Science and Social Studies curriculum expectations will be alternately covered on a month-to-month basis.
April/Early May:
In celebration of Earth Day, students have begun exploring sources of energy, food chains and how humans impact the earth. Specifically, we will be focusing on the declining bee population and how our human waste (e.g. plastic) may impact the environment.
March:
Following our study of community in Social Studies, students began exploring the components of materials that make up our everyday world. We will be exploring concepts like "Natural vs. artificial (Man-made), and the properties of material in French. Students will be working with one another to design a park and describe the natural vs. man-made features, and a playground to describe the materials that are used (e.g. wood, plastic, metal). We will also be following an inquiry based provocation with the materials birds use to build nest and creating our own nests in class.
As of the 3rd week of January we have moved onto our Social Studies Curriculum.
Week 18: Jan 15-18
With our reading buddies, students explored what their favourite season is and why. They were asked to consider different activities that take place in each season, how we dress for the seasons and which holidays take place in each season. Our inquisitive class even did some research to find out why the seasons change and what this has to do with the way the earth rotates and moves around the sun!
Week 17: Jan 8-12th
This week we began our unit on the seasons. Applying our knowledge of living things and how they prepare for winter, we began discussing the differences between each of the seasons and how we can recognize and adapt to the seasons.
Week 15: Dec 11-15
Students will begin discussing the ways living and non-living things move. This knowledge will be applied to our Elf Application project: Designing a toy and describing how it moves.
Week 13 & 14: Nov 27-Dec 8
Students began exploring the various ways humans and animals prepare for winter. While some animals are adapted for cold weather, humans need to prepare for winter by wearing warmer clothes, using heat in our homes etc. For those animals that are like us and not adapted for the cold, they must use other strategies to stay say and warm such as: gaining weight (blubber), camouflage, migration or hibernation. As a final unit assessment, students were asked to pick one animal and complete a writing assignment to describe how this animal survives winter. The students work will be compiled into a class book which will be sent home for you to explore and discuss with your child.
Week 12: Nov 20-24
Students began applying their knowledge of animals and their needs to various projects in class such as creating an ideal pet and exploring how animals prepare for winter. After reading the story "The Best Pet", students created their own ideal pet (half one animal, half another) and were asked to complete a writing activity to go with the story and described why they would want this animal and how they would care for it. For example, in class we imagined what it would be like to care for a "Papipard" (half butterfly- papillon, half cheetah- guépard).
Week 10 & 11: Nov 6-16th
Students took their knowledge about living things and applied it to our unit on animals. We began by sorting animals in all sorts of ways:
-colours
-size
-habitat (e.g. land vs. sea)
-how they move (slither, on two feet, with 4 paws)
Students will begin applying the knowledge of these animal characteristics to research different types of animals, they distinguishing features and what they need to survive.
Week 9: October 30th-Nov 2nd
This week students explored the needs of living things with particular emphasis placed on various animals, their habitats and the qualities of hibernating animals.
Week 8: October 23-26th:
This week we explored the needs of living and non-living thing using the following song to teach us that living things eat, breathe and grow.
(Tune: Frère Jacques)
C'est vivant
C'est vivant
Je sais pourquoi
Je sais pourquoi
Ça grandisse, respire et mange
Ça grandisse, respire et mange
C'est vivant
C'est vivant
Week 7: October 16th-20th
This week we continued our exploration of the senses and began discussing the distinction and needs of living vs. non-living things. (ex: Living things eat, breath and grow).
Week 6: October 10th-14th
This week we began studying the 5 senses through inquiry exploration. Students guessed mystery items using their senses and experimented with play doh which could be modified to appeal to various senses (adding glitter or colour for sight, adding cinnamon or oils for scent, etc).
Here are some terms to help you with our study of the senses:
Sight = la vue (je vois avec mes yeux --> I see with my eyes.)
Hearing - l'ouïe (j'entends avec mes oreilles --> I hear with my ears)
Smell = le scent (je sens avec mon nez --> I smell with my nose)
Touch = la touche (je touche avec mes mains --> I feel with my hands)
Taste = le goût (je goute avec ma langue/ma bouche --> I taste with my tongue/mouth)
Week 5: October 2nd-6th:
This week we discussed the changing seasons and looked for symbols of fall, harvest and Thanksgiving. We will continue our exploration of the fall season next week by discussing the 5 senses.
