nursery english pdf

8/6/2019 Nursery English PDF

1/77

Nursery 1

First Nations Languages

Immersion Program

Curriculum Guide: Nursery English PDF

nehiyaw awdsis gciOnion Lake First Nation

Saskatchewan

Revised January 2010

2010

Onion Lake EducationGift of Language Project


2/77

Nursery 2

Acknowledgements

Written by: Brian MacDonald

Sally GoddardIrene Carter

Sharon Jimmy

Ralph Chief

Contributions made by: Resources created by:

Elders Advisory Group Adrian Cannepotato

Sarah Faithful Corey CarterBrenda Horse Nelson Dillon

Charlotte MacDonald Brett Dillon

Mathew Muskego Blair DillonDarlene Tootoosis Greg Dillon

Michelle Whitstone Jamie Dillon

Rosa Whitstone Willis Heathen

Vivian Whitstone Travis HillTory Littlewolfe

Coleman MacDonald

Josh NaistusLyndsay MacDonald

Rene Muskego

Shane OpissinowRhoda Pahtayken

Rhonda Pahtayken

Charlene QuinneyElaine Whitstone

Adrian Wolfe

Digital media sets and support material created by: Jason L. Carter

Dedicated to all First Nations children with the hope that through this process, the

language and culture of First Nations people remains strong. Without the financialsupport of the New Paths Initiatives, this project would have been delayed many years.


3/77

Nursery 3

Table of contents

Introduction to the Nursery program 4

What makes an excellent nursery literacy teacher? 5

Foundational objectives 7

The Nursery Program 8

Minimum grade level standard 9

Framework for the nursery program 10

Units/topics for Nursery program 12

Unit 1: Fall 13

Unit 2: Winter 32

Unit 3: Spring 45

Unit 4: Summer 60

Appendix: Catalogue 71


4/77

Nursery 4

Introduction to the Nursery program

This is a half-day activity based program. Students learn language and social skills by

participating in activities that take place in the classroom as well as outside. Resources in

the form of books, posters, songs, and chants are community based so the students arefamiliar with the content. This is then used as a hook to teach vocabulary.

As the content for the nursery program is provided, preparation time can be used to

translate what is in English into the First Nations language used as the language ofinstruction. It is important that this material is prepared ahead of time as there may be

words and concepts that need to be translated or explained by community members as

well as the elders.

It is strongly recommended that the teacher practices reading the resources prior to using

them in the classroom. There may be some words that need to be heard and spoken manytimes before they sound the way they should.

Plan to take the students outside as often as possible. Adapt and change where necessaryto make the material and activities relevant and meaningful to the students. Digital

cameras allow the pictures taken at Onion Lake to be replaced by pictures of the students

community.

The Cree Immersion team welcomes feedback from teachers and communities who use

this program. Please call or email with your comments and suggestions. This is an

ongoing project and continues to change and evolve as we discover what works and whatdoes not work in the schools.

Cree Immersion Team

Onion Lake First Nation

P.O. Box 340Onion Lake, SK S0M 2E0

1-888-344-8011

[email protected]
mailto:[email protected]:[email protected]://www.onionlake.ca/http://www.onionlake.ca/http://www.onionlake.ca/mailto:[email protected]


5/77

Nursery 5

Vision of the First Nations Language Immersion program

The First Nations Languages Immersion program is intended to help to revitalize First

Nations Languages. It has at its heart the concepts of identity and culture from a FirstNations perspective. It is hoped that over time, this program will ultimately provide the

impetus for the rebirth of First Nations Languages throughout Canada.


6/77

Nursery 6

Goals of the Nursery Program

Proper Protocol1. The students will begin to learn the values and beliefs representing holistic beliefs of

their First Nation culture using the circle of life model.

2. The students will begin to learn the protocols of listening and speaking.3. The students will begin to strengthen their identity through hands on experiences.Beginning Literacy Awareness(Adapted from Saskatchewan Education 1992, Early Literacy: A Resource for Teachers.

Regina, Saskatchewan. Saskatchewan Education)

Using their First Nations language:

Oral Language1. The students will be able to put simple sentences together to inform, make requests,

and meet social and emotional needs.

2. The students will be able to ask questions when something is not understood.3. The students will name most things in their immediate world and enjoy learning new

vocabulary within concrete and high interest experiences.

Textual1. The students will listen to and enjoy stories read in one-on-one and small group

situations.

2. The students will be able to discuss pictures/illustrations.3. The students will be able to incorporate words and phrases from books into their play.4. The students will respond to stories through drawing.5. The students will incorporate story elements in their play.Graphophonic1. The students will enjoy and participate in language games.2. The students will make auditory discriminations of sounds in the environment.3. The students will show an interest in the orthography of their language.Independent Reading and Writing1. The students will display enjoyment and interest in books (e.g. choose books

independently, request readings of favorites, talk about books they like).

2. The students will imitate reading and writing behaviors.3. The students will use literacy materials provided at structured play centres in

meaningful ways.


7/77

Nursery 7

The Nursery Program (4 year olds)

The Nursery Program is designed for two hours a day. The students will be immersed in

their First Nations language for their school day. It is primarily an oral program. Itsfocus is aimed at the students acquiring a beginning vocabulary, learning basic social

skills, and having fun.

Nursery is based on a timetable which is as follows:

Morning

8:30 am 9:00 am Students arrive

Play in designated areas

9:00 am 9:10 am Circle time

Daily routine: attendance, class rules, calendar

9:10 am - 9:20 am Sharing time

9:20 am 9:40 am Story circle

9:40 am 10:00 am Snack

10:00 am - 10:45 am Learning centres

10:45 am 11:00 am Clean up washroom

11:00am - 11:15am Group activity (song, game)

11:15am - 11:30am Prepare for dismissal


8/77

Nursery 8


9/77

Nursery 9

Framework for Nursery Immersion Onion Lake Saskatchewan: Seasonal

Concept: Developing First Nations vocabulary skills and protocol.General Understandings: Speaking Listening Viewing Representing

TopicUnits

Fall (Sept/Oct/Nov) Winter (Dec/Jan/Feb) Spring (Mar/Apr) Summer (May/June)

Greetings: At bus Handshake

Hello. How are you?

Response: I am fine.

Hello. How are you?


Hello. How are you?


Hello. How are you?


At circle time Handshake

Question: What is your

name?

Response: I am called

________.

Questions and responses

about feelings, like, and

dislikes.

Questions and

responses about family

names and responses:

mother, father, brother,

sister, aunts, uncles.

Question and response

review.

Colors Green, yellow, orange,

brown, red

White, grey Black, green, purple Review

Weather Sunny, cloudy, rainy,

windy, warm.

Cold, snow, really cold,

warm.

Clouds, rain, sun,

warm, windy, hot.

Hot, thunder, lightning.

Clothing Jacket, shirt, dress,

sweater, socks, shoes,

pants.

Jacket, snow pants, toque,

mitts, boots, scarf, sweater,

socks.

Rubber boots, spring

jackets, shorts, t-shirts,

runners.

Shorts, t-shirts, bathing

suits.

Changes to Land Warm/cool

Green/brown

Leaves fallGround freezes

Water freezes.

Bare trees, frozen water,

brown grass, white land.

Melting of snow and

ice into lakes and

rivers.Mud

Budding of pussy

willows, leaves,

flowers.

Dry land

Brown grass

Green leaves

Animals Dog, cat, horse, bird,

cows, fish. Rabbit.

Animals that change color

for the winter: rabbit,

weasel, ptarmigan.

Baby animals, bugs

birds.

Where do animals live in

summer?

Celebrations Grandparents Day

Halloween

Heroes

Christmas

Valentines Day

Today Tomorrow

Classroom

Vocabulary

Morning, afternoon, noon. Yesterday Today Tomorrow

Health Classroom safety

Playground safety

Winter safety

Body parts: face, hands,

feet, hair, eyes, nose,

mouth.

Playground safety

Body parts: face, hands,

feet, hair, eyes, nose,

mouth.

Review


10/77

Nursery 10

Concept: Developing numeracy skills.

General

UnderstandingsTopic

Units

Fall

(Sept/Oct/Nov)

Winter

(Dec/Jan/Feb)

Spring

(Mar/Apr)

Summer

(May/Jun)Spatial Relationships Geometry Circle Circle, triangle Square, rectangle Oval

Problem Solving Manipulatives Centres Centres Centres Centres

Numbers & Operations Identification 1 5 6 10 1 10 Review

Measurement Time Morning, afternoon Yesterday Today Tomorrow

Patterning Observation Seeing simple

patterns in the

environment

Repeats and

continues a pattern

Identifies patterns in

everyday life

Identifies patterns in

everyday life

Concept: Developing motor skills.

GeneralUnderstandings

Throughout the year (September June)

Gross motor skills Run Walk in a

straight line

Jump Hop Skip March

Walk backwards Stand on one

foot for 5 10

seconds

Throw a ballor beanbag &

catch

Fine motor skills Paste objects Clap hands Control

crayons

Matchsimple

objects

Build withblocks

Able to button agarment

Able to zip azipper

Handlescissors well

Cut simpleshapes

Concept: Developing virtues.

GeneralUnderstandings

Throughout the year (September June)

Character education Respect Responsibility Strength

Honesty Trust Patience

Thankfulness Confidence Obedience Forgiveness Love Sharing


11/77

Nursery 11

Units/topics for Nursery program

TopicUnits

Fall (Sept/Oct) Winter (Nov/Feb) Spring (Mar/Apr) Summer (May/Jun)

Safety Introduction to

school

Outdoor safety Safety in the

community

Summer safety

All About Me Me Immediate family Extended family Friends

Seasonal

changes

Fall Winter Spring Summer

Health Tobacco Dangerous Substances Teeth Nutrition

Transportation Introduction Winter travel

Snowmobile and sleigh

Spring travel: wheels Summer travel: boats and

cars

Community

Events

Community feast Traditional activities in

the winter

Traditional activities in

spring

Traditional activities in

summer

Community

workers

School workers Health workers Public works Business workers

Celebrations Grandparents Day

ThanksgivingHalloween

Community heroes

Christmas

Little people

Easter

Mothers Day

Fathers Day

Learning centres should change where possible when the topics change.


12/77

Nursery 12

Unit 1

Fall

Nursery


13/77

Nursery 13

N.1

OutcomesThe learner will obtain:

behavior protocol. the skills needed to use greeting terms in their correct manner.

knowledge about community related activities that happen in fall. familiarity with the school and its routines.

an awareness and an appreciation of their unique identity. recognition and understanding of seasonal change through animal behavior and changes in the landscape

awareness of dangerous situations and consequences at home, on the bus, in the playground, and theclassroom.

knowledge about traditional activities that take place in the fall.


