Nursery 1

First Nations Languages Immersion Program

Curriculum Guide: Nursery English PDF

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Onion Lake First Nation Saskatchewan Revised January 2010
2010 Onion Lake Education Gift of Language Project

Nursery 2 Acknowledgements Written by: Brian MacDonald Sally Goddard Irene Carter Sharon Jimmy Ralph Chief Resources created by: Adrian Cannepotato Corey Carter Nelson Dillon Brett Dillon Blair Dillon Greg Dillon Jamie Dillon Willis Heathen Travis Hill Tory Littlewolfe Coleman MacDonald Josh Naistus Lyndsay MacDonald Rene Muskego Shane Opissinow Rhoda Pahtayken Rhonda Pahtayken Charlene Quinney Elaine Whitstone Adrian Wolfe

Contributions made by: Elders Advisory Group Sarah Faithful Brenda Horse Charlotte MacDonald Mathew Muskego Darlene Tootoosis Michelle Whitstone Rosa Whitstone Vivian Whitstone

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 financial support of the New Paths Initiatives, this project would have been delayed many years.

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Table of contents
Introduction to the Nursery program What makes an excellent nursery literacy teacher? Foundational objectives The Nursery Program Minimum grade level standard Framework for the nursery program Units/topics for Nursery program Unit 1: Fall Unit 2: Winter Unit 3: Spring Unit 4: Summer Appendix: Catalogue 4 5 7 8 9 10 12 13 32 45 60 71

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 are familiar 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 of instruction. 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 many times before they sound the way they should. Plan to take the students outside as often as possible. Adapt and change where necessary to 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 what does not work in the schools.

Cree Immersion Team Onion Lake First Nation P.O. Box 340 Onion Lake, SK S0M 2E0 1-888-344-8011 giftoflanguage@onionlake.ca www.onionlake.ca

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 First Nations perspective. It is hoped that over time, this program will ultimately provide the impetus for the rebirth of First Nations Languages throughout Canada.

Nursery 6 Goals of the Nursery Program Proper Protocol 1. 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 Language 1. 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. Textual 1. 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. Graphophonic 1. 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 Writing 1. 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.

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. Its focus 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 Circle time Daily routine: attendance, class rules, calendar Sharing time Story circle Snack Learning centres Clean up washroom Group activity (song, game) Prepare for dismissal

9:00 am

9:10 am

9:10 am 9:20 am 9:40 am 10:00 am 10:45 am 11:00am 11:15am -

9:20 am 9:40 am 10:00 am 10:45 am 11:00 am 11:15am 11:30am

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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 Topic
Greetings: At bus

Fall (Sept/Oct/Nov)
Handshake Hello. How are you? Response: I am fine. Handshake Question: What is your name? Response: I am called ________.

Units Winter (Dec/Jan/Feb) Spring (Mar/Apr)

Hello. How are Response: I am fine. you? Hello. How are you? Response: I am fine.

Summer (May/June)
Hello. How are you? Response: I am fine.

At circle time

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 Sunny, cloudy, rainy, windy, warm. Jacket, shirt, dress, sweater, socks, shoes, pants. Warm/cool Green/brown Leaves fall Ground freezes Water freezes.

White, grey

Black, green, purple

Review

Weather

Cold, snow, really cold, warm. Jacket, snow pants, toque, mitts, boots, scarf, sweater, socks. Bare trees, frozen water, brown grass, white land.

Clouds, rain, sun, warm, windy, hot. Rubber boots, spring jackets, shorts, t-shirts, runners. Melting of snow and ice into lakes and rivers. Mud Budding of pussy willows, leaves, flowers. Baby animals, bugs birds.

Hot, thunder, lightning.

Clothing

Shorts, t-shirts, bathing suits.

Changes to Land

Dry land Brown grass Green leaves

Animals

Dog, cat, horse, bird, cows, fish. Rabbit.

Animals that change color for the winter: rabbit, weasel, ptarmigan. Christmas Valentines Day

Where do animals live in summer?

Celebrations

Grandparents Day Halloween Heroes Morning, afternoon, noon.

