| Old | New | Science | Health | Math | |
|
August -1 week |
Nursery Rhymes - Letter A | ||||
|
September - 4 weeks |
Me - Barrenland Hunt, labour Day letter MSBG |
Colour Berries in Fall |
Creating Colour |
Strand: Number (Number Concepts) Students will: -use numbers to describe quantities -represent numbers in multiple ways |
|
|
October -4 weeks |
Colours, Thanksgiving, Halloween Letters HTQO |
-Being Thankful for Fish (3 weeks) -Halloween (1 week) |
Creating Colour |
Dental Health -Structure & Function, Oral Hygiene, Dental Health |
Strand: Number (Number Operations) Student will: -demonstrate an understanding of and profieiency with calculations - decide which arithmetic operation or operations can be used to solve a problem and then solve the problem |
|
November -4 weeks |
Counting, Remembrance Day, Rabbit Snares, Letter NRCI |
Caribou (4 weeks) |
Creating Colour |
Dental Health -Structure & Function, Oral Hygiene, Dental Health |
Strand: Patterns & Relations (Patterns) Students will: -use patterns to describe the world and to solve problems. |
|
December -2 weeks |
Christmas, Ptarmigan Return Letter D |
Christmas Traditions (2 weeks) |
Creating Colour | Safety and First Aid |
Strand: Patterns & Relations (Patterns) Students will: -use patterns to describe the world and to solve problems. |
|
January -4 weeks |
Winter, Shapes, Ski-doo Safety, Tongues on metal, Letter JXFY |
Winter (4 weeks) |
Keeping warm | Safety and First Aid |
Strand: Shape and Space (Measurement) Students will: -describe and compare everyday phenomena, using either direct or indirect measurement |
|
February -4 weeks |
Clouds, Valentine's Day, Letter VLPK |
Family & Love (3 weeks) |
Keeping warm | Mental and Emotional Well-Being-Self |
Strand: Shape and Space (3-D Objects and 2-D Shapes) Students will: -describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them. |
|
March -2 weeks |
Nutrition, Wind, Measurement, Spring Break-Up, Caribou Migration, St. Patrick's Day, First day of spring, Letter WEU |
Food (3 weeks) |
Sense and the Body | Nutrition - Food identification, Food Appreciation |
Strand: Shape and Space (3-D Objects and 2-D Shapes) Students will: -describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them. |
|
April -4 weeks |
Spring, Animals, Easter, Spring Ratting, Letter Z |
Rabbits (2 weeks) |
Machines Around Us (2 weeks) |
Growth and development - Body Systems, Lifestyles |
Strand: Shape and Space (Transformations) Students will: -perform, analyze and create transformations. |
|
May -4 weeks |
Insects, Mother's Day, Victoria Day, Duck Hunting, Review Letters |
Spring and Migration (2 weeks) |
Dinosaurs (2 weeks) |
Growth and development - Body Systems, Lifestyles |
Strand: Statistics and Probability (Data Analysis) Students will: -collect, display and analyze data to make predictions about a population. |
|
June -4 weeks |
Fish, Summer, Father's Day | Summer Insects, Review |
Dinosaurs (2 weeks) |
Growth and development - Body Systems, Lifestyles |
Strand: Statistics and Probability (Data Analysis) Students will: -collect, display and analyze data to make predictions about a population. |
|
Linguisistic Intelligence Reading/Writing |
-Big Book: Snowy Day -Companion Book: The Jacket I wear in the Snow -50 Below Zero - Munsch -Companion Book: Thomas Snowsuit - Munsch -Dogrib books on Winter - The Man on a Snowmobile; -Drumming, One Cold Night -Vocabulary words using PIWM (ex. skidoo pictures) -Pattern books NIn the winter, I like to _____ -Writing on a model - using Robert Munsch |
| Listening/Speaking |
-Traditional Beliefs about witner ex. tea -Tongue twisters |
| Spatial Intelligence |
-Winter road, map -Cutting snowflakes -Winter collage -Icicles -White paint/chalk on black paper -Use sparkles -Make footprints in the snow and on black paper -Make mittens |
|
Winter Central Questions: |
1.What activities do we participate in during winter? 2.How can we be safe in winter? |
| Body Intelligence |
-Dogteaming -Snow shoeing -Sliding -Winter clothing -Winter camp -Snowhouse building -Make snow angels -Study winter transportation -Dene games -Safety and First Aid - continued from previous unit -Personal Safety (study winter safety and clothing) -Fire Safety -Safety |
| Music Intelligence |
-Piggy back books -Snowman/snowflake (HB) -David Gon songs of winter |
| Mathematical - Logical Intelligence |
-See Science Is...by Susan Bosvak for science ideas -Experiments with water freezing/thawing, temperature, -Snowman dice game -Record weather -Winter races - measuring and timing -Snowball counting -Animals in winter (hibernation, colour changes) |
Link to Science: Energy and Control - Keeping Warm
Strand: Shape and Space (Measurement)
Students will:
i: describe and compare everyday phenomena, using either direct or indirect measurement.
