that the torch and
explanation would receive.
►►
Students work in groups or alone to create a rough draft panel for their community.
►►
Have students self and peer-assess their torch image using the handouts (BLM #12-13).
►►
Students should create a written explanation of what images or design choices they made and how they
represent their local community.
►►
Students self and peer-assess their written explanation using the handouts
(BLM #12, #14).
►►
After peer and self-assessments, return to the rubric to ensure students are
clear with the assessment tool and address any lingering questions or issues.
►►
Students edit their work based on the feedback and create good copies.
Closure
►►
Students share their final torch and write up with the class.
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 51
Unifying Canada
My Torch
Ages 12-14 • Grades 6-8
CATCH THE SPIRIT • UNIT 5: UNIFYING CANADA • 52
ES
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RES
Associated Programs
►►
►►
►►
►►
►►
►►
►►
Adopt a Province Program
Roly McLenahan Torch Relay
Canada Games Flag Relay
Canada Games Day
National Flag of Canada Day
RBC Sports Day in Canada
National Jersey Day
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 53
Associated Programs
Adopt a Province Program
Classrooms/schools can adopt a province for the Canada Games
►►
Cheer for events
►►
Make welcome signs
►►
Get to know the teams and athletes
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 54
Associated Programs
Roly McLenahan Torch Relay
The Roly McLenahan Torch Relay is a significant element of any Canada Games, and has united communities across
the nation for the past 47 years. The Canada Winter Games Torch Relay engages residents of the host community
and the rest of Canada with spirit and passion in the lead up to the Opening Ceremonies.
“For us, the Torch Relay is an opportunity to rally decision makers, parents, and young people from the
communities being visited around this event that promotes sport and healthy lifestyles. This relay will
increase awareness of the Canada Games, motivate, support, and highlight the work of local communities
that are already active in the various regions of Canada. We are certain that the messages conveyed will
help promote social norms that put healthy lifestyles at the forefront.”
The Games Torch Relay will visit many communities throughout the host region, but only a few communities will have
the chance to host a Games Regional Community Torch Celebration!
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 55
Associated Programs
Canada Games Flag Relay
The Canada Games Flag Relay is an initiative that looks to engage all of the past Host Societies and the entire
country. It gives past Host Societies and members of their community a chance to celebrate and reminisce about
what it was like to host the Canada Games. It also gives them the chance to demonstrate their community spirit
and place in history. This spirit can be demonstrated through organized events such as flag raising events, athlete
appreciation receptions, local radio contests, etc. In every Flag Relay, communities bring forth innovative ways to
capture the essence of the Canada Games and show their community pride.
For more information visit the Canada Games website.
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 56
Associated Programs
Canada Games Day
Canada Games Day is an event that offers children a sport and educational experience that mirrors the excitement
and spirit of the Canada Games; Canada’s largest multi-sport event which is held every two years, alternating
between summer and winter.
The Canada Games Council (CGC) invites all students and schools and other interested community groups from across
the country to “Catch the Spirit” of the Canada Games by participating in the Canada Games Day School Challenge.
The Canada Games Council is committed to encouraging all young Canadians to make physical activity and fitness a
key part of their daily lifestyle. One way we work towards encouraging children and youth to be active is by providing
opportunities for them to engage in physical activity that is fun and exciting!
For more information visit http://www.canadagames.ca/canada-games-days.
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 57
Associated Programs
National Flag of Canada Day - February 15, 2016
Every year February 15 is celebrated as National Flag of Canada Day to honour our ‘Maple Leaf’ or ‘l’Unifolié’. The
flag symbolizes freedom, peace, respect, and justice and features an 11-pointed red maple leaf. February 15, 1965,
the Canadian flag was raised over the Parliament Hill in Ottawa, Ontario, for the first time.
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 58
Associated Programs
RBC Sports Day in Canada
The RBC Sports Day in Canada is a national celebration of sport, from grassroots to high-performance levels, in
communities across the country. The vision of RBC Sports Day in Canada is to reach out to all Canadians to build,
solidify and celebrate the role of sport in our country through a dynamic, energetic and influential movement that
inspires Canadians to move more.
RBC Sports Day in Canada is presented by ParticipACTION, CBC and True Sport, working with national sporting
organizations and their networks of coaches, athletes and enthusiasts across the country. It’s an opportunity for
all Canadians to celebrate the power of sport to build community, fortify our national spirit and facilitate healthy,
active living.
http://www.participaction.com/programs-events/programs/sports-day-in-canada/
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 59
Associated Programs
National Jersey Day
Jersey Day is a national day for Canadians each year to show their love and support for sport by wearing a
team or club jersey or uniform to school, work, or play.