Today

Tomorrow

Classroom Vocabulary

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

Nursery 10 Concept: General Understandings

Spatial Relationships Problem Solving Numbers & Operations Measurement Patterning

Topic
Geometry Manipulatives Identification Time Observation

Developing numeracy skills. Units Fall Winter Spring (Sept/Oct/Nov) (Dec/Jan/Feb) (Mar/Apr)
Circle, triangle Centres 6 10 Yesterday Repeats and continues a pattern Square, rectangle Centres 1 10 Today Identifies patterns in everyday life

Summer (May/Jun)
Oval Centres Review Tomorrow Identifies patterns in everyday life

Circle Centres 15 Morning, afternoon Seeing simple patterns in the environment

Concept: General Understandings

Gross motor skills Run Walk in a straight line Paste objects Clap hands Control crayons

Developing motor skills. Throughout the year (September June)

Jump Hop Skip March Walk backwards Build with blocks Stand on one foot for 5 10 seconds Able to button a garment Able to zip a zipper Throw a ball or beanbag & catch Handle scissors well Cut simple shapes

Fine motor skills

Match simple objects

Concept: General Understandings

Character education Respect Responsibility Strength

Developing virtues. Throughout the year (September June)

Honesty Trust Patience

Thankfulness Confidence

Obedience Forgiveness

Love Sharing

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Units/topics for Nursery program Units Fall (Sept/Oct)

Introduction to school Me

Topic
Safety

Winter (Nov/Feb)
Outdoor safety

Spring (Mar/Apr)
Safety in the community Extended family

Summer (May/Jun)
Summer safety

All About Me

Immediate family

Friends

Seasonal changes Health

Fall

Winter

Spring

Summer

Tobacco

Dangerous Substances

Teeth

Nutrition

Transportation

Introduction

Winter travel Snowmobile and sleigh

Spring travel: wheels

Summer travel: boats and cars

Community Events Community workers Celebrations

Community feast

Traditional activities in the winter Health workers

Traditional activities in spring Public works

Traditional activities in summer Business workers

School workers

Grandparents Day Thanksgiving Halloween

Community heroes Christmas

Little people Easter

Mothers Day Fathers Day

Learning centres should change where possible when the topics change.

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Unit 1 Fall Nursery

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N.1

Outcomes
The 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 the classroom. knowledge about traditional activities that take place in the fall.

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Unit 1: Fall

Topic 1: Safety: Introduction to school

Time: 1 weeks
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.1.1 When the learner becomes aware and participates in the daily routines of the classroom. becomes aware of the expectations of their teacher. learns the procedure for exiting the school in the event of an emergency. becomes aware and participates 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 1 a) 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 different times 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 the students.

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g) Have each child find their place to sit at the tables. Their places should have been labeled prior to the class starting. 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 centres Suggested 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 students to the bus.

Day 2 Remember 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) Snack f) Centres g) 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.

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2. Safety The students should now be fairly familiar with the pattern followed during the day. Circle time 1. 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 time Have 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 time Complete 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.

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Snack Centre time Fire drill map (N-F-1-4A) to the coloring centre. Evaluation could include: Observation Anecdotal records Participation

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Unit 1: Fall

Topic 2: All about me: Me

Time: 2 weeks

Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.1.2 When the learner develops name recognition. is aware of their age. becomes aware of differences in gender, body size, and body parts. is knowledgeable of the names of certain body parts. expresses feelings. acknowledges that individuals have different likes and dislikes. accepts and acknowledges 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. Name Circle time 1. 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 time Students 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.

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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 the number of candles that represents their age. 3. Size Circle time Read: 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 time Read: 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 time Create 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 time Read: 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)

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Centre time Each 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 time Read: 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 time Read: 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 time Students draw a picture showing what they are good at doing. 8. Clothing Circle 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.

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9. Likes and dislikes Circle time Read: 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

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Unit 1: Fall

Topic 3: Seasonal change: Fall

Time: 1 week

Core subject: Integrated

Activities CELs COM NUM CCT PSVS IL TL

Indicators The outcomes will be reached: N.1.3 When the learner becomes aware of seasonal changes in the environment. investigates the characteristics, behavior, and habitat of particular animals. recognizes the fall colors: red, orange, yellow, brown. recognizes the four kinds of animals: the four-legged, swimmers, crawlers, and flyers. uses their five senses to collect information and make observations. begins their understanding of Mother Earth. is knowledgeable of vocabulary 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 rocks Circle time Read: 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 time Students 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 time Read: 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.