14/77

Nursery 14

Unit 1: Fall Topic 1: Safety: Introduction to school Time: 1 weeks Core subject: Integrated

Indicators

The outcomes will be reached:

Activities CELs

N.1.1

When the learner

becomes aware andparticipates in the daily

routines of the

classroom.

becomes aware of theexpectations of their

teacher.

learns the procedure forexiting the school in the

event of an emergency.

becomes aware andparticipates in safe

practices on the bus, in

the classroom, and in

the school playground.

1. Sample Plan for first two days

From the very beginning, all instruction by the teacher and the teachers aide should be in the First Nation language.If students do not understand, use gestures, pictures, actions, and modeling to explain what you are saying.

Day 1a) Greet the students as they arrive and shake their hands. The T/A escorts each student to the place where they

leave their belongings and then takes them to the centre area . Make sure each student has a name label attached

to their shirts.b) Once all the students have arrived, bring all the students to the Circle area.c) Take the students to the bathroom so they all know where it is.d) Return the students to the Circle area and have them sit in a circle. The teacher introduces herself and the T/A

and then all the students are asked to tell their names. Introduce the circle concept. The teacher can introduce

a special signal for the students to go to the circle. It can be the main lights going on and off, or the clapping of

hands.

e) The teacher then talks briefly about expectations in the classroom. These topics can be talked about at differenttimes in the year when the need arises. They can be mentioned on the first day if you think it is needed. Use

actions, gestures, and modeling to show what you mean.

put toys away when you have finished playing with them no running no fighting take turns help one another share dont take anyones possessions listen when someone is talking put up your hand when you need help

f) Take the students on a tour of the classroom. Follow the guidelines to explain the different centres to thestudents.

COM

PSVSIL

NUM


15/77

Nursery 15

g) Have each child find their place to sit at the tables. Their places should have been labeled prior to the classstarting. Help where necessary.

h) Snack time. Have the students collect their snack from their backpack, and then wash their hands before eating.Encourage them to use garbage can and put away their bag.

i) Allow the students to spend some time in the different centresSuggested centre activities:

manipulatives: wooden blocks, duplo housekeeping: dress up coloring transportation: small cars, trucks used on a mat showing a road big puzzle library

j) Take the students to their belongings and have them get ready to go home. Remind them to take their bags.Both the teacher and the TA should take the s tudents to the bus.

Day 2Remember that most of the students will not understand the language. Use lots of repetition, gestures, pictures, and

modeling to help them understand what you are saying and how you would like them to behave.

a) Repeat the bus procedure.b) Once all the children have arrived, bring all the students to the Circle area. Have them sit down.c) Circle time: Greet each student and have them tell their names. Begin the daily routine. Choose a helper. Begin

using the calendar. Introduce the month, day of the week and the date. Use lots of repetition and have the

students repeat the words several times. Have the helper mark the date on the calendar.

d) Begin story time. Read: : I go to school (N-F-1-1)e) Snackf) Centresg) Finish centre time about 15 minutes before the end of class. Take the students to their belongings and have

them get ready to go home. Take the students outside to their playground and explain and demonstrate

playground safety. Return to the classroom for last minute instructions. Remind them to take their bags. Both

the teacher and the TA should take the students to the bus.
http://pdf_books/Fall/1/N-F-1-1.pdfhttp://pdf_books/Fall/1/N-F-1-1.pdfhttp://pdf_books/Fall/1/N-F-1-1.pdfhttp://pdf_books/Fall/1/N-F-1-1.pdf


16/77

Nursery 16

2. SafetyThe students should now be fairly familiar with the pattern followed during the day.

Circle time1. Choose a helper. Use the calendar.

Read: Ride the bus safely (N-F-1-2)

Discuss bus safety with the students. This may have to be done in the students primary language as it is so

important. Use pictures and actions to illustrate your points.Suggested bus rules:

sit down keep body parts inside the bus do not distract the driver do not be noisy do not eat on the bus

2. Call the person in charge of school bussing. Make arrangements for someone to come and talk about bus safety

3. Demonstrate how to use scissors properly.

Story time: Use the flannel board and colored pictures(N-F-1-2A) as the basis for a story on bus safety.

Snack

Centre timeHave bus pictures to color at the coloring area (N-F-1-2B)(N-F-1-3).

Arrange pictures for the students to cut out to practice using scissors.

3. Fire safety

It would be beneficial if there could be a fire drill close to the time this is taught. Because of the importance of this

information, it should be taught in the students primary language.

Circle timeComplete classroom routine.

Read: Fire drill at school (N-F-1-4)

Explain fire drill procedures in the school. Walk the students through the fire drill procedure so they know exactly

what to do when the fire alarm sounds.
http://pdf_books/Fall/1/N-F-1-2.pdfhttp://pdf_books/Fall/1/N-F-1-2.pdfhttp://pdf_books/Fall/1/N-F-1-2.pdfhttp://pdf_books/Fall/1/N-F-1-2A.pdfhttp://pdf_books/Fall/1/N-F-1-2A.pdfhttp://pdf_books/Fall/1/N-F-1-2A.pdfhttp://pdf_books/Fall/1/N-F-1-2B.pdfhttp://pdf_books/Fall/1/N-F-1-2B.pdfhttp://pdf_books/Fall/1/N-F-1-2B.pdfhttp://pdf_books/Fall/1/N-F-1-3.pdfhttp://pdf_books/Fall/1/N-F-1-3.pdfhttp://pdf_books/Fall/1/N-F-1-3.pdfhttp://pdf_books/Fall/1/N-F-1-4.pdfhttp://pdf_books/Fall/1/N-F-1-4.pdfhttp://pdf_books/Fall/1/N-F-1-4.pdfhttp://pdf_books/Fall/1/N-F-1-4.pdfhttp://pdf_books/Fall/1/N-F-1-3.pdfhttp://pdf_books/Fall/1/N-F-1-2B.pdfhttp://pdf_books/Fall/1/N-F-1-2A.pdfhttp://pdf_books/Fall/1/N-F-1-2.pdf


17/77

Nursery 17

Snack

Centre timeFire drill map (N-F-1-4A) to the coloring centre.

Evaluation could include:Observation

Anecdotal recordsParticipation
http://pdf_books/Fall/1/N-F-1-4A.pdfhttp://pdf_books/Fall/1/N-F-1-4A.pdfhttp://pdf_books/Fall/1/N-F-1-4A.pdfhttp://pdf_books/Fall/1/N-F-1-4A.pdf


18/77

Nursery 18

Unit 1: Fall Topic 2: All about me: Me Time: 2 weeks Core subject: Integrated

Indicators


Activities CELs

N.1.2

When the learner

develops namerecognition.

is aware of their age. becomes aware of

differences in gender,

body size, and body

parts.

is knowledgeable of thenames of certain body

parts.

expresses feelings. acknowledges that

individuals have

different likes and

dislikes.

accepts andacknowledges what they

can or cannot do and

understands why. is knowledgeable of the

vocabulary of me.

New vocabulary to be introduced: me my name one two three four body girl boy

head eyes nose mouth ears hands feet torso He/she is bigger/smaller/shorter/taller

1. NameCircle time1. Read: My name is Piano (N-F-2-1)

How many letters are used in my name? (N-F-2-2)

Begin rote counting with the students. Have them look at their name tags and count how many syllabic

symbols/letters are in their name.

Song: He holds the children of the world in his hands (N-F-2-2A)

2. Read: Before Codi eats (N-F-2-3)

Poem: I found my name (N-F-2-3A)

Print the students names on a placemat shape. Have the students decorate the placemat and trace their names with

crayons. Laminate the placemat. Have the students find their placemat as part of the snack routine.

3. Print each students name on a separate piece of paper. Glue onto construction paper. Cut into puzzle pieces.

Store each name in a Ziploc bag.

4. Hide name tags in the classroom or on the playground. Have students find their name. Give stickers for prizes.

Centre timeStudents use popsicle sticks with their names printed on one side to select their centre. Once there are four popsicle

sticks at one centre, students must choose another.

Have the students laminated placemats at the coloring centre. Provide washable markers and overhead

transparencies for the students to trace their own names.

COM

NUM

CCT

PSVSIL

TL
http://pdf_books/Fall/2/N-F-2-1.pdfhttp://pdf_books/Fall/2/N-F-2-1.pdfhttp://pdf_books/Fall/2/N-F-2-1.pdfhttp://pdf_books/Fall/2/N-F-2-2.pdfhttp://pdf_books/Fall/2/N-F-2-2.pdfhttp://pdf_books/Fall/2/N-F-2-2.pdfhttp://pdf_books/Fall/2/N-F-2-2A.pdfhttp://pdf_books/Fall/2/N-F-2-2A.pdfhttp://pdf_books/Fall/2/N-F-2-2A.pdfhttp://pdf_books/Fall/2/N-F-2-3.pdfhttp://pdf_books/Fall/2/N-F-2-3.pdfhttp://pdf_books/Fall/2/N-F-2-3.pdfhttp://pdf_books/Fall/2/N-F-2-3A.pdfhttp://pdf_books/Fall/2/N-F-2-3A.pdfhttp://pdf_books/Fall/2/N-F-2-3A.pdfhttp://pdf_books/Fall/2/N-F-2-3A.pdfhttp://pdf_books/Fall/2/N-F-2-3.pdfhttp://pdf_books/Fall/2/N-F-2-2A.pdfhttp://pdf_books/Fall/2/N-F-2-2.pdfhttp://pdf_books/Fall/2/N-F-2-1.pdf


19/77

Nursery 19

2. Age

Circle time

Read: Why I am four years old (N-F-2-4)

Introduce the word age and what it means. Have the students count by rote to four.

Song: I am four years old (N-F-2-4A)

Centre time

Have a cake outline (N-F-2-4B) and candles (N-F-2-4C) in one centre. The students color the cake and paste on thenumber of candles that represents their age.

3. Size

Circle timeRead: Who is the same height as me?(N-F-2-5)

Line all the students by height. Discuss: Who is the tallest? Who is the shortest?

Poem: Short and tall (N-F-2-5A)

4. Gender

Circle timeRead: What gender am I? (N-F-2-6)

Display a photograph of a boy and a girl the students are familiar with. Use a digital camera or a Polaroid to take a

picture of each student. Give it to the student and have each student pin their picture under the correct gender.

Song: Who am I? (N-F-2-6A)

Poem: Me (N-F-2-6B)

Centre timeCreate paper dolls on heavy card using the blackline master(N-F-2-6C). The students cut out clothes from a

catalogue and glue them on the doll. Encourage the students to create a male and a female doll.

5. Body parts

Circle timeRead: Kovains body parts (N-F-2-7)

Create a fingerprint booklet for each student. Place these in each students file.