http://www.schoolsport.ca/celebrate-sport-on-national-jersey-day/
CATCH THE SPIRIT • ASSOCIATED PROGRAMS • 60
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Appendix Documents
►►
Links
►►
References
►►
Black Line Masters (BLMs)
CATCH THE SPIRIT • APPENDIX • 61
Links
Canada Games Website
Canada Games – http://canadagames.ca
Athlete Profiles – http://www.canadagames.ca/athlete-alumni
Torch Relay – http://www.canadagames.ca/roly-mclenahan-torch
Awards – http://www.canadagames.ca/awards
Flag Relay – http://www.canadagames.ca/canada-games-flag-relay
Canada Games Day – http://www.canadagames.ca/canada-games-days
Past Canada Games footage – Canada Games TV
http://www.canadagamestv.ca
Supersonic Song (instrumental)
https://drive.google.com/file/d/0B1vdfA92AXmoQUdzajhXMVoxSWM/view?usp=sharing
Magic Mural video
https://www.youtube.com/channel/UCik-lKFn40zgFMGOYOtDjYA/videos
One Charter, Two Languages, A Thousand and One Voices
https://www.youtube.com/channel/UCik-lKFn40zgFMGOYOtDjYA/videos
Canada Food Guide
http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php
Associated Programs
Flag day http://www.calendarlabs.com/holidays/canada/national-flag-of-canada-day.php
RBC Sports Day – http://www.participaction.com/programs-events/programs/sports-day-in-canada/
National Jersey Day – http://www.schoolsport.ca/celebrate-sport-on-national-jersey-day/
CATCH THE SPIRIT • APPENDIX • 62
References
1. Hailey Wickenheiser from http://www.hayleywickenheiser.com/ p95
2. Leadership http://humanresources.about.com/od/leadership/a/leader_inspire.htm p23,
3. Canadian Population http://worldpopulationreview.com/countries/canada-population/ p49
4. Canada land area http://www.fasttocanada.com/about_canada.html p49
CATCH THE SPIRIT • APPENDIX • 63
BLM #2 – UNIFYING CANADA
Mascot Creation Worksheet
STUDENT
4 – Always
3 – Usually
2 – Sometimes
1 – Not Yet
4 – Always
3 – Usually
2 – Sometimes
1 – Not Yet
I can create a mascot
that represents who I am
or where I’m from.
I can describe the
meaning of my mascot.
TEACHER
can create a mascot that
represents who he/she is
or where he/she is from.
can describe the meaning
of his/her mascot.
64
BLM #3 – UNIFYING CANADA
My Mascot – Kindergarten
NAME: DATE:
65
BLM #4 – UNIFYING CANADA
My Mascot – Grades 1-2
NAME: DATE:
66
BLM #5 – UNIFYING CANADA
My Mascot – Writing Scale
NAME: DATE:
67
BLM #6 – UNIFYING CANADA
Visual Scale
NAME: DATE:
QUICK SCALE: MASCOT STORIES
Aspect
MEANING
►► Ideas and
information
►► Use of detail
Not Yet Within
Expectations
Meets Expectations
►► Lacks originality;
►► Predictable; may rely
►► Few details; may be
►► Some detail
resembles a work read
or viewed
illogical
►► Does not engage the
reader
on ideas discussed in
class
►► May try to engage the
reader in the beginning,
then falter
Fully Meets
Expectations
►► Events are largely
predictable, but may
show originality in
places
►► Uses supporting details
to describe events
►► Clarity,
variety,and
impact of
language
FORM
►► Beginning,
middle, end
►► Sequence
►► Characters
►► Setting
►► Dialogue
►► Language is clear
►► Poorly constructed
►► Repeats a few basic
►► Uses a variety of
sentences; little variety
►► No clear beginning,
middle, end
►► Story seems
incomplete; may be
very brief
►► Characters are not
described or developed
►► Dialogue may be
confusing
sentence structures
►► Logically sequenced
beginning, middle,
and end
►► Focuses on action;
often retelling a TV
program or movie
►► Characters are named
and their appearance
may be briefly
described
►► Complete
sentences
►► Spelling
►► Capitals
►► Punctuation
►► Grammar (e.g,
►► Repeated errors
in basic sentence
structure, spelling,
punctuation, or
grammar often make
the writing hard to
understand
►► May be hard to read
may create strong
descriptions
with some variety and
description
sentence lengths and
patterns
►► Logically sequenced
beginning, middle, and
end; beginning often
stronger than ending
►► Focuses more on
action than on
character or theme
►► Characters tend to be
“types”; description
focuses on appearance
the reader
varied; often tries to
use precise, descriptive
language
►► flows smoothly; variety
in sentences
►► Develops logically from
an engaging beginning
to a plausible ending
►► May focus on a theme,
relationship, or idea
►► Characters described
in detail; may develop
setting and create
mood
►► Dialogue is clear; may
►► Dialogue is generally
►► Dialogue is clear and
►► Some errors in
►► Few errors in basic
►► Correct basic
►► Legible
►► Legible, neat; shows
►► Presentation shows
clear, but often all
characters sound t
he same
CONVENTIONS
►► Uses detail effectively;
►► Language is clear,
►► Simple language; may
be somewhat vague
and repetitive
develop parts of story
in unusual ways
►► Creates an impact on
►► Simple language; may
be inappropriate or
incorrect in places
►► Shows originality; may
►► Tries to create an
impact on the reader
STYLE
Exceeds Expectations
sentence structure,
spelling, punctuation,
or grammar; errors
may make parts hard
to follow
reveal character
sometimes sounds
realistic
sentence structure,
spelling, punctuation,
or grammar; errors
do not interfere with
meaning
care
sentence structure,
grammar, spelling,
and punctuation; may
include some errors in
complex structures
care; may include
special features
use of pronouns;
agreement; verb
tense)
68
BLM #6 – UNIFYING CANADA
Visual Scale
NAME: DATE:
QUICK SCALE: 3D MASCOT
Aspect
Not Yet Within
Expectations
Meets Expectations
MASCOT
►► Lacks originality; very
►► Predictable; may rely
closely resembles
a mascot read or
viewed
►► Few details; may be
illogical
►► Barely recognizable
from written
description; does not
match at all
on ideas discussed in
class
►► Some detail
►► Partially recognizable
from written
description; key
elements may be
missing or added
Fully Meets
Expectations
►► Characteristics are
largely predictable,
but may show
originality in places
►► Fully recognizable
from written
description; all
key elements are
included; some minor
features may be
missing
Exceeds Expectations
►► Shows originality; may
include characteristics of
mascots in unusual ways
►► Uses detail effectively; may
create strong link to artist’s
town/province/territory
►► Easily and clearly
recognizable from written
description; all key elements
are included; most/all minor
features are included
69
BLM #7 – UNIFYING CANADA
The Canada Games
INTRODUCTION
There are more than 35 million people in Canada and Canada is almost 10 million km2 in size.
