Suggested Tags - Web viewGive students a set amount of time to complete the challenge and admire ......

All About Me - Kindergarten Teacher Resource

British Columbian Edition

Curriculum Connections & Learning Opportunities

TABLE OF CONTENTSSuggested Tags 2

Applied Design, Skills, and Technologies 3

Arts Education 10

Career Education 20

English Language Arts 26

Mathematics 35

Physical and Health Education 43

Science 51

Social Studies 60

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Suggested Tags

My Culture My Family My Community Subject Areas

Applied Design, Skills, and Technologies Arts Education Career Education Core French English Language Arts Mathematics Physical and Health Education Science Social Studies

Core Competencies Communication Creative Thinking Critical Thinking Social Responsibility Personal Awareness and Responsibility Positive Personal and Cultural Identity

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Applied Design, Skills, and TechnologiesCAREER EDUCATION BIG IDEA 1:

Confidence develops through the process of self-discovery.

Competencies Learning Opportunities AAM Portfolio Activity

Curricular

Explore the use of simple, available tools and technologies to extend their capabilities

Use materials, tools, and technologies in a safe manner in both physical and digital environments

Develop their skills and add new ones through play and collaborative work

Sharing – decide how and with whom to share their product

Making – make a product using known procedures or through modelling of others

Core

Communication Creative Thinking Critical Thinking Positive Personal and Cultural

Identity Personal Awareness and

Responsibility Social Responsibility

Create an AAM portfolio. Explore the digital AAM Portfolio program and create a unique portfolio all about you. Start with your own avatar and then create “About Me” boxes. The text-to-speech feature will read text to the students who are unable to read the text for themselves.

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CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common goals.


Curricular

Sharing - decide on how and with whom to share their product

Sharing - Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environment

Core

Communication Critical Thinking Personal Awareness and


Present portfolios to fellow classmates or ‘buddies’ as a means to build community.

Have the portfolios on display so students can walk their audience through the highlights of what they have created about themselves.

Curricular



Develop their skills and add new

As a class, create a product that will benefit the school (i.e. planting a school garden, building and decorating a buddy bench etc.).

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “ADST”

Upload a picture of you working on the project What has your class decided to make? How will this benefit the school?

Add Box > Add Media > Add Picture > + Reflection + Tag “ADST” + Tag “Giving Back”

Upload a picture of the completed project

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ones through play and collaborative work

Sharing – reflect on their ability to work effectively both as individuals and collaboratively in a group

Making – choose tools and materials

Ideating – identify needs and opportunities for designing, through exploration

Core

Communication Creative Thinking Critical Thinking Personal Awareness and


How do you feel about the project now that it is done? What are you most proud of? What other projects would you like to work on next?

Add box > Journal + Tag “ADST”

Describe how you felt working with your peers to help the school.

What was the most rewarding part of the project? Why is it important to give back? What skills did you learn that you had never tried before?

(i.e. planting, digging, hammering etc.)

CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful communication.


Curricular



Working in partners, have students build the tallest structure they can using only wooden blocks.

End with a gallery walk to view all of the other structures.

School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection + Tag “ADST”

What did you enjoy most about building with the blocks? What is the best way to build a tall structure? Why was it important to work with your partner?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add aReflection + Tag “ADST” + Tag “Building”

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Sharing – use personal preferences to evaluate the success of their design solutions

Making – use trial and error to make changes, solve problems, or incorporate new ideas from self or others

Core



Upload a picture of the completed project How do you feel about your structure What are you most proud of? What would you do differently next time?

CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop skills.


Curricular



Develop their skills and add new

Provide students with different tools to play and experiment with (i.e. Velcro, felt, pipe cleaners, elastics, popsicle sticks, tape, straws, paper, paper clips, marble etc. After they have had time to explore their materials and what they can use them to make, pose a

Add Box > Add Media > Add Video/Link + Tag “Critical Challenge”

Upload a video of you making your creation What did you use to make your creation? Would you normally use these things to make art?

Add box > School > My Favourite Subject > Other > ADST > Click the Speech Bubble and add aReflection + Tag “ADST”.

What do you like to make?

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ones through play and collaborative work

Sharing – use personal preferences to evaluate the success of their design solutions

Making – use trial and error to make changes, solve problems, or incorporate new ideas from self or others

Core

Creative Thinking Critical Thinking

critical challenge (i.e. using only the materials in front of you, create a piece of art. Give students a set amount of time to complete the challenge and admire each other’s creations.

Do you prefer following instructions or experimenting with your own ideas?

CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different skills.


Curricular




Core

Communication

Allow students free time to explore the World of Work feature.

Have students select one profession and identify ways that they use ADST in their daily work. What skills do they need to have? (The text-to-speech program will read the information to the students).

Allow additional free time for students to play job match and

My Future > World of Work > Add a job to Portfolio > Click the Speech Bubble and add aReflection

How does the job you have selected connect to art? What types of other jobs could this person do based on

the skills they have?

My Future > Job Match > Click the Speech Bubble and add aReflection

What jobs did you uncover? What skills do these jobs need? Do you have these skills yet? Would you want to do this job?

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Critical Thinking Positive Personal and Cultural

Identity

learn about the jobs that it uncovers.

CAREER EDUCATION BIG IDEA 6:Learning is a lifelong enterprise.


Curricular

Making – make a product using known procedures or through modelling of others



Core

Communication Creative Thinking Critical Thinking

Introduce students to the history of textiles and design. Discuss how First Peoples weaved goods and clothing, as well as the importance of sewing and knitting in many Canadian households.

Provide students with a rainbow loom or finger knitting supplies. Have them create a bracelet or key chain.

Discuss how older generations grew up making things by hand and are now learning to use technology. Younger generations have grown up with technology and are now learning to make things by hand. There is always something to learn.

Add box > About Me > My Strengths > Learning New Things > + Reflection + Tag “Creative Thinking”

Have you ever finger knitted before? What did you find hard about finger knitting? Would you like to finger knit again? What else would you like to learn to do?

Add Box > Add Media > Add Picture > + Reflection + Tag “ADST” Upload a picture of your creation What did you make? How did you make it? What would you like to make next?

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Arts EducationCAREER EDUCATION BIG IDEA 1:



CurricularExploring and Creating

Explore elements, processes, materials, movements, technologies, tools, and techniques of the arts

Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Core

Communication Creative Thinking Personal Awareness and


As a class, discuss non-verbal communication and how it is important in expressing yourself.

In partners, have students practice reflecting each other’s emotions through their facial expressions. One at a time students will hide their face behind a book, then on the count of three show their chosen facial expression i.e. surprised, excited, scared etc. Their partner will have to do their best to mirror the facial expression. Students may add physical actions as well if they would like.

● What might you do with your face to show your character is happy?

● Do you need to speak to express yourself?

● What physical gestures show anger?

