Subjects September October November December

Theme School routines and <- Apples/ Harvests(end of September to November) - --------------------- Christmas/Traditions
Expectations
Math Students will be able to do the following:
Reasoning and analyzing
 Use reasoning to explore and make connections
 Estimate reasonably
 Develop mental math strategies and abilities to make sense of quantities
 Use technology to explore mathematics
 Model mathematics in contextualized experiences
Understanding and solving
 Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
 Visualize to explore mathematical concepts
 Develop and use multiple strategies to engage in problem solving
 Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local
community, and other cultures
Communicating and representing
 Communicate mathematical thinking in many ways
 Use mathematical vocabulary and language to contribute to mathematical discussions
 Explain and justify mathematical ideas and decisions
 Represent mathematical ideas in concrete, pictorial, and symbolic forms
Connecting and reflecting
 Reflect on mathematical thinking
 Connect mathematical concepts to each other and to other areas and personal interests
 Incorporate First Peoples worldviews and perspectives to make connections to mathematical concepts

Big Ideas: Repeating Elements in Patterns can be Identified. Big Ideas: Number Concepts from 1 to 10

Learning Outcomes: Learning Outcomes:

 sorting and classifying using a single attribute  counting:

 identifying patterns in the world  one-to-one correspondence
 repeating patterns with 2-3 elements  conservation
 identifying the core  cardinality
 representing repeating patterns in various ways  stable order counting
 noticing and identifying repeating patterns in First Peoples and local art and  sequencing 1-10
textiles, including beadwork and beading, and frieze work in borders  linking sets to numerals
 subitizing
Possible lesson sequence:  using counting collections made of local materials
 counting to 10 in more than one language, including local
- First Peoples language or languages
Big Idea: Ways to Make 5
 Learning Outcomes:

 perceptual subitizing (e.g., I see 5)

 conceptual subitizing (e.g., I see 4 and 1)
 comparing quantities, 1-10
 using concrete materials to show ways to make 5
 Traditional First Peoples counting methods involved using
fingers to count to 5 and for groups of 5.

Big Idea: Decomposition of Numbers 1-10

Learning Outcomes:

 sorting and classifying using a single attribute

 identifying patterns in the world
 repeating patterns with 2-3 elements
 identifying the core
 representing repeating patterns in various ways
 noticing and identifying repeating patterns in First Peoples
and local art and textiles, including beadwork and beading,
and frieze work in borders

Big Idea: Change in Quantity to Ten using concrete materials.

Learning Outcomes:

 generalizing change by adding 1 or 2

 modeling and describing number relationships through
change (eg., build and change tasks - begin with four cubes,
what do you need to do to change it to six? to change it to 3?)
Major teaching and learning activities:
 hands-on manipulatives
 Counters
 Dice
 Bingo
 Theme Work
 Centers
 Worksheets
 Games
 Songs
 Calendar time
 Assessment:
 Observations
 Anecdotal notes

Resources:
 https://www.pinterest.ca/offsite/?token=392-331&url=https%3A%2F%2Fearlylearningideas.com%2Fapple-math-
activities%2F&pin=412923859581067390&client_tracking_params=CwABAAAADDg3Njk0MjUxNjAwMwA
 https://www.teacherspayteachers.com/Product/Apples-Number-Mats-0-10-Play-Dough-Counting-Mats-and-Interactive-Counting-Book-
1428746?utm_source=ELI&utm_campaign=apple%20play%20dough%20on%20apple%20number%20post
 https://www.pinterest.ca/offsite/?token=942-772&url=https%3A%2F%2Flifeovercs.com%2Ffree-addition-facts-
game%2F&pin=269512358934823973&client_tracking_params=CwABAAAADDMzNzEwMDk3MjMxNwA
 https://www.pinterest.ca/offsite/?token=334-41&url=http%3A%2F%2Fbusytoddler.com%2F2017%2F03%2Froll-cross-math-
game%2F&pin=267682771587077763&client_tracking_params=CwABAAAADDAzNDE4OTMyNzI3NgA

Students will be able to do the following:
Social  Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Studies  Explain the significance of personal or local events, objects, people, or places(significance)
 Ask questions, make inferences, and draw conclusions about the content and features of different types of sources (evidence)
 Sequence objects, images, or events, and distinguish between what has changed and what has stayed the same (continuity and change)
 Recognize causes and consequences of events, decisions, or developments in their lives (cause and consequence)
 Acknowledge different perspectives on people, places, issues, or events in their lives (perspective)
 Identify fair and unfair aspects of events, decisions, or actions in their lives and consider appropriate courses of action (ethical judgment)

About me! Who am I?
Big Idea: Ways in which individuals
and families differ and are the
same.
 Sample topics:
 similarities and differences could include
physical characteristics (e.g., hair, skin
colour, eyes), cultural characteristics (e.g.,
language, family origins, food and dress),
and other characteristics (e.g., preferred
activities, favourite books and movies,
pets, neighbourhood)
 different types of families (nuclear,
extended, step-families, adoptive and
biological, same-sex, single-parent, etc.)
 comparison of families in the past and
present (e.g., families in your
grandparents’ time compared with
present-day families)
 Key questions:
Friendship, have you filled a bucket today? Traditions
Big Idea: Rights, roles, and responsibilities shape our identity Big Idea: Stories and
and help us build healthy relationships with others. traditions about ourselves
Learning Outcomes: and our families reflect
who we are and where we
 Sample topics: are from.
 rights (e.g., legal rights, UN Convention on the Rights of the Child)
 roles (e.g., roles within a family or on a sports team; roles as a friend, Learning Outcomes:
peer, student)
 responsibilities to self, others, and the environment  Sample topics:
 Key questions:  important events in your life
 Do your rights, roles, and responsibilities change between home and (e.g., starting school, losing a
tooth, accepting a new baby,
school?
getting a new job, pet, or
 Who makes decisions about what happens at home or school?
house)
 family stories (e.g., immigration
to Canada, First Peoples oral
histories, notable ancestors,
memories from older relatives)
 traditions and celebrations
(e.g., Christmas, other winter
  What is the definition of a family and an festivals around the world),
individual? special cultural holidays (e.g.,
 What types of roles and responsibilities Lunar New Year, Diwali, First
exist in families? Peoples celebrations, birthdays,
and associated foods, clothing,
art)
 Key questions:
 What types of stories get
passed down from generation
to generation?
 Why do people find traditions
and celebrations important?

Major teaching and learning strategies:

- Circle time
- Role playing
- Games
- Discussion
- Booklets
- Show and tell
- Calendar time
- About Me booklet
- Puppets and guess who

Assessment:
- Students will be assessed through observation and anecdotal notes.

Resources:
 https://www.teacherspayteachers.com/Product/Who-Am-I-Community-Helpers-PPT-Game-1421837
 https://www.teacherspayteachers.com/Product/Families-A-Social-Studies-Unit-934815
 https://www.teacherspayteachers.com/Product/Kindergarten-Math-Worksheets-Addition-and-Subtraction-Worksheets-
Apples-Theme-1121400

Physical Students will be able to do the following:
and Physical literacy
 Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments
Health  Describe the body’s reaction to participating in physical activity in a variety of environments
Education  Develop and demonstrate safety, fair play, and leadership in physical activities
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
 Identify and explore a variety of foods and describe how they contribute to health
 Identify opportunities to make choices that contribute to health and well-being
 Identify sources of health information
Social and community health
 Identify and describe a variety of unsafe and/or uncomfortable situations
 Develop and demonstrate respectful behavior when participating in activities with others
 Identify caring behaviors among classmates and within families
Mental well-being
 Identify and describe practices that promote mental well-being
 Identify and describe feelings and worries
 Identify personal skills, interests, and preference

Gym Safety, Simple games, Dance, Throwing & Catching, Balance & Tumbling.

Phys Ed will be a combination of games and teaching movement skills, which the occasional lesson in dance, balance, throwing, and tumbling.
Big Idea:
Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.

Big Idea:
proper technique for fundamental movement skills, including non-locomotors, locomotors, and manipulative skills

Resources:
 https://www.pecentral.org/lessonideas/searchresults.asp?category=51
 http://lessonplanspage.com/physical-education-health/kindergarten/
 http://pelessonplan.com/category/kindergarten/
 https://physedgames.com/category/kindergarten/
