Gr. 3 Diversity: What Makes Us Different?

Week Cross Curricular Plan - Jeylyn Sarmiento

RATIONALE

The encompassing theme of this week plan is diversity, with a focus on what makes us different.
Over the course of the week, students will learn about individual, peer, family, animals, and cultural
differences with the goal being for students to embrace and appreciate these differences. Students will
have the opportunity to recognize and learn about the many differences that exist between us through
multiple hands on activities, research activities, discussions, games, song and dance, art projects, and a
field trip. The beginning of each day starts with a question/ prompt related to what they will be learning
about to start off the day. This serves as a way of attendance, a form of pre-assessment and can even be
used as a form of student check-ins. These questions set the stage for inquiry and wonder as students
will start their days with new questions which may or may not be clear indicators of what is to be learned
that day, generating curiosity.
The Butterfly​ by Anna Milbourne and Cathy Shimmen is used to introduce students to the concept
of diversity in a familiar and simple manner. This book serves as an introduction to animal life cycles,
which is built upon throughout the week. The other book used in this plan is ​Same, Same but Different​ by
Jenny Sue Kostecki- Shaw. This book allows students to compare the varying aspects of culture and
identity existing between the two characters. Many personal connections are also made between students
and the characters of this book as well. Students will also write letters to their own pen pals and
participate in activities showcasing their differences and sharing about their lives like the characters in the
book.
A variety of techniques and activities are included in this plan to aid the different kinds of learners.
Frequent use and incorporation of videos, pictures, T-charts, anchor charts and scientific specimens
helps visual learners. The frequent use of discussion and verbal explanations aid auditory learners.
Multiple hands- on activities such as building temples, picture sorting, manipulatives, art projects,
smartboard activities, pattern stations, etc. allow for the hands- on experience that benefit kinesthetic
learners. Students who learn best through reading and writing also have the opportunity to record their
thoughts and learning in journals through addressing journal prompts. The different reading and writing
activities such as book research, book tastings, letter writing, etc. would also contribute to this learning
style.
Many of the activities in this plan incorporate student interest and choice. For instance, heart
maps guide meaningful writing in students and students are able to share about themselves, their own
families, traditions, etc. which makes the learning experience more personal and interesting. Student
choice is incorporated through different ways of research, survey inquiries, and what/ how they would like
to creatively express information about themselves in the form of art.
Song and dance is also incorporated in multiple lessons as a fun and engaging way to teach
students concepts and material. Song and dance offers students a different learning experience and a
different way of learning information. It also gets students up and moving out of their desks, which has
been proven to help with learning and cognition. Students will also be re-creating the song ​“We Will Rock
You”​ to ​“We are Different”​ and learning choreography to go along with it. This activity allows for
collaboration and builds class culture in a fun, creative and engaging way.
Literacy is emphasized in this week plan by having students conduct research using books,
e-books, websites, etc. Having students respond to prompts and show their work and thinking in their
journals also encourages writing and putting their thoughts into words. Additionally, having students
record findings, observations and data in multiple ways throughout the week and create their own writing
in the form of letters and poems which also enhances literacy.
The science field trip at the end of the week provides students with a hands- on learning
experience. Students will be able to use their knowledge gained about habitats and needs from earlier in
the week and see it in action at the Butterfly Conservatory Gardens in Calgary. This experience will also
help students recognize and visually see the diversity that exists among the butterflies. Surrounded by
butterfly experts, students will have the opportunity to ask further inquiry questions and build upon their
pre-existing knowledge. Students will also be able to explore and make their own observations of the
butterflies in their habitat.