Add Box > Add Media > Add Video/Link + Reflection/Audio Recording + Tag “Drama”

● Upload a video of your roleplay● Write or talk about your roleplay

What character did you play? What was your character doing? Were your character’s actions helpful or hurtful?

How do you know?

Add box > About Me > My Strengths > Being Creative > + Verbal Reflection + Tag “Creative Thinking”

Write about your experience expressing yourself only using your facial expressions

Was it hard to make your face look a certain way?

Was it hard to copy someone else’s expression? How else can you express yourself without

speaking?

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Group Activity - In small groups, assign students a scenario and ask them to role play it using only their facial expressions and actions, no talking i.e. a soccer team scoring a goal. Fellow students may try to guess the scenario



Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play

Explore artistic expressions of themselves and community through creative processes

Reasoning and Reflecting

Develop processes and technical skills in a variety of forms to nurture motivation, development, and imagination

Core

As a class, go outside and discuss the elements of design for line and colour by asking students to describe what colours and lines they see that form their playground.

In groups, create three-dimensional diagrams of the playground (or create your own playground) using a variety of classroom materials (i.e. construction paper, paint, buttons, string).

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” + “Creativity”

● Upload a picture of your three-dimensional playground● Write or talk about your artwork

What materials did you use to create your artwork?

What kinds of lines do you see in your artwork? What colours did you use? What do you like the most about your creation? Do you enjoy building things? Would you rather copy an example or use your

own imagination?

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Communication Creative Thinking





Observe and share how artists use processes, materials, movements, technologies, tools, and techniques

Reflect on creative processes and make connections to other experiences

Communicating and Documenting

Express feelings, ideas, stories, observations, and experiences through the arts

Describe and respond to works of art

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Core

As a class, discuss that art includes everything from paintings and drawings to music, to poetry etc.

Encourage students to identify their interests in art by sharing various artists from Canadian culture and inviting students to share their responses to the forms of art

What do you like about the artwork?

What do you dislike about the artwork?

Does this artwork remind you of anything?

What feelings do you have when you look at/listen to the artwork?

Teacher’s Note: Examples of Canadian artists to share with your students are Emily Carr, Maud Lewis, and George Littlechild

Ask students to select a piece of artwork they have created and give their artwork two stars (I.e.

Add Box > About Me > My Interests > Arts and Crafts > Click the Speech Bubble and add a Reflection/Audio Recording

Select a piece of art shown in class that you likeWhy do you like this piece of artwork?

What does this artwork remind you of?What feelings do you have when you look at the artwork?

Add Box > Add Media > Add Picture or Video/Link > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Visual Arts” + “Self-discovery” + “Critical Thinking”

Upload a picture or video of your own artwork Write or talk about your artwork

What are your two stars for your artwork? What is your one wish for your artwork? What does your artwork remind you of? What feelings do you have when you look at

your artwork? What makes you a good artist?

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Responsibility

two strengths) and one wish (I.e. one area for improvement)











Demonstrate increasingly

Ask students to interview a family member about the music they listen to

What songs are sung during holidays and celebrations?

What music is played at family gatherings?

What kind of music is part of their culture?

What instruments are part of their culture?

Organize a Family Music Night and invite families into the classroom to share music from their culture or to share a musical talent.

Add box > About Me > My Family > Add Family Members > Audio Recording > Add Emotion + Tag “Music” + “My Culture” + “My Family”

Using the audio recording feature, interview your family member about the music they listen to in their life

Ask your family member to choose a song and play a clip How do you feel when you listen to this music? Does this music remind you of a special family

memory?

Add Journal/Audio Recording + Tag “Music” + “My Community” Write or talk about your experience at Family Music

Night

Did you enjoy hearing the different music from your classmates’ families?

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sophisticated application and/or engagement of curricular content

Interpret how symbols are used through the arts

Core

Communication Creative Thinking Positive Personal and Cultural


Responsibility







Observe and share how artists use processes, materials,

Select an action and emotion for students to practice role playing (i.e. playing catch; anger) and identify a class-wide skill to practice (i.e. exaggerating physical actions).

Film a drama performance or rehearsal for students to review and give their performance two stars (i.e. two strengths) and one wish (i.e. one area for improvement).

Add Box > My Goals > Academic > Drama > Action Plan + Tag “Self-discovery”

Set a goal to practice physical movements to become a better Drama performer

With your teacher, write an Action Plan to help you achieve your goal

Check in on your goal with monthly reflections on your progress

Add Box > Add Media > Add Video/Link + Tag “Drama” + Tag “Self-discovery”

With the help of your teacher, upload a video of your roleplay

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movements, technologies, tools, and techniques





Experience, document, and share creative works in a variety of ways

Core


Responsibility

Give your performance two stars (i.e. two strengths) and one wish (i.e. one area for improvement)

Optional: Add Box > School > My Achievements > Other > I can use my actions to show emotion in drama!




Explore elements, processes, materials, movements, technologies, tools, and

Challenge students to create a sculpture out of miscellaneous classroom objects/materials

What materials can you use?

How can you stick (i.e.

Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” + “Problem Solving” + “Creativity”

Write or talk about a problem you encountered while creating your sculpture and what you did to solve the problem (i.e. my sculpture was wobbly so I used a piece

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techniques of the arts Create artistic works

collaboratively and as an individual, using the ideas inspired by imagination, inquiry, experimentation, and purposeful play



Core


fasten) your materials together?

of tape to secure it to the base)

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” + “Science”

Upload a picture of your sculpture Write or talk about your sculpture

What materials did you use? How did you keep everything together?






As a class, model and name various dance movements related to body and space

i.e. I can use my body to gallop like a horse

i.e. I can crouch really small to be a seed, and then reach high into the air like a flower growing

Ask students to use dance to pretend to be different living things and describe what they are doing with their bodies (i.e.

School > How I learn > Other > Watching a teacher demonstration > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Dance”

Write or talk about a new dance movement your teacher showed you and think about how you can use this dance to become a better dancer

Add Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Dance”

Upload a video of you dancing as a living thing Write or talk about your dance movements

How do you control your body movements when you dance?

When else do you have to control your body?

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Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imagination



Core

Creative Thinking Critical Thinking Personal Awareness and

Responsibility

How can you move your arms to pretend to be a butterfly? How can you move your whole body to pretend to a be a growing tree?)

Teacher’s Notes: Incorporate cross-curricular connections to Science unit on living things







Observe and share how artists

Organize a field trip to a local children’s theatre or watch a drama rehearsal for a school play

Before the field trip, ask students to compile a list of some of the people who help put together a drama performance

After the field trip, revisit the list and add people who help put

Add Box > School > My Favourite Subject > Drama > Click the Speech Bubble and add a Reflection/Video Recording > Tag “Art”

Speak about the play that you watched Did you enjoy the play? What was it about? What do you think was the hardest part about

putting on the play? How long do you think it took to practice the

play? Would you like to be part of a play one day? What responsibility would you want to have? i.e.

acting, directing, costumes etc.