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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 activities Use 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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Unit 1: Fall

Topic 4: Health: Tobacco

Time: 2 days

Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.1.4 When the learner understands the traditional uses of tobacco. is aware of the harmful effects of tobacco.

New vocabulary to be introduced: tobacco cigarettes smoke snuff unhealthy 1. Traditional tobacco use Circle time Discuss 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 all 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 tobacco Read: 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 records Participation

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Unit 1: Fall

Topic 5: Transportation: Introduction

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.1.5 When the learner understands transportation and relevant vocabulary. categorizes modes of transportation into land, water, and sky. compares two types of transportation.

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 time Have 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

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Anecdotal records

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Unit 1: Fall

Topic 6: Community events

Time: 3 days

Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.1.6 When the learner identifies the name of their community participates in and be aware of community events. observes proper protocol at a special ceremony. is aware of the proper protocol in approaching an elder in the community for a story*. knows the vocabulary of community events.

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

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* This can be linked to Grandparents Day

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Unit 1: Fall

Topic 7: Community workers

Time: 1 week

Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.1.7 When the learner identifies where different people work. recognizes some of the services provided in the school. knows terms for some of 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 trip Arrange 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)

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Evaluation could include: Observation Anecdotal records Participation

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Unit 1: Fall Topic 8: Celebrations Module 1: Grandparents Day

Indicators The outcomes will be reached: N.1.8.1 When the learner knows the correct names for their grandparents. understands the role of grandparents in their lives. knows the vocabulary associated with Grandparents Day.

Time: teacher discretion

Core subject: Integrated

Activities CELs

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 time Read: 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 time The 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

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Module 2: Thanksgiving
Indicators The outcomes will be reached: N.1.8.2 When the learner knows vocabulary associated with Thanksgiving. understandings of why Thanksgiving is celebrated. Activities CELs

New vocabulary to be introduced: thankful turkey harvest Circle time Read: 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 time Make 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.

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Evaluation could include: Observation Anecdotal records Participation

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Module 3: Halloween
Indicators The outcomes will be reached: N.1.8.3 When the learner knows vocabulary associated with Halloween. participates in activities related to Halloween. Activities CELs

New vocabulary to be introduced: witch cat bat ghost candy black orange spider pumpkin Circle time Read: 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 time The 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.

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Evaluation could include: Observation Anecdotal records Participation

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Unit 2 Winter Nursery

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N.2

Outcomes
The 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.

Nursery 34

Unit 2: Winter

Topic 1: Outdoor safety

Time: 1 day

Core subject: Integrated

Activities CELs COM PSVS IL CCT

Indicators The outcomes will be reached: N.2.1 When the learner knows how to dress properly for winter. knows vocabulary associated 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 time Have 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

Nursery 35

Unit 2: Winter

Topic 2: All about me: Immediate family

Time: 1 week
Activities

Core subject: Integrated

CELs COM NUM PSVS CCT

Indicators The outcomes will be reached: N.2.2 When the learner names mother, father, brother, sister. counts the number of siblings in their family. understands the importance of family in their lives. knows the vocabulary associated with immediate family members. understands that not all families 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 the students family. These can be displayed and referred to throughout the topic. Circle time Read: 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 sister(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 time The 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.

Nursery 36

Evaluation could include: Observation Anecdotal records Participation

Nursery 37

Unit 2: Winter

Topic 3: Seasonal change Time: 2 weeks

Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.2.3 When the learner observes and sees changes in the environment. investigates the characteristics, behavior, and habitat of particular animals. recognizes the winter colors of white, blue, red, green. knows the four-legged animals. uses their five senses to collect information and makes observations. continues their understanding of Mother Earth. knows the vocabulary associated 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 time Read: 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 time Cut 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 PSVS IL

Nursery 38

Evaluation could include: Observation Anecdotal records participation

Nursery 39

Unit 2: Winter

Topic 4: Health: Dangerous substances

Time: 2 days
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.2.4 When the learner knows symbols that describe dangerous substances. knows vocabulary appropriate 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 time Leave clean, empty containers with hazardous symbols in the housekeeping area. Invite the students to put them in a safe location.

