Marking+Criteria

Attempted (1 mark) |||| Proficient Met Criteria (2 marks) || Distinguished (Exceeded Criteria) (3 marks) || Name of Place: Red Deer Regional Hospital Directions/Map/Location: 3942 50A Avenue, Red Deer Contact Person(s)/Position/email: Brenda Volunteer Resourses Phone Number/FAX/Website: 403-343-4715 ext.1 Dates/Hours of Operation: 8:00am-4:00pm Total Costs (Admission, Transportation): Brief Description (Who We Are): Field Trip Details: Safety Precautions: No cell phones Equipment to take: Digital camera, What to wear: Students should dress presentably and wear close toed shoes. Length of tour or activity: ||||  ||   || Grade: ﻿9 seems to fit <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Subject Integration : health and science <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Topics/Units/Strands: Life learning Choices, Unit A: Biological Diversity **//<span style="color: red; font-family: 'Times New Roman','serif';">HEALTH: Specific Learning Outcomes: ﻿ G.O //**//<span style="color: red; font-family: 'Times New Roman','serif';">Life Learning Choices-Students will use resources effectively to manage and explore life roles and career opportunities and challenges. // //<span style="color: red; font-family: 'Times New Roman','serif';">S.O ////<span style="color: red; font-family: 'Times New Roman','serif';"> L–9.4 refine personal goals and priorities relevant to learning and career paths; e.g., investigate education programs including senior high school programs and those related to potential careers (??? not sure if this is what we are going for.) // //<span style="color: red; font-family: 'Times New Roman','serif';">L–9.7 Analyze the potential impact of volunteerism on career opportunities. // //<span style="color: red; font-family: 'Times New Roman','serif';">﻿SCIENCE: **Social and Environmental Contexts of Science and Technology** // //<span style="color: red; font-family: 'Cambria','serif';">3. Describe, in general terms, the role of genetic materials in the continuity and variation of species characteristics; and investigate and interpret related technologies // //<span style="color: red; font-family: 'Cambria','serif';">• describe, in general terms, the role and relationship of chromosomes, genes and DNA // //<span style="color: red; font-family: 'Cambria','serif';">• distinguish between cell division that leads to identical daughter cells, as in binary fission and mitosis, and cell division that leads to formation of sex cells, as in meiosis; and describe, in general terms, the synthesis of genetic materials that takes place during fertilization [Note: At this level, students should understand that the formation of sex cells involves the halving of the parent cell’s genetic materials and that this process leads to zygote formation. Opportunity for further study of the specific stages of cell division will be provided in senior high school courses (e.g., prophase, metaphase, anaphase, telophase).] // //<span style="color: red; font-family: 'Cambria','serif';">• compare sexual and asexual reproduction, in terms of the advantages and disadvantages (e.g., recognize that asexual reproduction provides an efficient means of transmitting characteristics and that sexual reproduction provides an opportunity for recombination of characteristics) // //<span style="color: red; font-family: 'Cambria','serif';">• distinguish between, and identify examples of, natural and artificial selection (e.g., evolution of beak shapes in birds, development of high milk production in dairy cows) // //<span style="color: red; font-family: 'Cambria','serif';">• describe, in simple terms, some genetic technologies (e.g., cloning and genetic engineering); and identify questions and issues related to their application // SOCIAL STUDIES: Strand:Global Connections Critically examining multiple perspectives and connections among local, national and global
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Marking Criteria - Integrated Field Trip Resource Manual Developing
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">General Information:
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Curriculum Objectives:

issues develops students’ understanding of citizenship and identity and the interdependent or conflicting nature of individuals, communities, societies and nations. Exploring this interdependence broadens students’ global consciousness and empathy with world conditions. Students will also acquire a better comprehension of tensions pertaining to economic relationships, sustainability and universal human rights.

General Outcome 9.1 Issues for Canadians: Governance and Rights

Students will demonstrate an understanding and appreciation of how Canada’s political processes impact citizenship and identity in an attempt to meet the needs of all Canadians. Values and attitudes 9.1.2 appreciate the various effects of government policies on citizenship and on Canadian society (C, I, PADM) 9.1.3 appreciate how emerging issues impact quality of life, citizenship and identity in Canada (C, I, PADM) 9.2 Issues for Canadians: Economic Systems in Canada and the United States General Outcome Students will demonstrate an understanding and appreciation of how economic decision making in Canada and the United States impacts quality of life, citizenship and identity. Specific Outcomes 􀀗 ** Values and Attitudes ** Students will: 9.2.1 appreciate the values underlying economic decision making in Canada and the United States (C, ER) 9.2.2 appreciate the relationship between consumerism and quality of life (C, CC) ** 9.2.3 appreciate the impact of government decision making on quality of life (C, CC, PADM) **

LANGUAGE ARTS:

General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 1.1 explore and explain how interactions with others and with oral, print and other media texts affect personal understandings 1.1.2   extend understanding by taking different points of view when rereading and reflecting on oral, print and other media texts    1.2 Clarify and Extend Combine ideas ·   examine and reexamine ideas, information and experiences from different points of view to find patterns and see relationships  **//     ﻿     //****  Extend understanding  ** ·   assess whether new information extends understanding by considering diverse opinions and exploring ambiguities  **//     ﻿     //**  Illistrating example: While preparing for a debate on a topic of interest, such as space junk, gambling or cloning, students watch a current affairs program or visit a web site on that topic. They add new information to a fact and opinion chart and decide if this information will be helpful in their argument. (put in follow up catagory) <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt;">Time Frame (e.g. When in the unit should this field trip take place? When in the school year? What is the timeline? Planning details? 2 hour field trip, this field trip would take place near the end of the government unit in social studies, and at any time during the english unit on paragraph writing. ||||  ||   || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Teachers will know what concepts, skills and attitudes the students need to have to get the most out of the trip. Activity is well explained and can be followed easily by another teacher. Activities connect to at least two core subject areas. ||||   ||   || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Teachers will be well prepared for the field trip and know what is expected of them and the students. Activities connect to at least two core subject areas. - To have students write a newspaper article that focuses on the topic of, "picking a country, and compare it's health care system to that of Canada's. - Assign students their "side" for the debate that will follow the field trip. ||||   ||   || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Teachers will have a class activity that they can use to follow up on the field trip to ensure the students met the objectives of the trip. Follow-up connects to at least two core subject areas.
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Pre-trip activities:
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">On-Site Activities:
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Field trip follow up:

- To have students reflect upon the newspaper article that they created. Have the students decide whether or not they still agree with that they wrote, and if they have learned anything new from going on the field trip. - To have a class wide debate and have students defend their position. Do they agree/disagree with how our health care system is being ran by the government... How would they change it if they could...? ||||  ||   || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Manual is well presented through the use of color, graphics and digital photographs of the field trip experience. A wiki was used effectively as a collaboratively planning tool || <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">1 |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">3 |||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">5 ||
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Neatness/Presentation/Originality/Creativity
 * <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">Comments: |||||||| <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 10pt;">= / 20 ||