Unit Plan - January

Unit Rationale: The purpose of this unit is to provide students with an opportunity to explore, discover, and investigate the season of winter as it will be pertaining to them daily. This unit will use be based in literacy and numeracy, as the major aspects of the kindergarten discipline, giving students the tools to be able to succeed. The concept of winter will not be new, or confusing for them, therefore it will allow as a great unit for expansion of knowledge in both numeracy and literacy (as they will not have to learn extra facts, or ideas that will not assist the furthering of their knowledge). Furthermore, this understanding of the season of winter will provide students with a greater knowledge of the world, and particularly the community they live in. This unit also has great resources written for the purpose of educating kindergarten students and ultimately, it is relevant to Canada, providing opportunities for discussion and exploration of both new and existing knowledge. (Gym is not part of this unit, however, I will be teaching it so I included all the activities that will be taught, with its corresponding outcomes) GRADE: Kindergarten UNIT: Winter UNIT DURATION: Four weeks INQUIRY QUESTION(S): Why is it cold? What do we do when it is cold? GENERAL OUTCOMES:  LITERACY: - Speaking and listening - Reading and viewing - Writing and representing  NUMERACY: - Develop number sense - Use patterns to describe the world and to solve problems  PHYSICAL EDUCATION: - Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments - Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing and safety for self and others - The children assume responsibility to lead an active way of life SPECIFIC OUTCOMES:  LITERACY: - Share new learning with others orally - Listening to the ideas of others - Follows one or two steps of instructions - Associating sounds with consonants that are at the beginning of personally significant words - Recalls events and identifies characteristic in familiar stories read by others - Relates aspects of oral, print and other media texts to personal feelings and experiences - Forms recognizable letters by holding a pencil in an appropriate and comfortable manner - Copies scribed words and prints text to assist writing  NUMERACY:

- Say the number sequence from 1-10 by one number (starting from any point) - Subtilize familiar arrangements from 1-5 objects - Compare quantities 1-10 (equal) - Represent numbers 2-10 concretely and pictorially - Identify, reproduce, extend and create repeating patterns  PHYSICAL EDUCATION: - Experience and develops locomotor skills through a variety of activities - Experience and develop ways to receive, collect, and retain through a variety of activities - Experience cardio-respiratory activities - Demonstrate an understanding of basic rules and fair play - Shows a willingness to participate regularly in short periods of activity - Describe, observe and demonstrate safety rules - Experience how physical activity makes one feel - Participate with effort in physical activity - Makes choices to be involved in a variety of movement experiences RELATED FOCUS QUESTION(S):  What is the importance of winter wear?  How does it snow?  Does it snow everywhere? KEY CONCEPTS:  MITTENS  SNOWMEN  WINTER SPORTS ASSESSMENT Visual: Anecdotal notes – short narratives that describe observations throughout the day, I will have differing sheets to write about each student, PLAN which will be dated.  Observations: - Behaviour - Academic Physical: Portfolios and work physically created by the students to show their growth over time. This shows teachers, parents and students themselves what they are accomplishing within the classroom. Encouraging students to be engaged in the selection process will also increase the value of the presentation of their work.  Student work  Pictures  Self-assessment Pictorial: Checklists for students to ensure they are fully engaged in curriculum, and meeting all outcomes and goals to be met through a variety of activities. Conversational: Conversations with students are key to gauging their success within the activities, and to gather information on what they actually understand with each lesson. It will also be beneficial to write these in student’s anecdotal notes.