COM CCT PSVS IL

Evaluation could include: Observation Anecdotal records Participation

Nursery 40

Unit 2: Winter

Topic 5: Transportation: Winter travel

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.2.5 When the learner participates in outdoor activities relating to winter transportation. knows about winter transportation used in the past. knows vocabulary appropriate to winter transportation.

New vocabulary to be introduced: sleigh rides skidoo sliding horse horses caboose Circle time Explain 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.

COM NUM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 41

Unit 2: Winter

Topic 6: Community events: Traditional winter activity week

Activities

Time: 1 week

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.2.6 When the learner knows vocabulary appropriate to traditional activities that take place in the winter. knows traditional games that would have been played in winter in their community. listens to a legend from the 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 several 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 recreate winter play.

COM NUM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 42

Unit 2: Winter

Topic 7: Community workers : Health workers Time: 1 week

Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.2.7 When the learner knows some of the terms for roles and responsibilities of the people at the clinic. knows vocabulary used when 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.

COM CCT PSVS

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

Evaluation could include: Observation Anecdotal records Participation

Nursery 43

Unit 2: Winter

Topic 8: Heroes

Time: 1 week

Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.2.8 When the learner understands the difference between an idol and a hero. identifies local heroes.

New vocabulary to be introduced: hero fireman policeman idol Circle time Discuss 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 a hero?

COM CCT PSVS IL

Evaluation could include: Observation Anecdotal records Participation

Nursery 44

Unit 2: Winter

Topic 9: Celebrations: Christmas

Time: teacher discretion

Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.2.9 When the learner identifies the seasonal colors of red and green. knows the vocabulary appropriate to the Christmas season. is aware that Christmas is a time 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 activities The 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 CCT PSVS IL

Nursery 45

Have a countdown to Christmas display on the bulletin board.

Evaluation could include: Observation Anecdotal records Participation

Nursery 46

Unit 3 Spring Nursery

Nursery 47

N.3

Outcomes
The 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.

Nursery 48

Unit 3: Spring

Topic 1: Safety in the community

Time: 2 days
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.1 When the learner is aware of safety and the role of prevention. knows the vocabulary associated with safety in the community. takes more responsibility for 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 time Have a magnifying glass and some ice for the students to observe. Have a selection of helmets in the dress up area for the students to try on.

COM PSVS IL CCT

Evaluation could include: Observation Anecdotal records Participation

Nursery 49

Unit 3: Spring

Topic 2: All about me: Extended family

Activities

Time: 1 week

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.2 When the learner identifies how they are related to their grandfathers, grandmothers, aunts, uncles, and cousins. counts the number of grandparents in their family. is aware of the importance of family in their lives. understands the vocabulary associated 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.

COM NUM CCT PSVS IL

Evaluation could include: Observation Anecdotal records Participation

Nursery 50

Unit 3: Spring

Topic 3: Seasonal changes: Spring

Time: 2 weeks
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.3 When the learner observes and sees changes in the environment. investigates the characteristics, behavior, and habitat of particular animals. recognizes the seasonal colors of green, purple, and yellow. knows the flyers. uses their five senses to make observations collect information. continues their understanding of Mother Earth.

New vocabulary to be introduced: spring rubber boots umbrella rain flyers birds babies eggs triangle square oval seeds ducks nests Circle time Read: 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 students and then let them match the babies and the animals they belong to. Have the students make the noises of the animals. Centre time Using 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 PSVS IL TL

Nursery 51

Evaluation could include: Observation Anecdotal records Participation

Nursery 52

Unit 3: Spring

Topic 4: Health: Teeth

Time: 2 days
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.4 When the learner knows what healthy snacks are. practices proper tooth brushing 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 if they dont brush properly or dont brush at all. Ask the dental therapist to demonstrate good brushing techniques.

