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)

  • To introduce the foundational concept of money, such as its worth as a medium for exchange, how it’s made and how we keep it safe
  • To understand the relationship between saving and spending
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)

  • To help students understand the difference between needs and wants
  • To assist students in recognizing that needs and wants can be different for people living in other parts of the world
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)

  • To help students understand and identify what values are
  • To determine if there is a connection between personal values and money
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)

  • To encourage financial responsibility through goal setting
  • To introduce the disciplines of planning, scheduling and tracking
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)

  • To introduce the concept of planning for spending and saving
  • To teach basic budgeting principles
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)

  • To understand the relationship between saving, spending, investing and donating
  • To learn the difference between short-term and long-term saving and investing
  • To introduce the concepts of simple and compound interest
  • To learn about the different types of investments
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)

  • To introduce the idea of earning money
  • To connect our skills or passions to jobs that we could do now and in the future
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)

  • To facilitate an understanding of the costs associated with food
  • To encourage students to devise practical money-saving techniques
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)

  • To promote an understanding of basic financial institution offerings
  • To encourage analysis of the most effective use of various types of accounts
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)

  • To encourage students to think about clothing/shopping from a “needs” perspective
  • To demonstrate creative ways to save money related to clothing/shopping
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)

  • To promote awareness of the potential costs and savings associated with dining out
  • To provide the tools to make informed choices
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)

  • To encourage creativity in seeking affordable entertainment
  • To develop familiarity with search techniques and community resources
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)

  • To reinforce planning and budgeting skills
  • To create awareness of the potential costs and savings associated with different types of transportation
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)

  • To promote budgeting and tracking of spending
  • To develop an understanding of the full costs associated with cellphones in various situations
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)

  • To create an understanding of the financial responsibilities associated with setting up and running a household
  • To promote creativity in cost-cutting throughout the home
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)

  • To encourage a culture of good citizenship and charitable giving
  • To work cooperatively in researching and planning a giving activity
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)

  • To inform students how to secure their financial information
  • To instil an awareness of the most common forms of frauds and scams
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)

  • To encourage analysis of the costs of a variety of activities
  • To encourage creativity and cost effective solutions in devising alternative entertainment ideas
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)

  • To demonstrate the ability to work within a set budget
  • To encourage teamwork and creativity in the planning process
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)

  • To analyze the costs associated with vacation and travel
  • To promote skills involved in planning, budgeting and booking travel-related activities
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:
  • using personal strategies for adding and subtracting with and without the support of manipulatives
  • creating and solving problems in contexts that involve addition and subtraction of numbers concretely, pictorially and symbolically
4.N.11 Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by:
  • using compatible numbers
  • using mental math strategies to solve problems
  • estimating sums and differences
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:
  • front-end rounding
  • compensation
  • compatible numbers in problem-solving contexts
5.N.5 Demonstrate an understanding of multiplication (1- and 2-digit multipliers and up to 4-digit multiplicands), concretely, pictorially and symbolically by:
  • using personal strategies
  • using the standard algorithm
  • estimating products to solve problems
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:
  • using personal strategies
  • using the standard algorithms
  • using estimation
  • solving problems
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)

  • To encourage financial responsibility through goal setting
  • To introduce the disciplines of planning, scheduling and tracking
4-8
  • Develop number sense
4.N.11, 5.N.2, 6.N.6, 7.N.3, 8.N.3

Budgeting (p. 21)

  • To introduce the concept of planning for spending and saving
  • To teach basic budgeting principles
4-8
  • Develop number sense
4.N.11, 5.N.2, 6.N.6, 7.N.3, 8.N.3

Saving and Investing (p. 23)

  • To understand the relationship between saving, spending, investing and donating
  • To learn the difference between short-term and long-term saving and investing
  • To introduce the concepts of simple and compound interest
  • To learn about the different types of investments
3, 12
  • Develop number sense
3.N.9, 12A.FM.1

Earning Money (p. 27)

  • To introduce the idea of earning money
  • To connect our skills or passions to jobs that we could do now and in the future
4-5
  • Develop number sense
4.N.11, 5.N.2

At the Supermarket (p. 33)

  • To facilitate an understanding of the costs associated with food
  • To encourage students to devise practical money-saving techniques
4-5, 7
  • Develop number sense
4.N.11, 5.N.2, 5.N.5, 7.N.2

At Your Financial Institution (p. 35)

