Long Range Plans for Grade One

Dr. Robert Plaxton

January 8, 2024 - April 19, 2024

Rationale:
I hope to create a learning environment that values and respects the diversity of the students in the class. For these subjects, I plan to use a
variety of tools and pedagogical approaches in order to address the learning needs of a diverse classroom. My hope for the subjects that I teach
is that each student will find each lesson and activity as engaging and interesting as possible so that students, in turn, will be excited to learn and
participate. With a goal of mine being to create a positive atmosphere where all feel welcome and included, I am hoping that by providing a
space (both in the classroom and the gym) for students to explore educational ideas and movement, the spaces will be conducive for allowing
them to discover and learn to their fullest potential.

In science, students will find themselves learning about matter and the winter earth system. When learning about matter, students will be able
to use a variety of tools that allow them to explore and identify various properties of matter while also participating in hands=on learning
activities in order to deepen their understanding of outcomes and curricular concepts.

In physical education, my hope is that students will find each lesson and activity. With the hope that we get to experience the winter season this
year, my plan is to take students outside in order to observe, document, and experience the various attributes of the winter season. As well, I
would like to incorporate Indigenous ways of knowing and doing by slowing down and recognizing the connection between humanity, nature,
and using our senses to take in the world around us.

In social, students will be learning about their community, family, and history. When exploring these ideas, we will talk about how cultures and
traditions, celebrations, languages, groups, and communities all contribute to their identity and sense of belonging. Additionally, we will be
looking at concepts of community and family in the past and comparing it to those of the now.

In physical education, students will be encouraged to participate in all activities and lessons. As a class, we will all explore different types of
locomotor and non-locomotor movements through the use of Blackfoot AniMoves. The exploration of different types of movement will allow for
students to move freely and with imagination. In physical education, students will engage in a variety of cooperative games as well as explore the
mechanics of sport through skill integration and practice.
During our art periods, my hope is that students will understand that there is no one way, or right way, of creating art. Students will be
encouraged to take artistic risks and to engage in creation-centered art activities.

In math, students will be learning about measurement. Students will use a variety of manipulatives in order to investigate all the entails
measurement. Students will be active while participating in activities as I believe this only helps students to better understand large ideas.

In literacy, students will be working on their independent writing skills. Students will be actively learning about functions and concepts about
literacy throughout the week and so by the end of the week, my hope is to reinforce what they have learnt through meaningful and engaging
activities that have the ability to connect across curricula to what they have learnt in other subjects.

Overall, my wish is for students to enjoy the learning process, to participate fully without fear or pressure to perform, and to have fun.
Classroom Demographics & Accommodations:
There are 19 students in the single graded classroom. Among these learners, there are four EAL students and two students with speech ISPs.
There is one EA in the classroom who works one-on-one with a student to provide support. They are presented with the same content as other
students in the classroom. Through the use of visual cards and working within small chunks of an activity followed by a preferred activity, this
only enhances, they are able to participate to their fullest extent.

While all students need continued encouragement and support in order to enhance their learning, there is another student who thrives from the
constant support and encouragement from their teacher(s). Through this, the goal is to simply have the student try each task at hand.

Through the use of the Universal Design for Learning outline, a framework for teaching ALL students in an inclusive learning environment, where
students will be encouraged to be in charge of their own learning. By framing lessons around the “why” of the lesson and learning, students
should feel encouraged to engage in the lesson and activities fully. By giving everyone the same task first and then, once comfortable, provide a
way for students to engage with differentiated instruction and tasks, this will give students the option to engage with varying levels of challenge.
Likewise, by providing students with cross-curricular lessons, students will be able to see that the knowledge and information that they are
gaining is transferable to other aspects of their learning. Through integrating technology when appropriate, this allows students to engage with
different modes of instruction and learning. As well, this is inclusive to the ISPs in the classroom. Overall, I am cognizant to the fact that every
student has different strengths and weaknesses. With knowing such, drawing upon different modes of instruction and ways to participate in
learning opportunities and activities, my hope is to provide all students with a chance and opportunity to learn in a way that is best for them.
Through scaffolding material and providing visual information, students will be provided with an outline of the task at hand prior to starting their
own work. Also, through the use of providing kinesthetic learning experiences, students will experience a variety of learning modes that will
hopefully reach to all learner types.
Important dates:
Return to school: January 8, 202
Staff meeting: January 12, 2024
PL Day/Staff meeting: February 2. 2024
Teachers convention: February 23-24, 2024
Staff meeting: March 1, 2024
Report cards go out: March 8, 1024
Celebration of Learning: March 14, 2024 (5-7pm)
Parent-teacher interviews: March 14, 2024 (afternoon)
PL Day: February 15, 2024
Good Friday: March 29, 2024
Easter Break: April 1-5, 2024
PL Day: April 8, 2024
Staff meeting: April 12, 2024
Last day of practicum: April 18, 2024