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use processes, materials, movements, technologies, tools, and techniques





Core

Communication Creative Thinking Personal Awareness and


together a drama performance

My Future > World of Work > Theatre (Text to speech feature can read the text for students)

Explore the Theatre arena Listen to the job descriptions Are there any jobs at the theatre that surprise you? Optional: Add a Job that interests you to your portfolio

What do you love most about this job?





As a class create a mind map of where students see artwork in their home, school, and community

Paintings in art galleries Picture books Family pictures

My Future > Explore Jobs > Keyword: Artist Explore the different jobs that are found when you

search for “Artist” What are some of the different jobs you see? What do artists do? What tools do artists use?

Optional: Add a Job you like to your portfolio

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Observe and share how artists use processes, materials, movements, technologies, tools, and techniques






Core


Responsibility

Public art pieces like sculptures

Organize a field trip to a local art gallery.

Create a mini art gallery within the classroom where students can display their favourite artwork and invite another grade to visit the art gallery.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts”

Upload a picture of the artwork you chose to display in the art gallery

What artwork did you choose to display? What do you like the most about this piece of

artwork? Why is it important to share our artwork with

others?

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Career Education CAREER EDUCATION BIG IDEA 1:



Curricular

Identify and appreciate their personal attributes, skills, interests, and accomplishments

Recognize the basic skills required in a variety of jobs in the community

Core

Positive Personal and Cultural Identity

Personal Awareness and Responsibility

Have students draw a self-portrait, accentuating all of their favourite attributes (i.e. if they are kind draw a big heart, if they are a good listener draw big ears etc.). Students should accentuate at least five features. If they need help they can ask their peers to share any things they admire about them. The drawing should also show the student’s interests and strengths (i.e a soccer ball, books, math equations etc.).

Once students have completed their drawing have them share it with the class. They can walk their classmates through what they drew and what it represents.

Keeping all of their characteristics in mind, have students think about what jobs

Add box > About Me > My Values > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery”

Why is this value important to you?

Add box > About Me > My Strengths > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery”

What strength are you most proud of?

Add box > About Me > My Attributes > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery”

What is your favourite attribute?

Add box > About Me > My Interests > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery”

What do you do for fun?

My Future > Explore Jobs > Type in a job that interests you > Add to Portfolio > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Critical Thinking”

What strengths of yours would make you good at this job?

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they may want to do one day. Which of their skills would make them good at each job they select?



Curricular

Recognize the importance of positive relationships in their lives

Share ideas, information, personal feelings, and knowledge with others

Work respectively and constructively with others to achieve common goals

Core



Have students pair up with buddies in an older grade and complete a social project as a class to increase the sense of community within the school i.e. write a positive note to each student in the school, host an inspirational assembly about friendship with performances and key messages, monitor the playground at recess and distribute high-fives (or ribbons/stickers/prizes) to students they see being kind.

Add box > My Goals > Academic > Career Education > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Building Relationships”

Set a goal with your buddy to contribute to the class’ goal of increasing the sense of community within the school

Create an action plan together of how you will you contribute

o What does success look like?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording

Upload a photo of you and your buddy working on the project

How has your work on the project made others happy? How do you know?

Who have you gotten to know better while working on this project? Have you made new friends?



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Curricular

Work respectively and constructively with others to achieve common goals

Recognize the importance of positive relationships in their lives

Core

Communication Personal Awareness and


Discuss with the students different situations in everyday life where clear communication is important.

Pair students up and have them complete a drawing together. The students will take turns drawing one line/object on their page. The clearer they explain what they drew, the better their partner will be able to add to it. Their goal is to create a drawing that their classmates can successfully identify.

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording

Upload a photo of your drawing. Does your drawing look like what it is supposed

to look like? Were your classmates able to identify it? Was it important that your partner explained

their drawings?

Add box > About Me > My Strengths > Communicating Clearly + Reflection + Tag “Collaboration”

Was it hard to explain your vision? What would have made this task easier?



Curricular

Demonstrate effective work habits and organizational skills appropriate to their level of development.

Recognize the basic skills required in a variety of jobs in the community.

Identify and appreciate the roles and responsibilities of people in their schools, families, and communities.

Create a list of effective work habits for students at school. What makes you a good student?

Create a list of effective work habits for employees at work.

Compare these two lists. What habits make you successful at school and work?

Have students identify one work

Add box > School > Work Habits > Select a Habit > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Effective Work Habits”

Why is this an important work habit? How will this habit help you in a future career?

Add box > My Goals > Learning Skills > Action Plan > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Effective Work Habits”

What work habit will you work on? How will you work to improve this? How will improving this work habit help you in the

future?

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Identify and appreciate their personal attributes, skills, interests, and accomplishments.

Core

Creative Thinking Critical Thinking Personal Awareness and


habit they are good at. Will this help them in future careers?

Have students identify one work habit they can work on at school to help themselves stay organized, on task, and successful now and in the future.

Write/audio record monthly reflections on your progress.



Curricular

Identify and appreciate the roles and responsibilities of people in their schools, families, and communities

Demonstrate effective work habits and organizational skills appropriate to their level of development

Recognize the basic skills required in variety of jobs in the community

Core

Communication Critical Thinking Positive Personal and Cultural

Have students select an adult in their life (community, school, family). What roles and responsibilities do they think this person has? What daily tasks do they think this person completes? What skills do they think this person has to complete these tasks?

Have students interview the adult they chose to study and ask them the answers to the same questions (i.e. What are your roles and responsibilities? What daily tasks do you complete in your role? What

Add box > Journal + Tag “Career Education”

Write/verbally record a journal entry about how your perception of the adults daily life was different from how they explained it

What skills does the person have that you did not know about?

My Future > Explore Jobs > Type in a job that interests you > Add to Portfolio > + Reflection + Tag “Critical Thinking”

Listen to text-to-speech explain the job Would you want to do this job? What strengths of yours would make you good at

this job?

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Identityskills do they need to complete these tasks?)

Students can compare and contrast what they thought they knew about the person and what they learned. Have them share their findings.



Curricular

Recognize the importance of learning in their lives and future careers

Set and achieve realistic learning goals for themselves

Identify and appreciate their personal attributes, skills, interests, and accomplishments

Core



Responsibility

Discuss the importance of setting and following through with goals.

Have students set three goals for the year, one academic, one learning skills, and one personal.

Have students create action plans for each goal and monitor it throughout the year.

Add box > My Goals > Academic > + Reflection + Tag “Lifelong Learning”

Set an academic goal Create an action plan that will help you track your

progress towards reaching this academic goal. Check in monthly to review your progress on the goal and

add reflections about the experience.Once completed, reflect on how it felt to accomplish your goal.