  • To promote an understanding of basic financial institution offerings
  • To encourage analysis of the most effective use of various types of accounts
4, 6-8
  • Develop number sense
4.N.11, 6.N.6, 7.N.3, 8.N.3

At the Shopping Mall (p. 39)

  • To encourage students to think about clothing/shopping from a “needs” perspective
  • To demonstrate creative ways to save money related to clothing/shopping
4-5
  • Develop number sense
4.N.11, 5.N.2

At a Restaurant (p. 43)

  • To promote awareness of the potential costs and savings associated with dining out
  • To provide the tools to make informed choices
4-8
  • Develop number sense
4.N.11, 5.N.2, 6.N.6, 7.N.3, 8.N.3

On the Town (p. 51)

  • To encourage creativity in seeking affordable entertainment
  • To develop familiarity with search techniques and community resources
4-5
  • Develop number sense
4.N.11, 5.N.2

On the Road (p. 53)

  • To reinforce planning and budgeting skills
  • To create awareness of the potential costs and savings associated with different types of transportation
4-5
  • Develop number sense
4.N.11, 5.N.2

First Mobile Phone (p. 57)

  • To promote budgeting and tracking of spending
  • To develop an understanding of the full costs associated with cellphones in various situations
4-7
  • Develop number sense
4.N.11, 5.N.2, 6.N.8, 7.N.2 , 7.N.3

Around The House (p. 75)

  • To create an understanding of the financial responsibilities associated with setting up and running a household
  • To promote creativity in cost-cutting throughout the home
4-6, 9
  • 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
4.N.11, 4.SS.4, 4.SS.5, 5.N.2, 6.N.5, 9.SS.4

Giving Back (p. 77)

  • To encourage a culture of good citizenship and charitable giving
  • To work cooperatively in researching and planning a giving activity
4-8
  • Develop number sense
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)

  • To encourage analysis of the costs of a variety of activities
  • To encourage creativity and cost effective solutions in devising alternative entertainment ideas
4-8
  • Develop number sense
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)

  • To demonstrate the ability to work within a set budget
  • To encourage teamwork and creativity in the planning process
4-8
  • Develop number sense
4.N.11, 5.N.2, 6.N.8, 7.N.2, 7.N.3, 8.N.3

On Vacation (p. 87)

  • To analyze the costs associated with vacation and travel
  • To promote skills involved in planning, budgeting and booking travel-related activities
4-5
  • Develop number sense
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)

  • To introduce the foundational concept of money, such as its worth as a medium for exchange, how it’s made and how we keep it safe
  • To understand the relationship between saving and spending
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)

  • To facilitate an understanding of the costs associated with food
  • To encourage students to devise practical money-saving techniques
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)

  • To introduce the idea of earning money
  • To connect our skills or passions to jobs that we could do now and in the future
3 B4 3-1-15, 3-2-12

At the Supermarket (p. 33)

  • To facilitate an understanding of the costs associated with food
  • To encourage students to devise practical money-saving techniques
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)

  • To encourage students to think about clothing/shopping from a “needs” perspective
  • To demonstrate creative ways to save money related to clothing/shopping
1 B1, B3, C3, C4 1-4-13

On the Town (p. 51)

  • To encourage creativity in seeking affordable entertainment
  • To develop familiarity with search techniques and community resources
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)

  • To introduce the foundational concept of money, such as its worth as a medium for exchange, how it’s made and how we keep it safe
  • To understand the relationship between saving and spending
K, 2, 3, 7
  • Economics and resources
  • Core concept of citizenship
  • Identity, culture and community
0-KE-025, 2-KE-038, 3-KC-005, 7-KI-006

Needs and Wants (p. 9)

  • To help students understand the difference between needs and wants
  • To assist students in recognizing that needs and wants can be different for people living in other parts of the world
2
  • Identity, culture and community
  • Core concept of citizenship
  • Economics and resources
2-KE-038

Setting Goals (p. 19)

  • To encourage financial responsibility through goal setting
  • To introduce the disciplines of planning, scheduling and tracking
7
  • Identity, culture and community
7-KI-006

Earning Money (p. 27)

  • To introduce the idea of earning money
  • To connect our skills or passions to jobs that we could do now and in the future
2
  • Economics and resources
2-KE-037

At the Supermarket (p. 33)

  • To facilitate an understanding of the costs associated with food
  • To encourage students to devise practical money-saving techniques
7
  • Core concept of citizenship
7-KC-004

At the Shopping Mall (p. 39)

