correlation - portage & main press · e.g., m5 – math lesson 5 l language arts e.g,. l2.1 –...

CHART

CORRELATION

The curriculum correlation chart is based on

British Columbia’s Kindergarten Curriculum, 2006

Kindergarten Plus!BY JONI BOWMAN

This chart has been created to provide a quick, visual reference to link the Learning Outcomes of British Columbia’s Kindergarten Curriculum (2006) with the various components of the Kindergarten Plus! program. You will notice that many expectations are covered in more than one lesson and in more than one unit. This has been done for several reasons:

■ To introduce the entire concept in one lesson is sometimes not possible, nor developmentally sound

■ To reinforce knowledge/skills/attitudes addressed in previous lessons/units

■ To provide multiple, meaningful learning opportunities for students

The Learning Outcomes for the following subject areas have been linked to the Kindergarten Plus! program:

■ Mathematics

■ Language

■ Science

■ The Arts

■ Health and Physical Education

■ Social Studies

Next to some Learning Outcomes you will sometimes see the word ongoing, rather than a specifi c reference to a lesson or activity. These Learning Outcomes cannot be covered in one or two lessons. They are daily classroom behaviours/actions that need to be introduced, encouraged, and positively reinforced in the classroom and school yard on an ongoing basis.

ReferencesKeenan, M. Planning an Early Childhood Program. Winnipeg:

Peguis Publishers, 1993.

Ministry of Education, Province of British Columbia. Kindergarten Integrated Resource Package, 2006.

Politano, C., J. Paquin, C. Cameron, and K. Gregory, Practical Ideas to Start Up the School Year Grades K-3. Winnipeg: Portage & Main Press, 2004.

NOTE TO EDUCATORS

Correlation Key to the Learning Outcomes

M Mathematics e.g., M5 – Math Lesson 5

L Language Arts e.g,. L2.1 – Language Week 2 Lesson/Day1

IS Integrated Studies e.g., IS1 – Integrated Studies Lesson 1

AIS Additional Integrated Studies e.g., AIS7 – Additional Integrated Studies Suggestion 7

RC 1/2 Reading Centre Weeks 1 & 2

RC 3/4 Reading Centre Weeks 3 & 4

W&L 1/2 Writing/Language Centre Weeks 1 & 2

W&L 3/4 Writing/Language Centre Weeks 3 & 4

A&C 1/2 Arts & Crafts Centre Weeks 1 & 2

A&C 3/4 Arts & Crafts Centre Weeks 3 & 4

DC 1/2 Discovery Centre Weeks 1 & 2

DC 3/4 Discovery Centre Weeks 3 & 4

MC 1/2 Mathematics Centre Weeks 1 & 2

MC 3/4 Mathematics Centre Weeks 3 & 4

TC 1/2 Tactile Centre Weeks 1 & 2

TC 3/4 Tactile Centre Weeks 3 & 4

LC 1/2 Listening Centre Weeks 1 & 2

LC 3/4 Listening Centre Weeks 3 & 4

DRC 1/2 Dramatic Centre Weeks 1 & 2

DRC 3/4 Dramatic Centre Weeks 3 & 4

BB1 Big Book Suggestion 1

BB2 Big Book Suggestion 2

MATHEMATICS

Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.

Specifi c

Number

As children progress through the Kindergarten year, they:

1. count orally by 1s, 2s, 5s, and 10s to 100

2. estimate and count objects in a set (0 to 50) and compare estimates to the actual number

3. recognize, build, compare, and order sets of objects (0 to 50) using both comparitive and numerical terms

4. read number words up to 10

5. explore, represent, and describe numbers up to 50 in a variety of ways

6. demonstrate and explain orally an understanding of half as part of a whole

Patterns and Relations


7. identify, reproduce, extend, create, and compare patterns using actions, manipulatives, diagrams, and spoken terms

8. recognize patterns in the environment

Shape and Space (Measurement)


9. classify, describe, and arrange objects using comparative language to compare length, size, area, weight, and volume

10. use comparative terms to describe time and temperature

11. compare the relative sizes of non-standard units by measuring the same object using different units of measurement, and recognize that different objects may have the same mass

12. select an appropriate non-standard unit to estimate, measure, record, compare, and order objects and containers

13. estimate the number of uniform objects and irregular shapes that will cover a given area and verify their estimates by covering and counting

14. compare and sequence events according to the duration of time (using non-standard units), time of day, days of the week, and the seasons

15. recognize and name the value of pennies, nickels, and dimes

Outcome Unit 1 – I Am Special! Unit 2 – Apples and Pumpkins Unit 3 – Colours and Shapes Unit 4 – Gingerbread Man Unit 5 – Winter Wonderland

1. M4, M6, M7, M13, M14 M1, M11, M12, MC2, MC3, MC4, BB1 M4, M5, M6, M7 M1, M4, M5, M15, MC3/4 M1, M5, M6, M10, M11

2. M4 M9

3. M4, M13 M12 M1, M4 M1

4. L1.2 MC3/4

5. M4, M5, M7, M1 M12, MC4 M4, M5, M6, M7 M1, M6 M1, M5, M6, M10, M11

6.

7. M2, TC2 M1, M2, M9 M1, MC3/4 M3, MC1/2 M8

8. IS1, IS2, DC3

9. M8 M6, M7, M10, M14, M15, MC1 M14, M15 M2, M10, M11 M3

10.

11. M12

12. M6, M14 M14

13. M10

14. M11

15. M8, M9

16. M9 DRC3/4

17.