Grade One

Month Subject Units Main Resources Assessment

1. summative
Earth systems booklet to
Weeks 1: earth systems - a. Creation of borrow for
compliment activities
winter groundhog activity
January Science
b. reflections
Matter workbook to compliment
Weeks 2-4: Matter c. twisting
activities
sculpture/reflection
 d. clay sculpture/reflection
2. formative
a. anecdotal notes
b. participation
c. KWL chart

Social N/A N/A N/A

1. summative
a. self-assessment
Weeks 1-4: Basketball
PE N/A b. participation
2. formative
a. mini basketball games

Health

Art

1. summative
a. reflecting on activities
b. scavenger hunts
Math Measurement math booklet
2. formative
a. participation/engageme
nt

1. engagement with journal

Literacy Independent Writing pre-made “journal” pages
question(s)

1. summative
a. twisting
Matter workbook to compliment
February Science Weeks 1-4: Matter sculpture/reflections
activities
b. clay
sculpture/reflections
 2. formative
a. anecdotal notes
b. participation
c. KWL chart

Social N/A N/A N/A

1. summative
Weeks 1-2: FMNI games a. participation
Weeks 3-4: Dance or b. self-assessment
PE N/A
cooperative games 2. formative
a. team work/cooperation
with classmates

Health

Art

3. summative
a. reflecting on activities
b. anecdotal notes for
Math Measurement math booklet scavenger hunts
4. formative
a. participation/engageme
nt

2. engagement with journal

Literacy Independent Writing pre-made “journal” pages question(s)

Week 1: matter
Science N/A N/A
March
Social Weeks 2-4
 1.2 Citizenship: Moving
Forward with the past:
My family, history, and
community.

1. summative
a. participation
b. self-assessment
Weeks 1-4: Badminton
PE N/A 2. formative
a. task cards
b. teamwork/cooperation
with classmates

Health

Art

5. summative
a. reflecting on activities
b. anecdotal notes on
Math weeks 1-2: Measurement math booklet scavenger hunts
6. formative
a. participation/engageme
nt

3. engagement with journal

Literacy Independent Writing pre-made “journal” pages question(s)

Science N/A N/A N/A

April
Week 1: 1.2 Citizenship:
Social
Moving Forward with the
 past: My family, history,
and community.

1. summative
a. self-assessment
Cooperative games b. participation
PE N/A
2. formative
a. cooperation/teamwork
with classmates

Health

Art

Math TBD

4. engagement with journal

Literacy Independent Writing pre-made “journal” pages question(s)
 Science Unit Focus Curricular Outcomes Activities/Important Dates

Seasonal changes
1. observe seasonal
changes in local
4. When the trees crackle
environments over time
with cold
2. share personal
a. bernice johnson
experiences related to
laxda
seasons
5. Winter Diary
3. discuss how changes in
a. Seasonal
the appearance of
changes
environments, plants,
Jan. 8th to 12th Earth Systems b. pg.32, 34, 36,
and animals are related
6. Under the snow
to the seasons
a. melissa stewart
Nibernation
7. winter diary
1. investigate animal
a. hibernation
behaviour throughout
b. pg. 38, 42,
the seasons, including
8. pg. 42 - groundhog
migration and
hibernation activity
hibernation.

