Curriculum Outcomes
Make it Count and Manitoba English Language Arts Curriculum
www.edu.gov.mb.ca/k12/cur/ela/docs/outcomes/index.html
| General Learning Outcomes | |
|---|---|
| GLO 1 | Explore thoughts, ideas, feelings and experiences. |
| GLO 3 | Manage ideas and information. |
| GLO 4 | Enhance the clarity and artistry of communication. |
| Specific Learning Outcomes | |
|---|---|
| 1.1.1 | Talk about personal experiences and familiar events. |
| 1.1.2 | Listen to and acknowledge experiences and feelings shared by others. |
| 1.2.1 | Connect new information, ideas and experiences with prior knowledge and experiences. |
| 1.2.2 | Describe new experiences and ideas. |
| 1.2.3 | Group and sort ideas and information to make sense. |
| 1.2.4 | Ask questions to make sense of experiences. |
| 3.1.1 | Discuss personal knowledge of a topic to discover information needs. |
| 3.1.3 | Ask and answer questions to help satisfy group curiosity and information needs on a specific topic. |
| 3.1.4 | Listen actively and recall and follow directions for gathering information. |
| 3.2.1 | Identify and share personal knowledge related to experiences. |
| 3.2.2 | Answer questions using oral, visual and print information sources (e.g. picture and concept books, people, multimedia, excursions, camps). |
| 3.2.3 | Recognize when information answers the questions asked. |
| 3.2.4 | Understand that library materials have a specific organizational system, and use titles to locate information and ideas; use visual and auditory cues to make meaning. |
| 3.2.5 | Make and check predictions using prior knowledge and oral, visual and written text features (e.g. illustrations, titles, opening shots in video programs, electronic texts) to understand information. |
| 4.1.1 | Contribute ideas from personal experiences for oral, written and visual texts. |
| 4.1.2 | Share ideas and experiences through talking, storytelling, pictures, singing, illustrations and print. |
| 4.2.1 | Demonstrate interest in and suggest enhancements for own and others’ work and presentations. |
| 4.2.3 | Strive for consistency in letter size and shape; print letters legibly from left to right horizontally, using lines on a page as a guide; explore and use the keyboard to produce text. |
| 4.2.4 | Experiment with words and sentence patterns using specific structures (e.g. pocket charts, language experience charts, frame sentences, sentence strips). |
| 4.2.5 | Add captions and details to own stories and drawings. |
| 4.4.1 | Share information and ideas in a brief presentation to a familiar audience; use illustrations and other materials to aid the presentation. |
| 4.4.3 | Demonstrate active listening and viewing skills and strategies (e.g. giving non-verbal encouragement, asking questions). |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Money (p. 7)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Needs and Wants (p. 9)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Values (p. 17)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1 |
Setting Goals (p. 19)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Budgeting (p. 21)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Saving and Investing (p. 23)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Earning Money (p. 27)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1, 4.2.1, 4.2.3, 4.2.4, 4.2.5, 4.4.1, 4.4.3 |
At the Supermarket (p. 33)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
At Your Financial Institution (p. 35)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1, 4.2.1, 4.2.3, 4.2.4, 4.2.5, 4.4.1, 4.4.3 |
At the Shopping Mall (p. 39)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
At a Restaurant (p. 43)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1, 4.2.1, 4.2.3, 4.2.4, 4.2.5, 4.4.1, 4.4.3 |
On the Town (p. 51)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1, 4.1.2, 4.2.1, 4.2.3, 4.2.4, 4.2.5, 4.4.1, 4.4.3 |
On the Road (p. 53)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
First Mobile Phone (p. 57)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Around The House (p. 75)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Giving Back (p. 77)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Frauds and Scams (p. 79)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Recreational Spending (p. 83)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1, 4.1.2, 4.2.1, 4.2.3, 4.2.4, 4.2.5, 4.4.1, 4.4.3 |
Planning a Party (p. 85)
|
K-12 |
GLO 1 GLO 3 GLO 4 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5, 4.1.1, 4.1.2, 4.2.1, 4.2.3, 4.2.4, 4.2.5, 4.4.1, 4.4.3 |
On Vacation (p. 87)
|
K-12 |
GLO 1 GLO 3 |
1.1.1, 1.1.2, 1.2.1, 1.2.2, 1.2.3, 1.2.4, 3.1.1, 3.1.3, 3.1.4, 3.2.1, 3.2.2, 3.2.3, 3.2.4, 3.2.5 |
Only lessons that have associated learning outcomes have been noted in the above table.
