K2 2016-­‐2017 Yearly Overview

Kindergarten 2 Yearly Overview 2016­2017 How we organize ourselves (year long unit) ­ Cooperation is essential to achieve team goals.

Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Unit of Inquiry

How we organize ourselves

Who we are: Routines support our well being.

How we organize ourselves

How we express ourselves: We use our bodies to express

ourselves.

Literacy Introduce Daily 5 and Cafe Routines ­focus on read to self and listen to reading

Daily 5 and Cafe Routines­ focus on read to self, listen to reading and introduce word work (Words Their Way) Recount writing

Daily 5 and Cafe Routines­ focus on read to self, listen to reading, word work (Words Their Way) and introduce work on writing Recount writing

Mathematics Introduce and practice Math routines

Counting and comparing Measurement and the number system 1 Patterns and functions Shape ( 2D shapes)

Patterns and functions Shape ( 2D shapes)

Patterns ­ can you do what I do? Patterns in numbers Introduce problem stories Counting and comparing system 2

Mandarin Communication: Introduction of families

Communities: Classroom and people in school

Visual Arts

Colour families Collage Texture

Performing Arts

Intro to PA

Songs and chants from home Respond to dramatic ideas

Exploring how movement can communicate ideas

PE Intro to PE Fundamental Movement Skills FMS (cont.) Target Games

Subject 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Unit of Inquiry

Sharing the planet: Human actions affect other

living things.

HWOO 20/2

Where we are in place and time:

Changing homes changes lives

How the world works: Different materials are used for

different reasons.

Literacy Daily 5 and Cafe Routines­ focus on read to self, listen to reading, word work (Words Their Way), work on writing and introduce read to someone Recount writing

Daily 5 Recount writing 6 Traits

Daily 5 Recount writing 6 Traits

Daily 5 Recount writing 6 Traits

Mathematics Measuring and counting Measuring and the number system 2 Measuring: capacity

100 days of school Investigations 5 Make a shape, build a block 2D and 3D geometry Introduce time: day and night routines

Data handling Continue time: Clocks

How many do you have? Addition, subtraction, and the number system Measuring: weights Sorting and surveys Data Analysis

Mandarin Culture: Festivals and zodiac

Connection: Calendar and time

Visual Arts

Patterns Portraits Sculpture. Natural and manufactured materials assembled to make shapes in space.

Performing Arts

Dance from different places Role Play Musical Stories

PE Movement Composition Minor Games FMS Swimming

Who we are

Area of TD Theme personal, physical, mental, social and spiritual health rights and responsibilities

Central Idea Routines support our well being.

Key Concepts Causation Connection Responsibility

Related concepts safety, choices

Lines Inquiry Routines for physical well being Routines for mental well being Routines for academic well being

Teacher Provocations Cosmo kids yoga adventures online

Subject Focus PSPE, Science, Literacy and Information Literacy.

Subject Specific skills Science: Observe carefully in order to gather data; use scientific

vocabulary to explain their observations and experiences; identify or generate a question or problem to be explored

Subject Specific Knowledge Science: Recognize that living things, including humans, need

certain resources for energy and growth. identify the major food groups and be aware of the role they play in human development.

Core ATL’s (TD Skills) Self­management Skills: safety, healthy lifestyles, codes of behaviour and codes of behaviour Thinking Skills: acquisition of knowledge, dialectical thought. Social Skills: Accepting Responsibility, Respecting Others, Adopting a Variety of Group Roles. Communication Skills: Non­verbal.

Integrators contributions Pastoral Link ­ Being Healthy, Safe & Active (PSPE)

What does a Grade Level appropriate understanding of this central idea look like?

Students demonstrate making good choices to stay safe; be aware of healthy choices and informed choices for their academic and physical well­being.

The essence of this unit in less than 20 words Safety at home, school, community; mindfulness; academic routines (i.e. morning sign­in, nightly reading)

Where we are in place and time

Area of TD Theme orientation in place and time personal histories homes and journeys

Central Idea Changing homes changes lives.

Key Concepts Causation Connection

Related concepts identity, family, lifestyle

Lines Inquiry Different types of homes The connection between home and personal life

Teacher Provocations Interactive maps Parents talks Book ­ This is my life­(focus on positive aspects rather

than negative)

Subject Focus Literacy, Humanities, Mandarin

Subject Specific skills Humanities: Formulate and ask questions about the past, the future,

places and society. Use and analyse evidence from a variety of historical, geographical and societal sources. Orientate in relation to place and time

Subject Specific Knowledge Humanities: Express his or her understanding of what a home is.

Research and compare homes in different cultures. Identify factors that influence where people live and what their homes are like. Present the type of home that reflects who he or she is.

Core ATL’s (TD Skills) Research Skills: Formulating Questions, Collecting Data, Recording Data, Organizing Data, Interpreting Data.

Self­Management Skills: Thinking Skills: Acquisition of Knowledge. Social Skills: Respecting Others. Communication Skills: Listening, Speaking, Viewing,

Presenting.

Integrators contributions What do people have in their homes that encourage them to be active? (PE) Explore Chinese typical houses (Mandarin)

What does a Grade Level appropriate understanding of this central idea look like?

There are different types of homes around the world. Comparing lifestyles from different countries including weekend

The essence of this unit in less than 20 words Where you live influences your lifestyle and your family home.

How we express ourselves

Area of TD Theme the ways in which we reflect on, extend and enjoy our creativity

Central Idea We can use our bodies to express ourselves.