18.

19.

20.

21. M9, M10, M15

22. M11

23.

24. M7

25.

26. M3, M10 M4, M5, M13 M3, M8 M12, M16 M2, M15

27. M1, M6, M9, M10, M12, M15, MC3/4 M8, M16, TC4 M2, M13, MC1/2 M7, MC1/2

28. M4, M5, M13 M3, M8 M16 M2, M15 M7

29. M3, M10 M4, M5, M13 M3, M8 M12, M16 M2, M15

30. M3, M10 M4, M5, M13 M3, M8 M12, M16 M2, M15

31.

16. use money as a form of exchange

17. create equivalent sets of coins up to 10 cents in value

Shape and Space (3-D Objects and 2-D Shapes)


18. explore and describe real-world and three-dimensional objects using descriptive attributes such as big, little, like a box, and like a can

19. explore, identify, and classify three-dimensional objects in the environment according to their properties

20. construct three-dimensional objects using materials such as plasticine, blocks, and boxes

21. identify and describe specifi c two-dimensional shapes such as circles, squares, triangles, and rectangles

22. construct and rearrange a design using a set of two-dimensional shapes

23. compare, sort, classify, and pattern two-dimensional shapes

Shape and Space (Transformations)


24. use directional terms such as over, under, beside, near, far, left, and right to describe the relative position of objects and shapes

25 match the size and shape of fi gures by superimposing one on top of another

Statistics and Probability (Data Analysis)


26. collect fi rst-hand information by counting objects, conducting surveys, measuring, and peforming simple experiments

27. sort objects to one attribute chosen by themselves or the teacher

28. construct a pictograph using one-to-one correspondence

29. compare data using appropriate language, including quantitative terms

30. pose oral questions in relation to the data gathered

Statistics and Probability (Chance and Uncertainty)


31. predict the chance of an event happening using the terms never, sometimes, and always

Unit 6 – Friendship Unit 7 – All About Bears Unit 8 – Spring Is Here! Unit 9 – On the Farm Unit 10 – Community Helpers

M2, M3, M8, M10, M14, M15 M4, M5, M6, M12, M13, MC1/2 M5, M7, M12, M16, MC1/2 M4, M6, M7, M8, M14, M15 M4, M7, M10, M14, M15, MC1/2, MC3/4

M8 M5 M14 M5, M7, MC1/2

M6, M8, M11 M5 M4, M14

M6, MC1/2

M2, M6, M14, M15, MC1/2 M5, M6, M12, M13, MC1/2 M7, M12, M16, BB2 M4, M7, M8, M15 M7, M14, M15

M14 M13

M5, MC3/4 M3 M6, M8, MC3/4 M3 M11

IS2, L3.2 BB1, IS2

M8 M10, M11, M16 M4, M11, M15 M14 M6, M7, M8

M2

M5 M14 M7

M8 M11, M16 M4, M11 M14 M8

M5

M7, M9 M14 M11

M9, M10

M10 DRC3/4

M10

M12, M13 M12

M12, M13 M12

M13 M13

M10

M10

M10

BB2 M13 M5

M14 M13

M1, M7 M1, M8 M1 M2, M9 M2, M11

M4, DC3/4 M2, M15, MC3/4 M2, MC3/4 M1, M4, M12, M16, MC1/2 M1, M10

M1, M8 M1 M9

M1, M7 M1, M8 M1 M2, M9 M2,M11

M1, M7 M1, M8 M1 M2, M9 M2, M11

M16 M3

Learning Outcomes: Match up specifi c outcomes to the number in the left-hand column of the chart below.Developing Oral Language


1. use speaking and listening when engaging in exploratory and imaginative play to: express themselves, ask for assistance, exchange ideas, experiment with new ideas or materials

2. engage in speaking and listening activities to share ideas about pictures, stories, information text, and experiences

3. demonstrate use of social language to interact co-operatively with others and to solve problems

4. demonstate being a good listener for a sustained period of time

5. demonstrate being a good speaker (including sustaining conversation on a familiar topic)

6. use oral language to explain, inquire, and compare

7. experiment with language and demonstrate enhanced vocabulary usage

8. connect what is already known with new experiences during speaking and listening activities

9. ask questions to construct and clarify meaning

10. use meaningful syntax when speaking (e.g., include a subject and a verb, simple connecting words when needed)

11. speak clearly enough to be understood by peers and adults

12. demonstrate auditory discrimination and orally manipulate sounds in words (e.g., use phonological awareness)

Developing Reading and Viewing Abilities


13. demonstrate awareness of the connection between reading, writing, and oral language

14. respond to literature through a variety of activities (e.g., role playing, art, music, choral reading, talking)

LANGUAGE


1. TC3/4, DRC1/2, DRC3/4 A&C3, TC4, DRC1, DRC2, DRC3, DRC4 AIS3, AIS4, AIS7, A&C3/4, DC1/2, AIS2, AIS8, DRC1/2, DRC3/4 AIS1, AIS7, AIS8, AIS9, A&C3/4, DC3/4, TC1/2, TC3/4, DRC1/2, DRC3/4 DRC1/2, DRC3/4

2. M11, M13, L1.5, L2.5, L3.2, L4.2, IS1, M5, M13, IS1, IS2 (ongoing) L3.5, L4.3, IS1, IS2, AIS3, AIS4, AIS7, M12, IS1, IS2, AIS2, AIS7, AIS8 (ongoing) M16, L3.2, L4.3, IS1, IS2 (ongoing) IS2, AIS2, AIS4 (ongoing) AIS9 (ongoing)

