Spring Matrix

D:Projects2014FlorenceJoematrix.spring2.rtf
Created : Sept. 2010
Vancouver Island University Faculty of Education
YEAR 5 B. Ed- FRAMEWORK PLANNING MATRIX
Part 1
Grade(s): Kindergarten Title of Unit: Spring
Overview of Unit Topic/Theme: a) Provide an overall picture of the unit of study; and b) identify key unit concepts (2 -5).
Spring will be celebrated for the deration of my six-week practicum. I have broken up the Spring theme into 6 different categories – 1. Spring changes 2.
Oviparous animals 3. Easter 4. Taking Care of our Earth 5. Farms 6. Mother’s Day. This unit will be taught through class discussions, visuals, children’s
literature, songs/rhymes, observations, field trips and writing/representing activities. Student will demonstrate their knowledge through their contribution to class
discussions/activities, writing/ representing activities, and small presentations.
b) Key Concepts
1) Describe seasonal changes, spring and things that grow and change
2) Recognize animals that hatch from eggs.
3) Use five senses to make observations.
4) Establish a better understanding of the purpose of farms.
5) Understand ways to take care of our Earth.
Rationale for Unit: Why are you teaching this unit and how is it relevant to the students at this point in time?
The spring season is a time where many different changes are occurring all around us – plants are waking up, animal babies are appearing and the weather is
getting warmer. Student will develop a better understanding of what changes happen and what holidays are celebrated during the spring season by making
connections to the changing season happening all around them.
List the Provincial Learning Outcomes (PLOs):
Language Arts
Oral Language Learning & Extended Thinking
A4 demonstrate being a good listener for a sustained period of time A6 use oral language to explain, inquire, and compare A8 connect what is already known
with new experiences during speaking and listening activities A9 Ask questions to construct and clarify meaning
Learning writing (and representing) and extended thinking
C1 create simple messages using a combination of pictures, symbols, letters, and words to convey meaningC3 show an interest in, and a positive attitude toward, writing
and representing C4 engage in discussions before writing and representing to generate ideas when responding to text and classroom experiences C5 express
meaning during writing and representing by using invented spelling and copying existing words/representations C6 engage in discussions after writing or
representing about the experience of writing or representing and share work with others C7 print most of the letters of the alphabet, own name, and a few simple
words, and record a prominent sound in a word
Health & Career
Healthy Relationships
C2 identify thoughtful, caring behaviors in families
Visual Arts
A2 create images using the image development strategy of elaboration that feature color, line, or shape that use the principle of pattern B2 identify and apply
a variety of materials, technologies, and processes to create images
Science

Process of Science
Share with others information obtained by observing, use five senses to make observations Life Science Compare common animals, Physical Science Describe
ways to rethink, refuse, reduce, reuse, and recycle Earth & Space Science Demonstrate the ability to observe their surroundings, Describe features of the
immediate environment
Social Studies
Skills & Process
A1 participate cooperatively in groups
A2 gather information from personal experiences, oral sources, and visual representations
Identity, Society & Culture
B1 demonstrate an awareness of the concept of change
Human & Physical Environment
E1 identify characteristics of different local environments E2 demonstrate responsible behavior in caring for their immediate environment
Economy & Technology
D2 Identify work done in the community
Culminating Task(s): Briefly describe the culminating task(s) that will provide a demonstration and/or celebration of student learning.
The culminating task will be field trips to a farm and a nature walk around the school area.
Resources: What resources will you use in this unit?
Books: “Mouse’s First Spring” “Snow Rabbit, Spring Rabbit” “Life Cycle of a Chicken” “An Extraordinary Egg” “An Egg is Quiet” “Guess What’s Growing
Inside This Egg?” “The Best Easter Egg Ever” “The Grumpy Bunny” “Peter Rabbit” “Stuff” “Don’t Throw it Away!” “Never Let You Go” “Cows”
Paper: Chart paper, construction paper,
Art supplies: watercolor paint, paintbrushes, sharing boxes, acrylic paint, Sharpie markers, pastels
Hand-outs:
Videos:
Part 2
Learning Outcomes Description of Learning
Activities & Strategies
Assessment Method/Tool Assessment Criteria
What are the unit level learning
outcomes? What do you want
students to
learn/understand/appreciate?
What teaching strategies & activities
will you utilize to enable students to
achieve the learning outcomes?
What method (e.g. write/say/do) and
tool/instrument will you use to collect
evidence of the learning?
By what criteria do you decide that the
outcome has been successfully met?
What will you look for in the evidence?
Lesson 1: Spring Intro
Describe what I see in winter &
spring.
Discuss the word hibernation –
1. What are the kinds of things we see
outside during Winter?
2. What are the kinds of things we see
outside during spring? What’s the
Say: talk about what they saw in
winter and what they see in spring.
Do: Listen to a story.
Say: discuss what hibernation is and
Participating in describing winter &
spring.
Participating in discussing what