COM NUM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 53

Unit 3: Spring

Topic 5: Transportation: Spring travel: wheels

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.5 When the learner knows the vocabulary associated with spring transportation. participates in activities relating 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 time Read: 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 activities Students 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. COM NUM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 54

Unit 3: Spring

Topic 6: Community events: Traditional Spring Activity Week Time: 1 week

Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.6 When the learner listens to stories about spring in the community. knows the vocabulary associated with traditional activities that take place in the spring. participates in traditional spring games. New vocabulary to be introduced: story toys

buzzer eggs hatch nest

Circle time Read: 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 < http://collections.ic.gc.ca/games/toys/ > for examples and instructions. Show the students a buzzer and demonstrate how it works. Create 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 several local craft projects. Ask them to explain how the craft. Ask them to explain what the craft item is made from and how it is used. Centre time Have a real birds nest for the students to look at and touch.

Nursery 55

Evaluation could include: Observation Anecdotal records Participation

Nursery 56

Unit 3: Spring

Topic 7: Community workers: Public works

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.3.7 When the learner knows the roles and responsibilities of the workers in the public works department.

New vocabulary to be introduced: water truck grader garbage sewage fire truck gravel truck ambulance Circle time These 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 time Set 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.

COM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 57

Unit 3: Spring Topic 8: Celebrations Module 1: Little people (St. Patricks Day)
Indicators The outcomes will be reached: N.3.8.1 When the learner understands the concept of little people.

Time: 1 day

Core subject: Integrated

Activities CELs

New vocabulary to be introduced: little people Circle time Read: 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

COM NUM CCT PSVS IL

Evaluation could include: Observation Anecdotal records Participation

Nursery 58

Module 2: Easter
Indicators The outcomes will be reached: N.3.8.2 When the learner knows the vocabulary appropriate for the Easter season. observes the difference between an object that is oval and one that is round. identifies the characteristics of eggs. Activities CELs

New vocabulary to be introduced: Easter eggs oval round bunny basket chicken Circle time Read: 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 time The 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 correct number.

COM NUM CCT PSVS IL TL

Nursery 59

Evaluation could include: Observation Anecdotal records Participation

Nursery 60

Unit 4 Summer Nursery

Nursery 61

N.4

Outcomes
The 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 own safety and health. vocabulary through speaking and listening. knowledge about traditional activities that take place in the summer. knowledge about the roles of people who work in business in their community.

Nursery 62

Nursery 63

Unit 4 Summer

Topic 1: Summer safety: Water and car

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.4.1 When the learner is aware of how to be safe in the water and in vehicles. takes more responsibility for their own safety in cars as well as in and around the water.

New vocabulary to be introduced: boat car seat belts life jackets safety Circle time Read: Be careful near the water (N-S-1-1) Discuss the fact that although water can be fun, it can also be dangerous. Ask the students for examples of each. Demonstrate putting on a life jacket. Ask the students when and where they should wear them. Invite a life guard to the classroom to talk about water safety. Read: Buckle up (N-S-1-2) Discuss rules of car safety. a) We use inside voices. We dont scream, shout, or make lots of loud noises. Why? b) We stay in our seats wearing our safety belts. Why? c) We do not play with windows and door locks. Why? Pretend to ride in a car with the students. Jingle: Stop, look, listen (N-S-1-2A) Centre time Have life jackets available for the students to try on. Color and cut out a picture of a life jacket (N-S-1-1A). Use them as a border for the bulletin board.

COM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 64

Unit 4 Summer

Topic 2: All about me: Friends

Time: 1 week
Activities

Core subject: Integrated

CELs

(This topic could also be used during the week celebrating Valentines Day.) Indicators The outcomes will be reached: N.4.2 When the learner knows that a friend is someone who is special to you and is someone you can play with and trust.

New vocabulary to be introduced: friend special share play new Circle time Read: My friend (N-S-2-1) This is my friend (N-S-2-1A) Me and my new friend (N-S-2-1B) Discuss what a friend is. Ask the students who their friends are. Ask if they have made new friends since they have been at school. Centre time Students make friendship bracelets using yarn and fruit loops. They can give their necklaces to a new friend. Students paint their hands and then place them onto a large sheet of paper in a circular shape to create a friendship wreath. Students create their own books about what they like to do with their friends.