Make it Count and Manitoba Mathematics Curriculum
www.edu.gov.mb.ca/k12/cur/math/framework_k-8/index.html
| General Learning Outcomes |
|---|
| Develop number sense. |
| Describe the characteristics of 3D objects and 2D shapes, and analyze the relationships among them. |
| Describe and analyze position and motion of objects and shapes. |
| Specific Learning Outcomes | |
|---|---|
| 3.N.9 |
Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit numerals) by:
|
| 4.N.11 |
Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by:
|
| 4.SS.4 | Solve problems involving 2D shapes and 3D objects. |
| 4.SS.5 | Describe and construct rectangular and triangular prisms. |
| 5.N.2 |
Apply estimation strategies, including:
|
| 5.N.5 |
Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely, pictorially and symbolically by:
|
| 6.N.5 | Demonstrate an understanding of ratio, concretely, pictorially and symbolically. |
| 6.N.6 | Demonstrate an understanding of per cent (limited to whole numbers), concretely, pictorially and symbolically. |
| 6.N.8 |
Demonstrate an understanding of multiplication and division of decimals (involving 1-digit whole-number multipliers, 1-digit natural number divisors, and multipliers and divisors that are multiples of 10), concretely, pictorially and symbolically by:
|
| 7.N.2 | Demonstrate an understanding of the addition, subtraction, multiplication and division of decimals to solve problems (for more than 1-digit divisors or 2-digit multipliers, technology could be used). |
| 7.N.3 | Solve problems involving per cents from 1% to 100%. |
| 8.N.3 | Demonstrate an understanding of per cents greater than or equal to 0%. |
| 9.SS.4 | Draw and interpret scale diagrams of 2D shapes. |
| 12A.FM.1 | Solve problems that involve compound interest in financial decision-making. |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Setting Goals (p. 19)
|
4-8 |
|
4.N.11, 5.N.2, 6.N.6, 7.N.3, 8.N.3 |
Budgeting (p. 21)
|
4-8 |
|
4.N.11, 5.N.2, 6.N.6, 7.N.3, 8.N.3 |
Saving and Investing (p. 23)
|
3, 12 |
|
3.N.9, 12A.FM.1 |
Earning Money (p. 27)
|
4-5 |
|
4.N.11, 5.N.2 |
At the Supermarket (p. 33)
|
4-5, 7 |
|
4.N.11, 5.N.2, 5.N.5, 7.N.2 |
At Your Financial Institution (p. 35)
|
4, 6-8 |
|
4.N.11, 6.N.6, 7.N.3, 8.N.3 |
At the Shopping Mall (p. 39)
|
4-5 |
|
4.N.11, 5.N.2 |
At a Restaurant (p. 43)
|
4-8 |
|
4.N.11, 5.N.2, 6.N.6, 7.N.3, 8.N.3 |
On the Town (p. 51)
|
4-5 |
|
4.N.11, 5.N.2 |
On the Road (p. 53)
|
4-5 |
|
4.N.11, 5.N.2 |
First Mobile Phone (p. 57)
|
4-7 |
|
4.N.11, 5.N.2, 6.N.8, 7.N.2 , 7.N.3 |
Around The House (p. 75)
|
4-6, 9 |
|
4.N.11, 4.SS.4, 4.SS.5, 5.N.2, 6.N.5, 9.SS.4 |
Giving Back (p. 77)
|
4-8 |
|
4.N.11, 5.N.2, 6.N.6, 6.N.8, 7.N.2, 7.N.3, 8.N.3 |
Recreational Spending (p. 83)
|
4-8 |
|
4.N.11, 5.N.2, 6.N.6, 6.N.8, 7.N.2, 7.N.3, 8.N.3 |
Planning a Party (p. 85)
|
4-8 |
|
4.N.11, 5.N.2, 6.N.8, 7.N.2, 7.N.3, 8.N.3 |
On Vacation (p. 87)
|
4-5 |
|
4.N.11, 5.N.2 |
Only lessons that have associated learning outcomes have been noted in the above table.
