Grade 1 Long Range Plan

*FOR MORE DETAILED TIME LINE INFORMATION SEE UNIT PLAN

Social Studies
January February March April

Unit 3: Looking at My World Unit 3: Looking at My World Unit 4: Changes in My World Unit 4 Changes in My
World

Topics  Intro to Landmarks  Alberta Landmarks  Personal Changes and  Family Traditions
(Jan. 8-12) (Feb. 6-16 & Feb 26-27 Family Changes (March 5- (April 9-10)
-What is a landmark? - What makes a Landmark 9) -Defining Tradition
-Natural vs Man made Special? (Special Place - What is Change? -Family Traditions
Landmarks Story) -How have I changed?  Connections to
-Landmarks at School -Lessons on variety of -How has my family Aboriginal,
Landmarks For example: changed? Francophone and
 Mapping (January 15- Nikka Yuko Gardens, -What effect does these other groups
February 5) Lethbridge High Level changes have on my family? including their
-Why maps? Bridge, Buffalo Jump, Royal traditions (April
-How to use maps Tyrell Museum: Each lesson  Community Changes 11-20)
-Globes focuses on identifying the (March 12-23) -Connection to First
-Perspectives within landmark and describing why - Concept of Recent vs Long ago Nations
maps it is special. -Then and Now: -People of Canada:
-Going to School Special Days
 Urban and Rural (Feb -Cooking and Eating -Voices from Lac La
28-Mar 2) -Playing with Friends Biche
-Ask questions: Interview family  Cumulative Task
member about the past (April 23-25)

Many Voices Teacher Resource Many Voices Teacher Resource Many Voices Teacher
Our World Teacher Resource Our World Teacher Resource Many Voices Teacher Resource Resource
Big Book Changes, Changes Learn Alberta Our World Teacher Resource Our World Teacher Resource
Maps Alberta Assessment Consortium Big Book: Changes, Changes Learn Alberta
Resources Globe Around Alberta Poster Galt Museum: artifacts Variety of Storybooks
 Variety of Storybooks Postcards Variety of Storybooks
Google Earth Variety of Storybooks

-Travel Agent Project (booklet) -Changes Overtime Worksheet -Read Alouds

-Reading -Read Alouds -Interview family member -Family Tradition Crayon
-Class discussion -Class Discussions -Photo walk -Photo Walk
Activities -Think-Pair-Share -Barnaby Visits Alberta Booklet -read alouds - Create a card about an event
-Google Earth Lesson -Minilessons on variety of -class discussion or celebration that connects
-Me on the Map Flipbook landmarks -storytelling us to the Aboriginal or
-Sorting Activities -Think Pair Share -Charts for example Venn Diagrams Francophone Community and
-Drawings -Urban/Rural Sort -Booklet where students draw a its past
-Guessing Where I Am in My picture about then and now for each -Class Discussion
Community Game topic and write a sentence of how
-Finding the Way Activity things are different because of the
change.
-Concept Sort-recent and long ago

GLO 1.1: Students will demonstrate an 1.1: Students will demonstrate an 1.2 Students will demonstrate an 1.2 Students will demonstrate
understanding and appreciation understanding and appreciation of understanding and appreciation of an understanding and
of how identity and self esteem how identity and self esteem are how changes over time have affected appreciation of how changes
are enhanced by their belonging enhanced by their belonging in their families and influenced how over time have affected their
in their world and how active their world and how active their families and communities are families and influenced how
members in a community members in a community today. their families and
contribute to the well-being, contribute to the well-being, communities are today.
growth and vitality of their growth and vitality of their groups
groups and communities. and communities.
1.1.5 Students will distinguish 1.1.5 Students will distinguish 1.2.2 Students will analyze how their 1.2.2 Students will analyze
geographic features in their own geographic features in their own families and communities in the how their families and
community by exploring and community by exploring and present are influenced by events or communities in the present
reflecting on specific inquiry reflecting on specific inquiry people of the past by exploring and are influenced by events or
questions: questions: reflecting upon specific inquiry people of the past by
-What are some familiar -Why are these landmarks and questions: exploring and reflecting upon
Specific landmarks and places in my places significant features of the -How have changes affected my specific inquiry questions:
Outcomes: community? community? family over time (e.g., births, deaths, -In what ways has my
-Where is my community on a moves)? community changed over
map or on a globe? time (e.g., original
 1.1.1 Value self and others as What are some differences -What is my family's past in our inhabitants, ancestors,
unique individuals in relation to between urban and rural community? generations, ways of life)?
their world communities? -1.S.2 develop skills of historical - How have changes over
1.S.3 Students will develop skills 1.1.1.2 Appreciate multiple points thinking time affected their families
of geographic thinking: of view, languages, cultures, and -differentiate between activities that and communities in the
-use a simple map to locate areas experiences within their groups occurred recently and long ago present?
in school and community and communities 1.S.7 Ask questions… - In what ways have
-ask geographic questions Aboriginal, Francophone and
-understand that globes and maps diverse cultural groups
are visual representations of the contributed to the origins and
world evolution of their
communities over time?
- What connections do we
have to the Aboriginal,
Francophone and diverse
cultures found in our
communities?
- What are some examples of
traditions, celebrations and
stories that started in the past
and continue today in their
families and communities?
-1.2.2 Students will
appreciate how stories and
events of the past connect
their families and
communities to the present