Although it is not possible to know every Canadian or to visit every kilometer of the country,
Canadians still share a sense of belonging to the broader Canadian community.
Symbols can be used by a community to build a shared understanding of the world. How we
choose to represent ourselves with symbols may show what ideas, beliefs, and values our
community thinks are important. Symbols offer people in a community an opportunity to unite
around certain ideas.
What ideas about the school community does your school mascot or logo try to promote?
COMMUNITY AND THE CANADA GAMES
The Canada Games uses many symbols to promote some of their key values, including their commitment to unifying
Canada. The Canada Games helps unify Canada by helping Canadians feel like they are part of a greater Canadian
community. The games bring together Canadian youth from every province and territory and promote ideas that
Canadians value. The Canada Games Torch is a symbol for the Canada Games. The torch symbolizes all of the cultural,
athletic, and other elements that the Canada Games bring together.
ROLY MCLENAHAN TORCH
The Canada Games Torch is called the Roly McLenahan Torch in honour of Roly McLenahan.
Roly McLenahan was an original member of the Canada Games Council who demonstrated a lifelong commitment to youth participation in sport.
The torch is used to start each Canada Games Torch Relay and must be used to light the official
Games Flame during the Opening Ceremonies. The torch is metal, with a leather handle and a
flared top. It is made up of two panels, one on the front and one on the rear. On the panels are
images and messages from the Canada Games Movement and the host community.
On the front panel, the Canada Games logo is the biggest image. It symbolizes the work the Canada Games does to
promote competition and excellence in athletics across Canada in all sports, both summer and winter.
The rear panel is decorated by the host community of the games. The host community uses the panel to show local values
and traditions of sport. This means that the rear panel of the torch is unique for every games. After the games, the rear
panel is given as a gift to the Host Society President to promote the spirit and accomplishments of past Games.
The Roly McLenahan Canada Games Torch is a symbol of how the Canada Games unifies Canada by bringing every
province and territory together to compete, inspires dreams, and builds champions across our great country.
70
BLM #8 – UNIFYING CANADA
The Canada Games Torch
NAME: DATE:
THIS CANADA GAMES TORCH WAS THE ONE USED DURING THE 2011 CANADA GAMES IN HALIFAX, NS.
Gold
Blue
White
3 Things I Think are Emphasized in the Halifax Torch
1.
2.
3.
71
BLM #9 – UNIFYING CANADA
2011 Canada Games Torch design
A coastal peninsula, Nova Scotia is a province that has been, and continues to be, shaped by the sea.
Across the province and throughout our diverse cultures they share a heritage of sailing, fishing and
surviving close to the ocean. The Halifax 2011 Canada Games torch design draws inspiration from nautical
forms such as the curve of a sail, the crest of a wave, the bow and mast of a ship.
Taken directly from the Halifax 2011 logo design, a blend of winter white and blues are employed to create a
progressive, youthful and exciting feel. A gold ribbon wraps around the inner core of the torch representing
achievement and excellence.
The design incorporates the three pillars of the Halifax 2011 Games: “Compete. Contribute. Celebrate.”
written in both official languages in subtle text along the outer wrap.
A final included element is the recognizable maple leaf icon, a unifying national symbol and a shared feature
of the 2011 Canada Winter Games and Canada Games logos.
The torch was designed by Dean Gallant of the Halifax 2011 Canada Games Host Society and fabricated by
the team at Yachtsmith International.
72
BLM #10 – UNIFYING CANADA
Sample KWL Chart
K-W-L CHART
Topic:
What I Know
What I Want to Know
What I Learned
73
BLM #11 – UNIFYING CANADA
Rubric for Torch Artwork and Explanation
Excellent
Very Good
Satisfactory
Minimally Acceptable
TORCH IMAGES
Uses thoughtful
symbols to
represent the
community
Images clearly
move beyond literal
representations of places
to represent ideas,
values, and beliefs of the
community
Images are a mix of literal
representations of physical
aspects of the community
and symbols of values and
beliefs
Images are generally
vague or primarily literal
representations of physical
aspects of the community
(landmarks, maps etc.)
Includes some basic
images but connection
to specific community is
unclear
THINKING
Description shows
reflective thinking
in choice of images
to represent
community
Written description
shows careful thought
in choice and clearly
explains how the images
represent values and
beliefs significant to the
community
Written description
shows good reflection
the explanation of the
significance of each
symbol
Written description
somewhat explains the
importance of the symbols
Selects symbols that
reflect the community but
provides little explanation
as to the reasoning behind
each image
WRITING
Organizes writing
in full sentences
with few spelling
and grammar
errors
Explanation is in full
sentences with little to
no spelling or grammar
errors.
Explanation is in full
sentences with some
spelling and/or grammar
errors. Errors don’t
interfere with the reader’s
understanding.
Explanation is in full
sentences with many
spelling or grammar
errors. Some errors may
be distracting or affect the
reader’s understanding.
Explanation contains
many spelling, grammar or
sentence structure errors
that interfere with the
reader’s understanding.
74
BLM #12 – UNIFYING CANADA
Self-Assessment Rubrics
PLAN FOR THE TORCH IMAGE
Excellent
TORCH IMAGES
Uses thoughtful
symbols to
represent the
community
Images clearly
move beyond literal
representations of
places to represent
ideas, values,
and beliefs of the
community
Very Good
Satisfactory
Images are a mix of
literal representations
of physical aspects
of the community and
symbols of values and
beliefs
Images are generally
vague or primarily
literal representations
of physical aspects
of the community
(landmarks, maps
etc.)