Song: Do you see me? (N-F-2-7A)

Poem: About me (N-F-2-7B)

My hands (N-F-2-7C)
http://pdf_books/Fall/2/N-F-2-4.pdfhttp://pdf_books/Fall/2/N-F-2-4.pdfhttp://pdf_books/Fall/2/N-F-2-4.pdfhttp://pdf_books/Fall/2/N-F-2-4A.pdfhttp://pdf_books/Fall/2/N-F-2-4A.pdfhttp://pdf_books/Fall/2/N-F-2-4A.pdfhttp://pdf_books/Fall/2/N-F-2-4B.pdfhttp://pdf_books/Fall/2/N-F-2-4B.pdfhttp://pdf_books/Fall/2/N-F-2-4B.pdfhttp://pdf_books/Fall/2/N-F-2-4C.pdfhttp://pdf_books/Fall/2/N-F-2-4C.pdfhttp://pdf_books/Fall/2/N-F-2-4C.pdfhttp://pdf_books/Fall/2/N-F-2-5.pdfhttp://pdf_books/Fall/2/N-F-2-5.pdfhttp://pdf_books/Fall/2/N-F-2-5.pdfhttp://pdf_books/Fall/2/N-F-2-5A.pdfhttp://pdf_books/Fall/2/N-F-2-5A.pdfhttp://pdf_books/Fall/2/N-F-2-5A.pdfhttp://pdf_books/Fall/2/N-F-2-6.pdfhttp://pdf_books/Fall/2/N-F-2-6.pdfhttp://pdf_books/Fall/2/N-F-2-6.pdfhttp://pdf_books/Fall/2/N-F-2-6A.pdfhttp://pdf_books/Fall/2/N-F-2-6A.pdfhttp://pdf_books/Fall/2/N-F-2-6A.pdfhttp://pdf_books/Fall/2/N-F-2-6B.pdfhttp://pdf_books/Fall/2/N-F-2-6B.pdfhttp://pdf_books/Fall/2/N-F-2-6B.pdfhttp://pdf_books/Fall/2/N-F-2-6C.pdfhttp://pdf_books/Fall/2/N-F-2-6C.pdfhttp://pdf_books/Fall/2/N-F-2-6C.pdfhttp://pdf_books/Fall/2/N-F-2-7.pdfhttp://pdf_books/Fall/2/N-F-2-7.pdfhttp://pdf_books/Fall/2/N-F-2-7.pdfhttp://pdf_books/Fall/2/N-F-2-7A.pdfhttp://pdf_books/Fall/2/N-F-2-7A.pdfhttp://pdf_books/Fall/2/N-F-2-7A.pdfhttp://pdf_books/Fall/2/N-F-2-7B.pdfhttp://pdf_books/Fall/2/N-F-2-7B.pdfhttp://pdf_books/Fall/2/N-F-2-7B.pdfhttp://pdf_books/Fall/2/N-F-2-7C.pdfhttp://pdf_books/Fall/2/N-F-2-7C.pdfhttp://pdf_books/Fall/2/N-F-2-7C.pdfhttp://pdf_books/Fall/2/N-F-2-7C.pdfhttp://pdf_books/Fall/2/N-F-2-7B.pdfhttp://pdf_books/Fall/2/N-F-2-7A.pdfhttp://pdf_books/Fall/2/N-F-2-7.pdfhttp://pdf_books/Fall/2/N-F-2-6C.pdfhttp://pdf_books/Fall/2/N-F-2-6B.pdfhttp://pdf_books/Fall/2/N-F-2-6A.pdfhttp://pdf_books/Fall/2/N-F-2-6.pdfhttp://pdf_books/Fall/2/N-F-2-5A.pdfhttp://pdf_books/Fall/2/N-F-2-5.pdfhttp://pdf_books/Fall/2/N-F-2-4C.pdfhttp://pdf_books/Fall/2/N-F-2-4B.pdfhttp://pdf_books/Fall/2/N-F-2-4A.pdfhttp://pdf_books/Fall/2/N-F-2-4.pdf


20/77

Nursery 20

Centre timeEach student adds eyes, nose, ears, and mouth to the silhouette of a head.

Using cookie dough, students create a face using raisins and chocolate chips. These can be baked and eaten later.

6. Feelings

Circle timeRead: How Ciniyas feels (N-F-2-8)

Song: If youre happy and you know it (N-F-2-8A)Use two puppets to create a way of introducing feelings.

I feel ____ (sad) when you ____ (leave me, punch me).

I feel ____ (happy) when you _____ (talk to me, give me candy, hold my hand).

7. Talents

Circle timeRead: Shaylynn can (N-F-2-9)

Song: I know how to (N-F-2-9A)

Display pictures or photographs of young people displaying talents(N-F-2-9B): pow wow singers and dancers,

hockey players, ball players, cooks, sewers.

Explain to the students that each person has a talent something they do well. Ask the students to describe what

they do well.

Centre timeStudents draw a picture showing what they are good at doing.

8. ClothingCircle time

Read: It is going to be fall. What do I wear? (N-F-2-10)

Poem: I put on (N-F-2-10A)

Explain to the students that they need to dress appropriately for the weather. Display a set of summer clothing

(shorts, sandals, t-shirt, sun hat) and a set of fall clothing (jacket, pants, sweater, and hat). Ask which clothes to

wear when it is cold and which to wear when it is hot.
http://pdf_books/Fall/2/N-F-2-8.pdfhttp://pdf_books/Fall/2/N-F-2-8.pdfhttp://pdf_books/Fall/2/N-F-2-8.pdfhttp://pdf_books/Fall/2/N-F-2-8A.pdfhttp://pdf_books/Fall/2/N-F-2-8A.pdfhttp://pdf_books/Fall/2/N-F-2-8A.pdfhttp://pdf_books/Fall/2/N-F-2-9.pdfhttp://pdf_books/Fall/2/N-F-2-9.pdfhttp://pdf_books/Fall/2/N-F-2-9.pdfhttp://pdf_books/Fall/2/N-F-2-9A.pdfhttp://pdf_books/Fall/2/N-F-2-9A.pdfhttp://pdf_books/Fall/2/N-F-2-9A.pdfhttp://pdf_books/Fall/2/N-F-2-9B.pdfhttp://pdf_books/Fall/2/N-F-2-9B.pdfhttp://pdf_books/Fall/2/N-F-2-9B.pdfhttp://pdf_books/Fall/2/N-F-2-10.pdfhttp://pdf_books/Fall/2/N-F-2-10.pdfhttp://pdf_books/Fall/2/N-F-2-10.pdfhttp://pdf_books/Fall/2/N-F-2-10A.pdfhttp://pdf_books/Fall/2/N-F-2-10A.pdfhttp://pdf_books/Fall/2/N-F-2-10A.pdfhttp://pdf_books/Fall/2/N-F-2-10A.pdfhttp://pdf_books/Fall/2/N-F-2-10.pdfhttp://pdf_books/Fall/2/N-F-2-9B.pdfhttp://pdf_books/Fall/2/N-F-2-9A.pdfhttp://pdf_books/Fall/2/N-F-2-9.pdfhttp://pdf_books/Fall/2/N-F-2-8A.pdfhttp://pdf_books/Fall/2/N-F-2-8.pdf


21/77

Nursery 21

9. Likes and dislikes

Circle timeRead: Wee Wees likes and dislikes(N-F-2-11)

Using photographs and pictures (N-F-2-11A) discuss likes and dislikes. Have the students select what they like and

dont like.

I like ____ because __________.

I dont like ____ because __________.

Ask the students to bring in an item for sharing time. Encourage the students to talk about their item.


Anecdotal records

Participation
http://pdf_books/Fall/2/N-F-2-11.pdfhttp://pdf_books/Fall/2/N-F-2-11.pdfhttp://pdf_books/Fall/2/N-F-2-11.pdfhttp://pdf_books/Fall/2/N-F-2-11A.pdfhttp://pdf_books/Fall/2/N-F-2-11A.pdfhttp://pdf_books/Fall/2/N-F-2-11A.pdfhttp://pdf_books/Fall/2/N-F-2-11A.pdfhttp://pdf_books/Fall/2/N-F-2-11.pdf


22/77

Nursery 22

Unit 1: Fall Topic 3: Seasonal change: Fall Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.1.3

When the learner

becomes aware ofseasonal changes in theenvironment.

investigates thecharacteristics, behavior,

and habitat of particular

animals.

recognizes the fallcolors: red, orange,

yellow, brown.

recognizes the fourkinds of animals: the

four-legged, swimmers,

crawlers, and flyers.

uses their five senses tocollect information and

make observations.

begins theirunderstanding of MotherEarth.

is knowledgeable ofvocabulary concerning

fall seasonal changes.

New vocabulary to be introduced: leaf leaves red yellow orange brown dog cat horse bird cows fish

rabbit flyers swimmers crawlers four-legged swimmers flyers crawlers caterpillar snake ants

1. Beautiful earth, trees and rocksCircle timeRead: Fall is a time of change(N-F-3-1)

Poem: It is going to be fall (N-F-3-1A)

Leaves come falling (N-F-3-1B)

Pretty leaves (N-F-3-1C)

We pile them high (N-F-3-1D)

Take the students on a nature walk. Give the students paper bags to collect leaves, stones, and other things they

find interesting. As you walk, talk about the fall colors and the changes to the earth that happens in fall.

Pick a tree that can be watched for the whole year. Encourage the students to talk about what the tree looks like in

fall. This can be repeated each season.

Centre timeStudents glue their leaves onto construction paper.

Students paint the stones they have found using red, yellow, orange, or brown paint.

Cut a yellow, red, and green apple in half and take out the seeds and save them for a collage. Dip the apple in paint

and use it as a stamp on white or fall-colored paper.

2. Amazing animals

Circle timeRead: My dog (N-F-3-2)

Whose footprints are these? (N-F-3-2A)

Song: Animal song (N-F-3-2B)

Use pictures (N-F-3-2C) to describe some of animals in the community: dogs, cats, horses, birds, cows fish,

rabbits, caterpillars, snakes, ants. Have the students help select which animals would make good pets.