General Outcome
Demonstrate awareness of measurement.
Specific Outcomes
|
Linguisistic Intelligence Reading/Writing |
-The Very Busy Spider -Big Book: Ten Tiny Ants; companion book: Walking -Big Book: Buzzing Bees, companion Book: Very Hungry Caterpillar by Eric Carle -Big Book: The Very Quiet Cricket; companion Book: The Grouchy Lady Bug [Make life cycle booklets] [Write stories about the perfect summer trip] |
| Listening/Speaking |
Write a summer song |
| Viewing/Representing | View Antz |
| Spatial Intelligence |
-Draw insects -Summer clothes -Butterflies -Make masks -Make shape spiders with pip cleaners -Thumbprint bugs/footprint bugs -Summer safety posters -Flower pictures -Review colours -Paint a pring mural |
| Body Intelligence |
-Outdoor activities (collecting insects for viewing, nature hikes; pond study) -Swimming and water safety -Boating and boat safety -Costumes of insects -Dramatize insect life cycle |
| Music Intelligence |
-Swimming, swimming in a swimming pool - song and actions -Row, row, row your boat -Bumblebee -Eeency Weency Spider -Itsy Bitsy Spider -Rhymin to the beat - Jack Hartman -Mother's Day - Dogrib Version |
| Mathematical - Logical Intelligence |
- Mosquitoes - life cycle -Using insect names for counting games frog life cycles -Pond study -Map, camping, boating areas -Graph favourite summer activities -Continue: Strand: Statistics and Probability -Review Math concepts |
Central Questions:
1. What changes occur in the summer season?
2. What activities do people do in the summer?
|
Linguisistic Intelligence Reading/Writing |
-Ducks for Sale -Mama Do You Love Me? A Promise is a Promise Are You My Mother [Tradtional beliefs] [Poems about mothers day] [Write mother's day letter] |
| Listening/Speaking | |
| Viewing/Representing | |
| Spatial Intelligence |
-Spring colours -Drawing birds, bird habitat -Creating Mother's Day cards |
| Body Intelligence |
-Nature walks - sighting plants, birds, senses walk -Spring hunt, trapping: beaver, muskrat -Spring camp -Spring clean up of community |
| Music Intelligence |
-NRow, row, row your boat -David Gon's Loon song -Piggy back songs of spring -Mother's day song |
| Mathematical - Logical Intelligence |
-Math concept: thick and think - Ice Safety -Weather graphs - Ice breakup, temperature rising, longer days -Animal migration, eagles, return of ducks -Kinds of ducks, duck calls, seagulls -Parts of birds - cleaning, cooking, food prep -Plants - seeds -Map areas of bird migration |
sub themes: spring, birds, Mother's Day, migration
Central Questions:
1. What are the events that occur in Spring?
2. How do we celebrate spring?
3. What changes happen in spring?
|
Linguisistic Intelligence Reading/Writing |
-Peter Rabbit, Peter Cottontail -The Country Bunny and the Little Gold Shose -The Great Carrot Mystery -Computer program Reader Rabbit |
| Listening/Speaking |
-LIPS - Nr and Nb -Oral Stories from elders, legends and beliefs -Dogrib: Hippity Hop |
| Viewing/Representing | Watch Bugs Bunny |
| Spatial Intelligence |
-Rabbit snare display -Rabbit mask -Lucky rabbit's foot key chain -Draw pictures and label parts of -Watch fiction and non-fiction video |
| Body Intelligence |
-Seasonal field trip -Snares, making and setting -Cleaning rabbit -Sewing with fur -Rabbit mittens -Rabbit puppets |
| Music Intelligence |
Traditional songs - David Gon -Piggy back songs -Finger plays -Bunny -Five Little Easter (Snow Shoe) Rabbits |
| Mathematical - Logical Intelligence |
-Measure for rabbit stew -Rabbit parts - naming -Counting using rabbit manipulatives -Habitat of rabbits, seasons of growth |
Central Questions:
1. Why do we eat rabbits? What are the uses?
2. How do we hunt for rabbits?
Strand: Shape and Space (Transformations)
Students will:
i. perform, analyze and create transformations
General Outcome
Describe, orally, the position of 3-D objects.
