Learning Standards- Career Ed

Kindergarten Big Idea- Confidence develops through the process of self-discovery

Students will be able to:
Cross Curricular Unit plan with SEL Focus Share ideas, information, personal feelings, and knowledge with others
Learning Standards -English Language Arts
TIME FRAME -3 to 4 lessons (10-20 minutes per sessions, Big Idea- Through listening and speaking, we connect with others and share our world.
depending on activity and students’ interest) Playing with language helps us discover how language works.
Students will be able to:
Use language to identify, create, and share ideas, feelings, opinions, and preferences
-Use sources of information and prior knowledge to make meaning
Materials: -Use developmentally appropriate reading, listening, and viewing strategies to make meaning
Books- The Feelings Book by Todd Parr, My Heart Fills with -Explore foundational concepts of print, oral, and visual texts
Happiness by Monique Gray Smith, non-fiction texts about Exchange ideas and perspectives to build shared understanding
plants and gardening Students will know:
-structure of story
Poem- Any Way I feel by By Carla Hamachi -literary elements and devices
Art supplies- (large petal, scissors, glue, markers, pastels, -reading and oral language strategies
fabric, glitter, string, playdough/clay) Learning Standards-Science
Set of hand-held mirrors BIG IDEAS
Mugs and ceramic paints (a letter will be sent home asking - Plants and animals have observable features
- Daily and seasonal changes affect all living things
families to donate to help with the cost) Students will be able to:
Magnifying glasses - Demonstrate curiosity and a sense of wonder about the world
Seeds - Observe objects and events in familiar contexts
Plants - Ask simple questions about familiar objects and events
Flowers - Make exploratory observations using their senses
- Experience and interpret the local environment
Cookie sheet - Discuss observations; Share observations and ideas orally
Potting soil Students will know
Dry clay -Basic needs of plants and animals
Mixing bowl -Adaptations of local plants and animals
Water -Seasonal changes
- Living things make changes to accommodate daily and seasonal cycles
Community Garden supplies (will contact hardware stores Core Competencies
to donate material) I can understand and share information that is important to me.
I can sometimes recognize emotions.
I can use strategies that help me manage my feelings and emotions.
How might First People’s Principles of Learning inform the planning & learning?
First People’s Principles of Learning demonstrated
-Learning involves general roles and responsibilities
-Learning is embedded in memory, history and story
-Learning involves patience and time
Assessments: Observations, drawings, creations and
discussions
Process will posted on FG
Differentiated Instruction
-students will have the opportunity to demonstrate their
knowledge in many ways to support the diverse range of
learners in the class.
Examples are: drawings, using technology, communication
devices, scribing, orally, role playing, song, dance,
Rationale for SEL
◦ Students are more successful in school and daily life when they:
◦ Know and can manage themselves
◦ Understand the perspectives of others and relate effectively with them
◦ Make sound choices about personal and social decisions
◦ More positive attitudes toward oneself, others, and tasks including enhanced self-efficacy, confidence,
persistence, empathy, connection and commitment to school, and a sense of purpose
◦ More positive social behaviors and relationships with peers and adults
◦ Reduced conduct problems and risk-taking behavior
◦ Decreased emotional distress
◦ Improved test scores, grades, and attendance
Rationale for Outdoor Learning
◦ Children are building a relationship with nature- Active Global Citizen
◦ Physical and sensory development is supported
Rationale for Place Based Learning
◦ helps students learn to take care of the world by understanding where they live