WEEK PLAN

Monday Tuesday Wednesday Thursday Friday

LA LA x 2 Math x 2 Social x 2 SCIENCE
“What do you know T-chart on board: “The answer is 6 “What traditions do FIELD TRIP
about butterflies?”-on “How are we the what is the your families
board, opening and same vs. How are question?”- on practice?’ Follow up
attendance we different?” board, opening and Explore traditions, activity:
- Students will attendance language and Butterfly
Show specimen of add to either Have volunteers customs in class and Diorama
cocoon. Have column explain their relate to ourselves showcasing
students describe/ when they ‘question’ and (canada compared to diversity of
draw what they see walk into emphasize the many india) butterflies
in their science class different questions and their
journals. Have Discuss ideas class and ways the Stations: Each natural
students draw/ write has come up with on number 6 can be station will have an habitat.
down what it is and the T-chart. presented. information card Students will
what they think is identifying what each use the
inside it. Share ideas Exploring differences Review ways station is about and knowledge
from volunteers. with yes/ no red/ numbers can be how it is part of and
green cards. Identify presented Indian culture. information
Showcase book and something that’s Encourage students Students will have a learned from
predict what the book same, but different to look around the recording sheet to the field trip
will be about. with classmates. class and identify list 2 facts about to create a
-Read and discuss Students will show any ways they see each station they diorama that
The Butterfly by that they agree (raise numbers being learned. will be
Anna Milbourne and green card) or presented and share. displayed,
Cathy Shimmen. disagree (raised red 1.Henna creation. explained
Discuss the card) with different I Can Show Students will watch a and
prompting questions statements such as Numbers in So Many video about Why presented to
found throughout the How many students Ways Song Henna is used in the class.
book. have a pet? How https://www.youtube.c Indian culture
many students live om/watch?v=lAQ2HT Mehendi Henna- GLO’s:
Picture sorting: with a grown up? qTl2w Why do Indian 3–10
Once the book is How many of you Have students Women Apply Describe the
appearances
finished, groups will have a sibling? How identify the ways we Mehendi on Hands &
and life
sort the printed many of you like can show numbers Feet cycles of
images from the vegetables? Etc. that were mentioned https://www.youtube. some
storyline in order After each question in the song/ video com/watch?v=Ashc5 common
based on the order of is asked and and if they can 9Buxlg​. animals, and
events in the story. students have raised identify any other Students will trace identify their
How did you know either a green or red ones they may have both hands on their adaptations
to different
the order of events? card, have some missed in the class. blank poster paper
environments
If you hadn’t read the students share more and create a unique .
book, how would you specifically about Figure me out henna design on 3–11 Identify
figure out the correct each question (​What Activity their hands/ forearms requirements
order? kind of pets do you Prompts: on the poster paper. for animal
have? How many - My age A series of henna care.
After sorting, have siblings do you - Birth month designs and pictures
SLO’s:
students illustrate have? What kind of - Birth date will be available for
6.Demonstrat
what will happen next vegetables do you - Letters in my inspiration and for e awareness
in the story. Gallery like? etc.) viewing at this that animals
name
walk if time permits. Gather in a circle station. require
and showcase book - People in my different
ASSESSMENT Same, Same but family 2.Indian Dance habitats in
Pre-assessment: Different and have - Number of Students will watch order to meet
their basic
What do you know students discuss pets the following video,
needs of
about butterflies? what they think the - My house follow along and food, water,
Formative: book will be about number practice traditional shelter and
-Science Journals with a partner (think - Shoe size Indian dance moves space.
-Predictions and pair share) and together. 9. Recognize
book discussion discuss predictions Dance Steps For that habitat
-Picture sorting as class. Students will Beginners: Punjabi preservation
-What comes next represent this Bhangra Dance
can help
information in maintain
illustrations Read Same, Same Steps animal
but Different. multiplication and https://www.youtube. populations,
GLO’s Book discussion as division statements com/watch?v=YYX8 and identify
2.Comprehend and we go through the while representing e8l55zs ways that
respond personally and
book. Briefly address these numbers Indian dance student
critically to oral, print through images and actions can
and other media texts prompts found within creation, after
the book as it is pictures. students have
assist habitat
3.Students will listen, preservation.
speak, read, write, view read: learned basic Indian 10.
and represent to Who are you? Brain Break: Dance dance moves from Demonstrate
manage ideas and Who do you live & Freeze the video, they will knowledge of
information. with? How many https://www.youtube. work together to the needs of
5.Students will listen, people in your com/watch?v=1iDsc create a different animals
speak, read, write, view family? Tioa8E dance using the studied, and
and represent to demonstrate
Pets? How many? Encourage students moves they just
respect, support and skills for their
collaborate with others. What does it look like to get out of their learned. care.
where you live? desks for a few
How do you travel minutes and dance 3.Diwalil Festival
SLO’s and get places? along to the song. Students will watch
2.1 Use Strategies and What’s your favourite the following video to
Cues class? Solving Posters learn more about
-share ideas developed
How do you say Once posters are on Diwali theFestival of
through interests,
experiences and hello? the bulletin board, Lights
discussion that are students will gather Diwali - Festival of
related to Character mapping- around and solve Lights | National
new ideas and compare and math problems in Geographic
information contrast Elliot and their journals and as Play Doh and Bead
-apply a variety of Kailash using a class in order to rangoli patterns.
strategies, such as
character organizer. “solve” who’s poster Students will create
setting a purpose,
confirming predictions, Work together as a belongs to who. a symmetrical
making class, student led. Students will attempt Rangoli pattern
inferences and drawing After each to solve math similar to the designs
conclusions suggestion, ask problems on their drawn in front if
students if they own in their journals Indian homes for
2.2 Respond to texts agree/ disagree and first then the problem Diwali using colorful
-summarize the main
why/ why not. will be taken up as a beads on a flat piece
idea of individual oral,
print and other media class, with of Play Doh.
texts LA Journals. volunteers sharing
Write one way you how we would solve 4. Hindu Temple
3.1 Plan and Focus are different from each problem. (Mandir).
-identify facts and either Kailash/ Elliot Students will watch
opinions, main ideas and one way you are ASSESSMENT the following video to
and details in oral, print
the same as Kailash/ Formative: learn more about
and other media texts
-contribute ideas for Elliot. -Opening prompt on Hindu Temples and
developing a class plan board religion
to access and gather ASSESSMENT -Identification of https://www.youtube.
ideas and information Formative: different com/watch?v=Yiupwf
-T-chart creation and representations of u_h0k
3.3 Organize, Record discussion numbers around
and Evaluate
-Exploring class and discussion Marshmallow temple
-organize ideas and
information, using a differences activity -Song discussion creation. Students
variety of strategies, participation and -Solving posters will use a variety of
such as clustering, engagement math work in journals different sized
categorizing and -Predictions and Summative: marshmallows to
sequencing discussion about the -Figure me out attempt to replicate a
book posters with Hindu Temple.
5.2 Work within a
-Character mapping completed math Various pictures of
Group
-work cooperatively Summative: statements and Madir’s/ Temples will
with others in small -LA journals exit representations be available for
groups on structured prompt reference.
tasks GLO: Discussion at the
-contribute ideas and GLO’s: Develop number end of the lesson:
information on topics to 1. Students will sense. Students will share
develop a common
listen, speak, read, something they
knowledge base in the write, view and SLO’s: enjoyed or found
group represent to explore 2. Represent and interesting about
thoughts, ideas, describe numbers to each of the stations.
1000, concretely,
feelings and
Science x2 pictorially and
experiences. symbolically. [C, CN, V] ASSESSMENT
2.Comprehend and Formative:
How Caterpillars respond personally -Discussion of
9. Demonstrate an
become Butterflies and critically to oral, understanding of traditions, language,
video print and other media addition and and customs
https://www.youtube. texts subtraction of numbers -Observation of
4.Students will listen, with answers to 1000 group cohesiveness
com/watch?v=V5RSp (limited to 1-, 2- and
MQQOpw speak, read, write, -Henna poster
3-digit numerals),
view and represent concretely, pictorially -Dance participation
to enhance the and symbolically, by: and dance creation
Butterfly pasta life
clarity and artistry of -Rangoli pattern
cycle creation:
communication. • using personal creation
Students will divide a
5.Students will listen, strategies for adding -Temple
paper plate into 4 and subtracting with
speak, read, write, marshmallow
parts with each and without the support
view and represent creation
section representing of manipulatives
to respect, support -End discussion
a stage of the life
and collaborate with Summative:
cycle. Stage 1: egg, • creating and solving
others. problems in context -Station worksheet
Stage 2: Caterpillar,
Stage 3: Chrysalis, that involve addition
SLO’s: and subtraction of GLO’s:
Stage 4: Butterfly 1.1 Discover and numbers. [C, CN, ME, 3.1 Students will
(each stage being Explore PS, R, V] demonstrate an
represented by a understanding and
different pasta). -explore ideas and 11.. Demonstrate an appreciation of how
understanding of geographic, social,
feelings by asking
Smart board stages multiplication to 5 × 5 cultural and linguistic
questions, talking to factors affect the
names and pictures by:
others and referring to quality of life in
sorting in order. oral, print and other communities in India,
Students will take • representing and
media texts explaining Tunisia, Ukraine and
turns sorting the multiplication using Peru.
correct terms and 1.2 Clarify and Extend equal grouping and
real life images on arrays 3.2 Students will
the life cycle. -search for further demonstrate an
ideas and information • creating and solving understanding and
Enlarged pictures of from others and from problems in context appreciation of
fully developed that involve Canada’s roles and
oral, print and other multiplication
butterflies stations media texts to extend responsibilities in
(different type of understanding global citizenship in
• modelling
butterfly for each multiplication using relation to communities
station). In groups, 2.1 Use Strategies and concrete and visual in India, Tunisia,
students will record Cues representations, and Ukraine and Peru
observations made recording the process
from the image at - share ideas symbolically• relating SLO’s:
their station and developed through multiplication to 3.1.1 appreciate
predict what it looked repeated addition similarities and
interests, experiences
like as a caterpillar. and discussion that are differences among
• relating multiplication people and
related to new ideas to division. communities:
Compare the life and information • demonstrate an
cycle of a butterfly awareness of and interest
with the life cycle of 2.2 Respond to Texts [C, CN, PS, R] in the beliefs, traditions
humans and other and customs of groups
animals such as cats, -connect own 12. Demonstrate an and communities other
experiences with the understanding of than their own (CC)
dogs, birds, frogs,
experiences of division (limited to
etc. How are they
division related to
similar? How are individuals portrayed in multiplication facts up 3.1.2 examine the social,
they different? oral, print and other to 5 × 5) by: cultural and linguistic
media texts, using characteristics that affect
ASSESSMENT textual references • representing and quality of life in
Formative: connect portrayals of explaining division
using equal sharing communities in other
-Butterfly pasta life characters or situations
and equal grouping parts of the world by
cycle accuracy and in oral, print and other
completion exploring and reflecting
media texts to personal •creating and solving upon the following
-Smart board sorting
and classroom problems in context questions for inquiry:
stage names and that involve equal
experiences
images sharing and equal
-Butterfly picture grouping •What are the traditions,
2.3 Understand Forms,
observations celebrations, stories and
Elements and
-Comparative •modelling equal practices in the
Techniques sharing and equal
discussion communities that connect
grouping using the people to the past and
-describe the main concrete and visual
GLO: characters in terms of to each other (e.g.,
3–10 Describe the representations, and
who they are, their recording the process language spoken,
appearances and life
cycles of some actions in the story and symbolically relating traditions, customs)? (CC,
common animals, and division to repeated GC, TCC)
their relations with
identify their subtraction• relating
other characters division to
adaptations to different
environments. multiplication.[C, CN,
2.4 Create Original PS, R]
Text •How is identity reflected
SLO’s:
2. Observe and in traditions, celebrations,
describe the growth -experiment with ways stories and customs in the
and development of at of generating and communities? (CC, I,
least one living animal, organizing ideas prior TCC)
as the animal develops to creating oral, print
from early to more
and other media texts
advanced stages. The
animal(s) should be •How is cultural diversity
from one or more of the 4.2 Attend to expressed within each
following groups: Conventions community? (CC, I)
mammals, birds, fish,
reptiles, amphibians, -use adjectives and 3.2.1 appreciate elements
insects. Suggested adverbs to add interest of global citizenship:
examples include: and detail to own
gerbils, guppies,
writing •respect the equality of all
mealworms, tadpoles,
worms, human beings (C, GC, I)
butterflies/moths. -use exclamation
Additional examples marks, appropriately,
from other animal as end punctuation in
groups might also be own writing
included: brine shrimp,
isopods, spiders. -use apostrophes to
form common
3. Predict the next
stages in the growth contractions and to
and development of at show possession in
least one animal from own writing
each of the following
groups: mammals, 5.1 Respect Others
birds, fish, reptiles,
and Strengthen
amphibians, insects;
and identify similarities Community
and differences in their
developmental -describe similarities
sequences. between experiences
and traditions
encountered in daily
life and those portrayed
in oral, print and other
media texts

-identify and discuss

similar ideas or topics
within stories from oral,
print and other media
texts from various
communities

