Who we are

Dear KG2 Parents,

This term, we will inquire into, and learn about balanced lifestyles in the context of our second Unit of In-
quiry which commences next week.

Transdisciplinary Theme Who We Are

Central Idea: Leading a balanced lifestyle helps us stay healthy.

Through continual involvement of the students in this unit, they will
learn about the following Concepts:

Form - What is it like?
Causation - Why is it like it is?
Responsibility - What is our responsibility?

We will guide the inquiry and ensure the students grasp the concept
of the following lines of inquiry:

What healthy is
How we care for our bodies
Consequences of our choices

Teacher questions:

What examples of healthy choices can you see around you?
What are healthy/unhealthy choices we make each day?
Why is it important to make healthy choices?
What ways can you take good care of yourself?

Transdisciplinary Skills Focus:

Social Skills: Group decision-making - listening to others; discussing ideas; asking questions; working
towards and obtaining consensus.
Thinking skills: Evaluation - making judgements or decisions based on chosen criteria, standards and
conditions.
Communications skills: speaking - speaking clearly; giving oral reports to small and large groups; ex-
pressing ideas clearly and logically; stating opinions.
Self-management: gross motor skills - exhibiting skills in which groups of large muscles are used and
the factor of strength is primary. Fine motor skillsexhibiting skills in which precision in delicate mus-
cle systems is required. Healthy lifestyle - making informed choices to achieve a balance in nutrition,
rest, relaxation and exercise; practicing appropriate hygiene and self care.
Research skills: Collecting data - Gathering information from a variety of first and second-hand
sources such as maps, surveys, direct observation, books, films, people, museums and ICT. Organizing
data - sorting and categorizing information; arranging into understandable forms such as narrative de-
scriptions, tables, timelines, graphs and diagrams. Interpreting data - drawing conclusions from rela-
tionships and patterns that emerge from organized data.




Vocabulary list:
Healthy
Exercise
Balance
Consequence
Doctor
Dentist
Teeth
Hygiene
Emotion
Food group


Lifestyle
Commitment
Confidence
Independence
Communicator



Learner Profile Focus:

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a
personal commitment to service, and act to make a positive difference to the lives of others and to the envi-
ronment.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve person-
al well-being for themselves and others.
Courageous: they approach unfamiliar situations and uncertainty with courage and forethought, and have
the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in de-
fending their beliefs.

Attitudes Focus: The students will work towards developing the attitudes of commitment, confidence and inde-
pendence.
Commitment: being committed to their own learning, persevering and showing self-discipline and responsibil-
ity.
Confidence: feeling confident in their ability as learners, having the courage to take risks, applying what
they have learnt and making appropriate decisions and choices.
Independence: thinking and acting independently, making their own judgments based on reasoned argument,
and being able to defend their judgments.

Summative assessment:

For our summative assessment, we will be asking the children to host a healthy day for parents in the KG2 class-
rooms. Children will be explaining to parents how to maintain a balanced lifestyle through presentations and
demonstrations. We will be using a checklist observation to assess knowledge acquired through the Unit of In-
quiry.


In addition to our Unit of Inquiry we also have content standards in language and math which we will be focusing
on. We have listed them below, both so you can stay informed and to enable you to encourage learning at home.


Language

Reading
Ask and answer questions about key details in a text
Identify the main topic and retell key details of a text
Identify the front cover, back cover, and title page of a book
Name the author and illustrator of a text and define the role of each in presenting the ideas or information
in a text
Recognize that spoken words are represented in written language by specific sequences of letters

Writing
Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occur, and provide a reaction to what happened
With guidance and support from adults, recall information from experiences or gather information from pro-
vided sources to answer a question
Print many upper- and lowercase letters
Write a letter or letters for most consonant and short-vowel sounds

Speaking and Listening
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small or larger groups.
Follow agreed-upon rules for discussions (e.g. listening to others and taking turns speaking about the topics
and texts under discussion).
Continue a conversation through multiple exchanges.





Math
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing
a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
When counting objects, say the number names in the standard order, pairing each object with one and only
one number name and each number name with one and only one object.
Understand that the last number name said tells the number of objects counted. The number of objects is
the same regardless of their arrangement or the order in which they were counted.
Understand that each successive number name refers to a quantity that is one larger.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a
circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many
objects.
Directly compare two objects with a measurable attribute in common to see which object has more of/ less
of the attribute.

Science

Living things: the study of the characteristics, systems and behaviours of humans; the interactions and re-
lationships between and among them, and with their environment.

Use a variety of instruments and tools to measure data accurately.
Identify or generate a question or problem to be explored.


How you can help your child at home:


Talk to your child about what is in their food, and why you made those choices.
Let your child help prepare food
Talk to your child about keeping themselves healthy, and discuss why we have routines ie.brushing teeth.
Have regular discussions about how you and your child are feeling, what makes you happy and what make you
feel sad etc.
Encourage your child to make independent choices about their responsibilities, for example having a bath.
Let your child help with food shopping.
Take your child to places where they can get exercise in a fun way, for example the park, and talk to them
about the importance of exercise and moving around,
Talk to your child about balanced choices. A chocolate bar is OK as a treat, but its important to balance this
with healthy choices also.



We look forward to your co-operation and support for your child through this unit. Please let us know if you have
any questions regarding this unit.

Thank you,

The KG2 Team












GIS Specialist Newsletter
Unit 2 KG2

Art
Learning Objectives: In Unit 2- The students will be able to:
Identify and use the colors red, yellow, blue, green, purple, orange, brown, black, white and gray.
Describe objects in the environment by color
Learn the primary and secondary colors and will use these colors together to discover how they mix.
Activities/Projects/Connections:
Connection to Who We Are UOI: Causation- combining elements to make new ones
Resist in motion
Action Spatter
Imagination Painting


Music
Learning Objectives: In Unit 2- The students will be able to:
Sing songs with others
Demonstrate appropriate audience behavior
Follow musical directions with body movements and instruments
Distinguish between high and low sounds and music
Develop listening skills
Activities/Projects/Connections:
Caterpillar rhythms, quarter and eighth notes
Singing and moving to You, Can, Can and A Beat in My Feet
Singing The Drum and Bash Bang Band to reinforce steady beat
Connection to Who We Are UOI: Form- similarities and differences of rhythms
Create a visual representation and movement sequence of a piece of music

P.E.
Learning Objectives: In Unit 2- The students will be able to:
Explore movement and music
Exploring manipulative skills
Develop water safety and skills
Activities/Projects/Connections:
Connection to Who We Are UOI: Form- how to successfully create specific movements with the body
Exploring fundamental movements such As walking, running, crawling, jumping etc.
Games such as soccer, basketball and volleyball
Swimming, developing confidence and technique
Expressing themselves through movement and dance