Add box > My Goals > Learning Skills > + Reflection + Tag “Lifelong Learning”

Set a learning skills goal Create an action plan that will help you track your

progress towards reaching this academic goal. Check in monthly to review your progress on the goal.

Once completed, reflect on how it felt to accomplish your goal.

Add box > My Goals > Personal > + Reflection + Tag “Lifelong Learning”

Set a personal goal

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Create an action plan that will help you track your progress towards reaching this academic goal.

Check in monthly to review your progress on the goal.Once completed, reflect on how it felt to accomplish your goal.

Add box > Journal + Tag “Lifelong Learning”

Once you have completed all three goals write/verbally record a journal entry about the importance of goal setting and always striving to learn and improve.

Now that you have achieved your goal, do you think that you can set a new goal for the same thing?

Is learning and improving ever “finished”? Have the things you would like to improve on

changed at all? Do you think they will again in the future?

How may your goals one day connect with your career?

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English Language Arts CAREER EDUCATION BIG IDEA 1:



CurricularComprehend and Connect

Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community

Create and Communicate

Use language to identify, create, and share ideas, feelings, opinions, and preferences

Create stories and other texts to deepen awareness of self, family, and community

Plan and create stories and other texts for different purposes and audiences

Core

Communication Positive Personal and Cultural


Responsibility

Invite students to share one artifact from their “All About Me Portfolio” to the class, a small group, or a family member.

Add Box > About Me > My Strengths > Sharing Ideas > Audio Recording + Tag “Language” + “Communication”

Using the audio recording feature, practice presenting your “All About Me” artifact to your classmates

What artifact did you choose to share? Why do you like this artifact?

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Core

Communication Positive Personal and Cultural


Responsibility

Assign students to partners and have them practice oral retelling. They can share their own experiences, or they can re-tell a story they know.

What did you do on the weekend?

What did you do over the holidays?

The Three Little Pigs

Teacher’s Note: Educators may first model the sequence for retelling an experience, event, or story by telling a story with a beginning, middle, and end. (First...Next...Then…Last…)

Add Box > About Me > My Strengths > Storytelling > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Language” + “Story”

Using the audio recording feature, practice telling your story

Tell your story Why did you choose to tell this story? Did it sound the same as the last time you told it?

Optional Activity: Add Box > About Me > My Background > Select Background > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Language” + “Story” + “My Culture”

Select your background Tell a story about a holiday you celebrate as a family

Why is this holiday important? How do you celebrate it? What do you enjoy most about this holiday?

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Recognize the structure of story Recognize the importance of

story in personal, family, and community identity

Use personal experience and knowledge to connect to stories and other texts to make meaning





Explore oral storytelling processes

Invite an Aboriginal elder into your class to tell the students traditional stories of significant events (i.e. how the Raven got its black colour etc.).

Have the students brainstorm their own connections to the stories, whether they are through place, experience, or interest.

As a class, brainstorm significant events from the year and create a banner for your own class story, a story you can share at the end of the year to represent your time together in Kindergarten (i.e. first day of school, a field trip, a special visitor etc.).

Add Box > Add Media > Add Picture > + Reflection + Tag “Our Story”

Add a picture of your class banner Record your own voice telling your class’ story to

accompany the banner You and your classmate are writing about the

same story, do you think they will be different at all?

What is your highlight of the class story?

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Core

Communication Critical Thinking Positive Personal and Cultural

Identity Social Responsibility





Recognize the structure of story Use personal experience and

knowledge to connect to stories and other texts to make meaning

Use sources of information and prior knowledge to make meaning



In a talking circle as a class, perform a verbal literature review of a picture book.

Explain to students that there will be a talking stick, and that only the person holding it may speak. All students will have a chance to hold the talking stick and share their opinion of any part of the book. Pass a talking stick around the circle, returning to those who are not ready to share when it is their turn.

If students need prompts, have them roll a large foam die with different questions on it (i.e. Who was your favourite character and why? How would

Add Box > About Me > My Strengths > Sharing Ideas > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language” + “Communication”

What opinions did you share about the book? What was the moral of the story? Who was your favourite character? What did you enjoy most about the book? What would you change about the book? What character are you most like?

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Exchange ideas and perspectives to build shared understanding

Core

Communication Critical Thinking Social Responsibility

you change the ending? Etc.)





Use developmentally appropriate reading, listening, and viewing strategies to make meaning

Explore foundational concepts of print, oral, and visual texts



Core


As a class, create a “Story Toolkit” by discussing tools or strategies students can use in their storytelling

Think about personal interests and experiences

Use a picture dictionary to help brainstorm ideas

Look at the word wall Talk with the teacher Ask a peer

Teacher’s Note: Define strategy as a tool students can use to help them in their reading or writing

Create a strategy chart for your students to use as a reference.

Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language” + “Problem Solving”

Talk about a time when you didn’t know what to say and discuss a strategy you used from the “Storytelling Toolkit” to help you come up with ideas

Add Box > My Goals > Academic > Language Arts > Action Plan Set a goal to use a strategy from the “Storytelling Toolkit”

to help you become a better storyteller With your teacher, write an Action Plan to help you

achieve your Language goal

Optional: Add Box > School > My Achievements > Other > I can use a picture dictionary to help with my storytelling!

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Recognize the importance of story in personal, family, and community identity




Core


Invite a member of the community or family member to talk about what they do for work.

Watch a variety of age appropriate videos that introduce students to a new occupation.

Resources to Consider:“Firefighter,” Songs about Professions by StoryBots:https://www.youtube.com/watch?v=UrjlKs1bbyQ&t=1s

Add Box > About Me > My Strengths > Being a good listener > Click the Speech Bubble and add a Reflection/Audio Recording

Talk about 1-2 things the guest speaker told you about their job that interested you the most

My Future > World of Work > Optional: Construction Site Explore the different jobs you see in the Construction Site

arena Listen to the job descriptions

○ What are some things people in these jobs need to know how to do?

○ Did you learn about any of these jobs in class? (From a video? From a guest speaker?)

○ Would you like to do any of these jobs? Add one of the jobs to your portfolio

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Explore foundational concepts of print, oral, and visual texts



Exchange ideas and perspectives to build a shared understanding

Explore oral storytelling processes

Core

After discussing what a job is, read various non-fiction books about jobs people do in the community and then ask students to share what they have learned from the non-fiction book

Who was the book about?

What job do they do? What tools do they use? Where do they work?

Books to Consider:Let’s Meet a Librarian by Gina Bellisario

Let’s Meet a Veterinarian by Gina Bellisario

Add Journal/Audio Recording > Tag “Language” + Tag “Jobs”

What is a job? Write about a job you learned about today.

What did you learn about this job? What questions do you have about this job? How would you decide what job you want to do? Have you ever had a job before? What was it?