Make it Count and Manitoba Physical Education/Health Education Curriculum
www.edu.gov.mb.ca/k12/cur/physhlth/curriculum.html
| General Learning Outcomes |
|---|
| Students will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others and to build positive relationships with others. |
| Students will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse and human sexuality. |
| Specific Learning Outcomes | |
|---|---|
| K.4.5.A.3 | Identify the influence of self (e.g. personal goals, emotions) and others (e.g. expectations of family, teachers, friends; values and beliefs of home, religion, culture, community, society in general) on setting priorities and making responsible personal decisions (e.g. academic achievement, leisure activities). |
| K.4.S1.A.1 | Examine personal strengths, values and strategies (e.g. enhancing strengths, working on weaknesses, restructuring negative thoughts, thinking positively, persisting to achieve goals in spite of setbacks) for achieving individual success and a positive self-image. |
| K.5.K.C.1a | Recognize the food guide rainbow and a variety of foods in Canada’s Food Guide to Healthy Eating (CFGHE). |
| K.5.2.C.1a | Differentiate between “everyday” and “sometime” foods in Canada’s Food Guide to Healthy Eating. |
| K.5.4.C.1a | Demonstrate an understanding of food groups, serving sizes and serving numbers that support good health. |
| K.5.6.C.1a | Identify food choices and types of physical activity for a healthy body (i.e. for bone development). |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Money (p. 7)
|
5, 9 | Students will demonstrate the ability to develop self-understanding, to make health-enhancing decisions, to work cooperatively and fairly with others and to build positive relationships with others | K.4.5.A.3, K.4.S1.A.1 |
At the Supermarket (p. 33)
|
K, 2, 4, 6 | Students will demonstrate the ability to make informed decisions for healthy living related to personal health practices, active living, healthy nutritional practices, substance use and abuse and human sexuality | K.5.K.C.1a, K.5.2.C.1a, K.5.4.C.1a, K.5.6.C.1a |
Only lessons that have associated learning outcomes have been noted in the above table.