what it means & what animals
hibernate in winter.
same/different?
3. Read: 999 Frogs Wake Up
4.Who can tell us what hibernation
means?
* Have a discussion around
hibernation
5.What animals woke up from
hibernation in the story? What are
some other animals that wake up from
hibernation that were not in the story?
what animals sleep in winter.
Say: what they like about spring.
hibernation means and animals that
hibernate.
PLO: LA A6, S.S A2
Lesson 2: Spring Write
Write & represent what is seen in
spring.
1. Activity: In spring I see…
2. Brainstorm ideas
3. Go over expectations – lots of color
& detail, take their time.
Write: Journal write: In spring I see…
Relevant drawing and has attempted
writing using invented spelling &
copying.
PLO: LA A6, A8
Lesson 3: Share Write
Recall what mouse saw during her
first spring.
Identify letter sounds and words in
our share write.
Lesson 3: Shared Write
1. Read, Mouse’s First Spring
2. Topic for shared write: What did
mouse see during her first spring?
3. Record what the students say on
chart paper & verbalize what you are
doing – capitals at beginning and
period at the end, putting spaces, etc.
4. Have students spell and find words
and find letters and say letter sounds
Say: things that mouse saw during her
first spring
Say: spell out words & say letter
sounds from what’s written on the
chart paper
Do: find words and letters on the chart
paper
Participating in sharing ideas on what
mouse saw during her first spring.
Finding correct letters and saying correct
letter sounds.
PLO: LA A8, C4, C5
Lesson 4: I predict…
Describe the eggs using five
senses.
Share with the class predictions on
what might be in the egg.
(Chicken eggs arrive)
1. Use five senses to explore eggs
2. Class chart: What is in the eggs?
3. Journal write: I predict there is a
_______ in the egg.
4. Students will share their journal
write with their classmates.
Do: Use five senses to observe eggs
Say: How the egg looked, smelled,
sounded, & felt
Say: Predict what could be in the egg
Write: Journal write: I predict there is
a ______ in the egg.
Do: Share journal write with
classmates.
Uses five senses to describe what is
observed.
Participating in sharing observations and
ideas.
PLO: L.A C4, Sci. use five senses to make
observations