My Future > World of Work > Optional: School > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Connecting with text” + “

With the help of your teacher/AAM Ambassador, explore the different arenas

Listen to the job descriptionso Did you read a book about any of these jobs with

your teacher?o Do you know anyone who does these jobs?o Do these jobs need to read and write?

Optional: Add a Job you like to your portfolio

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Responsibility








Exchange ideas and perspectives to build a shared understanding

Core

Communication Critical Thinking

As a class, create a T-chart to demonstrate good listening behaviour and bad listening behaviour

Look at the speaker Body facing the speaker No interrupting Ask questions when you

don’t understand Imagine what the

speaker is saying Talk about what you

read after with a friend

Read a picture book and prompt students to use their listening behaviour and after the story is finished, invite students to share one behaviour they used.

Add Box > About Me > My Strengths > Being a good listener > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “Language”

Draw or talk about how you show good listening behaviour during story time with your teacher

When else it is important to listen to others? Do adults have to be good listeners too?

Add Box > School > My Goals > Self-Regulation >Action Plan + Tag “Self-discovery”

Set a goal to practice one listening behaviour during a read-aloud with your teacher to become a better listener (i.e. I will not interrupt the teacher or my classmates when they are speaking)

Write an Action Plan to help you achieve your goal Check in monthly and draw reflections on your progress

using different degrees of smiley faces.

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Social Responsibility

34

MathematicsCAREER EDUCATION BIG IDEA 1:



CurricularReasoning and Analyzing

Use reasoning to explore and make connections

Use technology to explore mathematics

Model mathematics in contextualized experiences

Understanding and Solving

Visualize to explore mathematical concepts

Communicating and Representing

Represent mathematical ideas in concrete, pictorial, and symbolic forms

Connecting and Reflecting

Connect mathematical concepts to each other and to other areas and personal interests

Ask students to write “All About Me” math facts, involving whole numbers that represent quantities in their lives.

I am ___ years old. There are ____ people

in my family. I have ___ dogs.

Teacher’s Note: For extra practice and to build classroom community, students can search for classmates who have the same math facts as them.

Add Box > School > My Favourite Subject > Math > Drawing + Tag “My Learning”

Draw the “All About Me” math facts you created in class Optional: find a classmate with the same math fact

Add Box > School > My Strengths > Other > Math > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “My Learning” + “Self-discovery”

Write or talk about who you are as math learner What are your strengths? What are some areas where I need help?

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Core

Communication Creative Thinking Positive Personal and Cultural

Identity







Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving



Represent mathematical ideas in concrete, pictorial, and symbolic

Take the class outside to a natural space and have the students gather supplies and complete patterns in small groups using fallen leaves, rocks, sticks etc. Once groups have finished making their pattern they can do a gallery walk and identify the patterns in the work of their peers.

Teacher’s Note: Before making patterns, review the importance of nature and remind students that their work should not include anything picked, pulled, or living.

Add Box > About Me > My Values > Caring for the Environment > Click the Speech Bubble and add a Reflection/Audio Recording

Write or talk about 1-2 ways you respected nature while learning with it

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”

Upload a picture of your “Nature Pattern” How did your group work together to gather

and use the natural materials to make a pattern?

What parts of nature did you use? What was your pattern? What other patterns did you see? Where else are there patterns in nature or

the community? How may the community benefit from

natural art?

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formsConnecting and Reflecting

Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Core

Creative Thinking Critical Thinking Positive Personal and Cultural








Develop mental math strategies and abilities to make sense of quantities

Assign students to groups of 10 and have them act out different ways they can make smaller groups with themselves (i.e. break into 3 groups, five groups etc.)

Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Audio Recording

How many different ways could your group of 10 be made into smaller groups?

Can “1” be a group? What was the highest number of groups your

group could be split into (10 groups of 1).

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Core









Help students with their fluency with numbers by discussing different strategies:

Play with numbers (i.e. How many different ways can you group 10 cubes? Or how many groups of 5 do you need

Add Box > My Goals > Academic > Math > Action Plan + Tag “Math” + “Self-discovery”

With your teacher, set a math goal (i.e. Practice using equations you know to solve equations you don’t; Use a hundreds chart to find number patterns)

Write an Action Plan to help you achieve your math goal Add monthly reflections to explain which strategies you

have been using.

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Explain and justify mathematical ideas and decisions

Use mathematical vocabulary and language to contribute to mathematical discussions


Reflect on mathematical thinkingCore


Responsibility

to make 10?) Use equations you know

to help solve equations you don’t (i.e. how does knowing 5 and 5 make 10 help us to identify other ways to make 10? Have students count two groups of 5 blocks out and manipulate them different ways so that the groups are different but there are still the same number of blocks)

Identify patterns in numbers

Use a number line Use a hundreds chart Use counters Draw a picture

Teacher’s Note: Define strategy as a tool students can use to help them during math.

Add Box > School > How I learn > Other (List Strategy Here) > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”

Write or talk about one counting strategy your teacher has shared with you (i.e. Use a number line)

What is the strategy your teacher taught you? How does this strategy help you? Where else can you use this strategy?



39









Use mathematical vocabulary and language to contribute to mathematical discussions




As a class, collect answers to the question “Who do I want to be when I grow up?” and display the information on a picture graph using one to one correspondence.

Teacher’s Note: Before deciding how to create the picture graph, ask students for their ideas on how to display the information you have collected

Add Box > About Me > My Strengths > Thinking Outside the Box > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math” + Tag “Problem Solving” + Tag “Creativity”

Write or talk about your idea for creating a picture graph What materials should we use to create our

picture graph? What will the picture graph look like? How will we represent each person? How will we know what job students have

picked?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”

Upload a picture of your “Who do we want to become?” graph

Are there a lot of different jobs on the graph? Does your community have a lot of different

jobs? What would happen if everyone did the same

job? What job did you select? What skills does this job need? Are these skills different than any of the

other jobs on the graph? Which ones?

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Critical Thinking












Use mathematical vocabulary

Go for a neighbourhood walk and ask students to identify various buildings and structures. What different shapes do they see?

Build a structure using as many different shapes as possible. Identify the shapes used in their structure. How can you describe your structure? How would you compare it to a classmate’s structure? (i.e. bigger, wider, smoother etc.)

Books to Consider:The Shape of Things by Dayle Ann DoddThe Shape of Things:https://www.youtube.com/watch?v=1h1HcChju_0

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “My Learning” + “Critical Thinking”

Draw a sketch of the building you created Talk about your experience building

Describe your structure. Have you seen a structure like this before?

Where? What was it used for? What shapes are in your structure? What shapes are in the base of your structure? What would the structure you made be used for? Who would work in the structure you made? Would you like to learn more about building

things?

Find a partner and compare the attributes of your buildings

Who’s structure is taller? Who’s structure is wider? Could the structures be combined to make one

large structure?