Make it Count and Manitoba Science Curriculum
www.edu.gov.mb.ca/k12/cur/science/scicurr.html
| General Learning Outcomes | |
|---|---|
| B1 | Describe scientific and technological developments, past and present, and appreciate their impact on individuals, societies and the environment, both locally and globally. |
| B3 | Identify the factors that affect health, and explain the relationships among personal habits, lifestyle choices and human health, both individual and social. |
| B4 | Demonstrate a knowledge of and personal consideration for a range of possible science- and technology-related interests, hobbies and careers. |
| C3 | Demonstrate appropriate problem-solving skills while seeking solutions to technological challenges. |
| C4 | Demonstrate appropriate critical thinking and decision-making skills when choosing a course of action based on scientific and technological information. |
| C8 | Evaluate, from a scientific perspective, information and ideas encountered during investigations and in daily life. |
| D1 | Understand essential life structures and processes pertaining to a wide variety of organisms, including humans. |
| D4 | Understand how stability, motion, forces, and energy transfers and transformations play a role in a wide range of natural and constructed contexts. |
| E1 | Describe and appreciate the similarity and diversity of forms, functions and patterns within the natural and constructed world. |
| E4 | Recognize that energy, whether transmitted or transformed, is the driving force of both movement and change, and is inherent within materials and in the interactions among them. |
| Specific Learning Outcomes | |
|---|---|
| 1-4-13 | Sort clothing to suit each season, and justify their decisions. |
| 1-4-15 | Describe how humans are able to participate in non-seasonal activities (e.g. use indoor sport centres to swim in the winter and skate in the summer). |
| 2-1-04 | Recognize that food is a form of energy and that healthy eating is essential for growth and development. |
| 2-1-05 | Identify the four food groups of Canada’s Food Guide to Healthy Eating, and give examples of foods from each group. |
| 2-1-06 | Plan a menu for one day based on the four food groups outlined in Canada’s Food Guide to Healthy Eating. |
| 3-1-15 | Identify and describe hobbies and jobs involving plants. |
| 3-2-12 | Investigate to identify hobbies and jobs related to construction, engineering and architecture. |
| 5-1-04 | Evaluate a daily menu plan and suggest changes to make it align more closely with Canada’s Food Guide to Healthy Eating. Include: serving size recommendations according to age for each food group. |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Earning Money (p. 27)
|
3 | B4 | 3-1-15, 3-2-12 |
At the Supermarket (p. 33)
|
2, 5 | B3, C3, C4, C8, D1, D4, E1, E4 | 2-1-04, 2-1-05, 2-1-06, 5-1-04 |
At the Shopping Mall (p. 39)
|
1 | B1, B3, C3, C4 | 1-4-13 |
On the Town (p. 51)
|
1 | B1, B3, C3, C4 | 1-4-15 |
Only lessons that have associated learning outcomes have been noted in the above table.
Make it Count and Manitoba Social Studies Curriculum
www.edu.gov.mb.ca/k12/cur/socstud/docs.html
The four social studies skills areas are: 1. active democratic citizenship, 2. information and ideas, 3. critical and creative thinking, 4. communication. These are all developed throughout the activities listed in the chart below. Although they appear as specific learning outcomes in the social studies curricula for kindergarten to grade 8, they are not referenced in the chart as a majority of them apply to every activity.
| General Learning Outcomes |
|---|
| Economics and resources |
| Identity, culture and community |
| Core concept of citizenship |
| The land: places and people |
| Specific Learning Outcomes | |
|---|---|
| 0-KE-025 | Give examples of basic needs. |
| 2-KE-037 | Describe different types of work in Canadian communities studied. |
| 2-KE-038 | Give examples of needs common to all Canadians. |
| 2-KE-039 | Give examples of media influences on their choices and decisions. |
| 2-KI-012 | Identify common features of Canadian communities (e.g. transportation, services, school). |
| 3-KC-005 | Recognize that people around the world have basic human rights (e.g. access to food, water, shelter, a secure environment, education, fair and equal treatment). |
| 4-KL-023 | Identify issues related to environmental stewardship and sustainability in Manitoba. |
| 7-KC-004 | Describe ways in which their personal actions may affect quality of life for people elsewhere in the world (e.g. consumer choices, conservation actions, sharing of resources, letters, petitions). |
| 7-KI-006 | Identify diverse cultural and social perspectives regarding quality of life (e.g. differing concepts of poverty and wealth; materialism). |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Money (p. 7)
|
K, 2, 3, 7 |
0-KE-025, 2-KE-038, 3-KC-005, 7-KI-006 |
|
Needs and Wants (p. 9)
|
2 |
2-KE-038 |
|
Setting Goals (p. 19)
|
7 |
|
7-KI-006 |
Earning Money (p. 27)
|
2 |
|
2-KE-037 |
At the Supermarket (p. 33)
|
7 |
|
7-KC-004 |
At the Shopping Mall (p. 39)
|
2, 7 |
|
2-KE-039, 7-KC-004 |
On the Town (p. 51)
|
2 |
|
2-KI-012 |
On the Road (p. 53)
|
2 |
|
2-KI-012 |
First Mobile Phone (p. 57)
|
7 |
|
7-KC-004 |
Around the House (p. 75)
|
4 |
|
4-KL-023 |
Only lessons that have associated learning outcomes have been noted in the above table.