Specific Outcomes
12. Describe the relative position of 3-D objects, using such words as over, under, beside, between, inside, outside. [C]
Links to: To run community - Health: Growth & Development - Body Systems, Lifestyles
|
Linguisistic Intelligence Reading/Writing |
-The Very Hungry Caterpillar -Curious George Makes Pancakes -Big Book: The Bear's Breakfast; companion Book: Stone Soup -Big Book: What's in the Cupboard? -Recipes -Big Book: Hungry Caterpillar, writing a pattern book based on -The Biggest Sandwhich Ever, Companion Book: Sandwiches, Sandwiches |
| Listening/Speaking |
Dramatize Stone Soup and Witches' Brew |
| Viewing/Representing | Dogrib: Grandmother's Bannock |
| Spatial Intelligence |
-Draw pictures of food -Create a collage of magazine food pictures -Health: Food Identification |
| Body Intelligence |
-Feast with family/community -Prepare food using a recipe -Cook caribou stew [Health: Food Appreciation] [Science: Senses and the Body] |
| Music Intelligence |
-I like applies and bananas -Caribou song -Yummy, Yummy -I Scream for Ice Cream -Three Little Carrots -Ten Red Apples -Celery -A Little Hot Dog |
| Mathematical - Logical Intelligence |
-Fractions (parts of whole) Pizza, fruit cutting pieces -Study the four food groups NWT version -Chart foods eaten by student at lunch -Discusss junk food issues 1:1 setting table/serving people -Compare traditional and store bought food -Graph favourite foods -Measuring when cooking |
Central Questions:
1. Which foods are nutritious?
2. How can we prepare food safely?
3. How are do senses react to food?
|
Linguisistic Intelligence Reading/Writing |
-Jackfish Wish -Liwe - Dogrib Fish book -Video of traditional fishing -Leo Lionni Swimmy book -Fish for Supper Big Book -Companion book: non fiction book |
| Listening/Speaking | |
| Viewing/Representing | |
| Spatial Intelligence |
-Fish scale art with Bingo Dappers -Collage -Sew a fish with you and stuff it with cotton -Tissue paper and black fish shapes -Underwater mural scenes |
| Body Intelligence |
-Attend fish camp -Make dry fish -Make stick fish for dogs -Fix nets -Go ice fishing |
| Music Intelligence |
-Jack Hartman counting song -Piggy back songs -Fish poems |
| Mathematical - Logical Intelligence |
-Names of fish, pictures and names in English and Dogrib -Concepts (big/small, greater than/less than -Counting games with fish -Food chain/growth cycle -Habitat -Winter migration/run |
Central Questions:
1. How do we show thanks?
2. What kinds of fish are found in the area
Strand: Number (Number Operations)
Student will:
i - demonstrate an understanding of and proficiency with calculations
i - decide which arithmetic operation or operations can be used to solve a problem and then solve the problem.
General Outcome
Demonstrate awareness of addition and subtraction.
Specific Outcomes
5. Represent the processes of addition and subtraction through role playing and the use of manipulatives.
[C, CN, PS, V]
|
Linguisistic Intelligence Reading/Writing |
-Big Book: The Queen of Hearts; companion book: The Wizard's Wand -Families are Different -Mama Do You Love Me? -Love You Forever -Velveteen Rabbit -Poems: She Silverstein, Jack Prelukzy, Dennis Lee -Pattern books: N Love is...N -Letters to those you love -Valentines -Create a family book, pattern book -Dogrib family names |
| Listening/Speaking | |
| Viewing/Representing | |
| Spatial Intelligence |
-Draw hearts with family names inside -Draw family pictures -Take photos of family members using digital cameras -Have students bring baby pictures to share, photocopy and create a collage -Make valentine cards -Heart mobile, Valentine Plan, Valentine Person |
| Body Intelligence |
-Visit elders Dramatic play in house centre -Family event (ie. literacy night or games night) -Bake and decorage heart cookies |
| Music Intelligence |
-Barney song -Magic Penny -Where is mommy - family song in Dogrib -My Valentine -Valentine Song |
| Mathematical - Logical Intelligence |
-Create a family tree -Count family members -Measurement: height (big/small), seriation -Compare family members male to female -Graph beginning letters of family names |
Central Questions:
1. What is family?
2. What things do families do together?
3. How do we show our love and respect?
Strand: Shape and Space (3-D Ojects and 2-D Shape)
Student will:
i. describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships among them.
General Outcomes
Sort, classify and build real-world objects.