COM

NUM

CCT

PSVS

ILTL
http://pdf_books/Fall/3/N-F-3-1.pdfhttp://pdf_books/Fall/3/N-F-3-1.pdfhttp://pdf_books/Fall/3/N-F-3-1.pdfhttp://pdf_books/Fall/3/N-F-3-1A.pdfhttp://pdf_books/Fall/3/N-F-3-1A.pdfhttp://pdf_books/Fall/3/N-F-3-1A.pdfhttp://pdf_books/Fall/3/N-F-3-1B.pdfhttp://pdf_books/Fall/3/N-F-3-1B.pdfhttp://pdf_books/Fall/3/N-F-3-1B.pdfhttp://pdf_books/Fall/3/N-F-3-1C.pdfhttp://pdf_books/Fall/3/N-F-3-1C.pdfhttp://pdf_books/Fall/3/N-F-3-1C.pdfhttp://pdf_books/Fall/3/N-F-3-1D.pdfhttp://pdf_books/Fall/3/N-F-3-1D.pdfhttp://pdf_books/Fall/3/N-F-3-1D.pdfhttp://pdf_books/Fall/3/N-F-3-2.pdfhttp://pdf_books/Fall/3/N-F-3-2.pdfhttp://pdf_books/Fall/3/N-F-3-2.pdfhttp://pdf_books/Fall/3/N-F-3-2A.pdfhttp://pdf_books/Fall/3/N-F-3-2A.pdfhttp://pdf_books/Fall/3/N-F-3-2A.pdfhttp://pdf_books/Fall/3/N-F-3-2B.pdfhttp://pdf_books/Fall/3/N-F-3-2B.pdfhttp://pdf_books/Fall/3/N-F-3-2B.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Fall/3/N-F-3-2B.pdfhttp://pdf_books/Fall/3/N-F-3-2A.pdfhttp://pdf_books/Fall/3/N-F-3-2.pdfhttp://pdf_books/Fall/3/N-F-3-1D.pdfhttp://pdf_books/Fall/3/N-F-3-1C.pdfhttp://pdf_books/Fall/3/N-F-3-1B.pdfhttp://pdf_books/Fall/3/N-F-3-1A.pdfhttp://pdf_books/Fall/3/N-F-3-1.pdf


23/77

Nursery 23

Explain the four categories that animals fit into: the four legged, the swimmers, crawlers, and flyers. Ask the

students to decide which animal fits into which category.

Centre activitiesUse pictures from magazines so the students cut and paste animals that are pets.

Cut paper into large animal shapes. The students use a dropper to drop fall-colored tempera paint onto paper. Then,

fold the paper in half and rub the closed paper. Then open.

Cut paper into large animal shapes. Dip a long piece of string into paint and then allow the string to fall on the

paper and lift it off.

Use play dough that reflects fall colors. Have animal-shaped cookie cutters for the students to use.


Anecdotal records

Participation


24/77

Nursery 24

Unit 1: Fall Topic 4: Health: Tobacco Time: 2 days Core subject: Integrated

Indicators


Activities CELs

N.1.4

When the learner

understands thetraditional uses oftobacco.

is aware of the harmfuleffects of tobacco.

New vocabulary to be introduced: tobacco cigarettes smoke snuff unhealthy

1. Traditional tobacco use

Circle timeDiscuss the ways that tobacco is used during traditional and non-traditional events. Tobacco can be used as an

offering in return for knowledge and help. Explain that the characters in the stories al l use tobacco to get something

from the elders. Ask the students what it is.

Read: My name is Flies With The Wind Woman (N-F-4-1)

Handsome Man (N-F-4-1A)

I am given a Cree name (N-F-4-1B)

Ask the students if they have been given a name. If so, can they share it with the class?

2. Unhealthy use of tobaccoRead: Why do you smoke? (N-F-4-2)

Jingle: Dont smoke (N-F-4-2A)

Discuss unhealthy uses of tobacco and snuff and the effects on the body. Invite a smoker to the class and have them

blow cigarette smoke into a Kleenex. Then, hold up the Kleenex to show the students what enters a persons lungs

each time they smoke.

Centre time

Students draw an anti-smoking sign.



COM

CCT

PSVS

IL
http://pdf_books/Fall/4/N-F-4-1.pdfhttp://pdf_books/Fall/4/N-F-4-1.pdfhttp://pdf_books/Fall/4/N-F-4-1.pdfhttp://pdf_books/Fall/4/N-F-4-1A.pdfhttp://pdf_books/Fall/4/N-F-4-1A.pdfhttp://pdf_books/Fall/4/N-F-4-1A.pdfhttp://pdf_books/Fall/4/N-F-4-1B.pdfhttp://pdf_books/Fall/4/N-F-4-1B.pdfhttp://pdf_books/Fall/4/N-F-4-1B.pdfhttp://pdf_books/Fall/4/N-F-4-2.pdfhttp://pdf_books/Fall/4/N-F-4-2.pdfhttp://pdf_books/Fall/4/N-F-4-2.pdfhttp://pdf_books/Fall/4/N-F-4-2A.pdfhttp://pdf_books/Fall/4/N-F-4-2A.pdfhttp://pdf_books/Fall/4/N-F-4-2A.pdfhttp://pdf_books/Fall/4/N-F-4-2A.pdfhttp://pdf_books/Fall/4/N-F-4-2.pdfhttp://pdf_books/Fall/4/N-F-4-1B.pdfhttp://pdf_books/Fall/4/N-F-4-1A.pdfhttp://pdf_books/Fall/4/N-F-4-1.pdf


25/77

Nursery 25

Unit 1: Fall Topic 5: Transportation: Introduction Time: 1 week Core subject: Integrated

IndicatorsThe outcomes will be reached:

Activities CELs

N.1.5

When the learner

understandstransportation andrelevant vocabulary.

categorizes modes oftransportation into land,

water, and sky.

compares two types oftransportation.

New vocabulary to be introduced: land air water wheels fly drive

Circle time

Read: How things move (N-F-5-1)Poem: Travel by land, water, and sky (N-F-5-1A)

Show models of three different types of transportation: plane, boat, and car. Display pictures of land, water, and

sky (N-F-5-1B). Ask the students to identify where each model belongs.

Have a selection of models available. Place one basket under each of the posters. Ask the students individually to

place a model in the correct basket.

Read: How things move on land (N-F-5-1C)

Make a train by having the students hold hands. The teacher is the engine Explain that the train sends out whistle

signals to let everyone know what it is doing.

Stop: one short toot Go: two long toots Stop at the next station: three short toots

Lead the students around the classroom making occasional whistle sounds and the appropriate actions.

Read: How things move in the air (N-F-5-1D)

Have balloons for the students. Take them outside to see how the balloons move in the air.

Read: How things move in the water (N-F-5-1E)

Ask the students if they have traveled on water. How did they travel? Were they scared?

Centre timeHave lots of model cars, airplanes, and boats the students can play with on the rug. Create a road using masking

tape on the floor.

Evaluation could include:Observation Participation

COM

CCT

PSVS

ILTL

NUM
http://pdf_books/Fall/5/N-F-5-1.pdfhttp://pdf_books/Fall/5/N-F-5-1.pdfhttp://pdf_books/Fall/5/N-F-5-1.pdfhttp://pdf_books/Fall/5/N-F-5-1A.pdfhttp://pdf_books/Fall/5/N-F-5-1A.pdfhttp://pdf_books/Fall/5/N-F-5-1A.pdfhttp://pdf_books/Fall/5/N-F-5-1B.pdfhttp://pdf_books/Fall/5/N-F-5-1B.pdfhttp://pdf_books/Fall/5/N-F-5-1B.pdfhttp://pdf_books/Fall/5/N-F-5-1C.pdfhttp://pdf_books/Fall/5/N-F-5-1C.pdfhttp://pdf_books/Fall/5/N-F-5-1C.pdfhttp://pdf_books/Fall/5/N-F-5-1D.pdfhttp://pdf_books/Fall/5/N-F-5-1D.pdfhttp://pdf_books/Fall/5/N-F-5-1D.pdfhttp://pdf_books/Fall/5/N-F-5-1E.pdfhttp://pdf_books/Fall/5/N-F-5-1E.pdfhttp://pdf_books/Fall/5/N-F-5-1E.pdfhttp://pdf_books/Fall/5/N-F-5-1E.pdfhttp://pdf_books/Fall/5/N-F-5-1D.pdfhttp://pdf_books/Fall/5/N-F-5-1C.pdfhttp://pdf_books/Fall/5/N-F-5-1B.pdfhttp://pdf_books/Fall/5/N-F-5-1A.pdfhttp://pdf_books/Fall/5/N-F-5-1.pdf


26/77

Nursery 26

Anecdotal records


27/77

Nursery 27

Unit 1: Fall Topic 6: Community events Time: 3 days Core subject: Integrated

Indicators

The outcomes will be reached:Activities CELs

N.1.6

When the learner

identifies the name oftheir community

participates in and beaware of community

events.

observes proper protocolat a special ceremony.

is aware of the properprotocol in approaching

an elder in the

community for a story*.

knows the vocabulary ofcommunity events.

* This can be linked to

Grandparents Day

New vocabulary to be introduced: community feast elder house store school teacher behavior

Circle time

Read: The Fall Feast (N-F-6-1)Discuss the reasons for the feast as well as proper behavior while at the feast.

Read: Grandmother (N-F-6-2)

Invite an elder(s) for tea. Entertain as a group following the appropriate protocol for your area.


Anecdotal records

Participation

COM

CCT

PSVS

IL
http://pdf_books/Fall/6/N-F-6-1.pdfhttp://pdf_books/Fall/6/N-F-6-1.pdfhttp://pdf_books/Fall/6/N-F-6-1.pdfhttp://pdf_books/Fall/6/N-F-6-2.pdfhttp://pdf_books/Fall/6/N-F-6-2.pdfhttp://pdf_books/Fall/6/N-F-6-2.pdfhttp://pdf_books/Fall/6/N-F-6-2.pdfhttp://pdf_books/Fall/6/N-F-6-1.pdf


28/77

Nursery 28

Unit 1: Fall Topic 7: Community workers Time: 1 week Core subject: Integrated

Indicators


N.1.7

When the learner

identifies wheredifferent people work.

recognizes some of theservices provided in the

school.

knows terms for someof the roles and

responsibilities of the

helpers in the school.

New vocabulary to be introduced:principal secretary office library gym bus driver janitor elder

Circle time

Field tripArrange for a bus to be available. Review bus safety and discuss behavior expectations. Drive through different

areas of the reserve and point out who works in that area and what they do. Reinforce the vocabulary by reviewing

where you went upon return to the classroom.

Read: Who do you see at school (N-F-7-1)

Tour the school and visit the principal, the secretary, the dental office, the library, the gym, a bus driver, the janitor,

and the resident elder. On return to the classroom, focus discussion on the bus driver and the school secretary.

Explain their roles and responsibilities.

Role play a bus ride.

Chant: Stop and go (N-F-7-2)



COM

CCT

PSVS

IL
http://pdf_books/Fall/7/N-F-7-1.pdfhttp://pdf_books/Fall/7/N-F-7-1.pdfhttp://pdf_books/Fall/7/N-F-7-1.pdfhttp://pdf_books/Fall/7/N-F-7-2.pdfhttp://pdf_books/Fall/7/N-F-7-2.pdfhttp://pdf_books/Fall/7/N-F-7-2.pdfhttp://pdf_books/Fall/7/N-F-7-2.pdfhttp://pdf_books/Fall/7/N-F-7-1.pdf


29/77

Nursery 29

Unit 1: Fall Topic 8: Celebrations Time: teacher discretion Core subject: Integrated

Module 1: Grandparents DayIndicators


Activities CELs

N.1.8.1

When the learner knows the correct

names for their

grandparents.

understands the role ofgrandparents in their

lives.

knows the vocabularyassociated with

Grandparents Day.