Students analyze properties of 1. picture book: Matter

objects and investigate how 2. What are objects?
they can be changed (pg.6)
3. comparing length
Jan. 15th to 19th Matter 1. Identify measurable scavenger hunt (pg.9)
properties of an object 4. comparing lengths
a. length (pg.16)
b. area a. need to go over
c. weight vocab
 2. Directly compare the 5. height of objects
length, area, and weight activity (pg.10/11)
of an object
3. use various tools safely
when examining the
properties of objects

Students analyze properties of

objects and investigate how
they can be changed

4. Identify measurable 1. area (pg. 17)

properties of an object 2. comparing area
a. length scavenger hunt (pg.18)
Jan. 22th to 26nd Matter b. area 3. area of objects activity
c. weight (pg.19/20/21/22)
5. Directly compare the 4. Area worksheets (pg.
length, area, and weight 23/24)
of an object
6. use various tools safely
when examining the
properties of objects

1. Comparing mass
Students analyze properties of
a. go over
objects and investigate how
vocabulary
they can be changed
2. Comparing weight
scavenger hunt (pg.34)
Jan. 29th to Feb. 2nd Matter 7. Identify measurable
3. centers
properties of an object
a. 2 length as a
a. length
review (worms
b. area
and linking
c. weight
cubes)
 8. Directly compare the b. 1 area as review
length, area, and weight (item sort 1-4)
of an object c. 2 weight
9. use various tools safely (comparative
when examining the language sort
properties of objects and scale)

Students analyze properties of

objects and investigate how
they can be changed

1. predict how actions can 1. bending/folding origami

physically change a. hat
properties of various b. dog
objects 2. twisting objects
Feb. 5th to 9th Matter 2. explore actions that 3. activity: twisting
physically change sculptures
properties of various a. activity
objects reflection in
a. bending journal
b. twisting
c. stretching
d. cutting
e. breaking

Students analyze properties of

objects and investigate how 1. FINISH twisting
they can be changed sculptures and
reflection in journal
Feb. 12th to 16th Matter
3. predict how actions can 2. Cutting/breaking
physically change objects activity book
properties of various 3. cloud dough
objects
 4. explore actions that
physically change
properties of various
objects
a. bending
b. twisting
c. stretching
d. cutting
e. breaking

Feb. 19th to 21st WINTER BREAK

Feb. 22nd to 23rd TEACHERS CONVENTION

Students analyze properties of

1. Activity: Changing
objects and investigate how
objects (pg.54/55)
they can be changed
2. Changing objects
1. describe the physical
(pg.58/59)
changes that result
Feb. 26th to Mar. 1st Matter 3. Activity: Working With
from various actions
Clay (56/57)
2. discuss why physical
a. will build this
changes do not change
during art on
what an object is made
Feb.29
of

Mar. 4th to 8th N/A

Mar. 11th to 15th N/A

 Mar. 18th to 22nd N/A

Mar. 24th to 29th N/A

Mar. 29th to Apr. 5th SPRING BREAK 29th-5th

Apr. 8th to 12th N/A

Apr. 15th to 19th TBD

 Social Unit Focus Curricular Outcomes Activities/Important Dates

Jan. 8th to 12th N/A

Jan. 15th to 19th N/A

Jan. 22th to 26nd N/A

Jan. 29th to Feb. 2nd N/A

Feb. 5th to 9th

N/A

Feb. 12th to 16th N/A

Feb. 16th to 20th

N/A

Feb. 19th to 21st WINTER BREAK 19th-21rst

Feb. 22nd to 23rd TEACHERS CONVENTION 22nd-23rd

Feb. 26th to Mar. 1st N/A

 1. Indigenous peoples
(first peoples)
1.2.1: Appreciate how stories a. treaty 7
and events of the past connect territory
Mar. 4th to 8th Moving forward with the past their families and communities 2. books
to the present a. where the
blackfoot
people live

1.2.1: Appreciate how stories

1. Start family tree project
th th and events of the past connect
Mar. 11 to 15 Moving forward with the past a. book
their families and communities
b. posters
to the present