-additional adult support

Lesson Procedures:
Lesson 1 (Objectives-intro to recognizing and labeling feelings) Gather students at carpet or outside and read “The feelings book” to the students. As you
read as students, ask them to make faces “Can you make a happy face? Sad? Scared? Ask students when they feel happy, sad, mad, scared, etc.… ask
counsellor or child care worker to attend this lesson to offer additional support if concerns or sensitive topics arise. (refugee support)
During centres, students will have the opportunity to make feelings masks on popsicle sticks (Scaffolding =Teacher will show examples/I do , you do), then
use them in the drama centre. All the masks will be shared. (play based learning)
Lesson 2- (Objectives-review of recognizing and labeling feelings) introduce poem with actions. Students will learn the names of feelings and look in the
mirrors as they make the faces. Students will also use the poem as a game in which students take turns going in the middle of a circle and demonstrate
specific feelings. (formative assessment) The purpose of this is for students to recognize our feelings,in one another and will lead to the implementation of
the Zones of Regulation program.
Lesson 3 – (Objectives- to create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation)
Inspired from Waldorfcurriculam.com (I would invite families in to do this with the child) – create a feelings mug
Students will create a mug with a variety of facial expressions and feelings labeled next to them. Please
play close attention to all safety precautions when choosing and using the materials in these projects. Many permanent ceramics paints
are not suitable for use on dishes on which food will be served, even though the labels may state that the products are nontoxic.
PorcelaineB. ceramic paints, which are baked on the surface after application, may safely be used on dishes that will come in contact with
food. Paints which are safe for use on dishes: http://www.hgtv.com/hgtv/cr_tools_equipment/article/0,1789,HGTV_3346_1370355,00.html
Lesson 4- (Objectives- Use sources of information and prior knowledge to make meaning, use language to identify, create, and share ideas, feelings,
opinions, and preferences)
Making a Happiness Garden. Teacher will read “My heart fills with Happiness” and discuss ask students to discuss what makes them happy. This could be a
class discussion or “think, pair, share”. Following discussions, each student gets a large flower petal on which they will create a picture of what makes them
happy and write (or teacher scribes) a sentence explaining their response. There will be a variety of art tools to use and pictures of flowers for reference. Big
Buddies and adult helpers will assist.
I take each petal and make large flowers on our bulletin board in the hall way with the question, “What makes you happy?” I love listening to all the
responses other students, staff and families have as they admire our display.
Lesson 5 (into to culminating project that supports outdoor education and leads into science unit)
(Objectives-students will make exploratory observations using their senses
Teacher will reflect on the happiness garden students created and ask, “How do you think we could make a real garden?” “How do we start?” What do we
need?” Teacher will document responses and show students chart labeled with what a plant needs to grow and parts of a plant. At the science centre,
students will have the opportunity to look at various seed samples, plants/flowers and soil through a magnifying glass. They will also be able to feel and
smell the items. There will be laminated cards with the parts of a plant for students to try and match with pictures and or live items. Teacher will record
observations with IPAD (with the assistance of volunteers to post on FG-assessments)
Lesson 6 - Placed based learning – students will go on a field study to the Vanduesen Gardens where they will get to see and learn about a variety of plants.
Upon return, discuss the outing and how being around nature helps feel happy and calm. Students will also do a journal entry reflecting what they saw and
something they learned.
Objectives & curricular connections
BIG IDEAS
• Plants and animals have observable features
• Daily and seasonal changes affect all living things
CURICULAR COMPETENCIES
• Demonstrate curiosity and a sense of wonder about the world
• Observe objects and events in familiar contexts
• Ask simple questions about familiar objects and events
• Make exploratory observations using their senses
• Experience and interpret the local environment
• Discuss observations; Share observations and ideas orally
CONTENT
• Basic needs of plants and animals
• Adaptations of local plants and animals
• Seasonal changes
• Living things make changes to accommodate daily and seasonal cycles
Lesson 7+ (objectives listed above plus ADST: Choose tools and materials, make a product using known procedures or through modelling of others
, Use trial and error to make changes, solve problems, or incorporate new ideas from self or others
- Students will create a school garden (outdoor education) in which they will use teachings from previous lessons (what a plant needs to survive, life cycle
and parts). This will be a community project involving the school, neighbouring high school (to help build garden box) and families.
-An elder or person from the First Peoples community will come and speak to the students about how they use local plants.
Global awareness-Students will also learn about foods from around the world through diverse books. This will lead into a unit about communities around
the world
Other: Family Drop In activity
Making Seed Balls Activity
Want to have some fun while making the world a greener, more environmentally- friendly place? Make exploding balls of seeds that are both fun to throw
and an easy way to grow native wildflowers. When you are making your seed balls, we recommend you use native wildflower seeds. Native wildflowers are
plants that have been a natural part of an ecosystem for long before humans started changing that ecosystem.
Materials
1/2 oz native wildflower seeds.
3 1/2 oz dry, organic potting soil
1 1/2 oz dry clay (we suggest powdered red pottery clay)
Water
A mixing bowl
A cookie sheet for drying the seed balls
wax paper
Instructions
1. Line cookie sheet with wax paper.
2. Mix seeds and potting soil together.
3. Add dry clay and mix again.
4. Slowly add water while still mixing the seeds, potting soil, and water into a well- blended paste.
5. When you are able to form a ball of the blended material without it falling apart, you are ready to stop mixing.
6. Mold the mixture into small (~1 inch diameter) balls and place cookie sheet or tray with wax paper.
7. Allow balls to dry in the sun for at least one day.
Now what?
All you have to do is throw them at a patch of dirt and watch it explode! Once it rains (or you water them), they have everything they need to grow. They
also make great gifts! Put them in a plastic bag and give them to all your friends.
Source: https://climatekids.nasa.gov/seed-ball/