New vocabulary to be introduced: Grandparents Day grandmother grandfather love respect elder elders

Prior to Grandparents Day, send out invitations to the families of the students inviting the grandparents or adopted

grandparents to the celebration.

As the grandparents arrive, the students show the visitors around. If possible have a digital camera or a Polaroid

camera to take a picture of students with their grandparents.

Circle timeRead: My great grandmother (N-F-8-1)

Poster: Grandma knows (N-F-8-1A)

Read: My grandparents (N-F-8-1B)

Discuss with the students why they love their grandparents.

Centre timeThe students can ask their grandparents to come with them.

Both grandparents and accompanying student can paint their hands and then make prints. The grandparents can

write the names and the date.

By stringing cheerios on red licorice shoe strings, the students can make necklaces for their grandmothers.

The students draw and color a picture of themselves with their grandparents. At the same time, the grandparents

draw a picture of themselves with their grandchild. They can then compare.


Anecdotal records

Participation

COM

CCTPSVS

IL
http://pdf_books/Fall/8/N-F-8-1.pdfhttp://pdf_books/Fall/8/N-F-8-1.pdfhttp://pdf_books/Fall/8/N-F-8-1.pdfhttp://pdf_books/Fall/8/N-F-8-1A.pdfhttp://pdf_books/Fall/8/N-F-8-1A.pdfhttp://pdf_books/Fall/8/N-F-8-1A.pdfhttp://pdf_books/Fall/8/N-F-8-1B.pdfhttp://pdf_books/Fall/8/N-F-8-1B.pdfhttp://pdf_books/Fall/8/N-F-8-1B.pdfhttp://pdf_books/Fall/8/N-F-8-1B.pdfhttp://pdf_books/Fall/8/N-F-8-1A.pdfhttp://pdf_books/Fall/8/N-F-8-1.pdf


30/77

Nursery 30

Module 2: ThanksgivingIndicators


Activities CELs

N.1.8.2

When the learner

knows vocabularyassociated with

Thanksgiving. understandings of why

Thanksgiving is

celebrated.

New vocabulary to be introduced: thankful turkey harvest

Circle timeRead: Be thankful (N-F-8-2)

Poem: I am thankful (N-F-8-2A)

The teacher starts with a sentence such as: I am thankful for my baby and then asks each student what they are

thankful for.

Read: Everybody helps (N-F-8-3)

Discuss what different foods people will eat at Thanksgiving.

Centre timeMake fingerprint turkeys. Students paint their fingertips and then press down on a piece of paper. With markers,

add features like eyes, beak, feathers, and feet to make little turkeys.

Prepare construction paper in the shape of an ear of corn. The students glue on colored popped corn all over the

corn cob shape. Add crepe paper to one end for husks.


Anecdotal records

Participation

COM

NUM

CCT

PSVS

IL
http://pdf_books/Fall/8/N-F-8-2.pdfhttp://pdf_books/Fall/8/N-F-8-2.pdfhttp://pdf_books/Fall/8/N-F-8-2.pdfhttp://pdf_books/Fall/8/N-F-8-2A.pdfhttp://pdf_books/Fall/8/N-F-8-2A.pdfhttp://pdf_books/Fall/8/N-F-8-2A.pdfhttp://pdf_books/Fall/8/N-F-8-3.pdfhttp://pdf_books/Fall/8/N-F-8-3.pdfhttp://pdf_books/Fall/8/N-F-8-3.pdfhttp://pdf_books/Fall/8/N-F-8-3.pdfhttp://pdf_books/Fall/8/N-F-8-2A.pdfhttp://pdf_books/Fall/8/N-F-8-2.pdf


31/77

Nursery 31

Module 3: HalloweenIndicators


N.1.8.3

When the learner

knows vocabularyassociated with

Halloween. participates in activities

related to Halloween.

New vocabulary to be introduced: witch cat bat ghost candy black orange spider pumpkin

Circle timeRead: Pumpkins on Halloween (N-F-8-4)

Song: Spiders (N-F-8-4A)

Ask the students what they are going to dress up as for Halloween: I am going to be a ________. What are you

going to be?

Ask: What do you get when you knock on peoples doors on Halloween night?

Centre timeThe students paint a face on a pumpkin (real or paper).

The students stuff a paper bag with newspaper, tissue paper, or scraps of paper. Twist the top around tightly to

make the stem of a pumpkin. This can be painted green. The students cut out triangles for the eyes and nose. They

can use a half circle for the mouth.

The students can paint their fingertips with black paint and then press them on a piece of paper. These are the body

of spiders. The students draw on eight legs on each fingertip to represent spiders.


Anecdotal records

Participation

COM

NUM

PSVS

CCT

IL

TL
http://pdf_books/Fall/8/N-F-8-4.pdfhttp://pdf_books/Fall/8/N-F-8-4.pdfhttp://pdf_books/Fall/8/N-F-8-4.pdfhttp://pdf_books/Fall/8/N-F-8-4A.pdfhttp://pdf_books/Fall/8/N-F-8-4A.pdfhttp://pdf_books/Fall/8/N-F-8-4A.pdfhttp://pdf_books/Fall/8/N-F-8-4A.pdfhttp://pdf_books/Fall/8/N-F-8-4.pdf


32/77

Nursery 32

Unit 2

Winter

Nursery


33/77

Nursery 33

N.2


behavior protocol. an awareness and respect for differences in others.

interest and curiosity about Mother Earth. knowledge about community related activities that happen in winter.

an ability to make predictions. knowledge and vocabulary from field trips. vocabulary through speaking and listening.

skills that allow them to be more responsible for their own safety and well-being.

knowledge about traditional activities that take place in the winter.


34/77

Nursery 34

Unit 2: Winter Topic 1: Outdoor safety Time: 1 day Core subject: Integrated

Indicators


N.2.1

When the learner

knows how to dressproperly for winter.

knows vocabularyassociated with outdoor

safety in winter.

New vocabulary to be introduced: boots mitts hat winter pants winter jacket cold warm

Circle time

Read: Wapakoniy dresses warmly (N-W-1-1)Discuss the importance of dressing warmly when it is cold outside. Have different articles of winter clothing

on display. Hold up each piece and say its appropriate name. Have the students repeat the name. Go through

the articles of clothing and the name several times. Then, select items of winter clothing randomly and have

the students name them.

Centre timeHave some winter clothing available for the students to practice putting on and taking off. They can also

practice zippering and using buttons.


Anecdotal records

Participation

COM

PSVS

IL

CCT
http://pdf_books/Winter/1/N-W-1-1.pdfhttp://pdf_books/Winter/1/N-W-1-1.pdfhttp://pdf_books/Winter/1/N-W-1-1.pdfhttp://pdf_books/Winter/1/N-W-1-1.pdf


35/77

Nursery 35

Unit 2: Winter Topic 2: All about me: Immediate family Time: 1 week Core subject: Integrated

Indicators


N.2.2

When the learner

names mother, father,brother, sister. counts the number of

siblings in their family.

understands the importanceof family in their lives.

knows the vocabularyassociated with immediate

family members.

understands that not allfamilies are the same.

New vocabulary to be introduced: mother father brother brothers sister sisters siblings

About a week before beginning this unit, send a letter home asking the parents to send in a picture of thestudents family. These can be displayed and referred to throughout the topic.

Circle timeRead: This is my family (N-W-2-1)

Song: I love (N-W-2-1A)

Using pictures of your own immediate family, introduce the students to my mother, my father, my sister(s),

my brother(s), my sibling(s). Ask the students to locate their mother, their father, their sis ter(s), their

brothers) from the family pictures on display.

Read: My family (N-W-2-2)

Holding up a picture of your immediate family, ask the students to count the number of people in the picture.

Ask each student how many people are in their family. Ask the students to count the number of people in each

students immediate family from the pictures on display.

Talk about things you like to do with your immediate family. Then ask the students what they like to do with

their immediate family.

Centre timeThe students draw a picture of their immediate family.

The students paint pictures on large sheets of paper showing what their family likes to do together.

The students draw a picture of an activity their family likes doing using crayons on dark construction paper.

Then, they paint the entire picture with a mixture of salt and water (heavy on the salt). When the water dries,

the picture will sparkle.

COM

NUM

PSVS

CCT
http://pdf_books/Winter/2/N-W-2-1.pdfhttp://pdf_books/Winter/2/N-W-2-1.pdfhttp://pdf_books/Winter/2/N-W-2-1.pdfhttp://pdf_books/Winter/2/N-W-2-1A.pdfhttp://pdf_books/Winter/2/N-W-2-1A.pdfhttp://pdf_books/Winter/2/N-W-2-1A.pdfhttp://pdf_books/Winter/2/N-W-2-2.pdfhttp://pdf_books/Winter/2/N-W-2-2.pdfhttp://pdf_books/Winter/2/N-W-2-2.pdfhttp://pdf_books/Winter/2/N-W-2-2.pdfhttp://pdf_books/Winter/2/N-W-2-1A.pdfhttp://pdf_books/Winter/2/N-W-2-1.pdf


36/77

Nursery 36


Anecdotal records

Participation


37/77

Nursery 37

Unit 2: Winter Topic 3: Seasonal change Time: 2 weeks Core subject: Integrated

Indicators


Activities CELs

N.2.3

When the learner

observes and sees changesin the environment.



animals.

recognizes the wintercolors of white, blue, red,

green.

knows the four-leggedanimals.

uses their five senses tocollect information and

makes observations.

continues theirunderstanding of Mother

Earth.

knows the vocabularyassociated with winter.

New vocabulary to be introduced: winter bears rabbits moose deer skates red white blue green

snow cold taste feel melt legend snowman Christmas

Circle timeRead: It is winter (N-W-3-1)

Review appropriate winter wear.

Give each student a plastic bucket that has their name on it to bring on a nature walk. As you walk, talk about

the winter colors and the changes to the earth that comes with winter. Take the students to the tree they looked

at in the fall. Ask them how it has changed.

Ask the students to fill their pails with clean snow and bring them back inside. Have the students place their

pails in the circle while they get undressed. When they return to the circle, ask them to touch and taste the

snow. Ask them to describe what they taste and feel. Place the pails on the counter. In the morning ask them to

describe what has happened to the snow.

Review the four-legged animals (N-F-3-2C) in the community. Discuss what happens to them in the winter.

Introduce legends. Explain that legends are only told during the winter months.

Read: How bear lost his tail (N-W-3-2)

Read: Wapikwaniy builds a snowman (N-W-3-3)If the snow is wet enough, take the students outside to build their own snowman.

Read: Wapikwaniy skates (N-W-3-4)

Discuss skating with the students. If possible, take the students skating.

