Kindergarten - Science (2008)

I Am Unique

 I Belong

SKILLS AND PROCESSES 

values his or her own unique characteristics, interests, gifts and talents (I)

appreciates the unique characteristics, interests, gifts and talents of others: 

examines what makes his or her own unique individuals by exploring and reflecting upon the following questions for inquiry:

explores how we demonstrate respect for ourselves and others by exploring and reflecting upon the following questions for inquiry: 

values how personal stories express what it means to belong (I) 

values and respects significant people in his or her life: 

appreciates how their participation in his or her communities affects their sense of belonging (CC, I)

examines the characteristics and interests that bring people together in groups by exploring and reflecting upon the following questions for inquiry: 

examines ways in which people create a climate of cooperation by exploring and reflecting upon the following questions for inquiry: 

develops skills of critical thinking and creative thinking: 

develops skills of historical thinking: 

develops skills of geographic thinking: 

demonstrates the skills of decision making and problem solving: − provides ideas and strategies to contribute to decision making and problem solving

demonstrates the skills of cooperation, conflict resolution and consensus building:

develops age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as: 

applies the research process: 

demonstrates skills of oral, written and visual literacy: 

develops skills of media literacy: 

appreciates feelings, ideas, stories and experiences shared by others (C, I)

values oral traditions of others (C)

appreciates that French and English are Canada’s official languages (C, I) 

What are my gifts, interests, talents and characteristics? (I)

How do my gifts, interests, talents and characteristics make me a unique individual? (I)

How do culture and language contribute to my unique identity? (I, C)

What is the origin and/or significance of my given names? (I)

What are the origins of the people in our school, groups or communities? (C, LPP) 

How can we show interest and sensitivity toward social, physical, cultural and linguistic diversity in the school, groups and communities? (CC, I) 

Why is speaking French and/or English important in our school, groups, or communities? (C, CC)

− How can we show respect and acceptance of people as they are? (C, I)

appreciates the important contributions of individuals at home, at school and in the community (C, CC) 

develops an awareness of the importance of sharing the responsibility for caring for the environment (C, LPP) 

appreciates the impact that group members have on each other (C, CC) 

demonstrates respect for the diverse ways individuals cooperate, work and play together (C, PADM) 

assumes responsibility for personal actions, words and choices (C) 

What brings people together in a group? (CC) 

What might we share with people in other groups? (CC) 

Can we belong to several groups at one time? (I, GC) 

How do we know that we belong to groups or communities? (CC, I) 

Does everyone belong to a group or a community? (CC) 

− How does living and participating in your community affect your sense of belonging? (CC, I)

What are the rules at home, at school and in the community? (PADM) 

Are there similar rules at home, at school and in the community? (PADM) 

What are the benefits of working cooperatively with others? (CC)

What are challenges that groups face in creating a peaceful atmosphere? (C, CC)

In what ways can people contribute to a group or community? (CC)

What actions show care and concern for the environment? (C, LPP)

considers ideas and information from varied sources

compares and contrasts information provided 

recognizes that some activities or events occur at particular times of the day or year 

differentiates between events and activities that occurred recently and long ago 

recognizes familiar places or points of reference in their surroundings 

asks geographic questions, such as asking for directions 

provides ideas and strategies to contribute to decision making and problem solving

considers the needs of others 

works and plays in harmony with others to create a safe and caring environment

demonstrates a willingness to share space and resources 

being a classroom helper

asks questions to make meaning of a topic 

gathers information on a particular topic from a variety of sources; e.g., illustrations, photographs, videos, objects, auditory cues  

listens to others in a socially appropriate manner 

responds appropriately to comments and questions, using language respectful of human diversity 

determines the main points or ideas in a media presentation