WEEK 1: Introductions

7

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8th

January – Unit One: Winter Dramatic Play: SPACE STATION Literacy (Circle): Who is Mr. Comstock?  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  ACTIVITY: Read Aloud “Who is MR. COMSTOCK?”  ASSESSMENT: visual and conversational assessment techniques - Anecdotal notes - Discussion with students Numeracy (Centers): How Tall is Mr. Comstock REALLY?  GLO: Develop number sense  SLO: Say the number sequence 1-10 by number (Starting from any point)  ACTIVITY: 1/3 of the students will be discovering how tall Mr. Comstock is using a variety of different manipulatives  ASSESSMENT: Visual and pictorial assessment techniques - Anecdotal notes - Checklists Gym: Hula-Hoop tag (MADISON)  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  ACTIVITY: Students will be instructed to play tag as usual, however, there will be five safe zones (hula-hoops) where one student can reside at a time  ASSESSMENT: Visual assessment techniques Dramatic Play: SPACE STATION Literacy (Circle): Who are our Family?  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  ACTIVITY: Read Aloud “A Family is a Family is a Family” by Sara O’Leary  ASSESSMENT: visual and conversational assessment techniques - Anecdotal notes - Checklists Numeracy (Centers): How Tall is Mr. Comstock REALLY?  GLO: Develop number sense  SLO: Say the number sequence 1-10 by number (Starting from any point)  SLO: Represent numbers 2-10 concretely and pictorially  ACTIVITY: 1/3 of the students will be discovering how tall Mr. Comstock is using a variety of different manipulatives  ASSESSMENT: Visual and pictorial assessment techniques - Anecdotal notes - Checklists Gym: Hula-Hoop tag (MADISON)  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments

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9th

WEEK 2: Mittens

14th

SLO: Experience and develops locomotor skills through a variety of activities SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  ACTIVITY: Students will be instructed to play tag as usual, however, there will be five safe zones (hula-hoops) where one student can reside at a time  ASSESSMENT: Visual assessment techniques Dramatic Play: SPACE STATION Literacy (Circle): Who belongs to our Community?  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  ACTIVITY: Read Aloud “B is for Basketball: an alphabet book”  ASSESSMENT: Visual and conversational assessment techniques - Anecdotal notes - Discussions with students Numeracy (Centers): How Tall is Mr. Comstock?  GLO: Develop number sense  SLO: Say the number sequence 1-10 by number (Starting from any point)  ACTIVITY: 1/3 of the students will be discovering how tall Mr. Comstock is using a variety of different manipulatives  ASSESSMENT: Visual and pictorial assessment techniques - Anecdotal notes - Checklists Gym: Hula-Hoop tag (MADISON)  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  ACTIVITY: Students will be instructed to play tag as usual, however, there will be five safe zones (hula-hoops) where one student can reside at a time  ASSESSMENT: Visual assessment techniques Dramatic Play: SPACE STATION Literacy (Centers): How do we write mitten?  GLO: Speaking and listening  GLO: Writing and Representing  SLO: Follows one or two steps of instruction  SLO: Forms recognizable letters by holding a pencil in and appropriate and comfortable manner  SLO: Copies scribed words and prints text to assist writing  ACTIVITY: Rearrange a mitten in spelling and shape, write the correct spelling  ASSESSEMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Discussions with students Numeracy (Circle): How many mittens tall are you?  GLO: Develop Number Sense  SLO: Say the number sequence from 1-10 by one number (starting from any point)

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15th

SLO: Represent numbers 2-10 concretely and pictorially SLO: Compare quantities 1-10 (equal) ACTIVITY: Count how tall each student is in terms of mittens created previously  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures Gym: Gold Hunter  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  SLO: Experience cardio-respiratory activities  SLO: Demonstrate an understanding of basic rules and fair play  SLO: Shows a willingness to participate regularly in short periods of activity  ACTIVITY: Students will be divided into four teams. Bean bags (one point) and basketballs (five points) will be placed throughout the gym resembling gold pieces. Each team will have their own gold mine where they will attempt to bring gold. Teammates will be assigned different tasks (1) the runner: attempts to steal gold from the other teams gold mines, if tagged they most do ten jumping jacks to be free and return to their goldmine (2) the tagger, attempts to tag the runner, but must remain in their own mine  ASSESSMENT: visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Centers): How do we make a mitten?  GLO: Speaking and listening  GLO: Writing and Representing  SLO: Follows one or two steps of instruction  SLO: Forms recognizable letters by holding a pencil in and appropriate and comfortable manner  SLO: Copies scribed words and prints text to assist writing  SLO: Share new learning with others orally  ACTIVITY: Make a mitten from paper  ASSESSEMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Students work - Discussions with students Numeracy (Circle): How many mittens tall are you?  GLO: Develop Number Sense  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Compare quantities 1-10 (equal)  ACTIVITY: Count how tall each student is in terms of mittens created previously