Science x 2 Science LA
“Pen Pal” written on
How are butterflies Explain science field the board at the
the same, but trip Friday center of a word
different? (Think Pair web. Think Pair
Share) Different animal Share what this
Review butterfly life needs discussion- means. Add ideas to
cycle and have analyze the animals the word web then
students walk you that Elliot and explain that pen-pals
through what Kailash have and are people who
happens at each identify needs communicate to
stage. each other through
Animal Research letters/ mail, often
Frog specimen. Students will select from different places
Have students an animal from the around the world.
gather around the book and use iPads
frog specimen and to research Explain that Elliot
write observations in information about and Kailash were
their science that animal (ie. pen-pals because
journals. Have habitat/environment, they communicated
students predict what environment needs, by letters/ mail.
the frog looked like food needs, life
before it grew to be cycle, and Show students on
an adult frog. Have adaptations) and the map where their
students share record information on pen pals are from/ go
ideas. their recording sheet. to school that they
[Animals featured in will all be
Introduce frog life book to choose from: communicating with.
cycle. Frog life cycle Tiger, Swan,
song: Squirrel, Ox, Students will create
https://www.youtube. Monkeys, Cow, a letter accompanied
com/watch?v=JrXww Goat, Sheep, by a drawing of
4oZrsI​. Chicken, Rooster, themselves to be
Bird, Dog, Peacock, sent to their pen-pal.
How are butterflies Elephant, Camel] Friendly letter
and frogs the same, checklist:
but different? Chatterpix ❏ Introduce
(habitat, needs, etc). Once students have yourself
Introduce to different gathered all ❏ Tell about
types of habitats necessary Canada
information, they will ❏ Share what
Partner book use the Chatterpix you are
exploration and app to have that learning in
recording sheet. animal present the school
Students will have a information about ❏ Discuss your
worksheet with itself. family (how
questions to be many
answered regarding Chatterpix Sharing siblings do
birds, amphibians, Students will each you have?
mammals, insects/ share their How old are
spiders, reptiles, Chatterpix creation they? What
invertebrates. with the class on are their
Digital books: A Bear SmartBoard. names?)
Cub Grows Up, A ❏ Talk about
Lady Larva Grows Exit slip- “What was your
Up, A Tadpole the most interesting favourite
Grows Up, Monkeys, animal you learned things
Snakes, A Spiderling about today and (movies,
grows up, A Shark why?” food,
Pup Grows Up, A subject,
Kangaroo Joey ASSESSMENT color)
Grows Up, A Chick Formative: ❏ Ask
Grows Up, -Animal needs questions
Butterflies, discussion you want to
Mosquitoes etc. -Animal research on know the
https://bookflix.digital iPads answer to
.scholastic.com/cate -Animal research about them
gory/pairs/node-3397 recording sheet
8?authCtx=U.60010 -Chatterpix creation Extension for later
4428 -Exit slip date- skype call with
Questions on the pen pal class for
worksheets included a chance for
classification of GLO’s: students to see and
animals as either a 3–10 Describe the meet each other
mammal, amphibian, appearances and life (organized with other
cycles of some
bird, etc, Life cycle, teacher)
common animals, and
and needs. Once identify their
completed, answers adaptations to different ASSESSMENT
will be discussed/ environments. Formative:
shared and students -Pen pal discussion
will make necessary 3–11 Identify and word web
connections. requirements for -Pen pal letter
 animal care.
Life cycle clip GLO’s:
http://www.sheppard SLO’s: 2.Comprehend and
1.Classify a variety of respond personally and
software.com/scienc
animals, based on critically to oral, print
eforkids/life_cycle/m observable and other media texts
ovie.htm​ and ife characteristics; e.g., 3.Students will listen,
cycle games limbs, teeth, body speak, read, write, view
http://www.sheppard covering, overall and represent to
software.com/scienc shape, backbone. manage ideas and
eforkids/life_cycle/in information.
dex.htm​ on iPads 4.Students will listen,
4.Identify the food speak, read, write, view
(time dependent)
needs of at least one and represent to
animal from each of the enhance the clarity and
ASSESSMENT following groups: artistry of
Formative: mammals, birds, fish, communication.
-Think pair share and reptiles, amphibians,
discussion about insects; and describe SLO’s:
book changes in how each 2.4 Create Original
animal obtains food Text
-Observations of frog
through different -experiment with ways
in science journal stages of its life. of generating and
-Frog cycle organizing ideas prior
prediction discussion 6. Demonstrate to creating oral, print
-Frog and butterfly awareness that and other media texts
comparison animals require -use sentence variety
discussion different habitats in to link ideas and create
order to meet their impressions on familiar
-Book exploration
basic needs of food, audiences
and research
water, shelter and
worksheet space. 3.1 Plan and Focus
(formative) -ask topic-appropriate
questions to identify
GLO’s: information needs
3–10 Describe the
appearances and life 3.3 Organize, Record
cycles of some and Evaluate
common animals, and -draft ideas and
identify their information into short
adaptations to different paragraphs, with topic
environments. and supporting
sentences
3–11 Identify
requirements for 4.1 Enhance and
animal care. Improve
- edit for complete and
SLO’s: incomplete sentences
2.Observe and - space words and
describe the growth sentences consistently
and development of at on a line and page
least one living animal, -choose words,
as the animal develops language patterns,
from early to more illustrations or sounds
advanced stages. The to add detail and create
animal(s) should be desired effects in oral,
from one or more of the print and other media
following groups: texts
mammals, birds, fish,
reptiles, amphibians, 4.2 Attend to
 insects. Suggested Conventions
examples include: -choose words,
gerbils, guppies, language patterns,
mealworms, tadpoles, illustrations or sounds
worms, to add detail and create
butterflies/moths. desired effects in oral,
Additional examples print and other media
from other animal texts
groups might also be -use adjectives and
included: brine shrimp, adverbs to add interest
isopods, spiders. and detail to own
writing
3. Predict the next -distinguish between
stages in the growth complete and
incomplete sentence
and development of at -use exclamation
least one animal from marks, appropriately,
each of the following as end punctuation in
groups: mammals, own writing
birds, fish, reptiles, -use apostrophes to
form common
amphibians, insects; contractions and to
and identify similarities show possession in
and differences in their own writing
developmental -identify commas, end
punctuation,
sequences.
apostrophes and
quotation marks when
reading, and use them
4. ​Identify the food to assist
needs of at least one comprehension
animal from each of the
Math x 2 following groups: Music Math x 2
mammals, birds, fish, We Will Rock You-
Describe pattern of reptiles, amphibians, Queen- Playing as Open by solving
butterfly life cycle insects; and describe students come into another ‘Figure Me
class. Out’ math poster
changes in how each
Analyze and sort https://www.youtube. created last class.
animal obtains food
butterfly wing com/watch?v=6SdIV Have this poster
through different
patterns stations- in Ps8gZ8 displayed in the
groups of 3 students stages ​of its life. center of the board
will rotate through Continue putting as students walk in.
stations and will together song in Allow students to
6.Demonstrate
identify and add the verse groups attempt solving the
next 2 butterfly awareness that continuing from last problems on their
images to the pattern animals require lesson. own in their math
created by previous different habitats in journals for the first
group. order to meet their Rhythm Stick few minutes. Discuss
After a complete basic needs of food, Routine as class and solve.
rotation, groups water, shelter and (Choreography)
present their pattern space. Watch routine video Hand out word cards
and if other groups https://www.youtube. with different words
were correct com/watch?v=yefws about animal life
73QN1A cycles that students
Which One Doesn’t (choreography for have been learning
Belong butterfly wing song). about in science.
patterns on Break routine into Students will find the
smartboard and parts, demonstrate group of students
discussion in pairs and have students who have the same
and as class - find copy with music in word as them and
reason for why each the background. this will be their
butterfly doesn’t group for the first
belong with the rest. ASSESSMENT activity.
Formative:
Make your own -Verses Measuring heights.
Which One Doesn’t -Choreography Each group will have
Belong and share participation a meter stick and will
with the class. -Team work and measure each
collaboration other’s heights and
ASSESSMENT record them in their
Formative: GLO: math journals. Once
-Pattern stations and self-expression and recorded in math
group pattern creativity journals, students
presentations will add their heights
-Which one doesn’t SLO’s: to the excel
belong discussion FORM: spreadsheet on the
-Make your own 1.Music can be computer. Once all
which one doesn’t organized into data is entered, a bar
belong sections––alike or graph will be created
different. on the computer for
GLO: 2. A section may be students to see how
Patterns and Relations: repeated (verse, this data can be
Use patterns to
chorus). displayed and
describe the world and
to solve problems. 3.Music is organized represented. Ask:
into phrases. What do the labels
SLO’s: mean? How many
1. Demonstrate an EXPRESSION: people are under/
understanding of 3. Music may over __m/cm tall?
increasing patterns by:• express our feelings Who is the tallest?
describing
7. The words of a Who is the shortest?
• extending
• comparing song are very What is the most
• creating important to the common height?
numerical (numbers to understanding of the
1000) and song (text). “What other
non-numerical patterns questions do you
using manipulatives, SKILLS: think can be
diagrams, sounds and
7. Sing accurately in graphed?” ​Class
actions. [C, CN, PS, R,
V] unison discussion and write
suggestions on
3. Sort objects or MOVING: board.
numbers, using one or 10. Perform rhythmic
more than one attribute. patterns in music Class example.
[C, CN, R, V] “What is your
PLAYING favourite season?
INSTRUMENTS: (summer, swinter,
6. Play rhythm fall, spring)
instruments correctly Take a class survey
by a show of hands
Music LA x 2 for each option and
We Will Rock You- record using tally
Queen- Playing as “What is a family?” marks. Demonstrate
students come into (Think, Pair, Share) how to label and plot
class. Have students/ this data to form a
https://www.youtube. groups share their graph on anchor
com/watch?v=6SdIV thoughts and ideas. chart (clearly
Ps8gZ8 Write ideas on board labelling axis, title,
as students format, etc) to be
Create song about communicate them. displayed on front
differences using the board for student
We Will Rock You Sesame Street: reference.
Rhythm. In groups Family Song
students will write a https://www.youtube. Student conducted
verse for a com/watch?v=ii_LtHr surveys.
celebration of Eiao Explain what surveys
differences song. After listening to the are and that we will
song, have students be conducting our
Brainstorm ideas that share some activities own surveys. Instruct
should be included in that they like to do students to choose a
the song. Each with their family survey question,
student will write one members. provide 2-5 possible
idea on a piece of answers to that
paper and put it in a Have students write question that
hat to be picked down one way their everyone will have to
from. family is unique/ choose from.
different from other Students will record
Divide students into families on a sticky data using tally
verses 1-2-3-4 (~6 note and have marks. Show
students per verse). students add it to the examples of survey
Students will pick a white board under template and
piece of paper with the heading “How my demonstrate how to
an idea/ difference family is different…” change the template
on it and use that to Discuss some of the for which ever
create a verse with 5 sticky notes on the question they chose
other students while board and showcase to explore.
incorporating their the many ways
papers. families differ and Students will record
that is what makes survey data in their
Chorus- “We are, We our families so math journals and
are Different” instead special! graph their data on a
of “We will, We Will separate grid paper.
Rock You”. Families- refer to Encourage students
Elliot and Kailash’s to refer to the
ASSESSMENT families. Compare example and anchor
Formative: and contrast the two chart created at the
-Idea brainstorm families on the white beginning of class.
-Participation board by making a
-Collaboration and T-chart and filling it Exit slip on sticky
teamwork in as students share notes- Name one
-Verse creation their thoughts and interesting fact you
ideas. Encourage learned from your
GLO: students to think of survey/ graph.
self-expression and how their family may
creativity look/ act different ASSESSMENT
than Elliot’s or Formative:
SLO’s: Kailash’s. Have -Figure Me Out
FORM:
students share and poster solving in
1.Music can be
organized into discuss as a group. journals
sections––alike or -Measuring of
different. Pictures of families. heights
2. A section may be Students will take -Graph interpretation
repeated (verse, turns showing the question discussion
chorus). picture of their family -Exit slip
3.Music is organized
to the class and Summative:
into phrases.
explaining who each -Student survey data
EXPRESSION: member of their and graph
3. Music may express family is.
our feelings GLO’s:
7. The words of a song Families are all Statistics and
are very important to different poem- After Probability (Data
the understanding of
reading the poem Analysis):
the song (text).
together as a class Collect, display and
SKILLS: with students analyze data to solve
7. Sing accurately in following along on problems.
unison their own copy,
students will write Shape and Space
their own poem (Measurement)
about their family. Use direct and
Students will attach a indirect
picture of their family measurement to
on their poem. Have solve problems.
volunteers share with
class. SLO’s:

Family Web. 1.Collect first-hand

Using the student’s data and organize it
poems/ pictures of using:
their families, a web
will be created on the • tally marks
bulletin board. The
center will say • line plots
“Families are
different” and have • charts
each poem/ picture
around it, all • lists
connected to and by
string to answer questions.
[C, CN, PS, V] [ICT:
After seeing pictures C4–1.3]
of everyone’s
families, have 2.Construct, label
students write about and interpret bar
the following prompts graphs to solve
in their journals: problems. [C, PS, R,
“Did seeing your V] [ICT: C4–1.3,
classmates’ portraits
 change your C7–1.3, C7–1.4]
understanding of
families?” 3. Demonstrate an
https://www.toleranc understanding of
e.org/classroom-reso measuring length
urces/tolerance-less (cm, m) by:
ons/what-is-a-family
“How are everyone’s • selecting and
families the same, justifying referents
same, but different?” for the units cm and
m
ASSESSMENT
Formative: • modelling and
-Think pair share and describing the
discussion relationship between
-Family song the units cm and m•
discussion estimating length,
-Sticky note prompt using referents
-Elliot and Kailash
compare and • measuring and
contrast discussion recording length,
-Sharing of family width and height.
pictures
-Family poem
LA x 2 Social x 2 -Journal prompt Music

Gather in circle and Explore streets of GLO’s: We Will Rock You-

Read The Butterfly India. Discuss and 1. Students will listen, Queen- Playing as
again analyze book speak, read, write, view students come into
pictures. and represent to class.
explore thoughts,
What makes each of What animals would ideas, feelings and https://www.youtube.
the butterflies unique/ you find in India? experiences. com/watch?v=6SdIV
different? Transportation? 2.Comprehend and Ps8gZ8
How do you know Climate? What are respond personally and
which butterfly was people doing in the critically to oral, print Practice singing
which caterpillar? pictures? How are and other media texts verses together for
they dressed? 3.Students will listen, complete song
speak, read, write, view
Emphasize that there and represent to (Verses should be
are many different I notice, I wonder manage ideas and complete from last
butterflies and about the streets of information. class). Students will
differences just like India quick write in 4.Students will listen, receive a print out of
there are between journals. speak, read, write, view the lyrics for the
each of us. Show and represent to entire song . Song is
pictures of butterflies Compare to your enhance the clarity and to be sung together
artistry of
and have students own life- class communication. as a class.
identify how they are discussion and 5.Students will listen,
different and write list sharing. speak, read, write, view Practice Rhythm
on the board.Show and represent to Stick Routine
students that these Travel Agent Activity: respect, support and (Choreography)
differences also exist Students will act as collaborate with others. Watch routine video
between each of us travel agents to again
SLO’s:
(size, shape, color, promote travel to https://www.youtube.
etc). India in the form of a com/watch?v=yefws
 poster. They will visit 1.2 Clarify and Extend 73QN1A
What makes me https://kids.nationalg
unique/ different eographic.com/explo -experiment with Depending on how
heart map on poster re/countries/india/​ to arranging and well students are
paper. Encourage find additional recording ideas and grasping the stick
use of both pictures information about information in a variety routine, incorporate
and words and no India. They must of ways the singing and
white space. include: distance dance together.
from Canada, 2.1 Use Strategies and
While students are location,geography, Cues Extension for a later
working on heart information about date: Have students
map, pull each Indian culture, etc. -share ideas developed perform their song
student out one by The goal is to through interests, and dance at the
one to take a picture promote travel to experiences and next school
of them to be used India by informing discussion that are assembly
for art next class. others about what it related to new ideas
is like there. Posters and information ASSESSMENT
ASSESSMENT will be displayed Formative:
Formative: throughout the 2.2 Respond to Texts -Verses
-Discussion and classroom.Students -Choreography
identification of will gather -connect own participation
butterfly differences information in their experiences with the -Team work and
Summative: journals, then experiences of collaboration
-Heart map organize it to create individuals portrayed in
their poster oral, print and other GLO’s:
GLO’s: afterwards. media texts, using self-expression and
1. Students will listen, textual references creativity
speak, read, write, view ASSESSMENT
and represent to -connect portrayals of SLO’s:
Formative: FORM:
explore thoughts, ideas,
-Analyzing of characters or situations 1.Music can be
feelings and
experiences. pictures and in oral, print and other organized into
2.Comprehend and discussion about media texts to personal sections––alike or
respond personally and streets of India and classroom different.
critically to oral, print -I notice,I wonder 2. A section may be
experiences
and other media texts repeated (verse,
quick write in
chorus).
journals -discuss, represent or 3.Music is organized
SLO’s:
1.1 Discover and -Discussion of write about ideas in into phrases.
Explore comparison to own oral, print and other
-c​hoose appropriate life media texts, and relate EXPRESSION:
forms of oral, print and -Poster information them to own ideas and 3. Music may express
other media texts for in journals our feelings
experiences and to 7. The words of a song
communicating and Summative:
sharing ideas with other texts are very important to
-Travel agent poster the understanding of
others
2.3 Understand Forms, the song (text).
2.2 Respond to texts GLO: Elements, and
-connect own 3.1 ​Students will SKILLS:
Techniques
experiences with the demonstrate an 7. Sing accurately in
experiences of understanding and unison
appreciation of how -describe the main
individuals portrayed in
geographic, social, characters in terms of MOVING:
oral, print and other
media texts, using cultural and linguistic who they are, their 10. Perform rhythmic
textual references factors affect the quality actions in the story and patterns in music
of life in communities in their relations with
2.4 Create original text India, Tunisia, Ukraine PLAYING
-experiment with ways and Peru
of generating and
organizing ideas prior SLO’s​:
to creating oral, print 3.1.1 appreciate
and other media texts similarities and
differences among
people and
communities:
• demonstrate an
awareness of and interest
in the beliefs, traditions
and customs of groups
and communities other
than their own (CC)
3.1.3 examine the
geographic
characteristics that
shape communities in
other parts of the world
by exploring and
reflecting upon the
following questions for
inquiry:
• Where, on a globe
and/or map, are the
communities in relation
to Canada? (LPP)
• In what ways do the
people in the
communities depend on,
adapt to and change the
environment in which
they live and work? (ER,
LPP)
•How does the physical
geography influence the
human activities in the
communities (e.g.,
availability of water,
climate)? (CC, LPP)
3.S.8 demonstrate skills
of oral, written and visual
literacy: •organize and
present information, such
as written and oral
other characters INSTRUMENTS:
6. Play rhythm
2.4 Create Original instruments correctly
Text
-experiment with ways
of generating and
organizing ideas prior
to creating oral, print
and other media texts
3.1 Plan and Focus
- identify facts and
opinions, main ideas
and details in oral, print
and other media texts
- contribute ideas for
developing a class plan
to access and gather
ideas and information
3.4 Share and Review
-organize and share
ideas and information
on topics to engage
familiar audiences
4.2 Attend to
Conventions
-identify a variety of
sentence types, and
use in own writing
-use exclamation
marks, appropriately,
as end punctuation in
own writing N
-use apostrophes to
form common
contractions and to
show possession in
own writing
4.3 Present and Share
-speak or present oral
readings with fluency,
N rhythm, pace, and
reports, taking particular with appropriate
audiences and purposes intonation to
into consideration emphasize key ideas
•listen to others in order
to understand their points 5.1 Respect Others
of view and Strengthen
•interact with others in a Community
socially appropriate
-describe similarities
manner
between experiences
•create visual images for
and traditions
particular audiences and
encountered in daily
purposes
life and those portrayed
in oral, print and other
media texts