1. family tree project

a. finish and
present to class
2. memory jars will be
passed out
a. book: memory
jars
1.2.1: Appreciate how stories b. everyone will
and events of the past connect get a memory
Mar. 18th to 22nd Moving forward with the past
their families and communities jar to bring
to the present home to fill
with memories
from each year
of their life (to
do with
parents)
c.
 1.2.2: Analyze how their
families and communities in the
present are influenced by 1. Memory jars
th th
Mar. 25 to 29 Moving forward with the past events or people of the past by 2. Diverse cultures project
exploring and reflecting upon a. book
the following questions for
inquiry

Mar. 29th to Apr. 5th SPRING BREAK

1.2.2: Analyze how their

families and communities in the 1.
present are influenced by 2. Diverse cultures walk
Apr. 8th to 12th Moving forward with the past events or people of the past by and learn
exploring and reflecting upon a. invite
the following questions for parents/classes
inquiry

1.2.2: Analyze how their

3. we all change flip book
families and communities in the
57/60
present are influenced by
4. show what you know
events or people of the past by
Apr. 15th to 19th Moving forward with the past assessment
exploring and reflecting upon
a. 99-100
the following questions for
inquiry

PE Unit Focus Curricular Outcomes Activities/Important Dates

 Movement skill development
1. demonstrate various
ways of moving safely
through space during PA
2. demonstrate
appropriate responses
to environmental cues
3. demonstrate a variety
of object-manipulation
1. animoves
th th skills
Jan. 8 to 12 Basketball 2. Dribbling
4. select appropriate
3. Passing
object-manipulation
skills required for
various PA contexts
Fair play
5. demonstrate how fair
play encourages
participation
6. demonstrate practices
that support fair play

Movement skill development

1. demonstrate various
ways of moving safely
through space during PA
2. demonstrate
appropriate responses 1. animoves
Jan. 15th to 19th Basketball
to environmental cues 2. Ways to shoot a ball
3. demonstrate a variety
of object-manipulation
skills
4. select appropriate
object-manipulation
 skills required for
various PA contexts
Fair play
5. demonstrate how fair
play encourages
participation
6. demonstrate practices
that support fair play

Movement skill development

1. demonstrate various
ways of moving safely
through space during PA
2. demonstrate
appropriate responses
to environmental cues
3. demonstrate a variety
of object-manipulation
1. animoves
skills
Jan. 22th to 26nd Basketball 2. Ways to move around
4. select appropriate
and down the court
object-manipulation
skills required for
various PA contexts
Fair play
5. demonstrate how fair
play encourages
participation
6. demonstrate practices
that support fair play

Movement skill development

1. demonstrate various 1. animoves
Jan. 29th to Feb. 2nd Basketball
ways of moving safely 2. Mini Basketball games
through space during PA
 2. demonstrate
appropriate responses
to environmental cues
3. demonstrate a variety
of object-manipulation
skills
4. select appropriate
object-manipulation
skills required for
various PA contexts
Fair play
5. demonstrate how fair
play encourages
participation
6. demonstrate practices
that support fair play

1. movement skill
development 1. Line tag
a. FNMI physical a. develop
activities and running,
games are chasing, and
played for balancing skills
specific 2. bone game
purposes that a. throwing/tossin
Feb. 5th to 9th FNMI Games support g and
physical adding/throwin
movements g
used in daily life 3. tatanka tatanka
b. participate in a a. listening
variety of FMNI skills/running/st
physical opping
activities and 4. foot tag
games
 c. demonstrate a. balance,
various ways of coordination,
moving safely and speed
through space 5. shoe shoe
during PA
d. demonstrate
appropriate
responses to
environmental
cues
Fair play
7. demonstrate how fair
play encourages
participation
8. demonstrate practices
that support fair play