Observation/checklist, Map Observation/checklists, Travel  Observation, checklist, One on Observation, checklist, Card
Assessment: Worksheet locating Canada and Agent Project, Class One Conference: Look at a rubric, Cumulative task-
Alberta, Me on the Map Discussion/Questioning picture: identify changes, students create booklet where
Flipbook, One on One conference describe how the change they discuss past and how it
affected the family, Rubric for has changed and how we are
Then and Now Booklet connected to the past.

SCIENCE
*CAN’T CHANGE TO LOWERCASE, SOMETHING WRONG WITH COMPUTER
January February March April
TOPIC BUILDING THINGS BUILDING THINGS SENSES SENSES
MAJOR SECTIONS TYPES OF MATERIALS POP UP CARDS(FEB 5-6) INTRO TO THE FIVE SCIENTIST IN SCHOOL
& QUALITY OF SENSES (MARCH 5) PRESENTATION (APRIL 9)
BUILDING HOUSES (FEB 7-
MATERIALS (JAN 8-12)
16) THE BRAIN AND YOUR SMELL (APRIL 10, 11)
SENSES (MARCH 6)
BUILDING BOATS (FEB 26- TASTE (APRIL 16, 17, 18)
FASTNENERS (JAN 15- MARCH 2) SENSING DANGER
REVIEW, CATCH UP AND
19) (MARCH 7)
*FOR EACH OF THE BUILDING TEST (LAST WEEK)
PROJECTS THESE SUBTOPICS TOUCH (MARCH 13-14)
WILL BE TAUGHT
EXPLORATORY SIGHT (MARCH 19,20)
-STEPS AND STRATEGIES FOR
CENTERS: TOWERS COMPLETING BUILDING SMELL (MARCH 21)
(JAN 19-26) PROJECTS
-CHOOSING APPROPRIATE
MATERIALS
A BED FOR
-IDENTIFYING PARTS OF OBJECTS
GOLDILOCKS(JAN 29-
FEB 2 -DESCRIBING PURPOSE OF
OBJECT AND PARTS
-COMPARING TWO OBJECTS

RESOURCES EDMONTON PUBLIC EDMONTON PUBLIC EDMONTON PUBLIC EDMONTON PUBLIC

SCHOOL GRADE 1 SCHOOL GRADE 1 SCHOOL GRADE 1: SCHOOL GRADE 1: SENSES
BUILDING THINGS BUILDING THINGS SENSES
EPS: SCIENCE ASSESSMENT
RESOURCE RESOURCE
EPS: SCIENCE MANUAL
STEM CHALLENGE: EPS: SCIENCE ASSESSMENT ASSESSMENT MANUAL
VARIETY OF STORY BOOKS
GOLDILOCKS BED MANUAL
VARIETY OF
SCIENTISTS IN SCHOOLS
EPS: SCIENCE VARIETY OF STORY BOOKS STORYBOOKS
ASSESSMENT MANUAL VIDEO-AMAZING ANIMAL
SENSES: SEE UNIT PLAN
VARIETY OF STORY
BOOKS
 RESOURCES:
(SCIENTISTS IN
SCHOOLS)
POTENTIAL SORTING MATERIALS BUILDING PROJECTS: READ ALOUDS READ ALOUDS
LEARNING ACTIVITY HOUSE, BOAT, POP UP
CLASS DISCUSSIONS CLASS DISCUSSIONS
ACTIVITIES CARDS
PLAYGROUND
NATURE WALK CENTERS WHERE
FASTENERS ACTIVITY DISCUSSIONS
STUDENTS APPLY ONE OF
BRAIN SIMULATION
DESCRIBING READ ALOUDS THE SENSES
MATERIALS ACTIVITY CENTERS WHERE
EXPERIMENTS
STUDENTS APPLY ONE
DISCUSSIONS
OF THE SENSES
READ ALOUDS
SCAVENGER HUNT
CENTERS: MAKING
EXPERIMENTS
TOWERS
MAKING A POUCH