3. M7, M13, M15, L3.2, L4.2, MC1/2, DRC1, DRC2, DRC3, DRC4 (ongoing) AIS10, TC1/2, TC3/4, DRC1/2, M4, M6, M7, M10, M11, M13, M14, M5, M7, M10, M11, M13, L2.5, L4.5, IS1, DRC1/2, DRC3/4 (ongoing) DRC3/4 (ongoing) L3.5, AIS6, AIS7, MC3/4, DRC1/2, IS2, DRC1/2, DRC3/4 (ongoing) DRC3/4 (ongoing)

4. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶

5. ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ IS1, ongoing

6. M1, M3, M6, M10, M11, M15, L1.2-1.5, M4, M5, M6, M8, M10, M14, M16, M3, M9, M10, M14, L1.2-1.5, L2.2-2.5, M4, M9, M10, L1.2-1.5, L2.2-2.5, M2, M7, M8, M15, M16, L1.2-1.5, L2.2-2.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, IS1, L1.2-1.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, L3.2-3.5, L4.2-4.5, IS1, IS2, AIS9 L3.2-3.5, L4.2-4.5, IS1, IS2 L3.2-3.5, L4.2-4.5, IS1, IS2, AIS2, AIS8, DC3/4 IS2, DC3/4 IS1, IS2, AIS8

7. L4.3, AIS2, ongoing AIS6, AIS9, ongoing ISI, ongoing M7, M12, IS1, IS2, DC1/2, ongoing L1.2, L2.2, L4.3, 1S1, AIS9, ongoing

8. M11, IS1, DC1/2, DC3/4, IS1, IS2, AIS6 M13, IS1, AIS9 IS1, IS2, DRC1/2, DRC3/4 M14, M16, IS1, AIS2, AIS8, AIS9 DRC1/2, DRC3/4






14. IS1, L1.5, L2.5, L3.2, L4.2, IS1, IS2 L3.5 M12, L3.5, IS1, IS2, W7l1/2, W&L3/4 L2.5, L3.2, L4.5

15. L1.1, L1.3,L1.4, L2.1, L2.3, L2.4,L3.1, IS2, L1.1, L1.3, L1.5, L2.1, L2.3, L2.5, L1.1, L1.3, L1.5, L2.1, L2.4, L2.5, L3.1, L1.1, L1.3, L1.5, L2.1, L2.4, L3.1, L3.3, L1.1, L1.3, L1.5, L2.1, L2.4, L3.1, L3.5, L4.1, L3.3, L3.5, L4.1, L4.5, RC1/2, RC3/4, L3.1, L3.3, L3.5, L4.1, L4.3, L4.5, L3.3, L4.1, W&L1/2, W&L3/4, RC1/2, L4.1, L4.3, L4.5, W&L1/2, W&L3/4, L4.3, W&L3/4, RC1/2, RC3/4, LC1/2, LC3/4 LC1/2, LC3/4 W&L3/4, RC1/2, RC3/4, LC1/2, LC3/4 RC3/4, LC1/2, LC3/4 RC1/2, RC3/4, LC1/2, LC3/4

16. IS1 IS1

17. L4.3 W&L3 L4.2 L1.3, L3.4, L4.3, W&L3/4

18. IS1, IS2, AIS3 IS1, IS2, 3.2 L4.2 M12, IS1,IS2 L3.3

19. L1.1, L1.3, L1.4, L2.1, L2.3, L2.4, L3.1, L1.1, L1.3, L1.5, L2.1, L2.3, L2.5, L3.1, L1.1, L1.3, L1.5, L2.1, L2.4, L1.1, L1.5, L2.1, L2.4, L3.1, L3.3, L4.1, L1.1, L1.3, L1.5, L2.1, L2.4, L3.1, L3.3, L3.5, L3.3, L3.5, L4.1, L4.5 L3.3, L3.5, L4.1, L4.3, L4.5, W&L3/4 L2.5, L3.1,L3.3, L4.1, L4.3, L4.5 L4.1, L4.3, W&L3/4

20. IS2, L1.2, L1.3, L1.4, L1.5, L2.2, L2.3, L1.2, L1.3, L1.4, L1.5, L2.1, L2.3, L2.4, L1.2, L1.3, L1.4, L1.5, , L2.2, L2.3, L2.4, L1.2, L1.3, L1.4, L1.5, L2.2, L2.3, L2.4, L1.2, L1.3, L1.4, L1.5, L2.2, L2.3, L2.4, L3.3, L2.4, L3.3, L3.4, L3.5, L4.3, L4.4, L4.5, L2.5, L3.2, L3.3, L3.3, L3.5, L4.2, L4.3, L2.5,L3.2, L3.3, L3.4, L4.2, L4.3, L4.4, L3.2, L3.3, L3.3L4.2, L4.3, L4.4, L4.5, L3.4, L3.5, L4.2, L4.4, W&L3/4 C1/2, TC3/4 L4.4, L4.5, W&L4, TC3 L4.5, W&L 1/2, W&L3/4 IS1, W&L1/2, W&L3/4

21. M1, M9, M15, IS2, W&L3/4 BB2 M12, IS1, IS2, BB2 M7, M15, BB1, BB2

22. M1, M9, M15 M12, IS1, IS2, BB2 M7, BB1, BB2

23. M1, M9, M15, W&L3/4 M12, IS1, IS2, BB2 M15, BB1, BB2

24. M1, M9, M15 M12, IS1, IS2, BB2 BB2

25. M1, M9, M15, IS2, W&L3/4 IS1 M15, BB1, BB2

26. IS2 ISI, BB2 BB2

27. M1, M9, M15, IS2, W&L3/4, TC3/4 W&L1/2, TC3 BB2 M12, IS1, IS2, BB2 M7,M15, BB1, BB2


Specifi c

15. engage in reading or reading-like behaviour

16. in discussions, use strategies before reading and viewing to enhance comprehension, including: accessing prior knowledge, predicting, making connections, asking questions

17. in discussions, use strategies during reading and viewing to monitor comprehension, including: predicting and confi rming unknown words and events by using language patterns and pictures, making pictures in their heads (visualizing), asking the question, Does that make sense?