Optional: My Future > Explore Jobs > Type “Engineer” > Click the Speech Bubble and add a Reflection/Audio Recording

Allow text to speech to read the job description to you What do you find interesting about this job?

41

and language to contribute to mathematical discussions



Communication Creative Thinking Critical Thinking

What tools do you use? Where do you work? How do you help people in the community?

Physical and Health EducationCAREER EDUCATION BIG IDEA 1:


42


CurricularPhysical Literacy

Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments

Healthy and Active Living

Participate daily in physical activity at moderate to vigorous intensity levels

Identify opportunities to be physically active at school, at home, and in the community

Social and Community Health

Develop and demonstrate respectful behavior when participating in activities with others

Mental Well-being

Identify personal skills, interests, and preferences

Core


Identity

After finishing an activity or small-group game, ask students to take a moment to reflect and share one thing they really enjoyed and one thing they didn’t enjoy about the game/activity. How could they play this game at recess or at home?

Ask students to draw a picture of themselves playing their favourite.

Is your game played individually or with friends?

Does your game have a lot of rules or few rules?

What skills do you need to play your game?

Add Box > School > My Favourite Subject > Health & Phys. Ed. > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Health and Phys. Ed.” + Tag “Self-discovery”

What are some of your favourite physical activities to do? How do feel when you are doing your favourite activities? Why do you think it is important to find a game you like

to play?

Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Health and Phys. Ed.”

Draw a picture of you playing your favourite game Write or talk about why this game is your favourite How do you feel after you play this game?

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Social Responsibility




Develop and demonstrate safety, fair play, and leadership in physical activities



Identify opportunities to make choices that contribute to health and well-being


Identify and describe a variety of unsafe and/or uncomfortable situations


Identify caring behaviours among classmates and within

Present a variety of scenarios to the students for discussion using the prompt “What would you do if…?”

What would you do if you spilled water in the gymnasium while your classmates were playing a game?

What would you do if you were going outside and forgot sunscreen?

What would you do if you saw a friend’s shoelaces were untied while you were playing a game?

What would you do if no one picked you up after school?

What would you do if your friends wouldn’t let another person play with you?

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Health and Phys. Ed.”

Upload a picture of yourself wearing your safety badge Reflect on what the safety badge means to you

What did you do to earn your safety badge? Why is it important to stay safe during Phys. Ed.

class? Can you think of one other example of how you

stay safe at school?

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familiesCore




Discuss how all students are responsible for each other’s safety.

Create safety badges for students to earn when they demonstrate safe behaviour during Physical Education class. Allow students to present them to each other.




Describe the body’s reaction to participating in physical activity in a variety of environments




Identify caring behaviours among classmates and within

In pairs, have students complete a short obstacle course. The first student will guide their partner, who will be blindfolded, by the hand around a series of cones. They can speak to each other the entire way, but the blindfolded partner cannot look at where they are going. Once they have completed the exercise have the partners switch roles.

Teacher’s Note: Only have one group on a course at a time. Keep the course simple and safe

Add Journal/Audio Recording > Tag “Health and Phys. Ed.” + Tag “Courage” + Tag “Team Work”

Write about your experience being blindfolded and leading a classmate

Why was it important to work together? How would it have been different if you could not

speak to each other? Did you prefer being blindfolded or being a

leader?

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familiesMental Well-being

Identify and describe feelings and worries


Core




i.e. walking on gym lines. Do not have students run, climb, or jump on anything.



CurricularHealthy and Active Living

Identify opportunities to make choices that contribute to health and well-being


Identify and describe a variety of unsafe and/or uncomfortable situations

As a class, identify a moment in the day when students need to be safe and discuss a safety procedure with students (i.e. safe pick-up from school)

Why do you tell your teacher before leaving with your parent or guardian?

Do you know a phone number to call in case of

Add Box > About Me > My Attributes > Responsibility > Click the Speech Bubble and add a Reflection/Audio Recording

Talk about how you follow safety rules when you are picked up from school.

When else do you need to use safety skills?

My Future > Explore Jobs > Keyword: Police Officer > Add job to portfolio > Click the Speech Bubble and add a Reflection

Learn about police officers How do police officers keep you safe? Where do police officers work?

46


Identify caring behaviours among classmates and within families

Mental Well-being

Identify and describe practices that promote mental well-being

Identify and describe feelings and worries

Core




an emergency?

Invite a community police officer into the classroom to discuss safety.

47










Identify caring behaviours among classmates and within families

Mental Well-being


Core

Play a group game as a class that requires participants to assume different roles (i.e. Capture the Flag) Do I need to site this? After the game, lead a discussion about the different roles that were required for the game (i.e. guards of the flag/jail, seekers of the opponent’s flag, rescuers of team mates from jail etc.) What skills are required for each role? What roles did different students prefer?

Add Box > School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection/Audio Recording

Talk about the role you took during capture the flag Did you enjoy this role? Were you good at this role? What skills do you need for this role? When else do you do activities where you pick a

role to play? (i.e. a sports team)

Add Box > About Me > My Strengths > Other > Type in your Strength > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Phys. Ed.”

Talk about your strengths when playing the game (i.e. strategy, speed, agility etc.)

Why is this skill important? What other games does this skill help you

with? What jobs may this skill be helpful in?

48








Describe the body’s reaction to participating in physical activity in a variety of environments




As a class, define the term “skill” as it relates to physical activity.

Model for students some simple skills that can increase their chances of success during a game or physical activity (i.e. extend arms during yoga poses to improve balance)

Using one-on-one conferencing or a reflection journal, engage students in daily or weekly check-ins to helps students stay motivated and confident in their physical activity journey’s.

Add Box > School > How I learn > Other > Watching a teacher demonstration > Click the Speech Bubble and add a Reflection/Audio Recording

Talk about a new skill your teacher demonstrated in Phys. Ed.

Did you try this skill? Did it help you to improve? What other games or activities can you play to try

using this skill? Are there other times in your day when you can

use this skill?

Add Journal/Audio Recording > Tag “Health and Phys. Ed.” + “Self-discovery”

What did you like about Phys. Ed. class today? What did you do well in Phys. Ed. class? What could you work on next time?

49


Mental Well-being


Core




Science

CAREER EDUCATION BIG IDEA 1:

50



CurricularQuestioning and Predicting

Demonstrate curiosity and a sense of wonder about the world

Observe objects and events in familiar contexts

Ask simple questions about familiar objects and events

Processing and Analyzing Data and Information

Experience and interpret the local environment

Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge

Represent observations and ideas by drawing charts and simple pictographs

Applying and Innovating

Transfer and apply learning to new situations

Generate and introduce new or refined ideas when problem solving

Communicating

Have students draw a picture of their favourite season. Once it is complete ask them to identify features specific to the season i.e. what do they see, hear, feel, smell, taste during this season? What is it about this season that they like so much?

