Teacher Planning

1.1 My World: Home, School, and Community
General Outcome
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of belonging in their world and how active members in a community contribute to the well-being, growth and vitality of their groups and communities.

Knowledge and Understandings
1.1.5 Distinguish geographic features in their own community from other communities by exploring and reflecting upon the following questions for inquiry:
• What are some familiar landmarks and places in my community? (CC, TCC)
• Why are these landmarks and places significant features of the community? (CC, I, TCC)

1.2 Moving Forward with the Past: My Family, My History and My Community
General Outcome
Students will demonstrate an understanding and appreciation of how changes over time have affected their families and influenced how their families and communities are today.

Values and Attitudes
Students will:
1.2.1 appreciate how stories and events of the past connect their families and communities to the present:
• recognize how their families and communities might have been different in the past than they are today (CC, TCC)
• recognize how their ancestors contribute to their sense of identity within their family and communities (TCC, I)
• appreciate people who have contributed to their communities over time (CC, I, TCC)
• recognize how diverse Aboriginal and Francophone communities are integral to Canada’s character (CC, I)

Knowledge and Understanding
Students will:
1.2.2 analyze how their families and communities in the present are influenced by events or people of the past by exploring and reflecting upon the following questions for inquiry:
• In what ways has my community changed over time (e.g., original inhabitants, ancestors, generations, ways of life)? (CC, TCC)
• How have changes over time affected their families and communities in the present? (I,TCC)
• In what ways have Aboriginal, Francophone and diverse cultural groups contributed to the origins and evolution of their communities over time? (CC, I, TCC)
• What connections do we have to the Aboriginal, Francophone and diverse cultures found in our communities? (CC, I, TCC)
• What are some examples of traditions, celebrations and stories that started in the past and continue today in their families and communities? (CC, I, TCC)

Skills and Processes
DIMENSIONS OF THINKING
Students will:
1.S.1 develop skills of critical thinking and creative thinking:
• examine ideas and information from varied sources
• choose and justify a course of action
* compare and contrast information from similar types of electronic sources

1.S.2 develop skills of historical thinking:
• recognize that some activities or events occur on a seasonal basis
• differentiate between activities and events that occurred recently and long ago

1.S.3 develop skills of geographic thinking:
• use a simple map to locate specific areas within the school and community
• ask geographic questions, such as asking for directions
• understand that globes and maps are visual representations of the world

1.S.4 demonstrate skills of decision making and problem solving:
• collaborate with others to devise strategies for decision making and problem solving
• apply ideas and strategies to contribute to decision making and problem solving

SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
1.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
• consider the ideas and suggestions of others
• work and play in harmony with others to create a safe and caring environment
• demonstrate a willingness to share space and resources

1.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:
• behaviour in accordance with classroom, school and community expectations

RESEARCH FOR DELIBERATIVE INQUIRY
1.S.7 apply the research process:
• ask questions to make meaning of a topic
• compare and contrast information gathered
* navigate within an electronic document
*access and retrieve appropriate information from electronic sources, when vailable, for a specific inquiry
*process information from more than one source to retell what has been discovered
*draw conclusions from organized information

COMMUNICATION
1.S.8 demonstrate skills of oral, written and visual literacy:
• interact with others in a socially appropriate manner
• respond appropriately, verbally and in written forms, using language respectful of human diversity
• listen to others in order to understand their point of view
*create visual images using paint and draw programs

1.S.9 develop skills of media literacy:
• identify key words in a media presentation to determine the main idea

Science
General Learner Expectations
Students will:
1–11 Describe some common living things, and identify needs of those things.

Specific Learner Expectations
Students will:
1. Observe, describe and compare living things.
4. Classify some common local plants and animals into groups on the basis of visible characteristics; e.g., adaptations for survival, such as claws, beaks, prickles.
5. Identify examples of plants and animals that are normally under human care (domesticated)
and those that are normally independent of human care (wild).
6. Identify the requirements of animals to maintain life; i.e., air, food, water, shelter, space; and recognize that we must provide these for animals in our care.
9. Recognize that some plants and animals must adapt to extreme conditions to meet their basic needs; e.g., arctic and desert plants and animals.
10. Give examples of ways in which animals depend on plants and ways in which plants depend on animals; e.g., particular plants may serve as a source of food and shelter, animals may help spread pollen and seeds.