2. movement skill
development 6. Line tag
a. FNMI physical a. develop
activities and running,
games are chasing, and
played for balancing skills
specific 7. bone game
purposes that a. throwing/tossin
Feb. 12th to 16th FNMI Games support g and
physical adding/throwin
movements g
used in daily life 8. tatanka tatanka
b. participate in a a. listening
variety of FMNI skills/running/st
physical opping
activities and 9. foot tag
games
 c. demonstrate a. balance,
various ways of coordination,
moving safely and speed
through space 10. shoe shoe
during PA
d. demonstrate
appropriate
responses to
environmental
cues
Fair play
9. demonstrate how fair
play encourages
participation
10. demonstrate practices
that support fair play

Movement skill development

1. animoves
spatial awareness 2. locomotor movement
1. demonstrate various a. freeze dance
ways of moving safely b. late last night
through space during PA 3. making shapes with
2. demonstrate your body
appropriate responses
Feb. 16th to 20th Dance to environmental cues 4. Instrumental dance
songs
locomotor movements a. the chicken
3. Demonstrate a variety dance
of locomotor b. the bunny hop
movements c. the macarena
4. Perform locomotor a.
movements in a variety
 of physical activity
contexts
5. Participate in a variety
of FMNI physical
activities and games
6. Perform non-locomotor
movements in a variety
of physical activity
contexts

Feb. 19th to 21st WINTER BREAK

Feb. 22nd to 23rd TEACHERS CONVENTION

Movement skill development

spatial awareness 1. Dances with audio

1. demonstrate various a. superman
ways of moving safely b. dance, puppet,
through space during PA dance
2. demonstrate c. hokey pokey
appropriate responses d. put your finger
Feb. 26th to Mar. 1st Dance/cooperative games to environmental cues on
2. Could be a dance day of
locomotor movements could be a cooperative
3. Demonstrate a variety games days depending
of locomotor on the interest in the
movements last week
4. Perform locomotor
movements in a variety
 of physical activity
contexts
5. Participate in a variety
of FMNI physical
activities and games
6. Perform non-locomotor
movements in a variety
of physical activity
contexts

students exhibit spatial

awareness during a variety of
PA’s
1. students demonstrate
various ways of moving
safely through space
during PA
students demonstrate how
movement can support
1. Animoves
different types of PA’s
2. forehand serve
2. demonstrate a variety
Mar. 4th to 8th Badminton a. balloons
of locomotor
b. birdies
movements
3. with a partner
3. perform locomotor
movements in a variety
of PA contexts
students demonstrate fair play
and support engagement in a
variety of PA’s
1. demonstrate practices
that support fair play
 students exhibit spatial
awareness during a variety of
PA’s
4. students demonstrate
various ways of moving
safely through space
during PA 4. Animoves
students demonstrate how 5. back hand serve
movement can support a. look in the
different types of PA’s mirror, check
Mar. 11th to 15th Badminton 5. demonstrate a variety the time, swing
of locomotor b. balloons
movements c. birdies
6. perform locomotor 6. back hand serve golfing
movements in a variety a. birdies
of PA contexts
students demonstrate fair play
and support engagement in a
variety of PA’s
2. demonstrate practices
that support fair play

students exhibit spatial

awareness during a variety of
PA’s
1. animoves
7. students demonstrate
2. clear hits
various ways of moving
Mar. 18th to 22nd Badminton a. balloons
safely through space
b. birdies
during PA
students demonstrate how
movement can support
different types of PA’s
 8. demonstrate a variety
of locomotor
movements
9. perform locomotor
movements in a variety
of PA contexts
students demonstrate fair play
and support engagement in a
variety of PA’s
3. demonstrate practices
that support fair play

students exhibit spatial

awareness during a variety of
PA’s
10. students demonstrate
various ways of moving
safely through space
during PA
students demonstrate how
movement can support
1. animoves
different types of PA’s
2. badminton rallies in
Mar. 24th to 29th Badminton 11. demonstrate a variety
continuous badminton
of locomotor
game style
movements
12. perform locomotor
movements in a variety
of PA contexts
students demonstrate fair play
and support engagement in a
variety of PA’s
4. demonstrate practices
that support fair play
Mar. 29th to Apr. 5th SPRING BREAK 29th-5th

1. animoves
Apr. 8th to 12th cooperative games 2. capture the bean bags
3.