-identify and discuss

similar ideas or topics
within stories from oral,
print and other media
texts from various
communities

PE Health
Relaxing and “How are you feeling
Meditation Music today?” Check in
https://www.youtube. Students will put
com/watch?v=erYQy their name next to an
GHC7fQ​ - play as emoji (happy, sad,
students come into excited, surprised,
the gym to set the etc).
tone for the class
and play in the The Feelings Song
background during https://www.youtube.
stretches. com/watch?v=UsISd
1AMNYU
Stretching Discuss that we all
Have the student feel the same
leader of the day feelings, but
lead stretching in the experience them
center of the circle differently, for
as other students different reasons,
copy their stretches. and also deal with
(Begin stretch from them differently.
head to toes) Ex.
neck rotations, Exploring Feelings
shoulder shrugs, arm Game
rotations, etc). https://www.pinterest
.ca/pin/40567587891
Explain that we will 7611141/
be practicing In groups, students
Kailash’s favourite will take turns rolling
thing to do (​Who a dice and moving
remembers?) ​Briefly their figurine on the
explain what yoga is, game board. On
how it works and every space they
why people do it land on, they must
answer the question.
Students will gather The first player to get
yoga mats and set to the end of the
up in a spot where game board wins.
they can fully see the
teacher. Remind How Emotions Feel
students to be Worksheet.
mindful of others Students will identify
personal space. how being angry
makes the different
Lead yoga poses parts of their body
and have students feel as well as
copy the teachers identify actions they
movements. can do to help these
Verbalize each feelings. Later
movement and classes will explore
ensure students are how their bodies feel
following along. when happy, sad,
Poses and Yoga excited, etc.
practices taken from
https://www.youtube. Have students share
com/watch?v=Td6zF examples of positive
tZPkJ4 things they can do
when they feel
Silent Meditation and angry. Practice some
cool down - last 5 examples (ex. Deep
minutes of class with breathing). Discuss
meditation music in why it is important to
background. deal with feelings in
a positive way.
When students are
leaving the gym, ASSESSMENT
have them show you Formative:
using a fist of 5 how -Feelings song
relaxed they feel (1 discussion
being not relaxed -Observation of
and 5 being relaxed). group cohesiveness
during exploring
Inform students to feelings game
come prepared -Exploring feelings
tomorrow with a game answers
cultural game or -How emotions feel
activity they would worksheet
like to share with the -Discussion
class
GLO:
ASSESSMENT Relationship Choices-
Formative: Students will develop
-Participation effective interpersonal
-Exit relaxation rating skills that demonstrate
responsibility, respect
and caring in order to
GLO’s: establish and maintain
A.Students will acquire healthy interactions.
skills through a variety
of developmentally SLO’s:
appropriate movement R-3.2 demonstrate safe
activities; dance, and appropriate ways
games, types of for sharing and/or
gymnastics, individual expressing feelings
activities and activities through words and
in an alternate behaviour; e.g.,
environment; e.g., demonstrate good
aquatis and outdoor manners when
pursuits. expressing feelings
B.Students will R-3.3 develop, with
understand, experience guidance, strategies to
and appreciate the deal with stress/
health benefits that change
result from physical
activity. R-3.4 develop, with
guidance, effective
C.Students will interact communication skills
positively with others. and strategies to
express feelings; e.g.,
D.Students will assume appropriate expression
responsibility to lead an of anger
active way of life
R–3.6 demonstrate
SLO’s: inclusive behaviours
A3–3 respond to a regardless
variety of stimuli to of individual differences
create nonlocomotor or circumstances; e.g.,
sequences physical, emotional,
cultural, economic
A3–9 select and
R–3.8 develop skills to
perform simple
work cooperatively in a
movement sequences group
by using elements of
body and space
awareness and
relationships, alone
and with others

B3–3 experience
movement involving
the components of
health- related fitness;
e.g., flexibility,
endurance, strength,
cardio- respiratory
activities
 B3–8 understand the
connections between
physical activity and
emotional well-being;
e.g., feels good

C3–1 describe and

demonstrate respectful
communication skills
appropriate to context

D3–4 demonstrate and

participate in safe
warm-up and cool-
down activities.