18. engage in discussions and create representations after reading and viewing to refl ect on the text to confi rm meaning

19. demonstrate understanding of concepts about print and concepts about books (e.g., there is a

directionality to print; books are for reading)

20. identify most of the letters of the alphabet and their sounds, and a few high-frequency words, including their name, and names of signifi cant others

Developing Writing and Representing Abilities


21. create simple messages using a combination of pictures, symbols, letters, and words to convey meaning

22. recognize that writing can be talk written down and that print carries a constant message

23. show an interest in, and a positive attitude toward, writing and representing

24. engage in discussions before writing and representing to generate ideas when responding to text and classroom experiences (e.g., observing, listening, using the other senses, drawing, brainstorming, listing, webbing, partner-talk)

25. express meaning during writing and representing by using inventive spelling and copying existing words/representations

26. engage in discussions after writing or representing about the experience of writing or representing and share work with others

27. print most of the letters of the alphabet, own name, and a few simple words, and record a prominent sound in a word


AIS7, TC1/2, DRC1/2, DRC3/4 AIS3, AIS7, AIS9, W&L1/2, DC3/4, DC3/4, TC1/2, TC3/4, DRC1/2, DRC3/4 TC1/2, DRC1/2, DRC3/4 M1, M12, AIS1, AIS14, DC1/2, DC3/4, TC1/2, DRC1/2, DRC3/4 TC1/2, DRC1/2, DRC3/4

M16, L1.5, L2.3, L2.5, L3.5, L4.5, IS1, M7, M9, L1.5, L2.5, L2.5, L4.5, IS1, IS2, M4, M14, L1.4, L1.5, L2.5, L3.2, L4.3, M5, M11, L2.5, L3.4, L3.3, L4.5, IS1, IS2, L1.2, L1.5, L2.2, L3.4, L3.5, L2.2, IS1, IS2, IS2, AIS5, AIS7, AIS8, AIS13 (ongoing) AIS7, AIS9, W&L1/2 (ongoing) IS1, IS2, AIS4, AIS13, W&L1/2 (ongoing) AIS2, AIS3, AIS4, AIS8, AIS15 (ongoing) AIS2, AIS5, AIS7, AIS10 (ongoing)

M4, M8, M9, M14, M15, L2.5, L3.5, M2, M3, M5, M10, M12, M13, L2.5, M5, M7, M9, M12, L2.5, TC1/2, M5, M7, M13, M14, M15, M16, L2.5, M9, M10, M14, M15, L1.5, L3.5, L4.5, AIS7, AIS10, TC1/2, DRC1/2, L4.5, AIS7, DRC1/2, DRC3/4 (ongoing) DRC1/2, DRC3/4 (ongoing) L3.5, L4.5, AIS8, AIS9, AIS14, MC1/2, AIS5,AIS8, AIS14, DC3/4, MC3/4, TC1/2, DRC3/4 (ongoing) DRC1/2, DRC3/4 (ongoing) DRC1/2, DRC3/4 (ongoing)

ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶ ongoing ¶

AIS11, ongoing M15, ongoing M2, ongoing M13, ongoing M1, IS1, ongoing

M4, M7, M8, M12, M13, M16,L1.2-1.5, M2, M3, M6, M7, M9, M11, M15, M1, M2, M4, M10, M11, M14, L1.2-1.5, M1, M2, M4, M6, M9, M12, M14, M1, M6, M7, M8, M11, L1.2-1.5, L2.2-2.5, /4 L2.2-2.5, L3.2-3.5, L4.2-4.5, IS1, IS2, L1.2-1.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, IS1, L1.2-1.5, L2.2-2.5, L3.2-3.5, L4.2-4.5, L3.2-3.5, L4.2-4.5, IS1, IS2, AIS5,

AIS7, AIS8, AIS11 IS1, IS2 IS2, AIS13 IS1, IS2, AIS3, AIS7, DC3/4 AIS10, DC1/2

M13, M16, ongoing M7, M11, L3.2, IS2, ongoing M2, M4, M9, M10, L1.2, L1.5, IS1, M5, M13, M16, L4.2, IS1, IS2, DC1/2, M1, M2, M8, L.2, L3.5, L4.2, L4.4, IS1, DRC1/2, DRC3/4, ongoing DC3/4, DRC3/4, ongoing IS2, AIS5, DC1/2, ongoing

M12, M16, L2.3, L4.5, IS1, IS2 M6, M9, IS1, IS2 M2, M4, L1.5, L2.5, IS1, DRC3/4 M9, IS1, IS2, AIS1, AIS6, DC1/2, M2, M3, M8, IS1, IS2 DC3/4, DRC1/2, DRC3/4