4. animoves
th th
Apr. 15 to 19 Cooperative games 5. hula huts
6. ocean crossing

Health Unit Focus Curricular Outcomes Activities/Important Dates

2. do unto otters book and

students examine personal
activity
characteristics, feelings, and
a. rules and
emotions and explore
expectations
Kindness, respect, classroom understanding of self
Jan. 9th after the break.
rules 1. personal characteristics
b. conversations
can help individuals
about kindness
understand themselves
and respect
as learners

4. do unto otters book and

students examine personal
activity
kindness, respect, classroom characteristics, feelings, and
Jan. 18th a. rules and
rules emotions and explore
expectations
understanding of self
after the break.
 3. personal characteristics b. conversations
can help individuals about kindness
understand themselves and respect
as learners 5. FINISH from last health
period

1. students examine
personal characteristics, 2. big feelings alexandra
feelings, and emotions penfold Book
and explore a. how to navigate
understanding of self feelings by
a. reflect on talking things
Jan. 30th feelings and emotions
feelings and through and
emotions that seeing the
result from situation from
various different points
personal of view
experiences

1. students examine
personal characteristics,
feelings, and emotions
and explore
understanding of self
a. explore how 2. Where the Blackfoot
th FMNI individual characteristics
Feb. 8 some FMNI people live
as gifts
view personal a. activity
characteristics
as gifts that can
contribute to
individuals and
community
 1. students examine
personal characteristics,
1. my body sends a signal
feelings, and emotions
a. feelings are
and explore
important
understanding of self b. breaks down
Feb. 27th feelings and emotions a. reflect on what each
feelings and emotion feels
emotions that like and shows
result from kids what to do
various with them
personal
experiences

Feb. 19th to 21st WINTER BREAK

Feb. 22nd to 23rd TEACHERS CONVENTION

1. students examine
personal characteristics,
feelings, and emotions
and explore
understanding of self
FMNI individual characteristics a. explore how 2. Be a good ancestor
Mar. 7th
as gifts some FMNI a. activity
view personal
characteristics
as gifts that can
contribute to
individuals and
 community

2. students examine
personal characteristics,
feelings, and emotions
and explore
understanding of self
classroom community, explore a. reflect on
Mar. 19th 1. Circles around us
understanding of self feelings and a. activity
emotions that
result from
various
personal
experiences

Mar. 28th

Mar. 29th to Apr. 5th SPRING BREAK 29th-5th

Apr. 9th

Apr. 18th

Art Unit Focus Curricular Outcomes Activities/Important Dates

 foundational elements and
principles
1. explore how lines can
depict movement in
artworks
2. explore various ways to
3. tape resists new years
Jan. 11th Winter art represent shapes in
art
artworks
creating and presenting
1. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
1. explore how contour
lines can be applied to
artworks
2. create artworks with a
defined focal point of
emphasis
3. experiment with
gradation in artworks 5. Chalk pastel hot
Jan. 18th Winter art
4. explore how to create a chocolate project
hard and soft edge in
artworks.
creating and presenting
1. use a variety to create a
landscape
2. experiment with artistic
choices when
representing ideas
through visual art
 3. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
1. experiment with the
amount of pressure
needed to adjust the
weight of a line when
using a variety of tools
and media
Jan. 25nth Winter art creating and presenting 2. crazy hair line art
2. experiment with artistic
choices when
representing ideas
through visual art
3. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
1. explore how contour
lines can be applied to
artworks
Feb. 1st Heart art 2. create artworks with a
1. jim dine inspired hearts
defined focal point or
emphasis
3. explore how to create a
hard and soft edge in
artworks
 creating and presenting
1. create artworks based
on a variety of
inspirations
2. follow expectations or
rules when participating
as an artist or audience
member

1. valentine boxes
a. love monster
Feb. 8th Valentine Boxes
book: youtube
Shon’s stories

foundational elements and

principles
2. explore various ways to
represent shape in
artworks
Feb. 15th Mosaic shape art creating and presenting 1. Paint chip mosaic hearts
3. follow expectations or
rules when participating
as an artist or audience
member