Lesson 5: Hatching Chicks
Developing questions to find out
more about the eggs.
1. Get students to ask questions about
the eggs using prompting
• What is inside the eggs?
• What are the eggs inside?
• How long will they take to
hatch?
2. Show students a chart on the growth
of the chick in the egg
3. Go over dos & don’ts around the
incubator & eggs
Say: Ask questions to find out more
about the eggs.
Asks relevant questions about the eggs.
PLO: LA A9
Lesson 6: Chick Art
Demonstrate being a good listener.
Create an image of a chick using
shapes.
Lesson 6: Chick Art
1. Have everything pre-traced and set
up at a table
2. At the carpet: show an example &
ask students what shapes they see
3. Go over the steps to make it
*Have each step drawn & written
down
4. Circulate & provide help when
needed
Lesson 6: Chick Art
Do: Listen to the directions
Say: Repeat the directions back
Do: Create an image using shapes
Lesson 6: Chick Art
Shows that they are good listener.
Completed image of a chick.
PLO: L.A A4, Visual Arts A2
Lesson 7: Life Cycles
Compare the life cycle of chickens
to other animals’ life cycles.
1. Who can tell me what a life cycle
is?
2. Read: Life Cycle of Chickens
3. Discuss what we saw in the book.
4. Discuss & sequence the life cycle of
chickens.
4. Compare the life cycle of chickens
to other animals.
Do: Compare the life cycle of a
chicken to other animal life cycles.
Participates in comparing the life cycle
of chicken to other animals.
PLO: Sci. Compare common animals

Lesson 8: Chicken Life Cycle
Draw & label a chicken life cycle.
Describe the life cycle of a chicken
to the class.
Demonstrates being a good
listener.
1. Review chicken life cycle
2. Draw and label the life cycle of a
chicken.
3. Bring students the carpet: Have
some of them describe the sequence to
the class
Write: Draw and label the life cycle of
a chicken.
Do: Share their chicken life cycle with
the class.
Do: listen while classmates share their
life cycle.
Life cycle is drawn & labeled correctly.
Shares their life cycle with the class.
Listens while classmates share their life
cycle.
PLO: L.A A4, C5, C6
Lesson 9: Candling Eggs
Share with the class what the
candled egg looked like.
Record what was seen while the
egg was candled.
1. Pose the question: What does
candling eggs mean?
2. Break the word down: The word
candle is hiding in the word candling.
What is a candle?
3. Describe what candling is & show a
video
4. Describe & show students their
candling observation books.
5. Safely shine a flashlight on the eggs.
Get students to describe what they see.
6. Students will then draw & write
what they saw in their observation
books.
Say: Describe what they saw after
observing the eggs.
Write: draw/write what was observed
while the egg was candled.
Participates in sharing what they saw
when the egg was candled.
Complete entry in observation book.
PLO: L.A C1, Sci. share with others
information obtained from observing
Lesson 10: Fiction/Nonfiction
Compare what was observed in the
non/fiction stories.
1. Read: Chickens
2. What was the story about?
3. Read: The Problem with Chickens
4. What was the story about?
5. Tell and show students what
fiction/nonfiction mean.
6. Compare the two & record on chart
paper
Say: Compare non-fiction/fiction
stories
Participates in comparing two stories.
PLO: L.A A6
Lesson 11: Oviparous Intro
Compare oviparous & non-
oviparous animals.
1. Read: What Will Hatch?
2. Discuss what oviparous means
Say/Do: Compare oviparous & non-
oviparous animals.
Participates in comparing oviparous
animals and non-oviparous animals.

3. Get each student to choose a plastic
egg and tell the rest of the class what
animal is in the egg.
4. Students take a vote – thumbs up if
they think its Oviparous & thumbs
down if they think it is not.
5. What have we noticed about the
animals that are Oviparous & the
animals that are not?
PLO: L.A A6, Sci. Compare common
animals
Lesson 12: Oviparous Reader
Identify what the oviparous animal
is by making past connections.
1. Read: What’s Hatchin’ Chick?
2. Have students predict from the clues
what animal it is.
3. Activity: Color & read oviparous
reader
Say: Predict what the oviparous animal
is by making past connections.
Do: Color their oviparous reader &
read it when they are done.
Listens to the clues on what the animal
is and predicts what it is based on the
clues.
PLO: L.A A8
Lesson 13: Eggs
Understand the purpose of eggs
and why they look the way they do.
Represent an animal that is
oviparous and one that is not.
Lesson 13: Eggs
1. Read “An Egg is Quiet”
2. Discuss why the eggs look the way
they do & why they are important for
the animals inside
3. Similarities/differences between the
eggs
4. Journal write: A ______ hatches
from an egg a _________ does not.
Lesson 13: Eggs
Say: Discuss what eggs do, why they
look the way they do and similarities &
differences.
Write: Journal write: A ______
hatches from an egg a _______ does
not.
Lesson 13: Eggs
Participates in egg discussion.
Completed journal write representing an
oviparous animal and non-oviparous
animal.
PLO: L.A A6, C5
Lesson 14: Shape Birds
Show good listening skills while
listening to directions
Create an image using lines and
shapes.
1. Students will be doing a directed
draw.
2. I will talk through and draw each
step on the whiteboard.
3. When students are done their birds
they will paint them with watercolor
Do: Listen to directions.
Do: Draw a bird using different lines
& shapes.
Listens and follows directions.
Completed shape bird.