Minimally Acceptable
Includes some basic
images but connection
to specific community is
unclear
WRITTEN EXPLANATION
Excellent
Very Good
Satisfactory
Minimally Acceptable
THINKING
Description shows
reflective thinking
in choice of images
to represent
community
Written description
shows careful thought
in choice and clearly
explains how the
images represent
values and beliefs
significant to the
community
Written description
shows good reflection
the explanation of the
significance of each
symbol
Written description
somewhat explains
the importance of the
symbols
Selects symbols that
reflect the community
but provides little
explanation as to the
reasoning behind each
image
WRITING
ORGANIZES
writing in full
sentences with
few spelling and
grammar errors
Explanation is in full
sentences with little
to no spelling or
grammar errors.
Explanation is in
full sentences with
some spelling and/
or grammar errors.
Errors don’t interfere
with the reader’s
understanding.
Explanation is in full
sentences with many
spelling or grammar
errors. Some errors
may be distracting
or affect the reader’s
understanding.
Explanation contains
many spelling, grammar
or sentence structure
errors that interfere
with the reader’s
understanding.
For my good copy I want to work on:
75
BLM #13 – UNIFYING CANADA
Peer Feedback for Torch Design
NAME:
REVIEWER’S NAME:
Excellent
TORCH IMAGES
Uses thoughtful
symbols to
represent the
community
Images clearly
move beyond literal
representations of
places to represent
ideas, values,
and beliefs of the
community
Very Good
Satisfactory
Images are a mix of
literal representations
of physical aspects
of the community and
symbols of values and
beliefs
Images are generally
vague or primarily
literal representations
of physical aspects
of the community
(landmarks, maps
etc.)
Minimally Acceptable
Includes some basic
images but connection
to specific community is
unclear
I like:
I like:
You might want to try:
76
BLM #14 – UNIFYING CANADA
Peer Feedback for Written Explanation
NAME:
REVIEWER’S NAME:
Excellent
Very Good
Satisfactory
Minimally Acceptable
THINKING
Description shows
reflective thinking
in choice of images
to represent
community
Written description shows
careful thought in choice
and clearly explains how
the images represent values
and beliefs significant to the
community
Written description
shows good
reflection the
explanation of the
significance of each
symbol
Written description
somewhat explains
the importance of
the symbols
Selects symbols that
reflect the community
but provides little
explanation as to the
reasoning behind each
image
WRITING
Organizes writing in
full sentences with
few spelling and
grammar errors
Explanation is in full
sentences with little to no
spelling or grammar errors.
Explanation is
in full sentences
with some spelling
and/or grammar
errors. Errors
don’t interfere
with the reader’s
understanding.
Explanation is in
full sentences with
many spelling or
grammar errors.
Some errors may
be distracting or
affect the reader’s
understanding.
Explanation contains
many spelling, grammar
or sentence structure
errors that interfere
with the reader’s
understanding.
I like:
I like:
You might want to try:
77
BLM #15 – GOAL SETTING AND LEADERSHIP
Self-Assessment
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
Listens attentively
Actively participates
in discussions
I reached my goal
I encouraged
friends to reach
their goals
OVERALL:
Listens attentively
Actively participates
in discussions
I reached my goal
I encouraged
friends to reach
their goals
OVERALL:
78
BLM #16 – GOAL SETTING AND LEADERSHIP
Goal Setting Worksheet
NAME: Mon
Tues
Wed
Thurs
Fri
26+
25
DATE:
24
23
How did I
do today?
Awesome
Monday
Good
Not Yet
22
21
20
19
Tuesday
Wednesday
18
17
16
Thursday
15
14
Friday
13
12
11
Activity 10
9
8
On my first try I got
7
6
5
4
My goal is
3
2
1
79
BLM #17 – GOAL SETTING AND LEADERSHIP
Self-Assessment – Mini Canada Games Project
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
Listens attentively
Actively participates
in discussions
Works well with
group
Creates achievable
goals
OVERALL:
Listens attentively
Actively participates
in discussions
Works well with
group
Creates achievable
goals
OVERALL:
80
BLM #18 – GOAL SETTING AND LEADERSHIP
Tracking Sheet – Mini Canada Games Project
NAME:
Legend: A: Always, U: Usually, S: Sometimes, R: Rarely, N: Not Yet
Observe and record
student’s ability to:
Dates:
STUDENT NAMES:
Uses appropriate active
listening strategies to aid
comprehension;
Uses appropriate speaking
strategies to communicate
with a clear purpose;
Sets achievable goals to
complete the project on time
Helps younger student
accomplish the activity fairly
and safely
Shows leadership through the
whole mini winter games
COMMENTS
81
BLM #19 – GOAL SETTING AND LEADERSHIP
Leadership and Goal Setting in the Canada Games
NAME:
Leadership:
HOW THE CANADA GAMES WORKS TO DEVELOP LEADERSHIP
Values of the Canada Games Council:
We are ethical, inclusive and strive for excellence in all that we do while acting
with integrity, honesty, and respect for others.
LEADERSHIP IN THE VALUES STATEMENT
1. Read the values statement carefully.
2. Complete this table by:
a) listing the leadership traits from the Canada Games values statement,
b) finding the definition for each of the traits, and,
c) explaining how someone can show the trait
Leadership Trait
Definition
How someone can demonstrate this trait
82
BLM #20 – GOAL SETTING AND LEADERSHIP
Canada Games Awards that Recognize Leadership
NAME:
The Canada Games work to promote leadership among athletes by giving awards to recognize leadership skills.
The following awards each promote a leadership trait. For each of these examples write down the leadership
trait it promotes.