Feb. 19th to 21st WINTER BREAK

Feb. 22nd to 23rd TEACHERS CONVENTION

Science (Matter): Clay 1. building something that

Feb. 29th
is useful to you
 Students analyze properties of
objects and investigate how
they can be changed
1. texture activity (pg.60)
foundation elements and
principles 2. Activity: changing
th Science (matter): Textures
Mar. 7 1. shapes can have value, objects - textures
texture, and colour collage
creating and presenting
4. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
1. create artworks with a
defined focal point of
emphasis
2. experiment with
Mar. 14th st. patricks day craft 1. pointillism shamrocks
gradation in artworks
creating and presenting
5. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
1. use lines to divide a
3. colour mixing birds
Mar. 21st march art picture plane
2. explore how contour
lines can be applied to
artworks
 creating and presenting
6. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
4. explore how lines can
depict movement in
artworks
5. use lines to divide a
picture plane
6. demonstrate an
understanding of line
directions
7. explore how contour
lines can be applied to
artworks
8. experiment with the
Mar. 28th march art 12. fish bowls art
amount of pressure
needed to adjust the
weight f a line when
using a variety of tools
and media
creating and presenting
9. use a variety to create a
landscape
10. experiment with artistic
choices when
representing ideas
through visual art
11. follow expectations or
rules when participating
 as an artist or audience
member

Mar. 29th to Apr. 5th SPRING BREAK 29th-5th

foundational elements and

principles
1. explore how lines can
depict movement in
artworks
2. reproduce lines using a
variety of methods,
materials, tools, and
media
Apr. 11th april showers art 3. tulips and sprinkles art
creating and presenting
7. experiment with artistic
choices when
representing ideas
through visual art
8. follow expectations or
rules when participating
as an artist or audience
member

foundational elements and

principles
9. identify contour lines in
artworks
12. watercolor/oil pastel
Apr. 18th april showers art creating and presenting
rainy day painting
10. experiment with artistic
choices when
representing ideas
through visual art
 11. follow expectations or
rules when participating
as an artist or audience
member

Math Unit Focus Curricular Outcomes Activities/Important Dates

1. KWL chart
2. intro to height, width,
students relate length to the
and depth
understanding of size
a. pg. 72
1. recognize the height,
3. length of objects
width, or depth of an
a. height
object as lengths in
Jan. 12th Measurement i. 73
various orientations
b. depth
2. compare and order
i. 74
objects according to
c. width
length
i. 75
4. comparing length
activity (76/77/78)

students relate length to the

understanding of size
3. recognize the height,
width, or depth of an
Jan. 26th Measurement object as lengths in 1. measurement centers
various orientations
4. compare and order
objects according to
length
 Feb. 2nd PL DAY

1. weather dependent,
students relate length to the
activity could be done
understanding of size
Feb. 9th Measurement outside
1. describe distance in
OR
familiar contexts
1. curved string

Feb. 19th to 21st WINTER BREAK

Feb. 22nd to 23rd TEACHERS CONVENTION

students relate length to the

1. Capacity
understanding of size
a. ordering
Mar. 1st Measurement 1. order objects according
capacity
to length, area, or
b. capacity
capacity
scavenger hunt

students relate length to the

understanding of size 2. comparing area
1. compare the length a. cutting shapes
area, or capacity of two and seeing how
Mar. 8th measurement
objects directly or many times it
indirectly using a third fits into other
object shapes
 Mar. 15th PL DAY

students relate length to the

understanding of size 1. ordering
Mar. 22nd 2. order objects according a. area
to length, area, or
capacity

Mar. 29th to Apr. 5th SPRING BREAK 29th-5th

Apr. 12th TBD

Apr. 19th TBD

Literacy Unit Focus Curricular Outcomes Activities/Important Dates

Writing:
1. create written messages
that align with an
intended audience or
purpose 8. reflection of groundhog
Jan. 12th Independent Writing
2. generate ideas that can burrows
be expressed through
messages
3. write sentences that
contain complete
 thoughts and make
sense
4. edit written work for
spelling, grammar and
punctuation
5. add images or features
to written messages
Conventions:
6. apply capital letters
when writing the first
word of a sentence and
names of places and
people
7. identify and use end
punctuation in
sentences