Art x 2 Art Art x 2 LA x 2

Hand out printed out Paint a picture of my Ask students if they Personal Kit Creation
pictures of student world. Students will remember what Activity (BLM 2-2-1)
faces. Students will create pictures of Elliot’s favourite Students will gather
cut out the outline of their own world subject was (Art). information about
their head, which will based on their own What did he like to their individual
be pasted onto their interpretation and make? (masks) characteristics and
butterfly body after view of their world. put together a
they have finished Paintings will follow Show students a personal kit on these
designing the wings, the same format as picture of Elliot’s characteristics. They
etc. Elliot and Kailash’s in peacock mask and will illustrate these
the book, but other examples of characteristics using
Butterfly art with completely open to animal masks online. their choice of
wings designed to student creativity. charts, graphs,
show interests, Making masks pictures or drawings.
hobbies, etc. of Prior to beginning Students will use
students using LA painting, analyze the craft materials Personal kit
heart map. Students types of elements (cardboard, paper, presentations
will begin with included in the pipe cleaners, Students will take
butterfly wing drawings from the stickers, paint, turns presenting their
templates which will book and have class feathers, cloths, etc) personal kits. As
be filled with name other ideas to create a mask for other students are
interests, hobbies, or that one can include. a specific animal listening to each
things that represent Emphasize that there they would like to other’s
them as well as is no ‘right way’ to do become. presentations, have
create a unique it since it is meant to each student write in
design for their be their own unique Journal writing their journals at least
butterfly body/ wings. interpretation of their prompts: one element that is
Completed wing world. What animal are the same as a
template will be you? Why did you classmate and one
glued onto Gallery Walk. After choose to become element that is
construction paper gallery walk, discuss this animal? What different in their
for added color and with students what makes you and your journals.
design. similarities and animal different?
differences they Sharing circle
Once completed, noticed between the ASSESSMENT Sitting in a circle,
they will be hung different world’s Formative: students will take
from pieces of string everyone drew. -Journal prompts turns going around
throughout the Assessment: and naming one
classroom. ASSESSMENT -Animal masks thing they learned
Formative​: about someone this
ASSESSMENT -Painted picture of GLO’s: class (must be a
Formative: “my world” 3. Students will different person each
-Butterfly design -Discussion decorate items time).
personally created.
-Completed butterfly -Gallery walk and
5. Students will create
art participation an original ASSESSMENT
composition, object or Formative:
GLO’s: GLO: space based on -presentations
3. Students will 3. Students will supplied motivation. -Contribution to
decorate items decorate items sharing circle
personally created. personally created.
Summative:
4. Students will express SLO’s:
a feeling or a message. SLO: -Completed personal
3A. Details, patterns or
3A. Details, patterns or textures can be added kit
SLO’s: textures can be added to two-dimensional
3​A. Details, patterns or to two-dimensional works. GLO’s:
textures can be added works. 1. Students will listen,
to two-dimensional 3B. Details, patterns or speak, read, write, view
works. and represent to
textures can be added
LA explore thoughts,
3B. Details, patterns or to the surface of ideas, feelings and
Using heart map
textures can be added three-dimensional experiences.
from previous day, 2.Comprehend and
to the surface of works.
write a letter back to respond personally and
three-dimensional either Elliot or critically to oral, print
works. Kailash responding 5A. Outside stimulation and other media texts
and sharing about 3.Students will listen,
from sources such as speak, read, write, view
yourself. Students
4A. Feelings and music, literature, and represent to
will use heart maps
moods can be photographs, film, manage ideas and
as inspiration. This is information.
creative movement,
interpreted visually. to be done mostly in 4.Students will listen,
pictures like Elliot drama, television and
speak, read, write, view
and Kailash’s letters computers can be and represent to
4B. Specific messages, to each other’s. interpreted visually. enhance the clarity and
beliefs and interests Letters/ drawings artistry of
can be interpreted must address: communication.
5.Students will listen,
visually, or symbolized. Who are you? (“My speak, read, write, view
name is ____ and I and represent to
love to ____”) respect, support and
Who do you live collaborate with others.
with? How many SLO’s:
people in your 3.4 Share and Review
family? -organize and share
ideas and information
Pets? How many? on topics to engage
What does it look like familiar audiences
where you live? 4.3 Present and Share
How do you travel -present ideas and
information on a topic,
and get places? using a pre-established
What’s your favourite plan
class? -use print and nonprint
aids to illustrate ideas
How do you say and information in oral,
hello? print and other media
texts
-speak or present oral
Closing activity:
readings with fluency,
Interesting fact Nrhythm, pace, and
snowball fight. with appropriate
Students will write intonation to
down one interesting emphasize key ideas
fact (can be
something they
included in their
letter/drawing back
to Elliot or Kailash),
crumple it up into a
ball and throw it
around until the
music stops. Then,
everyone will pick up
a paper, it out the
interesting fact and
will guess who it is
about. If they are
incorrect, other
students can try to
guess (time
permitting).

ASSESSMENT
Formative:
-Participation and
engagement in
closing activity
Summative:
-Letter

GLO’s:
1. Students will listen,
speak, read, write, view
and represent to
explore thoughts,
ideas, feelings and
experiences.
2.Comprehend and
respond personally and
critically to oral, print
and other media texts
3.Students will listen,
speak, read, write, view
and represent to
manage ideas and
information.
4.Students will listen,
speak, read, write, view
and represent to
enhance the clarity and
artistry of
communication.
5.Students will listen,
speak, read, write, view
and represent to
respect, support and
collaborate with others.

SLO’s:
2.2 Respond to Texts

-connect own
experiences with the
experiences of
individuals portrayed in
oral, print and other
media texts, using
textual references

-connect portrayals of
characters or situations
in oral, print and other
media texts to personal
and classroom
experiences

-discuss, represent or
write about ideas in
oral, print and other
media texts, and relate
them to own ideas and
experiences and to
other texts

2.4 Create Original

Text

-experiment with ways

of generating and
organizing ideas prior
to creating oral, print
and other media texts

4.2 Attend to
Conventions

-identify a variety of
sentence types, and
use in own writing

-use exclamation
 marks, appropriately,
as end punctuation in
own writing N

-use apostrophes to
form common
contractions and to
show possession in
own writing.

PE Health Library/ LA PE

Spell out name “What makes you, Diversity books Warm up.
exercises (warm up). you? ”​ (Think, Pair, about different In 5 lines of equal
Each letter in a Share) Have cultures students, each
student’s name students discuss why student will take
corresponds to a there is only one Book tasting turns running to the
particular exercise. ‘you’ and showcasing the opposite side of the
Students will diversity books that gym, picking up a
complete the Collect all heart could be found in the card and performing
exercises that maps and have school library (variety the exercise called
complete their name. students randomly of reading levels): out by the teacher
select someone - Okay to Be however many times
Demonstrate how to else’s heart map Different by their card indicates.
take heart rate. Take from the pile. They Todd Park For example, if
Resting heart rate will use this heart - Whoever jumping jacks are the
and record on sticky map to pick one you Are by first exercise written
notes (anonymous) difference about this Mem Fox on the board and a
and place on board person that they - Name Jar by student’s picks up
under resting heart appreciate and Yangsook the 4 of diamonds,
rate. respond to the Choi they must do 4
following prompt: “I - The jumping jacks before
Bees and Butterflies appreciate Sandwich running back to their
Tag. *difference* Swap by line and tagging the
Butterflies try to because... “. Letters Queen next person.
avoid bees (taggers are the be Rania Al
with stinger pool anonymous and Abdullah and Sharing of Cultural
noodles) by running handed in to the Kelly Games.
away from them. teacher when DiPucchio In groups of 4,
When a butterfly is complete. Once - The Day You students will take
tagged, it freezes checked over, they Begin by turns explaining a
until two other will be handed out Jacquline game that other
butterflies who aren’t next health class. Woodson represents them or is
tagged can link arms - The Colors from their culture
and bring the tagged Reflection- At the of Us by (previous notice
player to the center end of class, have Karen Katz given to ensure
circle (safe zone). students write a - The Skin you students are
Count to 5 in the safe quick answer to the Live In by prepared to share for
zone, then they are following prompts Michael this day). Each group
back in the game. displayed on board Tyler member will have 5
as an exit slip - Pink Is for minutes to explain
Take Heart Rate “This activity made Boys by and play their game
immediately after me feel... Robb with the rest of the
Tag and record on because….” Pearlman group. Examples of
board with sticky “I think my friend will - This is How activities that may be
notes (anonymous). feel ……… when We Do It: featured include
they read my letter.” One Day in Ukranian dancing,
Cool down stretch in the Lives of softball, a game
circle and discuss ASSESSMENT Seven Kids students play with
what the different Formative: from Around their families
heart rates mean, -Think pair share the World by regularly, etc.
ideal heart rates, and discussion Matt Students will Tell Ask
high vs. low heart -Anonymous letters Lamothe Give feedback after
rate. Refer to heart from heart maps - Over the each member
rate board to show -Reflection Hills and Far presents their
whether or not the Away: A activity/sport.
class was working GLO: Treasury of
hard and had their Relationship Choices- Nursery Cool down stretch in
heart pumping by Students will develop Rhymes by a circle as a class.
effective skills that
playing Bees and Elizabeth While stretching,
demonstrate
Butterflies Tag. responsibility, respect Hammill have students share
and caring in order to https://www.thebump one thing they
ASSESSMENT establish and maintain .com/a/childrens-boo enjoyed from one of
Formative: healthy interaction. ks-about-diversity the activities in their
-Participation and groups.
engagement SLO’s:
R–3.1
-Heart rate recording Read and ASSESSMENT
recognize the effects of
-Teamwork and sharing positive exploration of books Formative:
sportsmanship feelings on self and by students. -Participation
others; e.g., express Students will spend -Observation of fair
GLO’s: appreciation to self and the remainder of the play and teamwork
A.Students will acquire others lesson exploring the -Sharing of cultural
skills through a variety physical copies or games
of developmentally R–3.6 demonstrate
listening to
appropriate movement inclusive behaviours
activities; dance, regardless read-along videos of GLO’s:
games, types of of individual differences the same books on A.Students will acquire
gymnastics, individual or circumstances; e.g., the computers in the skills through a variety
of developmentally
activities and activities physical, emotional, library.
in an alternate cultural, economic appropriate movement
environment; e.g., activities; dance,
At the end of the games, types of
aquatis and outdoor
lesson, have gymnastics, individual
pursuits.
students share with a activities and activities
B.Students will partner the book that in an alternate
understand, experience they found most environment; e.g.,
aquatis and outdoor
and appreciate the interesting and why.
health benefits that pursuits.
Have volunteers
result from physical share their answers
activity. B.Students will
with the class. understand, experience
C.Students will interact and appreciate the
positively with others. ASSESSMENT health benefits that
Formative: result from physical
activity.
D.Students will assume -Book tasting
responsibility to lead an participation
active way of life C.Students will interact
-Observation of positively with others.
student exploration
SLO’s: -End discussion D.Students will assume
A3–1 respond to a responsibility to lead an
variety of stimuli to GLO’s: active way of life
create locomotor 2.Comprehend and
respond personally and SLO’s:
sequences A3–1 respond to a
critically to oral, print
and other media texts variety of stimuli to
A3–3 respond to a
3.Students will listen, create locomotor
variety of stimuli to speak, read, write, view sequences
create nonlocomotor and represent to
sequences manage ideas and A3–3 respond to a
information.
5.Students will listen, variety of stimuli to
A3–11 demonstrate the
speak, read, write, view create nonlocomotor
ability to work together
and represent to sequences
with a teammate/team respect, support and
to achieve a common collaborate with others. B3–3 experience
activity goal while movement involving
playing and learning the SLO’s:
2.1 Use Strategies and the components of
basic strategies of health- related fitness;
Cues
lead-up games -preview sections of e.g., flexibility,
print texts, and apply endurance, strength,
B3–3 experience reading rate and cardio- respiratory
movement involving the strategies appropriate
for the purpose, activities
components of health-
related fitness; e.g., content and format of
the texts C3–1 describe and
flexibility, endurance, - read silently with demonstrate respectful
strength, cardio- increasing confidence communication skills
respiratory activities and accuracy appropriate to context
2.3 Understand Forms,
B3–7 describe the Elements and C3–3 identify and
changes that take place Techniques
- identify distinguishing demonstrate etiquette
in the body during and fair play
features of a variety of
physical activity oral, print and other
media texts C3–5 display a
C3–3 identify and willingness to share
demonstrate etiquette 3.2 Select and Process ideas, space and
and fair play -use text features, such
as titles, pictures, equipment when
headings, labels, participating
D3–3 demonstrate the
diagrams and cooperatively with
ability to listen to
dictionary guide words, others
directions, follow rules to access information
and routines, and stay D3–1 express a
on task while 3.3 Organize, Record
willingness to
participating in physical and Evaluate
- organize ideas and participate regularly in
activity information, using a physical education
variety of strategies, class
D3–4 demonstrate and such as clustering,
participate in safe categorizing and D3–3 demonstrate the
warm-up and cool- sequencing ability to listen to
down activities directions, follow rules
5.1 Respect Others
and Strengthen and routines, and stay
Community on task while
-identify and discuss
 recurring themes in participating in physical
oral, print and other activity
media texts from
diverse cultures and D3–4 demonstrate and
communities
participate in safe
warm-up and cool-
down activities