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16th

ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Discussions with students Gym: Gold Hunter  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  SLO: experience cardio-respiratory activities  SLO: Demonstrate an understanding of basic rules and fair play  SLO: Shows a willingness to participate regularly in short periods of activity  ACTIVITY: Students will be divided into four teams. Bean bags (one point) and basketballs (five points) will be placed throughout the gym resembling gold pieces. Each team will have their own gold mine where they will attempt to bring gold. Teammates will be assigned different tasks (1) the runner: attempts to steal gold from the other teams gold mines, if tagged they most do ten jumping jacks to be free and return to their goldmine (2) the tagger, attempts to tag the runner, but must remain in their own mine  ASSESSMENT: visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Circle): “The Mitten”  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  ACTIVITY: Read Aloud “The Mitten”  ASSESSMENT: Visual and conversational assessment techniques - Anecdotal notes - Discussions with students Numeracy (Centers): How many mittens tall are you?  GLO: Develop Number Sense  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Compare quantities 1-10 (equal)  ACTIVITY: Count how tall each student is in terms of mittens created previously  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Discussions with students Gym: Gold Hunter  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments

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17th

GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  SLO: experience cardio-respiratory activities  SLO: Demonstrate an understanding of basic rules and fair play  SLO: Shows a willingness to participate regularly in short periods of activity  ACTIVITY: Students will be divided into four teams. Bean bags (one point) and basketballs (five points) will be placed throughout the gym resembling gold pieces. Each team will have their own gold mine where they will attempt to bring gold. Teammates will be assigned different tasks (1) the runner: attempts to steal gold from the other teams gold mines, if tagged they most do ten jumping jacks to be free and return to their goldmine (2) the tagger, attempts to tag the runner, but must remain in their own mine  ASSESSMENT: visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Circle): “The Mitten Tree”  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  ACTIVITY: Read Aloud “The Mitten Tree”  ASSESSMENT: Visual and conversational assessment techniques Numeracy (Centers): How many animals fit in your mitten?  GLO: Develop Number Sense  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Compare quantities 1-10 (equal)  ACTIVITY: Count how many animals can fit into their mittens  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Discussions with students Gym: Gold Hunter  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  SLO: experience cardio-respiratory activities  SLO: Demonstrate an understanding of basic rules and fair play  SLO: Shows a willingness to participate regularly in short periods of activity

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18th

ACTIVITY: Students will be divided into four teams. Bean bags (one point) and basketballs (five points) will be placed throughout the gym resembling gold pieces. Each team will have their own gold mine where they will attempt to bring gold. Teammates will be assigned different tasks (1) the runner: attempts to steal gold from the other teams gold mines, if tagged they most do ten jumping jacks to be free and return to their goldmine (2) the tagger, attempts to tag the runner, but must remain in their own mine  ASSESSMENT: visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Circle): The Missing Mitten Mystery  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  ACTIVITY: Read Aloud “The Missing Mitten Mystery”  ASSESSMENT: visual and conversational assessment techniques - Anecdotal notes - Discussions with students Numeracy (Centers): How many animals fit in your mitten?  GLO: Develop Number Sense  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Compare quantities 1-10 (equal)  ACTIVITY: Count how many animals can fit into their mittens  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Discussions with students Gym: Gold Hunter  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  SLO: experience cardio-respiratory activities  SLO: Demonstrate an understanding of basic rules and fair play  SLO: Shows a willingness to participate regularly in short periods of activity  ACTIVITY: Students will be divided into four teams. Bean bags (one point) and basketballs (five points) will be placed throughout the gym resembling gold pieces. Each team will have their own gold mine where they will attempt to bring gold. Teammates will be assigned different tasks (1) the runner: attempts to steal gold from the other teams gold mines, if tagged they most do ten jumping jacks to be free and return to their goldmine (2) the tagger, attempts to tag the runner, but must remain in their own mine  ASSESSMENT: visual assessment techniques

