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All About Me - Kindergarten Teacher Resource British Columbian Edition379095076200Curriculum Connections & Learning OpportunitiesTable of Contents TOC \h \u \z Suggested Tags PAGEREF _Toc490737865 \h 2Applied Design, Skills, and Technologies PAGEREF _Toc490737866 \h 3Arts Education PAGEREF _Toc490737867 \h 10Career Education PAGEREF _Toc490737868 \h 20English Language Arts PAGEREF _Toc490737869 \h 26Mathematics PAGEREF _Toc490737870 \h 35Physical and Health Education PAGEREF _Toc490737871 \h 43Science PAGEREF _Toc490737872 \h 51Social Studies PAGEREF _Toc490737873 \h 60Suggested TagsMy Culture My Family My Community Subject Areas Applied Design, Skills, and TechnologiesArts EducationCareer EducationCore FrenchEnglish Language ArtsMathematicsPhysical and Health EducationScienceSocial StudiesCore Competencies Communication Creative ThinkingCritical ThinkingSocial ResponsibilityPersonal Awareness and ResponsibilityPositive Personal and Cultural Identity Applied Design, Skills, and TechnologiesCAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExplore the use of simple, available tools and technologies to extend their capabilities Use materials, tools, and technologies in a safe manner in both physical and digital environments Develop their skills and add new ones through play and collaborative work Sharing – decide how and with whom to share their productMaking – make a product using known procedures or through modelling of others CoreCommunicationCreative ThinkingCritical ThinkingPositive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial Responsibility Create an AAM portfolio.Explore the digital AAM Portfolio program and create a unique portfolio all about you. Start with your own avatar and then create “About Me” boxes. The text-to-speech feature will read text to the students who are unable to read the text for themselves. CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularSharing - decide on how and with whom to share their product Sharing - Demonstrate their product, tell the story of designing and making their product, and explain how their product contributes to the individual, family, community, and/or environmentCoreCommunicationCritical Thinking Personal Awareness and ResponsibilitySocial ResponsibilityPresent portfolios to fellow classmates or ‘buddies’ as a means to build community. Have the portfolios on display so students can walk their audience through the highlights of what they have created about themselves. CurricularExplore the use of simple, available tools and technologies to extend their capabilities Use materials, tools, and technologies in a safe manner in both physical and digital environments Develop their skills and add new ones through play and collaborative work Sharing – reflect on their ability to work effectively both as individuals and collaboratively in a group Making – choose tools and materials Ideating – identify needs and opportunities for designing, through exploration CoreCommunicationCreative ThinkingCritical Thinking Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, create a product that will benefit the school (i.e. planting a school garden, building and decorating a buddy bench etc.).Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “ADST” Upload a picture of you working on the projectWhat has your class decided to make? How will this benefit the school?Add Box > Add Media > Add Picture > + Reflection + Tag “ADST” + Tag “Giving Back” Upload a picture of the completed projectHow do you feel about the project now that it is done?What are you most proud of?What other projects would you like to work on next? Add box > Journal + Tag “ADST”Describe how you felt working with your peers to help the school.What was the most rewarding part of the project?Why is it important to give back?What skills did you learn that you had never tried before? (i.e. planting, digging, hammering etc.)CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExplore the use of simple, available tools and technologies to extend their capabilities Use materials, tools, and technologies in a safe manner in both physical and digital environments Develop their skills and add new ones through play and collaborative work Sharing – use personal preferences to evaluate the success of their design solutionsMaking – use trial and error to make changes, solve problems, or incorporate new ideas from self or others CoreCommunicationCreative ThinkingCritical Thinking Personal Awareness and ResponsibilitySocial ResponsibilityWorking in partners, have students build the tallest structure they can using only wooden blocks.End with a gallery walk to view all of the other structures. School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection + Tag “ADST” What did you enjoy most about building with the blocks?What is the best way to build a tall structure?Why was it important to work with your partner?Add Box > Add Media > Add Picture > Click the Speech Bubble and add aReflection + Tag “ADST” + Tag “Building” Upload a picture of the completed projectHow do you feel about your structureWhat are you most proud of?What would you do differently next time?CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExplore the use of simple, available tools and technologies to extend their capabilities Use materials, tools, and technologies in a safe manner in both physical and digital environments Develop their skills and add new ones through play and collaborative work Sharing – use personal preferences to evaluate the success of their design solutionsMaking – use trial and error to make changes, solve problems, or incorporate new ideas from self or others CoreCreative Thinking Critical Thinking Provide students with different tools to play and experiment with (i.e. Velcro, felt, pipe cleaners, elastics, popsicle sticks, tape, straws, paper, paper clips, marble etc. After they have had time to explore their materials and what they can use them to make, pose a critical challenge (i.e. using only the materials in front of you, create a piece of art. Give students a set amount of time to complete the challenge and admire each other’s creations. Add Box > Add Media > Add Video/Link + Tag “Critical Challenge” Upload a video of you making your creation What did you use to make your creation?Would you normally use these things to make art?Add box > School > My Favourite Subject > Other > ADST > Click the Speech Bubble and add aReflection + Tag “ADST”. What do you like to make?Do you prefer following instructions or experimenting with your own ideas?CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExplore the use of simple, available tools and technologies to extend their capabilities Use materials, tools, and technologies in a safe manner in both physical and digital environments Develop their skills and add new ones through play and collaborative work CoreCommunicationCritical Thinking Positive Personal and Cultural Identity Allow students free time to explore the World of Work feature.Have students select one profession and identify ways that they use ADST in their daily work. What skills do they need to have? (The text-to-speech program will read the information to the students).Allow additional free time for students to play job match and learn about the jobs that it uncovers. My Future > World of Work > Add a job to Portfolio > Click the Speech Bubble and add aReflection How does the job you have selected connect to art? What types of other jobs could this person do based on the skills they have? My Future > Job Match > Click the Speech Bubble and add aReflectionWhat jobs did you uncover?What skills do these jobs need?Do you have these skills yet?Would you want to do this job? CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularMaking – make a product using known procedures or through modelling of others Use materials, tools, and technologies in a safe manner in both physical and digital environments Explore the use of simple, available tools and technologies to extend their capabilities CoreCommunicationCreative Thinking Critical Thinking Introduce students to the history of textiles and design. Discuss how First Peoples weaved goods and clothing, as well as the importance of sewing and knitting in many Canadian households. Provide students with a rainbow loom or finger knitting supplies. Have them create a bracelet or key chain. Discuss how older generations grew up making things by hand and are now learning to use technology. Younger generations have grown up with technology and are now learning to make things by hand. There is always something to learn. Add box > About Me > My Strengths > Learning New Things > + Reflection + Tag “Creative Thinking” Have you ever finger knitted before?What did you find hard about finger knitting?Would you like to finger knit again?What else would you like to learn to do?Add Box > Add Media > Add Picture > + Reflection + Tag “ADST” Upload a picture of your creationWhat did you make?How did you make it? What would you like to make next?Arts EducationCAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsCreate artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful playCoreCommunicationCreative ThinkingPersonal Awareness and ResponsibilitySocial ResponsibilityAs a class, discuss non-verbal communication and how it is important in expressing yourself.In partners, have students practice reflecting each other’s emotions through their facial expressions. One at a time students will hide their face behind a book, then on the count of three show their chosen facial expression i.e. surprised, excited, scared etc. Their partner will have to do their best to mirror the facial expression. Students may add physical actions as well if they would like. What might you do with your face to show your character is happy?Do you need to speak to express yourself?What physical gestures show anger?Group Activity - In small groups, assign students a scenario and ask them to role play it using only their facial expressions and actions, no talking i.e. a soccer team scoring a goal. Fellow students may try to guess the scenario Add Box > Add Media > Add Video/Link + Reflection/Audio Recording + Tag “Drama” Upload a video of your roleplay Write or talk about your roleplay What character did you play?What was your character doing?Were your character’s actions helpful or hurtful? How do you know?Add box > About Me > My Strengths > Being Creative > + Verbal Reflection + Tag “Creative Thinking” Write about your experience expressing yourself only using your facial expressionsWas it hard to make your face look a certain way?Was it hard to copy someone else’s expression?How else can you express yourself without speaking? CurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsCreate artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful playExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingDevelop processes and technical skills in a variety of forms to nurture motivation, development, and imaginationCoreCommunication Creative ThinkingAs a class, go outside and discuss the elements of design for line and colour by asking students to describe what colours and lines they see that form their playground. In groups, create three-dimensional diagrams of the playground (or create your own playground) using a variety of classroom materials (i.e. construction paper, paint, buttons, string). Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” + “Creativity” Upload a picture of your three-dimensional playgroundWrite or talk about your artwork What materials did you use to create your artwork?What kinds of lines do you see in your artwork?What colours did you use?What do you like the most about your creation? Do you enjoy building things?Would you rather copy an example or use your own imagination?CurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingObserve and share how artists use processes, materials, movements, technologies, tools, and techniques Reflect on creative processes and make connections to other experiences Communicating and Documenting Express feelings, ideas, stories, observations, and experiences through the artsDescribe and respond to works of art Demonstrate increasingly sophisticated application and/or engagement of curricular content CoreCommunicationCreative ThinkingCritical Thinking Personal Awareness and ResponsibilityAs a class, discuss that art includes everything from paintings and drawings to music, to poetry etc. Encourage students to identify their interests in art by sharing various artists from Canadian culture and inviting students to share their responses to the forms of artWhat do you like about the artwork? What do you dislike about the artwork? Does this artwork remind you of anything? What feelings do you have when you look at/listen to the artwork?Teacher’s Note: Examples of Canadian artists to share with your students are Emily Carr, Maud Lewis, and George LittlechildAsk students to select a piece of artwork they have created and give their artwork two stars (I.e. two strengths) and one wish (I.e. one area for improvement)Add Box > About Me > My Interests > Arts and Crafts > Click the Speech Bubble and add a Reflection/Audio Recording Select a piece of art shown in class that you likeWhy do you like this piece of artwork?What does this artwork remind you of?What feelings do you have when you look at the artwork? Add Box > Add Media > Add Picture or Video/Link > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Visual Arts” + “Self-discovery” + “Critical Thinking” Upload a picture or video of your own artwork Write or talk about your artworkWhat are your two stars for your artwork? What is your one wish for your artwork?What does your artwork remind you of? What feelings do you have when you look at your artwork?What makes you a good artist?CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingReflect on creative processes and make connections to other experiences Communicating and Documenting Express feelings, ideas, stories, observations, and experiences through the artsDescribe and respond to works of art Demonstrate increasingly sophisticated application and/or engagement of curricular content Interpret how symbols are used through the arts CoreCommunicationCreative ThinkingPositive Personal and Cultural Identity Personal Awareness and ResponsibilityAsk students to interview a family member about the music they listen toWhat songs are sung during holidays and celebrations?What music is played at family gatherings?What kind of music is part of their culture? What instruments are part of their culture?Organize a Family Music Night and invite families into the classroom to share music from their culture or to share a musical talent.Add box > About Me > My Family > Add Family Members > Audio Recording > Add Emotion + Tag “Music” + “My Culture” + “My Family” Using the audio recording feature, interview your family member about the music they listen to in their life Ask your family member to choose a song and play a clipHow do you feel when you listen to this music? Does this music remind you of a special family memory?Add Journal/Audio Recording + Tag “Music” + “My Community” Write or talk about your experience at Family Music NightDid you enjoy hearing the different music from your classmates’ families?CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingObserve and share how artists use processes, materials, movements, technologies, tools, and techniques Reflect on creative processes and make connections to other experiences Communicating and Documenting Express feelings, ideas, stories, observations, and experiences through the artsDescribe and respond to works of art Experience, document, and share creative works in a variety of ways CoreCommunicationCritical Thinking Personal Awareness and ResponsibilitySelect an action and emotion for students to practice role playing (i.e. playing catch; anger) and identify a class-wide skill to practice (i.e. exaggerating physical actions).Film a drama performance or rehearsal for students to review and give their performance two stars (i.e. two strengths) and one wish (i.e. one area for improvement). Add Box > My Goals > Academic > Drama > Action Plan + Tag “Self-discovery” Set a goal to practice physical movements to become a better Drama performer With your teacher, write an Action Plan to help you achieve your goal Check in on your goal with monthly reflections on your progressAdd Box > Add Media > Add Video/Link + Tag “Drama” + Tag “Self-discovery” With the help of your teacher, upload a video of your roleplayGive your performance two stars (i.e. two strengths) and one wish (i.e. one area for improvement) Optional: Add Box > School > My Achievements > Other > I can use my actions to show emotion in drama! CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsCreate artistic works collaboratively and as an individual, using the ideas inspired by imagination, inquiry, experimentation, and purposeful playCommunicating and Documenting Demonstrate increasingly sophisticated application and/or engagement of curricular content CoreCreative ThinkingCritical Thinking Challenge students to create a sculpture out of miscellaneous classroom objects/materials What materials can you use?How can you stick (i.e. fasten) your materials together? Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” + “Problem Solving” + “Creativity” Write or talk about a problem you encountered while creating your sculpture and what you did to solve the problem (i.e. my sculpture was wobbly so I used a piece of tape to secure it to the base)Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” + “Science” Upload a picture of your sculptureWrite or talk about your sculpture What materials did you use? How did you keep everything together?CurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingReflect on creative processes and make connections to other experiences Develop processes and technical skills in a variety of art forms to nurture motivation, development, and imaginationCommunicating and Documenting Express feelings, ideas, stories, observations, and experiences through the artsCoreCreative ThinkingCritical Thinking Personal Awareness and ResponsibilityAs a class, model and name various dance movements related to body and space i.e. I can use my body to gallop like a horsei.e. I can crouch really small to be a seed, and then reach high into the air like a flower growing Ask students to use dance to pretend to be different living things and describe what they are doing with their bodies (i.e. How can you move your arms to pretend to be a butterfly? How can you move your whole body to pretend to a be a growing tree?) Teacher’s Notes: Incorporate cross-curricular connections to Science unit on living thingsSchool > How I learn > Other > Watching a teacher demonstration > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Dance” Write or talk about a new dance movement your teacher showed you and think about how you can use this dance to become a better dancerAdd Box > Add Media > Add Video > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Dance” Upload a video of you dancing as a living thing Write or talk about your dance movementsHow do you control your body movements when you dance?When else do you have to control your body?CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingObserve and share how artists use processes, materials, movements, technologies, tools, and techniques Reflect on creative processes and make connections to other experiences Communicating and Documenting Describe and respond to works of art Demonstrate increasingly sophisticated application and/or engagement of curricular content CoreCommunicationCreative ThinkingPersonal Awareness and ResponsibilitySocial ResponsibilityOrganize a field trip to a local children’s theatre or watch a drama rehearsal for a school playBefore the field trip, ask students to compile a list of some of the people who help put together a drama performance After the field trip, revisit the list and add people who help put together a drama performance Add Box > School > My Favourite Subject > Drama > Click the Speech Bubble and add a Reflection/Video Recording > Tag “Art” Speak about the play that you watchedDid you enjoy the play?What was it about?What do you think was the hardest part about putting on the play?How long do you think it took to practice the play?Would you like to be part of a play one day?What responsibility would you want to have? i.e. acting, directing, costumes etc. My Future > World of Work > Theatre (Text to speech feature can read the text for students)Explore the Theatre arena Listen to the job descriptions Are there any jobs at the theatre that surprise you? Optional: Add a Job that interests you to your portfolio What do you love most about this job?CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularExploring and CreatingExplore elements, processes, materials, movements, technologies, tools, and techniques of the artsExplore artistic expressions of themselves and community through creative processes Reasoning and ReflectingObserve and share how artists use