Key Concepts Form Reflection

Related concepts culture, performance

Lines Inquiry Dance Mime Acrobatics

Teacher Provocations Mr Bean/Charlie Chaplin Dances from other cultures

Subject Focus PSPE; Performing Arts; Literacy

Subject Specific skills Performing Arts: describe the ideas and feelings communicated through

body movements. Identify and explain why certain body postures and movements communicate certain ideas and feelings. Respond to live performances, stories and plays from other times and/or places. Talk about ideas and feelings in response to dramatic performances. Respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums.

Subject Specific Knowledge Performing Arts: We are receptive to art practices and artworks from

different cultures, places and times (including our own). People communicate ideas, feelings and experiences through the arts. We can reflect on and learn from the different stages of creating.

Core ATL’s (TD Skills) Research Skills: Planning. Self­Management Skills: Gross Motor, Spatial

Awareness, Organization. Thinking Skills: Evaluation. Social Skills: Respecting Others, Cooperating, Group

Decision Making. Communication Skills: Listening, Speaking,

Non­verbal, Viewing, Presenting. Integrated Subjects: Drama, Music, Physical

Education.

Integrators contributions Role of Play (PE) Exploring how movement can communicate ideas (Performing Arts) Mask making / puppetry (Visual Arts) Chinese traditional games (Mandarin)

What does a Grade Level appropriate understanding of this central idea look like?

Body movement can be used to communicate ideas and feelings without verbalisation.

The essence of this unit in less than 20 words Children can express their ideas and feelings through dance, mime and acrobats.

How the world works

Area of TD Theme how humans use their understanding of scientific principles

Central Idea Different materials are used for different reasons

Key Concepts Form Function Causation

Related concepts properties, similarities, differences, behavior

Lines Inquiry Different types of materials Properties of different materials How we use materials

Teacher Provocations Teacher brings in variety of materials for touch, feel sort and discuss.

Subject Focus Science, Literacy, Humanities

Subject Specific skills Science: Observe carefully in order to gather data. Use a variety

of instruments and tools to measure data accurately. Use scientific vocabulary to explain their observations and experiences. Identify or generate a question or problem to be explored. Make and test predictions. Interpret and evaluate data gathered in order to draw conclusions

Subject Specific Knowledge Science: Apply understanding of basic properties of materials in

order to match materials to purpose (for example, waterproofing, insulating).

Core ATL’s (TD Skills) Research Skills: Formulating Questions, Observing Self­Management Skills: Fine Motor, Safety, Informed Choices Thinking Skills: Acquisition of Knowledge

Integrators contributions Art­sculpture. Manipulating and assembling shapes in space to produce a sculpture. (Visual Arts)

What does a Grade Level appropriate understanding of this central idea look like?

Demonstrating how different materials can be used for different purposes.

The essence of this unit in less than 20 words For this unit, students explore properties of materials and made determinations on the suitability of their use for different purposes.

How we organize ourselves

Area of TD Theme the structure and function of organizations societal decision­making

Central Idea Cooperation is essential to achieve team goals.

Key Concepts Responsibility Reflection Perspective

Related concepts cooperation, teamwork, sport, fair play

Lines Inquiry The importance of cooperation How to successfully achieve team goals The roles that people play in a team

Teacher Provocations Teacher act out a scenario where they are making a model but do not work together and do not agree.

Subject Focus Humanities, PSPE, Performing Arts

Subject Specific skills Humanities: Identify roles, rights and responsibilities in society

Performing Arts: (Drama) ­ respond to dramatic ideas through spoken,

visual, auditory and kinesthetic mediums.

Subject Specific Knowledge Humanities: identify ways to organize himself or herself on a daily

basis. Plan and create a system of organization (for example, for his or her desk, classroom, school).

Suggest improvements to organizational systems already in place in his or her home or school

Core ATL’s (TD Skills) Self­Management Skills: Codes of Behaviour, Informed Choices. Social Skills: Accepting Responsibility, Respecting Others, Cooperating, Resolving Conflict, Group Decision Making, Adopting a Variety of Group Roles. Communication Skills: Listening, Speaking, Non­verbal.

Integrators contributions Teamwork & Cooperation (PE) Role play ­ group membership (PA)

What does a Grade Level appropriate understanding of this central idea look like?

Recognize that individual people are part of a group. Understand how belonging to groups is important for people. Understand that people have different roles and responsibilities as part of their participation in groups.

The essence of this unit in less than 20 words Exploring and developing the ability to solve tasks individually, in pairs or in small groups

Sharing the planet

Area of TD Theme rights and responsibilities in the struggle to share finite resources with other people and with other living things

Central Idea Human actions affect other living things.

Key Concepts Responsibility Change

Related concepts animals, plants, conservation

Lines Inquiry Human interactions with other living things The results of human behaviour on other living things

Teacher Provocations Children’s books Videos including animals

Subject Focus Science, Humanities

Subject Specific skills Science: Identify or generate a question or problem to be

explored in relation to human impact on the natural environment. Use scientific vocabulary to explain their observations and experiences

Subject Specific Knowledge Science: Observe the needs of living things that enable them to

stay healthy Humanities:

Take responsibility for living things found in his or her

environment.

Core ATL’s (TD Skills) Research Skills: Observing. Self­Management Skills: Codes of Behaviour, Informed Choices. Thinking Skills: Acquisition of Knowledge. Social Skills: Accepting Responsibility, Respecting Others. Communication Skills: Listening, Speaking, Reading, Writing, Non­verbal, Viewing

Integrators contributions

What does a Grade Level appropriate understanding of this central idea look like?

Be mindful of our interactions with living things.

The essence of this unit in less than 20 words The consequences of helpful or hurtful interactions with animals and plants.