Lesson 15: Extraordinary Egg
Predict what is in the egg.
Discuss the events, setting and
characters in the story.
1. Read: The Extraordinary Egg.
2. Before finishing the book graph
how many students think a crocodile, a
turtle or a chicken is in the egg.
3. What were the clues that helped us
find out what animal it was?
4. Discuss what happened in the book,
the characters, setting
Say: Predict what animal they think is
in the egg
Say: Discuss what happened in the
story, the characters, setting
Participates in predicting what might be
in the egg.
Participates in discussing the events,
setting & characters of the story.
PLO: L.A A6
Lesson 16: Class Book
Identify their favorite oviparous
animal.
Share their favorite oviparous
animal with the class.
1. Read: Guess What’s Growing Inside
This Egg?
2. Discussion on oviparous animals
3. Go over activity – Students will
draw and write about their favorite
oviparous animal
4. Have students share their favorite
animal
5. When everyone is done I will make
it into a class book
Write: create a drawing & write about
their favorite oviparous animal
Say: Share their favorite oviparous
animal with their classmates
Completed drawing & write on their
favorite oviparous animal.
Shares their favorite oviparous animal
with the class.
PLO: L.A C5, C6
Lesson 17: Best Easter Eggs
Explain why the egg in the story is
special.
Provide information for the web.
1. Read: The Best Easter Eggs Ever
2. Discussion on what makes the eggs
in the story special
3. Repeat the activity using an egg that
I drew and colored.
4. Record their answers on chart paper
Say: Discuss what makes the eggs in
the story special
Do: Provide information for our web
on what makes my egg special
Participates in discussion on what makes
the egg special.
Participates in making a web.
PLO: L.A A6, S.S A2
Lesson 18: Easter Egg Write
Identify what makes their colored
egg special.
(Extension of lesson 19)
1. Have students create their own eggs
using lots of color, lines & shapes.
2.When they are done get students to
write descriptive words to describe it.
Write: Draw an egg and write what
makes it special.
Completed colored egg.
Writing relates to what their egg looks
like.

PLO: L.A C5, C6
Lesson 19: Grumpy Bunny
Contribute ideas on what could
happen because of Hopper’s
choice.
Identify & record what makes them
grumpy.
1. Read: The Grumpy Bunny
2. Pose the question: What do you
think will happen because of Hopper’s
choice?
3. Pose the question: When do you feel
grumpy?
4. Explain writing activity – students
draw a picture of themselves grumpy
and write what makes them feel
grumpy
Say: Infer what will happen because of
Hopper’s choice
Say: Discuss what makes them
grumpy
Write: Represent and explain what
makes them grumpy
Participates while sharing ideas on what
could happen because of Hopper’s
choice.
Shares ideas on what makes them
grumpy.
Completed drawing and write on what
makes them grumpy.
PLO: L.A C4, C5
Lesson 20: Peter Rabbit
Discuss what happens in the
beginning, middle, & and end of
the story.
Identify and record something that
happened in the story.
1. Read: Peter the Rabbit
2. Make a class chart on what happens
at the beginning, middle, & end of the
story
3. Have students draw & write
something that happened in the story.
Say: Discuss what happens in the
beginning, middle, & end of the story.
Write: draw & write something that
happened in the story.
Share what happened in the story.
Relevant drawing & write.
PLO: L.A C4, C5
Lesson 21: Rabbit
Demonstrate being a good listener.
Create an image of a rabbit using
shapes.
Lesson 21: Rabbit
1. Have everything pre-traced and set
up at a table
2. At the carpet: show an example &
ask students what shapes they see
3. Go over the steps to make it
*Have each step drawn & written
Lesson 21: Rabbit
Do: Listen to the directions
Say: Repeat the directions back
Do: Create an image using shapes
Lesson 21: Rabbit
Shows that they are a good listener.
Completed rabbit.