1-7 Construct objects and 1-7 Construct objects and 1-9 Use the senses to make 1-9 Use the senses to make
GLO
models of objects, using a models of objects, using a general and specific general and specific
variety of different variety of different materials. observations, and observations, and communicate
materials. communicate observations observations orally and by
1-8 Identify the purpose of orally and by producing producing captioned pictures.
1-8 Identify the purpose of different components in a captioned pictures.
different components in a personally constructed object or 1-10 Describe the role of the
personally constructed model, and identify 1-10 Describe the role of human senses and the senses of
object or model, and corresponding components in a the human senses and the other living things, in enabling
identify corresponding related object or model. senses of other living perception and action.
components in a related things, in enabling
object or model. perception and action.

Problem Solving Through 1. Select appropriate 1. Identify each of 1. Identify each

SLO
Technology: Specific materials, such as the senses, and of the senses,
Learner Expectations papers, plastics, explain how we and explain
woods; and design and use our senses in how we use
build objects, based on interpreting the our senses in
world.
Focus the following kinds of 2. Identify ways that interpreting
construction tasks: our senses the world.
 identify the o construct contribute to our 8. Identify ways that our
problem or task: model safety and quality senses contribute to our
What structure do buildings; of life. safety and quality of
we need to make? e.g., homes 3. Apply particular life.
(human, senses to identify 9. Apply particular senses
animal, from and describe to identify and describe
Explore and Investigate
other objects or objects or materials
cultures), materials provided provided and to
 attempt, with garages, and to describe describe living things
guidance, one or schools living things and and environments.
more strategies to o construct environments. Students meeting this
complete the task model objects; Students meeting expectation will be
 engage in all parts e.g., furniture, this expectation able to describe
of the task equipment, will be able to characteristics, such as
 identify materials boats, describe colour, shape, size,
used vehicles characteristics, texture, smell and
 recognize and o construct toys; such as colour, sound.
describe steps e.g., pop-ups, shape, size, 10. Recognize the
followed, based figures texture, smell and limitations of our
on independent o create wind- sound. senses, and identify
activity, on and water- 4. Recognize the situations where our
directed activity related limitations of our senses can mislead us;
and on observing artifacts; e.g., senses, and e.g., feeling hot or
the activity of dams, water identify situations cold, optical illusions,
others wheels, boats. where our senses tasting with a plugged
2. Identify component can mislead us; nose.
Reflect and Interpret parts of personally e.g., feeling hot or 11. Recognize that other
constructed objects, cold, optical living things have
and describe the illusions, tasting senses, and identify
 describe the
purpose of each part. with a plugged ways that various
product of the
3. Compare two objects nose. animals use their
activity, using
that have been 5. Recognize that senses; e.g., sensing
pictures and oral
constructed for the other living things danger, finding food,
language
same purpose, identify have senses, and recognizing their own
 identify processes
parts in one object that identify ways that young, recognizing a
by which the
correspond to parts in various animals potential mate.
product was made
another, and identify use their senses; 12. Describe ways that
similarities and e.g., sensing people adapt to limited
  identify how the differences between danger, finding sensory abilities or to
product might be these parts. food, recognizing the loss of a particular
used 4. Recognize that their own young, sense; e.g., colour
products are often recognizing a blindness, inability to
developed for specific potential mate. see objects at close
purposes, and identify 6. Describe ways that range.
the overall purpose for people adapt to 13. Describe ways to take
each model and artifact limited sensory care of our sensory
constructed abilities or to the organs, in particular,
loss of a particular our eyes and ears
sense; e.g., colour
blindness, inability
to see objects at
close range.
7. Describe ways to
take care of our
sensory organs, in
particular, our eyes
and ears