WEEK 3: Snowmen

21

st

22nd

- Anecdotal notes Dramatic Play: SPACE STATION Literacy (Circle): “Sadie and the Snowman”  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences  ACTIVITY: Read Aloud “Sadie and the Snowman”  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Students work - Discussions with students Numeracy (Centers): Building a Snowman: A Snowman’s Nose  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Build a snowman using a spinner to assist the design process  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Students work - Discussions with students Gym: Kindergarten Corn Hole (MADISON)  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  ACTIVITY: Students will be placed into teams or pairs and then given one or more beanbags and a hula-hoop, they must toss their bean bags into the hula-hoop of an opposing team, the team who scores the most bean bags into the hula-hoop wins.  ASSESSMENT: Visual assessment techniques Dramatic Play: SPACE STATION Literacy (Circle): SPIN the WHEEL of SNOWMAN  GLO: Speaking and Listening  GLO: Reading and viewing  GLO: Writing and Representing  SLO: Share new learning with others orally  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions

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23rd

SLO: Recalls events and identifies characteristic in familiar stories read by others  SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences  SLO: Forms recognizable letters by holding a pencil in and appropriate and comfortable manner  SLO: Associating sounds with consonants that are at the beginning of personally significant words  SLO: Copies scribed words and prints text to assist with writing  ACTIVITY: Spin the Wheel to create words, Students will practice saying words and writing them on whiteboards  ASSESSMENT: Visual assessment techniques - Anecdotal notes Numeracy (Centers): Building a Snowman: A Snowman’s Nose  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Build a snowman using a spinner to assist the design process  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Students work - Discussions with students Gym: Kindergarten Corn Hole (MADISON)  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  ACTIVITY: Students will be placed into teams or pairs and then given one or more beanbags and a hula-hoop, they must toss their bean bags into the hula-hoop of an opposing team, the team who scores the most bean bags into the hula-hoop wins.  ASSESSMENT: Visual assessment techniques Dramatic Play: SPACE STATION Literacy (Circle): SPIN the WHEEL of SNOWMAN  GLO: Speaking and listening  GLO: Reading and viewing  GLO: Writing and representing  SLO: Share new learning with others orally  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences

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WEEK 4: Sports

28th

SLO: Forms recognizable letters by holding a pencil in and appropriate and comfortable manner  SLO: Associating sounds with consonants that are at the beginning of personally significant words  SLO: Copies scribed words and prints text to assist with writing  ACTIVITY: Spin the Wheel to create words, Students will practice saying words and writing them on whiteboards  ASSESSMENT: Visual assessment techniques - Anecdotal notes Numeracy (Centers): Building a Snowman: A Snowman’s Nose  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Build a snowman using a spinner to assist the design process  ASSESSMENT: Visual, pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Students work - Discussions with students Gym: Kindergarten Corn Hole (MADISON)  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Experience and develop ways to receive, collect, and retain through a variety of activities  ACTIVITY: Students will be placed into teams or pairs and then given one or more beanbags and a hula-hoop, they must toss their bean bags into the hula-hoop of an opposing team, the team who scores the most bean bags into the hula-hoop wins.  ASSESSMENT: Visual assessment techniques Dramatic Play: SPACE STATION Literacy (Centers): What do I know About Winter Sports?  GLO: Speaking and listening  GLO: Reading and viewing  GLO: Writing and representing  SLO: Share new learning with others orally  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences  SLO: Forms recognizable letters by holding a pencil in and appropriate and comfortable manner  SLO: Associating sounds with consonants that are at the beginning of personally significant words

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29th

SLO: Copies scribed words and prints text to assist with writing ACTIVITY: write in a journal what winter sports students might be aware of (some students might require a scribe)  ASSESSMENT: Visual, and physical assessment techniques - Anecdotal notes - Student work Numeracy (Circle): Favourite Winter Sport  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Creating a list of favorite winter sports (create a survey and ask students around the school their favorite winter sport  ASSESSMENT: Visual, and pictorial assessment techniques - Anecdotal notes - Checklists - Pictures - Students work Gym: Sports Tag  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Describe, observe and demonstrate safety rules  SLO: Experience how physical activity makes one feel  SLO: Participate with effort in physical activity  SLO: Makes choices to be involved in a variety of movement experiences  ACTIVITY: Select five taggers who will chase all the other free students, once tagged they must freeze and stand in a sports pose, other free students can guess what sport they are imitating, if they are correct then the student is free, if they are incorrect they must wait for another student to correctly identify their sport  ASSESSMENT: Visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Centers): Journal – What do I know About Winter Sports?  GLO: Speaking and listening  GLO: Reading and viewing  GLO: Writing and representing  SLO: Share new learning with others orally  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences

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31st

SLO: Forms recognizable letters by holding a pencil in and appropriate and comfortable manner  SLO: Associating sounds with consonants that are at the beginning of personally significant words  SLO: Copies scribed words and prints text to assist with writing  ACTIVITY: write in a journal what winter sports students might be aware of (some students might require a scribe)  ASSESSMENT: Visual, and physical assessment techniques - Anecdotal notes - Student work Numeracy (Circle): Favourite Winter Sport (creating a pictorial representation)  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Creating a list of favorite winter sports (create a survey and ask students around the school their favorite winter sport  ASSESSMENT: Visual, and pictorial assessment techniques - Anecdotal notes - Checklists - Pictures - Students work Gym: Sports Tag  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Describe, observe and demonstrate safety rules  SLO: Experience how physical activity makes one feel  SLO: Participate with effort in physical activity  SLO: Makes choices to be involved in a variety of movement experiences  ACTIVITY: Select five taggers who will chase all the other free students, once tagged they must freeze and stand in a sports pose, other free students can guess what sport they are imitating, if they are correct then the student is free, if they are incorrect they must wait for another student to correctly identify their sport  ASSESSMENT: Visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Circle): “Lucy Tries Luge”  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others

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1st

SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences  ACTIVITY: Read Aloud “Lucy Tries Luge”  ASSESSMENT: Visual, Pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Discussions with students Numeracy (Centers): Snowball Pattern Repeater  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Re-create a pattern that has been created and covered by another student  ASSESSMENT: Visual, and conversational assessment techniques - Anecdotal notes - Checklists - Discussions with students Gym: Sports Tag  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Describe, observe and demonstrate safety rules  SLO: Experience how physical activity makes one feel  SLO: Participate with effort in physical activity  SLO: Makes choices to be involved in a variety of movement experiences  ACTIVITY: Select five taggers who will chase all the other free students, once tagged they must freeze and stand in a sports pose, other free students can guess what sport they are imitating, if they are correct then the student is free, if they are incorrect they must wait for another student to correctly identify their sport  ASSESSMENT: Visual assessment techniques - Anecdotal notes Dramatic Play: SPACE STATION Literacy (Circle): “Lucy Tries Short Track”  GLO: Speaking and Listening  GLO: Reading and viewing  SLO: Listening to the ideas of others  SLO: Follows one or two steps of instructions  SLO: Recalls events and identifies characteristic in familiar stories read by others  SLO: Relates aspects of oral, print and other media texts to personal feelings and experiences  ACTIVITY: Read Aloud “Lucy Tries Short Track”

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ASSESSMENT: Visual, Pictorial, and conversational assessment techniques - Anecdotal notes - Checklists - Pictures - Discussions with students Numeracy (Centers): Snowball Pattern Repeater  GLO: Developing number sense  GLO: Using patterns to describe the world and to solve problems  SLO: Say the number sequence from 1-10 by one number (starting from any point)  SLO: Subtilize familiar arrangements from 1-5 objects  SLO: Compare quantities 1-10 (equal)  SLO: Represent numbers 2-10 concretely and pictorially  SLO: Identify, reproduce, extend and create repeating patterns  ACTIVITY: Re-create a pattern that has been created and covered by another student  ASSESSMENT: Visual, and conversational assessment techniques - Anecdotal notes - Checklists - Discussions with students Gym: Sports Tag  GLO: Children acquire basic locomotor, non-locomotor and manipulative skills through developmentally appropriate movement activities in a variety of environments  GLO: Children develop attitudes and behaviours that promote a healthy lifestyle, wellbeing, wellness, and safety for self and others  GLO: Children assume responsibility to lead an active way of life  SLO: Experience and develops locomotor skills through a variety of activities  SLO: Describe, observe and demonstrate safety rules  SLO: Experience how physical activity makes one feel  SLO: Participate with effort in physical activity  SLO: Makes choices to be involved in a variety of movement experiences  ACTIVITY: Select five taggers who will chase all the other free students, once tagged they must freeze and stand in a sports pose, other free students can guess what sport they are imitating, if they are correct then the student is free, if they are incorrect they must wait for another student to correctly identify their sport  ASSESSMENT: Visual assessment techniques - Anecdotal notes