Award
Leadership Traits
The Canada Games Flag is presented to the
Province or Territory with the greatest number
of points from all events. Points are awarded to
every athlete in every sport based on performance
AND participation.
The Centennial Cup is presented to the provincial or
territorial team that shows the greatest improvement
from one Winter Games to the next.
The Jack Pelech Award goes to the provincial
or territorial tem that best combines competitive
performance, good sportsmanship, and a spirit of
fair play, cooperation, and friendship.
83
BLM #21 – GOAL SETTING AND LEADERSHIP
Canada Games Alumni: Hayley Wickenheiser
The Canada Games were a springboard to our careers.
– Hayley Wickenheiser
The Canada Games works to build leadership among young people both in the realm of sport and in life. Many
Canada Games alumni have shown this leadership in the years since. Hayley Wickenheiser is one of the Canada
Games alumni who exemplifies these qualities.
In 1991, Hayley Wickenheiser was 12 years old when she competed in hockey for Team Alberta at the Canada
Winter Games and scored the gold medal winning goal. Since then, Hayley has continued to show excellence in
sport. She has won five Olympic medals and “is regarded as one of the best female hockey players in the world with
uncompromising determination and dedication to her sport.” In 2003, Hayley made history when she became the
first female hockey player to score a point in a men’s professional game. In 2011, Hayley was given one of Canada’s
highest honours when she was appointed to the Order of Canada “for her achievements as an athlete and for her
contributions to the growth of women’s hockey.”
Hayley has used her success in hockey to help other people. Hayley is “proud to be Canadian and feels it’s her
responsibility to help care for our two most precious resources: our children and the environment.” She dedicates a
great deal of her time to support many causes. Some of the causes she supports are:
►►
Hayley raises money and participates in community events for KidSport. This organization “provides support for
children to remove financial barriers preventing them from playing organized sport.… KidSport encourages an active
lifestyle, facilitates healthy socializing, and helps boost self-esteem”
►►
Hayley is an athlete mentor for Classroom Champions, a group that brings Olympic and Paralympic athletes into
Kindergarten to Grade 8 classrooms to help kids “recognize their potential, set goals and dream big.”
►►
Hayley is an advocate for Plan International’s ‘Because I am a Girl’ campaign. This campaign “is a social movement
empowering Canadian girls and women to claim a brighter and [safer] future for girls in the developing world.”
►►
Hayley has traveled to various African countries as an ambassador for Right To Play, an athlete-driven organization that
works to “improv[e] the lives of children in some of the most disadvantaged areas of the world using the power of sport
and play for development, health, and peace”
►►
When visiting Africa, Hayley saw the consequences of malaria, a disease carried by infected mosquitoes. She wanted
to help fight the disease, so she became an ambassador for Spread the Net, a campaign that encourages Canadians to
help lower malaria deaths by raising money to buy bed nets for children and families in Africa.
►►
Hayley “is sensitive to how fragile the earth is because her performance is directly related to a clean environment.” As
part of the Clean Air Champions, she visits schools and communities to help educate and inspire Canadians to live
healthier lifestyles and take action to protect the environment.
►►
In promoting Women’s hockey, Hayley has started the Wickenheiser International Women’s Hockey Festival, an annual
tournament that brings together girls and women from across Canada to celebrate hockey.
Text adapted from information on Hailey Wickenheiser from http://www.hayleywickenheiser.com/
84
BLM #22 – GOAL SETTING AND LEADERSHIP
Canada Games Alumni Chart
NAME:
CANADA GAMES ALUMNI: HOW HAYLEY WICKENHEISER SHOWS LEADERSHIP
Hayley’s Goal
What she is doing or has done to work towards it
85
BLM #23 – GOAL SETTING AND LEADERSHIP
Rubric for Goal Setting and Leadership
NAME:
Excellent
Very Good
Satisfactory
Minimally
Acceptable
PLANNING:
Develops a goal that is
attainable within timeline
and describe steps in
how to achieve goal
Student creates
an attainable plan
for a goal and fully
considers what is
required to accomplish
the goal.
Student creates
an attainable plan
for a goal and
considers most of
what is required to
accomplish the goal.
Student creates some
plan for an attainable
goal and considers
some of the materials
or actions that
are required to
accomplish the goal.
Student creates a
goal with a limited
concept of what is
required to achieve
the goal within the
timeframe.
REFLECTION POSTER:
Reflection connects
the experience with the
leadership traits that
were developed
Reflection shows
excellent thinking and
connection between
personal experience
and leadership.
Explanation uses
specific examples,
and strong details.
Reflection shows
a good connection
between personal
experience and
leadership.
Explanation uses
good details.
Reflection shows
some connection
between personal
experience and
leadership.
Explanation uses
some details.
Reflection gives an
explanation of the
personal experience
but the connection to
leadership is unclear.
REFLECTION POSTER:
Proofreads work and
organizes writing in full
sentences with varied
words to clearly describe
experience
Writing on poster is in
full sentences, clearly
organized, with
strong word choice
and few errors.
Reflection is in full
sentences with good
organization and
descriptive word
choice. Spelling,
grammar or structure
errors don’t interfere
with reader’s
understanding.
Reflection is in full
sentences with basic
word choice and
organization. Some
spelling, grammar
or structure errors
may be distracting
or affect reader’s
understanding.
Reflection shows
limited organization
and contains many
spelling, grammar or
structure errors that
interfere with reader’s
understanding.
Learning goals that don’t meet minimally acceptable standards are incomplete.
86
BLM #24 – GOAL SETTING AND LEADERSHIP
Canada Games: Developing My Leadership
NAME:
STEP 1:
Possible ways I can develop my leadership and help my community:
1.
2.
3.