Have students share their opinions on the seasons and host a discussion about the similarities and differences of the different seasonal features.

Discuss Indigenous Perspectives on the seasons and what each season brings.

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Science” + “Seasons”

Draw a picture of your favourite season. Identify features specific to this season i.e. weather,

temperature What do they see, hear, smell, taste, feel during

this season? What plants and animals do they see during this

season? What is the weather like during this season? What do you normally wear during this season? What activities do you like to do during this

season? What makes this season different from the other

three?

51

Share observations orally Express and reflect on personal

experiences of placeCore












As a class, define the term “features”. Plants and animals have different features. What are they? Discuss a couple local plants and animals that the students are familiar with, brainstorming their visible features and how these features help them meet their basic needs.

As a class, discuss how we can help these plants and animals meet their basic needs

Add Box > About Me > My Attributes > Compassion > Drawing + Tag “Science”

Draw a time when you showed compassion towards animals and the environment (i.e. Caring for a pet, helping to pick up litter to keep the animal’s home clean)

How did you help the animal or plant? What needs did you help it meet? Why is it important that we all work together to

keep the environment healthy? Who depends on a clean environment?

52

Compare observations with predictions through discussion


Take part in caring for self, family, classroom and school through personal approaches



Communicating

Share observations and ideas orally

Express and reflect on personal experiences of place

Core




Leaving living things untouched

Picking up garbage safely

Reducing pollution by walking when we can

Ask students to identify and draw one way in which the class can work together to help a plant or animal meet their basic needs (i.e. water the garden)



53





Planning and Conducting

Make exploratory observations using their senses

Safely manipulate materials Make simple measurements

using non-standard unitsProcessing and Analyzing Data and Information


Discuss observationsApplying and Innovating



Communicating


Express and reflect on personal

In small groups give students a variety of objects to choose from (i.e. school supplies) to release down a slope (i.e. a hill on the field, a slide etc.). Have them experiment with the objects seeing how they move differently.

Students will release the objects at the top of the incline and observe how they move (or don’t move) down it. Together they must agree on how the object is moving (sliding, rolling, etc.) and what features of the object cause it to move this way. Does the material of the object impact how fast it moves?

Add Box > School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection/Audio Recording

Write or talk about the different objects and how they moved.

How did your group decide which objects to test? How did you work together to test them? Did different members of the group have

different roles? What were they? Did you take turns releasing the objects down the

slope? How did your partners know when you were

releasing the object? Which objects did you use? Which object moved the fastest? What shape

was it? How big was it? Did any objects not move at all? What shape

were they? How big were they? Did the objects all move the same way? Did any objects slide? Which ones? What shape

are they? Did any objects slide? Which ones? What shape

are they?

54

experiences of placeCore













As a class, define “matter”. What are some examples of matter? What different ways do we interact with matter? Is all matter the same?

Have students identify three different examples of matter that all must be different in some way. Have students justify what makes them different (i.e. a desk is hard, water see through, a person is alive).

Add Box > School > How I learn > Talking About a New Idea with Classmates > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Science” + Tag “Matter” + Tag “Critical Thinking”

Draw or talk about three different examples of matter in the classroom

Explain each item you chose How are these objects different from one

another? How are they the same? How do you interact with each of these objects? Can you find anything in the class that is not

made of matter? Why is it important to take the time to “think

critically” about different objects?

Add Box > Add Media > Add Picture > Click the Speech Bubble

55


Communicating



Core




and add a Reflection + Tag “Science” + Tag “Matter” Upload a picture of each of the items you chose to

explore Describe this item and how it looks/feels/sounds Can it change its shape? What is it made of?

56











Communicating



Core


Discuss the daily changes students experience over a 24-hour span.

How do they know its morning?

How do they know it’s night?

What other changes do they see each day? How does the sky look different?

What types of things do you only do in the morning? What types of things do you only do during the night? Do we have different needs at different times of day?

What roles in the community are only present during the day? Which ones occur at night? (i.e. an astronomer works at night, a teacher works during the day, a nurse works during the day and night). What different features

Add Box > About Me > My Strengths > Thinking Outside the Box > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Science” Tag “Time of Day”

How does the time of day impact you? What do you do in the morning? What do you do during the day? What do you do in the evening? What do you do at night? How do you know it is daytime? How do you know it is nighttime? What things do you do during the day that

you cannot do at night? Why? What things to you do at night that you

cannot do during the day? Why?

My Future > Explore Jobs > Type Job of Interest > Add job to portfolio > Click the Speech Bubble and add a Reflection

Learn about this job What time of day does this job work? Why does it work at this time? Do you know anyone who does this job? Would you want to do this job?

57

Critical Thinking Positive Personal and Cultural



of the day are important to these roles?








Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledge



Generate and introduce new or

Invite an elder to the class to speak to the students about Indigenous Perspectives about human interactions with matter.

How is this knowledge the same or different from knowledge the students already hold? Could there be even more different knowledge that they haven’t heard? Will they ever learn all of the different perspectives?

Add Box > About Me > My Strengths > Thinking Outside the Box > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Science” Tag “New Knowledge”

Write or talk about the knowledge you learned about today

What was new knowledge to you? What did you already know? Can what you already know and what you

learn both be right? Could there be more knowledge that you do

not know about? Could there be other perspectives? Why is it important to value all knowledge?

58

refined ideas when problem solving

Communicating



Core




59

Social StudiesCAREER EDUCATION BIG IDEA 1:



CurricularPerspective

Acknowledge different perspectives on people, places, issues, or events in their lives

Core




As a class, discuss the terms “role” and “responsibility” and brainstorm various roles and responsibilities your students may have and provide examples

What roles do you have at school? (i.e. Student, friend)

What roles do you have at home? (i.e. Sister, brother, daughter, son, grand-daughter, grand-son)

What are your responsibilities at school and at home?

Ask students to create a drawing of themselves in one of their roles and discuss 1-2 responsibilities they have in this role beginning with the prompt “I am a…” (i.e. “I am a student”; “I am a sister”).

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + “Social Studies”

Draw yourself doing one of your responsibilities as a student (i.e. Listening to teacher, sharing your ideas)

Verbally reflect on your responsibility Why is this responsibility important to you? How do you think your teachers, parents, and

classmates feel when you keep your responsibilities?

What do you think your teacher would say your responsibilities are as a student? What would your parent say? Would they say different things?

Add Box > About Me > My Family > Add Family Member > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “My Family” & “Social Studies”

Write the name of one of your family members Draw, or talk about one of the responsibilities of this

family member (i.e.my brother folds laundry) What other responsibilities does this person

have? What would this person say their own

responsibilities are?