L2.5, L3.5, L4.5 L1.2, L1.5, L2.5, L3.2, L4.5 L2.5, L4.3 L1.5, L2.5, L3.4, L4.5, AIS4, AIS8 L1.4, L1.5, L3.2, L3.5, IS2

, L1.1, L1.3, L2.1, L2.4, L3.1, L4.1, L4.3, L1.1, L1.3, L2.1, L2.4, L3.1, L3.4, L4.1, L1.2, L1.5, L2.1, L2.2, L2.3, L3.2,L3.4, L1.1, L1.4, L2.1, L2.4, L3.1, L4.1, L1.1, L1.3, L1.5, L2.1, L2.2, L2.5, L3.1, /4 RC1/2, RC3/4, LC1/2, LC3/4 L4.3, L4.4, RC1/2, RC3/4, LC1/2, L3.5, L4.1,L4.2, L4.4, L4.5, RC1/2, RC1/2, RC3/4, LC1/2, LC3/4 L3.2, L4.1, L4.2, L4.3, L4.5, RC1/2,

LC3/4 RC3/4, LC1/2, LC3/4 RC3/4, LC1/2, LC3/4

L4.3 L2.2, L3.2, IS1

L1.3, L2.2, L2.4, L3.4, 4.3 L2.2, L2.3, L3.2, L.34, L3.5 L1.2, L2.2, L2.4, L3.2, L1.3, L2.3, L3.2, L4.3

L2.3, L2.4, AIS5 L1.2, L1.3, L3.2 L1.4, L2.3 L3.5, L4.2, L4.3, AIS4, AIS8 L1.2, L3.4, L4.2, L4.5, IS2

5, L1.1, L1.3, L2.1, L2.4, L3.1, L4.1, L4.3, L1.1, L1.3, L2.1, L2.4, L3.1, L3.4, L1.1, L1.2, L1.5, L2.1, L2.2, L2.3, L3.1, L1.1, L1.2, L1.4, L2.4, L3.5 L1.1, L1.3, L1.5, L2.1, L2.2, L2.3, L4.1, L4.3, L4.4 L3.4, L3.5, L4.1, L4.4, L4.5 L4.3, L4.5

3, L1.2, L1.4, L1.5, L2.2, L2.3, L3.2, L3.4, L1.2, L1.3, L1.4, L2.3, L3.3, L3.4, L3.5, L1.2, L1.3, L2.2, L2.3, L2.4, L3.3, L3.4, L1.2, L1.3, L2.2, 2.3, L2.4, L4.2, L1.3, L2.3, L2.5, L3.2, L3.3, L3.4, L4.2, L4.3, L4.4, W&L1/2 L4.2, L4.3, L4.4 L3.5, L4.2, L4.4, L4.5 L4.4, W&L3/4 L4.4, L4.5

M13, M16, IS1, IS2, AIS2, AIS4, M2, M6, M7, M15, IS2, AIS2, IS1, AIS4, AIS13, W&L3/4, BB1, BB2 M1, W&L1/2, BB1, BB2 M8, M11, AIS13, W&L1/2, BB1, BB2W&L3/4 W&L3/4, BB1, BB2

M13, M16, IS1, IS2, AIS4, W&L3/4 M6, M7, M15, IS2, AIS2, W&L3/4, IS1, AIS13, W&L3/4, BB1, BB2 M1, W&L1/2 M8, M11, W&L1/2 BB1, BB2

M13, M16, IS1, IS2, AIS2, AIS4, W&L3/4 M6, M7, M15, IS2, AIS2, W&L3/4, IS1, AIS13, W&L3/4, BB1, BB2 M1, W&L1/2, BB1, BB2 M11, AIS13, W&L1/2, BB1, BB2 BB1, BB2

M16, IS1, IS2 M2, M6, M7, M15, IS2, BB2 IS1, AIS4, AIS13 M1 M8,

M13,M16, IS2, AIS2, AIS4, W&L3/4 M2, M6, M7, M15, AIS2, BB1, BB2 BB1, BB2 M1, IS1, W&L1/2, BB1, BB2 M8, M11, W&L1/2, BB1, BB2

IS1 BB1, BB2

M13, M16, IS1, IS2, AIS2, AIS4, W&L3/4 M2, M6, M7, M15, IS2, AIS2, W&L3/4, IS1, AIS4, AIS13, W&L3/4, BB1, BB2 M1, IS1, W&L1/2, BB1, BB2 M8, M11, AIS13, W&L1/2, BB1, BB2 BB1, BB2


Specifi c

SCIENCE

Processes and Skills of Science


1. use the fi ve senses to make observations

2. share with others information obtained by observing

Life Science: Characteristics of Living Things


3. describe features of local plants and animals (e.g., colour, shape, size, texture)

4. compare local plants

5. compare common animals

Physical Science: Properties of Objects and Materials


6. describe properties of materials, including colour, shape, texture, size, weight

7. identify materials that make up familiar objects

8. describe ways to rethink, refuse, reduce, reuse, and recycle


1. DC1/2 M5, M6, M11, M16, IS1, IS2, AIS6, M14, IS1, AIS3, AIS4, AIS7, A&C3/4, M10, IS2, DC3/4 M7, IS1, IS1, AIS2, AIS7, AIS8, AIS9, AIS7, AIS8, DC1 DC1/2, DC3/4, TC3/4

2. IS1 IS1, IS2, AIS6, AIS7 IS1 M13, IS1, IS2, AIS2, AIS7, AIS8, AIS9, DC3/4, MC3/4

3. M8, M15, IS1, IS2, DC1, DC4

4. DC4

5.