Make it Count and Manitoba Human Ecology Curriculum – Clothing and Textiles (updated October 2020)
www.edu.gov.mb.ca/k12/cur/teched/human_ecology/
| General Learning Outcomes | |
|---|---|
| GLO 2.2 | Develop an understanding of culture within clothing/textiles. |
| GLO 3.1 | Explore clothing security and social justice as they relate to clothing/textiles. |
| GLO 3.2 | Explore making informed and responsible consumer decisions related to clothing/textiles |
| GLO 4.1 | Develop an understanding of influences on clothing/textile choices. |
| GLO 5.3 | Demonstrate teamwork. |
| GLO 5.4 | Explore careers related to clothing and textiles. |
| Specific Learning Outcomes | |
|---|---|
| 5.2.2.1 | Identify factors that influence clothing/ textile choices (e.g., family, peers, media, culture, role, environment, religious, social, ethical, economics). |
| 6.2.2.1 | Continued |
| 7.2.2.1 | Continued |
| 8.2.2.1 | Continued |
| 5.3.1.1 | Define Maslow's Hierarchy of Needs and how it relates to clothing security. |
| 6.3.1.1 | Continued |
| 7.3.1.1 | Continued |
| 8.3.1.1 | Continued |
| 5.3.1.3 | Identify local programs to increase clothing security (e.g., education programs, thrift stores, clothing drives, etc.). |
| 6.3.1.3 | Identify sources of surplus clothing and how they can contribute to clothing security (e.g., clothes swapping, donations, recycled within the family/friends/clan, etc.). |
| 7.3.1.3 | Investigate how to access and/or contribute to clothing initiatives to connect with communities in rural, urban, and/or northern locations. |
| 8.3.1.3 | Create an action plan that would demonstrate the sharing of clothing with those in need. |
| 5.3.1.4 | Investigate opportunities to benefit your community through service learning projects (e.g., sewing for others). |
| 6.3.1.4 | Continued |
| 7.3.1.4 | Investigate opportunities to benefit your community through service learning projects (e.g., sewing for others, collecting and repairing items, raising awareness, etc.). |
| 8.3.1.4 | Continued |
| 5.3.2.1 | Identify consumer responsibilities when purchasing of clothing/textile products (e.g., quality, value, and cost). |
| 6.3.2.1 | Continued |
| 7.3.2.1 | Compare the quality, value, and cost of clothing/ textile products from different sources (e.g., retail, thrift stores, consignment, clothes swapping, etc.) |
| 8.3.2.1 | Continued |
| 5.3.2.2 | Identify sources of underutilized clothing/ textiles products in your community (e.g., online, thrift, consignment, and up-cycle stores). |
| 6.3.2.2 | Continued |
| 7.3.2.2 | Continued |
| 8.3.2.2 | Continued |
| 5.3.2.3 | Identify ways in which a product can be up-cycled (e.g., repair, alter, re-design, recycled). |
| 6.3.2.3 | Continued |
| 7.3.2.3 | Continued |
| 8.3.2.3 | Continued |
| 5.3.2.4 | Produce a simple upcycled project (e.g., t-shirt into pillow, glove monsters, etc.). |
| 6.3.2.4 | Produce a basic upcycled project (e.g., sock puppets, fabric scraps into pillow or organizer, etc.). |