  • To encourage students to think about clothing/shopping from a “needs” perspective
  • To demonstrate creative ways to save money related to clothing/shopping
2, 7
  • Economics and resources
  • Core concept of citizenship
2-KE-039, 7-KC-004

On the Town (p. 51)

  • To encourage creativity in seeking affordable entertainment
  • To develop familiarity with search techniques and community resources
2
  • Identity, culture and community and resources
2-KI-012

On the Road (p. 53)

  • To reinforce planning and budgeting skills
  • To create awareness of the potential costs and savings associated with different types of transportation
2
  • Identity, culture and community
2-KI-012

First Mobile Phone (p. 57)

  • To promote budgeting and tracking of spending
  • To develop an understanding of the full costs associated with cellphones in various situations
7
  • Core concept of citizenship
7-KC-004

Around the House (p. 75)

  • To create an understanding of the financial responsibilities associated with setting up and running a household
  • To promote creativity in cost-cutting throughout the home
4
  • The land: places and people
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

www.edu.gov.mb.ca/k12/cur/teched/human_ecology/

General Learning Outcomes
GLO 2.3 Develop understanding of influences on clothing/textile choices.
GLO 3.1 Explore human relations as they apply to clothing and textiles.
GLO 6.2 Explore social justice and human rights issues as they relate to clothing and textiles.
GLO 6.3 Explore environmental matters related to clothing and textiles.
GLO 6.4 Explore making informed and responsible consumer decisions related to clothing and textiles.
GLO 7.5 Plan a career related to clothing and textiles.
Specific Learning Outcomes
5.2.3.1 Describe the difference between needs and wants as they relate to clothing/textile choices.
6.2.3.1 Identify current clothing/textile choices as needs or wants.
7.2.3.1 Identify current adolescent clothing/textile choices as needs or wants.
8.2.3.1 Continued
5.2.3.2 Describe factors that influence people’s clothing/textile choices (e.g. dress codes, family, peers, media, fibre content and comfort, cultural, emotional, environmental, religious, social, ethical, economical).
6.2.3.2 Identify factors that influence people’s clothing textile choices.
7.2.3.2 Identify factors to what influences current adolescent clothing/textile choices.
8.2.3.2 Analyze and reflect on factors that influence personal clothing/textile choices.
5.2.3.3 Describe how various media are used to promote clothing/textile purchases (e.g. flyers, magazines billboards, radio, television, the Internet, social media).
6.2.3.3 Continued
7.2.3.3 Describe how various media influence current adolescent clothing/textile choices (e.g. marketing strategies).
8.2.3.3 Assess how various media influence personal clothing/textile choices.
5.3.1.3 Describe the role that clothing and textiles play in getting to know and understand others of similar and different cultures.
6.3.1.3 Identify ways in which clothing and textiles help us understand other of similar and different cultures.
7.3.1.3 Evaluate ways in which adolescents might use clothing and textiles to relate with other adolescents of similar and different culture (e.g. understanding of why others dress differently).
8.3.1.3 Continued
5.6.2.1 Describe local programs to increase clothing and textile security (e.g. education programs, clothing banks, clothing drives).
6.6.2.1 Continued
7.6.2.1 Continued
8.6.2.1 Create an action plan that would demonstrate the sharing of clothing and textiles with others in need in the community.
5.6.3.2 Identify ways in which existing clothing and textiles can be re-used (e.g. repurposed, recycled, upcycled).
6.6.3.2 Continued
7.6.3.2 Continued
8.6.3.2 Continued
5.6.4.1 Describe how to become a responsible consumer by purchasing durable quality goods.
6.6.4.1 Continued
7.6.4.1 Continued
8.6.4.1 Continued
5.7.5.1 Identify critical skills needed for employability in today’s workplace.
6.7.5.1 Continued
7.7.5.1 Continued
8.7.5.1 Continued
5.7.5.2 Demonstrate an awareness of clothing- and fashion-related occupations and careers (e.g. marketing, designer, retail, production, technology, industry).
6.6.5.2 Continued
7.7.5.2 Continued
8.7.5.2 Continued
5.7.5.3 Demonstrate an awareness of textile-related occupations and careers (e.g. arts, science, technology, industry).
6.7.5.3 Continued
8.7.5.3 Continued
8.7.5.3 Continued
5.7.5.4 Demonstrate an awareness of career opportunities as a home economist/human ecologist.
6.7.5.4 Continued
7.7.5.4 Continued
8.7.5.4 Continued
7.2.3.5 Explain how various resources influences clothing/textile choices (e.g. knowledge, time, skill, equipment, finances).
8.2.3.5 Continued
7.3.1.7 Identify and explain local, regional and global clothing and textile perspectives (e.g. levels of modesty, acceptance).
8.3.1.7 Continued
8.2.3.9 Analyze shopping behaviours (e.g. retail formats, quality, clothes swapping, thrift stores).
8.5.1.6 Discuss societal environmental, and economic impacts of scientific and technological clothing- and textile-related endeavours. Include local and global impacts.
8.6.2.3 Identify how clothing and textiles are used to control people (e.g. child labour, gender inequity, cultural values, beliefs).
8.6.4.2 Describe how resources affect consumer choices (e.g. finances, wardrobe planning, decision-making model, availability).
Make it Count Lesson Grade Level General Learning Outcomes Specific Learning Outcomes