RESOURCES
A
B
Bees and Butterfly Tag https://physedgames.com/bees-butterflies-tag/
Book Exploration ​https://bookflix.digital.scholastic.com/category/pairs/node-33978?authCtx=U.600104428
Brain Break Song and Dance Dance & Freeze ​https://www.youtube.com/watch?v=1iDscTioa8E
Butterfly Art https://www.pinterest.ca/pin/215258057191003560/
Butterfly Conservatory Gardens
https://www.calgaryzoo.com/visit/habitats-destinations/conservatory-gardens-butterflies
Butterfly Habitat Diorama ​https://www.pinterest.ca/pin/565553665698867451/?lp=true
Butterfly pasta life cycle creation
https://i.pinimg.com/736x/e0/0c/f7/e00cf7c73c6f25867e5f24a3e184abca.jpg
C
Character Mapping Organizer
https://bctf.ca/uploadedFiles/Public/SocialJustice/Issues/Antiracism/SameButDifferent.pdf
Chatterpix
D
Dance Steps For Beginners: Punjabi Bhangra Dance Steps
https://www.youtube.com/watch?v=YYX8e8l55zs
Diawli- Festival of Lights| National Geographic ​Diwali - Festival of Lights | National Geographic
Diversity Books: ​https://www.thebump.com/a/childrens-books-about-diversity
•​ ​Okay to Be Different by Todd Park​
 
•​ ​Whoever you Are by Mem Fox ​
 
•​ ​Name Jar by Yangsook Choi ​
 
•​ ​The Sandwich Swap by Queen Rania Al Abdullah and Kelly DiPucchio ​
 
•​ ​The Day You Begin by Jacquline Woodson​
 
•​ ​The Colors of Us by Karen Katz​
 
•​ ​The Skin you Live In by Michael Tyler​
 
 •​ ​Pink Is for Boys by Robb Pearlman ​
 
•​ ​This is How We Do It: One Day in the Lives of Seven Kids from Around the World by Matt
Lamothe ​
 
•​ ​Over the Hills and Far Away: A Treasury of Nursery Rhymes by Elizabeth Hammill
E
Exploring Differences Red/ Green Card Activity
https://bctf.ca/uploadedFiles/Public/SocialJustice/Issues/Antiracism/SameButDifferent.pdf
Exploring Feelings Game ​https://www.pinterest.ca/pin/405675878917611141/
F
Families are all different poem- http://firstgradewow.blogspot.com/2012_10_01_archive.html
Family Web
http://teacherlink.ed.usu.edu/tlresources/units/byrnes-literature/CKHOOSTE/___FAMILY2.HTM
Figure Me Out Activity https://www.teacherspayteachers.com/Product/Figure-Me-Out-1974232
Frog life cycle song ​https://www.youtube.com/watch?v=JrXww4oZrsI​.
G
H
Heart Maps by Georgia Heard
Hindu Temples and religion ​https://www.youtube.com/watch?v=Yiupwfu_h0k
How Caterpillars become Butterflies video ​https://www.youtube.com/watch?v=V5RSpMQQOpw
How Emotions Feel Worksheet. ​https://www.pinterest.ca/pin/419468152774753564/
https://www.youtube.com/watch?v=UsISd1AMNYU
I
I Can Show Numbers in So Many Ways Song ​https://www.youtube.com/watch?v=lAQ2HTqTl2w
India Research website ​https://kids.nationalgeographic.com/explore/countries/india/
J
K
L
Life cycle clip ​http://www.sheppardsoftware.com/scienceforkids/life_cycle/movie.htm​and ife cycle games
http://www.sheppardsoftware.com/scienceforkids/life_cycle/index.htm​on iPads
M
Marshmallow Temple Creation Activity ​https://pearceonearth.com/marshmallow-temples/
Mehendi Henna- Why do Indian Women Apply Mehendi on Hands & Feet
https://www.youtube.com/watch?v=Ashc59Buxlg​.
N
O
P
Personal Kit Creation Activity (BLM 2-2-1)
https://www.edu.gov.mb.ca/k12/cur/physhlth/hs_k-8/blms/index.html
Q
R
Rangoli Play Doh Activity https://www.mylittlemoppet.com/10-fun-diwali-activities-for-kids/
Relaxing and Meditation Music ​https://www.youtube.com/watch?v=erYQyGHC7fQ
Rhythm stick routine ​https://www.youtube.com/watch?v=yefws73QN1A
S
Same, Same but Different by Jenny Sue Kostecki- Shaw
Sesame Street: Family Song ​https://www.youtube.com/watch?v=ii_LtHrEiao
Smart board life cycle sorting activity
http://exchange.smarttech.com/details.html?id=5540e824-fa24-4fd2-9c34-e49b7deea09c
Spell out name exercises https://www.pinterest.ca/pin/470978073532962114/
Survey Template Examples ​https://www.thoughtco.com/surveys-for-kids-by-kids-1832463
T
The Butterfly by Anna Melbourne and Cathy Shimmen
The Feelings Song https://www.youtube.com/watch?v=UsISd1AMNYU
U
V
W
We Will Rock You Mustc ​https://www.youtube.com/watch?v=6SdIVPs8gZ8
X
Y
Yoga Practices and Poses ​https://www.youtube.com/watch?v=Td6zFtZPkJ4
Z