ASSESSMENT OBSERVATION/ OBSERVATION/CHECKLIST, OBSERVATION/ OBSERVATION/CHECKLIST,

CHECKLIST, PROJECTS, RUBRIC FOR PROJECTS, CHECKLIST, UNIT TEST, QUESTIONING,
QUIZ, RUBRIC FOR CONFERENCE FOR HOUSE WORKSHEETS, WORKSHEETS, EXIT SLIPS
PROJECTS, ONE ON AND BOAT QUESTIONING, EXIT
ONE CONFERENCE FOR SLIPS
BED, QUIZ

PHYSICAL EDUCATION
January/February MARCH April April
TOPIC COOPERATIVE GAMES DRIBBLING GYMNASTICS DANCE
(BASKETBALL)
MAJOR -EFFORT PUSHING BALL WITH USE OF DIFFERENT BODY RYTHMN
FOCUSES FINGERTIPS PARTS
-POSTIVE COMMENTS BODY AWARENESS
 LISTENING PUSH NOT SLAP BALL TYPES OF EFFORT SIMPLE MOVEMENTS
TEAMWORK KEEP BALL WAIST HIGH BODY AWARENESS MIRRORING/MATCHING
COOPERATION EYES UP
BODY SPACE AWARENESS BALL UNDER CONTROL IN
SELF SPACE
ALERTNESS
RESOURCES PE CENTRAL WEBSITE PE CENTRAL WEBSITE PE CENTRAL WEBSITE PE CENTRAL WEBSITE
PHE CANADA WEBSITE PHE CANADA WEBSITE PHE CANADA WEBSITE PHE CANADA WEBSITE
READY TO USE PE READY TO USE PE READY TO USE PE READY TO USE PE
ACTIVITIES FOR GRADES ACTIVITIES FOR GRADES ACTIVITIES FOR GRADES ACTIVITIES FOR GRADES
K-2 BY JOANNE AND K-2 BY JOANNE AND K-2 BY JOANNE AND K-2 BY JOANNE AND
MAXWELL LANDY MAXWELL LANDY MAXWELL LANDY MAXWELL LANDY
POTENTIAL VARIETY OF GAMES THAT VARIETY OF DRILLS AND TO BE PLANNED TO BE PLANNED
LEARNING FOCUS ON THE MAJOR GAMES THAT FOCUS ON
ACTIVITIES OBJECTIVES: SEE UNIT THE MAJOR OBJECTIVES:
PLAN SEE UNIT PLAN
GLO STUDENTS WILL ACQUIRE STUDENTS WILL ACQUIRE STUDENTS WILL ACQUIRE STUDENTS WILL ACQUIRE
SKILLS THROUGH A SKILLS THROUGH A SKILLS THROUGH A SKILLS THROUGH A
VARIETY OF VARIETY OF VARIETY OF VARIETY OF
DEVELOPMENTALLY DEVELOPMENTALLY DEVELOPMENTALLY DEVELOPMENTALLY
APPROPRIATE MOVEMENT APPROPRIATE MOVEMENT APPROPRIATE MOVEMENT APPROPRIATE MOVEMENT
ACTIVITIES; DANCE, ACTIVITIES; DANCE, ACTIVITIES; DANCE, ACTIVITIES; DANCE,
GAMES, TYPES OF GAMES, TYPES OF GAMES, TYPES OF GAMES, TYPES OF
GYMNASTICS, INDIVIDUAL GYMNASTICS, GYMNASTICS, GYMNASTICS,
ACTIVITIES AND INDIVIDUAL ACTIVITIES INDIVIDUAL ACTIVITIES INDIVIDUAL ACTIVITIES
ACTIVITIES IN AN AND ACTIVITIES IN AN AND ACTIVITIES IN AN AND ACTIVITIES IN AN
ALTERNATIVE ALTERNATIVE ALTERNATIVE ALTERNATIVE
ENVIRONMENT; E.G., ENVIRONMENT; E.G., ENVIRONMENT; E.G., ENVIRONMENT; E.G.,
AQUATICS AND OUTDOOR AQUATICS AND OUTDOOR AQUATICS AND OUTDOOR AQUATICS AND OUTDOOR
PURSUITS PURSUITS PURSUITS PURSUITS