Evaluation could include: Observation Anecdotal records Participation

Nursery 65

Unit 4 Summer

Topic 3: Seasonal change: Summer

Time: 1 2 weeks
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.4.3 When the learner observes and sees changes in the environment. investigates the characteristics, behavior, and habitat of particular animals. recognizes the colours of red, yellow, green blue, orange, purple, black, brown, white. knows the swimmers and the crawlers. uses their five senses to make observations and collect information. continues to develop their understanding of Mother Earth.

New vocabulary to be introduced: shorts t-shirts bathing suits hats swimmers fish sand water ants snakes spiders crawlers An aquarium and a terrarium can be set up in the classroom at the beginning of this topic and referred to through out it. Circle time Read: Summer (N-S-3-1) Summer clothes (N-S-3-1A) Review appropriate summer wear. Bring in real examples to reinforce vocabulary. Take the students out on a nature walk. As you walk, talk about the colors and the changes to the earth that comes with summer. Take the students to the tree they looked at in the fall, winter, and spring. Ask them how it has changed. Have the students collect summer-related things while they are outside. Bring them inside and display them. Discuss with the students what they like about summer. Read: Bugs and fish (N-S-3-2) Discuss with the students what crawlers swim in the rivers and lakes and what crawlers are in and around the community. Centre time Have life jackets, fins, and goggles available for the students to try on. Set up the water table and let the students discover what sinks and what floats. Hang up clothes to dry on a clothesline.

COM NUM CCT PSVS IL TL

Nursery 66

Evaluation could include: Observation Anecdotal records Participation

Nursery 67

Unit 4 Summer

Topic 4: Health: Nutrition

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.4.4 When the learner is aware of the four food groups. understands healthy eating.

New vocabulary to be introduced: meat and fish fruit and vegetables

grains and cereals dairy

Circle time Read: Remember! Eat healthy (N-S-4-1) Pictures of food (N-S-4-1A) Food groups (N-S-4-1B) Introduce one food group each day; for example, begin with dairy. Hold up a variety of food containers and ask if they belong to the dairy food group. Let the students taste items belonging to the dairy food group. Display the dairy items and then add items from another food group the next day. Repeat until all the food groups have been introduced. Centre time Students cut out each food group on a daily basis from flyers and paste on heavy paper. Students cut a meal from flyers and magazines and glue the items on a paper plate.

COM NUM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 68

Unit 4 Summer

Topic 5: Transportation: Lakes and rivers

Time: 2 days
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.4.5 When the learner knows the vocabulary associated with boats. is aware of the dangers of boats. takes responsibility for their own behavior on boats.

New vocabulary to be introduced: boat motor life jacket trailer Circle time Read: My dads boat (N-S-5-1) Discuss how a boat gets to the water. Read: My dad likes to drive his boat (N-S-5-2) Ask: How should you behave in a boat? What should you always wear?

COM NUM CCT PSVS IL TL

Centre time Have life jackets available for the students to try on. Add model boats at the water table that the students can explore with.

Evaluation could include: Observation Anecdotal records Participation

Nursery 69

Unit 4 Summer Topic 6: Community events: Traditional Summer Activity Week

Indicators The outcomes will be reached: N.4.6 When the learner knows the vocabulary associated with traditional activities that take place in the summer. participates in traditional summer games. listens to stories about summer in the community. watches traditional summer activities. Activities

Time: 1 week Core subject: Integrated

CELs

New vocabulary to be introduced: summer fun story pow wow Sundance feast Circle time Read: Summer fun (N-S-6-1) Treaty Day (N-S-6-2) Canada Day (N-S-6-3) Pow wow (N-S-6-4) Discuss summer activities with the students. Invite an elder to the classroom to talk about summers when he/she was young. All games introduced in this season should be outside, If there are traditional games, the students can be introduced to those games appropriate to their age. Invite a craft resource person to come in and show the students several craft projects and explain how they were made.

COM NUM CCT PSVS IL TL

Evaluation could include: Observation Anecdotal records Participation

Nursery 70

Unit 4 Summer

Topic 7: Community workers: Businesses

Time: 1 week
Activities

Core subject: Integrated

CELs

Indicators The outcomes will be reached: N.4.7 When the learner knows the roles and responsibilities of the people who work in a community business.