TQS’s:
Teaching Quality Standards Addressed:
1. Fostering Effective Relationships: a,b,c,f
- This TQS is addressed through the establishment of a welcoming and supporting
classroom culture. Group work and opportunities for collaboration help foster positive
relationships. Additionally, asking students specific questions about their culture, families,
traditions, etc. demonstrates interest in learning about each of the students. The work
surrounding our theme of diversity for the week also teaches students to recognize
cultural differences, learn about them and appreciate them.
2. Engaging in Career-long learning: a,c,d,f
 - This TQS is addressed through the collaboration with another school teacher for the pen
pal activity. This collaboration provides students with an opportunity to connect with other
students elsewhere in the world. This type of collaboration would also add another
teacher to my teacher social network. An inclusive classroom is established through the
variety of instructional methods and activities for students. Also, frequent incorporation of
group work and peer interactions helps foster an inclusive culture. Additionally, the
incorporation of technology such as iPads for research, smart board activities, Chatterpix
app, and song/ dance videos addresses this TQS in regards to enhancing knowledge and
practice through emerging technology.
3. Demonstrating a Professional Body of Knowledge: a,b,c
- This TQS is addressed through the variety of engaging learning activities incorporated in
each lesson. Each lesson covers multiple outcomes from the Program of Studies, involve
activities that build off of on another, and activities that continue on throughout the week.
Incorporation of song and dance in lessons also incorporates digital technology as a
means of communicating information and knowledge while aiming to enhance student
cognitive functioning by movement.
4. Establishing Inclusive Learning Environments: a,b,f,g,h
- This TQS is addressed through the celebration of differences that will be occurring
throughout lessons. Students will be shown to respect differences since we are all
different. This respect will be maintained through presentations and sharing activities.
Strategies are used to aid students in their learning such as proper scaffolding and group
activities for additional support. A positive learning environment is established through
demonstration of respect, contributing to a positive classroom climate as well. Students
personal and cultural strengths in learning is incorporated throughout these lessons as
they each have multiple opportunities to share this information through discussion,
writing, art, etc. Opportunities for student leadership is also evident in physical education
lessons, incorporating warm up leaders.
​ 6. Adhering to Legal practices and Frameworks: a,b,c
- All activities and plans are to be done in accordance to the ​School Act​ and the policies of
the school. This TQS is addressed regarding the Science field trip as proper
documentation of permission from parents/ guardians must be obtained, and proper
supervision and care must be set in place.

​MATH LESSON PLAN

 This math lesson is spread across two- 35 minute blocks. This lesson fits into the overarching
theme of the week plan of diversity/ individual differences by identifying some of the differences between
students and representing them in a mathematical context. The “Figure Me Out” Activity encourages
students to practice problem solving skills while being motivated to “solve” the problems to identify the
student for who the poster represents. Additionally, the concept of differences is also represented through
the multiple ways students choose to represent their number for each prompt. Through this activity,
students will recognize that each poster is different because we represent numbers in different ways and
that our differences gave rise to different numbers.

Stage 1: Desired Results

General 1.​ ​ Develop Number Sense
Learning
Outcome(s)

Specific 2. Represent and describe numbers to 1000, concretely, pictorially and

Learning symbolically. [C, CN, V]
Outcome(s)
5. Illustrate, concretely and pictorially, the meaning of place value for numerals
to 1000. [C, CN, R, V]

9. Demonstrate an understanding of addition and subtraction of numbers with

answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially
and symbolically, by:

• using personal strategies for adding and subtracting with and without the
support of manipulatives

• creating and solving problems in context that involve addition and subtraction
of numbers.[C, CN, ME, PS, R, V]

11. Demonstrate an understanding of multiplication to 5x5 by:

• creating and solving problems in context that involve multiplication

• modelling multiplication using concrete and visual representations, and

recording the process symbolically

12. Demonstrate an understanding of division (limited to division related to

multiplication facts up to 5x5) by:

● creating and solving problems in context that involve equal sharing and
equal grouping
● modelling equal sharing and equal grouping using concrete and visual
representations, and recording the process symbolically
Learning Students will:
Objective(s) 1. Represent numbers about themselves as multiplication, division,
addition and subtraction statements.
2. Represent numbers about themselves using different symbols,
pictures, and diagrams.
3. Solve math statements of other students

Stage 2: Assessment Evidence

Summative Formative ·​ ​Opening Question answers
Assessme Assessme ·​ ​ Number statements
nt nt · Accurate symbolic/ pictorial
representations of numbers
·​ ​Student solving of peers math
statements in own math journals and
discussion

Stage 3: Learning Experience

Tech to ·​ ​I
Can Show Numbers in So Resources ·​ ​ Poster Paper templates

Do Many Ways Song to Bring ·​ ​Markers

·​ ​ Math journals
https://www.youtube.com/watch?
v=lAQ2HTqTl2w
·​ ​Dance & Freeze Song and
Dance
https://www.youtube.com/watc
h?v=1iDscTioa8E

Time Content/Description Notes

5 minutes Opening Attendance

·​ Display the following prompt on the white board for
students to answer as they walk in: “The answer is 6.
What is the question?”
·​ Once everyone has had a chance to write their
‘question’ on the board + name, have student volunteers
share their ‘question’. Have volunteers explain why they
thought of that question.
·​ Point out the many different possible questions/
representations that the number 6 has and that they are
all right. Address that there are so many questions and
ways the number 6 can be presented and that we will be
 doing something similar with a bunch of different
numbers about ourselves this class.

Review ways numbers can be represented

https://www.youtube.co
10 minutes ·​ Encourage students to look around the classroom and m/watch?v=lAQ2HTqTl
identify any ways they see numbers being represented. 2w

I Can Show Numbers in So Many Ways Song

https://www.youtube.com/watch?v=lAQ2HTqTl2w
· After listening to the song, have students identify
the different ways we can show numbers from the
video. Ask if anyone can think of any other ways
that weren’t mentioned.

Figure Me Out Activity

40 minutes ·​ Explain to students that we will be creating math https://www.te
questions and pictures to represent certain things acherspaytea
about us. chers.com/Pr
· Students will start off by answering the following oduct/Figure-
prompts in their math journals: Me-Out-1974
- My age
- Birth month 232
- Birth date
- Letters in my name
- People in my family *posters will
- Number of pets not have
- My house number
- Shoe size student
· Once students have answered the prompts in names on
their journals, instruct students to represent the them-
number using symbols, pictures, diagrams, etc. in students must
each of the boxes. Have students plan out how
figure out
they are going to symbolically/ pictorially represent
math
each number in their journals before doing it on
their poster paper.
statements to
· Hand out 8 sticky notes (large enough to cover identify which
their drawn answer) to each student. Explain to poster
students that they will be representing their belongs to
numbers for each box in a math sentence. each student*
Students must include 2 multiplication, 2 division, 2
addition, and 2 subtraction sentences. Hand out 8
sticky notes (large enough to cover their drawn
answer) to each student.

Modification:
- allow struggling students to represent their
numbers in simpler ways. For example, 1
multiplication statement and 3 addition.
 - One on one teacher support during activity.
Gather students who may be struggling and work
through each prompt together opposed to
individually.

· Circulate and ensure students are on task. If

difficulty is noticed among students for formulating
math sentences for instance, gather attention of
class and go through some practice examples
using sample numbers. Address any further
questions.

Dance Brain Break: Dance & Freeze Get students

3 minutes https://www.youtube.com/watch?v=1iDscTioa out of their
8E desks, up and
moving.

12 minutes Closure Modify this

​· Display posters on bulletin board and have class closure
gather around in a circle with their math journals. activity
· Explain that we will be trying to figure out who’s according to
poster belongs to who by solving these math
time
problems. Remind students that if we choose their
remaining for
poster to solve, not to tell us that it is theirs
· Randomly select a student’s poster to solve and
the lesson.
work through the math questions as a class. (more time
· “This person’s age is *math sentence*” Who remaining=
knows what the answer is? How did you get that solve more
answer? Once volunteers share answers, check than one
the answer by lifting up the sticky note, displaying poster, little
the drawing that student created. Ask the class if time
our answer matches the drawing- why or why not?
remaining=
How did they represent this number? Have
solve a few
students answer each math question in their
journals as we go through the poster on their own
questions
and then take up as a class. together as a
· Continue with the other math problems on the class and
poster, having students write their answer for each continue next
math question in their math journals and working class)
through them together as a class.
 Reflections
and Follow Up

FORMATIVE CHECKLIST FOR SLO’s

DATE: GLO: Develop Number Sense
___ SLO’s: ✔ or ✘

STUDENT 2. 5. 9. ​Demonstrate an 11. ​Demonstrate 12.​ Demonstrate an Comments

Represent Illustrate, understanding of addition an understanding of
and concretel and subtraction of understanding of division (limited to
describe y and numbers with answers to multiplication to division related to
numbers to pictorially, 1000 (limited to 1-, 2- 5x5 by: multiplication facts
1000, the and 3-digit numerals), up to 5x5) by:
concretely, meaning concretely, pictorially and -creating and
pictorially of place symbolically, by: solving problems -creating and
and value for in context that solving problems in
symbolicall numerals - using personal involve context that involve
y. [C, CN, to 1000. strategies for adding and multiplication equal sharing and
V] [C, CN, subtracting with and equal grouping
R, V] without the support of -modelling
manipulatives multiplication -modelling equal
using concrete sharing and equal
-creating and solving and visual grouping using
problems in context that representations, concrete and visual
involve addition and and recording representations,
subtraction of the process and recording the
numbers.[C, CN, ME, symbolically process
PS, R, V] symbolically