| 7.3.2.4 | Produce an advanced up-cycled project (e.g., shorts into skirt, jackets into vests, jeans into bag, etc.). |
| 8.3.2.4 | Continued |
| 8.3.2.5 | Demonstrate the ability to repair and/or alter personal clothing or accessories using basic sewing skills (e.g., apply an appliqué/patch, replace a button, alter a hem, repair a seam). |
| 5.4.1.1 | Describe the difference between needs and wants as they relate to clothing/textile choices. |
| 6.4.1.1 | Identify current clothing/textile choices as needs or wants. |
| 7.4.1.1 | Continued |
| 8.4.1.1 | Continued |
| 5.4.1.2 | Identify current clothing/textiles fads. |
| 6.4.1.2 | Continued |
| 7.4.1.2 | Identify clothing/textiles fads and how they affect your personal clothing choices. |
| 8.4.1.2 | Describe the influences on clothing/textiles fads (e.g., culture, media, etc.) |
| 5.4.1.3 | Identify current use of technology in clothing/textiles products. |
| 6.4.1.3 | Continued |
| 7.4.1.3 | Identify the current and future use of technology in clothing/textile products. |
| 8.4.1.3 | Demonstrate the ability to work independently and collaboratively as a team member. |
| 5.5.3.1 | Continued |
| 6.5.3.1 | Continued |
| 7.5.3.1 | Continued |
| 8.5.3.1 | Develop strategies to build positive and respectful working relationships with all team members. |
| 5.5.3.2 | Continued |
| 6.5.3.2 | Continued |
| 7.5.3.2 | Continued |
| 8.5.3.2 | Recognize and acknowledge the opinions and contributions of team members to build consensus to achieve individual/team goals. |
| 5.5.3.3 | Continued |
| 6.5.3.4 | Continued |
| 7.5.3.5 | Continued |
| 8.5.3.6 | Use a variety of strategies to resolve conflicts peacefully and fairly with respect for others. |
| 5.5.3.4 | Continued |
| 6.5.3.5 | Continued |
| 7.5.3.6 | Continued |
| 8.5.3.7 | Collaborate with others to establish and determine individual/team member roles, goals, and responsibilities. |
| 5.5.3.5 | Continued |
| 6.5.3.6 | Continued |
| 7.5.3.7 | Continued |
| 8.5.3.8 | Continued |
| 5.5.4.1 | Identify personal interests, aptitudes, skills, knowledge, and successes experienced in the clothing and textiles classroom. |
| 6.5.4.1 | Continued |
| 7.5.4.1 | Continued |
| 8.5.4.1 | Continued |
| 5.5.4.2 | Describe the connection between interests and skills in the clothing and textiles education, at home and in the community with skills required in the world of work. |
| 6.5.4.2 | Continued |
| 7.5.4.2 | Continued |
| 8.5.4.2 | Continued |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Needs and Wants (p. 9)
|
|||
| 5-8 | GLO 3.1 | 5.3.1.1, 6.3.1.1, 7.3.1.1, 8.3.1.1 | |
| 5-8 | GLO 4.1 | 5.4.1.1, 6.4.1.1, 7.4.1.1, 8.4.1.1 | |
Values (p. 17)
|
|||
| 5-8 | GLO 2.2 | 5.2.2.1, 6.2.2.1, 7.2.2.1, 8.2.2.1 | |
Earning Money (p. 27)
|
|||
| 5-8 | GLO 5.4 | 5.5.4.1, 6.5.4.1, 7.5.4.1, 8.5.4.1 | |
| 5-8 | GLO 5.4 | 5.5.4.2, 6.5.4.2, 7.5.4.2, 8.5.4.2 | |
At the Shopping Mall (p. 39)
|
|||