processes, materials, movements, technologies, tools, and techniques Reflect on creative processes and make connections to other experiences Communicating and Documenting Express feelings, ideas, stories, observations, and experiences through the artsDescribe and respond to works of art Demonstrate increasingly sophisticated application and/or engagement of curricular content CoreCommunicationCreative ThinkingCritical Thinking Personal Awareness and ResponsibilityAs a class create a mind map of where students see artwork in their home, school, and community Paintings in art galleries Picture books Family picturesPublic art pieces like sculpturesOrganize a field trip to a local art gallery. Create a mini art gallery within the classroom where students can display their favourite artwork and invite another grade to visit the art gallery.My Future > Explore Jobs > Keyword: ArtistExplore the different jobs that are found when you search for “Artist” What are some of the different jobs you see?What do artists do? What tools do artists use? Optional: Add a Job you like to your portfolioAdd Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Visual Arts” Upload a picture of the artwork you chose to display in the art gallery What artwork did you choose to display?What do you like the most about this piece of artwork?Why is it important to share our artwork with others?Career Education CAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularIdentify and appreciate their personal attributes, skills, interests, and accomplishments Recognize the basic skills required in a variety of jobs in the community CorePositive Personal and Cultural Identity Personal Awareness and ResponsibilityHave students draw a self-portrait, accentuating all of their favourite attributes (i.e. if they are kind draw a big heart, if they are a good listener draw big ears etc.). Students should accentuate at least five features. If they need help they can ask their peers to share any things they admire about them. The drawing should also show the student’s interests and strengths (i.e a soccer ball, books, math equations etc.).Once students have completed their drawing have them share it with the class. They can walk their classmates through what they drew and what it represents.Keeping all of their characteristics in mind, have students think about what jobs they may want to do one day. Which of their skills would make them good at each job they select? Add box > About Me > My Values > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery” Why is this value important to you?Add box > About Me > My Strengths > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery” What strength are you most proud of?Add box > About Me > My Attributes > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery” What is your favourite attribute? Add box > About Me > My Interests > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Self-discovery” What do you do for fun?My Future > Explore Jobs > Type in a job that interests you > Add to Portfolio > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Critical Thinking” What strengths of yours would make you good at this job? CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularRecognize the importance of positive relationships in their lives Share ideas, information, personal feelings, and knowledge with others Work respectively and constructively with others to achieve common goals CoreCommunicationCritical Thinking Personal Awareness and ResponsibilitySocial ResponsibilityHave students pair up with buddies in an older grade and complete a social project as a class to increase the sense of community within the school i.e. write a positive note to each student in the school, host an inspirational assembly about friendship with performances and key messages, monitor the playground at recess and distribute high-fives (or ribbons/stickers/prizes) to students they see being kind. Add box > My Goals > Academic > Career Education > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Building Relationships” Set a goal with your buddy to contribute to the class’ goal of increasing the sense of community within the schoolCreate an action plan together of how you will you contribute What does success look like? Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio RecordingUpload a photo of you and your buddy working on the projectHow has your work on the project made others happy? How do you know?Who have you gotten to know better while working on this project? Have you made new friends?CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularWork respectively and constructively with others to achieve common goalsRecognize the importance of positive relationships in their lives CoreCommunicationPersonal Awareness and ResponsibilitySocial ResponsibilityDiscuss with the students different situations in everyday life where clear communication is important. Pair students up and have them complete a drawing together. The students will take turns drawing one line/object on their page. The clearer they explain what they drew, the better their partner will be able to add to it. Their goal is to create a drawing that their classmates can successfully identify. Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio RecordingUpload a photo of your drawing.Does your drawing look like what it is supposed to look like?Were your classmates able to identify it?Was it important that your partner explained their drawings?Add box > About Me > My Strengths > Communicating Clearly + Reflection + Tag “Collaboration” Was it hard to explain your vision? What would have made this task easier?CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularDemonstrate effective work habits and organizational skills appropriate to their level of development. Recognize the basic skills required in a variety of jobs in the community. Identify and appreciate the roles and responsibilities of people in their schools, families, and communities. Identify and appreciate their personal attributes, skills, interests, and accomplishments. CoreCreative Thinking Critical Thinking Personal Awareness and ResponsibilitySocial ResponsibilityCreate a list of effective work habits for students at school. What makes you a good student?Create a list of effective work habits for employees at work. Compare these two lists. What habits make you successful at school and work?Have students identify one work habit they are good at. Will this help them in future careers?Have students identify one work habit they can work on at school to help themselves stay organized, on task, and successful now and in the future. Add box > School > Work Habits > Select a Habit > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Effective Work Habits” Why is this an important work habit? How will this habit help you in a future career?Add box > My Goals > Learning Skills > Action Plan > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Effective Work Habits” What work habit will you work on? How will you work to improve this? How will improving this work habit help you in the future?Write/audio record monthly reflections on your progress. CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularIdentify and appreciate the roles and responsibilities of people in their schools, families, and communitiesDemonstrate effective work habits and organizational skills appropriate to their level of development Recognize the basic skills required in variety of jobs in the community CoreCommunicationCritical Thinking Positive Personal and Cultural Identity Have students select an adult in their life (community, school, family). What roles and responsibilities do they think this person has? What daily tasks do they think this person completes? What skills do they think this person has to complete these tasks? Have students interview the adult they chose to study and ask them the answers to the same questions (i.e. What are your roles and responsibilities? What daily tasks do you complete in your role? What skills do they need to complete these tasks?)Students can compare and contrast what they thought they knew about the person and what they learned. Have them share their findings. Add box > Journal + Tag “Career Education” Write/verbally record a journal entry about how your perception of the adults daily life was different from how they explained it What skills does the person have that you did not know about?My Future > Explore Jobs > Type in a job that interests you > Add to Portfolio > + Reflection + Tag “Critical Thinking” Listen to text-to-speech explain the jobWould you want to do this job?What strengths of yours would make you good at this job?CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularRecognize the importance of learning in their lives and future careers Set and achieve realistic learning goals for themselves Identify and appreciate their personal attributes, skills, interests, and accomplishments CoreCommunicationCreative Thinking Critical Thinking Positive Personal and Cultural Identity Personal Awareness and Responsibility Discuss the importance of setting and following through with goals. Have students set three goals for the year, one academic, one learning skills, and one personal. Have students create action plans for each goal and monitor it throughout the year. Add box > My Goals > Academic > + Reflection + Tag “Lifelong Learning” Set an academic goal Create an action plan that will help you track your progress towards reaching this academic goal.Check in monthly to review your progress on the goal and add reflections about the experience. Once completed, reflect on how it felt to accomplish your goal.Add box > My Goals > Learning Skills > + Reflection + Tag “Lifelong Learning” Set a learning skills goal Create an action plan that will help you track your progress towards reaching this academic goal.Check in monthly to review your progress on the goal.Once completed, reflect on how it felt to accomplish your goal.Add box > My Goals > Personal > + Reflection + Tag “Lifelong Learning” Set a personal goal Create an action plan that will help you track your progress towards reaching this academic goal.Check in monthly to review your progress on the goal.Once completed, reflect on how it felt to accomplish your goal.Add box > Journal + Tag “Lifelong Learning” Once you have completed all three goals write/verbally record a journal entry about the importance of goal setting and always striving to learn and improve. Now that you have achieved your goal, do you think that you can set a new goal for the same thing? Is