Money (p. 7)

  • To introduce the foundational concept of money, such as its worth as a medium for exchange, how it’s made and how we keep it safe
  • To understand the relationship between saving and spending
7-8 GLO 2.3 7.2.3.5, 8.2.3.5
8 GLO 2.3 8.2.3.9
5-8 GLO 6.2 5.6.2.1, 6.6.2.1, 7.6.2.1, 8.6.2.1
5-8 GLO 6.3 5.6.3.2, 6.6.3.2, 7.6.3.2, 8.6.3.2
5-8 GLO 6.4 5.6.4.1, 6.6.4.1, 7.6.4.1, 8.6.4.1

Needs and Wants (p. 9)

  • To assist students in recognizing that needs and wants can be different for people living in other parts of the world
  • To understand the relationship between saving and spending
5-8 GLO 2.3 5.2.3.1, 6.2.3.1, 7.2.3.1, 8.2.3.1
7-8 GLO 2.3 7.2.3.5, 8.2.3.5
5-8 GLO 3.1 5.3.1.3, 6.3.1.3, 7.3.1.3, 8.3.1.3
7-8 GLO 3.1 7.3.1.7, 8.3.1.7
8 GLO 6.4 8.6.4.2

Values (p. 17)

  • To help students understand and identify what values are
  • To determine if there is a connection between personal values and money
5-8 GLO 2.3 5.2.3.2, 6.2.3.2, 7.2.3.2, 8.2.3.2
8 GLO 6.2 8.5.1.6
8 GLO 6.2 8.6.2.3

Earning Money (p. 27)

  • To introduce the idea of earning money
  • To connect our skills or passions to jobs that we could do now and in the future
5-8 GLO 7.5 5.7.5.1, 6.7.5.1, 7.7.5.1, 8.7.5.1
5-8 GLO 7.5 5.7.5.2, 6.7.5.2, 7.7.5.2, 8.7.5.2
5-8 GLO 7.5 5.7.5.3, 6.7.5.3, 7.7.5.3, 8.7.5.3
5-8 GLO 7.5 5.7.5.4, 6.7.5.4, 7.7.5.4, 8.7.5.4

At the Shopping Mall (p. 39)

  • To encourage students to think about clothing/shopping from a “needs” perspective
  • To demonstrate creative ways to save money related to clothing/shopping
5-8 GLO 2.3 5.2.3.2, 6.2.3.2, 7.2.3.2, 8.2.3.2
5-8 GLO 2.3 5.2.3.3, 6.2.3.3, 7.2.3.3, 8.2.3.3

Giving Back (p. 77)

  • To encourage a culture of good citizenship and charitable giving
  • To work cooperatively in researching and planning a giving activity
5-8 GLO 6.2 5.6.2.1, 6.6.2.1, 7.6.2.1, 8.6.2.1