Writing:
1. create written messages
that align with an
intended audience or
purpose
2. generate ideas that can
be expressed through 8. National Australia day
messages a. What is your
Jan. 26th Independent Writing 3. write sentences that favourite
contain complete Australian
thoughts and make animal?
sense
4. edit written work for
spelling, grammar and
punctuation
5. add images or features
to written messages
 Conventions:
6. apply capital letters
when writing the first
word of a sentence and
names of places and
people
7. identify and use end
punctuation in
sentences

Feb. 2nd PL DAY

Writing:
1. create written messages
that align with an
intended audience or
purpose
2. generate ideas that can
be expressed through
messages
3. write sentences that
8. National pizza day
contain complete
a. writing prompt
Feb. 9th Independent Writing thoughts and make
about your
sense
favourite pizza
4. edit written work for
spelling, grammar and
punctuation
5. add images or features
to written messages
Conventions:
6. apply capital letters
when writing the first
word of a sentence and
 names of places and
people
7. identify and use end
punctuation in
sentences

Feb. 19th to 21st WINTER BREAK

Feb. 22nd to 23rd TEACHERS CONVENTION

Writing:
1. create written messages
that align with an
intended audience or
purpose
2. generate ideas that can
be expressed through
messages
3. write sentences that 8. World compliment day
contain complete a. everyone will
Mar. 1st Independent Writing thoughts and make write a
sense compliment for
4. edit written work for a classmate
spelling, grammar and
punctuation
5. add images or features
to written messages
Conventions:
6. apply capital letters
when writing the first
word of a sentence and
 names of places and
people
7. identify and use end
punctuation in
sentences

Writing:
1. create written messages
that align with an
intended audience or
purpose
2. generate ideas that can
be expressed through
messages
3. write sentences that
contain complete
thoughts and make
sense
4. edit written work for 8. Write about kindness
Mar. 8th Independent Writing
spelling, grammar and a. talk about ROAK
punctuation
5. add images or features
to written messages
Conventions:
6. apply capital letters
when writing the first
word of a sentence and
names of places and
people
7. identify and use end
punctuation in
sentences
 Mar. 15th PL DAY

Writing:
9. create written messages
that align with an
intended audience or
purpose
10. generate ideas that can
be expressed through
messages
11. write sentences that
contain complete
thoughts and make
1. World chipmunk day
sense
a. informational
12. edit written work for
Mar. 22nd Independent Writing video about
spelling, grammar and
chipmunks
punctuation
b. answer a
13. add images or features
writing prompt
to written messages
Conventions:
14. apply capital letters
when writing the first
word of a sentence and
names of places and
people
15. identify and use end
punctuation in
sentences

Mar. 29th to Apr. 5th SPRING BREAK 29th-5th

 Writing:
1. create written messages
that align with an
intended audience or
purpose
2. generate ideas that can
be expressed through
messages
3. write sentences that 8. National grilled cheese
contain complete sandwich day
thoughts and make a. writing prompt
sense about what you
4. edit written work for would choose
Apr. 12th Independent Writing
spelling, grammar and to put on a
punctuation grilled cheese if
5. add images or features you could put
to written messages anything on it in
Conventions: the world
6. apply capital letters
when writing the first
word of a sentence and
names of places and
people
7. identify and use end
punctuation in
sentences

Writing:
1. create written messages 8. National banana day
Apr. 19th Independent Writing that align with an a. writing prompt
intended audience or about bananas
purpose
 2. generate ideas that can
be expressed through
messages
3. write sentences that
contain complete
thoughts and make
sense
4. edit written work for
spelling, grammar and
punctuation
5. add images or features
to written messages
Conventions:
6. apply capital letters
when writing the first
word of a sentence and
names of places and
people
7. identify and use end
punctuation in
sentences