down
4. Circulate & provide help when
needed
Lesson 22: Easter Cookies
Demonstrates being a good listener
while making cookies.
Participates cooperatively while
mixing & cutting out the cookies.
1. Set up all the baking supplies on the
tables
2. At the carpet: Go through the recipe
with students
3. In twos, have students take turns
putting ingredients in a bowl & mixing
4. Have students take turns cutting out
Easter Egg shapes
Do: Listens while me make the cookies
Do: Take turns mixing and cutting out
Easter egg shapes
Shows that they are a good listener.
Works cooperatively with others.
PLO: L.A A4, S.S A1
Lesson 23: Decorate Eggs
Participates cooperatively while
decorating cookies
1. Have decorating supplies ready for
when students come back in from
outside play
2. Get students to sit at the carpet
3. Tell them what they are going to do
& the dos and don’ts
4. Have them sit in in groups of 4 at
the table
Do: Decorate their cookie eggs in
groups.
PLO: L.A A4
Lesson 25: Planting Seeds
Make connections to past
understandings on plants.
Participate cooperatively while
working in a group to plant seeds.
1. Have everything set up & ready on
the tables
2. At the carpet explain what we are
going to do – Planting seeds in start
pots
3. What do we already know about
plants?
4. Read: Plants
5. What do we need to help our plants
grow?
6. Have students sit at the tables in
Say: Connect with what they already
know about plants to new
understandings.
Do: work in groups to plant seeds.
Makes connections to what they already
know about plants.

groups of 3
7. Give students seeds after putting dirt
into their planter PLO: L.A A8, S.S A1
Lesson 26: Hatched Chicks
Describe what was observed while
the chicks were hatching and after
they hatched.
Demonstrates responsible behavior
while holding a chick.
1.What do you notice about the chicks
& the eggshells?
2.Dos & Don’ts of holding chicks
3.Carefully two at a time let the
students hold the chicks
4.Make Welcome Chick signs
Say: Discuss what we saw when the
chicks were hatching and after they
hatched.
Do: Show responsible behavior while
holding the chicks.
Shares what they observed when the
chicks were hatching and after they
hatched.
Shows responsible behavior while
holding the chicks.
PLO: Sci. Share with others information
obtained while observing, S.S E2
Lesson 27: Mud Play
Participate cooperatively while
playing with the mud.
Contribute ideas to describe mud.
Lesson 27: Mud Play
1. Prepare four small tubs of dirt
2. Discuss how mud is made
3. Go over expectations for playing
with the mud
4. Each students adds 1 cup of water
and stirs
5. Let students play with the mud
6. Wash hands & come back to the
carpet
7. Shared write: Words to describe the
mud
Lesson 27: Mud Play
Do: Participate cooperatively in
groups.
Say: Describe the mud that they were
playing with.
Lesson 27: Mud Play
Works cooperatively in a group.
Participates in sharing ideas to describe
mud.
PLO: L.A C4, S.S A2
Lesson 28: “ I Like Mud”
Construct a poem describing mud
using invented spelling and
copying.
Share the poem with the class.
Lesson 28: “ I Like Mud”
(Extension of lesson 9)
1. Go over “I Like Mud” activity with
students – students write their own "I
Like Mud" poems and draw a picture
of themselves playing in the mud.
2. Have students share their poems
with the class.
Lesson 28: “I Like Mud”
Write: Represent/Write a mud poem
Do/Say: Share poems with the class
Lesson 28: “I Like Mud”
Completed poem.
Shares poem with class.
PLO: L.A C5, C6