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

www.edu.gov.mb.ca/k12/cur/teched/human_ecology/

General Learning Outcomes
GLO 2.1 Develop understanding of the relationship between food and a healthy body.
GLO 2.3 Develop understanding of influences on food choices.
GLO 2.4 Recognize the relationship between human needs and lifestyle practices.
GLO 3.1 Explore human relations as they apply to food and nutrition.
GLO 5.1 Demonstrate familiarity with technological developments and trends in the food and nutrition industry.
GLO 6.1 Explore food security and availability issues as they relate to food.
GLO 6.2 Explore social justice and human rights issues as they relate to food.
GLO 6.3 Explore environmental matters related to food.
GLO 7.3 Demonstrate teamwork.
GLO 7.5 Plan a career related to food and nutrition.
General Learning Outcomes
5.2.1.4 Identify official (i.e. government-sanctioned) food guides (e.g. guides that promote overall health and wellness and provide a reference tool for general nutrition analysis, meal planning, and shopping for groceries).
6.2.1.4 Continued
5.2.3.1 Describe the difference between needs and wants as they relate to food choices.
6.2.3.1 Identify current food choices as needs or wants.
7.2.3.1 Categorize current adolescent food choices as needs or wants.
8.2.3.1 Analyze what the influences are behind determining personal food choices as needs or wants.
5.2.3.2 Identify factors that influence people’s food choices (e.g. nutritional, cultural, emotional, environmental, religious, social, ethical, economical).
6.2.3.2 Continued
7.2.3.2 Describe factors that influence current adolescent food choices.
8.2.3.2 Assess factors that influence personal food choices.
5.2.4.4 Identify factors that affect people’s food needs and choices (e.g. food preferences, busy schedule, resources).
6.2.4.4 Continued
7.2.4.4 Describe factors that affect adolescent food needs and choices.
8.2.4.4 Assess factors that affects one’s own food needs and choices.
5.2.4.6 Identify many items and meal plans that include a variety of foods that contribute to a healthy body.
6.2.4.6 Continued
7.2.4.6 Develop a personal action plan to incorporate a variety of foods that contribute to a healthy adolescent body when menu and meal planning (e.g. include an apple with lunch, add healthy foods into meals like adding a chopped apple into coleslaw).
8.2.4.6 Continued
5.3.1.5 Describe the role that food plays in getting to know and understand others of similar and different cultures.
6.3.1.5 Identify ways in which food helps us understand others of similar and different cultures.
7.3.1.5 Explain how adolescents might use food to connect with other adolescents of similar and different cultures.
8.3.1.5 Explain how food connects people of similar and different cultures.
5.6.1.2 Identify and compare the benefits of market forms of food (e.g. frozen, fresh, canned, dried).
6.6.1.2 Continued
7.6.1.2 Continued
8.6.1.2 Continued
5.6.1.4 Describe how surplus local foods can be shared with others in need or in the community (e.g. ask neighbbours who have surplus crabapples if you can pick some apples for them or for a food bank; cook these apples for others who need them, cook these apples and share with others in your community).
6.6.1.4 Identify how surplus local foods can be shared with others in need or in the community.
7.6.1.4 Investigate how adolescents can share surplus local foods with others in need or in the community.
8.6.1.4 Create an action plan that would demonstrate the sharing of surplus local foods with others in need or in the community.
5.6.2.1 Identify local programs to increase food security (e.g. education programs, food banks, community kitchens, food drives, community gardens).
6.6.2.1 Continued
7.6.2.1 Continued
8.6.2.1 Create an action plan that would demonstrate the sharing of surplus local foods with others in need or in the community.
5.6.2.2 Describe how local programs originated and how they strive to increase food security.
6.6.2.2 Continued
7.6.2.2 Continued
5.7.3.1 – 8.7.3.1 List and define team objectives.
5.7.3.2 – 8.7.3.2 Demonstrate an understanding of the role of members of a team.
5.7.3.3 – 8.7.3.3 Collaborate with others to establish and carry out group goals and responsibilities.
5.7.3.4 – 8.7.3.4 Demonstrate an understanding of one’s contribution to her or his group.
5.7.3.5 – 8.7.3.5 Acknowledge the opinions and contributions of all team members.
5.7.3.6 – 8.7.3.6 Negotiate constructively with others to build consensus and solve problems.
5.7.5.1 Identify critical skills needed for employability in today’s workplace.
6.7.5.1 Continued
7.7.5.1 Continued
8.7.5.1 Continued
5.7.5.2 Demonstrate an awareness of food-related occupations and careers (e.g. marketing, designer, retail, production, technology, industry).
6.7.5.2 Continued
7.7.5.2 Continued
8.7.5.2 Continued
5.7.5.3 Demonstrate an awareness of nutrition-related occupations and careers (e.g. science, technology, industry).
5.7.5.3 Continued
7.7.5.3 Continued
8.7.5.3 Continued
5.7.5.4 Demonstrate an awareness of career opportunities as a home economist/human ecologist.
6.7.5.4 Continued
7.7.5.4 Continued
8.7.5.4 Continued
7.2.1.7 Create a personal menu or meal plan from a diversity of foods within each of the food groups, as described in the Canada’s Food Guide.
8.2.1.7 Continued
7.2.3.7 Identify how various resources influence food choices (e.g. knowledge, time, skill, equipment, finances) and the effect they have on the environment.
8.2.3.7 Identify how resources influence personal food choices and the effect they have on the environment.
7.6.3.3 Demonstrate ways in which home cooking can help the environment (e.g. repurpose foods by being creative with leftovers instead of throwing food away; composting).
8.6.3.3 Continued
8.2.1.12 Develop a personal action plan for making healthy food choices, and use problem-solving strategies to support or improve personal nutrition for a healthy body.
8.5.1.1 Describe the history and evolution of food and food products (e.g. recognize advantages and disadvantages).
8.6.2.3 Investigate how to access and/or contribute towards local programs for food security.
Make it Count Lesson Grade Level General Learning Outcomes Specific Learning Outcomes