Centre timeCut and paste the snowman outline (N-W-3-5) on black construction paper. Spread white glue over the

snowman. Sprinkle shredded coconut over the glue. Use raisins for eyes, mouth, and buttons.

Students create their own snowmen by gluing cotton balls and scraps of yarn and fabric on dark construction

paper.

COM

NUM

CCT

PSVSIL
http://pdf_books/Winter/3/N-W-3-1.pdfhttp://pdf_books/Winter/3/N-W-3-1.pdfhttp://pdf_books/Winter/3/N-W-3-1.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Winter/3/N-W-3-2.pdfhttp://pdf_books/Winter/3/N-W-3-2.pdfhttp://pdf_books/Winter/3/N-W-3-2.pdfhttp://pdf_books/Winter/3/N-W-3-3.pdfhttp://pdf_books/Winter/3/N-W-3-3.pdfhttp://pdf_books/Winter/3/N-W-3-3.pdfhttp://pdf_books/Winter/3/N-W-3-4.pdfhttp://pdf_books/Winter/3/N-W-3-4.pdfhttp://pdf_books/Winter/3/N-W-3-4.pdfhttp://pdf_books/Winter/3/N-W-3-5.pdfhttp://pdf_books/Winter/3/N-W-3-5.pdfhttp://pdf_books/Winter/3/N-W-3-5.pdfhttp://pdf_books/Winter/3/N-W-3-5.pdfhttp://pdf_books/Winter/3/N-W-3-4.pdfhttp://pdf_books/Winter/3/N-W-3-3.pdfhttp://pdf_books/Winter/3/N-W-3-2.pdfhttp://pdf_books/Fall/3/N-F-3-2C.pdfhttp://pdf_books/Winter/3/N-W-3-1.pdf


38/77

Nursery 38


Anecdotal records

participation


39/77

Nursery 39

Unit 2: Winter Topic 4: Health: Dangerous substances Time: 2 days Core subject: Integrated

Indicators


N.2.4

When the learner

knows symbols thatdescribe dangeroussubstances.

knows vocabularyappropriate to dangerous

substances.

New vocabulary to be introduced: poison symbol hurt touch dangerous drink burn mouse droppings

Circle time

Read: Poison (N-W-4-1)Use containers displaying hazardous symbols to explain to the students that these things can hurt or make

people sick if they touch or drink the contents.

Ask a nurse to visit the class and explain common poisons that are found in the home. Explain where the

containers should be stored.

Centre timeLeave clean, empty containers with hazardous symbols in the housekeeping area. Invite the students to put

them in a safe location.


Anecdotal records

Participation

COM

CCT

PSVS

IL
http://pdf_books/Winter/4/N-W-4-1.pdfhttp://pdf_books/Winter/4/N-W-4-1.pdfhttp://pdf_books/Winter/4/N-W-4-1.pdfhttp://pdf_books/Winter/4/N-W-4-1.pdf


40/77

Nursery 40

Unit 2: Winter Topic 5: Transportation: Winter travel Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.2.5

When the learner

participates in outdooractivities relating to wintertransportation.

knows about wintertransportation used in the

past.

knows vocabularyappropriate to winter

transportation.

New vocabulary to be introduced: sleigh rides skidoo sliding horse horses caboose

Circle timeExplain that before there were school buses, students were transported by horses and a caboose

Read: Ralph rolled(N-W-5-1)

Role play riding on a sleigh.

Arrange for a sleigh ride.

Read: Wapakoniy goes sliding (N-W-5-2)

Review safe play and proper winter dress prior to taking the students sliding.

Read: Lets go for a drive (N-W-5-3)

Review safe handling of skidoos. Role play riding on a skidoo.l

Arrange for a skidoo ride.


Anecdotal records

Participation

COM

NUM

CCTPSVS

IL

TL
http://pdf_books/Winter/5/N-W-5-1.pdfhttp://pdf_books/Winter/5/N-W-5-1.pdfhttp://pdf_books/Winter/5/N-W-5-1.pdfhttp://pdf_books/Winter/5/N-W-5-2.pdfhttp://pdf_books/Winter/5/N-W-5-2.pdfhttp://pdf_books/Winter/5/N-W-5-2.pdfhttp://pdf_books/Winter/5/N-W-5-3.pdfhttp://pdf_books/Winter/5/N-W-5-3.pdfhttp://pdf_books/Winter/5/N-W-5-3.pdfhttp://pdf_books/Winter/5/N-W-5-3.pdfhttp://pdf_books/Winter/5/N-W-5-2.pdfhttp://pdf_books/Winter/5/N-W-5-1.pdf


41/77

Nursery 41

Unit 2: Winter Topic 6: Community events: Traditional winter activity week Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.2.6

When the learner

knows vocabularyappropriate to traditionalactivities that take place in

the winter.

knows traditional gamesthat would have been

played in winter in their

community.

listens to a legend fromthe community.

New vocabulary to be introduced: game legend fire cook outside

Circle time

Read: Winter fun (N-W-6-1)Discuss what activities can be imitated by the students and recreate them.

Invite an elder to come to the classroom and tell a legend to the students.

Explain the snow snake game. Each student throws a spear (stick) along the surface of ice or snow. The

student who can make their snake go the furthest is the winner. Take the students outside to play. Encourage

the students to take turns. Ask: Who can throw the furthest?

Poster: Fire (N-W-6-2)

Demonstrate how a fire is prepared inside the classroom,Do not light! Take the students outside and let them

watch while someone lights a real fire. Make sure you have sticks and let the students roast marshmallows.

Invite a craftsperson to come in and show the students severa l local craft projects. Ask them to explain how

the craft is made. Ask them to explain what the craft item is made from and how it is used.

Centre time

Students make a collage from material collected from the bush. These can be displayed around the room.

Add model sleighs, skidoos, and horses to the sand table. Encourage the students to rec reate winter play.


Anecdotal records

Participation

COM

NUM

CCT

PSVSIL

TL
http://pdf_books/Winter/6/N-W-6-1.pdfhttp://pdf_books/Winter/6/N-W-6-1.pdfhttp://pdf_books/Winter/6/N-W-6-1.pdfhttp://pdf_books/Winter/6/N-W-6-2.pdfhttp://pdf_books/Winter/6/N-W-6-2.pdfhttp://pdf_books/Winter/6/N-W-6-2.pdfhttp://pdf_books/Winter/6/N-W-6-2.pdfhttp://pdf_books/Winter/6/N-W-6-1.pdf


42/77

Nursery 42

Unit 2: Winter Topic 7: Community workers : Health workers Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.2.7

When the learner

knows some of the termsfor roles andresponsibilities of the

people at the clinic.

knows vocabulary usedwhen talking to health care

workers.

New vocabulary to be introduced: nurse doctor sick well fever headache tummy ache

Circle time

Read: Helpers at the Health Centre(N-W-7-1)Discuss roles of the doctor and the nurse. Explain how they help everyone stay healthy.

Jingle: Sisoniy (N-W-7-1A)

Invite a health care worker to the class to talk about their work.

Visit the health centre and tour the facilities.

Centre timeArrange a hospital centre complete with surgical gowns and masks for the students to play dress up.


Anecdotal records

Participation

COM

CCT

PSVS
http://pdf_books/Winter/7/N-W-7-1.pdfhttp://pdf_books/Winter/7/N-W-7-1.pdfhttp://pdf_books/Winter/7/N-W-7-1.pdfhttp://pdf_books/Winter/7/N-W-7-1A.pdfhttp://pdf_books/Winter/7/N-W-7-1A.pdfhttp://pdf_books/Winter/7/N-W-7-1A.pdfhttp://pdf_books/Winter/7/N-W-7-1A.pdfhttp://pdf_books/Winter/7/N-W-7-1.pdf


43/77

Nursery 43

Unit 2: Winter Topic 8: Heroes Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.2.8

When the learner

understands the differencebetween an idol and a hero. identifies local heroes.

New vocabulary to be introduced: hero fireman policeman idol

Circle timeDiscuss and show pictures of heroes (N-W-8-1) from the community. These could be people who have served

in the armed forces, policemen, or firemen, or an ordinary person who rescued someone in trouble. What

makes them heroes?

Invite one of the heroes from the community to speak to the students.

Discuss and show pictures of idols (N-W-8-1A). These could be favorite cartoon characters, hockey players,

or baseball players. Ask: Are these people heroes? Explain that we may like and really admire what they do,

but their actions dont necessarily make them heroes.

Ask thought provoking questions; for example: Can mommies and daddies be heroes? Is Spiderman a hero?

Can you be a hero? How? So, are you a hero all the time, every minute?

Give examples and let the students decide through discussion whether the following acts are heroic.

a) I gave you your favorite flavor of ice cream. Am I hero?b) Your sister started to run out to the road but your mother ran to get her. Is your mother a hero?c) The fireman ran into a burning building and brought a little boy out of the fire. Is the fire fighter ahero?


Anecdotal records

Participation

COM

CCT

PSVSIL
http://pdf_books/Winter/8/N-W-8-1.pdfhttp://pdf_books/Winter/8/N-W-8-1.pdfhttp://pdf_books/Winter/8/N-W-8-1.pdfhttp://pdf_books/Winter/8/N-W-8-1A.pdfhttp://pdf_books/Winter/8/N-W-8-1A.pdfhttp://pdf_books/Winter/8/N-W-8-1A.pdfhttp://pdf_books/Winter/8/N-W-8-1A.pdfhttp://pdf_books/Winter/8/N-W-8-1.pdf


44/77

Nursery 44

Unit 2: Winter Topic 9: Celebrations: Christmas Time: teacher discretion Core subject: Integrated

Indicators


Activities CELs

N.2.9

When the learner

identifies the seasonalcolors of red and green.

knows the vocabularyappropriate to the

Christmas season.

is aware that Christmas is atime of giving as well as

receiving.

New vocabulary to be introduced: Christmas tree giving gifts sharing music

Circle time

Read:My Christmas celebrations (N-W-9-1)Discuss what the students do during the Christmas holidays. Ask them what is the most important.

Read: All I want for Christmas (N-W-9-2)

Help the students understand that Christmas is a time of giving as well as receiving.

Teach Christmas songs.

Invite an elder to come to the classroom to talk about Christmass long ago.

Centre activitiesThe students look through magazines and tear out pictures of red items. They brush red paint on butcher paper

and press the magazine pictures on the wet paint to create a red mural.

Repeat the above activity having the students find green items and press them on green paint.

Use Christmas coloring book(N-W-9-2A).

Create a Christmas card for parents. The students dip one hand with their fingers spread apart into white paint

and then press their hand on dark construction paper. Once the paint is dry, they give features to each of their

finger snowmen. Help them glue a copy of this poem or something similar inside the card.

Five Snowmen

These arent just five little snowmen as anyone can see

I made them with my hand which is a part of me.