learning and improving ever “finished”?Have the things you would like to improve on changed at all? Do you think they will again in the future?How may your goals one day connect with your career?English Language Arts CAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityCreate and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences Create stories and other texts to deepen awareness of self, family, and community Plan and create stories and other texts for different purposes and audiences CoreCommunicationPositive Personal and Cultural IdentityPersonal Awareness and ResponsibilityInvite students to share one artifact from their “All About Me Portfolio” to the class, a small group, or a family member. Add Box > About Me > My Strengths > Sharing Ideas > Audio Recording + Tag “Language” + “Communication” Using the audio recording feature, practice presenting your “All About Me” artifact to your classmates What artifact did you choose to share?Why do you like this artifact? CurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityCreate and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences Create stories and other texts to deepen awareness of self, family, and community Plan and create stories and other texts for different purposes and audiences CoreCommunicationPositive Personal and Cultural IdentityPersonal Awareness and ResponsibilityAssign students to partners and have them practice oral retelling. They can share their own experiences, or they can re-tell a story they know. What did you do on the weekend?What did you do over the holidays?The Three Little PigsTeacher’s Note: Educators may first model the sequence for retelling an experience, event, or story by telling a story with a beginning, middle, and end. (First...Next...Then…Last…)Add Box > About Me > My Strengths > Storytelling > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Language” + “Story”Using the audio recording feature, practice telling your story Tell your storyWhy did you choose to tell this story?Did it sound the same as the last time you told it?Optional Activity: Add Box > About Me > My Background > Select Background > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Language” + “Story” + “My Culture”Select your backgroundTell a story about a holiday you celebrate as a familyWhy is this holiday important?How do you celebrate it?What do you enjoy most about this holiday?CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityRecognize the structure of storyRecognize the importance of story in personal, family, and community identity Use personal experience and knowledge to connect to stories and other texts to make meaning Create and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences Create stories and other texts to deepen awareness of self, family, and community Plan and create stories and other texts for different purposes and audiences Explore oral storytelling processes CoreCommunicationCritical Thinking Positive Personal and Cultural IdentitySocial Responsibility Invite an Aboriginal elder into your class to tell the students traditional stories of significant events (i.e. how the Raven got its black colour etc.). Have the students brainstorm their own connections to the stories, whether they are through place, experience, or interest.As a class, brainstorm significant events from the year and create a banner for your own class story, a story you can share at the end of the year to represent your time together in Kindergarten (i.e. first day of school, a field trip, a special visitor etc.). Add Box > Add Media > Add Picture > + Reflection + Tag “Our Story”Add a picture of your class bannerRecord your own voice telling your class’ story to accompany the banner You and your classmate are writing about the same story, do you think they will be different at all?What is your highlight of the class story?CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityRecognize the structure of storyUse personal experience and knowledge to connect to stories and other texts to make meaning Use sources of information and prior knowledge to make meaning Create and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences Exchange ideas and perspectives to build shared understanding CoreCommunicationCritical Thinking Social Responsibility In a talking circle as a class, perform a verbal literature review of a picture book. Explain to students that there will be a talking stick, and that only the person holding it may speak. All students will have a chance to hold the talking stick and share their opinion of any part of the book. Pass a talking stick around the circle, returning to those who are not ready to share when it is their turn. If students need prompts, have them roll a large foam die with different questions on it (i.e. Who was your favourite character and why? How would you change the ending? Etc.)Add Box > About Me > My Strengths > Sharing Ideas > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language” + “Communication”What opinions did you share about the book?What was the moral of the story?Who was your favourite character?What did you enjoy most about the book?What would you change about the book?What character are you most like?CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularComprehend and Connect Use sources of information and prior knowledge to make meaning Use developmentally appropriate reading, listening, and viewing strategies to make meaning Explore foundational concepts of print, oral, and visual texts Create and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences CoreCommunicationCreative ThinkingPersonal Awareness and ResponsibilityAs a class, create a “Story Toolkit” by discussing tools or strategies students can use in their storytelling Think about personal interests and experiencesUse a picture dictionary to help brainstorm ideas Look at the word wall Talk with the teacher Ask a peer Teacher’s Note: Define strategy as a tool students can use to help them in their reading or writing Create a strategy chart for your students to use as a reference.Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Language” + “Problem Solving” Talk about a time when you didn’t know what to say and discuss a strategy you used from the “Storytelling Toolkit” to help you come up with ideas Add Box > My Goals > Academic > Language Arts > Action Plan Set a goal to use a strategy from the “Storytelling Toolkit” to help you become a better storytellerWith your teacher, write an Action Plan to help you achieve your Language goalOptional: Add Box > School > My Achievements > Other > I can use a picture dictionary to help with my storytelling! CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityRecognize the importance of story in personal, family, and community identity Use personal experience and knowledge to connect to stories and other texts to make meaning Use sources of information and prior knowledge to make meaningUse developmentally appropriate reading, listening, and viewing strategies to make meaning CoreCreative ThinkingCritical Thinking Personal Awareness and ResponsibilityInvite a member of the community or family member to talk about what they do for work.Watch a variety of age appropriate videos that introduce students to a new occupation.Resources to Consider: “Firefighter,” Songs about Professions by StoryBots: Box > About Me > My Strengths > Being a good listener > Click the Speech Bubble and add a Reflection/Audio Recording Talk about 1-2 things the guest speaker told you about their job that interested you the mostMy Future > World of Work > Optional: Construction Site Explore the different jobs you see in the Construction Site arena Listen to the job descriptionsWhat are some things people in these jobs need to know how to do? Did you learn about any of these jobs in class? (From a video? From a guest speaker?)Would you like to do any of these jobs?Add one of the jobs to your portfolioCurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityUse personal experience and knowledge to connect to stories and other texts to make meaning Use developmentally appropriate reading, listening, and viewing strategies to make meaning Explore foundational concepts of print, oral, and visual textsCreate and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences Exchange ideas and perspectives to build a shared understanding Explore oral storytelling processes CoreCommunicationCritical Thinking Personal Awareness and ResponsibilityAfter discussing what a job is, read various non-fiction books about jobs people do in the community and then ask students to share what they have learned from the non-fiction book Who was the book about?What job do they do?What tools do they use?Where do they work? Books to Consider: Let’s Meet a Librarian by Gina Bellisario Let’s Meet a Veterinarian by Gina BellisarioAdd Journal/Audio Recording > Tag “Language” + Tag “Jobs”What is a job? Write about a job you learned about today.What did you learn about this job?What questions do you have about this job?How would you decide what job you want to do?Have you ever had a job before? What was it?My Future > World of Work > Optional: School > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Connecting with text” + “With the help of your teacher/AAM Ambassador, explore the different arenas Listen to the job descriptions Did you read a book about any of these jobs with your teacher? Do you know anyone who does these jobs?Do these jobs need to read and write?Optional: Add a Job you like to your portfolioCAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularComprehend and Connect Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and communityUse developmentally appropriate reading, listening, and viewing strategies to make meaning Create and Communicate Use language to identify, create, and share ideas, feelings, opinions, and preferences Exchange ideas and perspectives to build a shared understanding CoreCommunicationCritical Thinking Personal Awareness and ResponsibilitySocial Responsibility As a class, create a T-chart to demonstrate good listening behaviour and bad listening behaviour Look at the speaker Body facing the speaker No interrupting Ask questions when you don’t understand Imagine what the speaker is saying Talk about what you read after with a friend Read a picture book and prompt students to use their listening behaviour and after the story is finished, invite students to share one behaviour they used.Add Box > About Me > My Strengths > Being a good listener > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “Language” Draw