6. M9, M15, M8, M16 M2, M13, MC1/2 IS2 M7, IS1, AIS8, AIS9, DC1/2, M4, M12 DC3/4, MC1/2

7. IS2 DC3/4

8. ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro)

9. IS1, IS2 IS1, AIS2, AIS7, AIS8, AIS9

10. IS1, IS2 IS1

Earth and Space Science: Surroundings


9. demonstrate the ability to observe their surroundings

10. describe features of their immediate environment


M8, M9, M12, IS1, IS2, AIS7, M8, M15, M16, IS1, IS2, DC1/2, M2, M4, M1, IS1, IS2, AIS2, AIS3, M1, M2, M9, M12, M14, M15, IS1, IS2, M1, M6, M12, DC1/2, DC3/4, MC1/2DC1/2, DC3/4, MC1/2 DC1/2, TC1/2 DC3/4, TC1/2 AIS8, AIS14, TC3/4 AIS6, AIS7, DC1/2, DC3/4, TC1/2

M8, M9, IS1, IS2, AIS7, DC3/4 M8, M15, IS1, IS2 M2, M4, M11, IS1, IS2, AIS2, M9, M12, M15, IS1, IS2, DC1/2, DC3/4 M12, DC1/2, DC3/4 AIS4, AIS13

IS1, IS2 M4, M11, IS1, IS2, AIS2, AIS8, AIS13 M1, M2, M15, IS1, IS2, AIS6, AIS7, A&C1/2, DC1/2, DC3/4, TC1/2

M4, AIS3 IS2, DC1/2

M1, M2, M15, IS1, A&C1/2

M1, M2, M10, M11, M15, M16, DC1/2, M2, M4, M11, M15, IS1, MC3/4 M12, M14, DC3/4, MC1/2, TC1/2 M1, M7, M8, M10, DC1/2, DC3/4, MC3/4, TC1/2 DC3/4, MC1/2

A&C1/2, TC1/2 M12, DC3/4

ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro) ongoing (see intro)

M4, IS1, AIS2, AIS3, AIS4, DC3/4 IS2, AIS7, AIS11

M2, AIS3, AIS4, AIS14, DC3/4 AIS11


Specifi c

HEALTH AND PHYSICAL EDUCATION

Goals & Decisions


1. identify opportunities to make choices

2. identify sources of support and assistance for children at school

3. identify their personal skills and interests (e.g., things they are good at, things they like to do)

4. identify a variety of jobs and responsibilities they have at home and at school (e.g., clean up toys, obey playground rules)

Health


5. identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices

6. identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)

7. demonstrate an understanding of appropriate ways to express feelings

8. differentiate between positive and negative behaviours and relationships

9. identify ways to avoid hazards and potentially dangerous situations in the home, at school, on the road, and in the community

10. demonstrate an ability to access emergency services (e.g.,fi re, police, ambulance)

11. differentiate between safe and unsafe substances in terms of their potential to benefi t or harm the body (e.g., prescription medicine can benefi t the body if used properly, any unknown substance can be dangerous)



2.

3. IS2, AIS3, AIS8, W&L3/4


5. AIS10, AIS15, DC1/2

6. ISI1

7. IS1

8.

9. AIS10

10.

11. AIS10

12.

13. AIS15

14.

15. M7, L3.5 M14, L2.5, L4.5

16.

17. L4.5

18. L2.5 AIS4

19.

20. ongoing ¶ M7

21. AIS4 M7 M14

Physical Education Active Living


12. identify benefi ts of regular participation in physical activity (e.g., it’s fun, it helps them grow strong, it keeps the heart healthy)

13. identify the importance of food as fuel for physical activity

14. participate daily (e.g., fi ve times a week) in moderate to vigorous physical activity

Movement Skills


15. perform movements in personal space while maintaining control

16. use their bodies to create shapes (e.g., by bending, curling, pulling, pushing, stretching, swinging, and/or twisting)

17. demonstrate proper technique for performing specifi c locomotor movement skills including but not limited to the following: walk, run, jump or hop, body roll (e.g., log roll, shoulder roll)

18. demonstrate proper technique for performing specifi c manipulative movement skills including but not limited to the following: roll or slide an object toward a target, carry an object, two-handed throw of an object underhand toward a target

Safety, Fair Play, and Leadership


19. identify safety guidelines for participating in physical activity (e.g., follow instructions, stay within boundaries, use equipment only with supervision)

20. follow rules and directions when participating in physical activities (e.g, stop on signal, listen to instructions before beginning activity)

21. work cooperatively with peers during physical activity (e.g., respecting others’ personal space, not pushing or shoving)



L4.5


IS1, DC3/4 AIS11

IS2, BB2

BB1, BB2

AIS7

IS2 M3, IS2, AIS7

AIS15

IS1

IS1, DC3/4 AIS11 AIS2

L2.5, L3.5, L4.5, IS1, AIS6 L1.2, L3.2 AIS6 M5, AIS13, AIS14 L1.4, L3.5, AIS8

AIS6

AIS6 AIS6 AIS13, AIS14 AIS8

AIS14 AIS8

IS1 M5

L2.5, L3.5, L4.5, IS1, AIS6 L1.2, L3.2 AIS6 M5, AIS13, AIS14 L1.4, L3.5, AIS8


Specifi c

THE ARTS

Dance


1. move safely in both personal and general space

2. move in a variety of levels, pathways, and directions, using a variety of body shapes

