nursery english pdf
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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
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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.
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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
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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
mailto:[email protected]:[email protected]://www.onionlake.ca/http://www.onionlake.ca/http://www.onionlake.ca/mailto:[email protected] -
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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.
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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.
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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
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Nursery 8
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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?
Response: I am fine.
Hello. How are you?
Response: I am fine.
Hello. How are you?
Response: I am fine.
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
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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
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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.
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Nursery 12
Unit 1
Fall
Nursery
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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.
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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
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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 -
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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 -
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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 -
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Nursery 18
Unit 1: Fall Topic 2: All about me: Me Time: 2 weeks Core subject: Integrated
Indicators
The outcomes will be reached:
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 -
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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 -
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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 -
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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.
Evaluation could include:Observation
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 -
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Nursery 22
Unit 1: Fall Topic 3: Seasonal change: Fall Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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 -
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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.
Evaluation could include:Observation
Anecdotal records
Participation
-
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Nursery 24
Unit 1: Fall Topic 4: Health: Tobacco Time: 2 days Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
Anecdotal recordsParticipation
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 -
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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 -
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Nursery 26
Anecdotal records
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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.
Evaluation could include:Observation
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 -
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Nursery 28
Unit 1: Fall Topic 7: Community workers Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:Activities CELs
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)
Evaluation could include:Observation
Anecdotal recordsParticipation
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 -
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Nursery 29
Unit 1: Fall Topic 8: Celebrations Time: teacher discretion Core subject: Integrated
Module 1: Grandparents DayIndicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 30
Module 2: ThanksgivingIndicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 31
Module 3: HalloweenIndicators
The outcomes will be reached:Activities CELs
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.
Evaluation could include:Observation
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 -
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Nursery 32
Unit 2
Winter
Nursery
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Nursery 33
N.2
OutcomesThe learner will obtain:
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.
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Nursery 34
Unit 2: Winter Topic 1: Outdoor safety Time: 1 day Core subject: Integrated
Indicators
The outcomes will be reached:Activities CELs
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.
Evaluation could include:Observation
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 -
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Nursery 35
Unit 2: Winter Topic 2: All about me: Immediate family Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:Activities CELs
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 -
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Nursery 36
Evaluation could include:Observation
Anecdotal records
Participation
-
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Nursery 37
Unit 2: Winter Topic 3: Seasonal change Time: 2 weeks Core subject: Integrated
Indicators
The outcomes will be reached:
Activities CELs
N.2.3
When the learner
observes and sees changesin the environment.
investigates thecharacteristics, behavior,
and habitat of particular
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 -
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Nursery 38
Evaluation could include:Observation
Anecdotal records
participation
-
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Nursery 39
Unit 2: Winter Topic 4: Health: Dangerous substances Time: 2 days Core subject: Integrated
Indicators
The outcomes will be reached:Activities CELs
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.
Evaluation could include:Observation
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 -
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Nursery 40
Unit 2: Winter Topic 5: Transportation: Winter travel Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 41
Unit 2: Winter Topic 6: Community events: Traditional winter activity week Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 42
Unit 2: Winter Topic 7: Community workers : Health workers Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 43
Unit 2: Winter Topic 8: Heroes Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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?
Evaluation could include:Observation
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 -
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Nursery 44
Unit 2: Winter Topic 9: Celebrations: Christmas Time: teacher discretion Core subject: Integrated
Indicators
The outcomes will be reached:
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 -
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Nursery 45
Have a countdown to Christmas display on the bulletin board.
Evaluation could include:Observation
Anecdotal recordsParticipation
-
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Nursery 46
Unit 3
Spring
Nursery
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Nursery 47
N.3
OutcomesThe learner will obtain:
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.
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Nursery 48
Unit 3: Spring Topic 1: Safety in the community Time: 2 days Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 49
Unit 3: Spring Topic 2: All about me: Extended family Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 50
Unit 3: Spring Topic 3: Seasonal changes: Spring Time: 2 weeks Core subject: Integrated
Indicators
The outcomes will be reached:
Activities CELs
N.3.3
When the learner
observes and sees changesin the environment.
investigates thecharacteristics, behavior,
and habitat of particular
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 -
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Nursery 51
Evaluation could include:Observation
Anecdotal records
Participation
-
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Nursery 52
Unit 3: Spring Topic 4: Health: Teeth Time: 2 days Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 53
Unit 3: Spring Topic 5: Transportation: Spring travel: wheels Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 54
Unit 3: Spring Topic 6: Community events: Traditional Spring Activity Week Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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 -
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Nursery 55
Evaluation could include:Observation
Anecdotal records
Participation
-
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Nursery 56
Unit 3: Spring Topic 7: Community workers: Public works Time: 1 week Core subject: Integrated
Indicators
The outcomes will be reached:
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.
Evaluation could include:Observation
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 -
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Nursery 57
Unit 3: Spring Topic 8: Celebrations Time: 1 day Core subject: Integrated
Module 1:Little people (St. Patricks Day)Indicators
The outcomes will be reached:
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
Evaluation could include:Observation
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 -
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Nursery 58
Module 2: EasterIndicators
The outcomes will be reached:
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 -
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Nursery 59
Evaluation could include:Observation
Anecdotal records
Participation
-
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Nursery 60
Unit 4
Summer
Nursery
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Nursery 61
N.4
OutcomesThe learner will obtain:
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