April/Early May:
In celebration of Earth Day, students have begun exploring sources of energy, food chains and how humans impact the earth. Specifically, we will be focusing on the declining bee population and how our human waste (e.g. plastic) may impact the environment.
March:
Following our study of community in Social Studies, students began exploring the components of materials that make up our everyday world. We will be exploring concepts like "Natural vs. artificial (Man-made), and the properties of material in French. Students will be working with one another to design a park and describe the natural vs. man-made features, and a playground to describe the materials that are used (e.g. wood, plastic, metal). We will also be following an inquiry based provocation with the materials birds use to build nest and creating our own nests in class.
As of the 3rd week of January we have moved onto our Social Studies Curriculum.
Week 18: Jan 15-18
With our reading buddies, students explored what their favourite season is and why. They were asked to consider different activities that take place in each season, how we dress for the seasons and which holidays take place in each season. Our inquisitive class even did some research to find out why the seasons change and what this has to do with the way the earth rotates and moves around the sun!
Week 17: Jan 8-12th
This week we began our unit on the seasons. Applying our knowledge of living things and how they prepare for winter, we began discussing the differences between each of the seasons and how we can recognize and adapt to the seasons.
Week 15: Dec 11-15
Students will begin discussing the ways living and non-living things move. This knowledge will be applied to our Elf Application project: Designing a toy and describing how it moves.
Week 13 & 14: Nov 27-Dec 8
Students began exploring the various ways humans and animals prepare for winter. While some animals are adapted for cold weather, humans need to prepare for winter by wearing warmer clothes, using heat in our homes etc. For those animals that are like us and not adapted for the cold, they must use other strategies to stay say and warm such as: gaining weight (blubber), camouflage, migration or hibernation. As a final unit assessment, students were asked to pick one animal and complete a writing assignment to describe how this animal survives winter. The students work will be compiled into a class book which will be sent home for you to explore and discuss with your child.
Week 12: Nov 20-24
Students began applying their knowledge of animals and their needs to various projects in class such as creating an ideal pet and exploring how animals prepare for winter. After reading the story "The Best Pet", students created their own ideal pet (half one animal, half another) and were asked to complete a writing activity to go with the story and described why they would want this animal and how they would care for it. For example, in class we imagined what it would be like to care for a "Papipard" (half butterfly- papillon, half cheetah- guépard).
Week 10 & 11: Nov 6-16th
Students took their knowledge about living things and applied it to our unit on animals. We began by sorting animals in all sorts of ways:
-colours
-size
-habitat (e.g. land vs. sea)
-how they move (slither, on two feet, with 4 paws)
Students will begin applying the knowledge of these animal characteristics to research different types of animals, they distinguishing features and what they need to survive.
Week 9: October 30th-Nov 2nd
This week students explored the needs of living things with particular emphasis placed on various animals, their habitats and the qualities of hibernating animals.
Week 8: October 23-26th:
This week we explored the needs of living and non-living thing using the following song to teach us that living things eat, breathe and grow.
(Tune: Frère Jacques)
C'est vivant
C'est vivant
Je sais pourquoi
Je sais pourquoi
Ça grandisse, respire et mange
Ça grandisse, respire et mange
C'est vivant
C'est vivant
Week 7: October 16th-20th
This week we continued our exploration of the senses and began discussing the distinction and needs of living vs. non-living things. (ex: Living things eat, breath and grow).
Week 6: October 10th-14th
This week we began studying the 5 senses through inquiry exploration. Students guessed mystery items using their senses and experimented with play doh which could be modified to appeal to various senses (adding glitter or colour for sight, adding cinnamon or oils for scent, etc).
Here are some terms to help you with our study of the senses:
Sight = la vue (je vois avec mes yeux --> I see with my eyes.)
Hearing - l'ouïe (j'entends avec mes oreilles --> I hear with my ears)
Smell = le scent (je sens avec mon nez --> I smell with my nose)
Touch = la touche (je touche avec mes mains --> I feel with my hands)
Taste = le goût (je goute avec ma langue/ma bouche --> I taste with my tongue/mouth)
Week 5: October 2nd-6th:
This week we discussed the changing seasons and looked for symbols of fall, harvest and Thanksgiving. We will continue our exploration of the fall season next week by discussing the 5 senses.