STEP 2:
The goal I want to do:
What I will need to do to meet my goal:
STEP 3:
Self-Assessment Checklist for My Goal
My plan is clear and specific
I can complete my goal within one week
I will be helping someone else or the community
STEP 4:
Share steps 2 and 3 with a partner. Have your partner fill out the peer assessments.
87
BLM #25 – GOAL SETTING AND LEADERSHIP
Partner Feedback Form
NAME:
PARTNER’S NAME:
FEEDBACK FROM PARTNER ABOUT GOAL SETTING:
I like:
I like:
You might want to try:
88
BLM #26 – GOAL SETTING AND LEADERSHIP
How I Demonstrated Leadership
BY:
MY GOAL:
89
BLM #27 – HEALTHY LIVING AND SPORT
Self-Assessment – Comparison
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
Listens attentively
Actively participates
in discussions
Shared my favourite
sport
I encouraged
friends to reach
their goals
OVERALL:
Listens attentively
Actively participates
in discussions
Shared my favourite
sport
I encouraged
friends to reach
their goals
OVERALL:
90
BLM #28 – HEALTHY LIVING AND SPORT
My Favourite Sport – Kindergarten
NAME:
CANADA GAMES SPORT
MY FAVOURITE CANADA GAMES SPORT IS
91
BLM #29 – HEALTHY LIVING AND SPORT
My Favourite Sport – Grades 1-2
NAME:
CANADA GAMES SPORT
MY FAVOURITE CANADA GAMES SPORT IS:
BECAUSE:
92
BLM #30 – HEALTHY LIVING AND SPORT
A Day in the Life of Jenn Heil
Time
Activity
Food
Breakfast: bowl of oatmeal cooked in
low-fat milk with banana, blueberries,
and handful of walnuts
Fluid
1-2 c. of water
1 c. of coffee
Nutrients
6 a.m.
Wake up
8 a.m.
Warm up: 10-15 mins.
of stretching and
exercises
Water
8-10 a.m.
Skate training: High
intensity aerobic exercise
1 c. Sport Drink every
20 mins.
10:30 a.m.
Recovery
11 a.m. – 12
Review training videos with coach
12 p.m.
Lunch
1-2 p.m.
Free time
2 p.m.
Pre-training snack
3-4:30 p.m.
Strength training:
weight lifting and
plyometric training
Water
4:30-6 p.m.
Dry land aerobic
training: 45 mins. on
bike and 45 mins. on
treadmill
1 c. Sport Drink every
20 mins.
240 cal.
63 g carbs
6:30 p.m.
Dinner
Baked sweet potato, baked fish
or chicken, 1 c. of br. rice, side
vegetable, sm. cup of vegetable
soup with crackers
Water or juice
575 cal.
95 g carbs
36 g protein
7 g fat
7:30-9 p.m.
Relax
9 p.m.
Snack
Greek yogurt and fruit
Water
240 cal.
20 g carbs
19 g protein
10 g fat
10 p.m.
Sleep
Daily Totals
5 hours of training
Shake with 1 container of yogurt, 1
banana, 2 tbsp peanut butter, and 1
tbsp cocoa powder
590 cal
77 g carbs
20 g protein
26 g fat
320 cal
84 g carbs
460 cal
64 g carbs
18 g protein
19 g fat
Whole wheat turkey wrap with lettuce,
tomato, and mustard; sm. bag of
pretzels; carrots; 2 tbsp of hummus;
and side salad with veggies
1 c. apple juice
1 c. low-fat chocolate
milk
745 cal
113 g carbs
50 g protein
14 g fat
English muffin with
1 tbsp peanut butter
1 c. skim milk Water
300 cal
29 g carbs
16 g protein
9 g fat
3470 cal.
545 g carbs
159 g protein
85 g fat
93
BLM #31 – HEALTHY LIVING AND SPORT
Self-Assessment – Comparison
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
I listened attentively
I actively participated in
discussions
I wrote a personal daily
schedule to compare with
a Canada Games athlete
I encouraged friends to
reach their goals
OVERALL:
I listened attentively
I actively participated in
discussions
I wrote a personal daily
schedule to compare with
a Canada Games athlete
I encouraged friends to
reach their goals
OVERALL:
94
BLM #33 – HEALTHY LIVING AND SPORT
Interview Questions
Legend: A: Always, U: Usually, S: Sometimes, R: Rarely, N: Not Yet
Observe and record
student’s abilities
Dates:
Student Name:
Use appropriate active
listening strategies to aid
comprehension;
Use appropriate speaking
strategies to communicate
with a clear purpose;
Activate prior knowledge and
make personal connections (to
themselves/the text/the world)
in relation to a topic;
Use appropriate learning
strategies before, during, and
after listening and reading to
demonstrate understanding of
a variety of texts.
Completes daily schedule,
comparison and art
COMMENTS
INTERVIEW QUESTIONS FOR VIDEO CLIP
(MALE AND FEMALE)
1. Why did you choose the sport you compete in?
6. How many times a day do you need to eat?
2. How many hours a week do you train?
7. When competing, how many calories do
you consume?
3. When training, how many calories do
you consume?
8. What foods do you eat when competing?
4. What foods do you eat when training?
9. How many times a day do you need to eat?
5. How long do you need to eat this way?
10. What are your favourite foods to eat after
your competitions?