3. move in time to a steady beat

4. demonstrate an ability to balance in locomotor and non-locomotor movements

Drama


5. demonstrate a willingness to express their feelings and ideas

6. demonstrate respect for the contributions of others

7. describe their response to a dramatic work

8. demonstrate a willingness to work cooperatively

Music


9. respond to beat in music

10. perform rhythmic patterns from classroom repetoires

11. maintain a repeated rhythmic pattern in a simple texture

12. demonstrate an awareness of rhythmic phrases in classroom music


1. L3.2 L2.5 L3.5 L2.5

2. L2.5 L2.5

3. L3.5, AIS9

4. L2.5 L2.5

5. L3.2, DRC1/2, DRC3/4 DRC1, DRC, DRC3, DRC4 DRC1/2, DRC3/4 L3.5, AIS8, DRC1/2, DRC3/4 L2.5, L3.2, DRC1/2, DRC3/4

6. L2.5

7.

8. L3.2, DRC1/2, DRC3/4 DRC1, DRC, DRC3, DRC4 DRC1/2, DRC3/4 L3.5, AIS8, DRC1/2, DRC3/4 L2.5, L3.2, DRC1/2, DRC3/4

9. L2.5, L3.5 L3.5 L4.5

10. M3

11. L3.5 L3.5 L4.5

12. AIS12

13.

14. W&L3/4, BB1, BB2 BB1, BB2 BB1, BB2 BB1, BB2 BB1, BB2

15. AIS14 M11 DC3/4

16. IS1, IS2 M13

17. AIS3 IS1, BB2 M11 IS1, IS2, BB1, BB2 M15, IS1, AIS4, A&C1/2, A&C3/4, BB1, BB2

18. AIS4, AIS11, A&C1/2, A&C3/4, IS2, A&C1, A&C2, A&C3, A&C4, TC1, TC2 M11,IS1, A&C1/2, A&C3/4 IS1, IS2, AIS1, AIS3, A&C3/4 AIS3, AIS4, AIS10, A&C1/2, DC3/4, TC1/2, TC3/4 A&C3/4, DC3/4

13. identify form in terms of repetition and unity of rhythmic patterns

Visual Arts


14. identify a variety of image sources, their own and others

15. describe the many forms that images take

16. suggest purposes for a variety of images

17. use feelings, observation, memory, and imagination as sources for images

18. make 2-D and 3-D images: using a vareity of design strategies, including elaboration and magnifi cation; to communicate experiences and moods; to tell a story; that engage more than one of the senses


L2.5, L3.5, L4.5, AIS9 M3, L1.2, AIS3 L2.5, AIS6 M5, L2.5, L4.5, AIS13, AIS14, AIS16

L2.5, L4.5, AIS9 L1.2, AI3 AIS6 M5, L2.5, L4.5, AIS13

M3, L1.5, AIS3 AIS13, AIS16

L2.5, AIS9 AIS6 M5, AIS13, AIS14

L2.5, L3.5, L4.5, DRC1/2, DRC3/4 L2.5, L3.2, L4.5, DRC1/2, DRC3/4 L2.5, L4.3, DRC1/2, DRC3/4 M5, L2.5, L3.4, L4.5, DRC1/2, DRC3/4 L1.4, L3.5, AIS9, DRC1/2, DRC3/4

L2.5, L4.5 L2.5, L4.5 L2.5, L4.3 L3.4 L3.5, AIS9

L2.5, L3.5, L4.5, DRC1/2, DRC3/4 L2.5, L3.2, L4.5, DRC1/2, DRC3/4 L2.5, L4.3, DRC1/2, DRC3/4 M5, L2.5, L3.4, L4.5, DRC1/2, DRC3/4 L1.4, L3.5, AIS9, DRC1/2, DRC3/4

L3.5, AIS9 M3, L1.5, AIS6 AIS13, AIS16

AIS16

L3.5 M3, L1.5 M7, AIS16

M4 AIS16

M3

M13, AIS11, BB1, BB2 BB1, BB2 BB1, BB2 M13, BB1, BB2 AIS11, BB1, BB2

M13 M11

IS1, AIS11, A&C3/4 M13 A&C1/2, A&C3/4, BB1, BB2

M13, IS1, IS2, AIS11, BB1, BB2 BB1, BB2 W&L3/4, BB1, BB2 M10, M11, M13, W&L1/2, A&C3/4, M11, BB1, BB2 BB1, BB2

M13, IS1, IS2, AIS2, AIS11 AIS4, A&C3/4, BB2 AIS4, A&C1/2, A&C3/4 M10, AIS2, A&C1/2, A&C3/4 AIS1, AIS11, A&C3/4


Specifi c

SOCIAL STUDIES


1. M5, M13, M15, L2.5, L3.2, L4.2, M8, M11, AIS4, AIS5, DRC1, DRC2, M2, M5, M6, AIS1, AIS2, DRC1/2, M4, M6, M7, M9, M11, M13, M14, M4, M5, M6, M10, M11, M13, M14, MC1/2, DRC1/2, DRC3/4 DRC3, DRCR4 DRC3/4 IS2, AIS4, AIS6, MC3/4, L3.5, L2.5, L3.2, L4.5, IS1, IS2, AIS1, AIS5, DRC1/2, DRC3/4 AIS7, DRC1/2, DRC3/4