| 5-8 | GLO 3.2 | 5.3.2.1, 6.3.2.1, 7.3.2.1, 8.3.2.1 | |
| 5-8 | GLO 3.2 | 5.3.2.2, 6.3.2.2, 7.3.2.2, 8.3.2.2 | |
| 5-8 | GLO 3.2 | 5.3.2.3, 6.3.2.3, 7.3.2.3, 8.3.2.3 | |
| 5-8 | GLO 3.2 | 5.3.2.4, 6.3.2.4, 7.3.2.4, 8.3.2.4, 8.3.2.5 | |
| 5-8 | GLO 4.1 | 5.4.1.1, 6.4.1.1, 7.4.1.1, 8.4.1.1 | |
| 5-8 | GLO 4.1 | 5.4.1.2, 6.4.1.2, 7.4.1.2, 8.4.1.2 | |
| 5-8 | GLO 4.1 | 5.4.1.3, 6.4.1.3, 7.4.1.3, 8.4.1.3 | |
Giving Back (p. 77)
|
|||
| 5-8 | GLO | 3.1 5.3.1.3, 6.3.1.3, 7.3.1.3, 8.3.1.3 | |
| 5-8 | GLO | 3.1 5.3.1.4, 6.3.1.4, 7.3.1.4, 8.3.1.4 | |
Planning a Party (p. 85)
|
|||
| 5-8 | GLO 5.3 | ||
| 5.5.3.1, 6.5.3.1, 7.5.3.1, 8.5.3.1 | |||
| 5.5.3.2, 6.5.3.2, 7.5.3.2, 8.5.3.2 | |||
| 5.5.3.3, 6.5.3.3, 7.5.3.3, 8.5.3.3 | |||
| 5.5.3.4, 6.5.3.4, 7.5.3.4, 8.5.3.4 | |||
| 5.5.3.5, 6.5.3.5, 7.5.3.5, 8.5.3.5 |
Only lessons that have associated learning outcomes have been noted in the above table.
Make it Count and Manitoba Human Ecology Curriculum – Food and Nutrition (updated October 2020)
www.edu.gov.mb.ca/k12/cur/teched/human_ecology/
| General Learning Outcomes | |
|---|---|
| GLO 3.1 | Explore food security and social justice as they relate to food and nutrition. |
| GLO 3.2 | Explore sustainable food production and consumption practices. |
| GLO 4.2 | Develop understanding of healthy food relationships. |
| GLO 5.3 | Demonstrate teamwork. |
| GLO 5.4 | Explore careers related to food and nutrition. |
| Specific Learning Outcomes | |
|---|---|
| 5.3.1.1 | Define Maslow's Hierarchy of Needs and how it relates to food security. |
| 6.3.1.1 | Continued |
| 7.3.1.1 | Continued |
| 8.3.1.1 | Continued |
| 5.3.1.3 | Identify local food programs to increase food security (e.g., education programs, food banks, community kitchens, food drives, and community gardens, etc.). |
| 6.3.1.3 | Identify sources (e.g., restaurants, grocery stores, gardens, etc.) of surplus food and how they can contribute to food programs. |
| 7.3.1.3 | Investigate how to access and/or contribute to food initiatives to connect with community in rural, urban, and/or northern locations. |
| 8.3.1.3 | Create an action plan to contribute towards a local food program. |
| 5.3.2.1 | Identify market forms of food (e.g., frozen, fresh, canned, dried, and juiced) available in rural, urban, and northern locations. |
| 6.3.2.1 | Continued |
| 7.3.2.1 | Describe factors (e.g., cost, nutrition, and convenience) that influence where people choose to get their food (e.g., hunting/ gathering, garden, various forms of stores that sell groceries, farmers' market, pick-your-own, etc.). |
| 8.3.2.1 | Continued |
| 5.4.2.1 | Describe the difference between needs and wants as they relate to food choices. |
| 6.4.2.1 | Identify factors that affect people’s food needs and wants as they relate to food choices. |
| 7.4.2.1 | Describe factors that affect adolescent food needs and wants as they relate to food choices. |
| 8.4.2.1 | Analyze what influences personal food choices as needs or wants. |