New vocabulary to be introduced: groceries store clerk money pay Circle time Read: My mother works in the store (N-S-7-1) Poem: I went to the store (N-S-7-1A) Discuss the role of the store clerk. If possible take the students to a store and have a tour so they can see what happens both in the customer area but also in the areas where customers are not usually allowed.

COM NUM CCT PSVS IL TL

Centre time Create a grocery store where the students can do role plays go shopping. The students cut pictures of groceries from different flyers and glue them onto brown grocery store bags.

Evaluation could include: Observation Anecdotal records Participation

Nursery 71

Unit 4 Summer

Topic 8: Celebrations: Mothers Day/Fathers Day

Time: teacher discretion Core subject: Integrated

Activities CELs

Indicators The outcomes will be reached: N.4.8 When the learner recognizes the importance of parents/caregivers in their lives.

New vocabulary to be introduced: Mothers Day Fathers Day care love Circle time Read: Read: Will you be my mother? (N-S-8-1) Discuss the role that a mother plays in a family. Ask the students to describe all the things their mother does for them. Read: My dad (N-S-8-2) Discuss the role that a father plays in a family. Ask the students to describe all the things their father does for them.

COM NUM CCT PSVS IL TL

Centre time Students create a self portrait of themselves for their mother or their father on a paper plate. Have yarn available for hair and other items for eyes, ears, and noses. Students design a card for Mothers Day/Fathers Day using prefolded construction paper.

Evaluation could include: Observation Anecdotal records Participation

Appendix
Catalogue of Resources Nursery

Catalogue # N-F-1-1 N-F-1-2 N-F-1-2A N-F-1-2B N-F-1-3 N-F-1-4 N-F-1-4A N-F-2-1 N-F-2-2 N-F-2-2A N-F-2-3 N-F-2-3A N-F-2-4 N-F-2-4A N-F-2-4B N-F-2-4C N-F-2-5 N-F-2-5A N-F-2-6 N-F-2-6A N-F-2-6B N-F-2-6C N-F-2-7 N-F-2-7A N-F-2-7B N-F-2-7C N-F-2-8 N-F-2-8A N-F-2-9 N-F-2-9A N-F-2-9B N-F-2-10 N-F-2-10A N-F-2-11 N-F-2-11A N-F-3-1 N-F-3-1A N-F-3-1B N-F-3-1C N-F-3-1D N-F-3-2 N-F-3-2A

Topic

Title

Fall 1.Introduction to school I go to school Ride the bus safely Picture outlines on bus safety for flannel board (colored) Outlines on bus safety (black\white) Bus outline Fire drill at school Fire drill map (blackline master) 2. All about me My name is Piyanna How many syllabic symbols are used in my name? He holds the children of the world in his hands (song) Before Codi eats I found my name (poem) Why I am four years old I am four years old (song) Birthday cake (blackline master) Six birthday candles (blackline master) Who is the same height as me? Short and tall (poem) What gender am I? Who am I (song) Me Male and female paper dolls (blackline master) Kovains body parts Do you see me? (song) About me My hands (Kovain)(song) How Ciniyas feels If youre happy and you know it (song) Shaylynn can I know how to (poem) Talents (pictures) It is going to be fall. What do I wear? I put on (song) Wee-wees likes and dislikes Likes and dislikes (pictures) Fall is a time of change It is going to be fall (poem) Leaves come falling (poem) Pretty Leaves (poem) We pile them high (poem) My dog Whose footprints are these?

3. Seasonal changes: Fall

Catalogue # N-F-3-2B N-F-3-2C N-F-4-1 N-F-4-1A N-F-4-1B N-F-4-2 N-F-4-2A N-F-5-1 N-F-5-1A N-F-5-1B N-F-5-1C N-F-5-1D N-F-5-1E N-F-6-1 N-F-6-2 N-F-7-1 N-F-7-2 N-F-8-1 N-F-8-1A N-F-8-1B N-F-8-2 N-F-8-2A N-F-8-3 N-F-8-4 N-F-8-4A

Topic

Title Animal song Animals in the community (pictures) My name is Flies With The Wind Woman Handsome Man I am given a Cree name Why do you smoke? Dont smoke (jingle)