2. M1, M2, M3, M8, M9, M10, M16, M5, M6, M7, M10, M13, M14, M15, IS1, M14, IS1, IS2, AIS3, AIS4, AIS7, AIS9, M4, M6, M7, M8, M9, M11, M13, M14, M4, M7, M9, M12, M15, M16, IS1, IS2, IS1, DC1/2 IS2, AIS6, AIS7, AIS8, DC1, DC2, A&3, A&C3/4, DC1/2, DC3/4, TC1/2, TC3/4 M16, L3.5, IS1, IS2, AIS4, AIS6, MC3/4 AIS2, AIS7, AIS8, AIS9, DC1/2, DC4, TC4

3. M1, M9, M12, M15, M16, L2.5, L3.2, M5, M8, M10, M16, L3.2, IS1, IS2, M11, L2.5, L3.5, IS1, M7, M8, M10, M11, M12, L3.5, IS1, M2, M7, M12, M14, M15, L2.5, L3.2, L4.2, IS1,IS2, AIS2, AIS8, AIS12, BB1, BB2 IS2, AIS2, AIS7, AIS9, BB1, BB2 L4.5, IS1, IS2, AIS4, A&C3/4, DC3/4, W&L 3/4, BB1, BB2 BB1, BB2

4. IS1 IS1, IS2, AIS7, AIS8 IS1

5. AIS2



8.

9.

10. LC1/2, LC3/4 M6, M14M IS2, LC1/2, LC3/4 M14, LC1/2, LC3/4 AIS2, LC1/2, LC3/4 LC1/2, LC3/4

11. M16 IS1, IS2


Skills and Processes


1. participate cooperatively in groups

2. gather information from personal experiences, oral sources, and visual representations

3. present information using oral or visual representations

Identity, Society, and Culture


4. demonstrate an awareness of the concept of change

5. identify groups and places that are part of their lives

Governance


6. describe their roles and responsibilities as members of the classroom and school community

7. identify the purpose of classroom and school expectations


M3, M4, M8, M9, M12, M14, M15, L2.5, M2, M3, M4, M5, M12, M13, L1.5, L2.5, M5, M7, M9, M10, M12, M16, L2.5, M5, M7, M8, M11, M13, M16, L1.5, M9, M10, M13, M15, L1.4, L3.5, AIS5, L3.5, L4.5, AIS1, AIS6, AIS7, AIS10, L4.5, AIS4, TC1/2, DRC1/2, DRC3/4 L3.2, L4.3, DRC1/2, DRC3/4 L3.4, L4.5, AIS1, AIS9, AIS12, L2.5, AIS8, AIS9, AIS14, W&L3/4, DC3/4, AIS11, AIS12, DRC1/2, DRC3/4 AIS13, AIS14, MC3/4, DRC1/2, DRC3/4 TC3/4, DRC1/2, DRC34

M2, M7, M8, M12, IS1, IS2, AIS5, AIS7, M8, M9, ISI, IS2, AIS8, DC1/2, DC3/4 M2, M4, M13, M14, IS1, IS2, AIS2, AIS3, M5, M8, M11, M12, M16, IS1, IS2, AIS3, M1, M5, M12, IS1, IS2, AIS2, AIS7, AIS10, DC1/2, TC1/2, AIS8, AIS14, DC1/2, DC3/4, TC3/4 AIS6, AIS7, AIS9, AIS11, DC1/2, DC3/4, DC1/2, DC3/4, MC1/2, DRC1/2, DRC3/4 TC1/2, DRC1/2

M2, M4, M5, M9, M12, M13, L4.5, IS1, M2, M3, M5, M7, M15, L1.5, L2.5, M4, M7, M11, M14, L1.5, L2.5, L3.2, M1, M5, M10, M11, M13, L1.5, L2.5, M2, M5, M8, M9, M11, L1.2, L1.4, L3.5, IS2, DC3/4, BB1, BB2 L4.5, IS1, IS2, BB1 L4.3, IS1, IS2, AIS4, AIS6, AIS13, LC3/4, L3.4, L4.5, IS1, IS2, AIS8, A&C1/2, IS1, DC3/4, DRC1/2, DRC3/4 DRC1/2, DRC3/4, BB1 DC3/4, DRC3/4, BB1, BB2

IS2 IS1, IS2, BB1 M16, ISI

M4, M5, M6, M7, M8, M9, M10, IS1



IS1, DC1/2 M2

AIS11 M1, M4, M5, M6, M7, M8, M10, L1.2, L1.5, L2.2, L3.4, L3.5, L4.2, IS1, AIS2, BB2

LC1/2, LC3/4 M7, M11, DC3/4, W&L3/4, LC1/2, M11, LC1/2, LC3/4 M11, AIS10, LC1/2, LC3/4 M7, M8, AIS3, DC3/4, LC1/2, LC3/4 LC3/4

AIS11


Economy and Technology


8. identify individual human needs

9. identify work done in their community

10. identify examples of technologies used in their lives

Human and Physical Environment


11. identify characteristics of different local environments

12. demonstrate responsible behaviour in caring for their immediate environment

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About the Author

Joni BowmanJoni Bowman, BA, M.Ed., MCDTA, is a former elementary school teacher who has taught all subjects in the primary and junior divisions in regular, gifted, and special education programs. As co-author of the Hands-On Science and Technology, Hands-On Social Studies, and Hands-On Mathematics programs, she is committed to providing active and engaging learning experiences for students. Since 2003, her focus has been on creating developmentally appropriate, activity-based programs for Pre-K and Kindergarten students with her business, Springboard for Learning. Joni resides in Burlington, Ontario, with her supportive husband and three inspirational daughters.

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