or talk about how you show good listening behaviour during story time with your teacher When else it is important to listen to others?Do adults have to be good listeners too?Add Box > School > My Goals > Self-Regulation > Action Plan + Tag “Self-discovery” Set a goal to practice one listening behaviour during a read-aloud with your teacher to become a better listener (i.e. I will not interrupt the teacher or my classmates when they are speaking)Write an Action Plan to help you achieve your goalCheck in monthly and draw reflections on your progress using different degrees of smiley faces. MathematicsCAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularReasoning and AnalyzingUse reasoning to explore and make connectionsUse technology to explore mathematics Model mathematics in contextualized experiences Understanding and SolvingVisualize to explore mathematical concepts Communicating and RepresentingRepresent mathematical ideas in concrete, pictorial, and symbolic forms Connecting and ReflectingConnect mathematical concepts to each other and to other areas and personal interests CoreCommunicationCreative Thinking Positive Personal and Cultural Identity Ask students to write “All About Me” math facts, involving whole numbers that represent quantities in their lives. I am ___ years old.There are ____ people in my family.I have ___ dogs.Teacher’s Note: For extra practice and to build classroom community, students can search for classmates who have the same math facts as them. Add Box > School > My Favourite Subject > Math > Drawing + Tag “My Learning” Draw the “All About Me” math facts you created in class Optional: find a classmate with the same math fact Add Box > School > My Strengths > Other > Math > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “My Learning” + “Self-discovery” Write or talk about who you are as math learnerWhat are your strengths?What are some areas where I need help?CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularReasoning and AnalyzingUse reasoning to explore and make connectionsModel mathematics in contextualized experiences Understanding and SolvingDevelop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Communicating and RepresentingRepresent mathematical ideas in concrete, pictorial, and symbolic forms Connecting and ReflectingIncorporate First Peoples worldviews and perspectives to make connections to mathematical concepts CoreCreative Thinking Critical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial Responsibility Take the class outside to a natural space and have the students gather supplies and complete patterns in small groups using fallen leaves, rocks, sticks etc. Once groups have finished making their pattern they can do a gallery walk and identify the patterns in the work of their peers.Teacher’s Note: Before making patterns, review the importance of nature and remind students that their work should not include anything picked, pulled, or living. Add Box > About Me > My Values > Caring for the Environment > Click the Speech Bubble and add a Reflection/Audio Recording Write or talk about 1-2 ways you respected nature while learning with it Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”Upload a picture of your “Nature Pattern” How did your group work together to gather and use the natural materials to make a pattern? What parts of nature did you use?What was your pattern?What other patterns did you see?Where else are there patterns in nature or the community?How may the community benefit from natural art?CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularReasoning and AnalyzingUse reasoning to explore and make connectionsModel mathematics in contextualized experiences Develop mental math strategies and abilities to make sense of quantities Understanding and SolvingDevelop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Communicating and RepresentingRepresent mathematical ideas in concrete, pictorial, and symbolic forms CoreCommunicationCritical Thinking Personal Awareness and ResponsibilitySocial Responsibility Assign students to groups of 10 and have them act out different ways they can make smaller groups with themselves (i.e. break into 3 groups, five groups etc.) Add Box > About Me > My Strengths > Solving Problems > Click the Speech Bubble and add a Reflection/Audio Recording How many different ways could your group of 10 be made into smaller groups?Can “1” be a group?What was the highest number of groups your group could be split into (10 groups of 1).CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularReasoning and AnalyzingUse reasoning to explore and make connectionsModel mathematics in contextualized experiences Understanding and SolvingDevelop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Communicating and RepresentingRepresent mathematical ideas in concrete, pictorial, and symbolic forms Explain and justify mathematical ideas and decisionsUse mathematical vocabulary and language to contribute to mathematical discussions Connecting and ReflectingReflect on mathematical thinking CoreCommunicationCritical Thinking Personal Awareness and ResponsibilityHelp students with their fluency with numbers by discussing different strategies: Play with numbers (i.e. How many different ways can you group 10 cubes? Or how many groups of 5 do you need to make 10?) Use equations you know to help solve equations you don’t (i.e. how does knowing 5 and 5 make 10 help us to identify other ways to make 10? Have students count two groups of 5 blocks out and manipulate them different ways so that the groups are different but there are still the same number of blocks)Identify patterns in numbersUse a number line Use a hundreds chartUse countersDraw a picture Teacher’s Note: Define strategy as a tool students can use to help them during math.Add Box > My Goals > Academic > Math > Action Plan + Tag “Math” + “Self-discovery” With your teacher, set a math goal (i.e. Practice using equations you know to solve equations you don’t; Use a hundreds chart to find number patterns)Write an Action Plan to help you achieve your math goal Add monthly reflections to explain which strategies you have been using. Add Box > School > How I learn > Other (List Strategy Here) > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”Write or talk about one counting strategy your teacher has shared with you (i.e. Use a number line) What is the strategy your teacher taught you?How does this strategy help you?Where else can you use this strategy?CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularReasoning and AnalyzingModel mathematics in contextualized experiences Understanding and SolvingDevelop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Communicating and RepresentingRepresent mathematical ideas in concrete, pictorial, and symbolic forms Explain and justify mathematical ideas and decisionsUse mathematical vocabulary and language to contribute to mathematical discussions Connecting and ReflectingReflect on mathematical thinking CoreCommunicationCreative Thinking Critical Thinking As a class, collect answers to the question “Who do I want to be when I grow up?” and display the information on a picture graph using one to one correspondence.Teacher’s Note: Before deciding how to create the picture graph, ask students for their ideas on how to display the information you have collectedAdd Box > About Me > My Strengths > Thinking Outside the Box > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math” + Tag “Problem Solving” + Tag “Creativity” Write or talk about your idea for creating a picture graph What materials should we use to create our picture graph?What will the picture graph look like? How will we represent each person?How will we know what job students have picked? Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Math”Upload a picture of your “Who do we want to become?” graph Are there a lot of different jobs on the graph?Does your community have a lot of different jobs?What would happen if everyone did the same job?What job did you select?What skills does this job need? Are these skills different than any of the other jobs on the graph? Which ones?CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio Activity CurricularReasoning and AnalyzingUse reasoning to explore and make connectionsModel mathematics in contextualized experiences Understanding and SolvingDevelop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving Visualize to explore mathematical concepts Communicating and RepresentingRepresent mathematical ideas in concrete, pictorial, and symbolic forms Explain and justify mathematical ideas and decisionsUse mathematical vocabulary and language to contribute to mathematical discussions Connecting and ReflectingReflect on mathematical thinking CoreCommunicationCreative Thinking Critical Thinking Go for a neighbourhood walk and ask students to identify various buildings and structures. What different shapes do they see? Build a structure using as many different shapes as possible. Identify the shapes used in their structure. How can you describe your structure? How would you compare it to a classmate’s structure? (i.e. bigger, wider, smoother etc.)Books to Consider: The Shape of Things by Dayle Ann DoddThe Shape of Things: Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “My Learning” + “Critical Thinking” Draw a sketch of the building you created Talk about your experience building Describe your structure.Have you seen a structure like this before? Where? What was it used for?What shapes are in your structure?What shapes are in the base of your structure?What would the structure you made be used for?Who would work in the structure you made?Would you like to learn more about building things?Find a partner and compare the attributes of your buildingsWho’s structure is taller?Who’s structure is wider?Could the structures be combined to make one large structure? Optional: My Future > Explore Jobs > Type “Engineer” > Click the Speech Bubble and add a Reflection/Audio Recording Allow text to speech to read the job description to youWhat do you find interesting about this job? What tools do you use?Where do you work?How do you help people in the community?Physical and Health EducationCAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularPhysical Literacy Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments Healthy and Active LivingParticipate daily in physical activity at moderate to vigorous intensity levelsIdentify opportunities to be physically active at school, at home, and in the community Social and Community HealthDevelop and demonstrate respectful behavior when participating in activities with othersMental Well-beingIdentify personal skills, interests, and preferences CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial Responsibility After finishing an activity or small-group game, ask students to take a moment to reflect and share one thing they really enjoyed and one thing they didn’t enjoy about the game/activity. How could they play this game at recess or at home?Ask students to draw a picture of themselves playing their favourite.Is your game played individually or with friends?Does your game have a lot of rules or few rules? What skills do you need to play your game? Add Box > School > My Favourite Subject > Health & Phys. Ed. > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Health and Phys. Ed.” + Tag “Self-discovery” What are some of your favourite physical activities to do? How do feel when you are doing your favourite activities?Why do you think it is important to find a game you like to play?Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Health and Phys. Ed.” Draw a picture of you playing your favourite game Write or talk about why this game is your favourite How do you feel after you play this game?CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularPhysical Literacy Develop and demonstrate safety, fair play, and leadership in physical activities Healthy and Active LivingIdentify opportunities to be physically active at school, at home, and in the community Identify opportunities to make choices that contribute to health and well-being Social and Community HealthIdentify and describe a variety of unsafe and/or uncomfortable situationsDevelop and demonstrate respectful behavior when participating in activities with othersIdentify caring behaviours among classmates and within families CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityPresent a variety of scenarios to the students for discussion using the prompt “What would you do if…?” What would you do if you spilled water in the gymnasium while your classmates were playing a game?What would you do if you were going outside and forgot sunscreen?What would you do if you saw a friend’s shoelaces were untied while you were playing a game?What would you do if no one picked you up after school?What would you do if your friends wouldn’t let another person play with you?Discuss how all students are responsible for each other’s safety. Create safety badges for students to earn when they demonstrate safe behaviour during Physical Education class. Allow students to present them to each other. Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Health and Phys. Ed.”Upload a picture of yourself wearing your safety badge Reflect on what the safety badge means to youWhat did you do to earn your safety badge?Why is it important to stay safe during Phys. Ed. class?Can you think of one other example of how you stay safe at school?CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularPhysical Literacy Describe the body’s reaction to participating in physical activity in a variety of environments Develop and demonstrate safety, fair play, and leadership in physical activities Social and Community HealthDevelop and demonstrate respectful behavior when participating in activities with othersIdentify caring behaviours among classmates and within families Mental Well-beingIdentify and describe feelings and worriesIdentify personal skills, interests, and preferences CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityIn pairs, have students complete a short obstacle course. The first student will guide their partner, who will be blindfolded, by the hand around a series of cones. They can speak to each other the entire way, but the blindfolded partner cannot look at where they are going. Once they have completed the exercise have the partners switch roles. Teacher’s Note: Only have one group on a course at a time. Keep the course simple and safe i.e. walking on gym lines. Do not have students run, climb, or jump on anything. Add Journal/Audio Recording > Tag “Health and Phys. Ed.” + Tag “Courage” + Tag “Team Work”Write about your experience being blindfolded and leading a classmateWhy was it important to work together?How would it have been different if you could not speak to each other?Did you prefer being blindfolded or being a leader?CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularHealthy and Active LivingIdentify opportunities to make choices that contribute to health and well-being Social and Community HealthIdentify and describe a variety of unsafe and/or uncomfortable situationsDevelop and demonstrate respectful behavior when participating in activities with othersIdentify caring behaviours among classmates and within families Mental Well-beingIdentify and describe practices that promote mental well-beingIdentify and describe feelings and worriesCoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, identify a moment in the day when students need to be safe and discuss a safety procedure with students (i.e. safe pick-up from school)Why do you tell your teacher before leaving with your parent or guardian?Do you know a phone number to call in case of an emergency? Invite a community police officer into the classroom to discuss safety.Add Box > About Me > My Attributes > Responsibility > Click the Speech Bubble and add a Reflection/Audio Recording Talk about how you follow safety rules when you are picked up from school.When else do you need to use safety skills?My Future > Explore Jobs > Keyword: Police Officer > Add job to portfolio > Click the Speech Bubble and add a Reflection Learn about police officers How do police officers keep you safe? Where do police officers work? CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularPhysical Literacy Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments Develop and demonstrate safety, fair play, and leadership in physical activities Healthy and Active LivingParticipate daily in physical activity at moderate to vigorous intensity levelsSocial and Community HealthDevelop and demonstrate respectful behavior when participating in activities with othersIdentify caring behaviours among classmates and within families Mental Well-beingIdentify personal skills, interests, and preferences CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityPlay a group game as a class that requires participants to assume different roles (i.e. Capture the Flag) Do I need to site this? After the game, lead a discussion about the different roles that were required for the game (i.e. guards of the flag/jail, seekers of the opponent’s flag, rescuers of team mates from jail etc.) What skills are required for each role? What roles did different students prefer? Add Box > School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection/Audio Recording Talk about the role you took during capture the flagDid you enjoy this role?Were you good at this role?What skills do you need for this role?When else do you do activities where you pick a role to play? (i.e. a sports team)Add Box > About Me > My Strengths > Other > Type in your Strength > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Phys. Ed.” Talk about your strengths when playing the game (i.e. strategy, speed, agility etc.)Why is this skill important?What other games does this skill help you with?What jobs may this skill be helpful in?CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio Activity CurricularPhysical Literacy Develop and demonstrate a variety of fundamental movement skills in a variety of physical activities and environments Describe the body’s reaction to participating in physical activity in a variety of environments Develop and demonstrate safety, fair play, and leadership in physical activities Healthy and Active LivingParticipate daily in physical activity at moderate to vigorous intensity levelsIdentify opportunities to be physically active at school, at home, and in the community Mental Well-beingIdentify personal skills, interests, and preferences CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, define the term “skill” as it relates to physical activity. Model for students some simple skills that can increase their chances of success during a game or physical activity (i.e. extend arms during yoga poses to improve balance)Using one-on-one conferencing or a reflection journal, engage students in daily or weekly check-ins to helps students stay motivated and confident in their physical activity journey’s.Add Box > School > How I learn > Other > Watching a teacher demonstration > Click the Speech Bubble and add a Reflection/Audio Recording Talk about a new skill your teacher demonstrated in Phys. Ed. Did you try this skill?Did it help you to improve?What other games or activities can you play to try using this skill? Are there other times in your day when you can use this skill? Add Journal/Audio Recording > Tag “Health and Phys. Ed.” + “Self-discovery”What did you like about Phys. Ed. class today?What did you do well in Phys. Ed. class?What could you work on next time?ScienceCAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularQuestioning and PredictingDemonstrate curiosity and a sense of wonder about the worldObserve objects and events in familiar contextsAsk simple questions about familiar objects and eventsProcessing and Analyzing Data and InformationExperience and interpret the local environment Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledgeRepresent observations and ideas by drawing charts and simple pictographsApplying and InnovatingTransfer and apply learning to new situationsGenerate and introduce new or refined ideas when problem solving Communicating Share observations orallyExpress and reflect on personal experiences of place CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityHave students draw a picture of their favourite season. Once it is complete ask them to identify features specific to the season i.e. what do they see, hear, feel, smell, taste during this season? What is it about this season that they like so much? Have students share their opinions on the seasons and host a discussion about the similarities and differences of the different seasonal features. Discuss Indigenous Perspectives on the seasons and what each season brings. Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording > Tag “Science” + “Seasons”Draw a picture of your favourite season. Identify features specific to this season i.e. weather, temperatureWhat do they see, hear, smell, taste, feel during this season?What plants and animals do they see during this season?What is the weather like during this season?What do you normally wear during this season?What activities do you like to do during this season?What makes this season different from the other three? CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularQuestioning and PredictingDemonstrate curiosity and a sense of wonder about the worldObserve objects and events in familiar contextsAsk simple questions about familiar objects and eventsProcessing and Analyzing Data and InformationExperience and interpret the local environment Compare observations with predictions through discussionApplying and InnovatingTake part in caring for self, family, classroom and school through personal approaches Transfer and apply learning to new situationsGenerate and introduce new or refined ideas when problem solving Communicating Share observations and ideas orallyExpress and reflect on personal experiences of place CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, define the term “features”. Plants and animals have different features. What are they? Discuss a couple local plants and animals that the students are familiar with, brainstorming their visible features and how these features help them meet their basic needs. As a class, discuss how we can help these plants and animals meet their basic needs Leaving living things untouched Picking up garbage safely Reducing pollution by walking when we can Ask students to identify and draw one way in which the class can work together to help a plant or animal meet their basic needs (i.e. water the garden) Add Box > About Me > My Attributes > Compassion > Drawing + Tag “Science” Draw a time when you showed compassion towards animals and the environment (i.e. Caring for a pet, helping to pick up litter to keep the animal’s home clean)How did you help the animal or plant?What needs did you help it meet?Why is it important that we all work together to keep the environment healthy? Who depends on a clean environment?CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularQuestioning and PredictingDemonstrate curiosity and a sense of wonder about the worldObserve objects and events in familiar contextsAsk simple questions about familiar objects and eventsPlanning and ConductingMake exploratory observations using their sensesSafely manipulate materials Make simple measurements using non-standard units Processing and Analyzing Data and InformationExperience and interpret the local environment Discuss observationsApplying and InnovatingTransfer and apply learning to new situationsGenerate and introduce new or refined ideas when problem solving Communicating Share observations and ideas orallyExpress and reflect on personal experiences of place CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityIn small groups give students a variety of objects to choose from (i.e. school supplies) to release down a slope (i.e. a hill on the field, a slide etc.). Have them experiment with the objects seeing how they move differently. Students will release the objects at the top of the incline and observe how they move (or don’t move) down it. Together they must agree on how the object is moving (sliding, rolling, etc.) and what features of the object cause it to move this way. Does the material of the object impact how fast it moves? Add Box > School > How I learn > Doing Activities > Click the Speech Bubble and add a Reflection/Audio Recording Write or talk about the different objects and how they moved.How did your group decide which objects to test? How did you work together to test them?Did different members of the group have different roles? What were they?Did you take turns releasing the objects down the slope? How did your partners know when you were releasing the object? Which objects did you use?Which object moved the fastest? What shape was it? How big was it? Did any objects not move at all? What shape were they? How big were they?Did the objects all move the same way? Did any objects slide? Which ones? What shape are they?Did any objects slide? Which ones? What shape are they?CAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularQuestioning and PredictingDemonstrate curiosity and a sense of wonder about the worldObserve objects and events in familiar contextsAsk simple questions about familiar objects and eventsProcessing and Analyzing Data and InformationExperience and interpret the local environment Discuss observationsApplying and InnovatingGenerate and introduce new or refined ideas when problem solving Communicating Express and reflect on personal experiences of placeExpress and reflect on personal experiences of place CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, define “matter”. What are some examples of matter? What different ways do we interact with matter? Is all matter the same? Have students identify three different examples of matter that all must be different in some way. Have students justify what makes them different (i.e. a desk is hard, water see through, a person is alive). Add Box > School > How I learn > Talking About a New Idea with Classmates > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Science” + Tag “Matter” + Tag “Critical Thinking”Draw or talk about three different examples of matter in the classroom Explain each item you choseHow are these objects different from one another?How are they the same? How do you interact with each of these objects?Can you find anything in the class that is not made of matter?Why is it important to take the time to “think critically” about different objects?Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection + Tag “Science” + Tag “Matter” Upload a picture of each of the items you chose to exploreDescribe this item and how it looks/feels/soundsCan it change its shape?What is it made of?CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularQuestioning and PredictingDemonstrate curiosity and a sense of wonder about the worldObserve objects and events in familiar contextsAsk simple questions about familiar objects and eventsProcessing and Analyzing Data and InformationExperience and interpret the local environment Discuss observations Applying and InnovatingTransfer and apply learning to new situationsCommunicating Share observations and ideas orally Express and reflect on personal experiences of place CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityDiscuss the daily changes students experience over a 24-hour span.How do they know its morning? How do they know it’s night?What other changes do they see each day? How does the sky look different?What types of things do you only do in the morning? What types of things do you only do during the night? Do we have different needs at different times of day?What roles in the community are only present during the day? Which ones occur at night? (i.e. an astronomer works at night, a teacher works during the day, a nurse works during the day and night). What different features of the day are important to these roles?Add Box > About Me > My Strengths > Thinking Outside the Box > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Science” Tag “Time of Day” How does the time of day impact you?What do you do in the morning?What do you do during the day?What do you do in the evening?What do you do at night?How do you know it is daytime?How do you know it is nighttime?What things do you do during the day that you cannot do at night? Why?What things to you do at night that you cannot do during the day? Why?My Future > Explore Jobs > Type Job of Interest > Add job to portfolio > Click the Speech Bubble and add a Reflection Learn about this job What time of day does this job work?Why does it work at this time?Do you know anyone who does this job?Would you want to do this job?CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularQuestioning and PredictingDemonstrate curiosity and a sense of wonder about the worldAsk simple questions about familiar objects and eventsProcessing and Analyzing Data and InformationExperience and interpret the local environment Recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share knowledgeApplying and InnovatingTransfer and apply learning to new situationsGenerate and introduce new or refined ideas when problem solving Communicating Share observations and ideas orallyExpress and reflect on personal experiences of place CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial Responsibility Invite an elder to the class to speak to the students about Indigenous Perspectives about human interactions with matter. How is this knowledge the same or different from knowledge the students already hold? Could there be even more different knowledge that they haven’t heard? Will they ever learn all of the different perspectives? Add Box > About Me > My Strengths > Thinking Outside the Box > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Science” Tag “New Knowledge” Write or talk about the knowledge you learned about todayWhat was new knowledge to you?What did you already know?Can what you already know and what you learn both be right?Could there be more knowledge that you do not know about?Could there be other perspectives? Why is it important to value all knowledge? Social StudiesCAREER EDUCATION BIG IDEA 1:Confidence develops through the process of self-petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularPerspective Acknowledge different perspectives on people, places, issues, or events in their livesCoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial Responsibility As a class, discuss the terms “role” and “responsibility” and brainstorm various roles and responsibilities your students may have and provide examples What roles do you have at school? (i.e. Student, friend)What roles do you have at home? (i.e. Sister, brother, daughter, son, grand-daughter, grand-son) What are your responsibilities at school and at home?Ask students to create a drawing of themselves in one of their roles and discuss 1-2 responsibilities they have in this role beginning with the prompt “I am a…” (i.e. “I am a student”; “I am a sister”). Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + “Social Studies”Draw yourself doing one of your responsibilities as a student (i.e. Listening to teacher, sharing your ideas) Verbally reflect on your responsibility Why is this responsibility important to you?How do you think your teachers, parents, and classmates feel when you keep your responsibilities? What do you think your teacher would say your responsibilities are as a student? What would your parent say? Would they say different things?Add Box > About Me > My Family > Add Family Member > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “My Family” & “Social Studies”Write the name of one of your family members Draw, or talk about one of the responsibilities of this family member (i.e.my brother folds laundry)What other responsibilities does this person have?What would this person say their own responsibilities are?CAREER EDUCATION BIG IDEA 2:Strong communities are the result of being connected to family and community and working together toward common petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularSignificanceExplain the significance of personal or local events, objects, people, or placesCoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial Responsibility As a class, discuss what it means to have a “classroom community” and who is part of your classroom community (i.e. teacher, classmates, educational assistants, etc.) Create a mural of your classroom community by asking students to contribute with a handprint and their name.Ask students to draw a picture of how they help their classmates by finishing the prompt “I help my classmates by…” (i.e. sharing a toy, playing with a friend at recess) Add Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Collaboration” + Tag “My Community” With the help of your teacher/AAM Ambassador, upload a picture of your classroom mural What do you like most about the mural? What does it mean to be part of a classroom community? Add Box > School > Work Habits > Working Well with Others > Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” + “My Community” + Tag “Collaboration”Draw a picture of yourself at school helping one of your classmate’s Write or talk about how you helped your classmate How do you think this made them feel?How did this make you feel?Add Box > My Goals > Personal > Friends > Action Plan Set a goal to help a friend next time they are sad or upset With your teacher, write an Action Plan of three tasks you can do to cheer up your friend. Add a reflection/audio recording each time you complete a task to explain what happened. CAREER EDUCATION BIG IDEA 3:Effective collaboration relies on clear, respectful petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularCause and ConsequenceRecognize causes and consequences of events, decisions, or developments in their livesEthical Judgement Identify fair and unfair aspects of events, decision, or actions in their lives and consider appropriate courses of actionCoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, define what it means to show respect and discuss how you can show respect to other people and the environment Can you give an example of how you show respect to a teacher?Can you give an example of how you show respect to a friend? Can you give an example of how you show respect for nature when you’re at a park? Group Activity - Collaborate with students to create a classroom community bulletin board by asking students to draw pictures or brainstorm words that show respect to either people or the environment.Review elements of respectful behaviour and discuss examples that show this behaviour (i.e. sharing, cooperating, being polite) Teacher’s Note: Add words or pictures to the classroom community bulletin board as you continue to discuss different elements of respectful behaviourBooks to Consider: Should I Share my Ice Cream? by Mo Willems Should I Share My Ice Cream? by Mo Willems - Read Aloud Storybook for Kids: Box > Add Media > Add Picture > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” + “My Community” + “Collaboration” Upload a picture of your classroom community bulletin boardDraw or talk about your role as a student and how you show respect in the classroom Add Box > About Me > My Attributes > Respect > Add Emotion > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “Collaboration” Draw or talk about one example where you showed respect to a teacher or family member (i.e. Were you polite? Did you thank them for something they did for you? Did you help them with a task? How did that make you feel?) Add Box > My Goals > Personal > Friends > Action Plan Set a goal to share a toy/object with a friend at school With your teacher, write an Action Plan of three tasks you can do to achieve your goalReturn to your goal regularly and add rverbal eflections that track your progressCAREER EDUCATION BIG IDEA 4:Everything we learn helps us to develop petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularContinuity and ChangeSequence objects, images, or events, and distinguish between what has changed and what has stayed the same CoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityLead a group discussion about the diversity of the classroom community. After identifying a number of differences, explain that we have a lot in common too, for instance we are all at school today learning. Group Activity - As a class, introduce and practice how to create a timeline of events by asking students to put their school day in chronological order (i.e. arrive at school, learn math, go outside for recess, eat lunch) Teacher’s Note: Define the term chronological with students (i.e. In order from first to last) Discuss some examples of important life events and ask students to create a timeline of special moments in their life with the help of their family members (i,e. birthday, birth of a younger sibling, learning to ride a bike, first day of Kindergarten). Throughout the special moments, what has changed and what has stayed the same?Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording > Add Emotion + Tag “Social Studies” Using the drawing feature, draw yourself on the first day of Kindergarten Write or talk about an event on your timeline i.e. first day of KindergartenHow old were you at the start of Kindergarten?What do you remember about the first day of Kindergarten?How did you feel on the first day of Kindergarten?What has changed since the first day of Kindergarten? What has stayed the same since the first day of Kindergarten?CAREER EDUCATION BIG IDEA 5:Communities include many different roles requiring many different petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularSignificanceExplain the significance of personal or local events, objects, people, or placesEvidenceAsk questions, make inferences, and draw conclusions about the content and features of different types of sources Cause and ConsequenceRecognize causes and consequences of events, decisions, or developments in their livesCoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, create a mind map of some of the various places your students visit in their community with their families. Connect these different places with one another to show that diverse individuals have a lot in common i.e. we may all eat different food from different places, but we all eat food. Identify different places the students go with their families. What people will they find at these places? What will they be doing?Where does your family go to buy food?Where does your family go to celebrate special days? Where does your family go on weekends to have fun? Where does your family go when someone is sick? Go for a neighbourhood walk and record the various people, places, and buildings you see. What are the people doing in each of these places? Are they doing anything the same as one another? Before the walk, compile a list of what students think they will see on the walkAfter the walk, create a list of what students saw on the walkAsk students to choose a place in their community (i.e. grocery store, park, hospital) and draw what their community would look like if that place didn’t exist.My Future > World of Work > Optional: Theatre Explore the theatre arena Listen to the job descriptionsDo you have a theatre in your community? Add a job that you like to your portfolioAdd Box > School > My Favourite Subject > Social Studies > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording + Tag “Social Studies” + “Global Citizenship”Draw or talk about some of the different buildings and places you saw on your neighbourhood walkHow were people in these different places the same? How were they different?What roles did people have in these places?What were people doing in these places?Optional: Add a Job that interests you to your portfolio What do you like about this job?Add Box > Add Media > Add Drawing > Click the Speech Bubble and add a Reflection/Audio Recording + Tag “Social Studies” Example: Draw a picture of what your town would look like if everyone was the same (what different buildings/places would not exist?)Talk about some of the different roles that exist in the community because we are all different i.e. different grocery stores, different restaurants, different sports fields, different cultural centers etc.CAREER EDUCATION BIG IDEA 6:Learning is a lifelong petenciesLearning OpportunitiesAAM Portfolio ActivityCurricularSignificanceExplain the significance of personal or local events, objects, people, or placesCoreCommunicationCreative ThinkingCritical Thinking Positive Personal and Cultural Identity Personal Awareness and ResponsibilitySocial ResponsibilityAs a class, brainstorm some of the important roles your students have and the relationships they have because of these roles (i.e. student who has friends from school). Discuss ways students can help build healthy relationships with these people What does it mean when you care about something or someone?How do you show your family or friends that you care about them?How can you show you care about an animal or a plant? Add Box > My Goals > Learning Skills > Responsibility > Action Plan + Tag “My Community” + “Healthy Relationships” Set a goal to tell three different people why they are important to you Why is it important to tell people that they are important to you?Why is it important to tell people you care about them?How do you feel when someone tells you they care about you?With the help of your teacher, write an Action Plan What three people do you want to tellWhy are each of these people important to you?How are you going to tell/show them they are important?Complete a drawn or audio reflection each time you tell one of your three people that they matter to you, including their response. Who did you tell?How did you tell them?How did you both feel after?Add Box > About Me > My Values > Being Nice to Others > Click the Speech Bubble and add a Reflection/Drawing/Audio Recording Draw or talk about a time you did something nice for someone you cared about.What did you do? How did it make them feel?How did it make you feel? ................
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