95
BLM #34 – HEALTHY LIVING AND SPORT
Presentation Checklist
I HAVE INCLUDED:
Brief description of my athlete’s sport
►►
Name of sport
►►
Amount of training required
►►
Equipment needed
►►
Team or individual sport
►►
Hours of training a day
►►
Number of training days a week
Brief biography of my athlete
►►
Age they started their sport
►►
Where they live
►►
Why they chose their sport
►►
What are they doing now
7 day (one week) food diary of when my athlete is training
7 day (one week) food diary of when my athlete is competing
A brief comparison of my athlete and another one
96
BLM #35 – HEALTHY LIVING AND SPORT
Daily Food Journal
NAME:
Time
Food / Beverage
Calories
Daily Totals
Daily Goals
CIRCLE # HOURS
OF SLEEP:
45678910
CHECK # OF 8 OUNCE
GLASSES OF WATER:
123456 78
CIRCLE ENERGY LEVEL:
Low
Medium
High
Physical Activity
Minutes
Intensity: Low/Medium/High
Calories
Notes:
97
BLM #36 – HEALTHY LIVING AND SPORT
Teacher Assessment
NAME: DATE:
Level 1
Assignment
Level 2
Level 3
Level 4
Description of
Athlete’s Sport
Many items are
missing from
the presentation
checklist. Very few
details.
Has included
most items from
the presentation
checklist. Many
details may be
missing.
Has included
all items from
the presentation
checklist. Some
details may be
missing.
Has included
all items from
the presentation
checklist in full
detail
Biography of Athlete
Many items are
missing from
the presentation
checklist. Very few
details.
Has included
most items from
the presentation
checklist. Many
details may be
missing.
Has included
all items from
the presentation
checklist. Some
details may be
missing.
Has included
all items from
the presentation
checklist in full
detail
CIRCLE # HOURS
OF SLEEP:
45678910
CHECK # OF 8 OUNCE
GLASSES OF WATER:
123456 78
CIRCLE ENERGY LEVEL:
Low
Medium
High
Physical Activity
Minutes
Intensity: Low/Medium/High
Calories
Notes:
98
BLM #37 – ARTS AND CULTURE
Self and Teacher Assessment
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
I move like the character I
am pretending to be
My body movements are
high, low, small, and tall
I shared and tried to
move like my character
I encouraged friends to
reach their goals
OVERALL:
I could guess your
character by watching
I watched you move in
different ways
I watched you move and
have fun
I encouraged friends to
reach their goals
OVERALL:
99
BLM #38 – ARTS AND CULTURE
Supersonic
Bus stop pop shop
Stealing first
press a button look ma
Quenchin thirst
No hands its freedom!
It’s a blessing and a curse
Flip Flop mountain top
But I’m done kneeling
When it comes I gotta rock
No rhyme or reason
Looking for a legacy
I’m my own worst enemy
Just a phase hit the stage
Gonna crack the ceiling
Play to win all the rage
I got this meaning
And I’m running far so I can reach you
And I’m pushin hard so I can teach you
Game on super sonic
Ice and lemon with my tonic
For you
Gotta feel this feeling
For you
And I’m running far
Everything I’ve Dreamed of,
So I can reach you
is right here in this moment
And I’m pushing hard
Everything I’ve worked for has come to life
So I can teach you
And I’m running far so I can reach you
Jump Start
And I’m pushin hard so I can teach you
Ball Park
Pick me up before its dark
For you
Gonna do some healing
For you
Heart beats
Godspeed
Superheroes never bleed
-End-
No matter how they’re feeling
100
BLM #39 – ARTS AND CULTURE
Self and Teacher Assessment
STUDENT
Individual Accuracy
Group Accuracy
I can hear “the tune” of the song when I sing
We can all sing together and it sounds great!
4
3
2
1
I can maintain the tempo when I sing
4
3
2
1
4
3
2
1
We listen to each other and maintain the tempo
4
3
2
1
Individual Performance
Group Performance
I can sing this song from memory
We can sing all the verses with emotion
4
3
2
1
I can show my feelings while I sing
4
3
2
1
4
3
2
1
It looks like we enjoy singing together
4
3
2
1
TEACHER
Individual Accuracy
Individual Performance
Student can hear “the tune” of the song when he/she sings
Student can sing this song from memory
4
3
2
1
Student can maintain the tempo when he/she sings
4
3
2
1
4
3
2
1
Student can show his/her feelings while he/she sings
4
3
2
1
101
BLM #40 – ARTS AND CULTURE
Self and Teacher Assessment
STUDENT
Visual Rubric
Lyric Rubric
My original artwork is clearly inspired
and connected to the song
My lyric matches and enhances the meaning or
the feel of the song
4
3
2
1
My original artwork looks “complete” and “finished.”
4
3
2
1
4
3
2
1
My lyric fits within the rhythmic structure of the song
4
3
2
1
TEACHER
Visual Rubric
Lyric Rubric
Student’s original artwork is clearly inspired
and connected to the song
Student’s lyric matches and enhances the meaning
or the feel of the song
4
3
2
1
Student’s original artwork looks
“complete” and “finished.”
4
3
2
1
4
3
2
1
Student’s lyric fits within the rhythmic
structure of the song
4
3
2
1
102
BLM #41 – OFFICIAL LANGUAGES OF CANADA
O Canada Lyrics
O CANADA – ENGLISH
O CANADA – FRENCH
O Canada! Our home and native land!
True patriot love in all thy sons command.
O Canada! Terre de nos aïeux,
Ton front est ceint de fleurons glorieux!
With glowing hearts we see thee rise,
The True North strong and free!
Car ton bras sait porter l’épée,
Il sait porter la croix!
From far and wide,
O Canada, we stand on guard for thee.
Ton histoire est une épopée
Des plus brillants exploits.
God keep our land glorious and free!
O Canada, we stand on guard for thee.
Et ta valeur, de foi trempée,
Protégera nos foyers et nos droits.
O Canada, we stand on guard for thee
Protégera nos foyers et nos droits.
O CANADA – BILINGUAL VERSION
O Canada! Our home and native land!
True patriot love in all thy sons command,
Car ton bras sait porter l’épée,
Il sait porter la croix!