So when Im grown and older, youll look back and recall

The Christmas of (year) when I was just this small.

Use red and green construction paper to make Christmas tree chains.

COM

NUM

CCTPSVS

IL
http://pdf_books/Winter/9/N-W-9-1.pdfhttp://pdf_books/Winter/9/N-W-9-1.pdfhttp://pdf_books/Winter/9/N-W-9-1.pdfhttp://pdf_books/Winter/9/N-W-9-2.pdfhttp://pdf_books/Winter/9/N-W-9-2.pdfhttp://pdf_books/Winter/9/N-W-9-2.pdfhttp://pdf_books/Winter/9/N-W-9-2A.pdfhttp://pdf_books/Winter/9/N-W-9-2A.pdfhttp://pdf_books/Winter/9/N-W-9-2A.pdfhttp://pdf_books/Winter/9/N-W-9-2A.pdfhttp://pdf_books/Winter/9/N-W-9-2.pdfhttp://pdf_books/Winter/9/N-W-9-1.pdf


45/77

Nursery 45

Have a countdown to Christmas display on the bulletin board.




46/77

Nursery 46

Unit 3

Spring

Nursery


47/77

Nursery 47

N.3


behavior protocol. knowledge of correct greeting terms.

an understanding of the responsibility they have for their own safety and health. knowledge about the importance of extended family in their lives.

interest and curiosity about Mother Earth. knowledge about community related activities that happen in spring.

knowledge about the roles of community helpers. knowledge and vocabulary from field trips. vocabulary through speaking and listening.

knowledge about traditional activities that take place in the spring.


48/77

Nursery 48

Unit 3: Spring Topic 1: Safety in the community Time: 2 days Core subject: Integrated

Indicators


Activities CELs

N.3.1

When the learner

is aware of safety and therole of prevention.

knows the vocabularyassociated with safety in

the community.

takes more responsibilityfor their own safety.

New vocabulary to be introduced: safety ice helmet bike quad ditches

Circle time

Read:When I play on ice (N-Sp-1-1)Remind the students of the danger of ice in spring. Ask: Where can ice be found in the spring? Why is it

dangerous?

Read: Wear a helmet (N-Sp-1-2)

Discuss why everyone should wear a helmet on a bike or a quad. Remind the students that helmets protect

heads from damage. Demonstrate this by dropping a raw egg on the ground. Then, drop another egg that is

wrapped in bubble wrap or other protective wrap. Explain that the helmet protects their heads like the bubble

wrap protected the egg.

Centre timeHave a magnifying glass and some ice for the s tudents to observe.

Have a selection of helmets in the dress up area for the students to try on.


Anecdotal records

Participation

COM

PSVS

IL

CCT
http://pdf_books/Spring/1/N-SP-1-1.pdfhttp://pdf_books/Spring/1/N-SP-1-1.pdfhttp://pdf_books/Spring/1/N-SP-1-1.pdfhttp://pdf_books/Spring/1/N-SP-1-2.pdfhttp://pdf_books/Spring/1/N-SP-1-2.pdfhttp://pdf_books/Spring/1/N-SP-1-2.pdfhttp://pdf_books/Spring/1/N-SP-1-2.pdfhttp://pdf_books/Spring/1/N-SP-1-1.pdf


49/77

Nursery 49

Unit 3: Spring Topic 2: All about me: Extended family Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.3.2

When the learner

identifies how they arerelated to theirgrandfathers,

grandmothers, aunts,

uncles, and cousins.

counts the number ofgrandparents in their

family.

is aware of the importanceof family in their lives.

understands the vocabularyassociated with extended

family members.

New vocabulary to be introduced: grandmother grandfather aunt uncle cousin

Circle time

Read: Who are these people? (N-Sp-2-1)Discuss who aunts, uncles, and cousins are by using real examples from the classroom, the school, and the

community.

Read: All about grandparents (N-Sp-2-2)

Discuss and review the role that grandparents play in the lives of the students. They will have been introduced

to grandparents in September and this will be a review.

Read: Kagan and Kayo (N-Sp-2-3)

This is us (N-Sp-2-3A)

Discuss the differences between their grandparents childhoods and their own.

Invite one grandparent to the class to talk to the students about what their life was like when they were young.

Distribute a string of 5 paper dolls (N-Sp-2-4) without faces or details. The students decide who the people are

in the string and then draw faces and clothes that describe that person. The name of the person is written on the

back. Each student holds up their string and explains to the class who the people are.

Play a recording of different voices and have the students determine whether the voices are children,

teenagers, adults, or grandparents.


Anecdotal records

Participation

COM

NUM

CCT

PSVSIL
http://pdf_books/Spring/2/N-SP-2-1.pdfhttp://pdf_books/Spring/2/N-SP-2-1.pdfhttp://pdf_books/Spring/2/N-SP-2-1.pdfhttp://pdf_books/Spring/2/N-SP-2-2.pdfhttp://pdf_books/Spring/2/N-SP-2-2.pdfhttp://pdf_books/Spring/2/N-SP-2-2.pdfhttp://pdf_books/Spring/2/N-SP-2-3.pdfhttp://pdf_books/Spring/2/N-SP-2-3.pdfhttp://pdf_books/Spring/2/N-SP-2-3.pdfhttp://pdf_books/Spring/2/N-SP-2-3A.pdfhttp://pdf_books/Spring/2/N-SP-2-3A.pdfhttp://pdf_books/Spring/2/N-SP-2-3A.pdfhttp://pdf_books/Spring/2/N-Sp-2-4.pdfhttp://pdf_books/Spring/2/N-Sp-2-4.pdfhttp://pdf_books/Spring/2/N-Sp-2-4.pdfhttp://pdf_books/Spring/2/N-Sp-2-4.pdfhttp://pdf_books/Spring/2/N-SP-2-3A.pdfhttp://pdf_books/Spring/2/N-SP-2-3.pdfhttp://pdf_books/Spring/2/N-SP-2-2.pdfhttp://pdf_books/Spring/2/N-SP-2-1.pdf


50/77

Nursery 50

Unit 3: Spring Topic 3: Seasonal changes: Spring Time: 2 weeks Core subject: Integrated

Indicators


Activities CELs

N.3.3

When the learner

observes and sees changesin the environment.



animals.

recognizes the seasonalcolors of green, purple, and

yellow.

knows the flyers. uses their five senses to

make observations collect

information.

continues theirunderstanding of Mother

Earth.

New vocabulary to be introduced: spring rubber boots umbrella rain flyers birds babies eggs

triangle square oval seeds ducks nests

Circle timeRead: All about spring (N-Sp-3-1)

I see the wind (N-Sp-3-2)

Review appropriate spring wear with the students using actual examples of rubber boots, raincoats, and

umbrellas.

Take the students on a nature walk. As you walk, talk about the spring colors and the changes to the earth that

comes with spring. Take the students to the tree they looked at in the fall and winter. Ask them how it has

changed now that it is spring.

Collect pussy willows. Discuss the oval shapes of the buds. Bring the pussy willows back to the school. Have

the students count five pussy willow buds.

Visit a petting farm if possible.

Discuss the return of the flyers. Introduce the students to eggs and baby birds through pictures.(N-Sp-3-3)

Display the flashcards of familiar animals and their babies(N-Sp-3-4). Review the names with the studentsand then let them match the babies and the animals they belong to. Have the students make the noises of the

animals.

Centre timeUsing the buds from the pussy willows, the students glue them onto oval shapes.

Plant grass seeds, bean sprouts, or watercress seeds in an egg carton.

Draw faces on a Styrofoam cup and then fill the cup with soil. Sprinkle grass seeds and add water. In a few

days, the students can cut the hair of their person.

COM

NUM

CCT

PSVSIL

TL
http://pdf_books/Spring/3/N-SP-3-1.pdfhttp://pdf_books/Spring/3/N-SP-3-1.pdfhttp://pdf_books/Spring/3/N-SP-3-1.pdfhttp://pdf_books/Spring/3/N-SP-3-2.pdfhttp://pdf_books/Spring/3/N-SP-3-2.pdfhttp://pdf_books/Spring/3/N-SP-3-2.pdfhttp://pdf_books/Spring/3/N-SP-3-3.pdfhttp://pdf_books/Spring/3/N-SP-3-3.pdfhttp://pdf_books/Spring/3/N-SP-3-3.pdfhttp://pdf_books/Spring/3/N-SP-3-4.pdfhttp://pdf_books/Spring/3/N-SP-3-4.pdfhttp://pdf_books/Spring/3/N-SP-3-4.pdfhttp://pdf_books/Spring/3/N-SP-3-4.pdfhttp://pdf_books/Spring/3/N-SP-3-3.pdfhttp://pdf_books/Spring/3/N-SP-3-2.pdfhttp://pdf_books/Spring/3/N-SP-3-1.pdf


51/77

Nursery 51


Anecdotal records

Participation


52/77

Nursery 52

Unit 3: Spring Topic 4: Health: Teeth Time: 2 days Core subject: Integrated

Indicators


Activities CELs

N.3.4

When the learner

knows what healthy snacksare.

practices proper toothbrushing techniques.

New vocabulary to be introduced: teeth toothbrush toothpaste healthy snacks toothache decay

Circle time

Read: My teeth (N-Sp-4-1)Use food samples to demonstrate what is good for your teeth and what is not. Have a bag of sugar and count

out nine teaspoons of sugar and explain that is what is in one can of pop. Explain that too much sugar can

cause decay. In order to show this, drop a baby tooth into a glass of Coke. After several days, look at the tooth.

Invite a nutritionist to come to the classroom and talk about healthy snacks.

Read: Brush properly (N-Sp-4-2)

Discuss with the students what happens to their teeth i f they dont brush properly or dont brush at all.

Ask the dental therapist to demonstrate good brushing techniques.


Anecdotal records

Participation

COM

NUM

CCT

PSVSIL

TL
http://pdf_books/Spring/4/N-SP-4-1.pdfhttp://pdf_books/Spring/4/N-SP-4-1.pdfhttp://pdf_books/Spring/4/N-SP-4-1.pdfhttp://pdf_books/Spring/4/N-SP-4-2.pdfhttp://pdf_books/Spring/4/N-SP-4-2.pdfhttp://pdf_books/Spring/4/N-SP-4-2.pdfhttp://pdf_books/Spring/4/N-SP-4-2.pdfhttp://pdf_books/Spring/4/N-SP-4-1.pdf


53/77

Nursery 53

Unit 3: Spring Topic 5: Transportation: Spring travel: wheels Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.3.5

When the learner

knows the vocabularyassociated with springtransportation.

participates in activitiesrelating to wheels.