C: INTERACT POSITIVELY C: INTERACT POSITIVELY C: INTERACT POSITIVELY C: INTERACT POSITIVELY

WITH OTHERS WITH OTHERS WITH OTHERS WITH OTHERS
 D: ASSUME D: ASSUME D: ASSUME D: ASSUME
RESPONSIBILITY TO LEAD RESPONSIBILITY TO LEAD RESPONSIBILITY TO LEAD RESPONSIBILITY TO LEAD
AN ACTIVE WAY OF LIFE AN ACTIVE WAY OF LIFE AN ACTIVE WAY OF LIFE AN ACTIVE WAY OF LIFE
Basic Skills—Manipulative: Application of Basic Skills in Application of Basic Skills in
SLO APPLICATION OF BASIC
receiving; Types of Gymnastics Dance
SKILLS IN GAMES
STUDENTS WILL: e.g., catching, collecting; Students will: Students will:
 A1- retaining: e.g., dribbling,
10 DEMONSTRATE carrying, bouncing, trapping:  A1-12 demonstrate the  A1-8 perform simple
BODY AND SPACE sending; e.g., throwing, basic skills in movements by using
AWARENESS WHEN kicking, striking educational elements of effort and
PERFORMING gymnastics; e.g., use space to respond to a
SPACE AWARENESS Students will: of different body parts, variety of stimuli; e.g.,
GAMES types of effort, space music
 A1-5 demonstrate and relationships  A1-9 demonstrate
 A1-  D1-2 demonstrate body awareness when
ways to receive, retain
11 DEMONSTRATE effort while performing dance
and send an object,
AN participating in activities
using a variety of body
UNDERSTANDING various activities  D1-2 demonstrate
parts and implements,
OF BASIC RULES  C1-3 identify and effort while
individually and with
AND FAIR PLAY demonstrate etiquette participating in
others
FOR SIMPLE
 D1-3 show a and fair play various activities
GAMES
willingness to listen to   C1-3 identify and
directions and simple demonstrate etiquette
explanations and fair play
 D1-2 demonstrate 
effort while
participating in
 C1-1 develop and various activities
demonstrate respectful  C1-3 identify and
communication skills demonstrate etiquette
appropriate to context and fair play
 C1-3 identify and
demonstrate etiquette
and fair play
 C1-5 display a
willingness to play
cooperatively with
 others in large and
small groups
 D1-2 demonstrate
effort while
participating in various
activities
 D1-3 show a
willingness to listen to
directions and simple
explanations
 D1-4 participate in safe
warm-up and cool-
down activities

ASSESSMENT OBSERVATION/CHECKLIST, OBSERVATION/CHECKLIST OBSERVATION/CHECKLIST OBSERVATION/CHECKLIST

PLAYER OF THE DAY
COMMENTS
 January 2018
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6

7 8First Day: Getting 9 10 11 12 13

to Know You
Skating K-3

14 15 16 17 18 19 20
Skating K-3

21 22 23Staff Meeting 24 25 26 27

28 29 30 31
 February 2018
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3

4 55-9 Scholastic 6 7 8 9 10
Book Fair Students Led Students Led
Conferences Conferences

11 12 13 14 15 16 17

Valentine's Day

18 19 20 21 22 23 24
No School Family No School: PT No School: PT No School: Prof No School: Prof
Day Interview Lieu Interview Lieu Development Day Development Day
Day Day
25 26 27 28
Staff Meeting

March 2018
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3
Aggie Days K-3

4 5 6 7 8 9 10

11 12 13 14 15 16 17
No School-PD Day Report Card Report Cards
Marks and Home
Comments to
Office
18 19 20 21 22 23 24
Staff Meeting

25 26 27 28 29 30 31
No School- No School- No School- No School- No School
Sunnyside Days Sunnyside Days Sunnyside Days Sunnyside Days Good Friday

April 2018
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6 7
No School No School No School No School No School

Easter
8 9 10 11 12 13 14
15 16 17 18 19 20 21
Farm Safety
Staff Meeting

22 23 24 25 26 27 28
Poetry Oratorical Last Day!
Assembly @2:30

29 30