Outdoor Education and Literacy
This period will include outdoor vocabulary walks with cameras. Parents may be invited to participate and supervise as this is the last period of the day. Students use their oral language to talk about what they see and ask questions about the world around them. These walks and the pictures taken on them will inspire the next day’s journal entry during literacy centres.
Related Food Groups
Vocabulary Knowledge Building Motivation for Literacy Curriculum Expectations Examples of where to integrate literacy in the Environmental Education curriculum in Mid stage 1 Personal and Social Development Awareness of Surroundings 17. Identify people who work in the community, and talk about what they do (e.g., farmer, park ranger, …) 18. Recognize special places and buildings within their community, both natural and humanmade, and talk about their functions (e.g., farm, … mine, cave) Understanding Structures and Mechanisms: Materials, Objects, and Everyday Structures 1. Assess the impact on people and the environment of objects and structures and the materials used in them Understanding Matter and Energy: Energy in Our Lives 1.2 Describe how the everyday lives of different people and other living things would be affected if electrical energy were no longer available (e.g., families, farmers, businesses and stores, a company that offers alternative energy sources such as solar-powered devices, the plants in a hydroponic greenhouse, the tropical animals in a Canadian zoo) |
Literacy Integration Through the French as a Second Language Curriculum B1.1 Using Oral Communication Strategies: identify a few speaking strategies and use them appropriately to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use body language, including gestures and facial expressions, as well as changes in tone to support and clarify their message; practise with a partner; use vocabulary that is familiar to their audience; record a message and review it to improve their delivery) B3.1 Intercultural Awareness: communicate information orally about local French-speaking communities, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities |