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Learning and Evaluation Situation

End-of-Second-Cycle

Going to Day CampGoing to Day Camp

Teacher's Guide

Going to Day Camp Teacher's Guide

OINGOING TOTO DAYDAY CAMPCAMPBIM BIM S SOCIÉTÉOCIÉTÉ GRICS GRICS 2005 2005

G

PPRODUCTIONRODUCTION TEAMTEAMTeresa Capparelli, C. s. de MontréalMylène Dufresne, C. s. de MontréalCatherine Marchand, C. s. de MontréalLee-Anne Smith, C. s. de MontréalBarbara Diab, C. s. de MontréalGeneviève Gagnon, C. s. de Montréal

CCOORDINATIONOORDINATIONJulie Côté, BIM, Société GRICSMaria Carrera, BIM, Société GRICS

EENGLISHNGLISH LINGUISTICLINGUISTIC REVISIONREVISIONSusan Oliver, BIM, Société GRICS

CCOMPUTERIZATIONOMPUTERIZATIONGisèle Groulx, BIM, Société GRICSDanielle Goudreau, BIM, Société GRICS

BIM Société GRICS


CCONTENTSONTENTS

General Information......................................................................................................... 4

Description of the Learning and Evaluation Situation............................................ 6

Overview.......................................................................................................................... 6Introductory Activity : What Do You Know About Camp?.................................................. 8Task 1 – Is This Camp For You?....................................................................................... 10Task 2 – Storybook: Curious George Goes Camping....................................................... 13Task 3 – Camp Rules....................................................................................................... 16Task 4 – My Dream Camp!.............................................................................................. 19Canada’s Food Guide Recommended Servings................................................................20Integration-Consolidation – The Camper's Game.............................................................21The Board Game sheet is on a separate Word file under the name Day Camp Board Game.doc to be printed separately on a 8½" x 14" legal size format paper.The Paper Dice................................................................................................................22

AppendicesTeacher Observation Grid C1- C2 – C3..............................................Appendix AIt is on a separate Word file under the name Teacher Observation Grid.doc to be printed separately on a 8½" x 14" legal size format paper.Self-Evaluation Checklist CCC1........................................................Appendix B 23Anecdotal Report.............................................................................Appendix C 24

Bibliography..................................................................................................................... 25

The Food Guide Rap.........................................................................Appendix D 26

BIM Société GRICS


GGENERALENERAL INFORMATIONINFORMATIONTITLE

Going to Day Camp

CYCLEEnd-of-Second-Cycle, Elementary

BROAD AREA OF LEARNINGHealth and Well-Being

Educational Aim To ensure that students adopt a self-monitoring procedure concerning the development of good living habits related to health, well-being, sexuality and safety.

Focus of Development Awareness of the consequences for health and well-being of his/her personal choices: diet, physical activity, sexuality, hygiene and safety, stress management and management of emotions.

COMPETENCIESCross-Curricular Competency 1Intellectual Competency: To use information

English as a Second Language Competencies1-To interact orally in English2-To reinvest understanding of oral and written texts3-To write texts

ESSENTIAL KNOWLEDGEFunctional LanguageUseful Expressions: - Asking for help or clarification- Requests for information- Feelings, interests, tastes, preferences

BIM Société GRICS


Vocabulary

- Theme-related vocabulary: (e.g.: camp, food, clothing, sports, recreation, etc.)- Expressions of time: (e.g.: weeks, days of the week, hours, seasons, etc.)- Question words: (e.g.: who, what, when, where, why, how many, etc.)

Strategies

- Self-evaluation, resourcing, note-taking, cooperation.N.B. Other strategies may be developed, however they will not be evaluated.

Cultural Products

- Text (storybook: Curious George Goes Camping by: Margret & H. A. Rey)

SUGGESTED DURATION

Between 8 to 12 hours

TARGET AUDIENCE

Classmates

REQUIRED MATERIAL

The required material is identified for each task.

FIELD TESTING

This Learning and Evaluation Situation was field tested in 11 classes of the Commission scolaire de Montréal between March and June 2005.

BIM Société GRICS


OOVERVIEWVERVIEW

CONTEXT FOR LEARNING

Guiding Question: What is the ideal camp for you?

Through the use of four different tasks, students will plan their own Dream Camp with activities and special features that they enjoy. They will have to provide a healthy menu and a safe environment for all the campers.

CARRYING OUT THE ASSIGNED TASKS: GENERAL DESCRIPTION OF EACH TASK

Introductory Activity: Brainstorming

What Do You Know About Camp?

Students complete an idea web related to camp with the help of the teacher and classmates.

Task 1 Is This Camp for You?

Students read a brochure and compare three different camps. Students complete a grid and determine which camp they like best.

Task 2 Storybook : Curious George Goes Camping by Margret and H.A. Rey

Students predict what will happen in the story. Then they listen to the story and place pictures in order.

Task 3 Camp Rules

Students discuss the importance of camp safety rules.

Optional activity – Students create a personalized bookmark for the book.

Task 4 My Dream Camp!

Students create a brochure for their own camp. Then, students exchange and view their peers’ camp brochures.

Integration - Consolidation The Camper’s Game

Students play a game to present their brochure to their classmates.

BIM Société GRICS


ADDITIONAL ACTIVITY

Introduce a camp song.

BIM Société GRICS


SUMMARY CHART

The following chart shows the links between the competencies, the tasks, the evaluation tools and the participants.

Going to Day CampTask Competency Evaluation Tool Participant

Task 1

Is This Camp For You? C1. To interact orally in English

C2. To reinvest understanding of oral and written texts

Teacher Observation GridC1 – C2 – C3 and/or

Anecdotal Report

Teacher

Task 2

Storybook: Curious George Goes Camping by Margret & H.A. Rey

C2.To reinvest understanding of oral and written texts

Teacher Observation Grid C1 – C2 – C3 and/or

Anecdotal Report

Teacher

Task 3

Camp Rules C2. To reinvest understanding of oral and written texts


Anecdotal Report

Teacher

Task 4

My Dream Camp!

C3. To write texts

CCC1.To use information

Teacher Observation GridC1 – C2 – C3 and/orAnecdotal ReportSelf-Evaluation Checklist CCC1

Teacher

Student

Integration-Consolidation

The Camper’s Game

C1. To interact orally in English


Anecdotal Report

Teacher

BIM Société GRICS


II NTRODUCTORYNTRODUCTORY ACTIVITYACTIVITYWHAT DO YOU KNOW ABOUT CAMP?

SUGGESTED DURATION

10 to 15 minutes

MATERIAL

Teacher: Teacher's Guide

Students: Camper's Guide (pages 1-2) My Picture Dictionary

GUIDELINES

Teacher distributes and goes over My Picture Dictionary with students. Teacher may model pronunciation for students. Teacher asks students the following sample questions :

What is camp, day camp, sleep-over camp? Who has been to a camp? What activities can you do there? What did you like/dislike about the camp? What kind of food did you eat there?

[Go over healthy food vs junk food with students] Who was with you at the camp?

Teacher writes the information on the blackboard, and then distributes the Camper's Guide.

Each student completes the idea web. Focus on form (grammar – introduce the imperative for camp rules – ex: do or do not).

BIM Société GRICS

Going to Day Camp Teacher's Guide Completed Idea Web

BIM Société GRICS

CAMP

-Day camp -Sports-Sleep-over camp -Circus-Winter -Arts-Summer -Science-Computer -Special-Space camp

-Do not swim alone-Always follow your group-Respect other campers-No junk food

-Hotdogs -Junk food-Baked beans -Milk-Marshmallows -Shepherd’s pie-Bread-Cheese-Chicken

-Chess-Photography-Music-Languages-Magic-Art-Digital animation-Computer games creation

Sports-Archery -Basketball-Fishing -Hiking-Horseback riding-Rock climbing-Roasting marshmallows-Snowshoeing -Swimming

-T-shirt -Sunglasses-Running shoes -Sunscreen-Flashlight -Tent-Baseball cap -Towel-Bathing suit -Sleeping bag-Sandals

-Monitor-Lifeguard-Camper-Counsellor-Cook

TYPES OF

FOODHOW

NON-PHYSICAL

CLOTHING & PEOPL

PHYSICAL

RULES

- One week- Two weeks- One month


TTASKASK 1 1IISS T THISHIS C CAMPAMP F FOROR Y YOUOU??

Students read about and compare three camps to determine which one they like best.

SUGGESTED DURATION50 to 60 minutes

MATERIALTeacher: Teacher's Guide

Students: Camper's Guide (pages 3-4) Camp Brochure My Picture Dictionary

EVALUATION TOOLS Teacher Observation Grid C1 – C2 – C3 (Appendix A) Anecdotal Report (Appendix C)

COMPETENCIES C1. To interact orally in English C2. To reinvest understanding of oral and written texts

ESSENTIAL KNOWLEDGEFunctional LanguageUseful Expressions: - Asking for help or clarification- Feelings, interests, tastes, preferencesVocabulary- Theme-related vocabulary (camp, food, activities, etc.)Possible Strategies- Note-taking- Self-monitoring- Scanning

BIM Société GRICS


PREPARATION (5-10 MIN)

Context

Teacher can bring real camp brochures to class (consult list of Web sites included in the bibliography).Class brainstorming : What information can you find in the Camp Brochure?

CARRYING OUT THE ASSIGNED TASK (40-50 MIN) Teacher goes over My Picture Dictionary with students.

Teacher distributes Camp Brochure to students.

Students read the brochure individually.

In pairs, students complete the Grid on page 4 in the Camper’s Guide.

Teacher circulates and observes students in action and encourages them to use English to complete the task. During this part of the activity, the teacher may take notes on oral interaction between the students and record his/her observations on the Teacher Observation Grid C1 - C2 - C3 (Appendix A) and on the Anecdotal Report (Appendix C).

Students may write two new words that they learned from the Camp Brochure in their Picture Dictionary and illustrate each word.

Students select their favorite camp from the brochure. They give two reasons for their choice as they complete the bottom portion of page 4.

Teacher collects all the Camper’s Guides and using the Teacher Correction Key verifies Task 1 on page 4. The information is noted on the Teacher Observation Grid C1 - C2 – C3, (Appendix A).

Ask students what is missing in Camp no 3 of the brochure. Draw their attention to the fact that there are no physical activities in this camp.

BIM Société GRICS


CCORRECTIONORRECTION K KEYEYTTASKASK 1 1 IISS THISTHIS C CAMPAMP F FOROR Y YOUOU??

CAMP 1 CAMP 2 CAMP 3

Name Camp Dynamo Creative Kids Camp Camp Kaboom

Type of camp Sports Art Science &Technology

Non-Physical Activities(Name two)

Noor

none

-Drama-Languages-Music-Photography-Dance-Magic-Art

-Video editing-Digital animation-Game creation

Physical Activities(Name one) See Camp Brochure Dance No or none

Rule(Name one) See Camp Brochure Always follow your

camp counsellorSee Camp Brochure

Place Eastern Townships Toronto Montréal

Healthy Food(Name two) None specified

-Yogurt-Cheese-Apple juice, etc...

-Tofu hotdog-Garden salad, etc...

Duration(How long?) One or two weeks One or two weeks Monday to Sunday

Age Group 5 to 12 8 to 12 8 to 17

BIM Société GRICS


TTASKASK 2 2SSTORYBOOKTORYBOOK: : CCURIOUSURIOUS G GEORGEEORGE G GOESOES CAMPINGCAMPING MMARGRETARGRET ANDAND H.A. REYH.A. REY

Students make predictions about the story Curious George Goes Camping and place a series of pictures in chronological order.


MATERIALTeacher: Teacher's Guide Storybook: Curious George Goes Camping (by: Margret and H.A. Rey)Students: Camper's Guide (pages 5-7)

My Picture Dictionary

EVALUATION TOOLS Teacher Observation Grid C1 - C2 – C3 (Appendix A) Anecdotal Report (Appendix C)

COMPETENCY C2. To reinvest understanding of oral and written texts

ESSENTIAL KNOWLEDGEFunctional Language- Asking for help or clarificationVocabulary- Theme-related vocabulary linked to the storyPossible Strategies- Predicting- Paying attention- Accepting not being able to understand everything listened to or readText components- Contextual cues- Overall meaningCultural products- Text (popular children’s literature)

BIM Société GRICS


PREPARATION (20 MIN)Context

Class discussion about monkeys in general. Sample Discussion Questions:1. What is a monkey like?2. Describe its appearance and personality.3. Are they good pets?4. Have you ever seen a real monkey? If so, where?5. What do you think of this animal?

Students make predictions using the contextual cues (title, illustrations, author). Sample Brainstorm Questions:

1. What is the title of the story?2. Who is the author?3. What do you see on the cover?4. What do you think is the name of the monkey?5. What colors do you see?Inside cover:6. What do you see inside?7. What does it mean to be curious?

CARRYING OUT THE ASSIGNED TASK (80 MIN) Teacher goes over the vocabulary in My Picture Dictionary on page 8 & 9. Teacher and students go over pictures together then students predict the order of

events in the story. Students cut out and paste pictures in chronological order (Set 1). Teacher reads the story aloud once. Teacher guides a group discussion using the following sample questions.

1. What is the name of the monkey?2. Who is George’s friend?3. Where is George?4. What animals does George see in the forest?5. Why does George take a bath in tomato juice?6. Which rule did George forget?7. What is Curious George roasting? Is this a healthy food?

At this point, teacher may read the story a second time to students. Students cut out and paste the second set of pictures based on the actual story. Throughout this task, teacher can take notes using the Teacher Observation Grid C1 -

C2 – C3 (Appendix A) and the Anecdotal Report (Appendix C). Teacher collects all the Camper's Guides and using the Correction Key verifies Task 2

on page 7. The information is noted on the Teacher Observation Grid C1 - C2 – C3 (Appendix A).

EXTENSION ACTIVITY (20 MIN) Whole class discussion on favorite scenes from the story. These are listed on the board. Students can act out a favorite scene from the story.

BIM Société GRICS


CORRECTION KEYCORRECTION KEY

Task 2Task 2 THE REAL STORYTHE REAL STORY

1. Curious George gets lost in the forest.

2. Curious George gets sprayed by a skunk.

3. Curious George climbs a tree.

4. Curious George puts out the fire.

5. Curious George roasts marshmallows.

BIM Société GRICS


TTASKASK 3 3CCAMPAMP R RULESULES

Students discuss the importance of camp safety rules.Optional Activity: Students create a personalized bookmark for the storybook,

Curious George Goes Camping.


MATERIALTeacher: Teacher's GuideStudents: Camper's Guide (pages 8-9) My Picture Dictionary Scissors, glue, colouring pencilsEVALUATION TOOLS Teacher Observation Grid C1 - C2 – C3 (Appendix A) Anecdotal Report (Appendix C)COMPETENCY C2. To reinvest understanding of oral and written textsESSENTIAL KNOWLEDGE

Vocabulary- Theme-related

PREPARATION (10 MIN) Context

Teacher goes over Section 2 of My Picture Dictionary with students.CARRYING OUT THE ASSIGNED TASK (30-35 MIN) – Students complete the Safety Checklist in Camper’s Guide on page 8. Teacher can go back to the story and with the students identify the times when Curious

George broke the safety rules. Teacher discusses the importance of camp safety rules. Students write two new words they learned from the story and illustrate them in My

Picture Dictionary.OPTIONAL ACTIVITY - MY BOOKMARK Photocopy page 18 for each student. Ask students to choose the most important safety rule. Students complete and illustrate

the bookmark. Teacher collects bookmarks and takes notes using the Teacher Observation Grid C1 -

C2 – C3 (Appendix A) and the Anecdotal Report (Appendix C). Completed bookmarks can be presented to classmate. Students may be asked to view all the bookmarks then make a list of all the different

safety rules that have been illustrated. Have a class vote or survey on the most important rules.

BIM Société GRICS Page 16


Task 3

CAMP RULESCAMP RULESCorrection Key Safety Checklist

In the story, which is the only rule that Curious George respects?

1. Always stay with an adult.

2. Wear sunscreen and a hat.

3. Swim under adult supervision.

4. Keep your distance from wild animals.

5. Put out campfires.

6. Stay with the group.

7. Respect other campers.

OPTIONAL ACTIVITY – MY BOOKMARKOPTIONAL ACTIVITY – MY BOOKMARKGuidelinesGuidelines

Complete the bookmark, on the next page.

Write the most important safety rule that Curious George should obey next time he goes camping.

Illustrate the safety rule.

Cut out ( ) the bookmark.



TASK 3 - MTASK 3 - MYY B BOOKMARKOOKMARK – O – OPTIONALPTIONAL A ACTIVITYCTIVITY



TTASKASK 4 4MMYY D DREAMREAM C CAMPAMP!!

Students create a brochure for their own camp. Then, students exchange and view their peers’ camp brochures.

SUGGESTED DURATION130 – 160 minutes

MATERIALTeacher: Teacher's Guide The Food Guide Rap (Appendix D, p. 26)Students: Camper's Guide (pages 9-15) My Picture Dictionary Camp Brochure

EVALUATION TOOLS Teacher Observation Grid C1 – C2 - C3 (Appendix A) Self-Evaluation Checklist CCC1 (Appendix B)

COMPETENCIES C3. To write texts CCC1. To use information

PREPARATION (30-40 MIN)Context

Teacher goes over Canada's Food Guide with students. On a large bristolboard, the four food groups are identified. Pictures are cut out of flyers and glued under the appropriate heading. Students pay attention to portions for each of the food groups.

Students prepare to write by completing the Camp Plan on page 10. Although this part of the activity may be done in pairs, each student must create an individual brochure.

CARRYING OUT THE ASSIGNED TASK (100-120 MIN) Students create their own Dream Camp Brochure and may refer to the Camp Brochure

as a model. Using the checklist on page 12, a peer editor revises the brochure. After this revision, the

student finalizes his/her brochure. Students complete an appreciation card for their own Dream Camp Brochure on page

13. In teams of 4, students exchange and view their peers’ brochures. Students then fill in an appreciation card for each teammate. Have students complete appendix B Self-Evaluation Checklist on page 15.

EXTENSION ACTIVITIES Brochures are posted around the class and students vote for their favorite one. Food Guide Rap song can be presented to students (Appendix D).



Canada’s Food GuideRecommended Servings

Grain Products

5 to 12servings per day

1 serving = 1 slice of bread ½ bagel, ½ pita bread or ½ english muffin 30 g of cereal 175 ml (¾ cup) of oatmeal 125 ml (½ cup) pasta, rice or couscous 1 muffin 1 pancake or 1 waffle

Vegetables & Fruit


1 serving = 1 medium-sized vegetable or fruit 125 ml (½ cup) of vegetables or fruit;

fresh, frozen or canned 125 ml (½ cup) vegetable or fruit juice 250 ml (1 cup) of salad 250 ml (1 cup) of vegetable soup

Milk Products

2 to 3 4 to 9 years

3 to 4 10 to 16 yearsservings per day

1 serving = 250 ml (1 cup) of milk 175 ml (¾ cup) of yogurt 50 g (3"x 1" x 1") of cheese 2 slices of melted cheese

½ serving = 125 ml (½ cup) of milk pudding 175 ml (¾ cup) of ice cream

Meat & Alternatives


1 serving = 50 to 100 g meat, poultry or fish (after

cooking) 1 to 2 eggs 125 to 250 ml (½ to 1 cup) of cooked

legumes (lentils, dried peas, etc.) 30 ml (2 tablespoons) of peanut butter 60 ml (¼ cup) of nuts or grains

Source: Internet site http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguide/foodguide.html



IINTEGRATIONNTEGRATION - C - CONSOLIDATIONONSOLIDATIONTTHEHE C CAMPERAMPER’’SS G GAMEAME

In teams of three or four, students play a game to present their brochure to their classmates.

SUGGESTED DURATION40-45 minutes

MATERIALTeacher: Teacher's GuideStudents: Student's Dream Camp Brochure Camper's Guide (page 14) My Picture Dictionary Dice (or paper dice on page 22 of the teacher’s guide) Tokens prepared in advance

EVALUATION TOOLS Teacher Observation Grid C1 – C2 – C3 (Appendix A) Anecdotal Report (Appendix C)

COMPETENCIES C1. To interact orally in English

PREPARATION (10-15 MIN)Context : please note that the Game Board is placed on a separate file under

the name of Day Camp Game Board.doc to be printed on a legal size format (8½" x 14").

Teacher reviews the game rules with students. Teacher models playing the Camper's Game with student volunteers.

CARRYING OUT THE ASSIGNED TASK (30 MIN) Students receive one copy of the game board per team. Students place their Dream Camp Brochures around the game. Then students play the game with the same team as in task 4. Teams may be switched every 10-15 minutes to allow students to play with different

partners. During this time, teacher circulates and observes using Teacher Observation Grid C1

– C2 – C3 (Appendix A) and/or Anecdotal Report (Appendix C).


Going to Day Camp Teacher’s Guide

Paper Dice

1 12 23 34 45 56 6


Going to Day Camp Teacher's Guide APPENDIX B

SELF-EVALUATION CHECKLISTSELF-EVALUATION CHECKLISTCCC1 To use informationCCC1 To use information

My Name is :

To do the activities: Yes

So So

No

1. I used my resources (Picture Dictionary and Camp Brochures.)2. I used the new words and expressions.3. I chose the correct information, words and expressions.4. I followed all the instructions.5. I completed my Camp Plan.6. I created my Dream Camp Brochure.

Comments:

BIM Société GRICS Appendix B Page 23

Going to Day Camp Teacher's Guide Appendix C

Anecdotal ReportAnecdotal Report

Name: Group:

Competency 1: To interact orally in English

Competency 2: To reinvest understanding of oral and written texts

Competency 3: To write texts

BIM Société GRICS Appendix C Page 24

Going to Day Camp Teacher's Guide Bibliography

WEB SITES

-YMCA...........................................................................................www.ymca.qc.ca

-CAMP KANAWAHA...................................................Camp.Kanawaha@ymca.qc.ca

......................................................http://www.nms.on.ca/Elementary/Canada.htm

.....................................................................................http://www.Kidscamps.com

....................................................http://www.123child.com/summer/camping.html

...........................................................http://www.KinderKorner.com/camping.html

-CAMP MANITOU......................................................http://www.manitoucamp.com

..........................................................................http://camppage.com/quebec.htm

-CANADA'S FOOD GUIDE.. .http://www.hc-sc.gc.ca/hppb/nutrition/pube/foodguide/foodguide.html

OTHER CAMP BOOKS FOR FURTHER READING

Camping Out by Mercer Mayer

Arthur's Camp-Out by Lillian Hoban

Benny the Big Shot Goes to Camp by Bonnie Bader

Snake Camp by George Edward Stanley


Going to Day Camp Teacher's Guide Appendix D

The Food Guide Rap

The Food Guide RapDon’t be a foolThe Food Guide RapIs way, way cool.The Food Guide RapIt is the oneThe Food Guide RapIs lots of fun.

The Grain Products groupis totally hipMuffins, bread and pastaAre all in it.

Vegetables and FruitAre really fineBut can you make a rhyme?Yes, you can, have a clementine!

Milk Products are coolMilk Products are freshMake mine milk'Cause it’s the best!

Meat and AlternativesLet’s not forgetFish, chicken, nutsThis group’s a sure bet!

Fédération des producteurs de lait du Québec


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