60



CurricularSignificance

Explain the significance of personal or local events, objects, people, or places

Core




As a class, discuss what it means to have a “classroom community” and who is part of your classroom community (i.e. teacher, classmates, educational assistants, etc.)

Create a mural of your classroom community by asking students to contribute with a handprint and their name.

Ask students to draw a picture of how they help their classmates by finishing the prompt “I help my classmates by…” (i.e. sharing a toy, playing with a friend at recess)

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Collaboration” + Tag “My Community”

With the help of your teacher/AAM Ambassador, upload a picture of your classroom mural

What do you like most about the mural? What does it mean to be part of a classroom

community?

Add Box > School > Work Habits > Working Well with Others > Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” + “My Community” + Tag “Collaboration”

Draw a picture of yourself at school helping one of your classmate’s

Write or talk about how you helped your classmate How do you think this made them feel? How did this make you feel?

Add Box > My Goals > Personal > Friends > Action Plan Set a goal to help a friend next time they are sad or upset

With your teacher, write an Action Plan of three tasks you can do to cheer up your friend. Add a reflection/audio recording each time you complete a task to explain what happened.

61



CurricularCause and Consequence

Recognize causes and consequences of events, decisions, or developments in their lives

Ethical Judgement

Identify fair and unfair aspects of events, decision, or actions in their lives and consider appropriate courses of action

Core




As a class, define what it means to show respect and discuss how you can show respect to other people and the environment

Can you give an example of how you show respect to a teacher?

Can you give an example of how you show respect to a friend?

Can you give an example of how you show respect for nature when you’re at a park?

Group Activity - Collaborate with students to create a classroom community bulletin board by asking students to draw pictures or brainstorm words that show respect to either people or the environment.

Review elements of respectful behaviour and discuss examples

Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” + “My Community” + “Collaboration”

Upload a picture of your classroom community bulletin board

Draw or talk about your role as a student and how you show respect in the classroom

Add Box > About Me > My Attributes > Respect > Add Emotion > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “Collaboration”

Draw or talk about one example where you showed respect to a teacher or family member (i.e. Were you polite? Did you thank them for something they did for you? Did you help them with a task? How did that make you feel?)

Add Box > My Goals > Personal > Friends > Action Plan Set a goal to share a toy/object with a friend at school With your teacher, write an Action Plan of three tasks

you can do to achieve your goal Return to your goal regularly and add rverbal eflections

that track your progress

62

that show this behaviour (i.e. sharing, cooperating, being polite)

Teacher’s Note: Add words or pictures to the classroom community bulletin board as you continue to discuss different elements of respectful behaviour

Books to Consider:Should I Share my Ice Cream? by Mo Willems Should I Share My Ice Cream? by Mo Willems - Read Aloud Storybook for Kids: https://www.youtube.com/watch?v=DliX6i0vPsQ



CurricularContinuity and Change

Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same

Core

Communication

Lead a group discussion about the diversity of the classroom community. After identifying a number of differences, explain that we have a lot in common too, for instance we are all at school today learning.

Group Activity - As a class, introduce and practice how to

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Social Studies”

Using the drawing feature, draw yourself on the first day of Kindergarten

Write or talk about an event on your timeline i.e. first day of Kindergarten

How old were you at the start of Kindergarten? What do you remember about the first day of

Kindergarten?

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Creative Thinking Critical Thinking Positive Personal and Cultural



create a timeline of events by asking students to put their school day in chronological order (i.e. arrive at school, learn math, go outside for recess, eat lunch)

Teacher’s Note: Define the term chronological with students (i.e. In order from first to last)

Discuss some examples of important life events and ask students to create a timeline of special moments in their life with the help of their family members (i,e. birthday, birth of a younger sibling, learning to ride a bike, first day of Kindergarten). Throughout the special moments, what has changed and what has stayed the same?

How did you feel on the first day of Kindergarten?

What has changed since the first day of Kindergarten?

What has stayed the same since the first day of Kindergarten?




Explain the significance of personal or local events, objects,

As a class, create a mind map of some of the various places your students visit in their community with their families. Connect these different places

My Future > World of Work > Optional: Theatre Explore the theatre arena Listen to the job descriptions Do you have a theatre in your community? Add a job that you like to your portfolio

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people, or placesEvidence

Ask questions, make inferences, and draw conclusions about the content and features of different types of sources

Cause and Consequence

Recognize causes and consequences of events, decisions, or developments in their lives

Core




with one another to show that diverse individuals have a lot in common i.e. we may all eat different food from different places, but we all eat food.

Identify different places the students go with their families. What people will they find at these places? What will they be doing?

Where does your family go to buy food?

Where does your family go to celebrate special days?

Where does your family go on weekends to have fun?

Where does your family go when someone is sick?

Go for a neighbourhood walk and record the various people, places, and buildings you see. What are the people doing in each of these places? Are they doing anything the same as one another?

Before the walk, compile a list of what students think they will

Add Box > School > My Favourite Subject > Social Studies > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “Social Studies” + “Global Citizenship”

Draw or talk about some of the different buildings and places you saw on your neighbourhood walk

How were people in these different places the same?

How were they different? What roles did people have in these places? What were people doing in these places?

Optional: Add a Job that interests you to your portfolio What do you like about this job?

Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies”

Example: Draw a picture of what your town would look like if everyone was the same (what different buildings/places would not exist?)

Talk about some of the different roles that exist in the community because we are all different i.e. different grocery stores, different restaurants, different sports fields, different cultural centers etc.

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see on the walk After the walk, create a

list of what students saw on the walk

Ask students to choose a place in their community (i.e. grocery store, park, hospital) and draw what their community would look like if that place didn’t exist.




Explain the significance of personal or local events, objects, people, or places

Core




As a class, brainstorm some of the important roles your students have and the relationships they have because of these roles (i.e. student who has friends from school). Discuss ways students can help build healthy relationships with these people

What does it mean when you care about something or someone?

How do you show your family or friends that you care about them?

How can you show you care about an animal or

Add Box > My Goals > Learning Skills > Responsibility > Action Plan + Tag “My Community” + “Healthy Relationships”

Set a goal to tell three different people why they are important to you

Why is it important to tell people that they are important to you?

Why is it important to tell people you care about them?

How do you feel when someone tells you they care about you?

With the help of your teacher, write an Action Plan What three people do you want to tell Why are each of these people important to you? How are you going to tell/show them they are

important?Complete a drawn or audio reflection each time you tell one of your three people that they matter to you, including their

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a plant? response.

Who did you tell? How did you tell them? How did you both feel after?

Add Box > About Me > My Values > Being Nice to Others > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording

● Draw or talk about a time you did something nice for someone you cared about.

What did you do? How did it make them feel? How did it make you feel?

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Suggested Tags - Web viewGive students a set amount of time to complete the challenge and admire ......

Documents

Transcript of Suggested Tags - Web viewGive students a set amount of time to complete the challenge and admire ......