Lesson 29: Recycle
Describe ways to recycle.
Lesson 29: Recycle
1.Have trash all over the classroom!
2.Students walk around and sort the
trash into compost, plastic and paper.
3.Read: Stuff
4.Discuss what mouse did in the story
to get rid of all his stuff
5.Discuss what recycling is, why we
do it & what we recycle
Lesson 29: Recycle
Say: Talk about recycling.
Lesson 29: Recycle
Understand what recycling is.
PLO: L.A A6, Sci. Describe ways to reuse,
refuse, reduce & recycle
Lesson 30: Reuse
Describe ways to reuse.
Lesson 30: Reuse
1.Discuss what reusing something
means.
2.Discuss what they reused in the
story.
3.Make bird feeders out of old milk
cartons
Lesson 30: Reuse
Say: Talk about reusing objects
Lesson 30: Reuse
Understands what reusing an object is
by contributing to our discussion &
making a bird feeder.
PLO: L.A A6, Sci. Describe ways to
reuse, refuse, reduce & recycle
Lesson 31: Helping Our Word
Discuss ideas from the story
Identify how to take care of the
earth.
Lesson 31: Helping our World
1.Read: 10 Things You Can Do to
Help Our World
2.Discuss the ideas that were said in
the book
3.Brainstorm ideas that are not in the
book
4.Student activity: I can take care of
the earth! I can ________.
Lesson 31: Helping Our World
Say: Discuss the ideas that were in the
story
Write: Journal write: I can take care
of the earth! I can _______.
Lesson 31: Helping Our World
Shares ideas about helping our world
that were in the story.
Completed and relevant journal entry.
PLO: L.A A6, C5
Lesson 32: Farm Intro
Participate in discussion around
farms.
Develop questions around farms.
1.Pose the questions:
What do we know about farms?
What questions do we have about
farms?
2.Record on chart paper
3.Read: Non-Fiction farm
4.What did we learn about farms from
the story?
Say/Do: KWL chart on farms
Do: Listen to a non-fiction story on
farms.
Participates in our discussion on farms.
Asks relevant questions about farms.
PLO: L.A A8, A9

Lesson 33: Farm Animals
Identify farm animals.
Contribute to our graph & help
analyze it.
1.Read: Farm Animals
2.Talk about the type of animals live
on the farm
3.What are some of the things the
animals do?
5.Graph: Our favorite farm animal
Say: Discuss types of animals that live
on farms & what they do
Do: Graph our favorite farm animal
Names animals that live on the farm.
Participates in completing and talking
about our graph.
PLO: L.A A6, S.S A2
Lesson 34: Barn Phonics
Identify the correct farm animal.
Identifies letters that make up the
animal word.
1. Introduce the song Big Red Barn
2. Get students to choose the right
animal to put into the blank.
3. Have them spell out the word and
make the sound.
Do: choose the correct farm animal to
go into the song
Say: Say the animal and spell it out.
Participates in our Big Red Barn song.
Spells out the word of the animal.
PLO: A6, A8
Lesson 35: Root Vegetables
Identify where vegetables come
from.
Predict what will happen to the root
vegetables.
1.Where does vegetables come from?
2.Focus on root vegetables – Where do
they come from? Where do we find
them? Types.
3.Bring in 3 different root vegetables
4. Put the vegetables standing up in a
tray of water
5. What do we predict will happen in 1
week, 2 weeks, and 3 weeks?
6. Draw our predictions on chart
paper.
Check on it each week
Say: Discuss where vegetables come
from
Do: Experiment with root vegetables
Say: Predict what will happen to the
vegetables
Participates in our discussion on root
vegetables.
Participates in making our prediction
graph.
Lesson 36: Going to the Farm
Demonstrate being a good listener
while listening about the fieldtrip
to the farm.
1.Share information about different
types of farms
2.Talk about the farm
3.What’s on the farm, what is grown
on the farm, Who we will meet, etc.
4.Expectations for our field trip
Do: Listen while I tell them about our
fieldtrip
Shows that they are a good listener and
understands expectation of our field trip.
PLO: L.A A4