4. Health: Tobacco

5. Transportation

How things move Travel by land, water, and sky (poem) Land, water, sky (posters) How things move on land How things move in the air How things move in the water The Fall Feast Grandmother Who do you see at school? Stop and go (chant)

6. Community events

7. Community workers

8: Celebrations: Grandparents Day

My great grandmother Grandma knows My grandparents Be thankful I am thankful (poem) Everybody helps Pumpkins on Halloween Spiders (song)

9. Celebrations: Thanksgiving

Celebrations: Halloween

Winter N-W-1-1 N-W-2-1 N-W-2-1A N-W-2-2 N-W-3-1 N-W-3-2 N-W-3-3 N-W-3-4 N-W-3-5 N-W-4-1

1. Outdoor safety 2. All about me: immediate family

Wapakoniy dresses warmly This is my family I love (song) My family

3. Seasonal changes: Winter

It is winter Legend (How bear lost his tail) Wapakoniy builds a snowman Wapakoniy skates Snowman (blackline master)

4. Health: Dangerous substances 5. Transportation: Winter travel

Poison

N-W-5-1 N-W-5-2 N-W-5-3 N-W-6-1 N-W-6-2 N-W-7-1 N-W-7-1A N-W-8-1 N-W-8-1A N-W-9-1 N-W-9-2 N-W-9-2A Spring N-Sp-1-1 N-Sp-1-2 N-Sp-2-1 N-Sp-2-2 N-Sp-2-3 N-Sp-2-3A

Ralph rolled Wapakoniy goes sliding Lets go for a drive

6. Community Events

Winter fun Fire Helpers at the Health Centre Sisoniy (jingle) Community heroes Idols (pictures) My Christmas celebrations All I want for Christmas All I want for Christmas (coloring book)

7. Community workers

8. Heroes

9. Celebrations: Christmas

1. Safety in the community

When I play on ice Wear a helmet

2. All about me: Extended family

Who are these people? All about grandparents Kagan and Kayo This is us

N-Sp-2-4 N-Sp-3-1 N-Sp-3-2 N-Sp-3-3 N-Sp-3-4 N-Sp-4-1 N-Sp-4-2 N-Sp-5-1 N-Sp-5-1A N-Sp-5-2 N-Sp-5-3 N-Sp-5-4 N-Sp-6-1 N-Sp-6-2 N-Sp-7-1 N-Sp-7-2 N-Sp-7-3 N-Sp-7-4 N-Sp-7-4A N-Sp-7-5 N-Sp-8-1 6. Community events 4. Health: Teeth 3. Seasonal changes: Spring

Paper dolls (blackline master) All about spring I see the wind Eggs and their babies (flashcards) Animals and their babies (flashcards) My teeth Brush properly Bikes Bicycles (pictures) My little wagon They drive One wheel only Spring fun The eggs hatch Community workers Garbage truck Grandma has a tummy ache There is a fire by the band office I am a fireman Trucks (blackline masters) Gifts from the little people

5. Transportation: Spring travel

7. Community workers

8. Celebrations: Little people

N-Sp-8-2 N-Sp-8-3 N-Sp-8-4 Summer N-S-1-1 N-S-1-1A N-S-1-2 N-S-1-2A N-S-2-1 N-S-2-1A N-S-2-1B N-S-3-1 N-S-3-1A

Things my family does at Easter I found the most Easter eggs Stacey goes egg hunting

1. Summer safety

Be careful near water Life jackets outline Buckle up Stop, look, listen (jingle) My friend This is my friend Me and my new friend Summer Summer clothes

2. All about me: Friends

3. Seasonal changes: Summer

N-S-3-2 N-S-4-1 N-S-4-1A N-S-4-1B N-S-5-1 N-S-5-2 N-S-6-1 N-S-6-2 N-S-6-3 N-S-6-4 N-S-7-1 N-S-7-1A N-S-8-1 N-S-8-2 6. Community events 4. Health: Nutrition

Bugs and fish Remember! Eat healthy Pictures of foods Food groups My dads boat My dad likes to drive his boat Summer fun Treaty day Canada day Pow wow My mother works in the store I went to the store

5. Transportation: lakes and rivers

7. Community workers

8. Celebrations: Mothers Will you be my mother? Day/ Fathers Day My dad

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