Specific Outcomes
9. Identify, sort and classify 3-D objects in the environment [CN, R]
10. Describe, and discuss orally, objects, using such words as big, little, round, like a box, like a can. [C]
11. Build 3-D objects. [PS, V]
|
Linguisistic Intelligence Reading/Writing |
-Traditional Christmas stories -Make Christmas stories booklets -Create When I was young at Christmas booklets with elders -Various picture books about Christmas (ie. Arthur, Baseball Bats for Christmas) -Write letter to Santa -Christmas poetry |
| Listening/Speaking |
-Yamozah laws and stories (creation stories) -Dene laws for sharing -Bible stories of nativity, prayers |
| Viewing/Representing | |
| Spatial Intelligence |
-Sewing skills (fine motor control) -Traditions of making new clothes -Create stars -Ornaments -Decorate door, classroom, church |
| Body Intelligence |
-Dramatize the Christmas stories -Prepare Christmas concert -Play on peace -Dancing Link to Health - to be continued in next unit: Safety and First Aid: -Personal Safety -Fire Safety -Safety |
| Music Intelligence |
-Christmas songs in Dogrib and English NT winkle twinkle |
| Mathematical - Logical Intelligence |
-Measurement and counting - baking cookies for elders -Travel to communities - map making -Counting links on Christmas chains -Graphing of favourite toys -Parts to whole - sharing of food (half, quarters etc.) |
A Time for Sharing Christmas
Sub theme: Christmas traditions, Love, New Years
Central Questions:
1. How do we celebrate Christmas?
2. How does it feel to share with others?
|
Linguisistic Intelligence Reading/Writing |
-Dogrib vocabulary -Keepers of the Earth -Write stories/poems about caribou |
| Listening/Speaking |
Respect tradition - stories, story, telling by Elders |
| Viewing/Representing | Watch video about caribou |
| Spatial Intelligence |
-Draw things made from caribou hide using brown paper (mitts, moccassins) -Make items using felt, sewing with sinew and beads -Play drum -Use snowshoes -See samples of caribou clothing |
| Body Intelligence |
-Comparing old to new (clothes) -Eat dry meat -See RWED mounted caribou -Roleplaying caribou hunt -Play Project Wild games -Play hunting games based in dodge ball |
| Music Intelligence |
-Change songs to use caribou Alice the caribou has one antler |
| Mathematical - Logical Intelligence |
-Food chain -Study tracks -Parts of caribou, uses -Make up word problems using caribou |
Central Questions:
1. Why are caribou important to the Dene people?
2. How are caribou used?
3. How do Dene people respect caribou?
Strand: Patterns and Relations (Patterns)
Student will:
i: use pattern to describe the world and to solve problems.
General Outcome
Identify and create patterns arising from daily experiences.
Specific Outcomes
1. Sort objects, using a single attribute. [CN, R, V]
2. Recognize and reproduce a pattern, using actions and manipulatives. [C, CN, PS, V]
3. Extend adn create a pttern, using actions and manipulatives. [C, CN, PS, R, V]
4. Describe, orally, a pattern. [C, CN]
|
Linguisistic Intelligence Reading/Writing |
-Blue berries for sal' by Robert Mcklosky (link to bear hibernation) -Writing recipe for berry pie etc. -Big book: Paint a Rainbow, companion book: Changing Colours -Big book: Of Colours and things -Fall nursery rhymes |
| Listening/Speaking |
-Traditional beliefs about berries and berry picking -Dogrib stories - |
| Viewing/Representing | |
| Spatial Intelligence |
-Colours -Paint with berry dyes on birch bark -Draw people getting prepared for winter (ie. getting caribou, getting dressed in heavy coats) -Waxed paper leaves -Leaf rubbings -Use fall colours to create ripped paper collages [Link to Science Creating Colours] |
| Body Intelligence |
-Field trip to pick berries -Berry safety -Bake blueberry recipes -Rake leaves (jumping in, over, through, around) -Field trip, nature walk -Gathering wood -Clothing changes relay races |
| Music Intelligence |
-Piggy back songs -Colours - song |
|
Mathematical - Logical Intelligence |
-Seasons -Link to seeds -Study medicine and uses of berries -Counting with berries -Concepts (big/small, and quantity) -Kinds of berries -Mapping good areas for picking -Study animals that eat berries - birds, bears -Discuss seasons noting changes and weather for fall -Shorter/longer - days/nights -Count fallen leaves categorize colours, graph -Discuss how animals prepare for winter |
Central Questions:
Strand: Number (Number Concepts)
Student will:
General Outcome
Describe, orally, and compare quantities from 0 to 10, using number words in daily experiences.
Specific Outcomes
Links to: -Science: Matter and Materials - Creating Colours
- Math: Number (Number Concepts)