Lesson 37: Farm Fieldtrip
Participate in farm activities.
Demonstrate the ability to observe
the farm.
1.Students will have a buddy – walk in
pairs.
2.Look & listen when the farmer is
speaking.
3.Do different activities around the
farm.
4.I will take pictures of the students.
Do: Activities on the farm
Listens to Farmer Brown & participates
in farm activities.
PLO: S.S D2, Sci. demonstrate the ability
to observe their surroundings
Lesson 38: What We Learned
Describe the experience on the
farm.
Create a thank you card for Farmer
Brown.
Lesson 38: What We learned
1.Discussion on what we learned at the
farm
2.Show pictures of what we did on the
farm & get students to describe what
they are doing in the picture
3.Thank you cards for Farmer Brown:
I liked it when we______________.
Say: Discuss their experience that they
had at the farm
Write: Make Thank You cards for
Farmer Brown
Shares what we did on the farm.
Completed thank you card.
PLO: L.A C4, C5, Sci. share with others
information obtained while observing
Lesson 39: Mother’s Day Pots
Contribute ideas around spring that
can go on the pot.
Paint objects with a spring theme
on the pot.
1.Have everything set up & ready on
the tables
2.At the carpet explain what we are
going to do – Painting pots for
mother’s day
3.Brainstorm Spring things that can go
on the pots
4.At the tables demonstrate how to
make insects using finger prints
5.When students are done they can put
a seed in a starter & make a mother’s
day card
Say: Brainstorm ideas about Spring
that can go on the pots.
Do: Paint pots for Mother’s Day.
Shares ideas about spring that can go on
our pots.
Decorated Mother’s Day pot.
PLO: L.A, A8, Visual Arts A2
Lesson 40: Mother’s Day Purse
Identify caring words to describe
their mothers.
Read: Never Let You Go
1.Discuss words to describe our
mothers
2.Things we like to do with our
mothers
3.Show students the activity they are
Say: words to describe their mothers &
what they like to do with them.
Uses thoughtful, caring words to talk
about my mother.

going to do – make purses – cut out
and decorate.
PLO: Health & Career C2
Lesson 41: Mother’s Day Write
Contribute ideas for the Mother’s
Day write
Write & represent ideas about
mother.
1.Go over what students are going to
write to their mothers & get students to
offer some examples
2.Hand out the writing paper and at the
tables again go over again what
students need to write
Say: Discuss what they are writing for
their activity.
Write: Write & draw about their
mothers.
Shares ideas on what they are going to
write.
Completed write/drawing for their
mother.
PLO: L.A C4, C5
Lesson 42: Nature Walk
Observe the environment using five
senses.
Record what was observed on the
nature walk.
1.Go over expectations and safety
rules before the walk.
2.Tells students to use their five senses
on the walk
3. Discussion after the walk – what we
saw, smelled, tasted, saw and felt
Draw a picture and write what they
saw on their walk
Say: Discuss what we see/saw during
the walk.
Write: Represent & write about their
walk.
Participates in what they observed
during the nature walk.
Completed drawing & write on the
nature walk.
PLO: L.A C3, Sci. Describe features of
their immediate environment, use their
five senses to make observations

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