| 5.4.2.2 | Identify and describe factors that influence food choices (e.g., peer pressure, season, need, time of day, nutrition, culture, emotion, environment, religion, social occasion, ethical belief, cost, etc.). |
| 6.4.2.2 | Identify and describe factors that influence the avoidance of certain food choices (e.g., religion, culture, ethical belief, allergy/ intolerance, personal choices, etc.). |
| 7.4.2.2 | Explain the ability of food to satisfy physical and socio-emotional needs (e.g., peers, family). |
| 8.4.2.2 | Evaluate the ability of food in satisfying your physical and socio-emotional needs. |
| 5.5.3.1 | Demonstrate the ability to work independently and collaboratively as a team member. |
| 6.5.3.1 | Continued |
| 7.5.3.1 | Continued |
| 8.5.3.1 | Continued |
| 5.5.3.2 | Develop strategies to build positive and respectful working relationships with all team members. |
| 6.5.3.2 | Continued |
| 7.5.3.2 | Continued |
| 8.5.3.2 | Continued |
| 5.5.3.3 | Recognize and acknowledge the opinions and contributions of team members to build consensus to achieve individual/team goals. |
| 6.5.3.3 | Continued |
| 7.5.3.3 | Continued |
| 8.5.3.3 | Continued |
| 5.5.3.4 | Use a variety of strategies to resolve conflicts peacefully and fairly with respect for others. |
| 6.5.3.4 | Continued |
| 7.5.3.4 | Continued |
| 8.5.3.4 | Continued |
| 5.5.3.5 | Collaborate with others to establish and determine individual/team member roles, goals, and responsibilities. |
| 6.5.3.5 | Continued |
| 7.5.3.5 | Continued |
| 8.5.3.5 | Continued |
| 5.5.4.1 | Identify personal interests, aptitudes, skills, knowledge, and successes experienced in the food and nutrition classroom. |
| 6.5.4.1 | Continued |
| 7.5.4.1 | Continued |
| 8.5.4.1 | Continued |
| 5.5.4.2 | Describe the connection between interests and skills in food and nutrition education, at home and in the community with skills required in the world of work. |
| 6.5.4.2 | Continued |
| 7.5.4.2 | Continued |
| 8.5.4.2 | Continued |
| Make it Count Lesson | Grade Level | General Learning Outcomes | Specific Learning Outcomes |
|---|---|---|---|
Needs and Wants (p. 9)
|
|||
| 5-8 | GLO 3.1 | 5.3.1.1, 6.3.1.1, 7.3.1.1, 8.3.1.1 | |
| 5-8 | GLO 4.2 | 5.4.2.1, 6.4.2.1, 7.4.2.1, 8.4.2.1 | |
| 5-8 | 5.4.2.2, 6.4.2.2, 7.4.2.2, 8.4.2.2 | ||
Earning Money (p. 27)
|
|||
| 5-8 | GLO 5.4 | 5.5.4.1, 6.5.4.1, 7.5.4.1, 8.5.4.1 | |
| 5-8 | 5.5.4.2, 6.5.4.2, 7.5.4.2, 8.5.4.2 | ||
At the Supermarket (p. 33)
|
|||
| 5-8 | GLO 3.2 | 5.3.2.1, 6.3.2.1, 7.3.2.1, 8.3.2.1 | |
Giving Back (p. 77)
|
|||
| 5-8 | GLO 3.1 | 5.3.1.3, 6.3.1.3, 7.3.1.3, 8.3.1.3 | |
Planning a Party (p. 85)
|
|||
| 5-8 | GLO 5.3 | ||
| 5.5.3.1, 6.5.3.1, 7.5.3.1, 8.5.3.1 | |||
| 5.5.3.2, 6.5.3.2, 7.5.3.2, 8.5.3.2 | |||
| 5.5.3.3, 6.5.3.3, 7.5.3.3, 8.5.3.3 | |||
| 5.5.3.4, 6.5.3.4, 7.5.3.4, 8.5.3.4 | |||
| 5.5.3.5, 6.5.3.5, 7.5.3.5, 8.5.3.5 |
Only lessons that have associated learning outcomes have been noted in the above table.