Ton histoire est une épopée
Des plus brillants exploits,
God keep our land glorious and free!
O Canada, we stand on guard for thee.
O Canada, we stand on guard for thee.
103
BLM #42 – OFFICIAL LANGUAGES OF CANADA
Oral Language Self Assessment
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
Listens attentively
Participates in
discussions
I can hear the tune of
O Canada when I sing
I know all the words to
O Canada
OVERALL:
104
BLM #43 – OFFICIAL LANGUAGES OF CANADA
Oral Language Tracking Sheet
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
Listens attentively
Participates in
discussions
I can hear the tune of
O Canada when I sing
I know all the words to
O Canada
OVERALL:
105
BLM #44 – OFFICIAL LANGUAGES OF CANADA
Achievement Chart
Legend: A: Always, U: Usually, S: Sometimes, R: Rarely, N: Not Yet
Observe and record
student’s ability to:
Dates:
Student Name:
use appropriate active
listening strategies to aid
comprehension;
use appropriate speaking
strategies to communicate
with a clear purpose;
communicate ideas
and opinions orally in a
clear, coherent manner
using formulaic phrases,
expressions, and a repertoire
of learned words and simple
language structures on familiar
topics;
activate prior knowledge and
make personal connections (to
themselves/the text/the world)
in relation to a topic; and
use appropriate learning
strategies before, during, and
after listening and reading to
demonstrate understanding of
a variety of texts.
COMMENTS:
106
BLM #45 – OFFICIAL LANGUAGES OF CANADA
Oral Language Self Assessment
NAME:
OVERALL LANGUAGE EXPECTATIONS SUPPORTED
Oral:
►►
Use listening and speaking skills to communicate for a purpose
►►
Express ideas thoughts, feelings, and opinions through various forms of communication
Fine Arts:
►►
Experience, document, and perform to share creative works in a variety of ways
Culture:
►►
Assess the significance of local events, people, places, and object
Strand/Criteria
Level 1
Level 2
ORAL
Student uses active
listening practices
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
Student expresses
thoughts orally
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
FINE ARTS
Student memorises and
sings bilingual Oh Canada
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
CULTURE
Student can identify and
talk about Francophone/
Anglophone people and
elements of Francophone/
Anglophone culture in the
context of the Canada
Games
Student shows awareness
and some openness
toward cultural differences
Level 3
Level 4
107
BLM #46 – OFFICIAL LANGUAGES
Achievement Chart
NAME:
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
4 - Always
3 - Usually
2 - Sometimes
1 - Not Yet
Listens attentively
Actively participates in
discussions
Explains the importance
of respecting Canada’s
Official Languages
OVERALL:
Listens attentively
Actively participates in
discussions
Explains the importance
of respecting Canada’s
Official Languages
OVERALL:
108
BLM #47 – OFFICIAL LANGUAGES
Discussion Guide – One Charter, Two Languages
NAME: DATE:
OVERALL LANGUAGE EXPECTATIONS SUPPORTED
Oral:
►►
Use listening and speaking skills to communicate for a purpose.
►►
Express ideas thoughts, feelings, and opinions through various forms of communication
Reading:
►►
Reflect on and identify effective oral, reading, and writing strategies to improve their performance task.
Writing:
►►
Draft and revise information using simple forms of text to guide communication appropriate to the purpose and
audience and according to feedback received from teachers/peers.
Culture:
►►
Demonstrate an understanding of cultural elements in our daily lives.
►►
Awareness of Canada’s official languages and the benefits of knowing more than one language
Strand/Criteria
ORAL
Student uses active listening practices
Student expresses ideas, thoughts,
feelings, and opinions in class discussions
WRITING
Student identifies and builds a main idea
Student uses conventions, vocabulary, and
language structures taught in this module
CULTURE
Student can identify and talk about
Francophone/Anglophone people and
elements of Francophone/Anglophone
culture in the context of the Canada Games
Student shows awareness and some
openness toward cultural differences
Level 1
Level 2
Level 3
Level 4
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
with limited
effectiveness
with some
effectiveness
with considerable
effectiveness
with a high degree
of effectiveness
109
BLM #48 – OFFICIAL LANGUAGES
Discussion Guide – One Charter, Two Languages
Use the following statements to have a discussion on the meaning of bilingualism in Canada. The statements have
been taken from the video One Charter, Two Languages, A Thousand and One Voices.
“Bilingualism is relative to wherever you’re from. There’s by no means
one uniform definition of bilingualism.”
Kate Stokes, 20 years old
Sidney, British Columbia
“I’m so proud to be Acadian, it’s a big part of my identity. When I just spoke English and
did everything in English, I felt like a part of me was missing.”
Amy Morris, 27 years old
Yarmouth, Nova Scotia
“If Canada didn’t recognize these two languages, I wouldn’t have the privileges I have.”
Brigitte Noël, 22 years old
Sturgeon Falls, Ontario
“It’s important to protect language rights because there will always
be a language in a minority situation.”
François Picard, 22 years old
Alma, Quebec
“I would like my kids to learn all the languages that I learned because I believe having more than one
language is a huge asset and it’s something that should not be lost.”
Ramy Sonbl, 19 years old
Alexandria, Egypt
“You can make connections with other Canadians based on things such as music, cinema, art, and
always get along with these people and learn so many different things from so many different people.”
Joel Guénette, 23 years old
Saint-Boniface, Manitoba
“Speaking English opens doors for me. It allows me to see things differently.”
Myriam Castonguay, 19 years old
Gatineau, Quebec
“I’ve learned the French language, but I’ve always kept my English culture.”
Marcie Maclean-McKay, 19 years old
Magdalen Islands, Quebec
110
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