Money (p. 7)

  • To introduce the foundational concept of money, such as its worth as a medium for exchange, how it’s made and how we keep it safe
  • To understand the relationship between saving and spending
8 GLO 5.1 8.5.1.1
5-8 GLO 6.1 5.6.1.4, 6.6.1.4, 7.6.1.4, 8.6.1.4

Needs and Wants (p. 9)

  • To help students understand the difference between needs and wants
  • To assist students in recognizing that needs and wants can be different for people living in other parts of the world
5-8 GLO 2.3 5.2.3.1, 6.2.3.1, 7.2.3.1, 8.2.3.1
7 GLO 2.3 7.2.3.7
5-8 GLO 3.1 5.3.1.5, 6.3.1.5, 7.3.1.5, 8.3.1.5

Values (p. 17)

  • To help students understand and identify what values are
  • To determine if there is a connection between personal values and money
8 GLO 2.1 8.2.1.12
5-8 GLO 2.3 5.2.3.2, 6.2.3.2, 7.2.3.2, 8.2.3.2

Earning Money (p. 27)

  • To introduce the idea of earning money
  • To connect our skills or passions to jobs that we could do now and in the future
5-8 GLO 7.5 5.7.5.1, 6.7.5.1, 7.7.5.1, 8.7.5.1
5-8 GLO 7.5 5.7.5.2, 6.7.5.2, 7.7.5.2, 8.7.5.2
5-8 GLO 7.5 5.7.5.3, 6.7.5.3, 7.7.5.3, 8.7.5.3
5-8 GLO 7.5 5.7.5.4, 6.7.5.4, 7.7.5.4, 8.7.5.4

At the Supermarket (p. 33)

  • To facilitate an understanding of the costs associated with food
  • To encourage students to devise practical money-saving techniques
5 GLO 2.1 5.2.1.4, 6.2.1.4
5-8 GLO 2.4 5.2.4.4, 6.2.4.4, 7.2.4.4, 8.2.4.4
5-8 GLO 2.4 5.2.4.6, 6.2.4.6, 7.2.4.6, 8.2.4.6
5-8 GLO 6.1 5.6.1.2, 6.6.1.2, 7.6.1.2, 8.6.1.2

At a Restaurant (p. 43)

  • To promote awareness of the potential costs and savings associated with dining out
  • To provide the tools to make informed choices
7-8 GLO 2.1 7.2.1.7, 8.2.1.7

Around the House (p. 75)

  • To create an understanding of the financial responsibilities associated with setting up and running a household
  • To promote creativity in cost-cutting throughout the home
7-8 GLO 2.3 7.2.3.7, 8.2.3.7
7-8 GLO 6.3 7.6.3.3, 8.6.3.3

Giving Back (p. 77)

  • To encourage a culture of good citizenship and charitable giving
  • To work cooperatively in researching and planning a giving activity
5-8 GLO 6.2 5.6.2.1, 6.6.2.1, 7.6.2.1, 8.6.2.1
5-7 GLO 6.2 5.6.2.2, 6.6.2.2, 7.6.2.2
8 GLO 6.2 8.6.2.3

Planning a Party (p. 85)

  • To demonstrate the ability to work within a set budget
  • To encourage teamwork and creativity in the planning process
5-8 GLO 7.3 5.7.3.1 – 8.7.3.1, 5.7.3.2 – 8.7.3.2, 5.7.3.3 – 8.7.3.3, 5.7.3.4 – 8.7.3.4, 5.7.3.5 – 8.7.3.5, 5.7.3.6 – 8.7.3.6

Only lessons that have associated learning outcomes have been noted in the above table.