This may be taught in conjunction with Topic 1: Safety in the community

New vocabulary to be introduced: bike wheel wheels helmet wagon

Circle timeRead: Bikes (N-Sp-5-1)

Ask the students if they like bike riding, and if so, why? Using pictures(N-Sp-5-1A), introduce different kinds

of bikes: one wheel, two wheels, three wheels, and bikes with training wheels.

Read: My little wagon (N-Sp-5-2)

They drive (N-Sp-5-3)

Ask: What would you use a wagon for? Take a survey to see who has been for a wagon ride and how many

have not. Table the results on the board.

Read: One wheel only (N-Sp-5-4)

Discuss with the students why a wheelbarrow has only one wheel. Why doesnt a wheelbarrow have two

wheels?

Centre activitiesStudents manipulate toys with wheels on the rug or in the sandbox.

Using wooden blacks, construct a path for a tricycle in the classroom. Have the students try it out.


Anecdotal records

Participation

COM

NUM

CCT

PSVSIL

TL
http://pdf_books/Spring/5/N-SP-5-1.pdfhttp://pdf_books/Spring/5/N-SP-5-1.pdfhttp://pdf_books/Spring/5/N-SP-5-1.pdfhttp://pdf_books/Spring/5/N-SP-5-1A.pdfhttp://pdf_books/Spring/5/N-SP-5-1A.pdfhttp://pdf_books/Spring/5/N-SP-5-1A.pdfhttp://pdf_books/Spring/5/N-SP-5-2.pdfhttp://pdf_books/Spring/5/N-SP-5-2.pdfhttp://pdf_books/Spring/5/N-SP-5-2.pdfhttp://pdf_books/Spring/5/N-SP-5-3.pdfhttp://pdf_books/Spring/5/N-SP-5-3.pdfhttp://pdf_books/Spring/5/N-SP-5-3.pdfhttp://pdf_books/Spring/5/N-SP-5-4.pdfhttp://pdf_books/Spring/5/N-SP-5-4.pdfhttp://pdf_books/Spring/5/N-SP-5-4.pdfhttp://pdf_books/Spring/5/N-SP-5-4.pdfhttp://pdf_books/Spring/5/N-SP-5-3.pdfhttp://pdf_books/Spring/5/N-SP-5-2.pdfhttp://pdf_books/Spring/5/N-SP-5-1A.pdfhttp://pdf_books/Spring/5/N-SP-5-1.pdf


54/77

Nursery 54

Unit 3: Spring Topic 6: Community events: Traditional Spring Activity Week Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.3.6

When the learner

listens to stories aboutspring in the community. knows the vocabulary

associated with traditional

activities that take place in

the spring.

participates in traditionalspring games.

New vocabulary to be introduced: story toys buzzer eggs hatch nest

Circle timeRead: Spring fun(N-Sp-6-1)

Invite an elder to come to the classroom and tell a legend to the students.

Explain to students that traditional toys for many First Nations children were made in the spring as the sap ran

freely through the trees making them very flexible. See for

examples and instructions. Show the students a buzzer and demonstrate how it works. Crea te a buzzer in front

of the students the following way: A thong or string is thread through the holes of a large button-like piece of

wood or bone. The loose ends are tied together. Then, holding one loop in each hand, the player flips the

button so the string is tightly wound, and gently pulls and relaxes the string to make it buzz. The faster the

hands, the more noise the buzzer makes.

The eggs hatch (N-Sp-6-2)Review how eggs hatch. Have the students sequence what happens first, second, third.

Invite a craftsperson to come in and show the students severa l local craft projects. Ask them to explain how

the craft. Ask them to explain what the c raft item is made from and how it is used.

Centre timeHave a real birds nest for the students to look at and touch.
http://pdf_books/Spring/6/N-SP-6-1.pdfhttp://pdf_books/Spring/6/N-SP-6-1.pdfhttp://pdf_books/Spring/6/N-SP-6-1.pdfhttp://collections.ic.gc.ca/games/toys/http://collections.ic.gc.ca/games/toys/http://collections.ic.gc.ca/games/toys/http://pdf_books/Spring/6/N-SP-6-2.pdfhttp://pdf_books/Spring/6/N-SP-6-2.pdfhttp://pdf_books/Spring/6/N-SP-6-2.pdfhttp://pdf_books/Spring/6/N-SP-6-2.pdfhttp://collections.ic.gc.ca/games/toys/http://pdf_books/Spring/6/N-SP-6-1.pdf


55/77

Nursery 55


Anecdotal records

Participation


56/77

Nursery 56

Unit 3: Spring Topic 7: Community workers: Public works Time: 1 week Core subject: Integrated

Indicators


Activities CELs

N.3.7

When the learner

knows the roles andresponsibilities of theworkers in the public

works department.

New vocabulary to be introduced: water truck grader garbage sewage fire truck gravel truck

ambulance

Circle timeThese resources can be used singly on a daily basis or coupled over several days.

Read: Community workers (N-Sp-7-1)

Discuss the roles of the drivers of these pieces of equipment and how they help the community.

Read: Garbage truck(N-Sp-7-2)

Discuss the role of garbage truck workers and how they help the community.

Read: Grandma has a tummy ache (N-Sp-7-3)

Discuss the roles of ambulance workers and how they help community members.

Read: Theres a fire by the band office(N-Sp-7-4)

I am a fireman (N-Sp-7-4A)

Discuss the roles of firemen and how they help the community.

Centre timeSet up the sand table or the rug area with trucks and graders.

Color and cut out truck outlines (N-Sp-7-5)

These include water truck, grader, gravel truck, garbage truck, fire truck, and ambulance.


Anecdotal records

Participation

COM

CCT

PSVS

ILTL
http://pdf_books/Spring/7/N-SP-7-1.pdfhttp://pdf_books/Spring/7/N-SP-7-1.pdfhttp://pdf_books/Spring/7/N-SP-7-1.pdfhttp://pdf_books/Spring/7/N-SP-7-2.pdfhttp://pdf_books/Spring/7/N-SP-7-2.pdfhttp://pdf_books/Spring/7/N-SP-7-2.pdfhttp://pdf_books/Spring/7/N-SP-7-3.pdfhttp://pdf_books/Spring/7/N-SP-7-3.pdfhttp://pdf_books/Spring/7/N-SP-7-3.pdfhttp://pdf_books/Spring/7/N-SP-7-4.pdfhttp://pdf_books/Spring/7/N-SP-7-4.pdfhttp://pdf_books/Spring/7/N-SP-7-4.pdfhttp://pdf_books/Spring/7/N-SP-7-4A.pdfhttp://pdf_books/Spring/7/N-SP-7-4A.pdfhttp://pdf_books/Spring/7/N-SP-7-4A.pdfhttp://pdf_books/Spring/7/N-SP-7-5.pdfhttp://pdf_books/Spring/7/N-SP-7-5.pdfhttp://pdf_books/Spring/7/N-SP-7-5.pdfhttp://pdf_books/Spring/7/N-SP-7-5.pdfhttp://pdf_books/Spring/7/N-SP-7-4A.pdfhttp://pdf_books/Spring/7/N-SP-7-4.pdfhttp://pdf_books/Spring/7/N-SP-7-3.pdfhttp://pdf_books/Spring/7/N-SP-7-2.pdfhttp://pdf_books/Spring/7/N-SP-7-1.pdf


57/77

Nursery 57

Unit 3: Spring Topic 8: Celebrations Time: 1 day Core subject: Integrated

Module 1:Little people (St. Patricks Day)Indicators


Activities CELs

N.3.8.1

When the learner

understands the concept oflittle people.

New vocabulary to be introduced: little people

Circle timeRead: Gifts from the little people (N-Sp-8-1)

Survey the students to see who has heard of little people and who has not. Display the results


Anecdotal records

Participation

COM

NUM

CCTPSVS

IL
http://pdf_books/Spring/8/N-SP-8-1.pdfhttp://pdf_books/Spring/8/N-SP-8-1.pdfhttp://pdf_books/Spring/8/N-SP-8-1.pdfhttp://pdf_books/Spring/8/N-SP-8-1.pdf


58/77

Nursery 58

Module 2: EasterIndicators


Activities CELs

N.3.8.2

When the learner

knows the vocabularyappropriate for the Easter

season. observes the difference

between an object that is

oval and one that is round.

identifies thecharacteristics of eggs.

New vocabulary to be introduced: Easter eggs oval round bunny basket chicken

Circle timeRead: Things my family does at Easter (N-Sp-8-2)

Discuss Easter activities.

Read: I found the most Easter eggs (N-Sp-8-3)

Stacey goes egg hunting (N-Sp-8-4)

Discuss the shape of eggs. Show an egg and a baseball. Ask the students to say which one is oval and which is

round.

Hide Easter eggs in the classroom and have an Easter egg hunt. Students count their eggs. Record the number

of eggs each student finds.

Have the students pass a plastic Easter egg to each other using a plastic spoon.

Centre timeThe students make eggs out of play dough.

Hide a toy bunny or chicken in the classroom and let the students find it.

Place a boiled egg and a raw egg on the table. Label one egg A and the other B. Ask the students if they

can figure out which egg is cooked. Encourage them to compare the color, weight, and by shaking. Does

one wobble more than the other. Keep a running chart with the students guesses. When everyone has

experimented, crack them open and see who is correct.

Before the students arrive, cut holes in the front of old plastic detergent bottles. The students then glue on ears,

whiskers and cotton balls for fur. They complete their bunny by adding artificial grass inside the hole and

putting eggs in the holder.

Ata counting table, have plastic eggs in an egg carton or pail to count. Make a number strip, have the students

count the eggs, and then circle the correc t number.

COM

NUM

CCT

PSVS

IL

TL
http://pdf_books/Spring/8/N-SP-8-2.pdfhttp://pdf_books/Spring/8/N-SP-8-2.pdfhttp://pdf_books/Spring/8/N-SP-8-2.pdfhttp://pdf_books/Spring/8/N-SP-8-3.pdfhttp://pdf_books/Spring/8/N-SP-8-3.pdfhttp://pdf_books/Spring/8/N-SP-8-3.pdfhttp://pdf_books/Spring/8/N-SP-8-4.pdfhttp://pdf_books/Spring/8/N-SP-8-4.pdfhttp://pdf_books/Spring/8/N-SP-8-4.pdfhttp://pdf_books/Spring/8/N-SP-8-4.pdfhttp://pdf_books/Spring/8/N-SP-8-3.pdfhttp://pdf_books/Spring/8/N-SP-8-2.pdf


59/77

Nursery 59


Anecdotal records

Participation


60/77

Nursery 60

Unit 4

Summer

Nursery


61/77

Nursery 61

N.4


behavior protocol. an awareness and respect for differences in others. knowledge about the roles friends play in their lives.

interest and curiosity about Mother Earth. knowledge about community related activities that happen in summer.

knowledge about healthy eating. knowledge and vocabulary from field trips.

an understanding of the responsibility they have for their o

nursery english pdf

Documents